Hello there, Mr. Marks here, your friendly neighborhood math teacher. Remember, it's not about just getting the right answers, it's about learning and growing along the way. Today's problem is coming to us from a McDougal-Litell geometry textbook. This problem is a great introduction into geometric concepts such as pattern recognition, so let's uncover the mysteries together. First, let's read the problem's instructions. Sketching visual patterns. Sketch the next figure in the pattern. Let's take a look at our pattern here. I first noticed that each figure in our pattern is a circle, and each of those circles is split into multiple parts. Not only this, but one of the parts in each circle is colored white while the rest are not. How would you describe how to sketch the next figure in this pattern? Oh, I know! It's just another circle broken up into more parts where we're going to color in the top left part, right? Then I say, let's test that conjecture. First, I would ask you, what do you mean by more pieces? This first circle is one.


Section 26 of Report on the Investigation into Russian Interference in the 2016 Presidential Election. This is a LibriVox recording. All LibriVox recordings are in the public domain. For more information or to volunteer, please visit LibriVox.org. Recording by Kathleen Nelson. Report on the investigation into Russian interference in the 2016 Presidential Election by Robert Muller. Section 26, Appendix D. Special Counsel's Office Transferred, Referred, and Completed Cases. This appendix identifies matters transferred or referred by the Special Counsel's office, as well as cases prosecuted by the office that are now completed. A. Transfers. The Special Counsel's office has concluded its investigation into links and coordination between the Russian government and individuals associated with the Trump campaign. Certain matters assigned to the office by the Acting Attorney General have not fully concluded as of the date of this report. After consultation with the Office of the Deputy Attorney General, the office has transferred responsibility for those matters to other components of the Department of Justice and the FBI. Those transfers include one, United States v. Bijan Rafikian and Kamil Akeem Alpethkin, U.S. Attorney's Office for the Eastern District of Virginia, awaiting trial. The Acting Attorney General authorized the Special Counsel to investigate, among other things, possible criminal conduct by Michael Flynn in acting as an unregistered agent for the government of Turkey. C. August 2, 2017, Memorandum from Rod J. Rosenstein to Robert S. Muller, III. The Acting Attorney General later confirmed the Special Counsel's authority to investigate Rafikian and Alpethkin because they may have been jointly involved with Flynn in FARA-related crimes. C. October 20, 2017, Memorandum from Associate Deputy Attorney General Scott Schools to Deputy Attorney General Rod J. Rosenstein. On December 1, 2017, Flynn pleaded guilty to an information charging him with making false statements to the FBI about his contacts with the Russian ambassador to the United States. As part of that plea, Flynn agreed to a statement of the offense in which he acknowledged that the Foreign Agents Registration Act, FARA, documents he filed on March 7, 2017, contained materially false statements and omissions. Flynn's plea occurred before the Special Counsel had made a final decision on whether to charge Rafikian or Alpethkin. On March 27, 2018, after consultation with the Office of the Deputy Attorney General, the Special Counsel's Office referred the investigation of Rafikian and Alpethkin to the National Security Division, NSD, for any action it deemed appropriate. The Special Counsel's Office determined the referral was appropriate because the investigation of Flynn had been completed and that investigation had proved the rationale for the Office's investigation of Rafikian and Alpethkin. At NSD's request, the Eastern District of Virginia continued the investigation of Rafikian and Alpethkin. Two, United States v. Michael Flynn, U.S. Attorney's Office for the District of Columbia, awaiting sentencing. Three, United States v. Richard Gates, U.S. Attorney's Office for the District of Columbia, awaiting sentencing. Four, United States v. Internet Research Agency et al., Russian social media campaign. U.S. Attorney's Office for the District of Columbia, National Security Division, post indictment, pre-arrest, and pre-trial. Five, United States v. Konstantin Kilumnik, U.S. Attorney's Office for the District of Columbia, post indictment, pre-arrest. Six, United States v. Paul Manafort, U.S. Attorney's Office for the District of Columbia, U.S. Attorney's Office for the Eastern District of Virginia, post conviction. Seven, United States v. Vilktor Nechko et al., Russian hacking operations, U.S. Attorney's Office for the Western District of Pennsylvania, National Security Division, post indictment, pre-arrest. Eight, United States v. William Samuel Patton, U.S. Attorney's Office for the District of Columbia, awaiting sentencing. The acting attorney general authorized the special counsels to investigate aspects of Patton's conduct that related to another matter that was under investigation by the office. The investigation uncovered evidence of a crime. The U.S. Attorney's Office for the District of Columbia handled the prosecution of Patton. Nine, redacted harm to ongoing matter. Investigation ongoing. The acting attorney general authorized the special counsel to investigate, among other things, crime or crimes arising out of payments Paul Manafort received from the Ukrainian government before and during the tenure of President Viktor Yanukovych. See August 2, 2017 memorandum from Rod J. Rosenstein to Robert S. Muller III. The acting attorney general later confirmed the special counsel's authority to investigate, redacted harm to ongoing matter. On October 27, 2017, Paul Manafort and Richard Gates were charged in the District of Columbia with various crimes, including FARA, in connection with work they performed for Russian-backed political entities in Ukraine. On February 22, 2018, Manafort and Gates were charged in the Eastern District of Virginia with various other crimes in connection with the payments they received for work performed for Russia-backed political entities in Ukraine. During the course of its redaction, harm to ongoing matter, the special counsel's office developed substantial evidence with respect to individuals and entities that were redacted, harm to ongoing matter. On February 23, 2018, Gates pleaded guilty in the District of Columbia to a multi-object conspiracy and to making false statements. The remaining charges against Gates were dismissed. Thereafter, in consultation with the Office of the Deputy Attorney General, the special counsel's office closed the redacted harm to ongoing matter and referred them, redacted, harm to ongoing matter, for further investigation as it deemed appropriate. The office based its decision to close those matters on its mandate, the indictments of Manafort, Gates's plea, and its determination as to how best to allocate its resources among other reasons. Redacted, harm to ongoing matter, at redacted, harm to ongoing matter, continued the investigation of those closed matters. 10. United States v. Roger Stone, U.S. Attorney's Office for the District of Columbia, awaiting trial. 11. Redacted, harm to ongoing matter, investigation ongoing. B. Referrals During the course of the investigation, the office periodically identified evidence of potential criminal activity that was outside the scope of the special counsel's jurisdiction established by the acting attorney general. After consultation with the Office of the Deputy Attorney General, the office referred that evidence to appropriate law enforcement authorities, principally other components of the Department of Justice and the FBI. Those referrals, listed alphabetically by subject, are summarized below. 1. Redacted, harm to ongoing matter. 2. Michael Cohen During the course of the investigation, the special counsel's office uncovered evidence of potential wire fraud and FICA violations pertaining to Michael Cohen. That evidence was referred to the U.S. Attorney's Office for the Southern District of New York and the FBI's New York Field Office. 3. Redacted, harm to ongoing matter. 4. Redacted, harm to ongoing matter. 5. Gregory Craig Redacted, harm to ongoing matter. 4. Skadden, ARPS, Slate, Meager, and Flom, LLP During the course of the FARA investigation of Paul Manafort and Rick Gates, the special counsel's office uncovered evidence of potential FARA violations pertaining to redacted, harm to ongoing matter. 5. Gregory Craig, Skadden, ARPS, Slate, Meager, and Flom, LLP, Skadden, and their work on behalf of the government of Ukraine. After consultation with the NSD, the evidence regarding Craig, redacted, harm to ongoing matter, was referred to NSD and NSD elected to partner with the U.S. Attorney's Office for the Southern District of New York and the FBI's New York Field Office. NSD later elected to partner on the Craig matter with the U.S. Attorney's Office for the District of Columbia. NSD retained and handled issues relating to Skadden itself. 6. Redacted, harm to ongoing matter. 7. Redacted, harm to ongoing matter. 8. Redacted, harm to ongoing matter. 9. Redacted, harm to ongoing matter. 10. Redacted, harm to ongoing matter. 11. Redacted, harm to ongoing matter. 12. Redacted. Harm to ongoing matter. 13. Redacted. Harm to ongoing matter. 14. Redacted. Harm to ongoing matter. C. Completed Prosecutions. In three cases prosecuted by the Special Counsel's Office, the defendants have completed or are about to complete their terms of imprisonment. Because no further proceedings are likely in any case, responsibility for them has not been transferred to any other office or component. 1. United States vs. George Papadopoulos. Post-conviction, completed term of imprisonment, December 7th, 2018. 2. United States vs. Alex Vandersvahn. Post-conviction, completed term of imprisonment, June 4th, 2018. 3. United States vs. Richard Pigneto. Post-conviction, currently in residential re-entry center, released date May 13th, 2019. End of section 26. End of report on the investigation into Russian interference in the 2016 presidential election by Robert Mueller.


