How does the nucleus of an atom stay together? That's it! That's the question we will answer in this video, and in doing so we will uncover a whole new force of nature and the beautiful mathematical machinery behind it. This is our submission to the Summer of Math Exposition. At each step we will start with a tiny experimental fact, and then we will build the mathematics to understand it. This video is intended for people in their first year of college pursuing some degree in engineering, so we will assume you have some knowledge of physics, chemistry and linear algebra, but if you don't, if you are studying something like photography or graphic design, you might be more familiar with this topic than you realize, so this should be really fun! Let's start with a quick recap on atoms. Electrons are made of a nucleus of positive protons and neutral neutrons, with a cloud of negative electrons hovering around them. The reason electrons stay close to the nucleus is because of the electromagnetic force. The negative charge of electrons is attractive to the positive charge of protons, but electromagnetism cannot explain why protons and neutrons stay together. For starters, neutrons are neutral, so they don't feel electrical attraction in the first place, and if anything, protons should be repelling each other because they have equal electric charges, and gravity is not strong enough to overcome that repulsion, so what's going on? How do protons and neutrons stay together? From this simple observation, we can conclude that there must be another force, a force stronger than electromagnetism, and gravity, and this force is what's holding the nucleus together. At this point, we know virtually nothing about this force, except that it must be really strong, so let's call it the strong force, which is exactly what physicists did in the 1950s. To solve the mystery of the strong force, physicists started building the first particle accelerators in the 1960s, and the experiments they designed using those accelerators were extremely clever and beautiful, but using the length of this video, I have to cut corners somewhere, so let's skip to the discoveries, because at first, they made no sense. As it turns out, protons and neutrons are made of three other smaller particles known as quarks. In total, we have found six kinds of quarks, and we have given them six silly names, up, down, strange, charm, top, and bottom. Beautiful, no notes. Protons and neutrons are made of only two of these kinds of quarks. Protons are made of two upquarks and one downquark, while neutrons are made of two downquarks and one upquark. To understand why this was so confusing at first, we have to talk about Pauli's exclusion principle. And to talk about Pauli's exclusion principle, we have to talk about spin. Part one, Pauli's exclusion principle. Spin is called spin, because it's like if particles were spinning in one direction or the other, except it's also not like that at all, because particles are point-like, and points do not spin. And yet, they do have angular momentum. Look, the nature of spin is a really fun discussion to have, but it's also extremely complex and difficult, but thankfully, the mathematics of spin are actually quite easy to understand, so let's just focus on that. And if you want to learn more about the nature of spin, I'm gonna leave you some links in the description, and I wish you the best of luck. Spin is a quantity whose value, which we call the spin quantum number, changes in steps of one unit, never going above nor below a given absolute value, called the magnitude. For example, electrons, protons and neutrons all have spin with a magnitude of one half, so their allowed values are only one half and minus one half. We call these kinds of particles fermions. For example, let's say that we have an electron with a spin of minus one half, and then comes along a photon with a spin of one. If this electron absorbs that photon, the action of the photon will be to change that spin by one unit, from minus one half up to one half. But now this electron cannot absorb another photon with spin one, because it cannot go above one half. However, it can absorb a photon with spin of minus one, going back to minus one half, at which point it cannot absorb another photon with a spin of minus one, because it cannot go below minus one half. As you can see from this example, photons can carry more spin than electrons, protons or neutrons, and this is because their spin magnitude is actually one. We call these kinds of particles with integer spin bosons. Next, because quantum mechanics is inherently probabilistic, when we measure spin, we are never quite sure which one we are going to get. We can only know the probability of getting each result. We write such probabilities using something called the wave function. For example, let's say that this was the wave function of an