Hey everyone. Just a quick reminder before we get started today, we have a survey to find out more about you. We want to hear what you like and what you might want to hear more about on Don't Call Me Resilient. The survey takes only 10 minutes to fill out and we actually plan to use it to help us shape the podcast next season. So if you're into this podcast, this is a great place to make your thoughts known. You can find the survey at Don'tCallMeResilient.com. From the conversation, this is Don't Call Me Resilient. I'm Venita Srivastava. We are not just preparing students for jobs or to do better on tests. We have a larger role to provide an education that fosters them being good human beings, equity-minded people that are not built on maintaining a kind of domination based on race, based on gender expression, based on class, based on being able-bodied. I feel like that's the role of schools too. That's the role of us as educators. That's what we're striving to do. This conversation today is a little personal. In a way, it's about how we talk to boys about misogyny. But in another way, it's also about the rise of white supremacy and how that rise has filtered down into the attitudes of school-aged boys. My exploration into this started when my kid and their friends across the city were telling me that they've been experiencing sexist, homophobic, and racist attitudes, mostly from the boys in their classrooms. So I started doing a little research. I started talking to scholars. And what the research says is the rise in far-right ideologies globally has impacted school-age students. Many experts point to Andrew Tate, the far-right social media influencer, as one of the culprits. Teachers say he has a big presence in the classroom. On top of that, there's been an exponential rise in antisemitism and Islamophobia in Canada that have also impacted the classroom. We're coming up to White Ribbon Day, also known as the National Day of Remembrance and Action on Violence Against Women on December 6th. And we thought this was a good time to have this conversation. It may be a conversation you're already starting to have in your own households. With me today is Teresa Fowler, who's an assistant professor in the Faculty of Education at Concordia University of Edmonton. Her research focuses on critical white masculinities. Lance McCready is also here. He's an associate professor in the Department of Leadership, Higher and Adult Education at the Ontario Institute for Studies in Education at the University of Toronto.  He's also the interim director of the Transitional Year Program, which is for students who did not finish or succeed in high school and who need a little support to apply to university. I'm really excited and honored to be having this conversation with both of you. Let's just jump right in. So you both work in education research and as educators yourself, can you tell me what you're seeing or hearing about when it comes to the behavior and attitudes of school-aged boys?  If you could just give us a little picture of what you think is happening. I'm not physically in schools anymore, but I work with teachers who, honestly, they're at a loss as to how they can best serve young boys in their care. When I go to teachers' conventions, the room's packed. There's something happening. And the questions are the same, is that educators are really struggling with young boys. If we look historically, schools are not set up for boys, pedagogically and curriculum-wise. And boys are disengaging. You look at the statistics, how many boys are in special education, how many boys, and from my personal experience as an educator, don't even make it to those supports because when boys are exhibiting behaviors, they are often aggressive. That's the only language our boys know. And so what happens is they get in the discipline cycle.  And that was something that happened a lot in Alberta up to about 10 years ago where the oil and gas companies were hiring kids without high school diplomas. It made sense for educators to say, go get a job, go figure it out, and then come back. But unfortunately, educators just are at a loss because these narratives of boys will be boys take hold. And we don't know how to do anything else. And boys are really denied that nurturing that caring because they're pushed out of classrooms.  And those are the stereotypes of what it means to be a man in this country. And that's a certain breed of masculinity.  So you mean like adultify, like we expect them to be men before they're men. We don't allow them to be children. Yeah. Yeah. And you're saying boys will be boys. And I've been hearing that forever. So I'm just wondering what's changed now when the teacher and the principal just in my little world are saying they've never seen anything like this. And the research also shows this other teachers are saying similar things. What's different about now? Some of these conversations have been around for a while. But what's changed or what's different? The obvious elephant in the room is the pandemic. It's one of the things that changed dramatically. It just accelerated many people's use of resources and education through sort of YouTube, Discord, Tumblr, TikTok, especially when they are topics that are difficult to learn about or to get resources with in the context of schools. We know that sort of queer youth, that the image used to be sneaking into the library to find that book that you can learn about things. There's no sneaking in libraries anymore. It's all online. I think our use of those resources in the face of schools being closed, like all of the sort of challenges that teachers were experiencing, I think the use of those sort of increased even more. People like Jordan Peterson and Andrew Tate were around before that. But through the pandemic, there's been greater reliance or turn to these sort of folks. I think another thing that has changed. I think the hashtag need to all of the high profile sexual assault cases and the discourse around that, and that's more readily available for folks to see and watch sometimes even look sort of court proceedings. I think that has made a lot of young men feel like they are being blamed. Now they're being blamed and being told that they're bad and they are looking for ways to respond to that. You mentioned Andrew Tate. For those people who don't know Andrew Tate, he's like a massive influencer. He's a misogynist. He's a racist. He's far right. You mentioned Jordan Peterson. From what I read when my research, like the survey that the Girl Guides of Canada did, for example, they said post me to many of the boys that they spoke to were all for that. They all agreed with the message of me too. But who doesn't agree with that message? I think are people like Andrew Tate. So what I'm wondering is it the boys that originally felt that way or is it that they're being influenced? Because these teachers are basically saying Andrew Tate is in my classroom. Andrew Tate is in my essays. He's in the hallways. What do you attribute this to? Can we attribute it to somebody like Andrew Tate? And how is this trickling down to the children? Why do you think this is happening? When I think about what Lance said, especially during COVID that schools are closed, I think that's the issue that schools are closed not physically, but they're closed to dialogue. They're closed to having conversations about critical race theory. They're closed to having conversations about gender, sexuality, white supremacy. So that's why folks like Andrew Tate then are in our classrooms because there's no room for educators to have a conversation about his influence. Because really, since me too, since Black Lives Matter, the general narrative is changing. But unfortunately, no one's talking to our young boys about what to do. And instead, schools are still set up to protect the female. Don't show your shoulder because we know our boys can't handle that. And that really devalues what we think boys can do, right? When there isn't a language for boys to walk in this sort of new world where women have a voice, where people have phones, where they're documenting issues of racial injustice, right? There isn't a language for boys. And when we can't talk about it, what do they do? They do exactly what Lance mentioned. They turn to social media, right? Because there's an audience. However, I think it was Joseph Derek Nielsen in the Boyhood Report Card. Even though social media has this idea that everyone's connecting, boys are lonely. They're reporting epidemic levels of loneliness. During COVID in British Columbia and Alberta, there was a rise in excess deaths. And I think it was 81% of those deaths were boys and men.  So social media is not the space that brings everyone together, but is the space where boys are learning? Where can I have that narrative that teachers are used to? Boys will be boys because when things are going awry, what do we do as educators? We go where we're comfortable, right? We have so many decisions that we make in a day that you just can't fight every battle. So you stay where you're comfortable. And boys will be boys has been the narrative in schools.  Oh, it's okay, Sally. He really likes you when he hits you. These are the conversations we need to unpack with boys. But we can't as teachers.   I don't like that. How does that make any sense? What I think is the really common dynamic I'd say across our schools. I don't think that teachers feel trained and I don't feel like they either feel comfortable with having critical conversation about a number of social issues or inequalities.  They just don't feel comfortable talking really about gender relations except in the most conventional way. I used to teach at OISI when they had a Bachelor of Education. I taught the school and society class. I enjoyed teaching that sort of class. I thought, now I'm going to get to all the media issues and talk about the history, the sociology, the philosophy of education and our sort of beliefs and values that really undergird our teaching. There was not widespread belief that we should be teaching teachers how to have conversations about controversial issues in the classroom. Our approaches to classroom management did not include how to navigate and facilitate challenging conversations. It was more like, just don't talk about religion. Just don't talk about sort of sexual assault. Just don't talk about anti-black racism. Don't talk about anti-Asian racism. Just don't talk about it.  