Hi, I'm Zor. Welcome to the user education. I would like to talk today about systems of inequalities, primarily the linear systems of inequalities, or systems of linear inequalities, whatever your choice is. Well, first of all, let's talk about definition. Obviously, we have to define what we are dealing with. So what is a system of linear inequalities? Well, that's basically two or more greater or equal or less than or less than or equal conditions on certain number of linear functions, which depend on the same set of arguments. So let's say you have a set of arguments. It can be one argument, it can be two arguments, it can be 25 arguments, and you have a certain number of linear functions of these arguments, like function of one argument is basically something like a x plus b function of two arguments. I'm talking about linear functions in something like this, etc. So you have certain number of arguments, and you have certain number of linear functions. Now, we are conditioning the values of these linear functions. I will always use less than sign, less than zero primarily because everything else or other comparisons are basically derivable from here. I will put zero here because if there's a constant, we can always use the constant on the left using the invariant transformation of the inequalities. So my basic linear function of certain number of arguments looks like this. In this case, it's two arguments, x and y and the linear function looks like the combination, the result of summation of every argument multiplied by some multiplier, maybe by zero doesn't really matter. What's important is that not all of these coefficients at arguments are simultaneously equal to zero. Now, this is not a linear function conditioned on whatever the condition is. So we are considering only cases which look like these, and the combination of two or more conditions on linear functions which depend on the same set of arguments is called a system of linear inequalities. So that's the definition. Now, I just give you a couple of examples. The first one was conditioned on one particular linear function, the second one was another. Both functions are linear, so basically that's the example. Now, what is a solution to a system of linear inequality? So let's just again assume that you have certain system let's say this one, x plus e, y plus f, let's say this is a system. Now, the system means that x and y are arguments which are participating in two different linear inequalities. So what is a solution to this particular inequality? Well, any pair, let's call it x0 sub 0 and y sub sub 0, so any pair of values of the argument. In this case, I'm using the word pair because I have two arguments. If I have 10 arguments, it would be 10 set. So in this case, it's any pair which if substituted into these linear inequalities, simultaneously transforms them into true statement, then this is called a solution. It's absolutely similar to an equation if you have. If you have an equation, doesn't really matter whether it's linear or not linear, what is a solution to this particular equation? This is an argument if substituted into this function would convert it into identity. Well, in this case, it's a true statement. If you substitute x0, if this is a solution to these both in this case in equalities, they all simultaneously are true. Now, if I have 10 different linear function, with 25 different arguments, what is a solution in this case? Well, this is a combination of 25 values that the first argument has the first value, the second argument has the second value, et cetera, and all these 25 values of the 25 arguments are simultaneously substituted against the variables in all these 10 inequalities, and all of them simultaneously are true then this is a solution. The last one which is more of a philosophical thing, what does it mean to solve a system of let's say linear inequalities in this particular case? Well, it means to find all the pairs or triplets or sets of 25 different values, all of them which are solutions. So to find all solutions for the system is the purpose of solving it. Whatever the methodology will use to solve these equations, basically it's the methodology which is directed towards finding all the different pairs or triplets or whatever the others of arguments, each one of them is a solution. Now, how can we find it? Well, that's a thing which we really have to talk about a little bit. You see, the problem with equations is a little simpler, because in solving the equations, you really set up finite solutions. Let's say you have an equation and 2x plus 3 is equal to 0. Well, there is a one solution actually, x is equal to minus 3 or 2. If you have a system of let's say two different linear equations with two different arguments, you would still have a certain finite number of solutions. Even if it's a polynomial, not just the linear function, it's still finite number of solutions. In case of inequalities, the number of solutions can be actually infinite and here are a couple of examples basically. Right, I don't really need this general format. So, I will present you a couple of cases when there are different number of solutions, maybe infinite, maybe one solution, maybe no solutions at all, et cetera. But in any case, I think the right now, what's important is to understand on a couple of examples, which I have, what exactly I meant about, let's say I have this particular system of inequalities. So, it's a system because there are two linear functions conditioned on being less than zero. Now, there is only one argument. There is nothing wrong with this, by the way. You can have a system of M equations in equalities with M arguments and it's fine. No problem about that. So, in this particular case, I have two conditions, linear conditions, and only one argument. So, let's just think about what are these conditions and we will use quite extensively the graphical representation of these conditions. Since it's one argument, then the graphical representation of all the values of this argument is straight line where all the real numbers can be presented as points. I didn't really mention it before, but we do assume that in 99.9 percent of the cases, we are talking about real values of the variables. So, all the real values are on straight line, and let's just think about these two inequalities. Now, we can definitely simplify them. In the first case, we can add eight to both sides, and I will have two x less than eight, and we can divide by two, which is a positive number, which means that the sign, this equation less than is supposed to be retained. So, I will have x less than four. So, this is my resulting inequality from the first equation. Now, the second one, we will add minus nine to both sides. That's what I will get. Now, we will divide by minus three, both sides. But now, since minus three is a negative number, the sign of the inequality is supposed to be reverted into greater in this particular case, and I did explain why in the lecture about inequalities. So, I will have x greater than minus nine divided by minus three, which is three. This is another condition. So, from these a little bit more complicated conditions, I have derived two relatively simple conditions, and I would actually like to present it in a graphical form. So, if this is my various of x, this is zero. So, this is one, two, three, four, five, six, minus one, minus two, minus three, minus four, et cetera. So, this is my numerical axis. Now, where are all the x less than four numbers here? Well, they're here. All the numbers to the left of the four not including the boundary four, because it's strictly less. It's not less or equal. So, equal four doesn't really fit. But everything to the left from the four fits fine. Now, what is this? Well, it's this. Greater than three. Again, not including the boundary. Now, you remember, I was saying that solution is a value of the variable or variables, which simultaneously transforms all the inequalities in the system into a true statement. So, both x less than four and x greater than three must be true in order for some value to be a solution. So, 3.5 fits both of them. Now, these two are completely equivalent to these two, right? So, that's why I can check on these two. So, 3.5 fits fine. Now, zero fits less than four, but it doesn't fit this one. So, zero is not a solution. So, solution is intersection without the borders, without these endpoints between these two sets. Greater than three and less than four. So, everything which is from three to four, not including three and four is a solution. And this is the end of solving this particular system in equalities. We have found a set of all the variables, all the values for the variables, which if substituted into all inequalities in our system, transform them all into true statements. Now, let me give you an example of another system which has no solution, which also can happen. So, it's this one, minus plus, minus plus. How about this? Well, again, let's do the manipulation and transform these two inequalities into both simpler format. So, in this case, I can add minus eight, negative eight to both sides. I will get minus two x less than minus eight, divide by minus two. And since it's a negative number, this sign is supposed to be changed to the opposite. And I will have x greater than four. Now, this one, I add nine to both. It will be three x less than nine, divide by three positive. So, the sign of inequality is retained x less than three. So, I have to deal with these two. And again, it's supposed to be simultaneously true. Now, again, let's just draw the line. One, two, three, four. So, less than three are these. Greater than four are these numbers. You see, there is no intersection, which means there is no point, there is no number which would satisfy both simultaneously. This simultaneousness is extremely important. So, it means that this particular system has no solution. End of story. Okay, so, let's talk about a general form of linear inequality of two variables. Now, let me finish maybe the previous example. This was example of one variable and two inequalities. Looks simple, right? So, the next is two variables. And again, we can have two or more than two inequalities which combine together certain linear functions of two arguments. Now, why I specifically emphasize one and two, and maybe three in some other lecture cases. One, two, and three arguments. Well, because all these can have certain visual representation. If you have one argument, it can be represented on a straight line on a numerical axis. If you have two arguments, it can be represented as a point. Every pair of two arguments can be representing a point on the coordinate plane. And any three variables analogously can actually represent a point in a three-dimensional space. Now, we don't go any further than that because it's kind of difficult to imagine four-dimensional space. So, we will concentrate on one, two, and three. And two actually would be probably more, well, familiar maybe, because it's easier to present it on the board. Well, 3D is also fine, but two-dimensional problems are a little bit kind of easier to view. All right, so let's talk about two-dimensional case when I have only two variables. And this is a general expression of a linear function of two arguments conditioned on, let's say, less than zero. Now, similarly to whatever I did in a one-dimensional case. If you remember, I just solved this one-dimensional case and basically cut my numerical line into left and right. Whatever was on the left or was on the right doesn't really matter, it was good, which would satisfy one particular inequality. And whatever was on the other side did not satisfy it. So, I basically solved each inequality graphically by itself and then took intersection of areas. So, if I had one-dimensional case, I had something which was there, something which was there, and then I said, okay, this is intersection and that's the solutions. So, it's easy to present it graphically. Now, in case of one-dimensional, I also could do it algebraically, which looks fine, basically. In case of two-dimensions, it's not really easy to express because you have basically two variables and they are interrelated. So, it's not easy to express algebraically, but it's very easy to express graphically the solution to system of linear inequalities of two arguments. And here's how. Again, we will follow exactly the same strategy. If you have more than one linear inequality, let's just find out graphically where are solutions of each one of them and then do an intersection between these areas. So, what is the solution to, let's say