electron. This strange arrow looking thing is called a ket. Physicists use it to specify when they are working with quantum probabilities. In this case, it means that if we measure the spin of this electron, the chances of measuring a spin of one half are of three in five or sixty percent, while the chances of measuring minus one half are of two in five or forty percent. Notice that the probabilities are the absolute values of the squares of each coefficient, so the coefficients themselves could be negative or even complex, and it wouldn't be an issue. We can visualize this combination of probabilities using a plane. The x-axis will be how likely you are to measure one half, and the y-axis how likely you are to measure minus one half. Now we can visualize all possible combinations of probabilities in this plane. This also means that we can think of measuring one half as the vector one zero, and measuring minus one half as the vector zero one. Then we can rewrite the wave function as a sum of those vectors, which means the wave function is just a vector of probabilities. This is the reason why quantum mechanics is just like spicy linear algebra. It may look like we are just finding new ways to say the same thing, and we are, that's like eighty percent of mathematics, but the reason we do this is because it will be very useful when we look at systems made of more than one particle, like the electrons in this helium atom. Let's call them A and B. Each electron can have two values of spin, so when we measure the spin of both of them, there should be four possible outcomes as seen in this table. What we want is to assign a vector to each outcome, just like we did before, and there are a couple of ways we could do that, but the best one is to use an operation known as the tensor product. It is a little bit hard to explain what it does with words, but it is quite easy to explain visually. Using the tensor product, we can write each outcome as a base vector, and then we can add them up to write the wave function of both electrons as a vector of four different probabilities. We could calculate the coefficients in this vector using Schrodinger's equation, but that would be really difficult. Thankfully, we don't really need to do that. All that we care about is that the coefficients are the results of a function. Let's call it C of A and B, and this function takes as inputs the spin states of each electron, and then it does whatever calculations we don't want to do to get the right answers. Let me show you what that means with an example. If you give this function the inputs one-half and minus one-half, and it outputs the square root of one over four, that means there's a 25% chance you will find electron A to have a spin of one-half and electron B to have a spin of minus one-half. Ok, so all of that was just the background. Here is where it gets interesting. Let's go back to the tensor product. If electron A is in state one-half and electron B is in state minus one-half and we have A cross product B, then the result is the vector 0 1 0 0. But what if we have B cross product A? Then the result would be the vector 0 0 1 0. In summary, if we use A then B, we end up with one wave function, but if we use B then A, we end up with a slightly different wave function. And yet, this difference shouldn't really matter, it should be like measuring distance in meters or yards, just different ways to describe the same physical reality. Pauli wanted to know the relationship between these two different versions of the wave function and what he found is that it depended on the spin. If you're working with bosons, then it doesn't matter in which order you write the wave function, it will be the same either way, it is symmetric. But if you're working with fermions, like we are doing right now, then the order does matter. If you switch the order of the fermions in the wave function, it will gain a negative sign, it will be anti-symmetric. This is Pauli's exclusion principle, and it seems completely bonkers, doesn't it? Why can't it be symmetric every time? And why does it depend on the spin, what's going on? The answer lies deep in a connection between general relativity and quantum mechanics, known as the spin statistics theorem, which is really easy to explain. Here it goes. Ok, actually it's extremely difficult to understand and to explain, and you've seen the length of this video, so let's just take it as an axiom and move on with our lives. When we look at C of A and B with this restriction in mind, we find something very interesting. C of 1 half 1 half doesn't change if we switch the order of the fermions, and yet Pauli demands it has to be anti-symmetric, so the only option it has is to be zero, because only zero is equal to negative zero. Same with C of minus 1 half minus 1 half. This means there is exactly 0% chance of ever measuring the same spin in both of