There might even be some sort of physical altercation. You don't want to be in the middle of that. You don't want to be on the receiving end of that. So just don't talk about it. Keep your classes and keep the topics and everything you discuss as neutral as possible. So what that becomes is schools where they don't become really the spaces where sort of children and youth can really hash out and have controversial conversations about things that are happening really in the world, in their families, difficult to talk about issues.  Anything that seems controversial or fraught that's linked to some sort of larger societal issue or social inequality were either really explicitly or implicitly taught to avoid. We still have a Bachelor of Education program in Alberta and I teach the science methods course. Science, I feel, is a good place where we can open up because we have the idea of critical literacy with respect to science and we see the lack of it especially during the pandemic, right? And one of the things we talk about with respect to controversial topics is what has the law decided? The law has decided in Canada that same-sex marriage is okay. So therefore that should not be a controversial topic. In my work with teachers, it's not that they're uneducated on these topics. It's that they're afraid they're going to have the mob at their classroom door when they open up the conversation, right? I think for the most part they might not be comfortable with the topic but the comfortableness is because of those outside narratives and that pressure to keep things the way they are. Don't talk about any of these things. Just do your curriculum and that's it. I guess that's part of the issue. You both mentioned these massive world changes. Black Lives Matter, the killing of George Floyd, the current war in the Middle East, the convoy protest in Canada. These are things that do influence children and they do hear about and I'm wondering how does this impact the classroom? We are seeing right now the antisemitism, Islamophobia and that's you can draw a direct line between that and the current war in the Middle East. I guess my question is don't these major events impact the classroom? If anyone denies that they do impact the classroom, they are in classrooms. The other line you can draw is the refusal of professional hockey players wearing pride jerseys and then the rise of anti-pride movements in our school. Everything is connected. We used to think colonization tells us that everything needs to be siloed, categorized. We need to talk about these issues and it can't just be delegated to the social studies teacher, right? We need all educators. It needs to be across our schools. I imagine that as a teacher you have to be very flexible because things change so fast. I'm just putting up the empathy there for the teacher that there's a lot of stuff happening in our world. It's constantly changing. And becoming more generally educated about a lot of things that are going on in the world and this is where it gets the philosophy or values to like do you see your role as educator really to facilitate conversations with children and youth about things that are going on in the world because not every teacher does see that as their, they might say, no, if I'm their language arts teachers, my job is to teach them about grammar and the construction of the sentence. And my primary role isn't discuss whether or not the professional hockey players decide to put a pride flag on their jersey. That's not related to my job. I shouldn't have to facilitate a conversation. Or as one's teachers, they told me in terms of whether or not they should be discussing issues of homophobia and gender relations in class, they said, I'm a music teacher. I teach music. That's what I was trained to do was to teach music education. I am not a feminist. I am not a gender study scholar. I was not trained in that. From their perspective, it's as simple as that. You're asking me to teach about something I don't know about. My response is always, what if this is what your students are drawing a connection in music? What if they're asking a question, like, why don't we really study any sort of women composers? Why are all the composers that we sort of document? Do you feel like you have to have an answer to that? Or do you feel like Beethoven is the curriculum? Your focus should be on Beethoven. But I think that's the attitude of many educators is that they're trained in particular areas. They teach in those areas. Maybe they do a good job. They follow the curriculum and they try to stay in their lane. Somebody might say, I'm an organic chemistry teacher. What does conflict in the Middle East have to do with me teaching organic chemistry? I'm teaching a periodic table. Why do I have to know about George Floyd? I think these are important questions. I think what you're asking is really important. Whose responsibility is that then? If there is a very specific curriculum that needs to be taught and teachers feel responsible to parents or to their employers to get through the curriculum. And they've got these, as Theresa mentioned at the beginning, very disruptive kids in their class and they're just trying to get through the day. So you push maybe somebody out of the classroom so you can get through the day. I don't know if you're going to have any space to do that. I don't know. That's the problem, right? Like you said it yourself, we have to get through the curriculum. I have to get through the day. I have to grind it out. And that's what has unfortunately become our education system because of neoliberalism, because of capitalism, right? Because our economic drivers need certain workers. So we have to push kids through. And you hear that especially in Alberta when we have our provincial achievement exams, teachers have to focus to the test because there's questions about my performance if my class doesn't do well. So these are things we also need to talk about is how the system has really burdened our educators. So that way they cannot say like Lance was talking about maybe as a music educator, I want to step back and look at some different musicians, but I can't, right? So therefore, I just need to stay in my lane. I just need to do my job so I get paid because I have a family too. But that's where we need to call into question the systems. And then it comes back to why we're here when we talk about the rise of white supremacy in Alberta, the Take Back Alberta movement. Some of those folks populated our school boards as trustees. Monique LaGrange was recently removed from her post for her homophobic comments. So we have those folks who are in charge of our system, which adds to the fear of our educators being able to have these conversations and step outside of their lanes. It's not just the educators here we need to implicate. It's the government, it's the systems, it's the ways in which education has been designed in our country. And we need to recognize that we got inclusion wrong, right? And we need to change. We really need to open things up and perhaps use this time. I remember when we came out of COVID, when I was teaching in the graduate programs, I had some principles for the people who can actually make decisions. I said, when we came out of COVID, you have the real benefit of changing the way you do things, right? Focus on mental health, focus on wellness, focus on the human. Instead, what did we do? We focused on this mythical thing called learning laws. We focused again on literacy and numeracy. That was the moment we really could have shifted our system because nobody would have disagreed with you that focusing on mental health and wellness in our education system is not a bad thing. Yeah, yeah. We've been talking about the values of the far right. We are talking about white supremacy. And I think that in some ways you'd think that we're talking about white boys, for example. But the examples I think Lance, when I was speaking to you earlier, they also involved brown boys. Maybe you can tell us a little bit about those examples from the transitional year program. Just white supremacy or patriarchy or normativity reside just in North America. They're all around the world, often a part of the dominant ideologies of many societies. And we need to understand that. It's a transitional year program. I've been here six years.  You can't do a glare and look like you're going to assault someone. That's scary for a lot of people.  That sort of thing makes a lot of people feel unsafe. So we've had a lot of like gender relations issues that I feel committed to as a sort of pro-feminist educator, opening the floor and having a space to have a conversation. I do want to hear what they're thinking. I want to know like why or even this flirting and the way you were doing it. I know you were like you were just being friendly, but it's actually inappropriate. And it would be considered a form of unwanted attention and therefore harassment. But I feel like we have to have these really explicit conversations in part because no one's necessarily having them.  Just this semester, someone cited Andrutate as like a source of like authority on the issue that we were having. And I was surprised about that. I didn't assign that. I've never spoken about that. Part of me wants to just shut it down. We didn't read or we're not talking about Andrutate, but actually try not to do that. I try to more just engage with the ideas like why this person spoke to them, like what is it they're trying to get across in a way that is as safe or mindful as possible. Does this exist for girls too? Like is there something happening with girls with the swing to the right as well? Or is it mostly we're talking about boys? I do not think there is general agreement that we should blow up our existing patriarchal gender system. For young women, I was like make way for the femme boys and men. Are you ready for that? And a lot of them are like, no, I don't want that. Or make way for a different way of thinking about marriage. And I think one of the big ones that we'll struggle with today is a whole even idea of sort of men as the provider period. We're not beyond the idea that sort of women should give up their careers and just be stay-at-home mom. And I think girls coming up are continue to struggle with those. I don't think any of those issues are over. And I think those are apart or intersect with a lot of these far right ideologies. This very narrow definition of what it means to be a man is basically what you're saying. Girls too, or what it means to be a wife. I think that's also the conversation. And that's perhaps why we aren't necessarily having these conversations. Because education in the classroom is still a female dominated space. Like in Alberta, 70% of our teachers are white and female. Women need to recognize that we need to change our understandings of what it means to be a man and what boys mean. It's not just the boys that need a new language. We also need a new language. We also need to do the work about what it means to be a man and what types of things we value and what types of things we expect.  