this particular inequality? Here is an interesting thing. If you have an equality equals to zero, what is a locus of points on the coordinate plane, the coordinates of which satisfy this particular equation? Well, everybody knows this is a general concept of a straight line on the coordinate plane. I'm sorry, I made a little mistake here. I meant why? Well, to get it into more familiar form, if non-A, no coefficient at the variable is equal to zero, so A is not equal to zero and B is equal to zero, you can always transform this into y is equal to mx plus m, right? That's easy, especially if B is not equal to zero. Now, if B is equal to zero, you have something like basically, well, ax plus c is equal to zero or x is equal minus c over a. A is not equal to zero if B is equal to zero because if both are equal, then it's not a linear function. So one of them is not equal to zero. So if B not equal to zero is y is equal to some function of x, which you know is a linear function, a straight line. And if B is equal to zero, it's this line. What is this? It's a vertical line, which goes through this point. So all x's on this particular line have x, all points in this line have x coordinate equal to this and y is not restricted to total because this is equal to zero, right? So anyway, whatever a and b are, this is a straight line. So I'm kind of assuming that this issue is closed. It's a straight line somehow positioned on the coordinate plane. Maybe it's a vertical line, maybe it's a horizontal line, maybe it's some kind of line at the angle. But anyway, the locus of all the points on the coordinate plane which satisfy this equation is a straight line, one straight line. That's very important, which means that outside of this straight line, this is not equal to zero. Is this logical? Quite logical. It can be less than zero or it can be greater than zero. Now, another important point. This function a x plus b y plus c is smooth. In the sense that if arguments are changing very slightly, the function value is changing very slightly. So if I have two points at one point on the plane, the function is positive. And at another point on the plane, the function is negative. Now, what if I'm moving from this to this? Doesn't really matter whether it's straight line or some curve, doesn't really matter. I'm changing very smoothly my arguments x and y from this point to this point. So my function should change smoothly from some positive value to some negative value, which means that somewhere along the line it must cross the point where the function is equal to zero. If I'm moving from a positive area to a negative area and my movement is smooth, then somewhere I have to cross the value zero. So there is some point in between where the function is equal to zero. What does it mean actually in our case? Well, here it is. What if my graph of the function ax plus by plus c is equal to zero in this straight line? What I'm actually stating right now is that all the positive values of this function ax plus by should be on one side, let's say this one, and all negative should be on another side. Because if positive and negative exist on one side of this line, then I can always go from here to here and I can find point where my function is equal to zero. But that's not possible because all the zero points of this function are on this straight line. So I cannot have on one side of the plane both positive and negative values of this function. Because otherwise I would have more zero points and all zero points are on this line. So my entire half of the plane, one half of the plane should be positive and another half of the plane should be negative. Then obviously when I'm moving from this to this and I am intersecting my line, that's where it's equal to zero, that's no problem. But if I have on both sides positive and negative, this is not possible because then that would exist a point where my function is equal to zero and it does not belong to the straight line which we have agreed is not the case. So all the zero points are there. So my conclusion is that this particular straight line divides an entire plane into two areas. One where this linear function is positive and another negative. If we are interested in negative, let's say, we just have to choose which half to take. How can we choose it? Well, we can just take any point and check what's the value. If the value is positive, it means it's not our half of the plane. We'll just go to another half of the plane. If it's negative, then it satisfies the equation, then this is the half of the plane which we need. So this is an inequality which has a solution represented as half of the coordinate plane and the edge of this half is the graph of this particular function. Now, how can we graph this function? Well, there are many ways, quite frankly. Let's just assume that, let's say, I have a few cases, yeah, I have a few cases. If a is equal to zero, then my function actually is BY plus C is equal to zero or Y is equal to minus C over B which is a horizontal line which goes through point minus C over B on the Y axis. So it's set of all the points on this horizontal line. So the graph of the function in this case is horizontal line which is crossing the Y axis at point Y is equal to minus C over B. Now, if B is equal to zero, then I have an equation AX plus C is equal to zero, X is equal to minus C over A and again, if this is my coordinate plane, let's say my X is, let's say it's here, minus C over A. Then it's a vertical line which goes through this point. This line represents the graph of the function in this case. So it's either, so if A is equal to zero, it's a horizontal line. If B is equal to zero, it's a vertical line but in any case, we know how to construct it. Now, finally, not finally, what if A is not equal to zero and B is not equal to zero? Now we have a choice of C, all right? So what if C also not equal to zero? Then what can we say? Well, again, there are many ways to construct this particular line but I might suggest something like the following. Substitute X is equal to zero and you will get Y equals to minus C over B. So this is one point because this is a solution to this equality, right? Zero means this is zero, minus C over B, it would be minus C plus C is equal to zero. Now we can substitute zero into Y and you can get the value of X which is minus C over A. So this is another point. Now where are these points? Okay, X is equal to zero is here and Y is equal minus C over B is here. Now another point is Y is equal to zero and X is equal so it's something quite here for instance. This is minus C over A, this is minus C over B. So we have two points so the straight line goes through them, right? To build a line we need two points. So this is one of the ways to do it. Where are any, there are others as well. Now, so we know how to construct this particular case and finally how to construct the case when A is not equal to zero, B is not equal to zero but C is equal to zero, then what this is actually it's AX plus BY is equal to zero Y is equal to minus A over BX correct? So again, you know what this is. This is a straight line which goes through the beginning of the coordinate and minus A over B is some kind of an angle depending on what you want. For instance, you can put one as X and minus A over B as Y and you will get another point. So zero zero is one point and one and minus A over B is another point. So you have these two points and you have straight line. So we know how to build the graph. Okay, so first what we do to solve this inequality on the top, we construct this particular graph. Fine, we have constructed it. Now, after we have constructed it, we have to choose which half the plane we really are interested in. And again, I could suggest basically just take any point outside of the graph itself. For instance, if C is not equal to zero, then you can easily put zero zero as coordinate and see where what's the value of this particular linear function is. In this case, it would be C. So if C is let's say positive, then zero zero lies where this linear function is positive. If C is negative, then zero zero point is belongs to basically the solution of this particular inequality. All right, so we know how to solve one particular inequality. It's half the plane which we can construct using graphic of this particular linear function. Now, what if I have two inequalities like this? Well, let's just think about it. You are talking about that you have one half of the plane which represents solution to one inequality. Now, if you have another inequality and this is another line which represents the equal sign, let's say it's DX plus EF plus EY plus F, then you might have, let's say, this particular half of the plane which represents solution to the second one. So what is the solution to a system of two equations inequality, sorry, in this particular case? That's the intersection. It's this area, right? It should be below this line and below this line. So it's this sector which has a vertex where lines intersect. Now, and where are the intersects? The lines, well, that's where all linear functions which are represented are equal to zero, right? If you have two, then you have two lines and they might intersect. Well, is it always like this? Is it always this type of a sector shape which is a solution to two linear inequalities? Well, not necessarily, because you might have a different picture, look at this for example. If you have one line like this and another line like this, so you have these and you have these. Now these are below this line and they represent solution to one particular linear inequality. Everything above this line, these are solutions to a second one. Now intersect these two areas and you will have this area in between two parallel lines, right? And finally, what if intersection is empty? Is it possible? Yes, absolutely. If lines are parallel, then intersection can be empty because for one particular inequality you can have this area and for another you can have that area and they have no intersection. So then you have nothing. So now I think we are ready to basically have a couple of examples. And here is my first example of system of two inequalities, linear inequalities. And I will write them in this way. Now is this a system of two linear inequalities? Well it looks like a solution, right? Well, in a way this is a system because this is a linear function of two arguments X and Y and the coordinates, the coefficient at X is one, coefficient at Y is zero and the free coefficient C in my formula AX plus BY plus C. So A is equal to one, B is equal to zero and C is equal to zero, right? So it's a linear function, same as this one. In this case A is zero, B is one and C is zero. So these are two linear inequalities in their own rights. So let's try to solve them graphically. Okay, so let's take the first one. First we have to resolve X is equal to zero and graph it. Now what is X is equal to zero? This is X, this is Y, zero. X is equal to zero is a vertical line which goes through the beginning of the coordinates, vertical. This is X is equal to zero. Now, where exactly is the area which we are interested in? Well, we have to choose left or right half of the plane from this vertical line. Well, let's take, for instance, to the left. Let's put this point, for instance, which is, let's say, minus five, zero. Let's substitute it into our inequality. Is it true? X is equal minus five. Y is equal to zero, so it doesn't depend on Y anyway. So we have minus five, which is less than zero, which is true. So everything to the left is our area which we really are interested in. Now, next one. Next one is, let's first draw the graph of Y is equal to zero. Well, Y is equal to zero is a straight line which goes through the beginning coordinate and along the X axis, right? This is not right. So all points on this line have coordinate Y is equal to zero and X is not restricted. So which area do we need right now? Which half of the plane to the up or going to the top of this or going to the bottom of this? Well, let's just again take any point. Let's say we'll point this one. Let's say it's one, one. Substitute one, one here. X is equal to one, Y is equal to one. So it depends only on Y, so one less than zero, it's false, right? Which means that this is above the line is not the area we are interested. We're interested in the one which is below this particular horizontal line. So these are where this which we are interested. Finally, where is intersection of these two areas? One is to the left of this line and another is down from this one. Well, intersection is obviously where I have both