So it's your first day of your apprenticeship. Congratulations, you are on your way to an awesome career in the trades, and especially if I'm a little biased electrical. However, you have no idea what to expect. In this video, I'm gonna talk to you about five things you can expect from your first day and week as an electrical apprentice. Let's get going. Number one, show up with your tools. Now I know you've probably been told you're not gonna use them. And chances are, you're probably right. I mean, you're gonna be running here and there. There's gonna be a lot of orientation stuff going on. You're gonna be getting to know the site. And then after that, you're gonna basically be a runner.  But it says something when you show up with your tools. At the very least, you should just have your hand tools and a cordless drill, in my opinion. This shows that you're serious about this, being an actual career, that this isn't just some job that you're showing up to that you're serious about this. So I cannot stress enough on that very first day, even though there's a good chance you won't be using them. Show up with those tools. It makes a big difference. If you're looking for a list of tools you might need as an electrical apprentice, go on down to the description and I'll put a list right there for you.  There's nothing worse for a journeyman than when your apprentice is just all chatty and acting like they know everything. I'll give you a little hint here. Most journeymen look at their apprentices, especially their first day apprentices. They equate them with kindergarten students. I'm not joking. So make sure that you don't prove them right.  Number three, this goes a little bit counter to my last point, but this one's important too. It's ask questions. If you don't know what you're doing, then don't just pretend that you do or don't start to do it and just kind of work your way through it hoping you're gonna get it because you might screw things up. So make sure that if you don't understand what's going on, you don't know where you're going to. You don't know what they meant when they asked you to go pick up that EMT that you asked them what they meant. It's so important to clarify. Now I'm not saying that you're gonna ask questions just for the sake of asking questions, don't do that. But if you need clarification, there is nothing wrong in asking. So ask questions if you need help. Number four, and this is a big one too that I see happen a lot. When you're done your task, make sure you ask for something else to do. Now I know your journeymen might be busy doing something and maybe you just need to kind of stand off and just wait until they're not so busy, but you need to be looking for the next thing to do. And if you have to wait, look busy. And I know it sounds kind of just funny while I look busy, but you will actually, if you can just go grab a broom and start sweeping stuff up, do something to look busy, but it kind of signals to your journeymen that you're ready for the next task. Also, by staying busy like that, you're signaling to your journeymen that you are ready to actually move on to other things. And that means that they might want to put you into more of a responsible role as opposed to those people who are just sitting out there, they finish your job and then they just wait to be told what to do next. That drives journeymen crazy. Don't do that. So make sure that as soon as you are done, you look for your journeymen and you ask for the next task.  I'm not gonna sugarcoat it. That first week is brutal. Let me tell you this though, it gets easier. Yes, that first week is gonna be the most tired you've ever felt, but at the same time, you're gonna start feeling rewarded by it and you're gonna start getting excited by it.  You're gonna be getting lots of tools. You've got to be carrying tools on your hips that you're not used to. Your body's not used to this kind of work. Do not stress out, it's going to be okay. We all go through it. That first week is exhausting.  If you find yourself in a situation with your boss that it's become abusive, then that's not okay. And you need to get out of there because it's not okay. That's old school and we don't do things like that anymore. We're changing the culture here, right? We're not going to allow abusive behavior to happen on our sites anymore. If you treat people with respect, especially your apprentices, I'm speaking to the journeyman here, your apprentices are gonna treat you with respect as well. I'm gonna give you one last one. Number six, get off those phones. Now I'm not saying don't snap pictures because you're proud of the work. That's okay, but make sure it's at a time when you're done the work or you're about to take coffee break or it's lunchtime. But those who are pulling out their phones all the time and on them all the time, they get noticed and next time there's a layoff coming, they're the ones first to go. Take pictures and that sort of thing and snap chats and send them to your buddies on your own time. Do not do it on the boss's time. That stuff gets noticed very, very quickly. Okay, that's all I got for today. If you have stuff you'd like to add, please, I'd love to hear it. Put it in the comments down below. I would love to hear what other journeymen are saying about this. What are some of the things that you think that apprentices should know their first week and you that are in your apprenticeship, what are some things that you've experienced in your first week that you'd like to pass on to others and just to make their lives a little bit easier? If you're getting any value from this, make sure you do me a favor, hit subscribe. It gets the word out there and hit that bell for notifications. You'll be notified as soon as video comes out. They're coming out once or twice a week so they're fast and furious and you don't wanna miss them. We'll see you in the next one.