The way that boys feel they need to present themselves in the world. And Teresa, you do a workshop with actual masks. Yeah, I do. Can you tell us about that workshop? Yeah, so I found it from that movie, The Mask You Live In, where they take the mask and on the outside you put what you put out to the world. And then on the inside you put how you really are. And I've done this with hockey teams. I've done this 70-year-old men down to younger men. It's always the same narrative that the mask they're putting on is inhibiting the person who they really are. And some of the masks, when I look especially with the hockey team on the inside, they write that they're bi, that they're queer, but yet you can't still come out because that's not normal. And I think what we need to recognize is the masks that men put on because that's what we expect. And then on the inside, that's where we need to create space for boys and men to have a conversation about how these narratives were actually causing them harm. Lance, when Teresa was talking, you gave such a deep sigh. I feel like there's a story here. We want to focus on schools. I don't think teachers either in their initial teacher training or in their sort of continued professional development are given a lot of tools about how to have these conversations.  What does that mean? And you write all those things down, then you have a conversation, where did you learn these things? Where did it come from? But what it does is it surfaces or makes more visible some of these dominant gender ideologies that we have. It also allows you to talk about where it comes from. You get to learn implicitly that it's not just born. These are actually things that we learn and these are beliefs and ideas that are created in our interactions and like in our everyday living. Those sorts of approaches to teaching, those sort of resources like training how to do that need to be more prevalent in teacher education. I feel like children and youth are eager to discuss these things and just ready and want to. But we're not providing space to even have the good conversations about it. Instead more focus on like maintaining their innocence or protecting them from particular ideas or even protecting them from some of the nastier things that Donald Trump has said about women. There's just a lot of protecting and shielding. I think we need to foster more sort of critical resources, approaches that really allow young people to have them make their way and make their decision. How are they going to deal with this in the world? Lance, you said educators like yourself, like myself, I think some of my colleagues, the risk is there for us as well, right? In our post-secondary institutions. Sarah Ahmed talked about when you name the problem, you become the problem. There's a risk for us as well. But I think we need to have these conversations. We need to open up these spaces because the risk is boys and men have a higher rate of suicide, gender-based violence, the number of LGBTQ kiddos who are homeless. These are real issues we need to talk about, not whether or not two plus two equals four. Yeah. We're talking about in some ways theoretical solutions, but also practical. And I know that there are so many teachers who might be listening to this conversation who are really struggling in a practical way. Can we spend a few minutes talking about some of those practical solutions? Lance, you want to start? We need to foster a kind of teacher education and ongoing professional development where everything is not handed to our educators, cookie-cutter. But if they are empowered to feel like that they can go out and do more research, like do gather resources that they own of things that are happening in the context of the classroom, their issues their students are facing, and be able to incorporate that or learn how to teach about that in their context. And therefore, we can't look at their success only in terms of the test scores that come out of that. We have to have a broader view of success. Some of this sounds maybe idealistic, but I actually feel like it's incredibly practical. But it's rooted in a particular value and belief about the nature of teaching. We are not just preparing students for jobs or to do better on tests. We have a larger role to provide an education that fosters them to be good human beings, equity-minded people that's not built on maintaining a kind of domination based on race, based on gender expression, based on being able-bodied. I feel like that's the role of schools too. That's the role of us as educators, that's what we're striving to do to be a little bit more anti-oppressive in light of fostering education at that. Maybe that's a little on the philosophy side, but I think it has real practical implications. And I would just add, it almost is simple of just shifting our focus. What does success look like in our classroom? Is it that everyone gets an A, or is it that everybody comes to the classroom with a full belly? It's just shifting our expectations not only for our students, but for ourselves. And I think the biggest thing educators who are doing the best you can, right? And you need to shift how you approach your students and yourself, and you're not going to tackle poverty, say, in a social studies classroom. But what you are going to do is open up awakenings to different experiences of poverty and shifting, for example, the narrative that being someone who's poor is lazy. But it's really what does success look like? And thinking, when people ask you, what do you do? You say, you teach. What do you teach? I teach science. How about you teach children? Reading Paulo Freire's pedagogy of the oppressed. I think every educator really needs to read that because we're not teaching these vessels that need the curriculum indoctrinated into them. They need to, like Lance was saying, understand critical thinking, understand the ways in which the world is an ecosystem. Because while we're having these conversations about how horrible we are to each other, our planet's on fire. We need to start talking about climate change. And when you want to talk about controversial topics, that's a controversial topic in our province, right? We need to finally get to this point where we respect each other as human beings. And how can we work together to really care for each other and then nurture this planet? But I think as far as practical solutions, it needs to be organic. And teachers need to recognize that they do have the autonomy and control of their own classrooms. And they can respond in ways that perhaps best fit them rather than a canned program. And one thing I just also don't want to leave out here, parents are educators too. Parents don't know everything. Parents don't necessarily understand everything. And they may need assistance and help too. I think we also need to engage more restorative practices in our schools. I think we have to have more ways of using circles, restorative practices to understand what the harm that has been done, have the parties able to communicate. What happened and have us come to some sort of repair or resolution of those relationships? I think we need to focus more on figuring out how to do that and get the skills to do that. There was a story, I can't remember when it was, but it was in Chicago at the height of a lot of the gang violence. And there was a school principal who, that was their response, get the boys out. We don't want violence in the building. We need to keep our school safe.  And that was when she reflected. She's like, I'm not helping these kids. I'm pushing them out into the places that I'm trying to protect them from. And so they engaged in it with that district, restorative justice, where they weren't putting these kids out onto the street.  And I think that's like what we need to do. But again, our schools aren't set up to have dialogue. There's not enough time. They're over cramped. They're overburdened. Class sizes are huge. And again, it comes down to how the system is designed. And we need to really look and challenge those politicians and those people who are in positions of power to look at what's happening and say, okay, we need to address class sizes. We need to address the teacher burnout because teacher burnout, it's because they're dealing with all of these topics and they don't have the support they need to do it. Our educators are in those classrooms. And they are, I believe, doing the best that they can. And tomorrow's a new day. There's many of us in higher education that are trying to work to make it better. But you can only do the best that you can really. Yeah, it's hard out there. Yeah. There's power in resistance. And for educators in the classroom, it's time to have these conversations. Thank you so much for being with me today. I really appreciate your time. Thank you. Take care. Thank you for having this conversation. Thank you for listening and thanks to our guests. I feel like I'm walking away with a little more empathy for children after this episode. Teresa and Lance both understand how hard it is to be a teacher. But they're also saying that children are not immune to real world politics, that shielding children from these conversations doesn't help. And teachers can be part of the solution by simply inviting their classrooms to have these difficult conversations. I'd love to hear from you if you've got resources to share or if you've been struggling with the same issue. You can find me on Instagram at Don't Call Me Resilient podcast or email me at dcmr at theconversation.com. Don't Call Me Resilient is a production of The Conversation Canada. It was made possible by a grant for journalism innovation from the Social Science and Humanities Research Council of Canada. The series is produced and hosted by me, Venita Srivastava. Our associate producer is Ataka Kaki. Kika Chi Meme is our student producer and she especially helped with the production of this episode. Rematula Shake does our sound design and mixing. Our consulting producer is Jennifer Morose and Scott White is the CEO of The Conversation Canada. And if you're wondering who wrote and performed the music we use on the podcast, that's Zaki Ibrahim. The track is called Something in the Water.