these electrons. Then we are left only with the states in which the electrons have opposite spins. They must have the same coefficients, but with opposite signs, and the probability must add up to 100%, which means there's always a 50% chance to measure either one. Think about what just happened. A mathematical restriction about the tensor product led us to discover real physics. Isn't that just lovely? But what happens if we have three electrons instead of only two? Because now, no matter what, at least two electrons will have the same spin. I mean, there are only two possibilities and three particles, at least two of them have to share. This is not anti-symmetric, because we could switch the two electrons with the same spin and the wave function wouldn't change. Well, this is not a big problem, because regardless of how much I like to talk about it, nothing is not the only quantum number. In this case, at least one of the electrons will have a different energy level, written as the quantum number N. This will be a new variable in the function for the coefficients, and it will take the responsibility of making the wave function anti-symmetric. If you remember your chemistry classes, this is the reason why you can only have two electrons in each energy level.  Here is why quarks were so confusing at first. Quarks also have spin with a magnitude of one-half, and yet you need three of them to make protons and neutrons, which means spin cannot make them anti-symmetric, and they are too close together to have different energy levels, so how can they possibly be anti-symmetric? Regardless of how much I like to talk about it, spin is not the only quantum number. Not the only quantum number. Not the only quantum number. Hmm, that's it. There must exist yet another quantum number making the wave function anti-symmetric. Part 2, color charge. At this point, we know nothing about this new quantum number, but we can deduce how it should work. We know it needs to have at least three different values, one for each quark, and we can represent them as vectors from the get-go, one-zero-zero, zero-one-zero, and zero-zero-one. But it will be useful to give the names, red, green, and blue. These names may seem very random now, but they come from a metaphor that will make a lot of sense when we get to it. Let's say we have a proton made of three quarks, Q1, Q2, and Q3, and let's say that each of them is in a different state of this property we are calling color. You know that if you switch the color of any two quarks, the wave function should get a minus sign. By testing more and more combinations, we can start to see a pattern. It is like a cycle. If the order of the colors flows with the cycle, then the whole thing is positive. But if it flows against it, then it is negative. This is the color cycle, and it will be very important. Turns out that mathematicians have used an object with this property for a long time. They call it the Levy-Civita symbol, also known as the antisymmetric symbol. We can write the wave function of a proton using these color states and the Levy-Civita symbol like this. In each case, the Levy-Civita symbol will be one if the colors flow with the cycle, minus one if they flow against it, and zero in all other cases, like if one of them is repeated or something. After removing all the outcomes that end up with zero probability, we end up with only six. Notice how if you switch the order of two colors in one outcome, you will find another one with that order of colors but the opposite sign. Part three, white is color neutral. We got carried away with antisymmetry, but remember that the whole point was to figure out how the nucleus of an atom stays together, and maybe we just figured it out. In the same way that electric charge interacts with electromagnetic fields, this new color charge interacts with strong fields. Each quark must be attracting the other two, and this is how they form protons and neutrons. But wait, no, something just plainly makes no sense here. If this force is so strong, and if it interacts with all protons and neutrons, why is this the first you are hearing about it? Shouldn't you see it everywhere in your everyday life? I mean, electromagnetism forms molecules which form cells and living creatures like us. Gravity forms planets, stars and galaxies, but the strong force seems to stop forming things at the scale of atomic nuclei. At larger distances, it seemingly disappears. To understand what's going on, we could try to find the formula that describes the attraction between color charges, the equivalent of Newton or column loss, and other scientists certainly did that, but let's take another approach. Let's look at neutrons. Neutrons are made of two down quarks with a charge of minus one-third and one up quark with a charge of two-thirds. At short distances, each of those quarks can feel electrical attraction, but