Hi there, my name is Jan, and this is actually the first time I've been to an Excel conference so far because usually you would see me around Moodle conferences, maybe not all of you know Moodle, this is an open source piece of software that can be installed by different kinds of users, so for example there are labs universities that run this at scale, but also there are like individual teachers who have their own Moodle installations to support their courses and that maybe bring them in on Raspberry Pi's to class and whatever, so you can really do anything you want to support your teaching, just like Nexcout, it's open source, it's PHP based, and for setting up this is really easy, but you can use it to create really advanced e-learning environment and virtual learning environments, so this is pretty cool, and when you do course materials then many of these are obviously files, you can do lots more with Moodle, but you won't have any way around working with your files sometime, and Moodle is okay at handling files, but it's basically not the core business right, what you're trying to do in Moodle is e-learning, and for files maybe some other solution would be more sensible, for example Nexcout, so maybe there is a need for integration between the two of them, and there are several solutions available right now, so this is something that's in development, the idea is to create shared folders for groups of students in Nexcout, where they can work together on files in a private environment or in an observed environment with a teacher also present in these folders, which is of course something trivial for Nexcout, but the thing is usually in the Moodle courses you have the list of students, you have the groups of students who work together, and you can use this information to create this folder structure in Nexcout right, and this is what one plugin does, it's called Collaborative Folders, and right now it's a work in progress, but you can see it for example on GitHub where development is ongoing, and we hope to publish a final version soon, and the other thing is a plugin that is already ready for production that enables direct file exchange between Moodle and Nexcout, so without the deviation of first having to download the file from Nexcout to your computer in order to upload it to Moodle, so this is something that can be done in a direct way, I'm using the WebDef protocol, and this is a so-called repository plugin that can be installed to Moodle and connected with Nexcout, and then you have direct access to the files in your personal space in Nexcout. Maybe there will be some big news in the next days, I don't know, we are currently trying to get this plugin into the Moodle core to have Nexcout as a first class integration ready in Moodle, which would be pretty cool, we still need some help with that, especially with regard to some very minor Nexcout bugs that still have to be resolved in order to have this really cool, but that would be pretty great. These are two scenarios of what is possible right now, we are thinking about other things as well, but those are just ideas, there's no work in progress yet. For example when teachers have all their course materials in their Nexcout, they might want to reuse this every year for the same cost, so you can have like a folder in Nexcout with all your material as a reference, which could be shared in its entirety to Moodle, so you just upload the full folder and not every file bit by bit. Then of course there's collaborative editing in Nexcout, and I think this would be also very useful in Moodle, this is something that does not exist yet, except for an either pad plugin, and it could be way better if you enter, for example, only others in Caledora, and maybe you have some other ideas, yesterday it crossed my mind that maybe we could integrate talk into Moodle as well, because the video conferencing would be something that was also very nice to have. Maybe you have some other ideas, I would suggest maybe let's talk about this later today or online, whatever you like. Thank you.


What's up everybody, Jason here for Jasper's Case Breaks.com We're giving away 10 spots in our hockey mixer guys with this 1920 UD Allure hockey pack number 49 So first we do the break, randomize the customer names and team to show the hits out of the one pack And then at the end we'll take the customer names that bought in, randomize them and top 10 getting guys So let's do the break first roll Three, one into three four times. Good luck. One two three four Four times Steve Burge done a Kevin. Here we go four times one two three four Kings down to the Canadians. I like it. He's always at the top. There you go So stick to what you got guys, of course. There's a quick little UD Allure pack filler. So Doesn't mean we can't play anything crazy, but it's gonna be a quick break. So no trace needed.  Not bad autograph coming your way Switch scenes now and again. Let's give away ten spots in our mixer roll Four to four eight the hard way top ten are in one two three four five six seven and eight boom So 21 sad people and mark down to Steve Burge just missing out But I can guys have been it Andrew Andrew Mike Corey Chad Mike Bennett Mike and Bennett. There you go Top ten are in let's paste your guys as a name in the mixer Boom boom No, Siri. I don't want to talk to you So there you go guys next ones in the store already down to 20 sounds out the break Jasper's case race.com


Hello and welcome to the lecture for chapter 10, Planning, Organizing and Presenting Small Group Oral Presentations. Over the next several slides, we'll talk about the steps that cover the planning stage, the organizing stage, and the presenting stage of group presentations, as well as some important tips on the things that you should do to make sure that your delivery is effective and excellent during your presentation. All right, so first off, before we can really dive into our understanding here, it's helpful to talk about some of the different types of presentations. While there are probably a whole list of nuance topics that we could cover, in this course, there are a couple key types of presentations that we really focus on. First is that of informative presentations. The goal of an informative presentation is to teach your audience about a topic that they don't know very much about. And so in searching for informative topics, you tend to look at things where you can bring insights and understandings on a new topic. That said, what separates informative presentations from other presentations is a tendency to lack persuasive appeals. There aren't very many calls to action inside of them. You're really here just to inform people about a topic and not change their mind about anything. This can be contrasted with a persuasive presentation that while still informs individual about a topic, actually calls the audience to action. Typically in a persuasive presentation, there's a discussion of problems, causes of those problems, and then a presentation of a solution that the audience should try to do something to make happen. Separate from these two, but also inclusive, is entertainment presentations that amuse the audience while still accomplishing one of the goals of either being informative or persuasive. It can go either way inside of that. All right, so let's talk a little bit about the steps that you would take to effectively create and put together a presentation. The first stage of a presentation is what we call the planning stage. And this is all of the groundwork that comes together before you actually start putting together the presentation. So in this initial stage, you start by figuring out who your audience is by conducting an audience analysis. By understanding your audience, you can better craft a message that will be effective and meet their needs. You also wanna research the occasion. What occasion are you asked to be speak at, right? Is this a business meeting? Is this a celebration or an award ceremony? Is this a specific event relative to a community organization? What is it? By understanding the occasion, you can more carefully adapt your message to fit inside of that. From there, you start, want to start understanding and doing some research on the purpose of the presentation, the subject and topic that you're being asked to speak about. And then from there, you can move on and assess the group members. You should assess their skills, their abilities, their strengths and their weaknesses to figure out how to best utilize individuals with the task that is coming before you. And finally, as you prepare to actually get the real work done, you're going to determine the logistics and any supplies that you might need to be able to accomplish the creation of a good presentation. Once you've done that, you're able to move on to the actual organizing stage. During the organizing stage, what you're trying to do is put everything together so that you are situated to give an excellent presentation. During the stage, you and your group members will gather both verbal and visual materials for the presentation. This includes all of the research that you need and creating an outline and the materials that you'll have to do inside of this. A note about the outline, an outline is not meant to be a manuscript. And while there are different types of presentations, outlines allow for a extemporaneous style of delivery. And so what you would want to do is create a full sentence outline that contains in-text parenthetical citations like the one seen in this visual aid that allows you to cite where your information is coming from. It's important to take note during the organizational stage that by correctly citing the information, you will save yourself that hassle when it comes time to present, but also will allow you to be ethical and effective in presenting information because not citing information is really the same as plagiarizing other people's ideas. When it's time to present, there's a couple of things to keep in mind when you find yourself in front of other individuals. First off, the use of language is the main way your audience will understand your message. So you want to make sure that the things that you are saying are clear but vivid and appropriate to the situation and setting for which you're giving your presentation. There's a lot of different ways that presentations can be given. Some include manuscript presentations where you're reading off a script. Others are memorized where you've written a manuscript and then memorized that. Some are impromptu where you just jot down a couple of notes right before you speak. But in this course, the types of presentations you will be giving are extemporaneous where you have done in-depth preparation but not at the level of writing a script. You've created solid notes that you are then going to extemporaneously deliver a presentation.  