Good morning, everyone, and welcome to the SoxWish Show Market Review, the QQQ. I thought I would do this today, Monday, November 24th. I think it's really important to look at the market every day if you are in the market, if you are a day trader like me, or if you're an overnight trader, a swing trader, it's so good to look at the market each day, see what it's doing. And I decided not to trade this week because it's a holiday week and I thought there would be very low volume in the market, if any, and not that many gaps to do, which is what I focus on. But I did give up this morning and want to look at the market because of the way that we closed on Friday. Now, let's review Friday. Friday we came in, and I know people shorten this market Friday because I can see the red in the bar. Some people did some profit taking, which is why you have the red, and then there's people that are desperate, dying, can't wait to short this market, and it makes absolutely no sense whatsoever. But people that miss this bullish move and who are really want some kind of volatility momentum are trying to grab it by doing shorts in the market. And so people shorted this market here on Friday. But the correct way to play momentum is to go with where the money is flowing, and the money isn't flowing in any regard to the downside. So therefore it makes no sense to short. So what people are doing is trying to guess the top here in the market. They've been trying to guess it for months ever since the summer people have been trying to guess the top in the market. People thought this was the top, and they thought this was the top, and they thought this was the top. An extended gap up that people were calling was novice as an exhaustion bar. I don't even know what they were saying. Anyways, none of that turned out to be correct. What did turn out to be correct is markets continued higher exactly like I said in the exact form and fashion that I said. And when I sent the email out to everybody in the room yesterday, I warned everyone in the room that if you trade this week alone without me, keep in mind that the market is bullish, bullish, bullish, bullish, bullish, bullish. So the market's bullish. It's gapping up this morning. This morning, number 104, it's fantastic. It's absolutely fantastic. My call on this market has been fantastic. And I did say last week in a video, this is going to be one of the best calls I've ever, ever made so far to date in the lifetime of the time that I've traded because everyone keeps saying the market's going to crash. I saw something else on the internet over the weekend, some huge big video by somebody, somebody who's somebody saying the market's going to crash. It's not going to happen. It is not even remotely going to happen. When I was teaching the class this weekend too, I realized this, and I said this to the people in the class, think about this. I love to short. That's what I do all the time. Now every once in a while, I go long, but I love to short. And I'm really good at going short. I'm the best that there is at going short. And I'm teaching people how to do that too. Now a lot of traders don't like to go short, they like to go long. Some people that trade do go short, but that's all that I do. So I'm good at going short because I can spot weakness. I really know what weakness looks like. Okay, that's how I'm good at determining when something's going to fall on the day and I get the stock right into the open, right into the open of the stock of the day to grab it at the best price possible for a drop. So I'm able to predict what something's going to do in a stock to short it before it goes for the momentum move. And it's because I know how to spot weakness. Now, if I saw weakness in the market, if I'm a person that can read weakness very well, which I am, then I would be saying if I saw weakness in the market. So what's really interesting, this is what I said in the class. Now think about this, if you understood what I do, whether you took my class or not, or watched 100 of the 600 videos I have online, you know that I love to short, okay. Now, if a lady that loves to short is calling this market higher and saying that it's not weak, what would you think? Okay, so I mean it's just like, you know, if I'm the person that knows how to spot weakness, a person that's an expert in spotting weakness. And I am saying that there's not weakness here, true weakness to short into. And in fact, I'm saying the exact opposite that the market is higher. What, if you put two and two together, what conclusion would you come up with? Hmm, the market's higher. But, you know, it's how I'm reading it here that I know that in the gaps. That's how I know the market's higher. It's power money that's coming in here, buying this market, I mean, just fantastic. And I said 210, 212 in the spy before the end of the year. 110 in the QQQs for the end of the year almost popped over 105 on Friday in the gap up. In fact, pre-market Friday, we might have done that, let me just look. Yeah, we didn't, but we got close. Anyways, today is Monday. We're going to be bullish on a holiday week here with not that much volume, I don't think. But the numbers that I said are going to happen before the end of this year for the QQQs and they could change it could be even higher. But people are not going to stop shorting this market. This market won't make another new high here after the red bar from Friday that people shorted. And then they'll get popped out of this. Once we get over 105, well, the clear path I think I'm seeing to 108. 108 is the number that is once we get over 108 will really lift the QQQs up to the new high. And I just don't know how fast it happens. So what I'm seeing here, and I said this in the other videos, I'm just going to say it again, is that the market is bullish and it's higher. And 2015 is setting up to be an extremely, extremely bullish year. And could be actually one of the most bullish years this market's ever had. I'm actually seeing this down is that 2015 could turn out to be one of the most bullish years the stock market has ever had in its lifetime. In fact, I think that's how it's going to play out. I just realize that now. What I'm saying is the exact opposite of what everyone's saying out there. But everything that I've said is going to happen so far has turned out to be including the swing trade letter call I gave back here when I decided to do it. To buy the market here, which did go already to all the targets. So I think that it is very important to understand why you're taking a trade. You cannot guess when I say something's going to happen. I'm not guessing. I'm predicting by reading the price action. That was another thing when I was teaching the class over the weekend. I was trying to explain something that was in a flat PowerPoint that wasn't moving because the market's not open on the week. And I was trying to explain how something acts in a swoosh. I was trying to explain it in the class using my words to explain what this looks like when it moves. And that's what I see when I'm reading price and I'm seeing that something's doing something. I'm reading how it's acting when it's alive, which it's not alive in the weekends. But even here, this market, like I'm watching this every day when I trade because I'm in the market every day. Now I'm off this week. But I'll probably look at the market every day this week just to see how it acts. But when I was watching all of the trading in here, all every day, when I would be watching the market, that's how I can tell. I can tell when something's lifting or I can tell when something's falling. And that's how I can tell. I can tell when something's getting bought or I can tell when something is getting sold off. This is not institutional selling that came into the market on Friday. It's not. It is some people trying to short this market and taking some profits out. And traders making attempt to short it. It's not going to go anywhere. It's not going to go anywhere. And that was the other thing I said to the people in the room. I said, if you see any red in the market this week, it's a mini. It's a mini red. It's a, if we even pull in at all, which I'm not even saying we're going to do, I'm not even saying we're going to do that at all right here. But if you even see a pull in at all or any red, it's a mini. It's a mini, a mini pull in because we're not going anywhere right here. The