Hello everybody, Andrew Maeski here with dental lmobile hygiene. So let's talk about do I make money as a mobile dental hygienist? Is it worth it? Okay, it's so much more than just simply saying well, I used to work at a dental office I make the same amount would I work at a dental office again, but I not this is so much more than that So I can't really tell you guys why you should become a mobile dental hygienist if you're thinking about it If this is enticing to you, that's fantastic But then you might be thinking but will I make enough money? Yes, you will a common question people ask me all the time is Do you make more than you did working at a dental office? Yes, I do, but my situation was different I have worked or I used to work sorry part-time at a dental office for the longest time I got out of full-time because I would come home exhausted Dental hygiene you guys takes a lot out of you not only because you're you know hunched over But because you're with people all day long dental hygienists are a certain type of person We always want to make everybody happy But often at the end of the day we're not happy because all of our energy is so focused on making other people happy So I worked part-time so in my own Mobile rdh practice now I work full-time. So yes, of course, I'm going to make more money I would not change anything me having to go back to work for somebody else now I simply couldn't do it because I like having Full control of all aspects of everything I have full control of The patients who I see when I see them how long I see them I never have to worry about being behind. I never have to worry about well now. Do I have enough PPE? Well, I work for myself So I make sure that I spend the money on The PPE that I need to keep myself safe and my patients safe a lot of offices Or I should say a lot of dental hygienists who are working for offices are now saying that their office isn't giving them the Proper PPE or enough PPE or they have to pay for their own PPE. That's crazy So another reason why I love just simply working for myself is because I don't have to answer to anybody else Not that that's a bad thing you guys not everybody is made to work for themselves. It's true It's a lot of work you guys when I'm done seeing patients I have at least Several hours of paperwork, but that's because I see my patients during the day and then I do all of my notes paperwork Putting the payment through looking through insurance checks when I get home If I had an assistant for that, it would be easier, but I just simply don't have that yet Plus I do accept assignment So talking about money if I didn't accept assignment I would not have nearly as many patients as I have now I just simply wouldn't so I do accept assignment and that actually helps me make more money because I'm seeing more Patients when I first started my practice. I was probably seeing maybe two people a week on average That's not a full-time income. Maybe one person a day on average, but that's still not a good enough income for me So once I decide to start accepting assignment and I did that because that's what people asked for They would say well, do I have to pay right away? I just simply don't have the money So once I did start accepting assignment, I was getting more and more patients in so yes I make enough money If you do things properly Which brings me to my next point a lot of dental hygienists want to undercharge themselves because they think they have to get Patients they have to get the word out there that they're a mobile dental hygienist So they might literally charge like a hundred dollars or less for a cleaning. Don't do that Our work is hard. We're hunched over as a mobile dental hygienist you guys we have to log in all of that Equipment or our own business it takes quite a person to have their own business Patients should pay you for that. They're paying you for your experience. So don't charge a hundred dollars for a cleaning I mean unless their teeth are so amazing that you that you didn't do a lot of polish scale none of that Well, that's one thing, right? But don't just say it's going to be a hundred dollars for everybody It doesn't matter if they're, you know, two years old 12 years old 60 years old Charge based on their deposits and that's what I tell patients I say if you haven't been in for 10 years It's going to cost you more than somebody who comes in every six months Because it will be harder work for me to do easier for you easier for me less money So, you know, don't be nervous to tell that to patients and say hey If you want it less then do a good job and then the cost is less So if you charge properly if you go by your Ontario fee guide or depending on where you live Of course go by the fee guide don't charge under the fee guide because you shouldn't you know You just simply shouldn't and if you can accept assignment. Yes, it's more paperwork But you you absolutely should because you will get more patients which means more money So having your own business is amazing because again, everything you can do Whenever you want to do when you want to do it, you're in full control The best thing for me is I don't have to worry about being behind I can talk to patients as much as I want When I book one patient, for example, I book two hours Because I take an hour a little bit longer for the new patient exam But then it takes me time to set everything up and put everything away afterwards So I book two hours. Let's say I'm seeing two patients in one household I'll book three hours. If I'm seeing a two-year-old, okay I might not take the full hour, but I will still book the full hour anyway So that allows me time to clean up set up all of that. I talk about timing I talk I talk about the schedule in another video. So feel free to watch that I hope this helped. If you guys need anything, please let me know


Covert narcissists are passive-aggressive, and people with negative personality disorder, which is not included regrettably and wrongly in the Diagnostic and Statistical Manual, but people with this suggested personality disorder are also, by definition, passive-aggressive. Passive-aggression is the externalization of aggression, directing aggression at others in ways which are difficult to prove, subtle, under the radar, subterranean, surreptitious, hidden. This is, by far, the most pernicious form of aggression. This aggression is a signal to the environment. You have breached my boundaries. I would like you to modify your behavior. Anger, for example, is a form of aggression. A lot of aggression is ritualized. Aggression is sublimated, expressed in socially acceptable ways. We can cope with all these forms of aggression because they are overt. They are clear. Sometimes they are ostentatious and conspicuous. We don't need to second-guess. We don't need to be on the alert, hyper-vigilant, walking on eggshells. But passive-aggression is ambient. It's in the atmosphere. You can't put your finger on it. You can't pinpoint it or pin it down. It is everywhere and nowhere at the same time. And this is why it's very, very toxic. It's a little like air pollution. You don't see it. It's not visible, but it's definitely there, affecting your ability to breathe, the long-term health of your lungs, and your longevity. Passive-aggression is the tool, the instrument of the week, where they don't feel confident enough to express overt aggression or in circumstances where society frowns upon open aggression. Then people who are weak and meek, somehow inferior, disenfranchised, usually resort to passive-aggression. Because here's the rule. Aggression must out one way or another. Aggression has to be expressed. There is no way to not express aggression. That's a common myth. When people tell you you should control your anger, anger management, this is nonsense. Anger management is not nonsense in the sense that it can redirect your aggression. It can mold it and shape-shift it and form it in ways which would be condoned by society and accepted by it. Yeah, other people would feel a lot more comfortable if you were to learn how to manage your anger. But anger has to be expressed and will be expressed, all forms of aggression. And aggression transmogrifies. It wears many guises. Brutal honesty is aggression. Many forms of humor, especially dark humor, this is aggression. So we are being aggressive. We act aggressively even when we are not aware that we are. Because society has afforded us numerous channels, transmission mechanisms, and camouflages that let us go on with life with other people, coexist, collaborate with them without rocking the boat to the point of drowning, capsizing and drowning. So aggression is all around us. I would venture to say that aggression is the most dominant and most widespread and ubiquitous effect. I think it's by far the most common expression of our internal world.  When you project your aggression and you blame the other party for being aggressive, even though they are merely being reactive to your passive aggression. So it's really bad. It's really bad because it involves dishonesty, deception, sometimes self-deception and an inability to interact honestly and openly with other people. And again, this is the weapon of the weak and the collapsed and the hateful and the envious. This is their weapon. Now one of the main instruments of aggression is known as negi, N-E-G-G-I-N-G. It's short for negation, negating someone.  You can negate someone by resonating very powerfully with their own bad object.    So that's another way of negging, negging openly, negging by resonating with a bad object. But there is a third way of negging and it's really, it takes a lot in my view, a lot of inner viciousness, wickedness and I'm talking about backhanded compliments and what I call toxic help or sadistic help. Backhanded compliments are repeated and escalating insults and personal attacks disguised as compliments or even as flattery. Backhanded compliments compliment what you do but at the same time attack you for who you are.  They compliment what you do but they attack who you are. Backhanded compliments are meant to leverage your vulnerabilities, to push your buttons, to get a reaction and a rise out of you. Backhanded compliments can and often do incorporate public shaming, the adversely effect, self-esteem. In extreme cases with long-term exposure to backhanded compliments this can create mini trauma. Now toxic or sadistic help is succor or advice that comes, replete with extreme devaluation disguised as tough love. So this is not constructive criticism, this is destructive criticism. This is not advice, this is a way to trip you up, to set you up for failure. This is not succor, this is manipulation and taking over. So there's extreme devaluation somewhere at the core of toxic help and it is often disguised as tough love. If you were to confront the purveyor and the source of toxic help they're going to indignantly throw it back at you and say what's wrong with you? Don't you see? I'm the only one you can rely on for brutal honesty, don't you see? You can trust only me. I love you, I'm being tough with you, I'm being critical with you, I'm being harsh with you precisely because I love you. It's for your own good, someone needs to do this. Both backhanded compliments and toxic help involve brutal, disempathic honesty. Honesty, yes, but it's aggressive, it's cruel, it's destructive, it's aimed to devastate. There's no empathy there, there's no empathy there. The person who is being honest with you doesn't ask himself or herself what would be the effects of my honesty? They don't ask themselves how would I have felt if someone told me this? They don't have empathy, they're dark personalities. This kind of honesty is a form of passive aggression and both backhanded compliments and toxic help are forms of intermittent reinforcement because you are getting a mixed signal, a dual message. Part of it is very good, perfect, idealized, part of it is very bad, devalued and inferior. And this is the same sentence, in the very same sentence.  Half of it is positive reinforcement, half of it is negative.  Criticism is in you, not your actions, it's a form of passive aggression. Let me give you a few examples. Well, you look fabulous, I would have never had the courage to wear this dress, that's a backhanded compliment.  Congratulations for winning the competition or passing the exam.  What you're doing is not serious. Another kind of sentence, don't worry about being overweight. In some cultures, being overweight is considered very attractive. Another one, people are attracted to intelligence, not necessarily to good looks. So don't worry about your looks, you're intelligent. Translation, you are obese and ugly. Next, many of these passive aggressive techniques leverage your narcissism and paranoia. Everyone has narcissistic defenses, even healthy people, and everyone to some extent is wary and cautious. You don't have to be hyper vigilant to be on your toes. And so they leverage this.  They manipulate you. As I said, they push your buttons.  Let me fix this for you. You've never been good with your hands. Or being a good parent is not everything in life. It's overrated. Or don't try to do this. You're not good at it. Or having a boyfriend or a girlfriend is not the end all and be all. Being alone is sometimes good. Failing to find a boyfriend or a girlfriend doesn't mean that something's wrong with you. Emphasizing your failures.  All the time emphasizing, repeating, reminding you of your failures that hurt. Or I don't mind the costs of being with you. It's not easy.  But that's what friends are for. Or these dress would look fabulous on you once you had lost some weight. Right. I think you got the point. And so be wary and careful around such people. They don't seek. They don't have your interests at heart. They don't seek your welfare and well-being. They're not benevolent. They're malicious. They're malevolent. They penetrate your defenses by pretending to be friends. But pretending to love you or to care for you somehow. This gives them entry. And once they're inside, like a Trojan horse, they offload, they offload the insults, the devastation and the destruction, the pain, the hurt. They introduce you to your own short comings and failures.  These are enemies, not friends. Stay away from them.


