So, hi. So I'm going to talk about this piece. I have two pieces in the show, so I'm sort of between two of them. But this piece is bounty. This is the newest piece that I've done, sort of, this year. So this is a personal, large manifestation of it. It's a series of 30 slides. And they're actually based on a video, one second of video. These are salt fields in Bonilla, and salt's been a part of my work for a while now. I've been videotaping things that have to do with salt, so I do sort of video work with the sea, for instance. Images of trees, things that have been affected by salt. So this sort of sea salt is sort of symbolic of things that can occupy two spaces. So it corrodes and it also preserves depending on what it's in contact with. And so I like things to sort of have that sort of multiple positions. And so I found these hills in Bonilla. My island used to actually was colonized for producing salt. That's what the Dutch colonized it for. But we don't have any remnants, and so a lot of my work too is sort of trying to create this new archaeology for my island. And since salt was so key you can't fight it. I happened to go to Bonilla and saw an old photo of these salt piles, and I said, you know, how old is this picture? Do they still exist? And they're like, yeah, the entire southern tip of the island is a salt producing lake. And so I went and actually then documented this. And so a lot of my work has to do with time as well. Time-based video, sound, photography is also time-based. And so this is actually representative of one second. The whole series is actually seven seconds, so then it's 210 images. For those who know or don't know, one second of video is actually made up of 30 frames, where the individual frames of an image constitute one second. And so that's why this is technically one second, it's the 30. So if you were to look from the first image to the last image, it's actually a passage of time. Very little, each one is a 30th of a second. So that's sort of where the heart of the piece is. The salt, I guess it was sort of tongue-in-cheek when I first did it, because the previous piece to this that incorporated salt was an installation, a site-specific installation where I filled a gallery with six tons of rock salt and flooded the other half with like a 40 by 20 foot reflecting pool, with that reflected video.   There's more salt in this piece than there was in the installation. And so, yeah, I just wanted to sort of have these tiny images. I sort of played around with size, because the other photos are larger, 20 by 21 inches, and I've been working in that sort of large photographic scale. And then every time I print a large print, I look at it, and I see this little thumbnail that I printed out at one point on my computer, and I really like the intimacy of it. And so light is, you know, so that's the size, and light being key to sort of photography and, I don't know, seeing. I wanted them to sort of glow and have a presence. I really sort of, you know, find a little bit of influences visually, minimalist, really sort of, I like minimalist work. And I don't know if it's a response to growing up in the Caribbean where you're part of a boat, and there are lots of colors, and there's a lot of stuff going on. And so, even as a child, I sort of like playing in sort of quiet a moment. So I don't know if it's just me sort of reacting to coming out of that space. As much as I love kind of work, but, you know, I visually miss that, and sort of reduce colors. And that's also in response to sort of, you know, occupying a tropical space when you come out of a, you know, a country that's always associated with, you know, tourism and escape and exoticism. And everyone thinks about the colors, you know. When you show art, but then, especially photography being so loaded, you show those images, people immediately are like, oh, yeah, I need a vacation. Oh, it'd be great to go there. It's lovely. And so in stripping the colors, trying to strip that, also that baggage from the piece so that you sort of, the work can sort of exist, you know, even if it's just formatted for its form, sort of the sort of simple beauty of it, you know, removing all that sort of, you know, needed baggage from sort of that tropical space as well. And so, I don't know if we should walk over, but the other series is then sort of 16 large photos that are in the other room. And that's called the, and that's sort of like, I don't think that's my contemporary piece because it actually, a lot of my images sort of deal with that historical art effect, sort of recreation. And this is where we sort of, those images were crisp and very sort of now. And that work is also based on the fact that I travel. I travel so much between spaces. So it's, you know, it's about that negotiation of private and public space and documenting that. So the images are actually, some are taken in St. Martin, which is home, and some are taken in Buffalo, which was my home at the time. And then some of me, sort of as the person that has to navigate those two sort of cultural spaces and having to readjust every time I went into different parts. When I got to St. Martin, I talked too fast. Everybody was like, slow down. Why are you walking so fast? Why are you always on time? Like, you know, like meetings were started three. Let's go. And then, you know, after a summer, I come back here. And I feel like, oh, yeah, I get there sort of whenever. And so I have to sort of just readjust my clock. So it had to do with those kind of like quiet personal rituals and readjust them. So. But I said, oh, are you ready? Yeah. Yeah? Okay. All right. So I can talk to you shortly. You can get to talk to him, too. So why are we waiting on you? And do you have questions? I have a question. I do have a comment. I think what I find interesting about it is, it's this minimalistic structure that you add. Like, references are monumental. Like, environmental structure. I think of minimalistic, I think of it at least. It's a huge form of stripped down. But I thought that was interesting. So thank God for that. Yeah, the other question. I have a question, but it's related to how do you go back and forth between the video and the image? And it's still, I mean, how do you see the vision between those two? Do you separate them, though? Yes and no.  I don't know, I sort of try to move fluidly between them because I sort of work with all these different types of media. Like, even the paintings. For me, it's sort of, what am I trying to say? What's the piece trying to say and how to try to say it? This is also, I've also shown this with video. That's why sort of they were backlit at the time because having to have the space dark and have this video projection, then they sort of created this line on the side to, you know, they needed to coexist with the darkness that you needed. And so I wanted to have them on different spaces. But I try to move between the two where I don't really necessarily see, yeah, there's no, I mean, what I end up shooting on video. I mean, visually they end up looking different sometimes. They're just two different sort of visual styles. But I think part of, you know, that whole idea of sort of having to specialize and sort of be fixed with one particular style is really sort of like, kind of a Western art way of like, okay, if you do photos, you have to do photos.  So Martin's like 36 square miles. It's like Central Park, it's like different from my country. And so you have to do everything. You have to be able to do a little bit of everything. And so that whole idea of specializing, you just couldn't exist, you know. And so I guess they just sort of translated also into the practice and taken liberty that way.


I respect I don't know about nobody else, but I respect that like He didn't just go at one person or he didn't pick his battles like he beefing with them But everybody know what otf and oblock do everybody know about them. He ain't scared of them So I'm saying that's what he's saying.  I like it some says So I was just saying earlier man like do y'all how important do you think it is to go to these other cities, man? And just like go to these other clubs out of town and all that to try to get more known Do you think that's important used to niggas had to take mixtapes and all that now They do it streaming and driving in the air drive. Yeah, but I'm just saying do you think it's important to go to other cities? Whether it be I said Mississippi niggas laughed at me YSC and flippin in the Blake lab But they don't want to go to Mississippi, but that it's money down there too, but Houston or say Detroit or wherever, you know, do you think it's important to go to other places? Yeah, cuz when we was at South by Southwest I just ran into somebody took a picture with him and they paid me for a feature right there So I'm saying so I go to Houston on Friday and do the video with him So I'm saying so just like people from other states tap in and spend money with me So that's what you supposed to be like other So I'm saying like other people cities and states because it's just like My biggest marketing is in North Carolina, South Carolina and Atlanta, okay, so I'm saying like then my biggest marketing when coming to buy my music in my fan base So I just be making so I just at least tap in with them like one one or two time Okay, let me ask you this man Why my boy a young boy that we talked about him last time, but he had did this song He doesn't dissed everybody on his own Hell who I was a little baby What do you what do you think about that, you know, I got to put your own spot on different questions like that That's just a part of this man, it just like It just like Dirt that was the whole reason because they were hanging with a little dirt how to put it like remember I compared yo yo and Young boy when I was like, oh, there was another interview I think I compared them to it just like I relate to them a lot because it's just like I got problems with a lot of people so I'm saying from different sides, so it's just like It just like when you play that song it just like everybody in here in the car We just get out of our bodies and turn up because it just like we know it just like you just get a different feeling like fuck y'all like I don't like so I'm saying it just like Y'all can say whatever fuck y'all want to say criticize it I mean criticize whatever it just like I'm gonna do me some say any just like I respect young niggas That's not scared of nobody like I don't care like what your background who you didn't deal with like what street credit You got like fuck you boy like I don't care like that's what I that's what I respect I don't know about nobody else, but I respect that like He ain't just go at one person or he didn't pick his battles like he beefing with them But everybody know what OTF and oblock do everybody know about them. He ain't scared of them So I'm saying that's what he's saying.  