proper way to read directional bias in trends and stocks is gaps. And I'm very good at reading gaps. And I'm reading the price action when I look at the gap. And then I look at all the 26 points which I, which I rate something just like I do with the stocks I trade or and what I teach people in the class. And you could do that with the market. So this is once again, just confirmation here to see the market gapping up this morning, after the red bar from Friday, after people tried to short this and made an attempt to do so. And probably spent the weekend excited thinking that the market was going to come in hard to some crazy number, but it's not going to do it. This market is strong. It is going to continue to be strong. All the stuff that's on the internet that people are watching or reading or seeing, they're just guessing when they're saying the market's going to crash. This market doesn't ever have to crash, by the way. It doesn't ever have to do anything bearish ever again if it doesn't want to. Now, I'm not saying that's going to happen, but I'm saying right here. For 2014, the market's going to close into the end of this year, strong. And into 2015, make a leap that is going to be probably one of the biggest moves the market has ever made since it's very existence. Since the start of the US stock market. And I just really actually solved that today. But I did see that 2015 was going to be a big, big, big, big, big, big bullish year, far surpass what anyone thinks. And part of what's going to create that to happen is because people are still not give up on shorting this. And every time people short something, they have to have an area where they're going to take it out. And when you exit a short position that presents covering, which creates green, which lifts then the people that cover the short position through the price. And then you have the buying that's lifting the market anyways. The smart money, you want to call it. Power money is what I call it. That's buying into the market and lifting. And that's why this is not institutional selling because more power money came into the market here. This was new buying that lifted this market in this area right in October. And they are in for the long haul. They are not in for a day or a week or three weeks. And they're not going to get out. They're in for the long haul. And the reasons why, what, it doesn't even matter. You don't even need to know that. If you know how to re-gaps the way that I do, you know how to reprice action, which I do. I just read on the live day and I determined what it's going to do. The fact that I can see what something's going to do so far in advance is experience and just understanding how money moves, I guess. It's just how I understand how money flows. I understand the flow of money in the market. And that's what allows me to see things far, far in advance, like I'm seeing for 2015. And like I even saw for these targets here for this market to hit this in this calendar year, some of these numbers, because these numbers really haven't been around for that long. So for everyone that missed the bullish move, you didn't really miss it. The market's going to run. So you got two options here.  It's still going to be a huge risk to a trade to go along this market because the move it's going to make. If you're waiting to buy in a pullback, it's probably not going to set up right now. That's not to say the market won't pullback before it goes higher again at some point, but I don't see that happening here right this second today or tomorrow. And people love to buy pullbacks, but I don't really think that's the correct way to buy anything. Actually, I know that it's not. So people are waiting for that. They're going to probably attempt to short because they missed the buy. Wait for the pullback. It doesn't come. Flip-flop back and forth between going long and short. People are so confused about what to do with this market, except for me. I'm just every day get up and I say 100% conviction. No chance of failure. It just continues to fortify my conviction. The last month, two months, the way that I've called this market really the last year or more, but really the last month that I've called this market has fortified and strengthened my own personal conviction in gaps in what I know in golden gaps and rating gaps and my own read of gaps in a way that I can't even put into words. I cannot even verbalize how much this has strengthened my own conviction for my own personal level of what I'm going to do with my career and my life here, because this was an outstanding call. It's nowhere near over. It's going to continue. The market is higher. The market is not going to crash in 2014. And I don't even see that happening in 2015. And it's just going to hit a crazy number next year, too. So people that are thinking that they missed the long, they have not missed it. This isn't the perfect entry price, but it's still very good to get a move. What's going to happen is that people are going to have sold out of stuff that even think the market's higher, wish that they wouldn't have, end up getting back in. This is all going to transpire then in 2015. And all of that, there's going to be so many things that move the market higher next year. Buying that's going to come into the market, which I see setting up right now that's going to continue to come in. Shorts getting stopped out because people keep wanting to guess the top of the market and think it's extended, which is no strategy to play into. That will lift the market higher. People that sold out of stock positions anytime between now and first quarter of 2015 are at some point in 2015 going to be convinced to buy back in, realizing that they should never have sold out of the thing that they were in in the first place, whatever company it was, the market, whatever. Buy back in that that buying, which it would be retail buying, institutional buying will lift the market higher. All that there's going to be so many things setting up that's what's going to make it go to this crazy, crazy number I'm talking about. It's almost like everything. Everything is actually, you know, listen to this. Everything is setting up so clearly for the market to run crazily higher that it's so ridiculous that anyone is saying that it's going to crash. Everything is setting up for the market to run, run, run, run, run, run. And there are so many people that are out there that's saying the market's going to crash, which to me is absolutely insane. Because there are so many things setting up for the market to run. And remember when I said a little bit ago, I know how to read weakness. And I also know how to read strength. And I'm really good at reading price. However, I am an expert in reading weakness in charts. And if I short every day and I know what weakness looks like, and I'm not, I'm saying there is no weakness in this market that's not going to commit and crash. Okay. So think about that. So in a clock Monday morning, have a great week everyone. I don't know if I'll do any more videos this week or not. I want to relax and enjoy the holiday and my week off. Have a great day. Happy holidays. If I don't do any other videos, happy Thanksgiving to everyone. I might do some more videos, but no guarantees here. Have a great week. And if you're interested in more information on the next Golden Gap class, I'm doing one more this year, December 13th and 14th. If you want to learn how to trade for 2015, that's going to be a very good class. Saturday and Sunday, December 13th and 14th. Email me at Melissa at thestockswish.com. Have a fantastic week everyone. And happy Thanksgiving.


Let's make this one pot stovetop Nashville fried chicken and I'm using my newest kitchen up session this 3.5 quart LaCrusse braiser in the color sea salt. We'll start by seasoning chicken thighs with flaky sea salt and black pepper. Lightly fry the chicken while it fries. We'll whisk together a spicy glaze with cayenne and brown sugar and garlic powder. Sear the chicken on both sides and then we'll bring together our rice. Pickle juice is the secret ingredient. Season with sea salt, add your pickle juice and return the chicken to the pot. Brush with our spicy glaze, add the lid and let it all simmer away until the rice is tender. Add more of that spicy glaze, sprinkle with fresh dill and this is dinner you guys. Bright, spicy, super satisfying. You have to make this tonight.