Hi everyone, Joe for jazby's casewrakes.com coming at you with the last box of the case 2020-2021 Panini Immaculate Basketball. The next break is a one box break from a fresh case So check that out on jazby's casewrakes.com high-risk high reward. Everyone knows this. There's that Big thanks to we actually have to do one filler. So big thanks to all the people who bought their spots straight up I appreciate that and congrats again to the winners of those spots as well and the only one filler that we did There's all the teams right here. Let's roll it and there's a wax party randomizer at the end too But the first dice roll will be for names and teams two and a two for the hard way one two three and four We got Nick down at Carter two and a two four times for the teams one two three and Four all right Nick Smith ok see thunder David with the rockets raptors John with the war is buntai with the Wizards Carter with the tea wolves Nick with the bulls Canard with the Kings John with the gris David with the magic Petra with the nuggets Brian with the nicks Nick with the Spurs and Mavericks Nick I can't seem to get you the nicks Nick with the nicks no, but spurs and maves for you David with the trailblazers Brian with the calves and seas John with the jazz and my Lakers Nick with the Clippers and Hawks David with The heat Carter with the hornets David with the Pacers and Zuns Nick with the pelicans Brian with the sixers Nick with the Nets David with the bucks and Carter with the Detroit pistons So Carter that's quite a draw for you hornets And tea wolves. Let's see if this box cooperates. We're gonna pause the video when we come back We're gonna see if there's any trades and then we'll have the break to go around BRB All right, welcome back Thanks everybody for getting in Thursday the 7th Appreciate you getting in Might have to change the toner tomorrow John. What's going on if you buy into the shoes break you could win Yes, that is that is correct Are there spots still left in that? I think that's sold out, but there's a filler for it If you buy into the filler for the shoes break We randomize the names and the top 10 will win spots in the hip parade kicks break And then if you win a spot there, then yes, you could win potentially either a wax party spot Or you could win one of those 2003 2004 top scone basketball spots We're giving away two in that one not three All right, so for this random team 45 a lot of giveaways happening check out jaspys case breaks.com And the next one box break will be from a fresh case ladies and gentlemen, so be sure to check that out Yeah, there's a lot of layers John, but but uh, but yeah One pack could win you spots in the kicks break kicks break could win you spots in the top scone basketball break so some layers there, but if you're willing to to play the parlays there then uh And it could could be a big win All right, there was a redemption on the bottom ladies and gentlemen This is also a wax party break as is the next one box break of immaculate basketball I'll do that at the end everyone's got a shot at that whether you hit or not Kendrick Nunn 26 out of 49 for the heat poor Kendrick Nunn got banged up and In the preseason just never made it could have been a big help for the Lakers this year Heat addition going to David We've got the Maverick Sean Marion 90 out of 99 piece of his jersey Going to Dallas Nick Smith any guesses on the redemption.  Whoo Five dollars of break credit. Wow There's onyeka Kongu 98 out of 99 The guest window will close when I show you the second to last card Nick Smith with the atl Next box is a rick more and six out of 75 heralded signatures For Detroit, that'll be for Carter and the pistons We got a luca guess. We got a lamello guess And shadow box signatures. God bless you says mark jackson. Thanks mark I appreciate that same same to you seven out of 99 Shadow box signatures indiana pacers. That's going to go to david green And rex guessing Zeke Najee. Charles Barkley is a guest for kevin All right, guess window closed. So we got guesses for luca lamello zeke and charles barkley Anthony Edwards guess a little too late I think his autographs are live make sure you always double check to make sure you're watching live ladies and gentlemen that you're not lagging behind so you can Get in on stuff like this Rookie patch autographs. All right. Okay So barkley's out luca's out We've got c Oh Cole Anthony Nice one for the orlando magic david green with the orlando no one guessed col anthony but I feel like 2020 2021 didn't have really a great season People are kind of down on col anthony, but now I think people are up on col anthony because he's had a great 21 22 So there you go david and the orlando magic. Thanks everybody. I'm jofer.  I got a Whack gotta give someone a wax party spot. Let's go back to The list over here. Let's gather everybody's names from nick down to buntai and everybody in between New dice new list name on top wax party. You can win a case of nt Check out the detail on jaskiescasewrakes.com six into two eight times name on top after eight one two three four five six Seven and eighth and final time after eight. There can be only one winner But thank you everybody for giving this a shot Another one box break in the store very close david, but not quite Congrats to Brian frank. Wow.  You had one earlier today with that hip parade I think you have a couple from before as well. So there's 2021 Immaculate mba one box random team number 45 So thanks to that got another shot at that case brian among others among other prizes I'm joe for jaskiescasewrakes.com. Check out that priceless on jaskiescasewrakes.com Check out the next one box break of immaculate from a fresh case and i'll see you next time for the next one. Bye


QuickBooks Online! Customer Accounts Receivable or Get Paid Cycle! Get ready to start moving on up with QuickBooks Online! Support Accounting Instruction by clicking the link below giving you a free month membership to all of the content on our website broken out by category, further broken out by course, each course then organized in a logical, reasonable fashion making it much more easy to find what you need than can be done on a YouTube page. We also include added resources such as Excel practice problems, PDF files and more like QuickBooks backup files when applicable. So once again click the link below for a free month membership to our website and all the content on it. Using the free QuickBooks Online test drive searching in our search engine for QuickBooks Online test drive selecting the option that has Intuit.com within it, Intuit being the owner of QuickBooks Online. We're going to be using the United States version and verifying that we're not a robot. Zooming in by holding down control up on the scroll wheel currently at 125% on the zoom in. Also note if I hit the cog drop down we're currently using the accountant view as opposed to the business view. We'll try to toggle back and forth between the two views so we can see the locations under both of them. We're going to go to the tab up top right click on it and duplicate it and then right click on the duplicated tab. We're going to put our major financial statement reports in here as we always do in our setup process back to the middle tab as that one to the right is thinking. And we're going to go to the reports on the left hand side going on into that balance sheet report as that is thinking. I'm going to go to the tab to the right reports again on the left hand side this time the profit and loss. I'm going to close up the hamburger scroll up to the top range change for the current period selecting the starting point 010122 tab 123122 that's January through December 2022 run it to make sure it updates then tab to the left and scroll up to the top close up the hamburger range change or 10122 tab 123122 tab and then run the report. That's the setup process we do every time going back to the first tab. Now if I hit the drop down up top and the new button and prior sections we've been taking a look at what I would call the vendor cycle the cycle of transactions through that section now we're going to move on over to the revenue side of things you might call it the revenue cycle of the sales cycle the accounts receivable cycle the cycle in which at the end of it we expect money to be coming in deposits to the checking account for goods and services we provided to customers we also once again have to understand the terminology that's used in the QuickBooks software and that it will differ often times than the terminology we use even in accounting world outside of the software in other words customers term we as a business owner are still customers of our vendors our vendors the people we buy from see us as customers so we can call ourselves customers but work from the accounting software perspective the customers represent people that we sell to clearly and that's I think a little bit more straightforward often times than the term vendor or the term bill which can get a little bit muddled up so customers are the people that we are selling goods and services to in order to generate revenue revenue generation is basically the goal of the business from a financial kind of standpoint and then of course we've got the forms that are going to be involved in the revenue generation the major two revenue generation forms are going to be the sales receipt that's the form we would use on a cash based type of system where we have a cash register for example and then we've got the invoice up top which is the form that we're typically going to use on an accrual system in a way that we're going to have to record the sale even though we haven't yet received the money and track the receivable now this gets a little bit tricky because you might also say well what about the deposit form I don't even see it here under the customer section is it that part of the customer cycle given the fact that we're expecting money to be going into our business at the end of the cycle it's over here in other partially because we might have deposits from things outside of customers not as many but we might put money into the business ourselves with a deposit we might get like a loan for example also note that if we use the deposit form as the form to record revenue generation instead of these two forms we can lose a little bit of detail because the deposit form doesn't have the capacity to record the items in the same way as the invoice and the sales receipt so I'm going to discuss that a little bit more by going to a flow chart notice that the QuickBooks Online has a flow chart here in the dashboard but I think it's easier to look at this flow chart which is actually the desktop version flow chart it's just any kind of flow chart just to look at the accounting cycle and think about it in general and how we're going to use it for our particular business