He on house arrest, ain't he yeah So it's easy to say it now cuz you ain't out there. Yeah, but it just like it just like it just like with that situation It's just like young boy been on that dough So I'm saying just like young boy be retarded On the set he been going crazy. It's just like Y'all know it. I don't know how to put it on the set because when I drop my this on everybody was saying a game Was in jail at the time I dropped my this on some sense.  So I'm saying Coming on that day coming like it's gonna last forever You gonna run into it so I'm saying like I made my this song long at time ago And I still see people and gotta protect myself or do whatever some sense. So it's just like You gonna see them.  I don't know them niggas for real like I'm just say I don't know them niggas bro on the set. I just be like Seeing the sit now. I'd be like, oh, he did that. I guess. Oh, no It's not real You feel like it's fake. What what Gucci on this on I ain't gonna lot of Gucci boosted you just gotta you gotta respect who they stand on business Everybody know that the world know that and they not even from Florida or the niggas But from they pass when they were around I they stand on business. I mean, yeah, they didn't put that work in You know, all I know is man these these niggas is talking a lot man on these songs and getting on these microphones Man, and like he said one day they gonna bump into each other They gonna be industry or is it gonna be on wax? I heard the science today by somebody else. That's crazy.    I'll let nobody make it cuz they don't let me make it on Instagram So I let them make it in real life, but you can't be in there.   They wouldn't run and talking then when you see him It's like nothing Yeah, we on boss talk one-on-one


Hello, what if you wanted to read a book about teaching over the next academic year, what would it be now it's not a great time to publish a live stream video on the last day of the academic year on a Friday night. So I apologize but I'm logging off to and I'm starting my brief summer time off and I just wanted to share some of the books that are on my desk I've got a pile of 17. So you can watch this at any time pause and play it and see some books that might interest you for your professional development.  And the first one I've got for you is quite a beast of a book. So I'm going to go through in no particular order some of the books that are on my desk that I get sent as a blogger someone working in education some of the books. I dip in and out of some I read in full some I just skim over some I give us away is kind of competition prizes in my life as a teacher blogger and others I give to schools that I work with. And so let's get started. The first book is this one about our schools. It's a real heavy door wedge book published by two giants in English education so Tim Brookhouse and Professor Mick Waters. What they've done in this book is they've interviewed 14 education secretary states here in England. And I think you know with their accumulative knowledge as well as the people that they've worked alongside to publish this. And let's just have a look God 650 pages.  So this is a book that I'm having on my desk over the next years I dip in and out of all the different interviews. The first book for people that might be interested. If you're like me, I like to read one or two of these in my summer vacation. Not everyone does, but I know some people do. So there's the first book. Let me put that over there. The second book was one of a key one of the key sources that I read in my own journey with memory. And this was a book published in 2014 called memory in the classroom. So long before many of us include myself and of said start to talk about working memory, which would now appears in lots of government documentation. And so there's lots of strategies in here, lots of research, lots of interest in graphics and a huge body of research and references. And so it might also help you help with understanding how we learn and helping students achieve. My next book is primary her by Mary, my and John, Tom said both I've known for a very long time, publishing some important work on school curriculum. And this is just one of a book in a series of amazing things that they're doing interviewing lots of teachers in schools who are refining and shaping their curriculum. And typically the DT teacher in me I pop straight over to the D&T chapter where typically in primary schools, you have a non specialist. It's not necessarily a school, a subject that has a high profile, but pleased to read there's a good case study in here, explaining how they embed a spiral curriculum from early years right up to, to year six, and of six. One hour of teaching DT a week, which is great. So that might be a book that you're interested for you. Another book, a new book, a new book published by Naomi Barker. This book is a teacher journal know what I love about this we all know that the most effective teachers need to be reflective. So how about holding a book in your hand where you've got lots of spaces to fill in reflection questions, and I guess build up your own diary your own journal. Now what I love about this book is it suits the rhythm of school life with chapters aligned to academic terms of the year so there's a whole range of topics from relationships to safeguarding to appraisal and feedback there's no aspect of school life untouched here. And so you'll find this an interesting read if you like to write as you read. Next book I've got so I've lost count of how many books I'm on. So this is book number five, retrieval practice primary by Kate Jones, another brilliant book by Kate Jones. She spent the last few years of her working life mastering knowledge of retrieval practice, and many people on social media will know Kate and her great work here. She spent many years researching interviewing and working alongside some giants in education.  So me as a non primary specialist it's really great to see how ideas might translate with our younger pupils. So if you've not seen this, you must have been hiding under a rock. I recommend you buy this one now. Now another one. And last, sorry, 2020. The brilliant Paul Kirshner and Karl Hendricks published a great book blue cover with how learning happens. And what I loved about it was each chapter was an individual read lots of references lots of QR codes. They followed that great success I suppose, and looked at the education research on how teaching happens. And now this, I have to say if I had a favorite, this is one something that's going to be robust. That it's definitely going to stay on my desk next to me as I dip in and out of different topics. And I think it might be a seminal text that influences lots of us. So for teachers who are hungry for education research who might want a new book to read over the summer or purchase it and then for the year ahead, this book might be for you. Okay, so there's a great book. Next one. The Lean Education Manifesto by John Hattie. So I've had this book on my desk for about a month or so. It's another accessible guide. Most teachers will know visible learning by John Hattie and all the kind of phrases what works best. Not many people know John's new website called Visible Learning Meta X. And what it is is an online database of all the research of his meta analysis and defect sizes. And it's fabulously not looked at it. So I will share that in a link after this. But you know school structures, teacher training, accountability systems. It's a great book for people interested in education research or someone like me, you know, doctor research. This is a great place to look for signposts and key stuff for people that have been doing this a long time. It might also be a good book for you if you're doing an MPQ or a masters or like I said, a research degree. And it's another book for your desk and I'm not surprised. It's not actually had an Amazon review, which I'm quite surprised by. So I think I might be the first to do that. And now this book, The Joy of Not Yet Known. What I love about this being a designing technology teacher and the teacher is there's just so many visuals color printed to not many books published things in color. Or at least in the teaching sector, you don't see very many. And but what Marcelo's done here is he's, you know, one presented a beefy book, but it's probably more for primary interest in graphics and charts. But it kind of looks at how to develop teaching and learning culture, particularly in primary skills. Marcelo's own research and experiences will probably provide you with a wide range of existing philosophies to help motivate you and take that back in. So, you know, the whole range of curriculum and learning and case studies, there's tons of stuff in here. And I guess in terms of visuals, it's a very attractive book to read. And next book, next book, the big next thing in school improvement. Now I've had this book on my desk for a couple of months. I love anything written by Becky Allen. She's paired up here with head teacher Matthew Evans and teacher Ben White and they provide a huge range of sources and references. All very impressive considering the books quite a quite a compact little book, easy to read, easy to access, huge topics discussed. You know, the what works and the dangers associated with that also. And the recent explosion of education research. So looking at work in memory, knowledge rich curriculum, personalized learning data collection. There's everything here, you know, great teaching hallmark. So a really interesting book. I just wish in in Becky's book, there was an index that was easier to easy to access, but it's a great read. And one that I'd recommend for people interested in how we improve our school systems. And the next book, another big, big, big book, potentially a doorstop, but I wouldn't say use it as a doorstop. What I love about this great book by Hannah Wilson and Benny Cara is they brought together some of the most important diversity, equality, inclusion topics, conversations that we all need to have in society, not just people working in education. There's about 500 pages topics from gender reassignment to religion to marriage to race religions, belief, sex, sexual orientation and intersectionality. There's tons in here. What makes the book really practical and very appealing is every chapter is five or six pages only. So you can read them in isolation, and it's a great dip in and dip out or a type of book, which which makes it really useful. There's a wide range of references. There's key questions, takeaways in every chapter. And I think it will leave even the most experienced educator with something to learn. So I