You probably know the large hydrogen collider over at CERN. We heard quite a bit of it in the recent talks. This time, we will have a deep dive into the infrastructure. You can assume over the next speakers are doing a great job. Basically, it's pretty obvious because we're not stuck into a giant supermassive black hole. So please welcome, with a very warm approach, Severin Ernst Stephan. Thanks. Thank you. Hello, everyone. Hello, everyone. Thank you for coming. Thank you for coming here. So many people in the room. In the last few years, we had a few talks here on the subject of LHC and the physics that is being examined there. So how physics researches the large data amounts, how they deal with large numbers. Three years ago, we had a talk by Axel about how physics analysis mass of the data. Three years ago, we had Alex's talk. And last year, we took him from Carsten and Stephan. And today, we want to get a little more into the engineers' performance. Stephan is an electro-technician who works in the experimental field. And it's all about the reliability of the digital components. I'm Severin. I also work at CERN. I deal with the machine security. A short disclaimer ahead of time. The LHC is very large and very complex. We try to describe it as well as possible. 45 minutes are basically not enough to describe everything. But we'll tell you something about the sub-systems that we trust, or that we have the most knowledge about. So imagine the accelerator. Imagine you wanted to build a speedometer. What doesn't work is the size of the LHC because it has 30 kilometers in diameter. But there are three basic challenges. First, you have to accelerate the parts. Second, you have to keep the parts on the circuit. And last, you have to make sure that the parts in the accelerator are not accelerating what they shouldn't. So the solution you found at the LHC is a acceleration mechanism that is based on radio frequencies. You have superconducting magnets and you have superconducting magnets. And in order not to get collisions that you don't want, the parts fly in the vacuum. A short overview of the CERN itself. Many of you know that the CERN is in the vicinity of Genf, in the southwestern part of Switzerland. If you zoom in a bit, you can see the red circle of the LHC which maybe serves as a perspective that up there is a airport with a runway length of three kilometers. That's the Genfa Se. And at the back you can see the Mont Blanc from the CERN. If you zoom in a bit more, you can see the very big collider of the LHC. A little bit smaller on the other side. And in the big one there are two campuses, one in France and one in Switzerland. There are additional points. If we go through it briefly, we have the first one. This is the Atlas Experiment. This is one of the big and the opposite side of the LHC. On the exact opposite side you have the CMS. A little bit smaller, that's Alice. That's built specifically for Blythe ions. Another one is the LHCB Experiment that is specifically for non-symmetric physics. That's probably what we know about it. There are other LHCF, for example. It's about the front strung particles that are formed in Atlas. There's the Totem Experiment, also forward strung. Sorry. We have Moodal, a two-dimensional experiment at the eighth point. Totem at the fifth point. And a very new experiment now called Phaser. And it's just being built and it's probably going to be in operation in 2020. Where it's about forward strung again, where it's supposed to be detected by neutrinos. In addition, the accelerators come in place themselves. And here's a beam dump, where the particles are dumped when they're supposed to come out of the ring. And in addition, it comes in at point three and seven, a point where simple generation service is done. So at point four there's the linear accelerators. They're relatively old. On the left side you can see the second generation. It's one of the older linear accelerators. They were used until last year. They're out now. And on the right side are the newer linear accelerators. The linear accelerators can better accelerate. Then we have the PSBs, the proton-synchrotron accelerators. You can see two pictures again. What's special about that is that there are four radiation rays. Then we have the proton-synchrotron accelerators. That's the next level of acceleration. It has only one radiation ray. And from there it goes to the super proton-synchrotron, the SPS. And it has a range of seven kilometers. And there we accelerate the particles the last time before they really fly into the LHC. Basically, you already know the different accelerators. CERN has actually even a few more. The most known is the CERN for the LHC-4. But there are a lot of them. There are also a lot of smaller accelerators before it goes to the big LHC. At the moment there is material science, antimatter and stuff like that. Everything is controlled in the CCC, that's on the north side. It looks like this. We have five CERNs that show each other and are always on 24-7. And there the accelerators, the entire energy, the cryonetic systems, and everything are monitored. Everything runs on Scientific Linux. That means it's our own Linux distribution that we use. And of course it's open source. So when we talk about the LHC radiation, we have two radiation. There is one with the clock and one against the clock. And they then collect at four controlled points. Most of the time in the year they fly protons, and then they are left on each other. And at the end of the year, from November to December, we do that with blyon. It's not really about a straight line of protons, it's more of a spaghetti of radiation. That's why there are always bunches. They are then collected. And with protons it's not that much, but with blyons it's up to 10 million at a time. In total we had up to 10 high 6 bunches a year. The LHC itself is 27 kilometers long. On this graph you can see a little bit of it. There are eight straight sections and eight curves. The curves are always there where we have a service area where maybe experiments take place. In this picture it's not so visible, so we have here one more exact thing. This is one of these straight sections where you can see the aluminum foil. There are no magnets around it. And you can see that in the corners there is a big tube around it. It's a very famous picture. Because you have these blue dipole magnets around it. This is a no-tunnel. It has a diameter of 3.8 meters and a range of about 26.65 kilometers. There is a tube in which all the cryogenic is running. So the cooling and the gas. Then we have the magnetic tube ourselves to turn the particles. And then the electrical installation to send electricity and signals to all the magnets. The geography and topography is a bit more complicated because we have a mountain area in the western part. And it's pretty hard. It's of course from limestone granite. And if you had made the whole thing straight, you would have had to dig deeper into the granite. That's why it was decided to put the RC tunnel a bit diagonally. With an increase of about 1.4 percent. The depth is between 50 meters at 0.8 and about 170 meters deep at 0.4. We have already talked a bit about magnets, but we would like to go into more detail. So why do we need magnets? Maybe you have already learned that if you have a magnetic field and loaded particles, you can bend these loaded particles around a bend in the magnetic field. Depending on the load of the particle, we bend it right or left. There are these famous right-hand and left-hand rules. And at the LHC we can't use normal magnets like normal magnets, but we have to use electromagnetic magnets because only these are fast enough to build an electromagnetic field to bend these fast particles enough. At the LHC we see dipole magnets with a field of 8.8 teslas and a current of over 11 amperes. We have two different magnets. We have the length magnets. These are the dipole magnets and we have the injection extraction magnets. These are also dipole magnets, but they are built a bit differently because the input and output must be very fast. They have to be started with a full magnetic field in a few microseconds. Then we have complete magnets and they have more poles and they are used to focus on the beam or to finally focus. In total we have 1200 dipole magnets, 850 quadrupole magnets and then about 4800 with higher degrees. The dipole magnets consist of two lenses. They are used to bend the beam and in the middle of the magnet you can see that there is a hole and then there is a metallic structure around it and next to the hole there are these two metal blocks that are formed around it. The magnet length is about 15 meters and the manufacture precision is about 1.5 millimeters. The four pole magnets are basically basically equally charged particles and then the particles that are like equally charged particles and then we could just hit the beam and we could maybe do something and then the particles that touch the edges and so we can use these four pole magnets to focus a beam or to finally focus. The quadrupole magnets mean that you have four magnets, four poles for these lenses. To go a little bit into detail about focusing and finally focusing there is a very normal unfocused particle current and that's why you go through the first quadrupole magnets and this is only done in one axis. That's a little bit of a problem. So we don't have any focus in one axis and in the other axis we have an end-focusing aspect and then we need a second focus magnet to focus the magnet even more. And here in the middle axis you can see how the beam looks like. Here you can see on the left that he has an unfocused beam and that he is then focused in one direction and then he is focused in the other direction and so you have to use several four pole magnets to effectively focus the beam. In the LFC magnets we have very high current we need this current because otherwise we wouldn't be able to bend the high energy beams and if we were to use normal cables it wouldn't be possible to build a magnet so we use materials that are called super lighters because they have a very good effect that they have almost zero resistance at a certain temperature point and if you reach this point or a lower temperature the current can flow through the material without any hindrance. For this we have to cool the magnets but what is difficult is possible and on the right you can see an old plot from 1911 in Denmark where a researcher named Heike Onnes examined the super light effect and found out what was the temperature needed for the super light. To show the difference between a normal cable and a cable you can see on the right that would be the amount of cable that you would need in a conventional copper to direct the same current as the superlighter that is up there and that's why you can see why we use superconducting cables. This material is basically used to operate a special core and we use 10 Kelvin and for our application we use minus 1.9 Kelvin. So. Sometimes the conditions of the magnets change and then there are small vibrations and sometimes there are too high currents and what happens is there is a quetch. We can see that because when there is a quetch the resistance of the magnets changes and