within QuickBooks Online so we're focused here on the customer cycle and I want to think about it from the easiest type of cycle to the most difficult type of cycle the easiest kind of business that you can have basically to do your bookkeeping in on the customer side of things would be a cash based system but not just a cash based system one in which you can rely on the bank feeds to go through before you record any transaction which is not a full service accrual system that's more of a not quite full service accrual system but an easy system to use it can only be used however if you're in a certain type of industry like gig work for example if you're getting paid by platforms like Google or Amazon and you could just wait till the money clears your bank and then you're just going to record it as revenue once it clears and that case you will in essence be using a deposit form but through the bank feeds the bank feeds will come through you're going to record it as revenue at that time and the system will see that as in essence a deposit type form so you'll still be in essence using a deposit form now you lose some detail with the deposit form because if you're not using an invoice or a sales receipt you're not using the same kind of items that are set up which means you don't have the same capacity to run sub ledgers for sales for example run a sub ledger breaking out your sales by the items that you sold the goods and services you sold and you might not be able to run a sub ledger report as easily even for the customers even though on the deposit form you could usually pull the customer from the information on the deposit electronic transfer in the bank feeds so if it's coming from Amazon you could say it's Amazon money come from Amazon and you want to add that detail if you can but you still might not be able to run the subsidiary reports breaking out your sales by customer because the deposit form isn't really designed to record revenue so but it still might be totally worth doing in that kind of industry now the next step up of complexity would be having a cash based system where you have a cash register in which case you have to do a full service cash based system meaning you record the transaction and then they're going to clear the bank and then you use the bank feeds or bank reconciliation process or both in order to reconcile what you did to what the bank did separately so in that case if you have a cash register for example you don't want to just collect all your money from the cash register say it's cash and say you're selling five dollar transactions and then deposit it into the bank and then wait till it clears the bank before you record the revenue you could do that but usually what you want to do from an internal control standpoint is record the transaction at the point of sale of the check register and then at the end of the day you can kind of tie out what you sold on the check register to what the register says you sold you can count your cash and tie that out to what the register says you sold and give yourself an internal control now at the point in time that you're putting transactions into the register you might think that you would just deposit it into the checking account every time you got cash I'm just going to say I got cash I'm going to increase the checking account by five dollars by five dollars by five dollars or whatever you're selling but you don't really want to do that either because when you actually deposit the money if it's cash for example or credit cards you have a similar issue of this grouping problem when you deposit it into the bank physically you're going to deposit it all together in one lump sum of like two hundred dollars instead of a bunch of five dollar transactions and so when you go to reconcile using the bank feeds or the bank reconciliation you're going to have to reconcile these five dollar transactions that you put into the system versus the two hundred dollars that you put in that the bank sees as one lump sum therefore you typically could use a clearing account a holding account a petty cash account and undeposited funds so when we have the cash register we record the transactions the sales happen at this point in time it allows us then to enter the items it allows us to track our sales by item and put our money then into an undeposited funds the money we're holding on to so that when we deposit it into our system the checking account in our system the grouping of the deposits will match what clears the bank making the reconciliation process as easy as possible so that's the second easiest kind of system and then the third system is a full accrual type of system that's a system where we have to invoice someone and remember you can't really just choose which system you want you can't be like well I'm just going to do I'm just going to do my stuff by the bank rex it's easy as possible you can't do that if you're in an industry where you have to invoice people so if I'm a bookkeeper and people expect that industry expects that I do the work first and then build them well then that's probably what I'm going to have to do and that means I'm going to have to use an accrual system so if I have an invoicing system like a bookkeeper an accountant tax-preparing often times or landscaping or something like that then I do the work first and then I invoice with the invoice now the invoice is one of those terms that gets quite mixed up or quite complex because the invoice is usually from an accounting standpoint what we use to bill you might say which would be the indicating a bill form but to bill the customers for work that we did so from an accounting standpoint we call invoices the things the form that we used to charge the customer for goods and services we provided on account meaning they're going to pay us at some point in the future as opposed to the sales receipt which represents the data form we're going to put if we collect the money in some way shape or form cash or credit card or whatever at the same point in time we do the work at the cash register for example so the invoice then is going to when we issue the invoice it's going to increase in accounts receivable account which adds another level of complexity because now we've got these IOUs customers owe us money and the sale will be recorded at this point in time then at some future point we're going to have to collect on the money that we were expected for the work that we did with the receive payment and we have the same issue with the receive payment as we had with the create sales receipt of do I want to record this directly into the checking account at this point in time or maybe I'm going to have a grouping of multiple sales receipts that I then want to put into the checking account in one lump sum so I can reconcile in other words if I get multiple receipts from invoices for cash and then I'm going to deposit them into the bank at the end of the night as a group lump sum I don't want to record these sales receipts directly into the checking account because I'll end up with that same kind of issue where I won't be able to reconcile very easily and so therefore I might put these into an undeposited funds account and then deposit them into the checking account recording them as a deposit in the checking account in the same grouping as is actually going to be physically going into the checking account with multiple receive payments and or credit sales receipts that will then show up on the bank statement so I can reconcile as easily as possible so if I'm going to use my bank feeds in this kind of transaction again I've got to think where the bank feeds going to fit in we'll talk more about that when we get to the bank feeds section but just note it's a little bit more complex in that system also note that if you have inventory that's going to complicate things as well because we saw that the inventory kind of strides both of these payment cycle and the receipt cycle or the vendor cycle and the customer cycle and we have different formats of inventory we might say the easiest thing to do with inventory would be to try to stay in a cash-based system if I try to stay in a cash-based system with inventory when I buy the inventory I'll just increase the inventory account but I won't record the other side going to cost of goods sold when I buy it I'll expense it when I purchase the inventory and in that way when I record the sale I can just record the sale side of things like similar to a service account and that would be the easiest thing to do if you have like custom inventory you're doing custom projects you're buying inventory for a particular project you're just going to expense it when you buy it you finish the project and then you charge the customer but if you have a significant amount of inventory then you got to think do you want a periodic inventory or perpetual inventory system a periodic inventory system might be one where you track the inventory outside of QuickBooks and say Excel and whenever you purchase the inventory you increase the inventory account in QuickBooks but not the sub ledger of the inventory by unit and then when you sell the inventory you just record the sales side of things not the decrease in inventory or cost of goods sold and then you make periodic adjustments based on your physical count of the inventory and the inventory cost of goods sold equation beginning inventory plus purchases minus ending inventory adjustments if you're doing a full service inventory in the system then a perpetual inventory system then when you buy the inventory it will not only increase the inventory account but also the sub ledger tracking by unit when you sell the inventory you're going to have to use an invoice or sales receipt as opposed to a deposit form because these are the two forms that are designed to connect to the items that will decrease the inventory accounts automatically when you record them so that's going to be the overarching kind of forms so you got to think about what kind of business am I in and what's going to be the general flow for the revenue cycle how can I make that flow as easy as possible also you might have sales taxes involved in this as well and sales taxes are easiest to do within the system if you're using the sales receipts and invoices to record transactions you can come up with a system where you make deposits and you do it like not using the QuickBooks kind of pre-built-in system and we might talk about that later but sales tax of course muddies the waters a bit as taxes always do so if I go back on over when we enter the normal transactions for customers we're going to hit the dropdown if we're having a system where we're going to be collecting the easiest system we do the bank feeds first and then we just record the income from the bank feeds in that case you'd go into the banking section here and