All right, now that we understand some of the basics that go into putting a presentation together, let's talk a little bit about what goes into good delivery. There are several factors and I'm going to cover them in order so you have an idea of what you want to do as well as what you don't want to do. So one of the most important things that you can do as a speaker when you're in front of the audience is maintain good and consistent eye contact. This means that if you ever had as teacher or someone tell you the best way to give a speech is just to look at a point in the back of the room, you need to forget that right now. Eye contact is the key way that you make connection with your audience while you speak and that they can feel invested with you and the message you're breathing from them. So you want to make sure that you're looking at people in the eye and that you're scanning the room and making eye contact with a variety of people. This means that you need to avoid looking at your notes. Some of the worst presentations are the ones where people just read directly off notes or read directly off a manuscript. 90% of your presentation or more should involve you looking and making eye contact with your audience. One of the things that you should try to do is as you move around the room, shift your focus. Look at different parts of the room. Don't try to ignore a part of the room. If there's people that are kind of off to the side, make an effort to look at them so that they feel connected and invested inside your message. The next one is to use movement effectively during your presentation. So when speaking, particularly during a group presentation, you want to let the main speaker have the floor. This means never ever should the entire group stand in front of the room in a row and just kind of talk in order. Whoever the speaker is, let them have the stage. Everyone else should move off to the side so that they can go ahead and focus on the audience and make some connection. While you're in front of the room, you want to use movement on the stage to help illustrate movement between main points. So if you're part of the presentation involves explaining two issues, you might start off at the left side of the room on the left of the screen, explain your first issue, and then as you get ready to explain your second issue, transition, moving from the first point to the next point and walk to the other side of the screen. What this does for your audience not only has some useful movement inside of it, but also illustrates physically that you're moving from one point to the next point of your presentation. What you do not want to do under any circumstances is pace back and forth in the front of the room during your presentation or sway from side to side like Hillary's doing here or rock back and forth or do the simulation where it feels like you're on a ship at sea. All of those things become distracting from your message and ultimately hurt your ability to convey a message to an audience. The next thing that you want to worry about during your presentation is the effective use of gestures. During a presentation, you want to continue the gesture throughout the speech, but the gestures should make sense. You don't just want to have your hands flying in circles around your forehead and all over the place because that's going to be distracting. You want to use appropriate gestures that match what you're saying inside of that.  Another thing to be careful of is the T-Rex arms. This is the tendency for people to glue their elbows to the side of their body and talk in tiny little gestures that are only a couple inches away from each other. Not only does this look a little awkward, they've actually done research of speakers and speakers that have big open gestures are always considered more trustworthy than people that are more closed off. On this note, if you're going to have notes, you want to keep those note cards in a single hand. Holding note cards in both hands prevents you from gesturing, tends to be a distraction and encourages people to read directly off the notes. Instead, put the note cards in one hand, palm them in that hand, and then continue to gesture with them. As a side note to make it easier, never ever ever use note cards that are bigger than three by five cards. And I shouldn't have to say it, but I will never bring full eight and a half by 11 sheets of paper to the front of the room. Not only will this be an ineffective way, they tend to crinkle and make noise and ultimately, again, are more distracting than they are to enhance the message. So make sure that you don't do that. In general, if there's a point during your presentation where you don't need to gesture for a second, just let those arms fall to your side and that's what you should do with your hands. Okay, vocal variety. It's important to kind of focus on three things when it comes to the perilinguistics of your voice during your presentation. First is to have good volume. Consider the size of the room. It's a very small room. You may not have to be as loud as you do if it's a very large room. Always take a chance to scout out the place that you are speaking before you do so so you have an idea of how loud you need to be to fill that room. The next thing is to keep a steady pace.  Kind of keep things moving at a nice steady pace, perhaps accelerating if you're building up to something suspenseful like in a story. Last but not least, use vocal variety and appropriate tone inside your message. What this means is that you should be engaged and interested and excited about what you have to say. And if you're talking about something that is really depressing, by all means, don't feel afraid to show you some emotion. What you should avoid doing, however, is being Ben Stein. Ben Stein was a kind of famous individual in the 80s and the 90s and used to do the Clear Eyes commercials and is infamously known for having an incredibly monotone voice, meaning that he speaks at the same rate of speech, never varying his voice up or down as he goes throughout this. And it tends to just be really boring.  That leads us to language. When giving a formal presentation, we try to step things up a little bit. First off, if you're discussing a topic that you don't know a lot about, particularly if it's an academic topic, which includes some complex ideas, it's a good idea to have any of those terms that you don't understand, explain to you. If you've never heard this word before, ask someone else to help you explain it or look online. There's a lot of websites that offer pronunciation services. Word choice, these presentations are your chance to use all of those really fancy $5 college words. So impress us with the verboseness of your lexicon during your presentation. And otherwise, feel free to use all those big words. Well, you should avoid our slang, so those slang terms don't be dropping yolos and whatnot in the midst of a presentation. And last but not least, do your best to avoid verbal fillers. Verbal fillers are the ums, likes, you know, and all of those different words and sounds that come in place. The best thing that I can recommend doing is if you feel like you're going to say a verbal filler, like whatnot, instead of doing that, pause for a second, collect yourself in that second, and move on. It's way less noticeable than actually saying the verbal filler. Last but not least is appearance. What you really want to understand from this is that having better attire and looking fancier can first off enhance the credibility to your audience, but also can enhance your confidence. At the very least, you know, it may not always be necessary to wear a full 3D piece suit, but you know, don't be lazy, tuck in your shirts, iron your clothes, and do those types of things so that you're kind of presenting yourself in the best possible light. All right, and that brings us to the end. Once again, thank you for watching. If you have any questions, please do not hesitate to contact me at one of the variety of methods that are available to you.