at long distances, the effect of each quark can sell out, because their charges add up to zero, and this makes the neutron, well, neutral and immune to electrical attraction, the ace of the particle world. Gravity, having three different color charges, acts in a similar way. Maybe at short distances, each quark feels the strong force, and this is how they form protons, neutrons and atomic nuclei, but at long distances, they cancel each other out, making protons and neutrons colorless, or I guess following this metaphor, white. We can write this idea with a simple equation, red plus blue plus green is equal to zero. But this means that red should be equal to minus green minus blue, and the same goes for all the other colors. Each one is equal to having the opposite of the other two, which is weird. I mean, for starters, what even is the physical meaning of a negative color charge? Well, just like there are positive and negative electric charges, there are positive and negative color charges. Quarks only have positive color charges, but anti-quarks, the anti-matter versions of quarks, have only negative color charges. And of course, minus red minus blue minus green is equal to zero. Again, each negative color charge is equal to having the opposite of the other two. For example, anti-red is equal to green plus blue. It's perfectly natural if this sounds absolutely bonkers! That was my first impression when I learned about this, but if you find this reasonable and even familiar, then you are probably a photographer or a graphic designer. Part 3.5 The RGB Color Space RGB stands for Red, Green, Blue, and it is a system used to show colors in screens. Each pixel is made of three tiny LEDs. One is red, the other is green, and the last one is blue. The screen can make each LED shine with different intensities, ranging from being completely off, which is called zero, to shining as bright as the device allows, which is called 255 for engineering reasons. The combination of these different intensities can give us the illusion of many different colors. For example, if all three LEDs are at their maximum intensities, we will see it as white. But then, if we turn off the blue LED, we will see it as yellow. This happens because we have three kinds of color receptor cells in our eyes. They are tuned to trigger at specific frequencies of light, but there is some overlap. For example, the cells that detect red and green light are both triggered by yellow light. So, when we see red and green at the same time, our brains assume we are just seeing yellow light, even if there is no yellow light reaching our eyes. This system was first invented for color televisions in the 1960s, and what do you know? These discoveries about quarks were being made in the 1960s. Just like we have done a couple of times now, we will visualize colors in the RGB system as vectors. For example, white will be 255, 255, 255, and yellow will be 255, 255, 0. But wait a second, the vector 00255 is blue, right? And if we add this yellow vector, then we get white, huh? In a sense, it's like they cancelled each other out. In this system, yellow is the opposite of blue, but yellow is made of red and green. We can do the same for the other colors. Green and blue make cyan, which is the opposite of red, while red and blue make magenta, which is the opposite of green. Can you see the similarities? The mathematics used in the RGB system are the exact same mathematics followed by the color charges of the strong force. This incredible coincidence is the reason the color charges are called color charges in the first place, but I know something is nagging you at the back of your head. How come two completely different things ended up being described by such similar mathematics? You'll figure it out soon in the next section, I promise. Part 4, SU3. This is all insanely cool, isn't it? Using Pauli's exclusion principle, you deduce the existence of a new property of matter, and you use the fact that it cancels out at large distances to deduce that it follows the same mathematics as the RGB system, but there is still one problem, magnetism. Even if protons and neutrons have zero color, even if they are white, they could still interact with the strong force. The easiest way to think about this is to look at neutrons again. They might be electrically neutral, but they still have magnetic fields. You can see this with the magnets in your fridge. They don't shock you when you touch them because they have neutral electric charge, but they can still interact with the magnetic part of the electromagnetic force, and quite strongly. The reason this happens lies deep in quantum electrodynamics, but in summary, it happens because the electromagnetic force is transmitted using photons, and photons are neutral. They do not have electric charge. If photons have electric charge, then there would be no magnetism. The strong