we'd go into the deposits and we would just simply record the deposits that we have in the bank feeds and record them directly to an income account and it would just be like Amazon income or whatever we want to call it coming through and that would be the easiest thing to do and that would be using a deposit form which doesn't give us as much detail for the sub reports but that would be an easy system to do if we had the type of company to do that if we had a cash register kind of system then we probably would be happy to be using the sales receipts and then once the sales receipts are compiled then we're going to deposit them in the grouping that makes sense lining up to the physical deposits we made to the bank or if we have an accrual system we're going to have to enter an invoice and then you can see the next one would be the receive payments and then we're going to go and make the receive payments to a deposit form you can also have an estimate which is kind of like a purchase order in that it doesn't record an actual transaction into the system but what happened before the invoice if we're trying to like bid on a job or give someone an estimate of how much it would cost if they want a particular inventory item or service item now once we enter these transactions then we're typically going to be tracking in what I would call like the customer center which would be on the left hand side under the accounting view under the sales items and this is where up top then you've got everything you've got all of your sales items so then you can kind of close this one you could sort and we'll go into this a little bit more in future presentations and then you've got your invoices obviously if you're on an accrual system it's more complex to track the information for your customers because you're going to try to collect on these outstanding items, estimates payment links, here's your list of customers and then your products and services so then if I check this out just one last thing on the business view switching this over to the business view just to see where these things are located there and if I go back up to the get things done page then we still got our plus button which still gives us the forms which would be the easiest thing to go into and then we're going to track our customers and typically outstanding balance if we have an accrual system if we're using invoices in other words which would be under the get paid and pay area and then up top looking at the get paid area which would be what I would call the customer cycle revenue cycle, sales cycle so here's your customers, estimates invoices, payment links product services now they have that transaction detail in a different location under bookkeeping here so that's where your transactions up top are and if I go to skip this item and I'm going to close this out this is your transactions you have your bank fee tab up top and then you've got your sales transaction so your sales transaction is similar to the expenses thing that we looked at before which allows you to sort kind of the normal transaction types here by by the items that are in your cycle for the revenue cycle or sales cycle so we're going to go into some of those tools a little bit more in future presentations


Vice President Yamio Shibajo says the plan to defund gas projects in the run-up to the global net zero emissions target will be unhelpful to developing countries such as Nigeria. This is coming as the Nigerian National Petroleum Corporation NNCC spent $32.558 billion on the security and maintenance of parts of its 5,120 kilometers of pipelines throughout the country in the first eight months of this year. Data from the national oil company has shown. Oshibajo spoke on defunding of gas projects in his presentations at a high-level UN event on the energy transition plan in Africa with a special focus on Nigeria ahead of the UN Climate Change Conference, COP26 summit in London. The Vice President's first meeting was a closed-door session with COP26 President-designate Mr Alok Sharma, a Cabinet-ranked British minister and the chair of the UK Government COP26 Energy Transition Council, EDC, at White House.


Okay, right there was only one thing really night worthy And it's nothing to do with this. This is a delightful little ball to work on Even down to the socket for the I see I mean that's a beautiful socket. It's not one of your standard sockets. That's good An individual hole for each leg That's a nice socket This is nice stuff.  Maybe I should have put it in the other way round But it doesn't matter on these they're not prioritized Yeah, so I'm quite happy I'm very happy actually With this little kit I've got this kit up eBay I Don't know how you pronounce this but it's advertised. It's that's where my car and he was doing quite a lot of his international signal Sending Honestly, I'm not sure if he's getting older Well, good for that one. I'm pretty sure tazer had someone to do that as well, but Yeah, did this switch maybe I would have preferred something a bit bigger Just pretty easier For the day and night Switches very very small. I might end up swapping that out with a bigger switch. I'm sure I've got some bigger switches But I'm sure this is probably a better quality than the switches I've got because the ones I've got come from China and Go to the noteworthy part and that's about this. This is a point three soldier It comes from China and it is horrible. I don't know if it's just this particular one that something wrong with it But it I think it wants more temperature And I don't want to turn my soldier nine up to stupid degrees Keep learning at my tips just because of this. I've got two roles of this and I'm not happy I actually think there's something wrong with it because I've had a role at this before and I as as far as I can remember I liked it Yeah, I'm not really impressed with that at all. I don't think that's the same brand is what I had this thing says it's It's K See you Whatever that says Yeah, I'm not impressed with that at all not two roles with non-impressed switch back to my trusty I don't know what the brand is for this, but I will reorder myself some of this. This is point five or point four But it's great nice low temperature soldier. That's what I like Keep it, you know three twenty five or slightly below It's good good low temperature soldier. So what we got here? We got a couple of these jumper Jumpers here now. I think one of them is going to be to put it straight on for just the crystal and Choosing of the bands so I'm just gonna put on band to just for the second just to put this jumper somewhere Yeah, nice little jumper. It's got a tag on it so you can easily Put it on and take it off Little bit harder to lose Yeah, yeah, pretty good. I've not put the legs on just yet and there is something else here that I'm not quite sure You're joking. They actually give you luck a little turner for that So I wanted to myself what I was gonna do about that, but That's great.  It's not just one of these push-on jobs Cheapy it's a nice one eBay 20 pounds now If we take into account, let's say a few pound for the tuner Got a pound for the diode. It's a nice one You're like a pound for this. I think You know, we're probably giving the the person who sold this to me 10 pounds and with that they got a post it to me as well and he got a damn quick. There's the I think I ordered it today it's Monday and So that's pretty good That's pretty good solders up lovely the board's nice. It's good good stiff board Good quality. I like it. Yeah, I like it Yeah, we're gonna get to put this on in a second and then give it a bit of a test Machine that I'm putting together is done as well pretty much It's these updates, of course, this doesn't have an antenna I've got a I'll connect it up to my radiator first and just see what that's like I'll put a little bit of wire sticking out and maybe go to a coil or something and we'll see what that's like We've got this VCC in ground and ground So I've got to read up on What does what on these things because You can also attach a An amplifier to it There is a key you can buy but as I built quite a few little mono amplifiers I'm just going to connect one of those to it see what it's like So we get some a Bit of power quite just quite happy with that. It's not bad a little kid It would just be interesting. Yeah, because you've got this there's a little crystal. There's a little crystal headphone For specifically for a crystal radio. It's quite nice It doesn't look you know to it's made in Taiwan I'm not quite sure what the Situation is with that's Chinese or Japanese these days. I'm not I don't know, you know The powers that are keep carving things up the way they do They're quite chuffed quite chuffed let's see what it was like


Those are medieval robots. In 2008, a group of teenagers were exploring an abandoned mental institution when they entered a room containing a TV set with a VHS tape inside the VCR. The ends of the plugs for the TV have been found to be intentionally cut off, and frayed with what was discovered to be an image of SpongeBob burnt onto the screen of the television. SpongeBob was described to have large, bulbous eyes, appearing as if he was staring directly at the viewer. But there was more to the story than meets the eye. The tape of the said SpongeBob episode was given to agent Mark Frankson, a member of the FBI's data evidence analysis team for evaluation. Detective Clark Lamarch was later found dead in his office, caused by a self-inflicted gunshot wound directed towards the roof of his mouth shortly after viewing the tape. After the incident, the tape was then handed down to paranormal investigators where they promptly analyzed the contents of the tape with no injury or death. It was discovered that season 2 episode 9 of SpongeBob SquarePants was contained within the VHS tape. Commercial breaks and airing listing scheduling confirmed that the last time the tape had been used to record was on February 20, 2002. The following recorded video was shown to every police captain of every state and country. It showed the tape being played with overlapping music and voices and a high-pitched squeal, along with the agent allegedly trying to eject the tape but unable to. It was also reported from the CSI that the tape had significant damage due to the tape being violently ejected and thrown across the room, which explained the broken glass on the floor and the damage on the tape, which was heavy. The singular frame from the video was saved and later used to open the case wider, trying to figure out why the tape had this unstable power to kill people. That case was later closed in April 20, 2009 due to lack of credible sources. To this day, the agents, officers and even psychologists are baffled about the SpongeBob tape and video and kept the tape buried in the waters of Augusta, Arizona.