think, you know, if I could say get your copy of one of these books, it probably this this one. And alongside the same topic, I suppose, another relatively new book by Aisha Thomas called representation matters. And again, a really important book for us all becoming an anti racist educator. It will help all teachers begin a journey with self reflection reviewing current practices, helping everyone start conversations about race and racism. You know, like talking about language that we use diversity micro aggressions, you know, the quality the lived experiences, white privilege in particular and role models. And you know, for me, as a white male man, this is a book that I need to read and people if you're visually like me, then this is a book that you also need to read to so take a look at that. So that's another book that I have on my table. Now another book that I nearly didn't want to keep on my table was this one, I can't do the maths. And now I fell for all the usual stereotypes. So if I'm honest here, this is where you know I fell into the trap of lacking confidence in maths and even the book title scared me. But what Professor Alf Coles and Natalie Sinclair do, they both do a great job for experienced teachers like me explaining five common myths and why these might inhibit learners. So we know that every teacher is a teacher of literacy. It's the same for numeracy. We're all teachers of numeracy. It's exactly the same. So we should all be doing our bit to improve our maths knowledge, our preconceptions, our misconceptions about how we can be better at promoting numeracy in all aspects of our work and our personal lives. And so this is a book, despite my fear of the topic, I need to keep on my desk and that I keep popping in and out of. And as you will, you know, I know it's a silly thing to say, but there's lots of numbers. And, you know, if that if numbers, letters, languages, whatever else puts you a bit fearful, it may be a book for you, but I'm going to try and work through that one. And it might be a useful book for parents actually too. And now, next one, there's a whole series of these research books and in collaboration with Tom Sherrington. The Walkthroughs published by John Kat and ethics of a bit of a mouthful there Friday night, an ethic of excellence by Ron Burden. Now, if you've not seen Austin's butterfly, you might have been hiding in another cave and not been aware of research and the great piece of work. But what Sonya's managed to do is translate a great piece of research, apply it in her own setting and give you a practical example of how she has translated this in terms of culture across our whole school organization in her life as a head teacher. So governors curriculum, teaching and learning habits, Thompson explores this evidence based approach in a lovely practical guide. And what what what makes these books great is they're just short and succinct. So there's a whole series of these, so do check them out. Right, I've got three, three or four more books to go. So what else have I got future proof. Now, it's quite hard to write a technology book an ed tech book and make it practical. And I'm sure there are one or two that have done that really successfully. This books about digital citizenship so it's an important topic again for schools, online safety security cyberbullying digital threats to schools etc and to our young people. So in the book they explore, you know, how it rapidly changes, you know, our schools often get left behind with outdated hardware, or just endless pieces of software that promise transformational outcomes. If you put me in a corner said is a practical book. Well, to some degree it is it's still grounded in experience. It summarizes lots of important topics in the digital space today. The book does offer lots of questions and lots of references and gives you lots of things to think about. I think with the, you know, the world of technology always evolving at a rapid pace. It will at least give the school leaders watching and will listen to this recording the way of kind of managing and protecting our young people who are new to technology in and out of school and does starting to deal with it and manage and protect them. This book will give you lots to think about and much to consider. Three more. Next one I've got Parklands. So the lovely Chris Dyson headteacher at Parklands. There's the title in Leeds in North England. So if you've not heard of Chris or seen his book and great cat cover and I've rarely visited a school and then seen it in a book and this is one rare example. And it's well presented. It's well written. It explains the story of Parklands and in the school community. And I've had the privilege of working alongside Chris and his teachers at his school.  So I guess the theory in the practice, you know, seeing the theory in the book and then go and visit in the school. Chris would be more than happy to welcome you. And I know there are lots and lots of primary schools who do very similar things. It's just great to see a school and see it in a book and know that the book actually lives out in practice. So it's a lovely little book again for anyone working in the primary sector. Parklands by Chris Dyson. Now, how about this? A how one primary school abandoned written marking fast feedback.  All the teachers I work with in any type of school across the world tell me they suffer from endless, endless reams and reams of marking. So I guess it's in our interest to find out what this school has done to eradicate written mark and they've even gone as strong as to say abolished. So here's a book with a school case study that will help signpost ways to implement some of the ideas in your own setting for the year ahead. And a school that still promotes mark once a week use X color pen of progress. This might be an important read and it's practical, easy, lots of examples, lots of photographs, lots of questions, another interesting book.  And by the way, I do this video every year at the same time of year. So that's why I'm doing it now because there are people like me who love to read teaching books over the summer tools for teachers. By Oliver Lavelle. Now Oliver has become a teacher in Australia, quite popular now here in England is most known for his podcast called a travel R. So he education research reading room where he's interviewed lots of people on their thoughts on education. That the book starts off with, you know, explicit instruction, managing behavior and motivating young people in classroom. So great topics for new teachers to the profession. I get the rest of the book looks at relationships curriculum and leadership and there's a good range of tables, graphics, lots of narratives, lots of reflection questions in here. And how it can be translated into your own classroom. And, you know, considering Oliver's young man compared to me, he's got an abundance of knowledge and packed it all into this book. So that's a real credit to him in terms of his own professional development, his learning and what he's managed to achieve in a short career to date. And so there you go. So tools for teachers, fast feedback, parklands, future proof. And yeah, I'm not pretending I read all these yet. Some I have some I haven't I'm dipping in and out of some, but I just thought I'd sign post some books that you might be interested in for your summer reading. One or two that are fundamental to me in my own professional development, these two in particular couple that I'm going to have on my desk one or two that I keep dipping back to in terms of this. A new book on my table, some academic books that I always have that I dip in and out of Celine education manifesto how teaching happens. Retrieval practice, lovely Kate Jones, if you like to diarise your thoughts, there's a good one. Lots of new ideas and books and this and many more to come from Thompson and my it. My own work on memory one of many books that influence my own work. And then this one, which I think it's just a book you're going to keep for the for your entire life, working in education. So that's a book for me that I'm going to just keep coming back to all the time or what's great as the chapters and the texts. That's a giant book, but it's really easy to read nice large font. And so there's some books for your summer or for the academic year ahead.  Obviously, I work in a different space here in education, not necessary in classrooms as much as I do anymore. But it's important to us all log off. Let's all manage our own social media and let's be kind to others who choose to tweet and blog in their own time. I think most importantly, whatever you are as an educator watching this, whether you're in the UK or elsewhere, we all need some downtime. We all need some things, some content and things to help us thrive and professionally develop. I guess to finish in my context here in England where most teachers are logging off for a well deserved summer holiday. As ever, thank you for all the amazing work you do with our young people. I hope you've had a great week or day with your young people and that you take time for yourself to recharge and relax. And as ever, thanks for watching, thanks for using Teacher Toolkit. And if you've got any other books or things that you think I need to be aware of or signpost to other people to watch me here, then let me know. Otherwise, I'm off to go and spend some time with my family and I shall be back online about mid-August. So everything from here is my alter ego, Mr. Scheduler, so I'm going to leave it there. Bye for now, everyone. Hope you found one or two ideas and have a lovely summer. I'll speak to you soon.


Empty chairs at South Station in the Fung Wa bus waiting area. The U.S. Federal Motor Carrier Safety Administration has ordered the popular low-price Chinatown bus to suspend its services due to safety hazards. Many travelers, such as Peter Kniff, want answers. I think they have a lot of explaining to do and that it should not happen and that they should go be out of business for something like that. But this time around, Kniff has new traveling plans. Not the Fung Wa. Lucky Star. Also boarding Lucky Star is traveler Julia Goreini. We booked two tickets with the Chinese company but this morning we realized that the services is not working and they gave us a refund. Fung Wa buses have been cited for 159 violations within the past two years alone, according to Boston.com. Megabus employee Dan, who did not want his last name recorded, had this to say about Fung Wa employees. I'm sorry that the people are gone. I think it's costing jobs. Gate 25 where passengers would normally board the Fung Wa bus is empty. Fung Wa's website, along with the notice behind me, says that its services will resume once inspection is completed. In Boston for BUTV News, I'm Brittany Exum.