force is transmitted using particles called gluons. They have this name because they keep the nucleus glued together. Get it? No? Whatever, I mean it's not like it's my joke, I didn't come up with it. Anyway, if gluons were neutral, like photons, then there would be a sort of strong magnetism. But we see nothing like that in nature, which means gluons must not be neutral, they must be carrying color charge. This is one of the cool differences between math and physics. In physics you can just say, hmm, I looked really hard for something and I couldn't find it, so it doesn't exist. But in math, people can fail to find something for 4000 years and they will still not accept that it doesn't exist. Just like my soulmate, I know she's out there. Going back to gluons, consider this Feynman diagram. Here we have two op quarks, one is green and the other one is blue, and they interact through the strong force by exchanging a gluon. Maybe this green quark emitted its green charge and it was absorbed by this other quark. However, a quark cannot remain colorless, again that would produce a strong magnetism. To fix this, maybe this blue quark also emitted its blue charge, and in this way they switched colors. At first, it looks like they emitted two gluons, because two kinds of color charge were exchanged. But, since this was a single interaction, they must have exchanged a single gluon, and that gluon must have been carrying two color charges. In fact, gluons always carry two color charges. Let me show you. Maybe this green quark became blue, and to ensure that the total amount of color charge remained the same, it emitted a gluon carrying two color charges, green and anti-blue. Because when we subtract the color charge of the gluon from the color charge of the quark, it adds up to blue. Then the blue quark absorbed the emitted gluon, blue and anti-blue cancelled out, and this quark was left only with green charge, and in this way they switched colors. Or maybe it happened the other way around. Maybe the blue quark emitted a gluon carrying blue and anti-green. Hmm, how can we know? That's the fun part, you don't! We must always consider gluons as the two possibilities they could have been. They too are vectors of probabilities. And now a question starts forming in your mind. It may be a little hard to express, so let me help you out. How many different combinations do we need to create all possible gluons? Or in terms of linear algebra, how many linearly independent combinations of gluons are there? This is a very important question. It will tie everything together once we solve it. But to solve it, we must go back to spin. I know, it always goes back to spin. Part 4.5 Singlets and Triplets Okay, I know this video has been long enough, but this is the home stretch, we can do it. Consider a hydrogen atom, a proton and an electron. Once again, there are four possible spin combinations, but since there are many differences between them, they are allowed to have the same spin. Let's imagine both of them have a spin of minus one-half. Then the total spin of the atom is minus one. Next we shoot a photon with spin one at this atom, and it is absorbed by either the electron or the proton. We don't know which one absorbs it, but we know the action of this photon is to change a spin from minus one-half to one-half. Remember from the beginning of the video? Once again, we can represent this as a combination of two possibilities, one in which the electron absorbed the photon and one in which the proton did. Regardless, in either case, the total spin of the atom is zero. Next, we shoot another photon with spin one. Once again, we don't know which one absorbed it, but we know it had to be whichever particle had a spin of minus one-half, because their spin cannot go above one-half. We can apply the action of the photon to both states, and whether you know, they end up being identical, so we can add them up and the total spin is one. In the end, this atom has a spin with a magnitude of one, it is a boson, and for that reason, it is free to move up and down between these three states. Together, we call them a triplet state. But what I want you to notice here is that the photon is secondary. Its action is what really matters. These three states are related to each other by the action of going up or down in spin. Remember that. Let's go back to when the spin was zero. What if this plus sign was a minus sign instead? Well, if we apply the action of going up, we end up with two equal states, just like before, but now they don't add up, they cancel out. And yet, the wave function cannot be zero because the atom cannot just stop existing. Instead, if this atom absorbs a photon, it will simply move the electron farther or closer to the proton, but the spin state will remain the same. In other words, this atom is behaving like a boson, but a boson with a spin magnitude of