Okay. Okay, thank you very much. Thank you very much for having me. Okay, so I'm going to talk about something that is it's the mixture of experiments and simulations. A lot of it is in simulations because that's a big better way of having a lot of statistics. And basically, it's a system that looks a little bit like the one in the in the first slide, where we have small particles of colloidal particles that interact. And they are confined between two glass slides. And they're very, very tightly confined. So this confinement is very narrow. It's a very narrow sleeper. And the idea which I am eventually hoping to arrive to is that we can see something that looks like this, where we didn't have we call this be the bidirectional current. So it's a current in which particles on the top go down. And particles on the bottom of the slide go up.  So this is like a buckled state. And so the question is, you know, first of all, why are we doing this? And there is many answers, which are some of them are standard, some of them are not so much. The first reason is because what we want to have some way of transporting and controlling transport at the microscope. So this is a very, very old story. Well, not very old, but very popular story in the last few years. It's very difficult to move things in the microscale in viscous suspensions because of what is called the scallop theorem. So the idea is that something cannot move forward by having a reciprocal motion, like the one over the scallop, if you open and then you move in one direction. And then when you close, you move in the in the opposite direction. So a scallop would just do something like back and forward motion. So you need more degrees of freedom. And there's many different ways of overcoming this. One version is if you have a slide, then covers a wall, a hard wall and interface, then you can have some rotational motion and the interaction with the wall will move your particles. And for example, you can have particles that aggregate in little worms that walk. And if you have more of these rollers, then you start having some collective motion. That's one way. Another way is having things that have more than one degree of freedom. This is what bacteria do. So they have, they have flagella which rotate and these flagella are flexible structures. And there is like even cases in which you can minimize or you can have like the smallest amount of degrees of freedom which are two. And this is the Purcell swimming. So it's just simply a couple of hinges. And it's the minimal version of the flagella. Other ways are, for example, to create gradients around particles, which can be temperature gradients or chemical gradients or things like this. And this also moves particles around. So this is one of the motivations. Now, we want to find ways of doing better or better ways of controlling transport in the microscale. The other version or the other reasons that we are studying this is because we want, we know that colloids or in general structures but in our case colloids behave weird when they're confined. There is many different, you know, there is a trivial version of confinement where you go from something that is one-dimensional or two-dimensions or three-dimensions and this changes your the properties of your phase transitions or whatever you are finding, whatever is produced by the specific interactions in your system. But there's also the points in which boundaries, so all the ideas of you know, phase transitions and these things are generally understood in systems with infinite boundaries. And of course, if you have something which is one-dimensional is very well defined and two-dimensional is very well defined as long as boundaries are infinite. But then if you start having something which has finite boundaries, you need to think of how things arrange and how things interact with these boundaries. And one thing that happens, for example, if you do a very, very, very tight confinement similar to what we have is you can get this kind of icing-like behavior into dimensions where particles go up and particles go down. So this is like a triangular icing antiferromagnet. But of course, you have certain restrictions here which break this thing, this frustration that you should expect in the icing antiferromagnet. And another also, or for example, if you start bringing these things out of equilibrium by shearing, the arrangement of particles will change from the equilibrium configuration, which would be something like a hexagonal lattice or maybe a layer of hexagonal lattices to become something that can transverse the directions of the product that something where planes can slide more easily. So this is what happens here, no? And finally, the last reason for this is because we want to have better models of non-equilibrium phase transitions. Non-equilibrium phase transitions, it's something that is so kind of recently or maybe not so studied where the whole framework of equilibrium phase transitions is being tried, we're trying to apply it to non-equilibrium, to systems that are in energy and out of equilibrium, whether because their particles are active or whether they are driven in a random way or in a specific direction or things like this. And it is an open question, how much of these ideas of equilibrium statistical physics can be brought to non-equilibrium without any problems? One of the first ones that are very difficult to bring is the free energy. It's difficult to define a free energy where you have when you have energy coming into the system all the time. And so this is the basics of phase transition is that you look for discontinuities in the free energy. So if you don't have free energy, you have to start looking at discontinuities elsewhere. So this is another reason that we are doing this. But first of all, so ones that, you know, there's all these things that different cloud of topics that these things touch on, but maybe one thing that first has to be settled is exactly what is this thing. So as I mentioned before, we have colloids, which are confined in a very small structure, in a very small slide, sleep board, which is created just by, you know, placing a small droplet of particles and then pressing on top of one, pressing both two cover glasses together and putting a little bit of silicon around. And the idea here is that these two particles are, first of all, they are super paramagnetic. So they have iron oxide domains embedded in a polymer matrix. And also they interact through this dipole moment and also through, you know, heart shell like interactions. And this sleep board is always of a thickness that I don't it's always of a thickness that is between the diameter of a particle and two diameters of a particle. So the important restriction here is that two particles can never be on top of each other and much less three particles. And but of course, a particle has to fit inside. So this is, there has to be a there's many different behaviors that come between in this range of separation of interwall separation.  So there's nothing weird in the substrate or in the medium or anything. And finally, to take advantage of these iron oxide domains, these particles have no moment on the absence of any external field because they are super paramagnetic. But as long as as soon as we apply a magnetic field, then we have a dipole moment. And this this dipole moment is normally thought of as simply being proportional to the external field through susceptibility, which is specific of whatever batch of particles we are using. And you can think of this. So the effect of moving of this susceptibility in two ways. Normally, like the simplest scenario is where our susceptibility is a real number. So this means that if we start rotating the field, the dipole moment will rotate exactly in the same direction. And many different effects come from actually treating the susceptibility as really a complex number in which if we start rotating the field, there's always a small delay between the dipole moment and the the magnetic particle. And this is actually important because for example, these rollers that I was talking about before, if you don't think about this susceptibility, you really shouldn't be able to roll a particle to a magnetic field because you're only rolling the magnetic moment. So this is something that exists. But in our case, we're not going to think about it. Everything that we do from now on in this talk is thinking of a real susceptibility. So exactly what happens between two particles that are that have a dipole moment in under a magnetic field? First, if you just have two particles and you apply a magnetic field, they become repulsive. Now, if you have two dipole moments here, this is the interaction and the interaction is this term dominates and then so you have something that is a repulsive interaction. Actually, this term goes to zero, I think. And as soon as you so yeah, so this is the repulsive part. This is the repulsive term.  