Welcome to Spotlight. I'm Liz Wade. And I'm Luke Haley. Spotlight uses a special English method of broadcasting. It is easier for people to understand, no matter where in the world they live. In 1819, a young German doctor discovered a drug. The doctor's name was Friedlieb Ferdinand Lunge. A friend had given Lunge some coffee beans to study. They were small and dark brown. As he tested the beans, he discovered a chemical inside them. Caffeine Today, caffeine is the most used drug in the world. Many people depend on caffeine to help them start the day. And more and more products contain caffeine. But there are negative results from using too much caffeine. How much is too much? Today's Spotlight is on caffeine. Caffeine is a drug that naturally exists in some foods. It is found in coffee beans, cocoa beans, guarana, yerba mate, tea, and other plants. Through history, people from all over the world have grown and used plants for the effect of caffeine. But today, people commonly get caffeine through coffee, tea, or soft drinks like Coca-Cola. In a plant, caffeine is a natural pesticide. It makes insects unable to move and then kills them. But in a person's body, caffeine acts very differently. It speeds up a person's central nervous system inside the body. It stimulates the brain. That is, it makes a brain act and react faster. Some people feel that they can be more creative when they drink caffeine. It makes people feel more awake and it can also increase physical performance in sports. Caffeine affects a person quickly. Imagine a person who is drinking a cup of coffee. The drug begins to affect him about five minutes after he starts drinking it. In 30 minutes, the caffeine affects the person most strongly. After about four and a half hours, his body has used about half the amount of caffeine. And by the next day, the caffeine is gone. Caffeine does not stay in the body. Many people begin their day with caffeine in coffee or tea. Spotlight writer Kristie Van Aragon drinks coffee every morning. But is it a good thing? She says, Coffee makes me feel more awake and it helps me concentrate. But when I forget to drink it, I get painful headaches. And when I drink too much, my hands shake and I talk really fast. Coffee is great most of the time, but it also causes some problems. These effects can be common for people who drink caffeine. In fact, people can come to depend on caffeine. People who try to stop drinking caffeine may be very tired, have muscle pains or even have stomach pain. But these symptoms usually stop in about a week. Too much caffeine can also cause problems. People who have had too much caffeine may have head pain or stomach pain. They may have a rapid heartbeat. They may feel anxious, worried or nervous. Too much caffeine can make a person unable to sleep. But there are also more serious effects when people take extremely high amounts. These effects include a feeling of not knowing where you are, body movements you cannot control or even death. In the United States and the United Kingdom, health experts have set a safe level of caffeine a person can take. They advise that people do not take more than 400 mg of caffeine in a day. That is equal to about 4 or 5 cups of coffee. Many experts believe this amount is safe for an adult. Murray Carpenter wrote a book about caffeine. He told news organization NPR. For people who are using caffeine moderately, it is probably perfectly healthy. And we know there are some signs that we may even get some good effects out of long term coffee drinking. Researchers cannot agree if caffeine is good for people or bad for them. Caffeine does have some bad effects. But like Carpenter says, caffeine also has some good effects. Research shows that drinking coffee and tea with caffeine may reduce the risks of some kinds of cancer. It can reduce a person's risk of getting type 2 diabetes. And even though it increases blood pressure and a person's heart rate, it does not seem to cause problems with a person's heart. But these good effects do not come from drinking caffeine in soft drinks. Just drinks like coffee and tea. All of this information may make a person wonder what to do. But it gets worse. That is because recently companies have been adding caffeine to more and more drinks and food. People may not know how much caffeine they are taking. The FDA is a government agency in the United States. It sets safety rules for food and drugs there. In 2013, the FDA began investigating caffeine. They were looking particularly at caffeine in energy drinks and food. Michael R. Taylor works at the FDA. He told about a new chewing gum containing caffeine. Each stick of gum contains caffeine. He explained how products like these can be harmful for young adults and children. The gum is just one more sad example of the movement to add caffeine to food. Our concern is about caffeine appearing in many new products. This includes products that may look good to children and young adults. One package of this gum is like having four cups of coffee with you. The large number of these products in the marketplace worries us. Companies are putting caffeine in products that young adults and even children may want to try. Many government organizations and health experts are working to regulate caffeine. They want to make rules about what products can contain caffeine and how much caffeine those products can use. However, it is not an easy job. Stephen Braun wrote a book about caffeine. He told the BBC. One problem with trying to regulate the substance is that it affects everyone differently. People have different bodies and different ways of processing food. It is impossible to say what a safe limit is for everyone. Ultimately, you have to be your own scientist. There is no other good method than carefully experimenting on yourself. It is important for a person to know how much caffeine he is getting through drinks and food. But it is also important for him to know how caffeine affects his body. A person should know what his body can manage. What about you? Do you use caffeine? Do you think putting caffeine in other foods and drinks is a good idea? Tell us what you think. You can leave your comments on the script page for this program. The writer of this program was Liz Wade. The producer was Luke Haley. The voices you heard were from the United States and the United Kingdom. All quotes were adapted for this program and voiced by Spotlight. You can find our programs on the internet at www.radioenglish.net. This program is called The World's Favorite Drug. We hope you can join us again for the next Spotlight program. Goodbye.


Christopher Newport beating the number one team in the nation at 15 to 11. I'm Christian Taylor, head coach, Mikey Thompson after this one. I mean, wow is probably all one can say after that game. Tell me what's been going so well for your team, especially tonight, but this season? I think that we've just learned a lot after every game that we've played. I mean, even some of the games that were a little bit more lopsided, we were trying to prepare for these moments when, you know, they make a big run and it's close there in the fourth quarter and we just had to keep our composure and play smart and some guys stepped up and played a great game tonight versus a really, really good team. Andrew Cook, I mean, firstly, the six goals tonight, it seemed like nobody could drag him down tonight. How massive has he been ever since transferring over from Richmond? Yeah, you know, he seems to step up in the big moments and he's such a big, strong athletic guy. He's hard to handle when he gets going and, you know, he's a great leader for us. He steps up in those big moments and we're definitely happy to have him. Zach Hanoi, the goaltender. I mean, 16 saves tonight. Maybe he wasn't entirely seen with how well the offense was playing, but he was a major piece in this win tonight. I mean, once again, how important has he been? Unbelievable. I mean, that was the best game he's had this season. You know, we just gave him the game ball and there were a lot of opportunities that RIT had there in the fourth quarter and he seemed to just be in perfect position to make some really big saves and that's one of those games that could have gone either way. But when your goalie steps up and makes those big saves, you know, it's definitely helpful. Thank you very much. Congrats on the win. Absolutely. Thank you. That's Coach Thompson. I'm Christian Taylor. Go MustangSports.com.


Executive presence is a powerful tool that help leaders at every level navigate the business world successfully. Hi guys, this is Stas Ka Singhal and here are 4 strategies to build your executive presence. The ability to express emotions and influence others' emotions determine the emotional intellect of the leader. Controlling your thoughts through mindfulness helps the boss in the long term. Our physical appearance sends all sorts of messages to the outside world. If you're not well-brewed and sharply dressed, those messages could hurt your career. Communication is the key to success in every organization. Open dialogue, empower the team and create a context of higher employee engagement. Keep your friends' clothes and critics' clothes up. Constructive criticism is the key to stop their laugh. In order to build your executive presence and raise your imperfection.


I'm based with this Malawi as the DHS2 implementation lead. And over the next couple of slides, I will be taking you through the Malawi case study of the Open LMIAS and DHS2 integration. So when the MOHP embarked on the project for integrating the supply chain system and the DHS2. The main concept was trying to ensure that these two systems are interoperable. Prior to the inception of this project, the HMIS, which is operating on a DHS2 platform, was a standalone system. And also the supply chain system, which is operating on an Open LMIAS platform, is also a standalone system. During the inception phase, I think a discussion initially took place and trying to determine whether to directly integrate the two systems or to use an interoperability platform. And I think the preference at the time was to use the interoperability platform as a policy directive, so to say. So the main objective was to enable the integration and interchange of the supply chain data with the HMIS data and to develop a customized indicator and dashboard for the HIV TB Malaria and RHD programs. Additionally, we wanted to build the capacity of the DHS2 and the LMIAS team to be able to use the dashboards at various levels of the health care system and to make sure that whatever decisions are being made on the ground are informed by the outputs from this work. So from Malawi, the key stakeholders, there were quite a number of stakeholders. The MOH was the project owner and the coordination unit was the central monitoring and evaluation division. So we also had to interact a lot with the HTSS department, which is responsible for managing the logistics data. And of course, the University of Oslo through his Malawi were primarily responsible for facilitating and providing the technical requirements on the DHS2 end. And then the PSM was responsible for facilitating and supporting the technical requirements on the open LMIAS end. And then we also had the GUNICA data for action, which is a Bill and Melinda Gates project, which facilitated the interoperability of the two systems through developing what we call the interoperability layer or automated data exchange platform. So this was supported by the Global Fund. Quite a number of activities were undertaken in the process of integrating the two systems. This kicked off in 2018 October with a readiness assessment where all the stakeholders seemed to agree that probably wouldn't have been ready to start implementation until January. And then once the implementation kicked off, there was a stakeholder meeting that took place in March. And one of the outputs from that discussion was to make sure that we develop standard key performance indicators across the various programs that we're interested in implementing. And then beyond that, a process was undertaken to make sure that whatever indicators we had identified were mapped and documented accordingly. So whatever was coming from the other system had to be mapped as well as what was within THIs too. And then of course, the process of developing the interoperability layer and the master facility registry and just making sure that we have the automated data exchange platform started around June 2019 and was running concurrently with the other project activities. So we had another follow-up meeting to review the indicators. And then we came up with a final list of indicators by September 2019. And then we, because of