Hello everyone, this is Linda Gabias from Lab Archives and I will be hosting our training session today for Carnegie Mellon University instructors on the classroom edition of Lab Archives. I do want to point out that we have technical support contact available, global support contact I should add. Through support at labarchives.com you are welcome to reach out to us at any time no matter how big or small your question is. And also I want to introduce you to some local resources that your library staff has put together to support you with the use of Lab Archives. So a separate webpage has been created by your library team on Lab Archives. The URL for you to access that page is library.cnu.edu forward slash lab archives. Do you see some introductory information to Lab Archives available here in terms of about messaging, what it is, how you get started and some tips and tricks. Additionally we do have links up to webinars that you can sign up for. These are public webinars put on by the Lab Archives support staff. We have a classroom edition webinar available every Wednesday at 12 Eastern. We also have a professional edition webinar available as well. Since we are focusing in on the classroom edition today and the session is geared for instructors that want to use the Lab Archives notebook with students. There is a for instructors tab that you can access for additional help and assistance. And throughout the papers I want to refer to the email address that's posted here as well. This goes to your research data services team at Carnegie Mellon University. So if you want a, for example, set up a one-on-one consult to learn about the best practices and how Lab Archives can be used in the classroom. This is a great local resource that you can also reach out to. Additionally, your data services team will be sponsoring and hosting upcoming workshops. So I have your upcoming workshops URL posted at the top here. And you can see the schedule of upcoming sessions. And soon you'll have some choices of upcoming Lab Archives training that you can also take part in through your libraries. So I'm going to go ahead and make a quick click back to the Lab Archives notebook here. And throughout the rest of our session we'll be working within this course notebook to introduce you to the classroom edition of Lab Archives. So first of all, what is Lab Archives? It's a digital research notebook that can be used to securely store, search, and share your laboratory and research data online. It's cloud-based, which means that instructors and students can access the notebook with an internet connection on PCs, Macs, androids, and iOS devices. Your classroom edition includes a leading interactive lab notebook for instructors and students, a curated lab course content through Lab Builder, and efficiency-driven course management tools. As you'll hear throughout their webinar, Lab Archives classroom edition is easy, flexible, and supports any number of students and costs much less than custom publishing. There is a separate edition of Lab Archives also available through Carnegie Mellon University, and that's our professional edition version, or also known as the researcher edition. So there's a separate recording available on that topic, and you can also get more information from your local data services team on using that particular version. What we want to go to next are the benefits of using Lab Archives in a course. So for instructors, you can manage and distribute course content, standardize workflows, improve communication with your students as well. It also saves you time by giving you access to student notebooks throughout the semester without having to physically collect the notebooks and take them away from your students. From the student perspective, Lab Archives supports collaboration and increases the opportunity for feedback. Some tools in the notebook will also be used in the real world, which gives student exposure to tools they'll encounter after graduation. How the classroom edition works. So today we'll cover the notebook, the Curated Library of Lab course content through Lab Builder, and the Course Manager Administrative Tools, which allows you to add students to your course. Once students are added to a course, they receive a copy of the course notebook, and they keep that notebook as their own, and within that notebook they can then add their work to the course notebook and also begin completing and submitting course assignments. Our next step is to walk you through the process of actually creating a new master course notebook that you can then use and invite students to. So we'll start with a brief introduction of the structure of the master course notebook and take you through the notebook navigator and notebook manager tool. So you look to the left here, this is the structure of our current notebook. So through our demo, we're going to use this notebook labeled Master Lab Archives 101. So I've already went ahead and created the notebook and it has some structure here. Lab Archives is really based on structure-wise on a hierarchy here. So within the notebook you create folders, within those folders you can have subfolders, and then you'll find within folders pages, and then within each page you find entries. So we'll spend some time building out the pages here and using different entry types for adding data into Lab Archives. At the bottom of each notebook, you have a little trash can there. That trash can holds on to your deleted items.  We store them permanently instead. So this always gives you an opportunity to bring back any deleted content if something was inadvertently deleted, for example, or if you want to reuse some old content. So before we start creating some pages, let's walk you through how you can actually create a new notebook. When you do create a new notebook for the very first time, let me just preview for you your intro screen. As an instructor, this will be your brand new intro screen that you'll first see. This will walk you through Lab Builder. I'm going to preview Lab Builder for you in a few minutes, and again Lab Builder is a way for you to sample and reuse existing content from our course library. But first, let's take you through creating a notebook. Now, if we go to this Notebooks 14 statement here, this indicates to me that I have 14 other notebooks. So this is my notebook manager, and I'll see the variety of other notebooks I have access to. Some of them may be other courses that I, course notebooks that I have created for other things that I'm teaching. This is also where I would create my new notebook. I go to the plus symbol at the top of the page, and I just walk through the simple prompts here to create my notebook. So let's say I'm creating a new notebook on Master Lab Archives 202. We do always recommend that you use the word master when creating your notebook. So it's very evident to you that this is a notebook that you are going to share for course purposes. You're going to share this with students. So it makes it kind of stand out from the rest of your notebooks there. Optionally then, you can choose a layout. No lab classroom or from another notebook. If you choose one of our layouts, you can always edit or modify the layout. Let's say you want to use the classroom layout. That's just going to give you these folders already available and made in your account. The folders, of course, are empty. You've got to add the content, but you can delete the folders. If you don't want a calendar folder, delete it, rename it. Okay, so it's very flexible here. You can also base a layout on a previous notebook you've created. You simply will click create notebook, and then you'll automatically be within that notebook where you can start adding content. For our purposes today, we already have a notebook that we've created, so just cancel out of this page. And that takes us back into the structure of our current notebook. Next up, let's create a new folder and a page. So you'll notice that there is a plus symbol available here to create new folders under the current folder structure and under the page structure. Let's start by creating a new folder. I'm going to call our new folder experiment one. We click on that symbol, click add new folder, and add the appropriate label. Within that folder, I need pages because the content's going to reside within the pages. We're going to open up the folder, click the page, add new page, and we'll call that assignment one. So we've got new folder, new page. Next, we'll add entries to the page, but before we do that, let's talk about organization. We can use the drag drop feature to reorganize the placement of our materials. So this experiment one, I needed to appear before experiment two, that I can just drag drop it and put it into appropriate place. Also, what we're able to do if you right click on a folder or a page, you can use our other tools such as renaming the folder or the page or deleting it if you need to. Now, one of the newest ways that you can add content into lab archives is through our lab builder tool. I want to talk about that for a few moments here. So in order to do that, I'm going to go back to my notebook manager. So that's the notebook's 14 message that I have here. And all instructors will have access now to lab builder automatically. So as soon as you create your account, you'll have this notebook already available for you called lab builder. And lab builder is where you can sample and copy from our course materials. Lab builder is a library of course content across many different topics. You have the ability to modify and use this content for your course without any additional costs. So for example, let me go to the welcome page because it defaulted to the last page I viewed previously. And within lab builder, you'll find three types of content that we can use. There's labs, protocols and course packs. So you'll see these sections here. Labs, protocols, course packs. Let's start with labs. So you see labs broken into three subject areas where you can then drill down to find more detailed information. So within labs, what you'll find includes background materials, procedures and assignments. So for example, post lab assignment electric fields. You have some samples, procedure, including protocol. So let's close that. Let's preview protocols next.  