zero, and for that reason, it only has one allowed state, zero. This is called a singlet state. Finally, finally we are ready. Everything in the video has been leading up to what comes next. Let's look at one possible gluon. This one is carrying either red anti-blue or blue anti-red. Now, if we look at the color cycle, we can see that before red is blue, and before blue is green. For that reason, if we went down the color cycle, we would find the state blue anti-green plus green anti-blue. Next if we continue going down, we will find the state green anti-red plus red anti-green. Here we have three states with a sort of relationship between them regarding going up or down. This is analogous to the triplet state from before. As you can imagine, this means we should have a state analogous to the singlet, blue anti-green minus green anti-blue. However, there's a small caveat here. In the case of spin, one of the states has to be flipped to be negative, right? Well, in this case we do that, but we also must flip the whole thing around the complex plane by multiplying everything by negative i. I would love to go into detail about why we have to do this, but this is one of those things that should be its own video. Hopefully, the notion that we have to flip the vector in more ways than one is enough for now. Anyway, we have a triplet and a singlet, just like before, but who said we were done? We can keep going down the color cycle or up for that matter. If we do, we are not gonna find any new states, just the same three over and over, but we do find that we can group them in three sets. Each of these sets is like a triplet, and thus it should have the corresponding singlet. Of course, these six states are not triplets and singlets exactly, but they are related to those concepts, and we will see why in a bit. We are so close. Here I mentioned that colorless gluons must not exist to avoid strong magnetism. Now I can say more precisely that the problem would be colorless gluons that are not affected by the actions of moving through the color cycle or switching colors. Only those gluons could interact with colorless protons and neutrons. For example, one of these colorless gluons would be the symmetric state red, anti-red plus blue, anti-blue. Because if we switch red and blue, it remains the same. But the worst of them all would be this one. This is the real color singlet, red anti-red plus green anti-green plus blue anti-blue. No matter what actions you do to this, which direction you move through the color cycle nor how many times, it just never changes. If gluons could take this state, the universe would be a very different place. However, we can totally have colorless gluons as long as they are affected by these actions. Take for example, red anti-red minus blue anti-blue. If we switch red and blue, we end up with an anti-symmetric state. Therefore, this gluon can exist because it could not interact with colorless particles. As it happens, we can create all colorless gluons using only two of them. So we'll use this one and that one. In the end, we are left with only eight gluons. No matter what experiment we study or what process we describe, whatever gluons are involved, they can always be described as combinations of these eight gluons. But the thing is that this is not the only group of eight gluons we could use. To find the other alternatives, we can once again move through the color cycle. These new sets look slightly different, but the relationship between the gluons in each of them are the same every time. In other words, this set is symmetric under the action of moving through the color cycle. When we find a set that is symmetric under a certain kind of actions, we call it a group. The group we found here has a name, the special unitary group of order 3, but among friends they call it SU3. The fact that we found SU3 in here is not a coincidence. What we've been trying to understand about the strong force is a consequence of the fact that nature follows this symmetry. SU3 must be represented using eight different elements, so there have to be eight gluons. There must be a cyclic relationship between six of them, so there have to be six color charges and they have to be antisymmetric. The other two elements have to be outside of that cycle, so the six color charges have to cancel each other out somehow. The analogs for triplets and singlets exist because SU3 contains three copies of a smaller group known as SU2 and it just so happens that spin is described by SU2. The reason the RGB color space has a similar math to the strong force is because we have three kinds of color receptors in our eyes and the combinations of those three things is also described by SU3. It's beautiful. It is so beautiful. It was SU3 all along and it would have gotten away with it had it not been for those meddling kids. Okay, I've calmed down now, but my point still