the nature of the LMIS indicators, we needed to use predictors, which were only available for version 2.32. So we did undertake a process of upgrading our test instance to version 2.32. And then when it took a process of documenting. And whilst this was happening on the other end, on the open LMIS end, there was a development process on their API just to make sure that it's compliant with the data exchange platform. And then we started the user acceptance testing for integration in October 2019. And then we proceeded to finalize the configuration of the indicators that were dependent on the upgrade, primarily the ones that were relying on the predictors function. And then we considered the integration fully complete in December 2019 when we were successfully able to push data from the open LMIS into the DHS too. So some processes were undertaken to develop some change management procedures. And then migration of test, migration of the LMIS data to the test instance. We had the dashboards configured. And then we developed some training materials for an in-country TOT, which took place in March. And then we also proceeded to upgrade our production instance. And we've been replicating the work there. And the final process, which was supposed to be undertaken for this, was of course having the LMIS Academy as well as making sure that we are having district level trainings. But now the district level trainings have been postponed because of the season that we're in. And just to provide a bit of a background on the DHS2 setup for Malawi. So it is the main data collection and aggregation platform. But we do have other systems on the HIS landscape, such as the IRIS, the LMIS, and various ERMRs. So data is mainly collected through pay-per-tape methods at the facility level. And this only becomes electronic at the district level. So we do have the DHS2 mobile, which is rolled out in 13 districts. And basically, these are the districts that have a lot of hard-to-reach facilities. So we did migrate from the DHS1 to the web-based DHS2 in 2020. And this DHS2 server is hosted by the Ministry of Health. And of course, various partners provide support around the DHS2 work, including HIS Malawi and the Kuniga data for action. And as mentioned earlier, we are currently running on a DHS2 version 2.32. So in terms of the information flow, we do have five organization unit levels in DHS2. And this sort of replicates the MOH hierarchy. So at the lowest levels, we have the community level, which is mainly represented by the HSAs and the senior HSAs in the information flow. So they collect the information at that level, and then they push it forward to the facility level, where they are interacting with statistical clerks, as well as various health workers. And then as we move towards the district level, we'll find that there are more players at that level. We have the HMIS office hours, primarily responsible for entering the data into DHS2, where it's now becoming electronic, and we've got various program coordinators, as well as the district health management team. So above that, we have the zone level, where we have the zone health officer, as well as the zone M&E officers. And of course, at national level, we have the program managers, senior management within the Ministry of Health, various directors, and various officers within the ministry. In terms of the programs that are currently reporting in DHS2, I think we have good coverage. We have the child health data, reproductive health, the IDSARA, the HIV and AIDS, although there's also a platform that is running in country. We have the TB data, malaria, nutrition, non-communicable diseases, health education services. And now we do have the logistics data, and also we have the population data. So also to provide a background on the open LMIS and how it's operating in Malawi, as you're all aware, it's an open source platform. And it's mainly used for the electronic logistics management information system. So from Malawi, this replaced the supply chain manager software, which had been operating for 13 years. And in August 2017, we went live on the open LMIS. And it is currently rolled out in all of the 29 districts across 160 facilities, which are data capture sites. So the paper forms are available across over 700 facilities. However, we have 160 data capture sites for the open LMIS. So it's web-based, which means it's accessible anytime and anywhere. And it's mainly used to provide order information that is evidence-based and also to ensure that these are managed effectively. So the data that is currently being collected in the open LMIS includes the closing balance, which is also the stock on hand. And this is collected on the last day of the reporting preparation. And then they're also collecting the losses, damaged products or products that were discarded. And then we have the negative adjustment, which in most cases represents products that might have been sent to another facility or maybe products that were returned. So we also have the positive adjustment, which in most cases might represent the facility that was receiving stock from another facility. Or perhaps maybe an order request within the facility that was supposed to have been dispatched but was not collected. Then we also have the quantity used, which represents the dispensation, what was actually given to treatments. And then we have the stock out days. And then we have the quantity received, which the commodities that are coming in from the Central Medical Stores Trust or there might have been an intervention or a partner decided to donate some products to the facility. So we can see what the LMIS reporting formula looks like. And for every product, we have all of these data variables or data elements which are collected for the form. In terms of the process that the LMIS system follows, so basically the facilities will be responsible for generating the paper forms. And then the paper form is sent to the district or to another facility that then captures the LMIS reporting form into open LMIS. And then we have a district level, the authorization process for the LMIS forms. And in most cases, it is the pharmacy manager who authorizes this. And then this information goes through what we call the Drug and Therapeutic Committee, which is chaired by the district medical officer. And basically it's a committee that discusses issues concerning the district's ordering, how they're ordering the commodities as well as other issues related to commodities. And after it undergoes the scrutiny of this committee, it then goes to the DHOs where it is approved. And then this goes to the Central Medical Stores Trust. So at the Central Medical Stores Trust, they do extract this data from open LMIS and its process and then a dispatch of the commodities takes place going to the facilities where the facility now receives the orders. So just to highlight that the open LMIS and Central Medical Stores Trust are not integrated at the moment. And that is why they have to extract the orders from the open LMIS and then process them outside the system. And then moving on to the architecture that facilitated the integration of the two system, what we're looking at now is a diagram that depicts the processes that are required or the key elements or key components for the interoperability architecture. So the key components include the facility registry, which provides information about where the data will be going to. If we're talking DHOs two terms, then we could say that this is the where variable. And what happens there is that the mapping for the various organization units between the source system and the DHOs two has been outlined at the facility registry. And then we also have another key component, which is the product category. And then or you can call this a product catalog. And this provides the information about the different products and how they are mapped between the two systems. So if we talk about this in DHOs two terms as well, we could say this is the what variable. And then we have the interoperability layer itself, which is basically a mediator between the two systems and is coordinating what is going on between the two registers and making sure that the information that is coming through is in a format that is acceptable for the DHOs two. And then, of course, we have the DHOs two system, which is the final destination for all of this information. So the interoperability layer is built on an open health information mediator platform. And it's basically a middleware system that makes sure that different health information systems are able to talk to each other and exchange information. It's open source and it's configurable to a specific use case. Basically, the source system is required to be compliant to the platform in order to interact with the interoperability layer. And then just trying to understand what is going on on the interoperability layer. As I mentioned earlier, it's built on the open HIM architecture. And we have the open HIE component, which consists of business domain services and registry services, such as the terminology services layer, the client registry. And of interest to us in this case is the facility registry and the product registry. So the interoperability service layer manages the authentication process that takes place between the two systems, the entity mapping, and then just making sure that it's routing the request to the target system. And of course, an audit trail is available, detailing whether the transactions were successful or whether those transactions failed and need to be rerun. So the first step in the process is trying to make sure that on the DHS-2 front, we have created a client that would be used for the interoperability layer or the data exchange platform. And then we have also created the data elements for the open LMI system. And then the access to the API for fetching and posting data basically happens through the profiles. And then, as I mentioned earlier, authentication of transactions is taking place on the interoperability layer, the routing of requests, the error log, as well as the failed request rerun. But we also have to make sure that we have user profiles for the users on the external system. And this is what was used to push the data into the interoperability layer. So on the other side, we also have a system administrator who is in the meantime, checking and monitoring the transactions to see whether successfully gone through or failed to determine if there are any other interventions that need to happen. And then at the end of the day, we expect that the information that has been pushed through the interoperability layer should be visible within the DHS-2. So for the indicators, I'm going to focus on the malaria program. We did develop indicators for malaria, TB, HIV, as well as the Reproductive Health Department. But for this demonstration, I'm going to focus on the malaria indicators. So you'll notice that on this slide, we have some indicators that are highlighted in gray. And these are mainly the indicators that were created using predictors. Whilst the other indicators that are not highlighted in gray represent the indicators that were configured using the DHS-2 indicator app. So I'll just go over the list and how this was calculated. We had the consumption to issuance ratio, which was basically checking the quantity that is dispensed at the pharmacy against the quantity that is leaving the quantity that is dispensed at the dispensary against the quantity that is leaving the pharmacy for the dispensary. And then we have the caseload to consumption ratio, which is basically checking the malaria cases against the quantity that has been dispensed at the dispenser, the treatments that have gone to the clients. We also had an indicator which was comparing the malaria cases against the quantity of the commodities that were actually leaving the pharmacy for the dispenser. And then we had the caseload to stock-on-hand ratio, which was comparing the malaria cases that we have against the stock-on-hand, just trying to see if we are able to cover all the cases that we're having. Then we also have the average monthly consumption, which was checking the average quantity used for the last three months. And this is an indicator that was configured using predictors. Then we have the month of stock indicator, which basically checks the stock-on-hand against the average monthly consumption to determine how many months or how long the stock that we have will take us through.  