red and brown which is this one, again, sector. It's a quadrant of the coordinate plane. It's usually called the third one. The first, the second, the third, the first. It's a third quadrant of the coordinate plane. This sector. All the XY pairs which are here satisfy the system of these equations. That's the clean solution in this very, very simple case which obviously you can derive without dragging into the code. So now we can do a little bit more complicated things. All right, the last one. Minus two X minus three Y plus six less than zero and five X minus three Y plus 15 less than zero. So, again, let's do it according to the book. First, we draw the graph of minus two X minus three Y plus six is equal to zero and then we will find which half of the plane fits our less than condition. All right, so minus two X plus, sorry, minus, minus three Y plus six is equal to zero. How to construct the graph of this? Well, again, let's do the way how I suggest it. Not necessarily the best way but something which is easier for me right now. Let's find where is this particular line crosses the X axis. Well, it crosses the X axis where Y is equal to zero, right? Let's find X. So if Y is equal to zero, what's the value of X? Well, obviously it's three, right? Minus two times three would be minus six plus six zero. So if Y is equal to zero, this is three. If X is equal to zero, then the line intersects my Y axis at point two, right? So if this is zero, this is two, it will be minus six plus six zero. So the line is intersecting my two X's at these points. So this is how it looks. Now, we are interested in less than zero. Now, which part of the plane? This one or this one? Well, let's substitute point zero zero. That's the easiest. If you substitute zero zero, you will get six which is wrong. Six less than zero, this is the wrong. This is the false statement. So this is not good for us. In our case, we need this one. So this is the area which we are interested in and that's the solutions to the first inequality. Now the second one. All right. You can get the right one. Okay, if X is equal to zero, so it's somewhere on the vertical line, Y is equal to two, right? So it's, again, this particular point. If Y is equal to zero, oh, I'm sorry. This is the first equation. You see something is wrong. Now I'm talking about the second equation, which is five X minus three Y plus 15 equals to zero. All right. Again, if X is equal to zero, Y is equal to five. So it's somewhere here. This is a five. And if Y is equal to zero, X is equal to minus three. So it's somewhere here. So these are two points. Okay. Now my question is, this or this half of the plane represents solutions to the second inequality. Again, let's just substitute zero zero. And what do we have? We have 15 less than zero, which is false, which means, again, our solutions are on this side of the plane. So what is the total solution? Let me just continue this and continue this. So as you see, the area of the plane where both inequalities are true is here, this sector of the plane. Now, if you wanted to know where is the vertex of this, well, you can actually find the coordinates of this point because it belongs to both lines, which means it's supposed to be a solution to both equations. Well, how can we find a solution? Well, in this particular case, the easiest way is just to subtract from one another. So minus three Y and minus three Y will be reduced. So I will have five minus negative two, which is seven X plus nine equals zero. So X is equal to minus nine over seven. Now, knowing X, I can substitute it into one of these. Let's say the first one. So I will have minus two times nine over seven, but this is minus and this is minus, so it will be plus. So it's 18 sevens, right? So 18 sevens. Now, minus three Y plus six is equal to zero. So Y is equal to eight sevens plus six divided by three. And what will it be? Seven plus six seven times six four to two is 60. 60 over seven and then over three, it will be 20 over seven. Okay. So Y is equal to 20 over seven. So this point has coordinates X is minus 97, something like here. And Y is 20 seconds, almost three, and this is slightly more than one. That's coordinate of the vertex. Again, if you're interested, not necessarily you are. I understand. All right. So basically this completes my explanation about what the linear system of inequality is actually is and how to solve it in case of one and two arguments. Graphically is probably the most important methodology which you would use. And I will probably have a few examples as problems, which I will talk about in the next lecture. To get into the details of the methodology and I do recommend you to follow up with these. That's it. Thank you very much. Don't forget that Unisor.com contains notes for this lecture and for other lectures. It also has exams. So your supervisors or parents can actually control the educational process. They're registered for the course. So your supervisors or parents can actually control the educational process. 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is double I will be taking linux shell. So, till now whatever you are doing you are doing in a it in a window which is called as the linux shell basically. So, what is a shell? A shell is an interface between the user and operating system. The user submits some commands, the shell gives it to the operating system, the operating system calculates the results and displays it back on the shell. So, basically it is also command interpreter in that sense. Moreover it is a sort of a programming language as well. So, you have for loops, you have if statements and so on. So, this is just for reference there are different types of shells. Two are mentioned here bohn shell and seashell. We are using bash here in Ubuntu. Well now pattern matching in many many of the commands you will need matching of patterns. Let us say you give an ls command then you have to filter based on some characters. Then you can use make use of these wild cards. Star will match any number of characters including no characters. Question mark will match a single character. We will see examples. You can try typing these commands on your terminal. So, it says for i in sequence 1 to 9 do touch, touch is a command which updates the timestamp of any file. And if that file is not there on in your directory it will create the file and change the timestamp. So, these commands will basically create 10 files from chapter 01 to chapter 10. It will just create and all the files will have the same timestamp. So, this is like a normal for loop we have in C language. Seq is basically the sequence from 1 to 9. So, it says 1, 2, 3, 4, 5, 6, 7, 8, 9 and i is a variable. And when you say touch, chap, 0, dollar i, dollar i will say the value of i. So, it will be chap 01, chap 02, chap 03. All these files it will touch and the whole thing is encapsulated in a do done block. Is everyone done? The last line is touch, chap 10. So, it will create a file called as chap 10 and update the timestamp. I will just do it and show. And that code that you use is not the one which is near the single double code. It is the one towards the left of your one key a backcode. Now, if you do an LS you should see all those files. You see chap 01, chap 10. Now, the pattern matching part you can do an LS chap star. Now, star will match any number of characters after chap. So, you should be getting chap 01, 02 up to 10. Then you can have chap 0 question mark. So, it question mark will match just one character. So, you should get up to 9 and not 10 and now the brackets. You can use suppose you want to list from 01 to 04 only and not up to 09. Then you can give this sort of a sequence which says from 1 to 4. So, 1, 2, 3, 4 it will match. Now, escaping and, escaping and coating. Basically, while doing all these things you might want to match the exact characters themselves. For example, you might want to match star or the bracket itself. So, in that case you use wild cards. You escape, there is a slash which escapes those characters. So, which is used as a escape sequence. So, if you want to list the file which who has the name as chap 0 bracket 1, 2, 3 and if you give it in front of LS, then it will list all the files from chap 01, 02, 03. You do not want that. You want that exact file. So, you just put a slash before those brackets. So, that it will match that exact sequence. Other way of doing it is coating. So, you can actually put the whole thing into double codes. So, it will match that complete sequence as it is. It is very convenient to use double codes sometimes. Let us say you have a file name with spaces and you want to c d space that file. So, you put the whole file name in codes. Basically, in this case you have a Linux all everything is represented as a file. So, every process has process is also represented as a file and it has a standard input, standard output and a standard error file. So, suppose you want to capture this these three streams into a file. So, you can redirect the input using these methods. This is the symbol for input redirection. So, for example, you have a file and you want to give that file as an input to cat command. So, it will basically it will just list the contents, but then there can be some other commands which can which you can redirect to cat to some other commands. So, then there is output redirection also. So, the command that is given here as you know who will list all the users logged in into the system. So, you can redirect its input to its output to some other file in this manner. Then you have error redirection. The errors which are printed on the screen you can redirect those to some file. So, let us see an example. Let us say you have a you do not have a file x, y, z in in your directory and you issue this command cat x, y, z then you will get an error. Let us for example, this now this directory does not have x, y, z and I do a cat x, y, z. It will give me this error no such file or directory. Now, this is not a standard output. This is a standard error. So, it is by default redirected to the error stream is also redirected to the prompt. So, now suppose you want this error stream to be redirected to some other system. So, you give this command cat x, y, z to then the greater than sign and space the file name. You can give any file name I have given error dot log. It will not show anything on the screen. It has redirected the whole output. Now, open this error dot log. I will see the error that was there. Now, we will come to pipes. Sometimes there is a need for you to redirect the output of one command to other command. So, for example, you want to count the number of users presently logged in into the system. So, who command will list out all the users and if you count the number of lines in who will get the number of users logged in. So, you would do it with the first method. You would redirect the output to a file called user list dot txt and then count the number of lines. wc minus l is a command which will count the number of lines in the file. So, instead of doing that you can use a pipe command which pipe is basically a sort of a redirection mechanism through which you can redirect the output of who to the other command wc minus l. So, you do not need to create a separate file. Then there is a command called t. Now, when we saw the error stream was not printed on the screen it was it directly went to the file. So, if you want it to be printed on the screen as well you can pipe the output of the command to t space file name. So, who will list out the users and then piping it to t user list dot txt will also print the output redirect the output to the file. Then we have something called as command substitution. All of you must be knowing the command eco by now right. So, eco space the date today is then I put back quotes date date is a command which shows you the present date. So, when you use it within back quotes it actually prints the date there. So, it executes that command. So, if you recollect the for loop that we used in that that s e q 1 space 9 even that was a command substitution. And the second command lists all the how many files are there in the directory.  And wc minus l will count the number of files now number of lines in that output. Now, shell does not end here there are a lot of constructs many things you can do with shell it is a very powerful tool in Linux. So, if you want full fledged guide this is the link any questions.  Because we have different shells right con shell or something like TCHs how we could make out. So, of course, we are using bash here right how we can say with naked eyes. Eco space dollar 0.