Economic shocks can turn into a crisis if they are of a large magnitude and if they are long-lasting. Let's take the case of Chile as an example. A shock can create a crisis if the decline in the price of copper, let's say, the source of the shock, is large. Second, if it is long-lasting. Third, if the country is not prepared to withstand the shock. In the case of Chile, that was more or less a situation in the 1970s and in the 1980s. The country learned, put in place copper standardization funds, other macroeconomic measures, and now economic shocks that took place in the 1990s and in the 2000s, and even now, in the first half of this decade, have produced milder effects on the economy. We live in a global economy. Our economies are more interdependent to each other. Therefore, we are bound to be affected by external shocks, be them changing the price of the export commodity that you export the most, be it changing capital inflows, be the effect of a global recession, etc. The question is, how do you get better prepared to withstand those shocks? The experience of Chile shows, first, save money in good times. When the price of your export commodity is good, when external conditions are booming, you have windfalls, save those windfalls. Put that money in so-called stabilization funds. Because when the situation changes, and we know the economy is a cyclical process, and if you have adverse shocks, you will have money to withstand those shocks. That's one lesson, very important. Second, build an adequate level of international reserves. Usually this is managed by the central bank. Third, have flexibility in your exchange rate regimes. Flexible exchange rate regimes allow shocks to be absorbed by the exchange rate, and not by output, not by employment, not by investment. Fourth, be prudent in the level of public expenditure. Keep to extend possible government accounts balanced, preferably running physical surpluses in good times. Fourth, have a flexible economic structure, and fifth, have good luck. You don't want economic shocks to turn into an economic crisis. Prepare yourself as a country in your economic management, in your fiscal account, in your exchange rate regime, in your stabilization funds, in the level of international reserves. That's very important to avoid crisis.


C consultant for the Edmonton Regional Learning Consortium, but we're putting this webinar to accessing ADLC resources online, the advanced version. I have an ADLC resource, and now what? So we're joined today by two ADLC facilitators. The first one is Trista Duel. Trista has been with ADLC for 11 years, and she works in the technology department as working with Moodle and CIS Support. And as well, we also have Carla Montgomery. Carla is the science department head for the high schools, and she also teaches Chem 20. And we also have our tax support today, Wanda Deschante. Wanda is from the Calgary Regional Consortium. And today, without further ado, we are going to learn some tricks and tips, assuming that you've already had access to ADLC resources. Now, if you have not, we do have the beginner session repeated next Monday, and this advanced session, as well, repeated next week. I'm sorry, not on Monday, on Tuesday. And then the advanced session is on Wednesday. If you'd like to tell your colleagues about that, and those webinars will be from four to five. You will receive a video recording of today's session. And so please feel free to type your questions in the chat box as we are going through it, and we will periodically stop to answer any questions that you may have. And with that, I will turn it over to Carla or Trista. Carla will start on this one. I'm fighting a bit of a chest cold. I don't have a fever, so I think I'm OK. But I may mute every now and then just to cough, so just to let everyone know. And the bit.ly was shared in the chat. So you guys should be able to follow along. And there are links in there. Now, some of the links you won't be able to access, because they're just kind of little hints and tips for me to access my course to show certain aspects of it. So just I've taught in a brick and mortar school for 13 years, so I have that lens that I'm looking at this new world that we're in. I also have a husband who is currently teaching in a brick and mortar school. I have an elementary age child and a junior high age child. So I have a lot of lenses that I'm looking at this from and living in right now. I have one child who wants to do everything perfectly and has meltdowns, and I have another one who's like, ah, everything's OK, and it's good to go. So it's interesting to see all the different aspects of this. I just did an overview of ADLC resources, just a reminder that these are the full curriculum, and they're designed at grade level. So as an educator, you're going to have to go in there and make some choices and streamline the resources, because there's no way in the remaining weeks that the students would be able to cover everything in there. And just recognize that how we have our resources set up, each of the teachers, may not be exactly how you would have taught a concept. Just like every classroom in Alberta is different. Every online course is going to be different. And we're just hoping that you'll find something in there that you can use with your students and kind of lighten your load and make it just a little bit easier for you to transition to this teaching at a distance. The contact information is there. We have our general ADLC website that has lots of information, our phone number. Info is our general email that you can send, and our partner support team will answer your questions. We have the link to this presentation, so you can always have it, and then you'll be able to access all these resources and information. And then that's my email address. So just to outline, I'm just going to look at where to begin. Some of you have already started with this online world. I know both my children have been working the last three days with their materials provided by their teachers. I just do a brief overview of ADLC resources and the type of access, and then look more specifically at navigating the Moodle dashboard board, navigating in a resource. And then if you wanted to do some modification, some ideas about marking, examples of integrating content, some other online tools and techniques like video recording or synchronous sessions, and Q&A. But I am at any time willing to be interrupted if you want to go down a road more and a better explanation of something, or if you find that I'm touching on stuff that's underwhelming you, let me know. And we can go dive deeper into some of the resource and how to modify anything like that. So I'm here to go in whatever direction that the group wants to. So please use the chat, and our moderators will let me know where we want to go. I'm not going to go to this, but this is just here for your reference. So Google has created a hub where they have ideas about teaching with all their Google products. So I saw that and thought I'd just pop it into this slide so you can have access to it if you haven't seen it already. And then the other thing I want to just touch on briefly is onboarding. So one suggestion someone had was to use a Google form to collect some of the key information. So what we picture our students are doing in their house probably isn't the full story. So there's a lot of information you may want to collect. And make sure you have it all in one spot. So a Google form can do that if you send that out to the parents or the student, depending on their ages, finding out the device that they're going to be using. So some of your students may not have access to a camera or a mic. Make sure you have their email addresses and phone numbers and mailing address, physical address if you have to send anything out.  That may not work because not all of your students may be able to align with the rest of their family members when they can access it. Knowing how many children are in the house or are parents working at home. And another good one is what it sounds like at home. I'll have sessions with students not just now in this new order of the world. But previously, if I had students working at home, they may have younger siblings that are crying. They may be not in a room where they have good internet access. So there's lots of complex situations. And so being adaptable is going to be really key. And we're lucky that teachers are all really adaptable. The ministry came out with great guidelines to give us some idea of what online learning should consist of and so what I've created. And in here, if you click on this pencil document down here, that takes you just to a Google sheet that I kind of threw together. In my head, I was going, if I was doing this, how would I kind of organize the day and the weeks to come? And so I have it set up kind of with the elementary junior high and senior high levels and how many hours of instruction they're supposed to have. If you haven't worked in sheets before, just three key things is that you can make boxes bigger. So if I wanted on my Monday to put more information in there, I could just drag that down to make it bigger. And then if I wanted to prioritize my outcomes that I wanted to cover with the students, I could put them in there. Second thing is just that you can wrap the text so it's all in the one box. And then the third thing is just if I wanted to do a hard return, it's just Control Enter. And then it makes those returns Control Enter like that. So this would just be one of the key steps is just when you have an ADLC resource, kind of think of the outcomes that you need to reach for your students to move on and continue in their learning journey. And then you could just look at the ADLC resource and then start popping in some links of where those content items are found in the ADLC resource. And so the kind of resources ADLC has is our courses. And so I'm hoping that all of you have teacher access, that you are users, and you have our resources at your fingertips right now. As soon as you are enrolled as a user, you have read-only access to all the courses. And then once you want to interact with the resource and if you want your students enrolled to interact with the resource, you need to have a section created. And just one other resource I want to touch on is that on our website, for grades 4 to 9, we have some self-serve documents that can be downloaded directly from our website. And they're called Preview Review. And they're kind of condensed anthologies of the materials for these grades and subjects. They're kind of meant for students who maybe were struggling and need to catch up over the summer. But it might be a good resource to have right now. Grades 4, 5, and 6 just have language arts and math. And then the grades 7, 8, and 9 have language arts, math, science, and social. So those are kind of all the resources that we can provide you. So the next thing we want to look at is navigation. So if you do have your Moodle TS server open, just getting into your course and then how do you navigate? So one of the big things is that as soon as you have your sections created, then they're going to populate a dashboard at the top. And the dashboard can be a little cumbersome. And you just have to make sure you scroll through the dashboard. This is where any marking that needs to be done would show up. I just don't want to show any student names, so that's why I'm kind of scrolling through. But when a student does submit an assessment, if you are having them complete assessments in your course, if you have them enrolled in your course, the link to the assessments would show up here. And you can just click on it, and it takes you directly to that student assignment so that you could assess it. So we do have, as soon as you're enrolled as a teacher, you should have access to the self-service section, which you have read-only access to all of our courses. So this is where you'd want to go if you wanted to just look through the resource, you don't want to edit the resource, and you don't need your students to interact with the resource. What you could do is access the PDFs for it. So for example, if