And then also whether the facilities were adequately stocked. And this was basically checking whether the month of stock is greater or equal to one or less than three. So these thresholds are defined by the various programs, and this differs from... So the thresholds from malaria are different from the thresholds for TB and HIV. Then we're also checking whether there were other health facilities that were overstocked, which is basically looking at the month of stock where it is greater than three months. And then checking also if we had facilities that were understocked, which is basically doing a count of facilities that had their month of stock being equal to less than one month. So in short, these are the indicators that we configured for the malaria program for the lack of modalities. And as a country, we have four desegregations for lack, which meant for each of those desegregations, we had to come up with indicators, this list of indicators. So in the configuration process, just to highlight that the average monthly consumption is what is configured first when you're coming up with the predictors. And then the output from the average monthly consumption then becomes your denominator for your month of stock calculation. And then also can be used for your stock status indicators. So going over the list again, just an extension of the previous slide, we also had indicators that were checking the cases that were tested using MRDTs against the MRDTs that were actually used from the pharmacy. And we're also checking the months of stock for the MRDT test kits and then looking at availability, adequately stocked, facilities that were over stocked, and then also facilities that were under stocked. And again, the indicators that are highlighted in gray represent those that were configured using predictors. So after defining our indicators, we did then configure them within DHRs too. And this is just one of the dashboards on the stock status. And we can see that using these visuals, we're gonna see later, we're gonna appreciate later when I go into the system, I'm gonna show you what this dashboard looks like and just try to zoom into the individual dashboard items so we can understand. But the most interesting thing is that we're able to make sure that our dashboards are able to guide the users and it's easy to use the outputs by making sure that we provide instructions for the dashboards. So we did create interpretations within the dashboards. And then one of the interesting outputs that we're able to see is a comparison of the different key ratios that the Malaria program was interested in looking at. So typically you'd expect all of the different items to be within the target line, which is one, but you do find that a number of items such as issuers to consumptions are going over the target line. And this created room for interesting discussions to take place to try and understand what is going on on the ground. Why is it that in some facilities, you will find that the caseload against the consumption is one to one. And in other cases, you will find that this is slightly below or this is slightly above. And what are the expectations for each of these different scenarios? And this is what allowed us to feed into our dashboard interpretations as we had those discussions, we're trying to understand, is it the practices on the ground? Are we taking more commodities from the pharmacies and just holding them at the dispensary? What exactly is going on? Are we reconciling our reports well? So it created avenues for a lot of discussions to take place. And then we also had interesting outputs, which we're also gonna see later. This is one of the stock status dashboard items where you are just trying to check how many facilities were stocked out, how many were under stocked, how many were adequately stocked, over stocked. And then we also have the outliers which are going into the category of invalid. And another interesting output from the dashboard was just trying to understand which one out of the different large dosages was stocked out in a particular period, was mostly stocked out. So for example, we can see here that the six by four dosage or commodity is the one that was mostly stocked out, representing 50 facilities, and then that represents 27% for that particular district. And then just to go over some of the lessons that were learned in this process, I think we go to understand that there was some development work required for the source system, just to make sure that the system is compliant to the data exchange platform, the interpretability layer. And the development process might have taken a bit more time and it's something that needs to be considered well as you're planning on your project lifespan. So it might be possible to configure this in a short space of time. It might also be that this might take longer than anticipated. So we also learned that there is need for the master health facility registry as well as the product registry to undergo regular maintenance and updates because you do have situations where facilities are being opened. Maybe not regularly, but it does happen where a new facility has been opened and maybe this has not reflected on the master health facility registry and you might come across a situation where as you're trying to push the payloads, you experience some failed files because of that. And then again also on the product registry as well, just to make sure that we had an experience in some cases where the product codes changed or some products were discontinued and some of them had been mapped to the indicators. And so you'd notice on the outputs that you were now getting blanks and just trying to investigate that you'd understand that, okay, some products had been changed or the codes had been changed, some had been discontinued. And so those updates also needed to be reflected on the product registry. And then again, we also went through a situation where the open randomized reporting form was updated. And this also meant that the placeholders, the placeholder data elements within the DHHS2 also had to be updated accordingly. And then there were also quite a number of indicators that were requiring data from other systems. Now by other systems, I mean, I don't mean the open LMIS, but another separate standalone system. So what this meant was that that information had to somehow find its way within DHHS2 for us to be able to configure this indicator. A typical example is the GeneXpert cartridge. And for the TB program, this is housed in a separate system. And we had to take a process to get that information into the HMIS just so we're able to configure the indicators and have some outputs from there. And then we also noticed after we had configured the indicators and just trying to understand the outputs and make comparisons with what's in the open LMIS that there was a slight variation between the open LMIS month of stock and average monthly consumption and the DHHS2 outputs for the month of stock and the average monthly consumption. And I think this was mainly something to do with the current month's data not being reflected within the DHHS2. And then another thing that we did learn in this process is that there are multiple scenarios. There are multiple explanations for why things are happening the way they are. For example, if you look at a consumption, caseload to consumption ratio, maybe going all the way to two, something that you expect to be one to one or maybe 1.2. But if it goes all the way to two, I mean, there are a lot of questions that the user is now faced with. Is there a drug-pulphurage? Are we just holding too much stock at the dispensary that we haven't accounted for? What exactly is happening there? So we learned in this process that there are a lot of explanations and some of the issues also boil down to the data collection processes on the ground and how we are consolidating our reporting tools. And now this brings me to the end of my presentation. I'm now going to stop sharing momentarily and maybe open the floor for some questions. And also maybe I would like to invite colleagues from Malawi who are present on the call, colleagues from the Ministry of Health or from the U.S. IDPSM or as well as from the Chronicle Project in case there's anything they would like to highlight or that I haven't reflected recording. Thank you. Okay, thank you so much, Mongani. Excellent presentation. I'm so glad that we were recording that so that we can continue to share that out and make it available presentation for everyone. At this point, please do ask your questions in the Slack. If you are also coming from Malawi and you would like to share some insights or elaborate on something further, please. Also, then you can raise your hand or can they raise your hand? Martin, how do we do this? If we want to unmute someone. Martin, I can't hear you. You're too quiet. Yes, it's possible to raise, click on yes, no and raise a hand. It may be hard to see, but right now I'm using the like for that and guessing that could be working. I might want to stop the recording before we do this part. So I'm gonna stop the recording now.


Microscope is an instrument used to visualise very small objects. This is a compound microscope. Its major parts consist of lab, stage, objective lens, eyepiece or ocular lens. A compound microscope usually have four objective lens, which are of magnification 4x, 10x, 40x and 100x. Once the slide is placed on the stage clip on the stage, it can be adjusted using stage controls. The microscope stage can be moved up and down using the course adjustment. Once the slide is focused using course adjustment, fine focus is used to further improve the resolution of the specimen. Lamp or illuminator is used as a light source. The light passes through the small opening called a aperture. Immersion oil is used when specimen is viewed at 100x magnification.


So hello, sorry I'm not fluent in English so I will read my notes. I will talk about matching work between tables coming from different field recording systems used in archaeological, preventive archaeology. After a quick presentation of the context of field recording system in RAP, I will present the steps of these two work done on two major databases, EDARC and Klavier. It's therefore a question of explaining models of the tables of these databases. Then the translation that was made on the 16 mapping of these models. And we will insist in the end on the programs on countered and resulting proposals. In RAP, National Institute of Preventive Archaeological Research is a public institution under the supervision of the French Ministry of Research and the Ministry of Culture and Communication. Archaeologists had to make a diagnostic test before a development work of the territory and then excavate land reach in archaeological remains before destruction. Currently several different field recording systems are used by archaeologists. Four of them have been selected for this work. BDA, Archaeological Database, CADOC, Archaeological Site and Documentation, SISLAT, a field system developed as part of a school excavation site in the south of France and spreadsheets created by different archaeologists or specialists. A comparative study has been carried out between these different systems. Actually with a few exceptions all of them deal with the same entities since archaeology is based on common protocols. The scientific and technical department of the institute has therefore developed a database design to provide an answer to heterogeneity of data models and various systems. It's EDARC, Archaeological Data Resistration. EDARC has been taught to be used in different contexts and across various data. It uses an internet browser but never requires access to a connection. The data record is stored in a local SQLite database which allows interfacing into a GIS software and data is exported in XML format. In EDARC even main tables have been chosen. Those that describe archaeological data, the tables operation, metadata, trends, survey, stratigraphic unit, fact, archaeological site, sampling, object, design and photo. These tables give information about history of the archaeological site, the document. They give information of the metadata of archaeological operation and its database. They give information on the raw data direct on the site and on the data interpreted by archaeologists. Taking into account time and our ongoing training in this area, it was decided to carry out mapping using the CEDOC CRM common ontology. And since archaeology is essentially specialized, we want to use CRM archaeology, CRM georextensions. And we use also the CRM SRA extension in order to characterize metadata. As you can see on the screen, the data physical model was realized thanks to the 3M software developed by the Forth Institute. The 11 tables were mapped by defined first entities as entrance of over domain property range triplets. We also wanted to have a look of fields of attribute tables on the three main spatial layers of data produced for each archaeological sites and operations. In this case, it's data of a medieval site located in the city of Le Mans. It is a diagnostic operation at a place near to the gardens of the cathedral. Since 2013, the systematization of the use of a gy... sorry... allows to constitute a catalog of the spatial data produced by the institute. Its name is Kavya. The main layers of each operations are gathered in a post-gest, post-gray SQL server and constitute the main data of the catalog.  