It's exactly like having two magnets, one in front of the other. And then what happens and then there is a point in which so there's a specific angle in which you go from a repulsive to an attractive interaction. This is called the magic angle and it's equals to 54.7 degrees. And then the something that is important is what happens if you start rotating the particles and then you because then you have something that is attractive in one part of the cycle and it's repulsive in one part of the cycle. But it turns out that if you do it very fast, then you can have this thing that is called the time average limit. And then if you integrate the interaction along the whole period, you get something that is attractive. But if instead of just rotating the particles, you add a constant component so you rotate in the plane, you apply a field that looks like this, you rotate in the plane, but you add a constant component in this vertical direction, then you have the pen then the your interaction will depend on the angle theta of this cone. So basically this means that if you are in the vertical direction, you have the first case in which you have just two diapers that are repulsive and you if you are in the horizontal case, then you are something attractive. And again, you recover the magic angle. There is a point in which the interactions is neither attractive nor repulsive. And now the other part that is important to kind of understanding this system is what happens with the confiner or what is the role exactly of these two walls that we are using. So if we just put a lot of particles in a glass slide, you will have just you know, are normal particles. They are, since they have iron oxide domains, normally polystyrene particles have a very similar density to water, but in this case, they are iron oxide embedded in the polymer matrix. So you will have, so they are a lot heavier than waters, they sediment quite quickly. So if you don't have any interactions, particles would just sediment to the bottom of the slide of the chamber. And of course, if you introduce the interaction, particles will become repulsive. Of course, they could, as I mentioned before, if there was no wall in top, they could just come one in top of the other. But this is not what happens most of the case, because as soon as they are a little bit separate, it's just easier to become more separated instead of just jumping one or becoming clustered. But then if you start having a lot of particles, so imagine you have an infinite chain of particles, then you cannot just become more separated, because if chain is infinite, you would have to create densities, higher densities somewhere in the sample. Instead, what happens is that some particles start moving upwards in the cell. So this is what's called a buckled state. Some particles are below, some particles above, and it's the system's way of maximizing the distance between these repulsive dipoles. And so there's some people who studied this and observed that if you have, so you have this repulsive term that comes from the dipolar interaction, and then you have this, this heart increase, which is what happens when particles start becoming, touching each other. But of course, depending on what the height is, you can also get this kind of big dip in the energy, in the interaction energy, which means that if the particles are high enough, you will have, they will be stabling in a dimer configuration or having particles in this kind of diagonal configuration, because you are above the magic angle. So there was some people who studied this in equilibrium, just, you know, they just had some particles in these cells, and they started applying a field, and you see that depending on the number of particles, how dense the system is, you can have something that looks, you know, like these repulsive states. Particles can start arranging in strange configurations, like the square configuration, where maybe you have some particles up and some particles down. In this case, they couldn't see the particles or not very clearly the difference between up and down. And then at some point, particles start coalescing into clusters, because you have these, because it's much safer for them to be close to each other. And then the clusters grow even more until they form kind of this worm-like structures, and then they become connected. So they form these labyrinth-like structures, and then eventually just like a dense system of up and down particles. This is all in equilibrium. What we did is that we wanted to see what happens if this system is brought out of equilibrium. So we started applying, instead of just a vertical field, we started applying this conical field that I was showing before at different frequencies. So before the most extreme cases, if you are going to very high frequencies, then you will have something that is kind of a time average interaction. But below, very much below, you will have first some dimers forming. So pairs of particles, these clusters become much smaller. They change like clusters of their previous slide. They are a lot smaller. They are just dimers, and they start rotating. And they are smaller because they are rotating. It's much more difficult to make a whole chain rotate and to make just two particles rotate. And between these clusters, there's space. So they form these kind of lattices of dimers that start rotating. And as very low frequencies, they are normally almost always rotating in a synchronous way. Like a synchronous way means that they are rotating at the same frequency of the field, of the external magnetic field. Then at some point, these dimers that are synchronous start rotating either in an asynchronous way, which is just something that they still rotate, but not exactly at the same frequency as an external field. Or they just break. Since the time average interaction is repulsive, they just become a glassy disordered state of particles in these popular states of up and down. And then the most interesting for us is the exchange phase. So in the exchange phase, the particles are neither synchronous nor asynchronous. So they are partly asynchronous. But then when they become asynchronous, they break the dimers. And then these breakage of the dimers, they join to other dimers. So this is something that is not necessarily collective because you need the presence of particles around for particles to join to another dimmer. And it's also this intermediate state, which allows particles to not be completely asynchronous and not be completely synchronous, which allows, which makes them break. So I'll talk a bit more about why that happens in a bit. But first of all, is so we drew all these kind of phase diagram of where you have. So instead of this is not exactly a phase diagram is more of a kind of a path diagram. So you have something that goes from synchronous to a synchronous. It's all these orange points. And then something that goes from exchange from synchronous to exchange to asynchronous. And this is the red point. And something that goes from synchronous to to rupture or which passes from through the middle exchange phase. And we can characterize this using some sort of, you know, some sort of order parameter, which in this case, for example, is the relative frequency of rotation of the dimers or the distance, the average distance between pairs of particles. Those tells us information about whether the system is in an exchange state, like in this case, or in a sea in a rupture phase or different states. Sorry, Antonio, I have a question. So can you repeat what is the protocol? So do you have a rotating field that is rotating? It's homogeneous in time. So you're doing a rotation continuously or the protocol is not steady state? For the one? So the protocol is stationary state. So you are rotating. Okay, okay. I just wanted out of the protocol. But then the phases are changing in time. So you have a rotation and then you have a system that is changing from synchronous to exchange to asynchronous. Well, no, I mean, so the change from synchronous to asynchronous, of course, when you increase the frequency. Okay, so you're changing the frequency in your experiment. So this phase diagram, that's why it's not exactly a phase diagram. It's more like a path diagram. It would be like a phase diagram. If you put, if you pull it out of the page and you have a frequency going in, then you have this cube of phases. Here we try to capture the third part where systems, I mean, the phases are these three, four, sorry, but the way that it transverses the phases, it's related to this height and the packing fraction. Okay, okay, I see. Okay, thank you. No, no, thank you. All right, so we did this, we characterized the whole structure of phases and now we wanted to know exactly why these things happen. And the idea here is basically, okay, so if you have something, if you have these dimers, they both have a dipole moment and then you have a relative angle between the dipole moments. So again, as before, if this angle is greater than pi minus the magic angle, then the interaction will always be repulsive. You won't even find dimmers and this is controlled, of course, by the height, by the thickness of the layer. If the interaction, if the angle is less than the pi minus the magic angles, sometimes you have dimers. So this is the first part. Now, sometimes you don't have any possibility of forming dimers, then that's a less interesting case for us. Sometimes you can form dimers, but it depends because if you start going very fast, then you have to think not of what the dipole moments are, but what the time average interaction is, or maybe you don't reach this time average state. The second part is what happens when you start rotating the field. So a way of doing this is to do it very slowly in our minds or in our paper. And here what we do is, okay, so if we have something that is in the plane, then we have two particles and they just go arranged in this way. In a head-to-tail configuration, this is what would be expected of two magnets. We start moving very slowly the field, then our field of our magnetic moments move, but of course this is no longer in a head-to-tail configuration, so our particles will have to move as well. But this motion has a drag, so it has friction with the fluid, so you have to think about the drag of these dimers rotating. So you have two components. We have a magnetic torque and a viscous torque. So at very low frequencies, normally the magnetic torque is high enough that particles can just move with the field, but the viscous torque will always push them a little bit behind. There will be a small phase lag between these two, but of course if the particles are pulled a little bit behind, then just the torque becomes bigger and so they think holding balances out and you have synchronous rotations. So here what we're plotting is the velocity of the angular velocity, the frequency of rotation of the dimers as a function of the frequency of rotation of the field. So this is just, well no, sorry, the relative frequency. This is just one because the dimers are rotating at the same rate. But then at some point, this phase lag becomes too big and so the magnetic torque can no longer grow in the same way because the magnetic torque is something periodic. If you start rotating the dimer around a fixed magnetic field, you fulfill a magnetic torque which is no longer, is not always pushing forward the particle. So as long as soon as the magnetic torque can no longer be greater than the viscous torque, then you start, you have a big dip. So this is the loss of synchronicity and this actually follows very closely an Adler equation which is what you expect from loss of synchronicity things in general. And this point we call the critical frequency and it's something that is very interesting is that it's exactly the same critical frequency whether the other side breaks. So if you have dimers that at some point stop being synchronous and then become ruptured. This is the same, this is a critical frequency and if you, if