Attention Clayton residents, this is a community notification of a new sexually violent predator in your area. Please stay tuned to the following short program for more information. Hi, I'm Technician Ron Hackett with the Denver Police Department. The Sex Offender Registration and Compliance Unit at DPD is responsible for the registration, monitoring and tracking of all registered sex offenders and sexually violent predators who live in the city and county of Denver. Here's a brief history of sex offender legislation in Colorado. Our state laws trickle down from federal government mandates. In 1994, we had the Jacob Wetterling Act, which mandated that states would establish a sex offender list. Megan's law of 1996 said that the public would have access to those sex offender registration lists. The Pam Litchner Act of 1996 stated that some offenders might have to have lifetime registrations. And the Adam Walsh Act of 2006 unified sex offender laws across the country. In Colorado, the legislature has determined that sexually violent predators, by definition, pose a higher risk to the community at large and therefore mandated that upon their release from the Department of Corrections, the community must be notified. Sex offender notification in Colorado happens in two ways. The first is passive and ongoing through the sex offender registration process, which is a list maintained by local police departments. The second way is active via community notification for those offenders determined to be sexually violent predators by the courts or by the parole board. Most sex offenders in Colorado are supervised by the criminal justice system in our communities. Most sex offenders engage in crossover behavior, which means they may have been arrested for one type of crime, but be apt to commit another.  There is no typical sex offender, but all tend to be deceptive, manipulative, and secretive. 80 to 93 percent of sex offenses are committed by someone known to the victim. Sexual deviancy begins in mid to late adolescence. Sex offenses are not impulsive.  The community has a vested interest in helping offenders to be successfully managed in the community. Sex offenders have the same need for housing and employment as any other citizen. Any citizen who uses sex offender information to harass, threaten, or intimidate an offender will be subject to criminal prosecution. There are approximately 16,500 registered sex offenders in the state of Colorado. About 65 percent of convicted sex offenders are placed in the community on probation. The remainder are in the Department of Corrections or Community Corrections. Offenders may be caught for one type of offense, but be at a high risk to commit another type. Crime of conviction is only one indicator of risk.  The offender's residence must be verified quarterly by the Denver Police Department. The full sex offender registration list is available by calling the Denver Police Department Identification Bureau at<PHONE_NUMBER>. Convicted felons and those with multiple convictions are posted online at denvergov.org-police.   Now, here's a look at the newest sexually violent predator living in Denver. Here's an overview of the registered sex offenders currently living in Denver. There are 2,643 total living within city limits. In Denver Police District 2, there are 408. Precinct 212 has 68 registered sex offenders. Of those, 44 have felony convictions and 24 have misdemeanor convictions. Larry Wayne Johnson is a sexually violent predator currently living in Denver. He's 68 years old and was born on June 25, 1953.  He's currently living at 3414 Milwaukee Street in the Clayton neighborhood of Denver. Schools located within one mile of this offender include University Prep Steel Street at 3230 East 38th Avenue, Columbine Elementary at 2540 East 29th Avenue, Bruce Randolph Middle School and High School at 3955 Steel Street, Manual High School at 1700 East 28th Avenue, Wyatt Academy at 3620 Franklin Street, International Academy of Denver at Harrington at 2401 East 37th Avenue, Coal Arts and Science Academy at 3240 Humboldt Street, Prep Academy at 2727 Columbine Street, Colorado High School Charter GES at 3093 East 42nd Avenue, Denver School of Science and Technology Coal High School at 3240 Humboldt Street, Annunciation Catholic School at 3536 Lafayette Street, Inner City School at 3560 Josephine Street. Parks located within one mile of this offender include Shaffer Park, Colorado Boulevard Park, 39th Avenue Greenway, Dunham Park, City Park Municipal Golf Course, City of Axiom Park, City of Nairobi Park, Russell Square Park, Morrison Park, Douglas Park, Boyd Park, Fuller Park, City Park, St. Charles Park, Walker Park. Recreation centers located within one mile of this offender include St. Charles Rec Center at 3777 North Lafayette Street. Bus routes located within one mile of this offender include Route 34, Bruce Randolph Avenue and Fillmore Street, Bruce Randolph Avenue and Clayton Street, Bruce Randolph Avenue and Steel Street, Bruce Randolph Avenue and Elizabeth Street.  He's currently on parole and registered with the Denver Police Department on May 4th, 2021 to 3414 Milwaukee Street in the Clayton neighborhood of Denver. Past charges against this offender include possession of a weapon, burglary, aggravated robbery. Larry Wayne Johnson has been determined as sexually violent predator after meeting the following criteria. Criteria 1, age 18 or older on the date of the offense or under 18 and tried as an adult. The offender was age 54 at the time of the offense. Criteria 2, the crime must have been committed on or after July 1, 1997 and convicted on or after July 1, 1999.   Criteria 3, the relationship to the victim was one of the following. Victim was a stranger to the offender or the offender established or promoted a relationship with the victim primarily for the purpose of sexual victimization. The victim was a 17-year-old male. The offender was known to the victim. Criteria 4, positive results are the passing of a risk assessment instrument administered by probation parole staff and a qualified treatment evaluator. Positive results include an assessment for the presence of a mental abnormality, a level of denial regarding the offense, treatment appropriateness and motivation, presence of sexual deviant interests. The offender was evaluated by the Denver District Courts with positive results determining him to be a sexually violent predator.