I went to Language Arts 8, I'm going there because I have a daughter in grade 8. So if I was the teacher for Language Arts 8, so I don't have editing access, so this is the kind of access that you would have for all of our courses. And when you come in here, a great place to go was just under the content, and then there's the table of contents. And that lets you see everything that's going to be in the resource. And this first section is where we have our online content. And we can see we have content pages by this icon. We have assignment submission pages by the hand. And any of the checkmarks are using the quiz tool where students answer questions online and submit it using that tool. Once we go through all of the online content, you then have the student resources down here, which there are print modules. So if you were working in another LMS or you were working in Google Classroom, which I guess would be an LMS, you could take any of these PDFs, download it, and upload that into your Google Classroom. So students would have access. And these would be your content pages. And then you could also have the students access assessments there as well. There's also the teacher support information where the answer keys are stored and students do not have access to them. There's also the teacher support information where there is a welcome letter. And teachers put in pertinent information and their contact information. So I know if I have a question about the English Language Arts 8, I can contact Megan. And she'll be able to answer and direct me with anything I need to know. Moodles, I know some people keep asking what's Moodle. It's just a learning management system, a place where students get content assessments. It would be parallel to Brightspace or Blackboard or Canvas, Hapara, Google Classroom, so anything like that. So if I say Moodle, just talking about the course. So the key places where you're going to find information on when you first enter a class would be we've got the navigation. And I think I can go into my course. So if you click on the link, won't have access to it. But I've highlighted on that Google slide where all the key things are. So this is just where you dock and undock. And you can see there's navigation there and participants. I usually keep it docked. We have course search block. Now, not all courses have this enabled, but you very easily can enable it. And I can show you how to do that. What's important about this is you can enter your keywords. And then it'll tell you exactly what pages that concept is being covered on. So maybe you are teaching, obviously I'm going to use chemistry because I'm the chemistry teacher. So let's say you wanted to know about moles. Well, that's probably going to bring back a lot of. And you click Go. It's going to let you know which pages, should have picked a better example, which pages that concept is covered in. You have the Turn Edit button on. And so that's going to be if you want to make changes or things like adding that block. There's some more different blocks there. Is this where you add the block from Trista? Course management? She's nodding, I think. Sorry, I lost my button. I couldn't find my unmute button. I believe so. I haven't done it in a long time. It is something to do with editing. Wait, scroll down to the very bottom of the page, Karla. That's where I thought it should be, it should say add block. Yeah, it's not there. Sorry, we just updated our Moodle. Here we go. Yeah, on the lower. There we go. There we go. So if you add a block, so not all courses would have that course search feature. And I find it very useful. Students find it very useful as well. You can come to, so we undocked, scroll down to add a block. And again, you'd have to have your editor turned on, I think, to do this. And then I'm not going to see the block listed here, course search, because I've already got it added. But these are all the different blocks that can be added, which all a block is, is just this little bit of extra information that's on the side. For example, I know our Social Studies Department in some of their courses have a HTML block, and that's going to be where they have a Twitter feed they follow, and they put the Twitter feed there where they're directing students to certain current events. So the course search, if it's not turned on in your course, you can turn it on by making sure your editor's turned on, that you have undocked your navigation on the side, and then you'd select add a block. And I find course search very useful. What else is important across the top here is that there are help files here, and that's going to be if you have students enrolled in the course and they want to know how to navigate in a quiz, how to submit a quiz, how to submit an assignment if you're using all those tools. It gives help files in video form and PDF form. And the other key thing is going to be this table of contents, or the contents here. That's how you're going to get to the table of contents. If you're enrolling your students and you want them interacting with the content, because your students are coming in partway through the year, you probably want to shrink down some of the content. So under the edit buttons on the side, you can hide. And this I'm hiding, I'm editing this whole unit. You can hide the whole unit. So my students, if I'm bringing them into this ADLC, TS section, we've already done unit A. I'm going to hide that whole unit, because I don't need to overwhelm my students. So we can hide that. Maybe we've already even done unit B, and I can hide that one as well. You can also hide page by page. And you know it's hidden, because it's going to be grayed out. And then students wouldn't be able to access it. I'm going to just unhide this. I'm going to show this. So if you want them to see, you just put show. Just because this is my master copy. So if someone was making a copy right now, they'd get it, I think, in that format where unit A would be hidden. So just want to make sure that's available. And please do, like I said, if anybody has questions, and we're expecting something different to be covered, let me know. And I can answer any questions as we go along. So we looked at the table of contents. We looked at going down to the teacher resource, teacher support information page. Each course, there is a listing on our website now that says who the lead teacher is for each course. So if you have questions, you can contact that teacher and they will help you. Plus at ADLC on Wednesday, Thursday, Friday, we're running some sessions where lead teachers have an hour session where they just are answering questions. So you can look on the website to access that as well. So our PDF materials, usually you scroll down to the student resources. That's where you can find them. You can download them. You can upload them to the Google Classroom or another LMS. And you don't have to worry about copyright as long as it stays intact. So if you start to dismantle our resources, then there could be a problem with copyright because we have some third party items that just we have permission to share them with you, but we can't give you permission to take it and then move it somewhere else. So as long as you're using the whole resource, as in the whole PDF and you're not cutting it out and using this picture, then we're all good to go. And you don't need to enroll students. You don't even need to have a section made. You can just download that from the read-only section. So when would you want to enroll your students? And that's if you want them to interact with the content. So maybe you want them to do one of the quizzes. Maybe you want them to do one of the lab activities. Maybe you want them to watch some of the instructional videos. So all of those things, you would need students to interact with the content. And they would need to be enrolled in the course. They can be bulk enrolled. So it's not like each student has to be typed in separately. They can be bulk enrolled. And we have documentation on our website about that. I went over the icons. Again, this page, just if you're reviewing it in the Google slide later on, the online content has the content, quiz tool, and submission pages. We talked about turning the editor on. And that's if you want to modify content. You're going to need to do that. We talked about hiding the units. That's probably one of the things you may want to do. And the next thing we want to look at is quizzes. So I've had some questions about quizzes. And how you can see it or something like that. So if this was an assessment using the quiz tool, and you as a teacher want to look at it before you assign it to your students, you can just look at it during a preview. So there's a button down here that says Preview. And you can look at it that way. You can, on this navigation bar over here, it shows you how many questions there are. And you can just go through in the preview mode and look at all the questions. You can actually go ahead and answer any of the questions that you want in the preview form. What else you can do is when I'm at the quiz landing page, I can come up to the Edit button. And I can edit the quiz here. Now I keep using the term quiz, because that's what it's called in Moodle. It's a quiz tool. For my course and for lots of courses, this is where we just have the assignments in the quiz tool. So on this view, we can see all of the questions that are in this assessment. If you want to see them, we can just hit the Preview button here. And when you're in the Preview button, you can then submit. You can fill in the correct responses. So you could see what the answers were right away. If you see a question and you're like, I don't want my students answering that one, I'm pairing down my outcomes to just those essential outcomes. So I'm going to delete that. You can go ahead and delete anything by just hitting the trash can. You can also, if you wanted to, you could add questions. So you could even add a new question if you're really adventurous or if you are familiar with Moodle and know how to select the question types and fill them in. So how I envision this, as I can see most often, if you're using the quiz tool, previewing the quizzes, seeing if the quiz questions are what you would want your students to answer, and then deleting them if you don't feel that that's a prioritized outcome. And again, you can just check the answers that way. Carla, I'm just going to give your voice a rest for a second. And I'm going to interrupt with a question. Hadley has found the ADLC to be a great resource. And he's been trying to promote ADLC with their teachers. And he just got a response from a teacher who we set up as BS so that the teacher could help their son in grade four. But she said that there was a lot of broken links and embedded videos and that it was slow. Is there anything that can be done? Trista, that might be more of your question, because that's, I think, a little bit more technical. It does depend. Some of the courses have more videos than others. If they're right in the page, what you could do, if you're not, especially if you're not watching them, especially if she's set up as a teacher, is use a print version. And if it references a video, then go into the online to do it at that point. It depends on your internet connection. I mean, for myself sitting in town with fiber to my house is probably fine. If I'm living out in the country and I'm using the Tell Us Hub and Tell Us is having problems like they did yesterday with their cell service, it really won't work. So it does depend. If they do find a lot of specific issues with pages and stuff, I would suggest that they contact the course teacher. I'm not sure which grade four course that is. The teachers would be able to help with that. And maybe we need to update the TSM instead of just using the errata sheet. If the teacher does need help with that particular issue, then they can contact tech support themselves, the teacher of the course can, and we can work with them to get that fixed up. But it really does depend. If that teacher wants to send an email to tech support student, all one word at ADLC.ca. I'll put it in the chat here because