Protocols includes simple procedures. So we can see that outline there. And then finally, we have course packs. So let's minimize that, jump into course packs. Course packs are curated collections of materials for semester long lab courses. Each type of content that you'll find is formatted the same as you've got consistency and layout there. How you would use this information is to use the copy to another notebook feature to use the content in your own course. So for example, if I wanted to look at this common methods section and let's say I wanted this DNA purification information and I can right click on that to copy to another notebook. And I'm going to copy from this lab builder notebook to my course, my master course notebook that we're using for our demonstration. So that pull down list will contain the list of all the notebooks I have access to. So I'm going to choose appropriately, click start copy and all the materials on this page will now copy over into my notebook. So then if I go back into my notebook, I see the new DNA purification materials have been added. What if I meant to add it to a specific folder and I forgot to, no biggie. So remember, I can just drag, drop, put it within my lab builder example folder. And now the DNA purification materials are nicely filed away for me to use later if I'd like. So lab builder, again, it's one of the newest ways to add content into lab archives by using the copy to another notebook feature. Now we want to go back to that previous experiment one assignment one page and folder that we created. So right here, experiment one, assignment one. I want to give you several examples of how you can add content to your new course notebook. So you're going to use a variety of entry types. The first entry type we're going to use is called rich text entry. You can insert by clicking create something new here, which opens up our assignment entry, or excuse me, not our assignment entry, our entry menu. And that's where you can choose the entry type. You want to use rich text.  So for example, I'm going to add a protocol and I happen to have my protocol available in a word document. I am copying that. I realize you can't see copy, it's another monitor, but you'll see pasting it here. I'm going to paste it in to our text box. Click OK. Move my protocol. Okay. So that's the protocol that I wanted to enter. We click save to page. Before I do that, let me quickly show you. You can customize it. Bolder type, outside change the font style, the size. We're going to click save to page. I've got my protocol available there now. Okay. So that's my first entry type. Now I need to add some more content to this page here. So I want to go ahead and attach a document. We're going to use our attachment feature next. So we go back to our entry type menu. We'll choose attachment. When it comes to attachments, you can browse for them from your computer or you can drag and drop them. I'll give you an example of browsing. And I am going to go ahead and take this image here. So that image I'm going to add, click save to page. So now I've added my image. Okay. So again, this includes the materials of all my students who are going to see when I share the notebook with them. Additionally, I want to add some headings and that's another entry type. So we can add headings on the two ways. We can use the entry type menu to select heading, but also when you have multiple headings on the screen, you can direct your heading or your entry wherever you'd like by using that insert flag. And then insert heading. And this is our example. And click save to page. So now I've got a heading, which just kind of visually break up the page here. And if I wanted another heading at the top, I can also use the insert feature. Click heading. We'll call that protocol. Click save to page. Stack up my protocol at the top with my affiliated steps and my example image next. I can continue building out this page. Questions, for example. Tables where I might want to have my students enter in the data, the results that they're finding. Okay. So we're just kind of giving you a example of some of the entry types here, but can continue adding to that page. Up next, let's add an assignment. Okay. So for instructors, assignments can be used as a bookmark for grading. We recommend that assignment is placed at the top of the page and that's for ease of locating by students to see that work is needed. Additionally, we recommend one assignment per page because in most cases, the page is going to be locked when the assignment is submitted. So if you had multiple assignments on a page, you'd get locked out of that second one. So let's just show you how easy it is to add an assignment. We're going back to our entry options there. We're going to choose assignment as an entry. My default has my new entries added to the bottom of the page. But remember, we recommend that they be added to the top. So we'll modify that in a moment. But before I do that, let's add some details to the script for the assignment. So let's call this assignment 01. We're going to enter the assignment name. Description is optional. Then you ought to put total points. So are you grading out of a scale of 100 or a 10? You can put that in there appropriately. Then click save to page. Again, the bottom of the page. I want it at the top. When you hover over an entry, you'll see this entry toolbar. Each entry has its own toolbar. I'm going to use the arrow features to bump this to the top of the page. So that's another way that you can customize the look and feel of your notebook. So now I've got, again, that assignment available at the top. If I need to, I can use that pencil icon to edit it as well. If I need to, for example, change my total points or the assignment name, I can do that there. Additionally, other tools include adding tags, links, comments, and some of the tools available from our gear icon, which we'll discuss a little later on. So we have our sample page built out right now. But again, it's somewhat of a abbreviate example. You could, again, add additional content here, suggested reading, links out to other websites, PDF documents. You can really build this out in a more customized structure. That, again, is going to be specific to what you're covering in your course. I'd like to next talk about example layouts. So I have a folder here with some sample layouts for you. And this is going to give you just some ideas and inspiration in terms of how you might organize your pages because you might want to reuse that organization as a template. So we have three examples here, including minimal page and content rich. The minimal layout includes an experiment per folder. And each folder has a pre-post and in-lab page. So you see minimal layout, experiment one, pre-lab, in-lab, post-lab. Okay, so not all of them have examples there. Then when you come to page outline layout, all of your pre-post and in-lab work is in one page. So if I click on experiment one, you see experiment title, experiment background and theory, procedure, apparatus, et cetera. So this one really utilizes the use of headings to separate the content on the page. So you see that experiment one, two, three, four, et cetera. Content rich layout has a separate page for background procedures, data, and observations. So I'm sorry, let me open that, and reports.  So you can make it as simple or as detailed as you like. A good folder structure is going to help you with the ease of navigation and also for standardizing your workflow. So once you get that correct, you know, a template in place structure you like, it's very easy to reuse that content. And that's what I'm going to show you next. Let's go back to our page outline layout. And let's say that I like this particular structure, okay, and I want to reuse it and create a new experiment five page. So I'm going to take the folder, right click it, and copy the existing page that I'm on. So I'm on experiment one, and copy that page, and then select a page to copy from. So that's under my example layouts, page outline layout, experiment one. I want to use all the headings, all the features of the page. I want to update that name. So instead of having experiment one copy, I want to call it experiment five, click create page, and you'll notice experiment five has just popped up within the notebook. I can click on that. Now, when I did that though, it did copy the assignment. I need to make some adjustments to that, because it's going to be a different assignment number. So I'm going to edit that, suggest my assignment number there correctly, and click save to page. So again, it's very easy to copy over that information and reuse it within your notebook. So up next, what we want to do is to create the course from our course manager. So imagine at this point, we've created enough content within the course notebook that I'm ready to start inviting students. Since the start of the semester, I need to get the information out into their hands. Not going to be the next step. We're going to do that through our course manager tool. So from the instructor perspective, I said we're still looking at perspective. We want to go to your skewer icon, upper right hand corner. We want to go to our utilities. Within the utilities is your course manager. So this is where essentially we're going to take that master notebook, invite students so they can begin adding their assignments and their information to their own version of the notebook. The course manager is going to take you through a series of five steps to officially create the course and invite students. We're going to go through each of those steps next. First up is the course information page. So we're going to name the course, give it a description, choose the correct notebook, for example, and add additional default settings, length, and course end date. I should say one important point before we even start sharing the notebook.  