Quickly on to Sadie Watson. So Sadie, it's over to you. Thank you very much, Amara. Good afternoon, everyone. I'm really pleased to have been asked to chair the next two papers of this session focusing on literature and music, respectively. My name is Sadie Watson and I'm a research fellow based at Moeller in London, but I also sit on the Society's Research Committee. And in that role, I would like to echo the previous chair's supportive comments on the society's renew commitment to funding, supporting and presenting research on legacies of colonialism and empire. So our first paper in the session looks at Jean Riss's book, Wideside Gasso C, based, of course, on Charlotte Bronte's Jane Eyre, written more than 100 years before. This paper is given by Dr Linda Grant, who has taught at Royal Holloway University of London, and in both the English and Classics departments at Birkbeck and Queen Mary, with a research focus on discourses of love and the erotic with a particular interest in women's writing. As most of you will know, of course, Linda is also our governance officer at the Society and has helped organize the event today. So she's had a busy time. Linda, I'm going to pass over to you. Thank you. Thanks very much, Sadie. And yeah, traditionally just try and get the PowerPoint working. Okay. So why talk on literature when the Society of Antiquities is primarily interested in material history? Well, here's a quotation from Margaret Busby, who is the chair of the 2020 Book of Price panel. Margaret says, the best novels often prepare our society for valuable conversations and not just about the inequities and dilemmas of the world. So I originally was going to say, I'd like to see this talk on Why Tech SoC is deeply complementary to and in dialogue with all of the other wonderful papers that we've heard and we're still to hear. But having listened to the papers, I'm actually quite surprised at how many deep connections there are between what I'm going to say about a novel and some of the things that people have been talking about, particularly I think with Catherine's research. Now there are many theoretical and critical approaches to reading this book. But what I'll be focusing on today are the ways in which it positions itself as a postcolonial text, and the uses of what I've called symbolic geographies. That is the way it uses houses, gardens, forests, a church and the sea to construct meaning. So a little bit of context, first of all, just to remind ourselves why Tech SoC is a prequel to a postcolonial reception off and a response to Jane Eyre written in 1847. It tells the story of the first Mrs Rochester, known as Bertha Mason in Jane Eyre, but renamed as Antoinette Cosway in Why Tech SoC, who is also of course the iconic mad woman in the attic. SoC thus reopens a narrative that had been completed in Jane Eyre. Now Jean Rhys on reading Jane Eyre was particularly struck by the mutedness of Bertha Mason, the cruel heiress to whom Rochester is married, whose diary he takes and who he then looks away in the attic of Thornfield Hall. So was this subsidiary story to the larger one of Jane Eyre's own journey that sparked Rhys' imagination, not least because she herself had a somewhat shared heritage with Bertha Mason. So Jean Rhys was born in 1890 on the Caribbean island of Dominica to a Welsh father, sorry, who arrived there as a ship's doctor and a white Creole mother. So here means a white naturalized Caribbean citizen, though it's a slippery term which can also be used to Caribbean people of African descent, as well as being applied to animals and plants imported by colonialists. It certainly has suspect beginnings and is a marker of colonialism's distaste for the hybridity which it itself engenders, but which it finds fearful for its very uncontainability. So Jean Rhys did work on wide sagacity in 1939, but burned the manuscript when it was half completed. She returned to it in 1949, and an earlier version of the first part talking about Antoinette's childhood was published in 1964 in the literary journal Art and Literature. She finally finished book in March 1966, and it was published in October that year, and won the Royal Society of Literature Award. So colonial literature has been theorized as a writing back from the colonized or formally colonized so called margins to the Imperial Center, often meaning a metropolitan center. It's a broad term encompassing literature from about or written by authors with heritages from Asia, Africa, Australia, Latin America, amongst others. The center may be located in Europe, the US, or any other center of empire, as well as across Britain. More recently post colonial literature has also been seen as overtime, changing what the center even means. So it's an active and evolving rather than a passive taxonomy. So this is our book, wide sagacity takes us from the decaying and ruined slave work sugar plantations of Jamaica, which some of us have just been hearing about directly into the heartland of empire, Thornfield Hall, the big house of Jane Eyre that represents wealth class patriarchy. The recent self was aware of being a colonial voice and unsettling established literary and imperial hierarchies can be seen from a letter that she wrote to a friend in 1949. When she says, I think of calling it the first Mrs Rochester with profound apologies to Charlotte Bronte and a deep curtsy to. What we can see here is a mix of humility and reverence given to the canonicity of Bronte's position, but also a kind of apologetic acknowledgement that her book will serve to de center and destabilize Jane Eyre, which was also such a source of inspiration to Reese, why does I guess I see knowingly calls out the extent to which Jane Eyre pushes the voice of the Creole eras out of Bronte story and makes no mention of the source of her wealth, which serves to maintain the status of Thornfield. In reopening a canonical text to Reese is interrogating the very concept of the cannon, the extent to which it can ever be said to be finished, and particularly draws attention to what it excludes. In this sense, Reese anticipates Edward Said's well known chapter in culture and imperialism 1993, which unpacks her Jane Austen's Manfield Mansfield Park is remarkably casual about the fact that the Bertram's wealth comes from slave work sugar plantations in the world. However, and the reason why I've chosen this book to discuss today is that why is I guess I see isn't a simple or straightforward vindication of post colonialist and feminist sense sense of subjectivity. It's far more ambiguous, troubling and complicated. And it's this radical ambivalence that makes it such a rich book to work with and to think with. Once I guess I see following Jane Eyre is set in the 1830s after the 1833 slave Emancipation Act on the opening page. Antoinette hears her mother talking about her neighbors and sorry I've just realized I can't see my own quotes because I've got zoom open. Yeah, we just move that out of way. Antoinette's mother says of course they have their own misfortunes, still waiting for this compensation the English promised when the Emancipation Act is passed. Now this is a reference as we've heard from Catherine's paper to the vast compensation paid by the British government to British Caribbean slave owners for the loss of their property when slaves were freed. In these places Antoinette's family, her father, Mr Cosway was a slave owner, and her now widowed mother and act is impoverished as the sugar plantations have fallen into decay and disuse their economic model crashed now that they can no longer run on slave labor. Annette herself is, quote, the widow of a slave owner, the daughter of a slave owner. Her father then marries Mr Mason is the father of the Richard Mason from his first marriage to be meeting Jane a wealthy man who's come out to Jamaica from England. And as the guests at their wedding assert, he came to make money, as they all do, some of the biggest states are going cheap. Mr Mason is essentially an English speculator, who we learn has also owns an estate on Trinidad and property in Antigua, and he intends to import labor from what is termed the East Indies to work them. It is Mason who gives Antoinette her diary and who arranges her faithful marriage to Mr Rochester. So Antoinette's status as the daughter of slave owners problematizes some of the more positive readings of this book, which sees it as a bold critique of imperialism and patriarchy. She's deeply embedded within the structures of imperialism and exploitation, a challenging position, and one which restreats with softness and intelligence. She refuses to look away from the realities of the colonial condition. There are also more complicated delineations of identities in the book. So the very opening lines of this book and this is in Antoinette's voice. They say when troubles come close ranks. And so the white people did, but we were not in their ranks. The Jamaican ladies had never approved of my mother, because she pretty like pretty self. Now those phrases, the English and the white people are used as exclusionary categories, Antoinette and her family are not often, but they're not either part of the group of the disapproving Jamaican ladies. One of the colonial ideas which this book resists is that the terms the Caribbean or the West Indies can have any meaningful cultural significance. In fact, the individual islands have their own particular characteristics, their own cultural and colonial histories, their own indigenous peoples with different languages and different land and seascapes. In the opening section of the book set in Jamaica, we see that both the black servants and the white British disapprove Antoinette's mother, who comes from Martinique, an island colonized by the French. Christopher II, who is given to Antoinette as a wedding present by Mr Cosway, is regarded with suspicion by the Jamaican servants because she's also from Martinique. And as a child, Antoinette, quote, couldn't always understand her patois songs. Antoinette goes on, she says her songs were not like Jamaican songs, and she was not like the other women. Later again in the book, one of the servants tells Rochester that the English and French fought like cats and dogs on the island. So the contours of colonialism are both fraught, but also multiple. So from its opening, why do I guess I see complicates racial categories. Antoinette's family are displaced from both the white English and the black Jamaicans. As a child, as a child tier during he says to Antoinette before her mother remarries, quote, real white people, they got gold money. So skin color is only provisionally a meaningful signifier within the book, and is inextricably bound up with financial and economic status. One of the pressing psychological anxieties of Antoinette throughout the book is this question of where does she belong. And she says to Rochester. So between you, I often wonder who I am, and where is my country, and where do I belong, and why was I ever born at all. This is a book which invites us to feel sympathy, deep sympathy for Antoinette and her mother and it, you may both be oppressed by men, but which also challenges us by having the same women benefit from even feel nostalgia for a time made secure and comfortable for them, because of the institution of slavery. Now one of the most traumatic incidences for Antoinette is when a group of former slaves burned down the plantation house at Calibri, a beloved child at home. On the symbolic level, this looks forward of course to the end of Jane Eyre and the fire which destroys Thornfield, another house financed by the profits of slavery by Antoinette's dairy which is given to Rochester, and actually has a figure on it in Widesack SFC, 30,000 pounds, half of Mr Mason's great fortune. But the material traces of slavery are everywhere in this book. We see it in the landscape where the estate before it's burned has gone wild. Now that it is no longer slave tended. And Antoinette says, our garden was large and beautiful as that garden in the Bible garden of Eden, the tree of life grew there. Gone wild, all Calibri estate had gone wild, like the garden, gone to bush. We see it also in the names of places such as the village on the honeymoon island, ominously named massacre, and the ruins of plantation houses either abandoned or burned scar the landscape. We also, of course, see it in the people. When the malicious Daniel, for example, meets with Rochester, part of Daniel's surely legitimate spite is against his father, Mr Cosway, also, of course, Antoinette's father. And he says, my father, old Cosway, with his white marble tablet in the English church at Spanish town for all to see it have a crest on it and a motto in Latin and words in big black letters.  