I know I'm talking really fast. So which grade four class or course? Is it TS for this course? Yeah, do you know which specific course it is? There's four or six of them or something for grade four. And do they have a section of their own or are they just using the TS read access, do you know? The teacher did not specify which course it was or topic. Okay, you can also have them while they're in the course. They can email that with that kind of information or they can, just a second, I'm gonna put our one, eight, six, eight, six, six, seven, one, two, three, four, five, three, two, two. They can call this number. TS means teacher support. It means you are teaching your students. That's what ADLC uses for that. Teacher support is something you use our materials and you teach it to the students. SI is student instruction. That's when our ADLC teachers, like Karla, teach students enrolled specifically into her section. I guess that's because the teacher is actually the parent in this case and they would, and so that's why they're enrolled as TS because they're not the direct teacher. Yeah, and like Karla's got the science for a radish sheet up, kind of going back and forth in here. You can see, you can find the, under the teacher information page, there's also the teacher contact you can see on the screen there, where it tells you how to reach the course's teacher, the person on ADLC side who's responsible for the course. If you have questions about the content, for example, a link's a broken or this isn't going where I want it to go or that sort of thing about the actual content. I'm not a teacher. I have definitely not written these courses. I can't speak to the content, but Bill in this case could because he's the ADLC teacher for this particular science course. I think he does all of grade four, but I'm not a hundred percent sure. But in any of the TS courses and that list, if you're using the read access and you scroll down and you're like, oh, I want to see about this, but I have a question about it. You can contact the teacher who's listed in there by phone or by email. Both are listed on that page on the radish sheet. That's part of the reason it's in there. And the numbers I put into the chat window here, the email address and the phone number is to tech support. And the teacher, your guys as staff, your guys as students, we recommend that students, especially with Moodle Stuff, talk to their teacher first just to see if it's something obvious that you know they're doing wrong. They're clicking the wrong link, that sort of thing, to have them try contacting you first. And then if you need help getting it fixed up for your student, you can email our tech support and we can help you as well. Great, thanks Trista. And we did, just before all this happened, we did move our courses from one server to another. And so for some reason that may have broken some links or anything like that. So please do reach out and let us know. And we will get in there and fix whatever we can as soon as we can. Are there other questions out there? I'm not seeing any Carlos. So I guess you can go ahead. Okay. And again, if this isn't the direction that the majority of the crowd wants me to go in, I can go in any other direction. I can answer any questions you just let me know. And I'm here to help you as much as I can. So we were looking at editing the quizzes. So if you are using a course and you wanna use the assessment and the quiz tool, just looking at how you could adapt it. You can also after the fact, if you just let the students answer the assessment and the quiz tool. And then when you go to grade it and you can say, oh, well, I guess they don't, I don't really cover that question. Now I'm gonna omit it, that's fine. You can obviously record any mark in your system that you want based on how you evaluate the assessment. Okay. So this page in the sheet, if you come back to the slide, just kind of shows you where you would go to preview, modify, delete, or add questions. Okay. This is Google Classroom. So this just links into my Google Classroom. If you go onto this side, you won't be able to access it because it's just into my Google Classroom. But this would be how I can kind of envision using the courses. You still need to direct the students. They're not just gonna go gung-ho through the ADLC course. But this is how you could direct them. So I would post a daily work schedule in my Google Classroom, the students would go in. I would make sure I gave them my contact information so that they know how to get a hold of me. And then I would just lay out each day what I'm expecting of them and then direct them into the course with a link. So this again is if they have been enrolled in the course and they can access it. So it could be a link directly to an assessment and then they would go in and they would complete the assessment and I would then afterwards go in and mark it. It could be that I give them content pages for them to go read. And most of our content pages are set up in a similar fashion. They will have an introduction. They have the learning targets listed. This one is just an overarching introduction. But usually you have the learning targets listed what the students are gonna be learning on this page. The key concepts. And then practice questions. So that might be a way you utilize the course. You may also have yourself giving a video talk. So you may have an instructional video that you post in your classroom and then the students would just come in and see it and watch it. And you would let them know what you're expecting of them for that day's work or if you wanted to go over a certain topic. These are all just little quick videos instructing these concepts. So you may want them to just watch a video and answer a few questions. So there's lots of different ways. You may want them to do a synchronous session. So you may just have a link to Google Hangout that they're gonna join you for. So there's lots of ways that you can integrate ADLC content into another platform. Again, if you want them to see the content and to access it themselves, they need to be enrolled. Student contact is really important. If students don't have their parents at home, they may be floundering with how to get started, how to hand in assignments, how to ask you questions. So making sure that onboarding is done and they are really well aware of how to get a hold of you and when to go to hold of you, that's important. So these are more so tools. Some of them are outside of Moodle and how you can make that connection with your student. One piece of advice is to keep the video short. If they're too long, number one there's gonna be long upload times. And with everyone right now trying to get their videos in Google Classroom, YouTube, everything like that, it's taking a long time to upload videos. So if you keep them short, it'll reduce that. These are links to some of these extensions that you can get, Screencastify, Soapbox and Loom are all extensions. Now I've never used Loom. I've used Soapbox and that was what, well, that's where we're going. This video was a Soapbox video. And what's interesting about this is that you can do the split screen. So you can do the split screen where you see yourself, you see the screen or you can see both. Screencastify is one that a lot of people are using. And with COVID-19 pandemic, Screencastify has made their free resources more accessible. So it used to be a five minute limit per video and you were limited to the number of videos you could do to have a stored. So that's been changed. So any of these that you have been using, continue to use or if you wanna check any of these out because you've never made an instructional video before, you can try these ones. Another one I didn't put on here, maybe you should have, is that there is an extension in Gmail directly. And I think it's called Screencast Recording for Gmail. So you can record directly into an email and send that out. And I find that useful if I have a student who is email me a question says, hey, how do I answer this? Then I will go ahead and make a video directly to them. And I don't need to have it stored for other people to see. It's just that one-on-one video. So I find that's a good one to use. I've never used Loom, so I can't comment on that one. Dosary, what I like about Dosary is that it's on, you can put it on an iPad, and then you can just kind of write on the iPad. You can take a stylus and write right on the iPad, and then you can email that video while you talk and write, and you can email that video directly. So I find that quite convenient. And you don't have to, again, worry about some of those upload type times. And that one, again, is more so that one-on-one, a student has emailed you and said, I'm not sure how to answer this, or how can you explain this concept to me? You can record a Google Meet, and then you could upload that to your classroom, Google Classroom as well. And then write in Moodle. So if you have a Moodle course that you have not read-only access, but you have been enrolled as the teacher, you can record directly in Moodle, and then you can also upload directly into Moodle. And I found it a bit quicker. So when I just took one of my videos I had on my desktop, it was about a three-minute video. And in under a minute, I could upload it into Moodle, whereas when I've heard back from some teachers trying to upload into Google Classroom or into YouTube, it's taking like an hour, two hours, sometimes 24 hours. Another tip is that if you record on your phone, so if you use your phone as your recording device, instead of uploading from your phone, if you first of all, email it to your desktop, and then upload from your desktop, that goes quicker. Your phone can be very slow. But I'm just gonna pop into Moodle now just to show you that the process that if you wanted to record something to your students, how you would do that in Moodle. Oops, I might show you how to do that in Moodle. So again, this gear is where you go into edit. So this is a content page, and I can edit this page or you can edit this page by just clicking in here and going edit settings. There's always two boxes. This top one is a description, which would show up on your table of contents. So usually you don't want to, well, you can have it displayed, but this is not where we usually put the content, is in this first one. The content is gonna go down in this second one. And so if you wanted to record a video, you reading or something like that, all you have to do is hit this record button. Now it's not gonna let me because I already have the camera in use and it's gonna say, I can't do this, but that's all you need to do and you can start recording. It does limit it to two minutes, I think. But you can record yourself right into Moodle if you wanna say hi to your students and make that connection with them. And then you can also upload a video from your desktop. Again, this gear is how you edit pages. And sometimes you need to have the editing turned on up there, but if I edit settings, and if I wanted to add a video, then I would just click here and then I could find in on my computer where I have my video stored, I would pick one of my files and then upload my video. And again, I said it was very quick and easy. The last time I uploaded it. Christa, could someone directly, or Carla, sorry, could someone directly link to a YouTube video? Or does it? Absolutely. So if I wanted to link to a YouTube video, what I would do is I would just type in, watch this video. And then when I opened up the YouTube and now this could be scary, what's gonna come up when I go to YouTube for my current watchings in YouTube?  