You can share the notebook before all that content is created, and you can always add more content and update along the way. So what you would do, for example, let's say you've got a quarter of your course completed. It's time to start the course. You can invite your students, and then as you add new content, you'll notice you have this update student notebooks button. So you can always just click on that as you want to push out new content to your students. So with this particular course, let's give it a name, our lab archive spring 2020, description is optional, base student notebooks on, that's important. Remember, we called ours the master course notebook. The master lab archives 101. So I remember that's a course notebook that I'm going to share. Next, let's cover some of the settings. You'll notice several of them already checked on for you. We can always deselect them if you'd like. First up, allow students to share their notebooks with other students. This is great for collaborative purposes. So if you're going to have group projects or group assignments, this will allow them to share content with each other. Turn to off is allow students to sign pages in their notebooks. This is disabled because it can't essentially lock pages. So we don't want students to be able to lock pages other than likely by submitting an assignment. You can also allow teaching assistants to add or delete sections. That's up to you depends on how hands on or how hands off you are in the management of your course. By default, restricting teaching assistants access to their sections only is turned on. This is for FERPA compliance so that a TA can only see student and course in grade information for their section only. You can also have assignment pages locked after assignment is submitted. That's a pretty standard function use of lab archives. That's also a way for you to monitor when things have been completed. So once an assignment is submitted, page is locked. Only the instructor can come back in to unlock a page and as well as at the grading point. We also have turned on the comments feature where comments are automatically shown for students in teaching assistants. You can adjust your course length and finally you want to enter your course end date. So we'll go ahead and end our course at the end of April. Click next. That takes us to section two which is adding sections. Let's go ahead and add some sections here. And we're going to have a Monday Wednesday section. I'm going to add it. And then we are going to also have a Tuesday Thursday section. So we successfully have those sections added. So we're going to go to our next step just adding teaching assistants. I'm going to type out the name of my TA here or excuse me the email of my TA. I'm going to then appropriately assign them to the right section. And click next. So I don't know if you saw that there but if I go back to teaching assistants, we'll see that TA at labarchives.com has been assigned to the Monday Wednesday section. So then that takes us to course sign up URLs followed by students. Step four and five are actually both for sharing the notebook in terms of how students can get access to the notebook. There's two ways to add students. Via the sign up URL, which tends to be something that's used often too if you have an online course management system like a Moodle or a Canvas that you may use, you can share your sign up URL. But I'm going to bypass that and I'm going to demonstrate how you can add student's support via email. So then go to step five, do that. You may copy and paste them in. For example, you may have a list of emails already that you have for students that are assigned it for your course. So you can add them that way. So bear with me here. I'm going to add in a few email addresses. So for example, I've added in two students. I'm going to sign them to the Monday Wednesday section. After adding the students, this page is going to refresh here in just a moment. And now at the bottom, you'll see a list of the students, their names and the section they've been assigned to. And you'll see some other features there such as moving, removing, sending emails and sending announcements. It's important to note here that even though I've entered in the email address, a student name was tied to these two particular students. That's because these two students happen to already have lab archives accounts. Therefore, we are able to associate entire student name here correctly. You may invite students and come to this list and see that no student name is included. That will happen when and if the student doesn't yet have a lab archives account. When you initially invite a student, they will receive an email, notice, an official invitation to join the course notebook. It's after they join the course notebook that you'll see that student name listed there. So that's it. They did not prior to that point have a lab archives account. So let's save course and exit. And we've officially tied that master course notebook to this new lab archive spring 2020 notebook and I've invited students. So what I want to do from this point is take you to the student perspective to access the notebook. We'll come back later to talk about grading and ending the course. So bear with me here. I am going to log in as a student. So just one second here while we get that up. And as that assigns into my student account, I'll go ahead and share that screen with you. So it's going through the process right now. I'm logging in and I'll drag that over here in just a moment. Okay. So I've got it up here and I'm going to move it over into this monitor. So now you're able to view it from the student perspective. So what makes a student perspective different than the instructor perspective? First of all, what you'll see at the top here listed student notebook. When it comes to the course name next to the course name, you will see the student's name. Okay. So you see lab archives spring 2020 Maggie monster. The structure of the notebook is the same. You'll see some of the changes we made. Remember we created an experiment folder earlier experiment one with page assignment one. You'll see that available now. Simon at the top, my protocol and my sample image. Okay. So all of that has now moved over now. The student has their own version of the notebook that they can work off of. Let's give you an example here of working with, you know, let's say this is an assignment page and let's say part of our assignment page is to, to annotate an image. Okay. It could be just for questions. There's some assigned readings. There could be some questions, for example, that we need to look at. But just for our sample here, let's look at this image and let's look at our annotate image. Let's say part of our assignment has me circling a particular portion here that I need to kind of call out to my professor. So I'm going to use my annotation tool. Let me adjust the color. Let's say I'm going to make it red. And I'm going to circle the iodine section here. Actually, let me make that a little wider. Let's say that's why I need to circle. I'm going to save it. I'm going to go back into my notebook. Can you see how my changes were saved there? So we see the live annotations within the notebook. Let's say I've made a mistake to the page. It doesn't have to be within an annotation. It could be to questions I've answered, you know, typed out manually. It could be anything within the entry. Okay. So what I'm going to show you here is how you can use the page revision or the entry revision tool to correct your mistakes. So we've got this little icon here, which is our gear icon. We're going to go to the revisions. Let's say I've circled the wrong section here. I can see the different revisions. And I can see the original that my professor created. I'm going to revert to that original version. Click okay. So now I'm back to the cleaned up version. And so now I can come in again, make my changes the appropriate way using the annotation tool. Okay. So just as before, I'm going to make that adjustment. It's really easy for me to do that. Okay. Now, instead of that, let's say I'm in here.  