And we've already been inside this church when Rochester recalls his own marriage there. And he describes it as with marble memorial tablets on the walls, commemorating the virtues of the last generation of planters, all benevolent, all slave owners, all resting in peace. And Mr Cosway, we're told repeatedly impregnated his female slaves. And though he frees Daniel's mother when she's pregnant, no kind of consent is clearly possible within the bonds of slavery. When Daniel goes to his father asking for some money to buy shoes, Cosway mocks him and calls him. What's your name. I can't remember all their names, he says, it's too much to expect of me, dismissing but not disclaiming his innumerable mixed race illegitimate children born to his enslaved women. Beneath this almost matter of fact retelling in the book lies a depth of sexualized violence and violation, which leaves its legacies in the children of slaves, and in the case of Antoinette in the child of a slave owner. One of the interesting developments in critical approaches to post-colonial literature is the analysis of the effects of the psychological trauma of colonialism. Now, a phrase that is repeated throughout this book in various different terms is, but that was a long time ago. Nobody remembers now. There's no wild ignorance that permeates the text, but it's perhaps more accurately seen as a psychological repression, as a response to the psychic scarring of colonialism and slavery. When, for example, Antoinette tells Rochester that the name of the honeymoon village is massacre, he asks, and who was massacred their slaves. Antoinette is audibly shocked, not slaves. Something must have happened a long time ago. Nobody remembers now. Later again, when Rochester gets lost and stumbles across the ruins of a stone house in the middle of a forest, he asks Baptiste about the road to it. There was a road here once, where did it lead to? No road, he said. But I saw it, a pave road, like the French made on the islands. No road. There was a road here sometime. No road, he repeated obstinately. In most cases, we're left not knowing what happened in the past in either the village or that stone house, and that very silence becomes an ominous portent, alighting our imagination to all the things that might have happened in that haunted landscape. The kind of refusal is not a reconciliation with a troubled past. And instead, it's precisely this silence, this unsayability, which allows the wounds of history to linger and fester. What this book shows is that the institutions of empire, particularly slavery, have despoiled and corrupted nearly all human relations, and that deliberate forgetting is a symptom of unhealed trauma, a repression, rather than a therapeutic move towards reconciliation. So what about the title? So this is a novel where place is deeply significant. Modelled on Jane Eyre, Antoinette makes her journey from the dilapidated plantation house to the Convent School first in Spanish town, then to Grombois on the unnamed honeymoon island, and then to the attic, of course, in Thornfield. But if we take a step back, the Sargasso Sea is a part of the North Atlantic, and it's thus inextricably linked to the slave ship routes. There's a myth that somewhat like the Bermuda Triangle, that it's a dangerous place for shipping, which could get tangled in the weed floating on its surface and become trapped. Now Rhys wrote a poem in the voice of Rochester, just as she was finishing writing White Sargasso Sea, which is helpful here. So Rochester's voice in this poem says, perhaps love would have smiled then, shown us the way across that sea. They say it's strewn with wrecks and weed infested, few dare it, few are still, escape. So the Sargasso Sea figures in the book as the uncrossable and nearly unnavigable distances between people. In the poem, it's between Antoinette and Rochester, but also figuratively between the representatives of the colonial subject Antoinette and the Imperial Centre Rochester, who briefly appreciates the seductive enchantment and beauty of the island, as well as of Antoinette herself, before rejecting both.  But the sea, the Sargasso Sea doesn't only lie between the protagonists, but can also be seen as representing the goals constructed by colonialism itself. That have twisted, distorted and corrupted so many of the relationships in this book, whether that's between slave owning Mr Cosway and the mixed race and dispossessed children he's engendered, or the ex slave community, divided by loyalties, resentments and mutual suspicions. The sea is wide for almost everyone in this book and almost uncrossable. Now we've been concentrating on colonial subjectivity in our discussion of Antoinette, but this is also a book openly receptive to feminist theory and I just very quickly want to talk a little bit about that.  The £30,000 that Mr Mason leaves her is appropriated by his son, Richard Mason, in order to purchase Rochester, and the money is transferred in total to her husband with nothing left for the security of Antoinette itself. When Rochester later rejects her, it's in terms all too frequently applied to women. She is intemperate and unchaste, quote, words that she internalizes when in the attic. And he's all too eager to accept the scurrilous stories that Daniel tells about Antoinette. Her other faults in his eyes are her, quote, madness and her foreignness, again qualities that frequently gendered feminine in literary terms. Even when admiring Antoinette's beauty, Rochester thinks long, sad, dark alien eyes, cruel, pure English descent she may be, but they are not English or European either. In a series of transactions, Antoinette is passed through main hands her father, Mr Mason, Richard Mason, Rochester, who doesn't just marry her and take her money, but renames her Bertha Mason as another gesture of control and possession. So what we can see are a series of psychic blows, which which shatter Antoinette's sense of identity, already fragile from her unstable position within the complicated colonial hierarchy, her sense of colonial disposition, where she's not allowed to belong either wholly to Jamaica, or to the England she's heard of, but in which she doesn't really believe. For one of the paradoxes created by colonialism in this book is that Antoinette seems to long for an emotional affiliation with the black characters in the book. Christopher becomes a kind of surrogate mother to her. And in the convent school, Antoinette wants to do her hair like Helen, who appears to be mixed race. When Helen explains what to do, Antoinette says, Yes, but Helen mind does not look like yours, whatever I do. And Helen, her eyelashes flickered, she turned away too polite to say the obvious thing. Earlier in the book, we have a poignant image of the potent effects of the legacies of slavery on two young girls, Antoinette and Tia, the daughters respectively of slave owner and enslaved. After the burning of the plantation house, Antoinette sees her playmate and runs towards her quote, for she was all that was left of my life as it had been. But tier picks up a jagged rock and throws it at Antoinette. And quotation from Antoinette, I looked at her and I saw her face crumple up, she began to cry. We stared at each other, blood on my face, tears on hers. It was as if I saw myself like in a looking glass. So as mirror images of each other of each other, the two traumatized young girls are both interchangeable and also somehow always divided. So to conclude then, this is a book that is haunted in all kinds of ways. There are the spectres of slavery in the ruined plantation houses, the abandoned sugar works and the water wheels which haven't turned in years. There are the overgrown colonial roads that once led somewhere and are now denied. There are the descendants of slave owners and slaves, whose parents are memorialised in Latin tablets and the English church in the former case, or a mind or remembered for being the vulnerable objects of male slave owners sexual desire in the latter. But Antoinette is also likened to a ghost at various points in the book. And she always feels like someone displaced in both time and space. She's particularly at the start of her marriage, does she does she seem to experience happiness. And that is ephemeral and fleeting. All too soon, she's wandering the corridors of Thornfield at night, afraid to look about her in case she sees the ghost of which she has heard Grace Paul and others speak. This suggests that Antoinette, in her incarnation as the mad woman in the attic, is herself an embodiment of a colonial history that was certainly more or less airbrushed out of Jane Eyre, and which is still problematically understood today. Certainly there have been scholarly responses to this book, which note that it is still written in the service of a white woman's experience, however much her subject position is inflected by colonial discourse, and that's certainly true. But I say that that's part of Reese's authenticity.  By writing empire and slavery back into a canonical book like Jane Eyre, Whitesug Assay see prizes open one version of history, showing it to be radically incomplete, and instead suggests that the ghost of our colonial past may well have been locked away in this figurative attic, but that it is still alive, still potent and still able to wander the corridors of our presence. Thank you. I'm turning myself on and off. Sorry, that was wonderful, Linda. Thank you very much. Really fascinating paper. And there aren't many questions in the chat, so that means I get to use my chair's prerogative and ask the first one as well. I love the quote that you used from Reese at the very beginning about saying her book was a deep courtesy to Bronte. I found that quite moving actually. And I just wondered how, how you think traditional readers of Bronte might have might have viewed Reese's book and your work actually that you're doing now. Yeah, that's a really interesting question. I mean, I think one of the things about the time at which Reese is writing so 1966 is is a really interesting time or if we think about, you know, what is happening in Britain. The Empire Windrush has already arrived. We certainly have kind of some male black writers who are starting to write about colonialism. So we have somebody like B.S. and Paul, for example, from Trinidad, we have Sam Salvin, you know, who's who's writing about, I think it's Jamaicans in London. And one of the things that I think Reese does is she's very conscious of the fact that she's writing both as a white subject of colonialism, which is quite a kind of rare perspective to take. But she's also very, very conscious of the female status, I think of her characters as well. And anybody who's kind of read, you know, any other books by Jean Reese, there's very much this idea of the sort of the Reese woman, who is always somebody who's very fragile, and yet strangely strong. I mean, there's almost a kind of glamorous victimization about the kind of women that she writes about. So to that extent, you can kind of see how, you know, readers of Jane Eyre, and to some extent, it depends obviously on how we receive Jane Eyre. You can see how readers of Jane Eyre could actually, you know, absorb what's happening here. Because in some ways, Antoinette has, you know, she had Jenny does in some ways kind of reflect Jane's, although it's almost in the inverse direction. So whereas Jane is obviously moving towards that idea of, you know, some kind of kind of selfhood, Antoinette is kind of moving in the opposite direction. But one of the really interesting things, just to finish off on that, that I think is that the book doesn't end with the fire at Thornfield. It ends with Antoinette dreaming about the fire at Thornfield. And it ends with her saying, so now I know what I'm here to do, but we don't quite know what that is. So there's a really interesting relationship between the two.  But there's also a kind of openness that perhaps she doesn't die at the end of Widesirk SOC. And perhaps there is, you know, something, if not hopeful, at least kind of open-ended about her fate. Brilliant. Thank you very much. It's fascinating stuff. But I've got a couple of questions that I'm going to have to ask one, I'm afraid, because we've got a minute left. I'll go with the one that pops in the box first from John Hines. How comfortable can we be treating Mr. Rochester as conventional or representative of any particular group? Yeah, and that's a really interesting question again. And one of the things about the way in which Rochester is represented, on one hand, we can kind of see him as, you know, being the kind of patriarchal figure.  And yet at the same time, he also represents a younger generation who actually isn't kind of, you know, on board with the whole slavery thing.  I mean, he's kind of, he is upset at the idea of planters memorials saying that they all rest in peace.  And yet what we see, you know, when he's actually in Jamaica is that while he has the potential to kind of open up to this idea of the sort of the magic and the nature of both Jamaica itself and to Antoinette, he almost deliberately also closes it down. And I do think that, you know, again, there's kind of lots of different ways that we can think about him. And, and again, you know, this idea of radical ambivalence in the book, I think is really the kind of the keynote of the book. So, so yes, there's a doubleness, I think about Rochester there. Fantastic. Well, thank you on behalf of everyone listening and watching again, Linda, for that really great paper. Thank you.