So let's say we wanted to upload this video. Okay. I would just need to grab this URL and then highlight this word because then it would give me that link on those words and then just the link button. So I click link, control V. I like to have it open in a new window. So I click this button because I just like it, I like them to stay on their page, but you can also create an internal pop-up or you can, if you don't click this button, it would just, when they click on the link, replace this page that they're on, which isn't ideal. And I think now YouTube videos automatically embed into your course because Moodle changed their settings. So now we're just gonna save and display. Yeah, so YouTube videos by default automatically embed in your course. And then the students could just play the video right there. That was a great question. Do you want to see that again? Is it pretty straightforward or are there other questions about that? I will carry on then. But any questions like that, please do ask. I'm here to show you what you need to know. Synchronous classes, I think people when they envision setting up an online class, they're like, yes, I taught CAM at nine o'clock at my school, nine o'clock every day, I'm gonna have a synchronous class where all my kids are gonna come in. And now they're finding out, not all my kids are awake at nine, not all of them have access to a computer at nine, they're fighting with their siblings or their parents for internet access. So there's a lots of things going on.  And if it all works out, you can set up a Google Meet and then have them all join in. And to do that easily, you can just go to your calendar and whatever time you would want to Google Meet, you can just click there, say it's gonna be my CAM 20 class. And you just need to add conferencing down here and add conferencing. And now I've got a link to a room that I could email out to my students and then they could meet me there. In my Google Classroom here, I actually have kind of a permanent classroom so my students could enter that anytime.  Maybe I'm gonna have office hours that I can write beside it, but it's very easily to create that synchronous room so that you can meet your students there. If you're in that Google Meet and you want to write something, use your computer as a whiteboard, you just need to click that share button. So I'm not quite sure if I can do that in my, when I have something else going on. Again, just because my camera's being used. So you can just select this present now down here and that lets you select which screen you wanna show to your students. And maybe you then want to use a whiteboard so that you can write some notes to them so that they can watch you problem solve something.  I do have one of those stylus and tablet things, but my writing still looks, I think terrible, but that's okay, it's all good. Let's come back here. And then you can record that meeting down here. So if you wanted to, you could record the meeting. If that's how you wanted to set up a lecture for your students or a video for them to figure out how to do any concept that you're trying to teach them. And just I have that link in the bottom of my email. So anytime I send an email, I do have that link. So if a student needs to access my classroom, I've already got it set up. I don't have to go and set up a new meeting room all the time. So online whiteboards, there are several that are interactive that you can use so that if you want your students to be able to show you what they're doing, they have that opportunity or if it's a place where you wanna write on the whiteboard and just record it as if you were doing a lesson to the students. So the Jamboard is part of the G Suite. What I do find with it sometimes is that when I'm writing on it, there can be a bit of a delay. So I've noticed that with Jamboards. There's also another one called Web Whiteboard and there's a link there that you can go to it. And again, you send the link to the students. Both of you can write on it or all of you, if you send the link to many people, can write on it. You don't need to sign up. You can get a 30 day free board. Your board just would expire in 30 days and you just stop to send out a new link to it. LearnCube is one I've used a few different times. And if you sign up and they're quite reasonable right now for the prices, but if you sign up, they do have special tools for math, chemistry and language labs right built into LearnCube. You can also do a session where students can video in as well, video in on one side and you have the whiteboard there as well. And then one that a colleague recommended, I haven't used this one is Whiteboard Fox. They said it's pretty easy to go in and start using it right away. But that's something if you can't connect with a kid in a Google Meet, so maybe they don't have that ability, but they can give you a call and on their computer they can see the screen. They just maybe don't have a camera or there's something else. You could then talk to them on the phone and write on that web whiteboard and they would see what you're writing. Karla, are you going to demonstrate one of them so we can see how the whiteboards work? Absolutely. So though I had the Jamboard there. So this was the Jamboard and you would just need to share this. You could either put their access in and you can change whether they can edit it or not. And that Jamboard was located just if you have a G Suite just in the Google Apps. So it's this Jamboard there is that online whiteboard. And then web whiteboard is one that I use quite often as well. And then I just create a free whiteboard. So I don't need to sign up for anything. I can just create a free whiteboard, check out the one minute demo I don't want to. So I don't think it's worthwhile for many educators to have those conversations at schools about the district. Sometimes there's district licensing that they can get for some of these applications so that teachers don't obviously have to pay out of pocket to access some of these. Because I know a lot of these applications are offering kind of like free trials. And so it would be a good way to kind of try it out before you commit to a subscription or something. Absolutely. So for some reason, web whiteboard isn't letting me go in right now. I don't know if you know, but you're still sharing with your Google Meet is still open and stuff too. Oh, so that's not good. It might be just too much for your computer. So let's go with stop presenting here. In my poor computers going, ah, how much memory? Learn cube. So this one, I might take a few minutes because it's just setting up. And this, it might accept and skip. Just likes you have to check everything and then you enter the class. So again, it has the video and students, you can send them the login. And again, there's tools here. And this is, they do have some math tools in here. So if you were doing measurement or anything like that, they do have some math tools in there. And they do have other tools. And this one, you can do a screen share. You can upload PDF documents right here. You can upload stuff, screen share. So I find it quite robust to use the learn cube. Sometimes the connections between the video and the audio, sometimes that gets a little garbled, but it's robust in other ways that I find. Okay, sounds good. We have about eight minutes left, Carla. So if there are burning questions, I would ask them now and interrupt me. And another thing that people can do is sometimes students have handwritten work that they wanna get to you. And so they take pictures and sometimes pictures take up too much memory or they're too big of a file to email the teachers, it takes too long. So there are scanner apps and we've got cam scanner and tiny scanner and something I just found out a couple of days ago is actually iPhones and iPads. You know how they have the notes in there, the little notepad, that's a scanner. And you actually can use that to take pictures and scan it and email it. And it converts the pictures into a PDF, a single PDF, it's fantastic. I might update that on here if I get a chance. And then just marking, some teachers are wondering now, okay, how do I mark this item once the student emails it to me? Do I have to print it off? And so there are tools that you can use to for marking a PDF. One is Doc Hub, which is an extension that you can get. And then you can just, when you have a document up there, you can now write on the document. So you have all your tools up here, you can type on it and everything like that. So if a student sends you a PDF, you can now mark it on screen. You don't have to worry about printing it or anything like that. Adobe Reader is a free tool that you can download and then same thing, you can use, there's a link to where you can download it. You can again, just on your computer then, mark any assessments you can write on them. And right in Moodle, there are, you can mark assessments using the Moodle tools. So I just made a video instead of me going directly into an assessment because if I showed it right now, we would see the student's name. So I just made a video of me showing the tools right in Moodle. So if you have your students upload an assignment in the Moodle tool, then you don't have to worry about downloading it or finding another program. You can use Moodle tools to mark it right there. As well, I think an iPad, if kids send you a picture and you open it up, you can write right on the picture sometimes in an iPad or another tablet. So this just goes over the tools in Moodle. And then when you wanna mark a quiz, so if your students are doing a quiz, using the quiz tool, you can then mark it. The navigation on here, it will show you whether it's right or wrong based on the color. And again, this goes to a video of how to mark. Again, I just couldn't show you one live unless I put in a fake student because I don't want the student's name to show for FOIP reasons. But this just goes over how you can mark quizzes once your students write it and submit it in Moodle. And I can, like I said, if anybody wants to go over that, we can. Another option is students. You can put questions in. So if you're dealing with students learning to read and you wanna hear them read, you can in a quiz tool, add in where they can record either their voice, just their voice. So if I hit record, it would start recording this and then when I'm done, it would upload the students speaking. You could as well do it as a video if you wanted to see the kids reading. So you could record a video. Again, it's not gonna let me because I'm already using my camera, but you could if you need to hear your students reading or speaking, whether it's in a younger grade or in a language class. Outside of Moodle, Flipgrid would be something. That's what my son is doing right now. He had to make a little video in French. Other tools, and I know I've got like three minutes left, explain and send screenshots. I use that quite often. That's where you can take a screenshot right on it and then send it to email it to your students. And then, oh, I mentioned that already, the free screencast for Gmail and these all have links to the extension, but I could show you how it works because I do have them on my computer. And then a tool for accommodation is read aloud. I know there is the Google read and write, but I find the cadence better in read aloud is another extension that can be used for reaching students who need that help. Oh, Q and A, two minutes. But I can show you anything you want, people. Let me know what you would like. Okay, so if anyone has any final questions, we'll just stay online for a few more minutes here. I'm just going to put in the chat box, access to Kristal's slide presentation. Karla, sorry. It's like, because I always could think of Tristia too and I think of Krista. I'm sorry, I've been doing that the whole time. So, thank you so much to our two presenters, Tristia Dool and Karla Montgomery. And again, I just put in the chat box, their slide deck, which has their contact information and we'll stick around for a couple of minutes if you have any final questions you'd like us to cover. But if not, happy online learning and please stay posted to the ERLC website because we are planning to have some more upcoming sessions partnering with ADLC for learning how to use ADLC resources and also with technology integration for online learning. So thanks again also to Wanda Deschante from the Calgary Regional Consortium for our ed tech support. And I wish you the best of luck. It is a lot of information but like everyone else in the province and globally, we're all in it together. So again, I hope you enjoy the rest of your day and take care of yourself. Thank you.