they instead of becoming ruptured they just become a synchronous, this is the same in critical frequency. So they both come from the same expression which is this dotted line. This is an analytic expression for the instability of this balance of torques. And then it's the same curve. So there's solid curves in simulations of many, many different particles which are co-dating in pairs and also in experiments. So this is, this feed very well to the analytic expression. And then, and so this is kind of explains where do these two phases come from. So the synchronous comes from the two particles following the field. The asynchronous comes from simply particles not following the field but not becoming repulsive. So instead of that they just, in fact if you, so they just sometimes come back or sometimes they follow a little bit longer but then they can come back at some point or maybe they just go slower but then the field catches up with them. So many different things can happen to a single dimmer in the asynchronous. And then the rupture just comes from the time average becoming repulsive. So this is just something that is regulated by the height. But then there's this case. So if the frequency is in this intermediate state you have these states where this goes very, very fast and I'll show it more slowly in a moment. But basically particles cannot be either synchronous or asynchronous. So instead of break, so when they break they don't go into this kind of separated state. Instead they just break and they form a dimmer with someone else. This change is kind of random and it's very nice because they form these kind of learning patterns of where particles are moving. But eventually what we were seeing was this and this was kind of a mystery. We didn't know, so we started looking at this and then the first, so we didn't really know why was the symmetry being broken. So this system is symmetric and so here the motion is random. It goes in any direction and the rotation of the field is also random. Sorry, it's also centered. So it's rotationally invariant. There shouldn't be anything that makes currents in one direction or the other. But we were seeing something that had a specific direction and so we were puzzled. So here the white particles are moving upwards. It's not so easy for me to understand this media. So let's see. You say there is a current upwards of the white particles. So I cannot put frame by frame, I think. But yeah, basically the idea is the white particles are moving in this direction upwards, sorry, no downwards, no? I think. So I see them going downwards. I see, I see, yes. Yeah, so I have a version that is lower later. So but yeah, the idea is white particles are going downwards and black particles are going upwards. Okay, okay. But in the end what is important is not for right now is that they are at least not random. So this has a preferential direction of motion. Yes. So we did simulations, first of all, to try to understand exactly why did we see this. We wanted, for example, to see if we restart the system many times, does this direction change or does it remain the same and things like this? So our simulation as our prince standard, so they're just a brown and dynamic integrator. We have interactions with our dipolar particle-particle interactions mixed with a WCA potential to kind of model these hard interactions between particles. And also they are interaction into a WCA with the walls. So these are all kind of hard like potentials. And then we include this interaction for some gravity because we were thinking about the difference in the population of particles up or down. And then some Gaussian noise because the system has temperature. So this pretty standard stuff. And this part where the particles are moving random, it could be captured pretty well by the simulations that we have. This was no problem. Now here you see they have these kind of small exchanges, small rotations between themselves and at some point they coupled to some neighbors. But we couldn't find why the system was having these directions. So eventually we were looking at the setup, at the experimental setup, and we noticed that in our setup the microscope moves relative to the sample. So the sample is placed on top of the coil. So of course the coil has a big field that goes in the center or has a vertical field in the center. So here this is the coil that generates the constant field in the vertical direction. In our case we would have four more coils in the horizontal directions which are the ones that are rotating. But the problem here was with the vertical coil. So basically what we do is we place our sample, we move our microscope until we find some within where particles are moving or they're not stuck to the glass. There's no trash or you know things like this. But of course when moving the microscope we see that our magnetic field lines are no longer vertical. When they come out of the coils they start diverging and since this is not in the center so they will have this in-plane component. So this basically allowed us to kind of come up with this shape for the magnetic field which consisted on simply applying a constant component to the constant part of the field so that we have kind of this shifted cone. And once we apply this shifted cone we get exactly the same result of these directional currents. And now we have to think about why exactly this in-plane component breaks. I mean it's kind of obvious that it breaks the symmetry but now we have to think about why does it generate currents. And so basically the idea, this is the slower video I was talking about, is we have half a rotation or a fraction of a rotation and then the dimers break but they break at the exact same point where they can join another cone. And this happens both in experiments and in simulations. And here the idea is that this here is the relative angle between the particles, the dimer and the field. And so basically the force that the particles, the interaction force between them it's attractive until a point in which it becomes repulsive and then they just break and go out. This has to do with the point in which the field between the particles and the space between the vector that connects two particles and the field crosses the point in which it becomes, I think this is pi half. So it becomes 90 degrees. So the idea is here this. If you have a rotation that goes as a constant, you know, if you move through a circle at a constant velocity then you're, you know, you feel that goes in the direction from zero to the constant velocity rotation is faster at some points. So this is faster here than here because, you know, here you have a lot of the tangent is further away, things like this. So this is basically what we see when we plot the angular velocity of this vector that goes from here to here. Even though the circular is being traveled at a constant velocity, the point is here is that at some point in this change in angular velocity, it becomes large enough that your viscous force or, you know, your viscous force is growing with the angular velocity. And so the viscous force becomes larger than the torque, even if it's not larger than the torque in the whole system. So the system is synchronous at some points and then non-synchronous at some other points. So this this happened before in the exchange as well. It's the particles don't have a rotation and then break. But in this case, since the this curve makes them break all in the same direction, the fact that they break in the same directions mean they can rejoin in the same direction. And this defines a direction. And in fact, we made a little model of it as before we defined kind of an order parameter in which we can measure this current that goes in this bidirectional current. And we see that this bidirectional current is normalized so that we have a value of one. When all particles are moving, this assumes that the particles are in a lattice, but in the end, they are not in a lattice, but it moves very similar as if it were. And they're moving kind of like half a lattice side every cycle. So this this is what creates a current of one. And here we're plotting a color map where we plot the current. So the blue points is the places where the current is almost one or one. And the white points is the places where we don't have current. So at very, very low frequencies or low fields, sorry, low fields of the cone, we have no current. And then at some point, there's an onset. And this is captured very well by this model of looking at when the system, the dimmer breaks. So this is just something very simple because it's a very single dimmer model. So we're only looking at what happens with a single bit of particles. But of course, this is not a single, sorry, this is not entirely explainable by a single dimmer model because the whole process consists on these kind of particles joining the next neighbor. So it's kind of inedently collective. In fact, if you are a very low packing fraction, as in this case, you will never see these currents, even though you have a tilt. And you will never see them because as soon as the particles break, they just become the hexagonal lattice of ordered particles. However, if you start increasing the packing fraction, you get, again, we get our current back. And then as soon as you, if you start increasing the number of particles, you will see that at some point you start jamming these currents. So you start, then dimmers cannot longer rotate a full cycle because they will hit something else that is in the middle. And they break a lot sooner. So then it's like, if you were increasing the kind of the field viscosity because you have a lot of colors lying around, then at some point, they just create cages and dimmers stop breaking. And so this is what happens around this point. You cannot longer get any current, not because, but now it's because the system is so dense that you cannot not even get a full rotation or half a rotation. And this is actually something we saw in experiments as well. So in experiments, you see a little bit of unbalance between particles that are up and particles that are down because we have gravity. But you get these cages and particles rotating very fast around these cages. And then you don't see any currents at all or any motion. Okay, so I don't know how am I with time. I think I have a little bit of time. You have time. Yeah, no more. All right. So I'll just, this is something very preliminary. This is kind of what we are doing now. And