we have a special electronic like this on the picture and with this system we measure the resistance at different places of the magnet and with an FPGA we measure it and then trigger an interlock which you can imagine and then there is a cable that goes through the entire cable there are thousands of switches and now that one of these systems is on then the entire machine so the entire speed ring is switched off and then of course the entire energy from the magnets and the electronics and for that there are the source resistance which you can see on the picture they are cooled in oil they are about 4 meters long and if it really comes to a quetch and through the resistance of the entire resistance then they heat up to 700 degrees Celsius and it takes a few hours until they are cooled out again and of course there are so yeah voltage voltage the problem with the power converters is that they to measure the current you have to in the right direction the current measurement must be very exact and have a very exact stability here you can see that in the 24 hours that they measure they can only have a deviation of 5 ppm that means 65 milliampere at 3000 13000 ampere current for that we had to build our own ADCs analog digital converters that can have this precision and the whole thing must also be placed in a very precise temperature controlled environment ok, cooling we have already told that we use super-cooled magnets and they have to be cooled our super-cooled magnets at the LHC have to be cooled down to 1.9 degrees Kelvin and when we start the LHC we cool down liquid nitrogen down to 6000 tons at a temperature of 80 Kelvin then we cool down the magnets down to 1.9 degrees Kelvin with the help of 140 tons of liquid helium to compare the space has a temperature of 2.7 degrees Kelvin that means the LHC is much cooler than space every magnet has to be cooled down for about a month and the 15 meter long magnets need to be shortened to about 1 millimeter at every of the 8 points of the LHC we have compressors that cool down the helium and when we have the compressed and cooled helium, we pump it down and with a helium it has about 4.5 Kelvin and down in the tube we have another compressor that then cools the helium down to 1.8 Kelvin so that the magnet can actually be cooled down and the interesting effect is that at about 2.17 Kelvin the helium superfluid that means that the helium can flow everywhere and it can even flow against the gravitation and that is very practical because we use the we use the liquid helium the advantage is that through the through the angle that the LHC has so it is straight in the mountain that the helium can actually flow up we sometimes have to pump the helium even against the gravitation and that is something we have to pay attention to because the LHC has such an angle that we basically get an idea of what we have for problems at the LHC and everything we have done was to deal with how we get the radiation through the radiation and now there is another problem namely the acceleration and with a big synchrotron like the LHC we want to make a short summary about the beam we said the LHC comes in bunches in packages with about 100 million protons and these bunches have a distance of about 25 nanoseconds when they fly past each other and the results are the tasks of the radio frequency system the bunches the packages of electrons are closely connected and the second is of course to accelerate they are directed into the accelerator with 450 giga electrons and then have to be accelerated in the accelerator you can now as a fast-changing electric field and these waves are directed into a so-called cavity and in there the field changes very quickly this RF signal that changes with the electrons with the bunches and with that the electrons the positive bunch are directed into the negative field from the positive and are tuned to the speed with which the bunches run through the LHC that means that the bunches that are too slow are a bit accelerated because they are too late and the bunches that are too fast are slowed down we call that longitudinal focus and that would be very inefficient if we would change the field for every bunch of electrons that's why we do 10 times that means the frequency is 10 times higher than the time to fly through the cavity and the bunches get much tighter and the focus is better here you see one of these cavities and how they are built in the tunnel 8 of these are used per strand and these are the things that are used to get the energy into the strand super light to reduce the thermal stress and they have to be built very precise and there is very small build tolerance so that everything is very exact the second thing you need is a source for the high power radio signal that's used to high power radio radio signal and each of those this clustron produces 300 kilowatts power and then you have a huge power because your radio has only 300 watts in total you have 16 of these clustrons that deliver a total power of 4.8 megawatts which are needed to accelerate the radiation in the NAC if we look at it and we solved one of the problems, namely keeping the particles focused and the frequency on a certain frequency then the particles stay together so if the particles are in the NAC then the frequency has to be increased slowly to increase the frequency the particles will be accelerated but this change is very very small sometimes it's less than one in one thousand and that's why the energy is slowly going up until the maximum energy of the particles is reached which is needed for the collision of particles now of course the question where does the signal that the frequencies that accelerates the timings the radio signal originally comes from a faraday kefi a very special scattered area and from there it is distributed to the lower level radio frequency for example the cavities and the clustrons and different methods to produce are used sometimes a proton bunch moves over a certain position of the LHC and then the other thing that you can observe is that there is a rotation clock which indicates that an orbit is filled so why is that now an important piece of information but when you look back at this picture that Serbine already showed about the accelerator complex the big complexity that all this creates is the synchronization of all these machines you just have to think that some of them fly around the LHC and then some of them are being added again and again and that's why the different accelerators have a synchronized time system to be able to synchronize the injection of new particles in the LHC so it looks like a time distribution system it's a very small section of it but it shows that there are huge spaces that are only there to distribute the right time to all parts of the LHC and the accelerators and if you think about it future colliders bigger colliders will need more time equipment and that's why Serbine has developed a time distribution system that is also open source and free for everyone so if you're interested but not only the accelerators are interested in this system but also other parts of the accelerators but also all experiments are interested that there is a certain time so you know why and especially when which collisions took place when the bunches flew past the experiment that they can control their tracking in a time axis and which events when the storage and processing pipeline took place so let's go to the acceleration and timing and now we come to the third problem and that is that the particles have to be protected so that they collide and we need the vacuum system again it's not as easy as a vacuum chamber but there is not only one vacuum system but there are three vacuum systems at the LHC the first two are maybe not so interesting the first are isolation vacuum systems they isolate especially thermally the magnets which have very low temperatures from the surrounding air to prevent them from heating up too much and exactly the same applies to helium tubes which are also isolated and the most important thing is the radiation vacuum that's probably the most interesting the tube in which the particles fly that is a picture of this tube where the particles fly and if you ask yourself if you want to make sure that there are no unwanted collisions how many molecules can be in there and typically a beam lifetime basically a beam lifetime a time of lightning so how long can you keep the particles in a circular run without them jumping up and destroying and as a time value the lightning should be running for about 100 hours without giving the requirement and that's why there are 100 femtobar air pressure in there to reach this level of vacuum you need many levels and many components to reach this vacuum so the original vacuum in the radiation tube that's running there has a total volume of about the Notre Dame church in Paris and we use turbomolecular pumps to get the air out and then you need more mechanisms because these pumps can't reduce the pressure and that's why we use a clever trick namely cryo pumps the outer tube of this radiation tube is where the extremely cold helium is pumped and what that does is that it leads to an effect called cryo pumps that means any molecule that hits the hill condenses there immediately and is then automatically removed from the atmosphere in this tube and increases the quality of the vacuum and with this help and some clever coatings of the tube you can reach the vacuum level that's needed to carry out these experiments a problem that's been solved here is that it creates a problem and that's the synchrotron radiation in the vacuum is an effect when you bend a part of the radiation then then it can happen that if an element hits the tube then there is no molecule and it goes back to the vacuum and therefore the vacuum gets worse another problem is that the synchrotron is also that there is a lot of heat and it creates a lot of heat and that leading over this helium is not that efficient to cool the helium is extremely energy efficient and therefore we need extremely much helium we need about 1 kilowatt of energy and we have another part that's called the beam screen the radiation and it also runs along the radiation and it heats the synchrotron of the heat and this tube is only cooled to about 20 Kelvin and that's much more efficient to cool the helium and the steel tube is about a millimeter thick and has pump holes where the hydrogen molecules can go through and inside it has a copper coating that is used to reduce the electric resistance which is necessary so that the radiation that would otherwise happen in this tube would increase and that's why there is so much engineering work in there so after we have talked about all the things that are necessary to bring a radiation we can now talk about the radiation and the instrumentalization of this radiation even without going yet even if we don't take care of the collisions the first thing you need is a part with which you can control the radiation and influence it that's called beam, so radiation cleaning you have to say that the radiation is never really super clean but it always travels with a halo of particles through the accelerators and these particles around the radiation and remove because they can produce