My name is Tracy Davis. I'm an online learning developer. Bea, my colleague is with us today and she's also an online learning developer. And Jana is in our marketing team. So she is also with us today. So all three of us will be taking you through the presentation and we'll aim to answer as many questions as possible at the end. So we look at the about us, we look at some frequently asked questions that we do get on our support networks, on our courses, wherever they come through from learners and from people across the world. And then we'll have the live Q&A, like I said. And I will now hand over to Jana. Yes, thank you very much. So I'll start off, hello everybody again. This is Jana, I'm with the Office of Communications. So you might have heard of me before. You might have received my emails and that's how you found this webinar as well. And I'm going to start with a little introduction of what online learning that you definitely looks like. And I'm gonna walk you through our brief history. So just to let you know, online learning that you dealt has been there for quite some time. We actually started in 2013. So we've been on the market, educational market for almost a decade. And we've been a recognized user in this market. We've developed many, many courses. We are now, we now stand at 211 online courses out of which we have 130 massive open online courses on edX platform, which you might have come across. We also have 57 professional educational courses, 24 online academic courses, one micromaster and 25 different programs, which is a combination of a cluster courses similar to each other in a similar field. So up to date, we have over 3.3 million registered users on our two platforms where we work. One of them is edX, one of them is our own platform, online education platform. And of course, this is counting as we speak, more and more users daily come to join the networks and our courses. We developed the courses with the mission to educate the word for better really. So we want to equip people with skills and knowledge that will help solve today's challenges. In that sense, we also want to support them in their career paths and allow them to grow. And we do that together with over 240 academic experts that help us, who help us develop those courses. And we work with lecturers, professors that work on the research in a particular field and then help us put that for you into the online academic course format. We've been recognized in the online education field as well. And the proof of that is probably all the awards that we've got. We currently have 32 different awards in open and online education, which we're very proud of. So yeah, we hope to continue to journey with you too. Our courses are around seven most important portfolio themes and these are energy transition, sustainable cities, future of transportation, quantum computing. We also have courses in medical technology, skills for engineers or AI data and digitalization. So if any of those sectors interest you, check out our website for more courses in one of those. Right, thank you, Jana.  I am from South Africa, Bea is from Spain and Jana is from Poland. So please let us know in the chat where you are from and where you are dining from today. Italy, good morning. Yeah, from Colombia and living in Australia, nice. Hola, hello. And from the Netherlands of course, and from India. Good morning. Fantastic. Alabama, USA. Early morning there. Welcome, Frida. Thank you for joining us. Fantastic, guys. Great, thank you everyone. I'm going to hand over to Bea. Thank you. So, okay. What the situation is pretty much on a daily basis, we receive questions from many potential learners around the world. So what we did in order to prepare for this webinar is have a look at what are the five most frequently asked questions. And so we're going to cover those questions first, get those out of the way. And then pretty much is when we're going to open the floor to see if you need clarification on anything we have mentioned or if you have any other new questions. So what is all this about? What is online learning about? How do, what is the take of, how do we talk about online learning at the tail delt? And for us, we like to talk about three main pillars which is the three that you have there. The first one, the first one is about flexibility. And what this means is when you register for a course, you will have 24 seven access to the course materials. So this means that you will not be tied to a schedule, but you will choose when you want to study and where you want to study. And we also have this idea, we can extend this idea of flexibility when we're talking about the content. So what you want to study because we have a big portfolio, as Joanna mentioned a little while ago. So you have that freedom also to choose the course of the program that actually fits your needs, whatever it is that you're looking for. Expert knowledge, Joanna also touched upon this briefly. When we create a course, we work together with staff at the university who have the expert, the pedagogical skills, but they're also leaders in research in their own fields. There is that connection because they result is a technical university. We have that direct connection with industry. And that is what we bring to our courses as well. We aim always that whatever you learned with us is something that you can apply directly into your own work and either in the workplace or for your career. And that third pillar, that idea of collaboration is that you will never be studying in isolation. So we have a wide audience in terms of, as you can see the people that are here today, but it is true that our course participants come from pretty much the four corners of the world. And what we do through our courses is promote that dialogue, that conversation, not necessarily only with the course instructors, but with all the course participants. So in a way, you get the opportunity to extend your networks, extend your contacts. The people who are taking the course with you are people who have very similar interests, which means that yes, you will be working with them for the duration of the course, but you have the opportunity to actually continue with those conversations, those contacts well after the course is finished as well. And the question we ask is what type of courses do you do? And we mainly work with two different types of courses. On the one side, you've got massive open online courses, which we know by MOOCs and we have professional education courses, which we call Profits. So the main difference between the two of them is you will see if you register for a professional education course, it's all about in-depth knowledge of the subject that you have chosen. That doesn't mean that if you take a MOOC that is always, that's gonna be basic or introductory level. We have some MOOCs that are actually also an advanced level, but what we always guarantee is that if you take a professional education course, then that course is gonna take you in-depth, much more in-depth than any other MOOC into the subject that you have chosen. The number of course participants also is very different. MOOCs are massive, even if they're not as massive as they used to be years and years ago, but you will find yourself studying with a cohort probably hundreds of students, what we're seeing is 500 plus as it says there. While a professional education course, what you will find is a much, much smaller group. It could be as small as 10 people only studying with you. We collaborate with edX, so we run our MOOCs on the edX platform. While the professional education course is run on our own platform, which is the Teodelft online platform. If you finish the course and if you finish the course successfully, you will receive a certificate you will receive a certificate both if you study a MOOC or if you study a proper. There is a difference between the two certificates, but I will touch upon this in a little while. And while MOOCs can be either instructor-paced or self-paced, our professional education courses are mostly instructor-paced. Giving the floor to Tracy to go, yeah, to explain these different. Thank you. So the difference between self-paced and instructor-paced courses. First of all, with self-paced courses, your course content is available at the beginning of the course. So everything is there and you are able to view any of the content from the start. With instructor-paced courses, the content is usually released weekly or according to a release schedule. So you are able then to plan the study hours that will take you, but because it's so led by the instructor, it is released according to a schedule and not open all from the beginning. Self-paced anytime and work at your own pace. So that goes back to one of the pillars that Bayer spoke about in terms of flexibility. Whereas instructor-paced, you are progressing through the course as a group. So as a group of fellow students supported by your course team. With self-paced, the assignment deadlines are usually right at the end of the course. So you have that flexibility once again and you can start an assignment in week two, if that is up to you and you can look at that assignment again in week 20 if the course is open that long. Whereas with instructor-paced courses, they are set deadlines for the assignments. So you will get a syllabus, you will get an outline that will tell you exactly when those deadlines are for every assignment. Self-paced is facilitated by a course moderator. So there is someone monitoring the course and monitoring the discussion forums. In instructor-paced courses, a lot of the times we have live sessions from course instructors. This can be very different formats and look different ways. Sometimes it's a live feedback session from the course instructors. In self-paced courses, the assignments are usually peer or self-assessed. In instructor-paced courses, they are staff-assessed assignments. So like I mentioned about a live session regarding feedback, you may have a session that is feedback-related directly to the assignments. So let's look quickly at one example of a course, one example of a MOOC. So in this case, what we have here is FASAD design and engineering is a MOOC that was created at the Faculty of Architecture in collaboration with the Faculty of Architecture. And the course is very much about getting a complex, the complex principles that apply to building FASADs and engineering FASADs and try and explain those in a more accessible way. The course materials comprise of readings and mostly videos. On these videos, the course instructors have traveled around Europe, interviewing experts in Sisu about the FASAD they were responsible for. And after the video, you will always find quizzes, your