stands. How mind blowing is it to realize that all of the properties of a force of nature are the consequence of a mathematical symmetry, a symmetry that can exist in other things like in our eyes by sheer coincidence and the strong force is not the only one. Electromagnetism and the weak force are the result of symmetries known as U1 and SU2. But what about gravity? Don't mention gravity, we were having a good time. In fact, when you combine all these symmetries into a single equation, you get the standard model of particle physics, that's what it is. It's describing the properties of these three symmetries and it's also the best description of nature humanity has devised so far. I want us to just admire the beauty of you all, the beauty of the mathematics and the fact that we can know them. The universe sticks around us, flowing, changing. And now, do you understand those sticks just a little bit better? Joy, euphoria, knowledge. I would love to keep talking about the strong force and symmetry, but the video is long enough already. Thank you for staying with this explanation until the end. I hope to have really broadened your horizons. The strong force is a topic that is rarely mentioned in physics and chemistry courses because, since its effects are limited to the nucleus, it's not seen as relevant, depriving people of learning about something so beautiful. But now, you are ready. Now you have the tools you need to continue learning about the strong force, spin, symmetry and so much more.


Guys, this is the favorite man for the screens right now. I've been seeing him everywhere, saw him on you know, Maria, saizipiyo kwa zura, narola vinyo na tesanga wuko, Amole is on the lookout actually, Amole is watching you. Guys, this is Blessing and he's here at the Nairobi Premiere, What's up Blessing? Ya yi how you doing? I'm getting you. Ziziculosis yu m dahola on a kila palisi. Yi, kwa pii kila pasti? Haa, bei... Look how coming kuleo? Kama ra arte osu kados Memberi S have who walk up for the premiere I thank you for everything This is Zaneti gentlemen if you wanna look as that person as me Zaneti gentlemen and every social media They have the hookup Takat doof PayakE He told ya we had to go So I would love to know why you hear to support Yaya una rabreh k split But we akata variety actor Na kabun�ana HaboM bezi Ne kw終u na15 But today you have taken time of your busy schedule terra b ginger To come for the premiere And during on week day Hahkoz needo b Albert Want to grow the industry Want famous people to do what I do Iwana see how the actors come up, Iwana see how the people like you on the big screen and for that to happen we have to grow this industry. So to give more people opportunities. That's what I'm here because I'm passionately in love with what I do and I have to share it with as many people as possible. So the more the industry grows, the more art we can deliver. So you worked in today and you looked really stunning which also came with a lady that looks, you know, the color, the matching, the everything. So I love to know, what is the relationship with Jamatubia? What's the relationship with Jamatubia? With cousins? Your cousins? Yeah. Not really, no. I was not very grateful even a minute when I was like, okay, let's go, let's go with that. Right now in the show, it depends, okay, what I film and what is shown is on different levels. Yeah. We have an issue with the husband. Oh, so she's my baby mama in the show, she's called Nana. Yeah. But have come dressed today. Yeah, we came from set. You came from set? Yeah. Guys, and you all just started to dress up. No, I told you, this is important to us. Oh, and she coincidentally has a ring and told us no comment about it. Ah, here again, you're not quite easy. Are you? Hold any people. Watch is order today, watch is order today and see. I will watch order today. On the phone, we know. I watch it from you salsa. At times when I'm not at home, I watch it from you salsa. Yeah, you'll see it. Okay, so. Ah, we're not church, are we? Nani. Nani. Ah, yeah, we'll come. I should not say anything about it. You said no comment and I was like, okay, you too matched. Okay, so you tell us a bit about that. But I'd love to know. You've never actually sold us your family on social media. Why is that? Because my job is very public. My career is very public. So my family is the only thing I can keep private.  So privacy, the small bit of heaven I can keep private keeps me sane. It's for my mental health. You know. Miki kwa na pahalini as the end of the day, Nani. And just, yeah, it's a massive place. I'd love to say this one is really interesting, but I'll tell you guys later why I find it very interesting because of the interaction I'm having with him right now. And I'd love to know you have been in Maria. You have been in Zora.  