these collisions in the magnets there are such slots that are built in two places in the LHC these are vertical and horizontal and you can switch them and that's why you can remove the particles that you want to remove and influence the beam and this can continue to circulate in the accelerators then there is another open topic when you operate a beam accelerator then you would like to know how the quality of the beam is and you need that to achieve the best performance because if you don't know what the current state is and the easiest measurement that you can do is the radiation it's something like the brightness, the intensity of the radiation and you want to know how much is flowing through the accelerators you use the same current to the same current converter and the particles that are flowing through create an induced voltage in the measuring device and you can measure the device is very big because you want to measure everything with this device from the smallest intensity in the beam to the highest performance with as many particles as possible to cover the luminosity the second is the luminosity measurement and the luminosity is the size with which you measure how much radiation is this measurement is used to optimize the injection rate for the target and for the interaction rate of the different experiments to match each other so it helps you to improve the statistics of your data and also you have to measure the angle in which the radiation is flowing and this angle is very small and that's why we have to measure it very precisely because it's less than a thousandth of a degree and that's pretty impressive because the principle of this measurement is pretty simple that's the second and the third would be the position measurement of the radiation because we want to always know where the radiation is at any time we have to measure it to influence it that's why you use the radiation position monitors you can see here these are capacitive sensors they have four points on the top left and on the top right they are distributed at a thousand places in the radiation and then they give a feedback to influence the radiation with the magnets you have a device that tells you where the radiation is and then you want to know how the intensity distribution is when you cut through the radiation where is the radiation strong and where not we use two different systems one is in X and Y once in the cross-section you can see through wire scanners very thin cables that run through and with this you can create a profile the other is the longitudinal profile along the acceleration axis and that means you can look if the radiation you can see the radiation when it runs through how does it look above that there is the beam loss monitor the radiation mostly all the magnets there is information about the radiation and there is also more than a thousand and the idea behind is that with more than a thousand that you have more than a thousand small interaction chambers where you put the particles and then you have the rain of the secondary particles you use that to protect the system because if there is too much loss of energy the system has to be turned down within a few nanoseconds because of that the accelerated safety because if the radiation would soften then it would destroy the entire acceleration and you would have to rebuild it and what we have talked about is the turning off of the LHC which sounds much easier than it is the last thing we want to talk about is the beam dam a trash can for the radiation and it consists of a cloth of about a ton of copper and if the beam is directed out of the accelerator then the entire energy of the radiation has to be distributed for that this device is particularly constructed there is a kicker magnet which can be turned on within a microsecond in a very short time and then controls the radiation in this copper block and directs the energy if that actually happens it heats up to 800°C and then has to cool down and whether you know or not currently the LHC is not the LHC is not in operation but it is switched off if it is switched on then there is this status which is available on all possible beam dams but also on the internet and there you can look at how the current state of the accelerator and the radiation can also be used to see if you as the operator of the radiation and where you have to go and who has the next layer to show you how it looks right now a black beam dam it is out of shutdown and inspections take place until 2021 you can see it from home because it is publicly available like most of what we do at the CERN and as I said it will not change much in the next year but it will be very interesting to follow how the commissioning of the system takes place when the shutdown is changed if you have the need to come to the CERN we can there is the possibility to visit the CERN the tours are free and you just have to visit the next website and then a appointment I would like to thank you for your attention and yes please make a queue and we start with a signal angel signal angel it is said to be a master red button it is said there was a big red button how often it must have been pressed and he switched it off like a shutdown button I could not understand it so well but I think the question was how often we use the beam dump system to delete the beam L if there is a emergency there are several emergency buttons almost every beam lockout switches the beam switch whenever we have the big hydrogen collider running then at the beginning we have a very high luminosity but after about 12 or 15 hours the luminosity goes down and down and then at some point the operator decides that he does not need the beam and that he will remove it and then he is completely removed and that happens sometimes every 12 hours sometimes every 24 hours something like that microphone 2 4 where does the energy come from do you have your own power we get all the electricity from the French network we get almost all our energy from there that's about 450 kilowatts and then we have our own transformers on site and a small part of the energy comes from the Swiss energy network but most of the time thank you for your question and microphone number one please thank you for your presentation thank you for the presentation the beam can warm if I understand you right then the beam can use a big block on 100 degrees on some 100 degrees heat could you use that as a weapon no, we don't believe we would never think about it and even if we knew it would probably be an impractical weapon but if the telephone is broken again then you can speed it up you said you can stop in nanoseconds you said you could stop within a nanosecond but the beam only moves 40 centimeters in a nanosecond how do you get that in such a short time no, what I said are the magnets that navigate the beam out of the LHC they have set times of just a few nanoseconds and then of course the particles have to have a complete rotation around the LHC to be guided do you have any photos of the entrance of the beam of the beam no, not really the picture that I showed was one of the few pictures that we could find the other one is not really open the LHC that started in 2008 and since then the beam dump system has not been opened because it is completely shot with a lot of stainless steel and that's why there are not so many pictures regarding power supply how do you switch the how do you switch the current do you switch the current or is there a special technology yes, the system was developed by CERN and we develop most of the technology that is so common with us but then for the production we often use the industry and yes, that are most of the classic current converters the interesting thing is that the current has to be measured and that's why we use these DCCTs that were mentioned before and all these control mechanisms that is the challenge you talked about the clock that runs on the left and on the right how can you determine what is the first bunch that is constructed so we don't have to build but it is a constructed idea somewhere here there is a counter that knows how many 40 megahertz clock cycles are a process and it just counts that is not measured with a real marker but there is a structure in the whole beam that is measured with the kicker magnets when they go up you could measure how the particles pass by the magnets but it is much easier to count the time you said you have very precise requirements on the timing clock now what is the question with the distance because of the light speed it is a consideration if we put a cable around the 27 km you have a big delay in the electric signal because of the signal and that has to be calibrated we have to measure that and then compensate for the signal need to arrive at the device is it dangerous to stand near the concrete blocks to the cooling in relation to radiation yes difficult yes it is not recommended it is not recommended the systems there are all very well closed doors with security systems it is very careful that that can not happen the access system is very well structured maybe you have watched the movie angel and demons there is something like that we have iris scanner on many doors where you have to scan iris so that people can get to the places where they are allowed there is a very thorough access control system what is the reason that the experiments are so far away on the other side basically you are talking about atlas and cms the reason is that when they were constructed there was a bit of fear that individual particles maybe interact from different experiments and therefore they were made as far apart as possible so that there would be no interaction between the experiments if i can see it correctly microphone number 5 yes hello i have seen that you are also using the canbus i have seen that you use the canbus why do you use it i know at least one use at least one use that is within an experiment it is thought about the complete control of all detectors on a canbus i don't know if there is actually an application within the accelerator but maybe if you come later you can find it do you have any official data about how many tons of data you have how many tons of gaffer tape in the whole thing no unfortunately we don't have what does it look like okay as far as can see the interwebs again with a question yes do you know your monthly power bill do you know the costs for the electricity no but it is i think the fact that what is known is that France it is actually the electricity is a donation that is one of the biggest contributions of france to the electricity and in winter the electricity is more expensive and that's why yes in winter the electricity is more expensive and that's why you switch the NAC for waiting times especially for winter because it is more expensive and that reduces the costs for the french contribution if we have dipole magnets then we bend the particles whenever we have dipole magnets in the arc we have to focus on the pattern and because we also have the same loaded parts in the bunch they will turn upside down and that's why we have to focus on them I don't see any questions no it doesn't look like that thank you Stefan and Severin a warm applause


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