The second one is dragging or opening that is to say survey or trends. And archaeological observations especially represented with polygons. Like EDARC, the input entities are E25 main features for the shape of remands. SP6 declarative place difference spatial entities. The shape opening specified in E27 site and the shape perimeter specified in A1 excavated process unit. In 3M, link can be made to the maze application which allows to visualize the analysis of mapping and to obtain graphs. Here we can observe graphs from the mapping of EDARC database and of 3M shapefights from Kavya. For each of tables, we respect the association with the input entities associated with each table explained previously and also between different other mapping in order to respect the meaning associated with each entity. And especially the most difficult thing was this choice of the first entity as input. Behind formalisms of Psydox ERN, there is existence of a variety of users and of semantic possibilities through extensions. For the mapping of the metadata for example here, I referred to the entity of E7 activity since metadata are related to preventive archaeological activity. However, some of them characterize the technical support itself, that is to say EDARC database. George Bruce Kerr, who is aware with the Psydox dig extension, used it as input and chose the entity D1 digital object. We both get a given price. Therefore, we wondered about the relevance of different mapping that is possible to produce and about important role to choose the first entity. This same observation appeared during the mapping of the operation table. In the first case, my colleague Christophe Tiffery chose the entity E7 activity. After knowing extension, I hope for the entity EFT 53 place since it offered a better declination of the subject of archaeological operation with the CRM, Gero and RQ. Indeed, the fact is that an ontology functions as a tetherless. Also, a large part of this study was dedicated to the appropriation of the nested triplet domain property range. I really want to understand links with properties to get closer to the primary meaning of each field database. In my opinion, final entities will take more meaning if we specified characteristics and domains to which they refer. Here, for example, A1 excavation process unit and SP3 reference space. All table sections have been explained and I want to emphasize the richness that allows both to describe sources, rights, name, locations, persons and the fact of dating remains that it is, sorry, which is essential in archaeology. The only drawback remain expression of uncertainty, what we are called estimated dates. But I'm not sure about the association I made to express the difference between estimated and certain date. I introduce the entity of E2 temporal entity before the traditional E52 time spline. Linked to the subject of archaeological observation and interpretation of extents, symbols and objects, I would like to stress the importance of choosing the CRM SCI extension in the presence of the entities S for observation and S6 data evaluation. Regarding mapping of shapefiles, I treat them as the same way of their database counterparts. I focus on disturbing space. Here, for example, the reference entity is SP6 declarative place. Usual references follow to archaeology, to interpretation, to document and to over spatial references. The only difference is, and not the least, the possibility to referring to the W, KT, the well-known text format through the CRM Geo. Associated with attribute table of shapefiles, this is a standard text format that stores information such as coordinate system reference, geometry type, and maximum extents of vector geometric object. I would like to talk about a fact of expression type of things. When previous entity is clearly defined such as A8 stratigraphic unit or E22 main object, entities like E55 type or E17 type assignment are good enough. But as part of the description of dimension, measurements, shape, and orientation for trenches or objects, these entities are not precise enough, and there are no refined properties. Also, as these categories are used by any researchers, could we consider the possibility of creation over entities inside of CRM for lengths, widths, or depth, or in the CRM Geo for forms or orientations? Yes, I'll see. Two minutes. An over point. And certainty type, it's a recurrent subject in archaeology because they are depending on the context of search. Data are often incomplete and can be difficult to interpret. Also, in terms of uncertainty related to the interpretation of women's types, US, or facts, how to express it. Could we also create new entities? I use S9 property type here associated to comment of unsung term type, but it doesn't account to initial semantics. Last problem, and at the least in archaeology, the one refers to relative chronology. At least three items, structure, stratigraphic diagrams. US section correctly described and two over items, US on it and US above it. Even if there's a lot of property which could make it possible to move throughout this, it appears that triplets domain range type still remain the same. In conclusion, the different observations and requirements mentioned to begin, let us recall the interests of the choice of the main entity. It's important to explain all the main sections, then what is fundamental for realization of mapping. Technical support, database, or geo databases, activity that describes it, or discipline that causes. Then we saw that it was difficult to get as close as possible to the primary meaning of the field table names. So how to preserve a best semantic difference emitted by community of archaeology. For example, and by following when we want to associate a type of category, like E55 type before in, is the S9 property type of the CRM SCI still not too general. In addition, we consider development of specific entities in PsyDoc CRM or in extensions related to dimensions types. Similarly, for CRM archaeo, questions still the same about stratigraphic relationships. Finally, is attribute data linked to spatial layers must be directly related to spatial phenomena like spatial extent resolutions coordinates through CRM zero or must they be defined compare their technical support and the use of extensions like CRM SCI or CRM DIC. The project will be in the next months to redo mapping of these three shapefiles by using the CRM DIC to observe if mapping starting with an entity such as the D1 digital object could be linked to CRM zero entities. And it's the real conclusion. To clarify and advance on these topics, it's also considered to redo the mapping of metadata table using CRM DIC extension and to apply it to each metadata on other tables. I also hope that our colleagues will be able to join these projects in order to compare several mapping and especially to generate genuine realises to carrier and to over interrupt the databases. And later it will be time to develop a script to follow the proper exploitation and interrogation of archaeological data present in these databases. Thank you for your attention. Thank you.


Welcome back, we almost began our new theme in the last lecture which is on congruences. We gave the very basic definition which is of two natural numbers being congruent to each other modulo a third given and fixed natural number n. The definition was as follows whenever we fix this n, so we assume that this n is fixed now then any two natural numbers a and b are said to be congruent to each other modulo n if n divides the difference a minus b. So, we have that n divides a minus b then we say that a is congruent to b mod n and we write it as a 3 horizontal lines b bracket mod n bracket complete. So, this is only for natural numbers, but we also saw earlier in the previous lecture that minus 3 is congruent to 9 modulo 12. Now, this is easy to check because 9 minus minus 3 which is going to give you 9 plus 3 is 12 which is divisible by 12. So, 9 is indeed congruent to minus 3 modulo 12. But some of you may question here that the definition of congruence that we gave was only for pairs a comma b coming from natural numbers. How do you allow minus 3 then? This is a very valid question and this can be resolved in two ways. Number one is that instead of n we allow a comma b to be in z. This is one way to resolve the difficulty we say that we have a definition for pairs a comma b coming from natural numbers we extend this definition to pairs a comma b coming from integers indeed in fact we remarked also earlier that the difference a minus b can be negative. So, when we say that n divides a minus b the division may actually happen in z not necessarily always in n. In fact, we saw the symmetry relation that whenever a is congruent to b mod n you also have that b is congruent to a mod n. So, that means whenever n divides a minus b we will use that n divides b minus a. Now, one of the a minus b and b minus a has to be a negative number unless of course both are equal and then they are equal to 0. So, we are anyway talking about division taking place in z. So, it is not a big deal it is not a harmful thing to consider a comma b to come from z that will then take care of this minus 3. There is another way what way is that? So, we have to just think about what we mean by negative of 3. What is really negative of 3? What is minus 3? It is after all a symbol and in mathematics every symbol has a story to tell sometimes this story is very long sometimes this story is very short minus 3 tells a story it says that minus 3 is that particular quantity which when added to 3 gives you 0. This is what minus 3 is the minus that we put next to 3 it just to indicate that it is the particular number which when added to 3 gives you 0. This is a symbol which is universally accepted and so we work with that. I will give you one more example of such a symbolism. Whenever we take any two natural numbers say p and q then we know that p by q which we write as p slash q that is a rational number. But that symbol p by q also has a story. What does the symbol p by q tell us? It tells us that p by q is that entity which when multiplied by q gives you p. So, this now tells you very easily that 2 slash 1 is same as 4 slash 2. 2 slash 1 is that entity which when multiplied by 1 gives you 2 that is 2. So, 2 by 1 is actually equal to 2 and similarly 4 by 2 is that entity which when multiplied by 2 gives you 4 and so again you get it equal to 2. If you have done any advanced classes in algebra you would have seen that given an integral domain we construct the field of fractions. And the field of fractions is constructed in the same way as we construct rational numbers from natural numbers or from integers. And then you have various symbols of the type p by q and you have to tell when p 1 by q 1 is equal to p 2 by q 2. There is some equivalence relation that you put by saying that the cross products agree or if you are looking at a general such construction which is called localization then you have to have some more conditions there. But this is all because you are writing it by means of a symbol and then there could be more than one way to write it. So, coming back to our story when we are talking about minus 3 you could simply also say that 9 here is that particular natural number which when added to 3 gives you 0 modulo 12. This is really rushing ahead we are going to see the addition subtraction modulo a given integer. But I told you this so that we can also make sense of minus 3 while remaining within the realm of natural numbers. But if you are not convinced with this you can also assume that we are now going to define the congruence relation for a, b coming from integers we will get the same results, same examples. So, there is no problem even in that assumption.  