Let me delete the image. But I say to myself, no, that I wasn't supposed to delete that image. I was just supposed to maybe correct my errors. So we've got a problem, right? Because then we've deleted that image that we need to complete our assignment. It's okay. Don't panic. What you can do is to use the page tool revisions at the top. The other little toolbox icon upper right hand corner. I can go to view revisions and go back to that image. I accidentally deleted and bring it back on the page. So just shows you kind of some of the security features built in because naturally mistakes happen. You're doing something you didn't mean to, rather than deleting it. Maybe you needed to edit it. But that just shows you how you can make those corrections and changes along the way. Let's go look at the assignment. And let's say I've created, I've completed various steps, processes, the parts of the assignment. And I'm ready to submit the assignment. You'll notice here, again, I'm at the student perspective. I can click update and submit. What you can do, if you worked in a group, you can choose your other students that you worked with. Now remember when I created the course, I only invited two students. But if I had a class of 25, all 25 students would be listed there. So that would allow you to assign a group grade later on as well. Let's say I just worked on myself here. I can click submit. And you'll notice there is a message there stating, you will no longer be able to edit the page or the assignment once it is submitted. Submit. And that page is locked. You see that page lock at the top. Only the professor or TA, the instructor, can unlock the page. So if you've submitted, submitted just soon, made a mistake, you can speak with the professor directly about how the page unlocked. But once it's submitted, it is permanently locked there. You also, what's nice, have a time stamp here at the point of submission. So if it was due on a particular day in time, you can also cross check to be sure, okay, I completed in time. But also your professor will know if you completed it late as well. Once it's locked, you'll see no pencil or edit features available. So that was from the student perspective, how you can submit an assignment, once your assignment has been added to a page. Let's go back to the instructor perspective and look at grading and assign, looking the grading and assignment navigator tool. So this is our master notebook that we were viewing earlier. So let me just refresh my page here. So this is where we were originally adding the content to the notebook before we shared it with students. So remember, I can continue to add new content. Now that I have shared and created a course from this notebook, you'll notice I've got this new tool. And this is my course manager tool because this notebook is linked to a course. So that's another way for me to get easy access to that course manager. So now when we're back in the course manager tool, you'll see it defaults me to the students tab here. It shows me my two students that I have in the course, some of their recent activities. So Maggie Monster, for example, just recently updated an assignment on December 26th at 5.30 p.m. Eastern. And I can access their notebook and comments and different assignments that are tied to it as well. So you can click on the notebook icon or the open assignment navigator tool when you're ready to start grading. And that's what we want to focus in on next. So I can click open assignment navigator. I see at the top here for open assignment navigator a list of students in my course. So I have Lisa and Maggie. For Lisa, I can now go to a particular assignment. So I see the assignment number and name, the assignment status if available here. So not submitted or submitted. So if we wanted to look at the submitted assignment, for example, we now are viewing that from Maggie Monster's email from her account. We can go through each of the entries, review the assignment that was submitted. So whether it's questions that were answered, images that were uploaded, whatever it may be. From here, I can assign the grade. It does remind me that it's a total of 10 points. I can add in the grade there and assign it. Additionally though, within each entry, there's the entry toolbar where you can add comments. Okay, so let's say it looks like you forgot step nine. You can add that comment. That comment will be visible within Maggie's assignment as well. If I need to make a change to the grade, maybe I want her to update it. And she's updated it. And now it's correct. Let's update that grade. And you also notice there's that reassigned student as well. So you can push the assignment back to them and unlock it. So I can do that the same way. So if I wanted to grade all of the CMU classroom assignments today, I could just change it to the next student that might be available as well. Now that assignment, when it's graded, let's go back to our course manager tool. Then I can go to grades. And I also see now updated for Maggie is the first classroom assignment, grade 10. And I'll be able to see that view for each of this class assignments that has been added to the notebook after they're graded as well. And we'll tell you who the grader is in case it was a TA that may have done the grading for you. From this grades tab, I'll show you that you can also copy, print, and have exports. And you can hide the grader information as well if you didn't want to see that the TA information included, for example. From here, let me go back to the students tab and quickly show you one of the cool features which is to send announcements. You can click the send announcement button there. You can decide to send to all students or selected to students. And let's say you want to let them know that there's a quiz on Friday. You can have that announcement sent. And it'll be added to all of your students' notebooks. Very quickly here, let's go back to my previous student view. Okay, so let me refresh the page. But this is back to my student view earlier, which is Maggie. Remember, we assigned a grade. So I want to show you when Maggie goes back to that assignment one, she sees her grade. You'll see it cannot be edited after it was graded. And also, I see the posted message. So we posted the quiz on Friday message here. So that's how I posted the top of the notebook. So that shows you how it looks, grading from the student perspective and any messages you may have sent. Additionally, remember we posted a comment to Maggie? So that comment displays here. It looks like she forgot step nine. And finally, let's talk about ending the course and the options that you have. To minimize this page, we're going back into the course manager. So again, from the instructor perspective, I'm in the course manager tool. At the very bottom there is your end course feature. You have three options. Reusing the course will keep your course notebook and the information so you can reuse it. So you might simply edit, remove sections, maybe you want to add different TAs. Your students will be dismissed and they can take the notebook with them, but they can't access the notebook. So students are dismissed. The students take their notebooks with them and clarify that point. They won't be able to access their notebook, just a copy of the notebook that they get. And then you can add new students. And I should also say that you cannot access their notebooks once the course is ended as an instructor archive course. So that makes all student notebooks read only. And that also sometimes is allowed at some universities require that for retaining data and grades. But if you need to refer back to a course, it also allows you to see how students did comparing semester by semester. Okay, so you want that information archived. Deleting the course, that's going to delete everything, including the course information. Students can keep their notebooks, but the instructor will not have access to student notebooks. And so that completely removes it as a course. Maybe it was a one-time course, something you don't plan to reuse. It does not delete your master course notebook. It's just the course via the course management tool. Once you have access to the course manager tool, quickly show you an upper right-hand corner. You can always add a new course. So you can create a brand new one if you'd like, just by clicking on that. And that'll take you through the same five steps. Finishing up here, let's go back to where we started. So we finished up the presentation on the classroom edition of Lab Archives for Carnegie Mellon University instructors. What we showed you here is how you can create your own master course notebook. Customize that to include different entry types, attachments, images, how you could sample content from Lab Builder. We talked about structure, layout, and organization. From there, what we did is that we used our course manager tool to essentially create an official course off of that notebook, where you can then invite students to the notebook and students will receive a copy of that notebook that they can work in throughout the semester. We also discussed how you can, for example, assign to ease, how you can grade course content as well. So those were all part of our session today. So again, there was multiple components, how you create a notebook, customize that notebook, how you use the course manager tool to invite students, and how you can also grade assignments within the course manager tool. As a final reminder, the university has created a number of local resources. Now, first of all, you can always contact our support teams, support.labarchives.com. But if you want some customized, kind of a customized approach there with your libraries, you can also work with your library staff directly. They have their email posted here. So that's to your data services team at Carnegie Mellon University for assistance. And then through your lab archives local webpage, again, posted through your Carnegie Mellon University library site, we have some additional help and assistance here and about page and some specific tips for instructors, which is the focus of our training session. So we will wrap up. I want to thank you for your time and attention. Please reach out support.labarchives.com for additional assistance or through the library data services email address posted here on this page. Thanks again.