exercise, a little task that will help you reinforce the content, the concepts that are explained in the videos. For this particular course as well, at the end of each module, there is a main task. And if this task is what I was saying to you, I say how important it is to be able to apply what you learned to your own sessions. So in this case, participants are asked to choose a project, choose a FASAD that they want to work on for the duration of the course. And each week, apply what they learned to that FASAD. For example, if it happens that that particular week, that particular module is about detailing the tolerances of the materials of the FASAD, then each student will have to apply that, look into that particular aspect with reference to their own project that gets shared with all the other students. And everybody gets to comment on each other's work. So there's a amount of that idea of feeding back and learning from also the other course participants. This particular course as well, now it is thrown in as a self-paced course when it ran as an instructor-paced course. There was a live session with the instructors that was not compulsory. So if you wanted to go, you could go or if you didn't want to go, you didn't have to go. But it was an opportunity to kind of again, have the conversation, ask questions directly to the course instructors. So yeah. So now we look at a professional education course from our technology policy and management faculty. This is multi-stakeholder strategies, analysis for willing coalitions. This professional education course, as you can see, we give you an idea of what to expect every single week. As we mentioned earlier, the content is released on a weekly basis. So yeah, you have that idea of what to expect from week one to week six. The method modules poll that you see on the left or the image of that, the idea with this professional education course is that you almost choose your learning journey. So the learners are able to select which assignments and which method modules they would like to do. And we use the poll so that the course instructor is aware of how many people will be doing each of the assignments and how that spread is. They are the live Q&A sessions. So there's usually a page that will ask you when you would like to join the live Q&A sessions and give you some options in terms of times and also looking at different time zones. So trying to keep that relevant for the entire audience. There's a snapshot here of one of the live sessions that we had in the previous run of the course. Also with this course, there were feedback sessions as well that were a little bit more one-on-one. So that's possible with the professional education course. As we mentioned, usually the audiences are smaller groups and to get that real practical application to your day-to-day work and your career, sometimes the one-on-one sessions or the live group sessions are extremely valuable. One of the other questions that we get quite a lot and maybe some of you have that question too is how much time do I actually need to invest in online education in a particular course? And to be honest, often objection is can I actually do it as a working professionals? So we get that question a lot, questions are coming from people who work full-time, mainly full-time. And the answer to the question is, yes, we think you can if you plan ahead. That's what the online education is really for. Online education is designed for working professionals. So the study time can vary. It's usually between three to six hours per week, depending on the course and the duration of the course also varies. The duration can be from four to eight weeks long. We believe these chunks of pedagogical approach and education are the best for the learners. For more information about the course duration and the study effort, you can always check our website in the particular course of your interest because that information is available in the website on the data, meta dataset on the right side. Second thing that we always want to then outline to the people that ask this question is that, of course, our courses offer a great amount of flexibility and that's the key too for your success. So whether they're instructor-based or serve-based, you choose when you want to learn throughout that particular week. So you can plan ahead whether you do your homework on Monday, maybe you do it on Wednesday or maybe on Friday because that's your free day. You can also do your homework during the weekend. That's also not an issue. All our courses include four mile and informal assessments and there are deadlines sometimes, mainly in the instructor-based courses, so called profits, but even those deadlines can be discussed. So of course we are here for you, the instructors are here for you and they wanna ensure that you get the knowledge that you need and even those deadlines could be discussed, could be pushed, could be a little extended if you need that extra space. Live sessions, as some of my, as Tracy and Pera mentioned, these are available sometimes, but again, if they are there, they are usually announced very early at the beginning. You can probably see them already on our website, of the course's websites, so you can actually plan in advance for them. Often you also don't have to take part in those, you can watch the recording later. If you're not able to attend, you have that option. Another question which we get quite a lot is actually, what is the required level of English in order to be successful in your courses? So even though there are no tests that we require for admission, obviously solid command of English is required to follow the course successfully. All videos are subtitles and transcripts of those videos are also available for you, so you can watch it again, re-watch it, re-read it if you need that extra support, but mainly for the accessibility purposes, to be inclusive for those that need them. Alright, then I give it to Bea. She will cover the certificate part that she spoke about before a little bit, so. Exactly, thanks, Joanna. So coming back to the certificates, if you have paid for a course, both the MOOC and the professional education course, if you have completed the course successfully, so if you have achieved the grade that the instructors decide that they deserve a pass grade, then in that case you will receive a certificate. Now, this certificate is not a paper certificate that you receive in a post, it's a digital certificate and in a way that allows you to share it in your social media. You will see how there's a difference between the certificates that you will receive if you take a MOOC on the edX platform and the certificate that you will get after completing a professional course. And while the edX certificate is a certificate of participation, so it says you have completed this course, it does not give you what grade you achieve, it's just you took part in this course. And the certificate of professional education includes the number of continuing education units. And this is important because it's the official method to measure the workload of the study time that you need to invest in a course. So this is particularly relevant in your country or in your particular context, you need to show evidence of your professional training. So normally the way it's calculated is one continuing education unit is equivalent to 10 hours of study time. Yeah. Great. So over to you as our participants today, is there anything else you would like to know? We covered a lot in this little bit of time we have, but this is the time for further questions. So please use the raise hand setting in Zoom or leave the questions in the chat box. Questions related to course specific content, we may not all be able to answer, but we will try our best. Bernard also had a question, minimum level of education for different, is it different for different courses, I believe? In a way, in a nutshell, it could be different. Most of our program, most of our courses are aimed for working professionals. So if you're working in a particular sector, you probably have enough knowledge to take a particular course, but there are courses such as online academic courses that do require you to have a specific level of education, such as bachelor's degree in engineering or so. So again, if you are unsure, you can always check the requirements, admission requirements, there is a little tab on each course website, which specify those. Like I said, usually there are no requirements, but we aim to attract professionals that understand the concept that we are trying to convey. So that's usually enough if you work in a particular sector or have experience in it or worked with it before, it doesn't need to be actually your experience now. Another question came in the meantime, what is the average student's strength in a professional course and can you dwell upon the grading system, which is normally followed? That's an interesting one for Bea or Yucce, you know? So it varies from course to course in terms of how the assessment strategy works. So it is true that normally you will be required to get a 65% in order to pass the course and you will have different opportunities, different tasks in order to achieve that 65%. Having said that, there is also, we go back to the idea of flexibility. If for some reason you feel that you won't be able to meet, you feel that you won't be able to meet to reach that percentage or you find a particular task to convert to not too difficult, then you will have the support of the instructor to get you over the line. So it's not that, you know, it's not that if you don't reach 65% that you are gone and out. No, we will work together in order to help you get over the finish line. I still, I honestly don't understand what you mean by the average student's strengths. So would you like to kind of elaborate on that or maybe Tracy, can you have an idea of what this would be about? Perhaps, perhaps student numbers in terms of how many people usually join the professional education forces, those groups are usually quite tight. That doesn't mean that they're very small, but usually around 20, sometimes 30 learners in a professional education course because it is so focused and it is, you know, moderated with staff graded the assignments. So those numbers are usually kept sort of in the 2030s. Okay, well then I think we can close the webinar session for today. Thank you to everybody who participated and rejoined those who came in at times that suited them best. Thank you very much for being here. Thank you for giving us some extra questions in the chat to think about and to respond to. I hope you all enjoyed the session and that you got something out of it and that we will see you in our courses very soon.