So, this is what we have that we can do the whole arithmetic that is addition, subtraction and multiplication modulo any n and what does it really mean? It means that if you have 2 pairs of natural numbers or if you were not happy with minus 3 and if you were not convinced by my explanation of minus 3 as 9 and you would rather have all equivalence the equivalence relation given by congruence to be defined for pairs of integer then you can consider a, b and c, d to come from integers. So, here we have 2 pairs a congruent to b mod n and c congruent to d mod n. Now, I can add a and c or I can also add b and d and the very first result says that whether you add or subtract it does not matter if you take a and c or if you take b and d. So, the first result says that a plus minus c this symbol is plus or minus. So, it says that if you are taking a plus c we will get b plus d mod n or if you take a minus c then you get it to be congruent to b minus d mod n. We are using a short form mathematical symbols or mathematical sentences are they tend to be very long because we want to have them precise and therefore we use symbols to write them in short form just like I told you that p by q is that particular number which when multiplied by q gives you p. By the way when we are talking about p by q it will also tell you that 1 upon 0 is not defined because 1 upon 0 has to be that particular number which when multiplied by 0 gives you 1 and if you are looking within a set of say real numbers, complex numbers, rationals or integers then we know that 0 into any such number gives you 0. So, you are not going to get 1 upon 0 to be any element of these sets and therefore you have to construct a new symbol called infinity for that. So, coming back to our story a plus minus c is congruent to b plus minus d. This is about addition and subtraction and if you were to think about multiplication we will also have that ac is congruent to bd mod n. Since we have gone to the next slide let me put it here again for your convenience that this symbol means either of the two but you have to be careful if you are taking the first one then you will take the first one on the other side of the equation. If you take the second one then you will take the second one. There is a similar symbol called negative and positive which says negative or positive. So, this order is very important for instance negative of plus minus a is negative or positive a. The order is very important. So, we are beginning a new theme of congruence relations. I have given you the very basic definition and here is a very basic statement that a is congruent to b mod n, c is congruent to d mod n then a plus minus c is congruent to b plus or minus d modulo n. I am going to write this statement in the next slide. You may choose any of the plus or negative and think about a proof for a minute. I will give you one minute. I will tell my proof. My proof meaning the proof that I am going to present after having prepared it from some books. I will present that proof and if your proof happens to be different as always do write to me and let me know your ideas. So, this is this statement which I invite you to think about for a minute. If you want to think about it for more than a minute you can of course pause this video and continue to think about this problem but do unpause it later and see the complete solution. So, here your minute starts now. So, now that the minute is over let me give you one proof. We will start with a minus c congruent to b minus d mod n that is what we will prove. Since we have that a is congruent to b mod n we get that a minus b is n alpha and c congruent to d mod n gives us that c minus b is n beta. So, I need to just consider a minus c minus b minus d which is going to be a minus b minus c minus d. Check that the signs are all same. b comes with negative sign, c comes with negative sign and d comes with double negative sign which is actually a positive sign and we have that a comes with positive sign. So, this is then equal to n alpha minus n beta which is n alpha minus beta which implies that a minus c is indeed congruent to b minus d mod n. That is all. So, this proof was indeed quite simple. Let us turn over to the second statement which says that whenever a is congruent to b mod n and c is congruent to d mod n then you take product on one side which is a into c. This is same as taking the product on the other side which is b into d. So, we get that ac is congruent to bd mod n. Once again I will give you a minute to think about it and sometimes a minute may not be enough. So, please feel free to pause the video, think about it for yourself. The more you think about these problems for yourself, the more clear these things will be to you. So, your minute starts now. So, now that the minute is over or if you have taken any more time then that time is also over. Let me now try to give you one way to prove this statement. So, we again have a minus b is n alpha c minus b is n beta for some alpha beta in integers. This is the thing which is given to us. We want to think about ac minus bd. We want to show that ac minus bd is a multiple of n. So, if you were to think about this one very natural thing would be to write it as ac minus bc minus bc minus bd. Check once again that these signs are all coming correct. Ac is coming with positive sign, bd is coming with indeed we made a mistake here. So, bd is coming with negative sign and the signs for bc get cancelled because here it is coming with negative sign and then you have negative coming twice which is positive. So, bc minus bc just gets cancelled. So, now our equation is okay and let us untangle what we have on the other side. This is really a minus b into c which is n alpha c because ac minus bc is a minus b into c that gives you n alpha c minus this is b into d minus c. So, this is b into d minus c is minus n beta because c minus d was our n beta. So, d minus is going to be minus n beta and so ultimately we get it to be n alpha c plus b beta and then that completes our solution because we then get that ac is congruent to bd mod. So, here we needed to have one small trick. Someone may say that this addition and subtraction of bc is a trick. Sometimes the solutions are very natural. Natural in the sense that any person with some small background in mathematics will think about only that solution. That is what is called a natural solution. Of course, it is not a very precise word but this is what one means by natural solution and sometimes there is a trick involved. You may think that it is not really fair for a teacher to ask a question which involves a trick because the trick may occur to some students and it may not occur to some other students but this is where practice of problems is important because there are things in mathematics in the theorem proving in the proofs of the theorems and so on which are called methods. You know I told you about the method of proving a result by contradiction. After all contradiction or using that method is a trick. But if you have seen this method n number of times then this trick becomes a method for you. Method of induction that is a trick. Who would have thought about it that if you think about proving the result for one particular integer and then you prove this weird looking statement that whenever the statement holds for an integer it holds for the very next integer. Then the statement holds for all the integers from the first integer for which you have proved it. It is a trick after all but if you have used it so many times it becomes a method and so this addition and subtraction of BC is also going to be a method very soon for you. So, these are the things I always tell my students that you should have several bags with you. The first bag is about definitions. Whenever you are learning mathematics you should keep all the definitions secure in a bag. You should keep them there and the moment they are required you should be able to pull it out from your bag and tell. Definitions are very important. Second bag should be of examples. Whenever you have a definition there should be several examples that you should be able to do. You should be able to give at least 5 examples for each definition. You should also try to have these examples of different flavor. Third bag perhaps a small bag will be the bag of counter examples which is where if you have a definition which may have several conditions and then whenever one part of the definition is not applied you do not have the corresponding term. That is when the counter example helps you.  Once you have these 4 bags no one will be able to stop you from doing mathematics. So, we have now proved that you can add 2 elements modulo n. The structure modulo n the congruence modulo n does not get disturbed when you add or subtract. Similarly this structure does not get disturbed when you multiply modulo n. So, what it says is that you can do more things with these 2. In fact you can apply these 2 results repeatedly to get this very nice result which is one of my favorite results. It says that if you have a polynomial fx whose coefficients are all integers. So, something like 5x square plus 2x minus 200 or it could be a polynomial in higher degree or it could just be a linear polynomial. So, you take a polynomial whose all coefficients are integers and if you have 2 numbers a and b which are congruent modulo n. Then applying the polynomial to any of these 2 will give you the same result modulo n. So, applying previous 2 results repeatedly the addition, subtraction or multiplication and then finally adding it all taking powers again add them and so on will give you that the polynomial evaluated at a is congruent to the polynomial evaluated at b mod n. This is where we see the power of congruence. If you were wondering why we are studying congruence at all? Why do we have to have this slightly unnatural concept? You may say that already it is not easy to deal with the clock which works modulo 12. Why do I have to introduce all these different clocks modulo n for any given integer n, any given natural number n? The reason is that ultimately we would like to solve equations polynomial equations in integers. You would want to solve a given polynomial. You would want to see whether there is a root for a given polynomial in integers. If there is a root then there is a root for every n. This is a very beautiful statement. So, let me write it first. If f a is 0 for sum a in n or you know we can also take it to be a in z then f a is congruent to 0 modulo n for every n because 0 is after all congruent to 0 mod n. What we have observed here is that f a is one particular number and this number is equal to 0. And whenever there are two numbers which are equal they are of course congruent modulo n. This was the first property of the congruence relation that we have seen. It was called reflexivity. So, if f a is 0 then f a is 0 mod n and turning this statement in the other way will tell you that if you can find an n such that there is no 0 modulo that n which means that if you could find an n such that for no a you get f a congruent to 0 mod n then you cannot get f a equal to 0 for any integer n. We will be seeing one particular explicit example of this phenomenon very soon. But let me now go towards one small observation. So, after addition, subtraction and multiplication we would like to know if you can divide by any number modulo n. We have done addition, we have done subtraction, we have also seen multiplication. Can you have a division modulo n? Already the division property in the natural numbers or in the integers was very interesting and gave us very nice concept of prime number. Can you think about primes here also or maybe we can divide or sometimes it is not possible to divide what would happen when we try to divide by a number modulo n. So, let us see an example. So, I am going to give you this congruence equation which says that 4 into 2 is congruent to 10 into 2 modulo 12 because 4 into 2 is 8 and 10 into 2 is 20 and the difference of 8 and 20 is exactly 12. So, we have that 4 into 2 which is 8 is congruent to 10 into 2 which is 20. So, that means that if you were thinking of dividing 8 by 2 which answer will you consider, will you consider 4 or will you consider 10? So, you will not be able to tell the division of 8 by 2 if you were thinking about it modulo 12. Of course, if you had some more information then you will be able to answer this very quickly. So, there are now once again two ways to deal with this problem. Either you reduce the number of elements by which you can divide or you accept that there are multiple solutions when you divide by some number modulo n. So, just to complete this discussion we observe that 4 into 2 which is 8 is congruent to 10 into 2 which is 12 which is 20 modulo 12. But 4 and 10 are not congruent to each other modulo 12 because the difference of 4 and 10 is 6 or minus 6 depending on which we subtract and 6 is not divisible by 12 within integers in z. So, this is something that we need to keep in mind we will come back to this in our next lectures but we take a break here. Thank you.