NEON collects data at freshwater aquatic field sites across the United States, including waitable streams, lakes, and non-waitable rivers. Over the course of 30 years, NEON's standardized data, samples, and resources will enable researchers to better understand and predict aquatic ecosystem function over time. To get a better idea of the types of data collected in a NEON aquatic field site, let's take a tour of Como Creek, located in Domain 13, the southern Rockies and Colorado Plateau. This small waitable stream has a 4.9 square kilometer watershed in the Roosevelt National Forest, which is managed by the U.S. Forest Service, and is co-located with CU Boulder's Mountain Research Station and the Niewat Ridge Long-Term Ecological Research Site. This alpine research area has remained undisturbed for the past 50 years, free from development, logging, and fires. An instrumented, micro-mediarological station located in the Reparion area of Como and all aquatic field sites is outfitted with sensors that are also used at NEON's terrestrial field sites for cross-site comparability. This MET station collects measurements such as wind speed and direction, air temperature, barometric pressure, relative humidity, short and long-wave radiation, and photosynthetically active radiation. At lake and river sites, a similar system is also installed on a floating buoy station. An upstream and downstream sensor set within the stream reach collects physical and chemical characteristics of the water. Physical characteristics include water temperature, specific conductance, turbidity, and photosynthetically active radiation. Water chemistry properties such as nitrogen, dissolved oxygen, pH, and fluorescent dissolved organic matter are also measured here to help researchers understand the concentration and cycling of compounds. A water depth gauge is placed near these sensors and a phenocam is used to record seasonal changes of the stream and surrounding Reparion area. Four shallow groundwater wells are installed at Como in the Reparion area that extend from the surface down to the bedrock to capture water elevation, temperature, and specific conductance. This allows researchers to estimate groundwater flow paths and evaluate linkages between surface and groundwater. Neon field technicians also collect chemical and organismal data at Como and all aquatic sites. Chemistry observations include water quality and sediment chemistry. Properties and isotopes of aquatic plants and algae are also assessed. Organismal data include the community composition of aquatic plants, algae, aquatic microbes, macroinvertebrates, fish, and Reparion vegetation. Additionally, critical physical properties of the aquatic ecosystem are quantified through measurements including, but not limited to, stream discharge, re-aeration, and maps of stream morphology. In most years, Neon's airborne observation platform can be seen flying overhead during Como's peak greenness to collect a suite of complimentary remote sensing data. For this, Neon employs a small fleet of twin otter aircraft boasting three main data collection systems. First, a hyperspectral imaging spectrometer measures reflected light energy. It can detect ecosystem conditions like nitrogen content in the vegetation below. Second, a discrete and waveform lidar system collects highly detailed 3D structure data that are processed to produce visualizations of the vegetation and land surfaces below. And third, a RGB camera collects high resolution photos. The data collected from Como and all Neon aquatic field sites can be downloaded freely and easily from Neon's data portal and compared with data collected from across the United States. With Neon's standardized data and protocols, researchers and decision makers can better understand how our ecosystems are changing over time.


Aloha, and welcome back to JSA TV Live, the newsroom for tech, telecom, and data center professionals. I'm Buffy Harakitas, and we are wrapping up our final day at PTC 23 here in sunny Honolulu, Hawaii. And joining me today is Steve Legg, he is the president and CEO of NetNumber Global Data Services. Steve, welcome to JSA TV. Thanks, Buffy. It's been a great show. I mean, it's so great to see you here in sunny Honolulu for PTC, the biggest PTC conference to date. So the conference floor has been buzzing all week long. So Steve, why don't you tell viewers that might not already know a little bit more about NetNumber Global Data Services? Yeah, thanks, Buffy. It's been a terrific week here at PTC and lovely sunny weather. And so NetNumber, we're a telephone number intelligence solutions provider. So we have telephone number intelligence data for over 2.9 billion telephone numbers. And a lot of those, we have real-time information about the network information that is associated with those numbers. So we've been doing this for over 20 years, and it's been a great show here to meet with our customers and hear about the latest trends and the things at the top of mind for our customers. Yeah, I mean, it really has been a great show. Tons of meetings going on, great sessions on the floor here, but some big news here at PTC just yesterday was launched NetNumber Global Data Services' new RCS routing solution. So congrats on that launch for your new service to the market. Why don't you tell viewers a little bit more about the RCS routing solution? Yeah, thanks, Buffy. So we're really excited to finally be able to launch this solution. It's been quite the journey. It's taken us some time to pull this together with our partners and finally being able to launch the service this year and here at PTC was really special. The RCS routing solution is really an RCS routing and discovery solution. So what it allows our customers to do is identify a mobile handset that has an RCS application running in real time and not only that, identify who the underlying service provider of the RCS solution is. So oftentimes the mobile operator associated with that handset that the subscriber is using may not be the RCS service provider. So the data allows our customers to be able to, one, identify if that handset is RCS enabled and two, who is the service provider associated with or providing that RCS service. So really important and unique service to NetNumber. And how does this solution deliver a more robust omnichannel messaging experience? So as brands are looking for a better omnichannel experience, being able to deliver targeted messaging in the right format for the right technology that the subscriber is using, being able to identify that RCS enabled handset is really key to making sure that the message can be delivered. And if it's not RCS enabled, it allows the brand and the provider to be able to send a message that is the right format for that handset. So this new RCS routing solution really does provide a much more greater degree of granularity for service providers and carriers to be able to send RCS efficiently and know it's going to be able to be delivered to those handsets. And what type of companies, across what type of geographies, would best benefit from RCS routing service solution? So the carriers and service providers or CSPs worldwide would be the consumer of the data. And this really is a global service. And as I said before, it's not only a global service, but a real time service. So I'm really excited that this has come together for us. So I think over the next couple of quarters, we'll really see this helping to accelerate the take up of RCS globally. Well, that is super exciting. And I mean, you were able to launch it here at PTC23 with over 5,000 of our telecom industry friends and partners. So congrats again on that. I mean, aside from that launch, 2022 was such an amazing year for NetNumber Global Data Services. I mean, we had the launch of the new brand, and we were in Indianapolis. It seems like yesterday, but almost half a year ago now to launch that brand. So why don't you tell viewers a little bit more about the transformation of NetNumber into NetNumber Global Data Services and some of that information about the launch and where the company is headed as we take our journey into 2023. Yeah, 2022 was a big year. We spun out our software business earlier in the year. And then NetNumber was acquired by Avery Partners in July. So that was a transformational moment for the company. And now being able to have that backing of Avery and experienced comms investor and being able to make investments both organically and inorganically in the business is terrific. So the rebranding was an absolute key part to that, taking us forward now with the revitalised NetNumber and I have to thank JSA for the work that you put in there for the rebranding. It was terrific. And I think we all agree that the new logo and the rebranding just gives us that new fresh look and focus with the market as we go forward here with the GDS business. It certainly does. And it was so fun working with you and your team and putting that all together. We're really looking forward to even more exciting things ahead in 2023. So Steve, is there anything else that you'd like to add today about NetNumber Global Data Services? Yeah, we've got a really exciting 2023 plan. So the RCS announcement is the first of what we think will be quite a number of really important advancements with the portfolio through the year. I think we've seen here at the show a recurring theme that fraud is really a hot topic and has been for now the last couple of years. But I think in every meeting we've had here and we've had lots of them. There's been, as you mentioned, a lot of attendees. This is, I think, the biggest PTC ever. It is, yes. So fraud has been a hot topic and that's something that in terms of our product line will continue to advance through the year. And we've got quite a number of big announcements lined up around that area of the portfolio. Nice, yeah. So combating fraud, plenty of announcements ahead. Where can viewers go if they want to stay up to date on NetNumber Global Data Services? So netnumber.com and yeah, look us up and please reach out. If you've got any, if you're in the market for any voice or SMS routing, please reach out. Fraud Services, look us up and get in touch. Yeah, get in touch netnumber.com. They're very active on LinkedIn, Twitter, Facebook and Instagram. And they just launched a monthly newsletter too on LinkedIn. So be sure to subscribe to that. And thank you viewers for tuning in to another fabulous episode here live from PTC23. Happy networking.