it's not working all the time. But the idea here is what I was saying before about having models of phase transitions. So we have something that sometimes behaves like this. This is a synchronous state. And then sometimes behave like this where you have this exchange state. And in the middle, there is a transition. And we want to understand exactly what is the nature of this transition. So first of all, what we did is characterize this transition in some way. So what we're looking at here is something that is kind of, we call this active because particles are moving around all the time. Actually, I didn't include it, but when you measure the mean square displacement, it becomes diffusive. Whereas in this case, it's always super diffusive. So this is something that is caged. It's kind of in a glassy, disordered state. And particles are moving around these in circles, but these dimers, if you plot the center of mass, they will, it's like an arrested state. So we characterize this by plot, by defining kind of a very weird way of the activity, but it's the only way that we can get around the fact that these particles are moving, they're actually moving, but not, the dimers are not moving. So instead of plotting the center of models of the dimers, which will be ill defined here, because you don't have always dimer, we plot what we call the Voronoi definition of activity. So basically we define a Voronoi desolation of all the positions where the particles are. And then we plot their position one cycle afterwards. So after a cycle of pi house, the rotation of two pi surface. And if our particles are outside of their original Voronoi cell, then we call them active. So this is what happens with all these orange particles, they are active. If they are inside, then it's passive. So we become them as passive. And if we do that, we see that we get kind of this, this very nice plot where we have an activity that is very, very close to zero up until a critical point here. And then they become, the system starts becoming active. And very interestingly, this point, it's a lot sooner, well, you know, a lot in terms of phase transitions, it's half a hertz. It's about half a hertz before what you would get for a single deeper. So the whole system starts breaking not on because there is kind of a field of particles and the mechanism how this happens is still a bit of a debate among ourselves. And of course, all this has to be taken a little bit with a grain of salt because as you see here in many of their cases, we are struggling with something which is we don't always get to the steady state. So this is something we're struggling with, especially because in a lot of these cases, so these are long simulation, longish simulations. But if the system comes to an arrested state, it's very difficult for us to run the simulations long enough that it will become steady. And most of the times it comes to something that is an arrested state. And this is, I will not discuss this, but we thought of some strategies which some work some own. But the idea here is, is this an absorbing state? Because this curve actually looks a lot like curves of absorbing states. So you have something that is flat here, something that becomes active here. And this is very similar to the, you know, these things where you have what you see in emulsions. You have shared emulsions. Then at some point, you have something that looks similar to this curve. But first, so what is exactly an absorbing state? To be brief, an absorbing state is what you expect from, for example, epidemics. So if you have a population, then you have someone who is infected. And then you have a lot of people who are susceptible to this infection.  Then more people get infected. But you know, there may be these two recovered. And so eventually you come to a steady state, which might be something like, you know, there's a bunch of people who were infected and recovered, but now have immunity, but all these people have not recovered, have not been infected, or maybe you have everyone infected.  Of course, now we know that there are fluctuations, and that's the reason we are in the situation we are now in. But so the idea, you know, in the absence of fluctuations, this would never come out of this phase. And so the idea here is to see whether or not these, so if we start rotating our demons, this just rotates in its place very fast. So this video is very fast. But if instead of that, we start a little bit after the critical frequency, or maybe very close, then we would expect the system to start creating places in which the system is active. And of course, these places should activate other places. Now this is something that if you look at this video, it doesn't really seem like it's an absorbing state, because there is some, there is many places where the activities is coming up. So this is something that we have to think about whether, I mean, there's nothing in the model of active of absorbing phases, which says that it has to be locally generated. So it could very well be that it's just an active state, but it's generated through long range modes or something like this, or simply it's not something active and it's something else. So this is something that we're working on now. And so, you know, to summarize, we saw these colloidal currents that I talked very much about, which are produced by this breakage of symmetry. And it's very interesting as a transport mechanism, because it doesn't require, so you know, you have this driving from the outside, which is kind of, but it's an isotropic driving. You don't have to pull particles from any direction. It's kind of this collective motion where particles are grabbing onto each other and pulling themselves forward or backwards. So it doesn't, it requires a little more than this paramagnetic dipole and some sort of viscosity, you know. And the system has these non-equilibrium transitions and we're in the process of trying to understand exactly what is the nature of this transition. So I think that's it. Thank you. And thanks to all the people who were involved in this, all the things that I presented and thank you for listening. Thanks a lot, Antonio. I give you a virtual clap from here in the name of everyone. And so there's some time for questions. So please, anyone see someone with the camera? Nicola maybe has a question? Okay, fine. So I have a question related to the current. When you plot the current as a function of time which reaches a stationary value. I don't know if you can go back to this. This plot is very interesting to me because when you plot on the right, it's the average of this fluctuating value. What you are plotting in the face. Okay. But did you look at the variants of this current and the fluctuations? No, we didn't. But now that you think you mentioned it and thinking about after looking at all these things about phase transitions, it makes sense that maybe we should have to see if there were spikes. I don't know if this is where you're going to but to see if there were big increases in the fluctuations around the phase transition. Yeah, no, we didn't. This is something that maybe we should have. I'm telling you because there is a lot of research on this topic in stochastic dynamics now because systems that have very precise currents, meaning that the variance compared to the mean is very large, are associated with dissipation of heat. So systems which are precise have a cost which is in this case would be, for example, the collides are moving very quite deterministically with a given current and this as a cost which it would be the dissipation of heat in the fluid. There are many results relating to this and maybe something could be done along these lines for the model because you have a land-driven model so you have a viscosity, you have heat dissipation in the model. You have currents and I think this is data you have there and you could use it for further studies. You could take a look because I'm sure you will have a big heterogeneity of variance in the current in this phase diagram as you show. So here the point would be that the current should have a very small variance but then the particles should have large fluctuations around there. I think that when you have a very ordered current this means that the particles are going almost like straight lines but they are also because of this they dissipate a lot of heat in the bath. So more precision would imply more dissipation and this is... It's a bit interesting. Yes, I think we could discuss more in detail. Because your model is a land-driven model with non-conservative forces so there is dissipation. It's not just a potential, it's just you also have a driving out of equilibrium. Yes, I think this is something we should think about or I should think about and maybe... Yes, we could discuss. I think it's a great system. Very good. Okay, other questions? Okay, maybe last question about the experiment. Can you comment on what is the material they use in the experiment and what is the main challenge? Because I imagine that the particles can be stuck to the to the glass surface. Yeah, that's always something that happens with colloids but no. Okay, so we're using... This is polystyrene and they are magnetic so they are these commercial polystyrene particles that you buy that are magnetic. They're actually used for immunosides so you basically move them around your sample with a magnet in biological labs. We of course do something completely different from what they are meant to but the main main challenge really is having a control height actually and this is something we've been working on on and off by you know having you see because these are you done as I told you like we put a droplet with press they're actually they're cover slips so they're very thin and then at some point we seal the sample and actually what we do have is we have many different regions because the one of the cover slips is usually not completely flat. So this means that we have many different regions and one thing that we're doing now is we're trying to do this with microfluidics basically with having some pvms on a thicker glass which is normally very homogenous and then you can have something which is much more controlled. So the biggest challenge is having well controlled heights for long distances. I think it's quite challenging. Yeah. All right so any other questions? I've seen no questions so okay so let's thank again Antonio for the nice talk and thank you for the invitation. So I think we have