What's going on everybody? My name is John Hammond and welcome back to another YouTube video. We're looking at the Sunshine CTF. This is a challenge in their Michelinius category. It's called BrainMeat. It says I'm having a beef with someone that is so bad I can't even think. He sent me a message but I think he was having a stroke. Please decipher the message while I beat him up. Alright cool. So BrainMeat.tex is the file that's given to us. Let's go ahead and copy that link location and let's W get it so we can work with it. I've created a directory already for us so we have a BrainMeat.tex. Let's go ahead and see what it actually is. I'm going to open it up in sublime text. I'll bring it down here so you can see it. And we have a lot of nonsense. The pattern of capital letters and numbers and lowercase letters kind of reminds me of base 64 but I see some characters that aren't normally base 64 in there. Like the opening square brace. I don't normally see hyphens in there. Arrows, greater than symbols, less than symbols, waka waka is whatever you want to call them. So what we could do and I tried to do this was actually cut it up. I tried to cut it up on hyphens but what you can do if you want to do that is cut out BrainMeat and then TR so replace everything that is a hyphen with a new line. So now you get all the new line characters then you can do a little wow read line if you want to go through each of those lines and go ahead and decode them with base 64 but you know even then you're not going to get that to work because it's you still got all those stray characters in there so you see all of those will actually yeah all of those will fail.


Bonjour à tous. Later today, I'll be in the House of Commons to speak about what I know is on a lot of Canadians' minds. I'll have more to say then, but for now, I want to address the role that we, as leaders and allies, have to play. As politicians, we must listen and learn about what needs to be done to fight racism, discrimination, and justice. Because being an ally is about taking a hard look at our existing systems and being committed to doing the necessary work to fix them. Our government is ready to take action. Because what we see at the moment is not isolated cases. It is the result of systems that are often too tolerant, normalized and perpetuated by injustice and inequality at the place of people of color. Not only on the other side of the border, but here at home, in our communities, in our country. It must be stopped. And people who have never suffered racism or discrimination have a very important role to play in any case. We have the responsibility, we have the responsibility to recognize the injustices in our lives and to pose concrete gestures that demonstrate our solidarity towards our fellow citizens. As we move through this pandemic, I know a lot of Canadians are wondering when their community will be able to get back up and running. The short answer is that it depends on where you live and how things are going for your city or your region. That's why every province and territory has its own plan to restart. But as I said yesterday, as a country, defeating COVID-19 is something we must do together. Our government knows that, which is why I've been collaborating with the premiers on a shared approach moving forward. Yesterday, we took a first step with some funding for municipalities. Of course, help for cities and towns is just one piece of the puzzle. We know that provinces and territories also need support on securing personal protective equipment and other vital supplies. And here, too, we're stepping up. Since day one, our government has been working around the clock to secure vital PPE. Just take the fact that we've received more than 100 million surgical masks and nearly 40 million gloves, and are continuing to send a whole range of supplies to the provinces and territories. Or that we've signed a contract for millions of syringes to have the supplies needed once a vaccine is ready. Working with suppliers from around the world is key to keeping Canadians safe. By the end of the day, one of the best ways to ensure we have what we need, well, it's to make it right here at home. Our government has been working with Canadian manufacturers to make that happen. Over half of our face shields were produced in Canada. Working with companies like Canadian Shield, which retooled to manufacturer visors, and went from 10 employees to 200, is a win-win. Not only do we build our capacity to make these supplies at home, we support good jobs for Canadians. And the same goes for testing. We're now funding four Canadian companies working on what may be breakthrough solutions for COVID-19 rapid testing. Deep biologics in Guelph, Nikoya Life Sciences in Kitchener, Forian in Edmonton, and Metabolic Insights in Kelowna. This is on top of the support we've already provided for testing, including for precision biomonitoring, as they set up a test kit manufacturing facility in Ontario. We're making huge progress, but we have to keep going. As we restart the economy, demand for supplies will go up, and Canada must be able to keep up. So whether it's N95 masks or ICU equipment, we will continue our work with the provinces and territories on the supplies we need going forward. Whether it's to obtain individual protective equipment or support municipalities, we will continue to work with the Prime Minister of the provinces and territories to ensure the safety of people. We have already distributed hundreds of thousands of articles to the first-line workers since the beginning of the crisis. But we know that, in the long run, one of the best ways to ensure that we have the materials we need is to make it at home. So over the last few months, we have made targeted investments to increase our production capacity. Today, almost half of our stock of face masks have been manufactured in Canada. We are also making progress in terms of dépistage. We are now funding four Canadian companies whose work could lead to major losses in terms of the rapid dépistage of COVID-19. And we are also supporting the company Positioned Biomonitoring in Ontario, which is working on a factory that is going to make dépistage trucks. We are going in the right direction, but we have to do more. With the recovery of the economy, demand for this type of product will increase. It's normal. We will therefore continue to work with provinces and territories to ensure that they have enough equipment for individual protection. To support Canadian jobs, to restart the economy, we have to work together. And it's not just as governments, but across sectors too. Last month, we set up the Industry Strategy Council. Led by Minister Baines and chaired by Monique Le Roux, their mandate is to take a deeper dive into the specific challenges and pressures that different industries are facing. Today, Minister Baines announced the Council's membership, nine business leaders from across the country who each represent a different pillar of our economy. This team will bring together government and industry to meet and discuss regularly as we plan our path forward. Since the beginning of the crisis, we have seen how important cooperation and solidarity are. But this is not just for the pandemic. There are so many dangers in the world that cannot be regulated by a single government or a single country. I think, for example, about the fight against climate change. It is a priority for our government, and we will continue to put in efforts to protect the future of our children and our planet. But we can't do it alone. And the good news is that we don't have to act alone. For example, the Powering Past Coal Alliance, which has gathered more than 100 members across the world, has done an incredible job to improve the quality of the air. Earlier, the Alliance, founded by Canada and the United Kingdom, will unveil its new members, including the garden movement. The garden will become the first North American financial institution to join the Alliance. Here again, Canadians are showing the next step, and our government will always be there to support this type of initiative. I want to end this morning by recognizing that today is La Festa della Repubblica, which is the perfect time to wish everyone a happy Italian Heritage Month. For generations, Italian Canadians have made our country a stronger, better place. So it comes as no surprise that during this pandemic, just like always, this community is stepping up to help. Maybe you've been taking groceries over to an elderly neighbour. Or maybe you were one of many who helped raise a million dollars for the Italian Red Cross. However, you're lending a hand. Thank you. It just goes to show that we are stronger together. The values that include the Italian community, the work, the family, the generosity, are important to all of us. Today and every day, we recognize the many ways this community contributes to our country and our lives. Happy Italian Heritage Month. Thank you.


Hello to everyone, my name is Giuseppe Melfi and I work at Kalswe Institute of Technology. I will present you our work on AudioTactile Reader, an interactive system for students with blindness to explore digital document on a 2D haptic device. Graphic representation, like flow charts, are challenging for students with blindness. Possibility to improve the accessibility is provided to the student a textual description of the graphics. But in this way, no access to the original document is provided and explore diagram to discover information independently is missing, but it is an important part of the learning process. A better solution is provided also tactile graphic, but they are not easy to read and they are not interactive. For this reason, we developed an AudioTactile Reader and interactive system based on two dimensional pin matrix device with a touch surface on it and an application running on a Windows laptop. In this slide, we can see on the left an example of a PDF input file and on the right we have the tactile counterpart of the document created with our system. The text is replaced with tactile symbols and the user can listen to the content with a double tap on this symbol. Another feature of the system is the filtering. In this example, we removed the text field and also the element in orange and green. The last feature developed was Zoom to improve the readability of complex graphics and documents. We tested the prototype in a user study with four blind participants and in the first phase, we evaluated three different documents. In the second phase, we used a more realistic lecture material and we compared the AudioTactile Reader with the embossed tactile graphic methods that was used as baseline. The results were quite interesting and as in phase one, 91% of the questions were correctly answered by the participants and both the feature filter and zoom was ranked with a good score. In phase two, AudioTactile Reader performed better results compared to the baseline. Thank you for your time.


And we're saying good morning once again and welcome back to the breakfast here on Plastiv Africa. The conversation continues this morning and now we're moving away from states demanding high allocation from the federal government to a ranking of universities across the world where Nigerian universities were ranked outside the first 1000 and you know I set for a few private universities here in the country where once again joined by Nick Agulay who's also going to be speaking about this. Mr. Agulay, welcome once again. Thank you very much. All right now let's move the conversation to education you know which of course over time we've spoken about demanding better funding for educational sector and you know what the sector completely demands even in the news this morning ASU is you know complaining of once again you know it seems like the government renerging on its promise for a revitalization fund. Is this in any way shocking when you see that no Nigerian university made the top 1000 in the world? Mr. Agulay can you hear us? All right seems like seems you're going to have to reconnect with him. Gide Benson can you hear us? Gide Johnson I beg your pardon. Good morning. It's a pleasure to be with you. Thanks for joining us. Okay all right so let's take the question to you before we Mr. Agulay gets back with us. Is this in any way shocking that there's no Nigerian university among the top 1000 in the world? Well it shouldn't be shocking to anybody in the first instance if you have to lack my idea as a nation among the committee of nation where we run my idea and that shouldn't be a surprise to to anybody how many how many times have ASU gone on strike in Nigeria in the last in the last 25 years if we begin to in the last 30 years how many times has ASU gone on strike do we have university going on strike in other parts of the world like we do in Nigeria what is the diversity in terms of the faculty of your institution you know there are basic criteria that are used to rank this university. I saw something on video yesterday when somebody was insisting that the VC of last year must surely be an indigent where you have a situation whereby learning people and we say that the VC of University of Eloran Federal University must come from Eloran or the adult people will say the VC of Uni-Bend must come from Edusty. There is no pattern in the world where you sacrifice Mary to Christy for for for for for for tribe or ethnicity hello for federal character and the rest of it so academic institutions are noted for excellence if you are good enough you are qualified to add any particular position it is not based on on federal character it is not based on on state of origin and the rest of it so we are noted that in the past we used to have foreigners being part and parcel of the faculty of of our institution how many foreigners do you have in the faculty of our institution how many Africans do we have in the faculty of our institution so our university that are meant to be a a universe a city that is made about the universe and has become so narrow-minded that it has become it has become the enclave of some ethnic jingoist Mr. Johnson Mr. Johnson just before we move to Nika Ghoule I want you to you know to look at this it that's really you know about the internal politics that has you know also affected universities yes I would agree that that might be one of the challenges you know stopping the universities from growth but you know there have to be other factors that have limited the the ability of Nigerian universities and its educational system to blossom over time aside the internal politics let's look at the funding the infrastructure the the interest the government has in education some of all those factors haven't they been big enough yeah you talked about university and also based on research and innovation research and innovation now how many how many corporate organization in Nigeria makes available resources for the university system to come back on research and innovation how many foundations the way are like the Gates Foundation how many chairs have been endowed so we should not limit I just took the aspect of internet politics and which is influenced by a certain factor but the society at large how many people makes available resources in terms of funding in terms of enduring case that makes funders available for people you know we just appoint professors you know that part of the time once you appoint a professor there is a fund that is attached to that to that professorship but in a part of the what the funds are not available there are no resources for for research and innovation and if you are not engaged in research and innovation you cannot be ranked among institutions globally so what contributions do we need to knowledge what contributions will be to the to the larger society to the Nigerian society because there are two things which must be involved in as an academic vision is is is teaching research and community development teaching research and community development so if we use that our focus has always been on teaching research is tied to you get the funding what research are we making the output of your research is what you use to bring about changes in the society so it is it is it is it is made about a lot of factors which is outside of we expect government to fund it is not government that funds Abad it is not government that funds Oxford it is the private sector and the corporate sector because they have beneficiaries of the research and innovation of the investment system there are funds Abad there are funds and there are funds Oxford there are funds Cambridge so until we have a departure from our investment system relying on government funding and using government funding as an excuse not to do their primary function I've explained the three primary functions of academic institutions to you until we do that and until corporate Nigeria becomes part and pursue of the academic community whereby the researchers that our students are conducting are not just placed on the shelf those research are translated into ideas ideas that are implemented by corporate organizations to bring about meaningful development they will begin to have this problem we are having all right let's bring him Mr. Nika Gule there to continue his commentary on the state of Nigeria's education system and maybe even follow that up on how you know universities can maybe even be self-funded or generate more funds for growth Mr. Nika Gule thank you very much and I'm sorry the airline dropped uh incidentally I was a university teacher my first job was as a university teacher I graduated from the University of Benin and I was retained as a graduate assistant so after my MIT I came back to teach and I saw my mates who were in banks you know the new generation banks started to spring up in the 90s and there were any like 10 times 20 times more than what I was any in the classroom and what I did was I left this system to go and look for money elsewhere and this is one of the problems we're having with education in Nigeria because elsewhere government placed emphasis on key services to the citizenry education and healthcare and if you notice in most of the developed world these are the two sectors that the government does not even release to the private sector like you go to the UK the government is funding education and healthcare education is free all levels to air levels healthcare is free all levels primary secondary tertiary so Nigerians are the ones who have voted that our education is not of high quality because let me is not even the global ranking Nigerians have voted and what do I mean every parent in Nigeria is desirous of their child or world studying abroad if their study in Nigeria is because perhaps it doesn't have enough resources to send the child abroad so we ourselves confirm me to the whole world that our educational sector is not high quality enough for us and we're choosing to go elsewhere and the reason we are coming to this point is I let the blame on the doorstep of the government and the universities themselves number one the government is not funding education in Nigeria the entire federal government budget of Nigeria has education allocation of less than one billion dollars one billion dollars for education of two hundred million people I'm a checker in the United Kingdom over 100 billion pounds for education so in comparison you've seen that we're not funding education enough number two free without one billion the government is setting on new universities every day instead of improving on the ones that we have so we are now increasing the number of vice-chancellors because if you have a vice-chancellor the government decides to expand this university to take on more courses or more students if they want vice-chancellor but when you're not going to set up a new university you now have a second vice-chancellor to pay a second registrar a full gamut of administrative costs that are going into operational expenses instead of actually going to where they are needed to get classrooms to standard petitions where support for church I also place the blame on the feet of the universities themselves elsewhere universities are generating humongous money from research for us as you hear of astro-denica Oxford COVID-19 vaccine the university that partner with the pharmaceutical company to develop that vaccine and the university is now reaping billions of dollars now that the vaccine is being sold all over the world we had universities in Nigeria that are doing no research no innovation no invention nothing we're just producing professors who are writing papers they're not able to show for it if universities are actually bringing in innovation making invention the corporate world can buy and buy into that and that will make universities to become more solid financially to look after their needs we're not having that so this is my my first view on this on this software website all right just to quickly also share i'm just seeing this now it says this is for 2020 for the most recent fiscal year and that June 30 2020 the return on the Harvard endowment was 7.3% and the value stood at 41.9 billion dollars it says the endowment was also distributed 2 billion dollars towards the university's operating budget supporting financial aid reset funds faculty chairs and more they just to paint a picture of what you know one university is able to generate you know annually and even more mr jenna johnson i want you to look at you know vice chancellors now and the or the operation you know that goes into a university here in Nigeria unilag and University of Josh University of Benin any of them where would you say where will you say the vice chancellors themselves are failing and the operational structure of the universities in andrew are failing woefully let me just correct one impression i'm dr johnson but i don't like to be the address of dr johnson i like to be simply address us to the johnson um that's um they would respect to our university system invest here the business school and the business school wants to produce graduate to grow into the business world to generate fund and invest itself cannot raise money to run his own program you see we have to think outside of the box and if university can't generate funds internal funds to run the operation how would it train students that will go into the marketplace or the public sphere to generate funds for the running of this institution you will put all the blooms clearly on government which sector in Nigeria is getting adequate funding is gx sector is it educational sector is it road and infrastructure so the thing is that it's for the university system to begin to look inward to practice what they preach how can a medical school for example if someone should start a private hospital like a co-hospital so some people started a co-hospital they generate funds how can last should not be last should be self-sufficient how should um legal state university teaching hospital be expecting government funding after government has established it they are getting patients and they are getting none of this so it is about us putting a responsibility if you want to be a vice chancellor you should come up with a template a template of self-sufficiency if you cannot run the university system based on the fund you can you can generate you're not fit to be a vice chancellor the same thing look when people talk about government is not funding government is not funding look at the resources jam the regulatory body for tertiary institution admission is generating now the funding that jam is generating should that funding be returned to federal conference or should we be taking to the university system so there are things that we need to do in terms of reform and in terms of looking in for fund they generate funding through the alumni association they generate funding through a corporate organization and i have asked this question i don't want to begin to call names people have made money from this country i asked if i asked you how many chair nigeria and doubt in academy kisichia in nigeria how many chair now professor appointment apply to research fund but you know how we do professor appointment in nigeria we do professor appointment because somebody published a certain number of papers papers that die on the shelf off but they do not go into the marketplace on the public sphere for people research that are not actionable but they are just theoretical based research and until we begin to look in one and look outside of the box you will not make any meaningful any meaningful progress out and universities not generate fund to understand that okay i can't i can't away from the funding now i want us to quickly look at how the state of insecurity in nigeria is affecting our educational system take a look at the university of jose you know it's been shut down now because of that insecurity in the northern part of nigeria we know what the statistics are saying so regarding insecurity and what really can we say should be the way forward because there's a question i've asked repeatedly on the breakfast what really should be the outcome is it to shut down schools because you know to prevent students from being kidnapped when schools are now eventually shut down what really progress can we make the schools are in the schools are in the community we shut down the communities the schools are in the community we shut down the community the school is in a state we shut down the state you see we always approach issues with a needy approach let us look for concrete solutions to solve them a problem that's the question mr jenny johnson what should be the solution to safeguarding schools that's that's where i'm going now there are security agencies the first responsibility of any meaningful government is to protect the life and properties of the citizenry there's a police commissioner in play two states there is a director of dss in play two states there is a military formation in in in in play two states the question you ask is how do we justify the security vote of the play two state governor how do we justify the security votes of the local government chairman chairman in play two state how do we justify the funding the the the police commission in play two states you see you see until when all people are counted when security issues happen like that have you ever as as anybody i'm asking you resign from the security apparatus of this have you resigned that on the account of their failure to provide security have you seen anybody resign as anybody may have comparable no he's as business as usual so what we do is okay we will be we'll be redeploy the police commissioner or we deploy the people that are in charge of the security in such places and we bring other people there and we continue with with it all right this need jack approach will not solve the problem let's hold people accountable you have a national security advisor what is he doing all right you are the chief of army staff you have people that are involved but they're not holding them accountable all right judy johnson um let's uh uh pause that um nika gulia i'm going to let you finish up you know and if you can do this in a minute because we're out of time i want you to speak on what if it is necessary to celebrate the lights of the university of ibadon which is ranked one thousand one hundred and ninety six uh we also have the obafamea world university you know which also made it you know on that ranking university of legos and university of nigeria i think covenant university you know further down um is there anything to celebrate with regards you know them being in those positions or you know would you also say you know that there's something they are doing different they're definitely talking that they are doing different which i believe when such rankings come out they need to be analyzed by the by the committee of vice-chancellors and also individual universities trying to figure out how they are going to improve on their performance so that their ranking will be better and i i i fight very much with the comments that are being made by my colleague on the panel today that uh there has to be consequence management vice chancellor tenor it's five years he has to have a blueprint of how he's going to develop the university and he has to be ranked on that blueprint after year one year two and if he's not performing then he should be sad if he's sad the next vice chancellor we know that his job depends on his performance and not just that he will sit in office for five years do his tenure and move so until we have to have consequence management in Nigeria humanity is not going to give up anything all right humanity only will place better in the consequence management environment all right nika gule and jillie johnson thank you both for joining us and being a part of our conversations this uh tuesday morning wish you a great week of pleasure thank you absolutely and this is where we will be wrapping up yes um just to clarify actually um covenant university isn't down it's actually the second rather than one thousand that's what i mean second second second ranked in nigeria yeah so yes that's where we draw the curtain to hear on the breakfast thank you very much we've been a part of our day uh good morning i am annetta philix remember you could catch up on our social media platforms simply at plus tv africa facebook twitter instagram and our youtube channel also at plus tv africa and plus tv africa lifestyle i am usao gie og bawa bye