To fatali, to me what you'd have to say about that na inequalities gani enu na fanyawewe uchaguli na jifi to be in two of their series. It's just the Wakethic.  My name is blessed to be a blessing. Let me bless you right now. Today right now, you get a man, you get pregnant. In nine months, utataka midwa, if manya naansu ama manya ajoke na tafanya. Oni na ajuchi niya kwa fanya. Okay, na kwa dentist? Oni na ajuchi niya kwa fanya. You don't want to mess up. Yeah, but actor. Actor. Oni na takapi oni na ajuchi niya na fanya. You've answered your question for me now. So it's my Wakethic and the only way to grow new actors is to put them with one veteran. Awa newa newa. If you know kunendanga, that's how he does it. That's how I grow. That's how I land. You know? And of course we want new faces. Of course, akuna industry needs to survive without new actors. But muta naansu wa konani. Old actors. Yes. I get your point. And I'm going to release him because Amitambia, what he had to say, na piha mitama na ako today at the Nairobi premier looking so nice. I'd have to say, really stunning. So thank you so much. Blessing onakavizui. Tefalali umechukwa glimpse of the gentleman looks today. What? Has he taken a glimpse of how you look today? Want him take a glimpse of your look? Yes. The man of the screens. Your favorite actor. Looking so nice. Thank you so much. Please enjoy the premiere. I'll do it later.


Thank you for coming in in our final session, like a graveyard slot, that's its unofficial name I think but I'm going to talk to you.  I'm going to show you a logo and I want you to put your hands up if you recognise this logo or maybe even if you've been involved with it, if you've had something to do with it. Felly mae hwnnw, ond rwy'n gallwch i yn dda, a cymaint allu'n gysylltu, mae hefyd yn cael ei ddweud wrth fan y logo. Mae Leslie, y gynhau. Felly mae'n gafet, mae hyn yn yw cyment gwrs yma, wrth gwrs, o bobl y gallwn o'r gweld, a mae'n gwrs sydd wedi'u gweld, maen nhw'n ymdweud rhaid yng Nghymysg Llywodraeth Felly mae'n ddweud y gallwn mwyn, ddwy'r dduleg ba'r gwahanol popeth, felly rydyn ni'n cyfrifio i y troen. I ddim y cîn, cyflwch i chi ystafell o bobl, cwrs hynny wedi am fywr o le'r ysgrifennu. Ond nid oedd yn ddyn ni'n ymweld mewn o le'r ysgrifennu, y gŷn yn fwy o mynd i yn rai gwedddo iawn o'r fwy o ymweld ymweld, ac roedden o ymweld mewn ar y cyfnod yma arno, mae yna eich bod yn cael y tro ymweld. Mae'n yma eich bod ymweld mewn o le'r ysgrifennu ac yn ddweud i ddweud y ddweud o'r cyflawni, a mae'n gweithio'r newid ymgyrchaf o gwrsau neu yn ddweud o'r ddeudio'r ddeudio, sy'n ddegwyddiadau, yn Ymerica. Ond mae'n gweithio'r ddweud i'r ddweud o'r plog, mae'n ddweud o'r ddweud o'r ddweud o'r ddweud o'r ddweud. Mae'r ddweud yn ddweud yma. Dwi'n cael ei ddweud i'r ddweud, mae nhw wedi cyd-nw'ch gyda GDR, heto gyda'r ffair, i bobl wedi cael ei wneud rhywbeth. Felly, mae'n fwy diweddol hefyd yn ymwneud, mae'n dweud ymwneud, mae'n gallu gwneud flynyddol rhan ac mae'n doanh o'r treiniad ar y ddechrau, ac mae'n goll i gael eu dweud yn meddwl whithoriad, ac mae'n goll angrif Lleithwyr, mae'n dweud a'r dweud yn fwy o'r awn, byddwn i'r dweud ar ddechrau ac mae'r ddweud yn ei ddweud, mae'n gwybod i'r ddechau'n gwybod. Mae'r ddraedd y ddim yn gofyn ar gyfer y gweithiwyr yn ddod blwyddyniaeth yn teimlo. Felly mae'n gwybod i'r ddechrau cyflwyno mae'n fynd yn gwneud, mae'n ddod yn gweithio, mae'n gweithio'n ddod o'r ddweud o'r ddweud yn cyflwyno mwy o ddweud. Mae'n ddweud yn gwneud y ddweud. Mae'n ddweud o'r ddweud ym Mwg, a ddweud o'r ddweud. My daughter is a history teacher, a she's got a moodle for school site. She's started the MOOC a couple of times and she hasn't finished it, which is the shame. But maybe she will in June. At the grand-old age of nearly 29 she's started learning how to drive. She got driving lessons for Christmas, that's her. And made a pose for that. She took me two weeks to make a pose for a picture. The education team has actually made the analogy that you could look at the learn Moodle MOOC as a bit like passing your driving test, you pass your driving test, you get your keys, you're on the road, you know the basics, like using Moodle with teaching online. But you very quickly get to realise that there's an awful lot of roads that you need to navigate and you need to have certain skills to be able to find your way to your destination. Another question, does anyone recognise this? Anyone know where this is or what this is? Shout it out. Yeah, it's nicknamed Spaghetti Junction, it's actually Gravely Hill Interchange and actually I watched bits of this road being built from my bedroom window as I was growing up, I'm that old and my house is just slightly off the top, what's that, left there. Yeah, so you might find in fact that there are different sort of alternative paths that you would need to take or alternative means of transport to get to the same destination or you might even need to think outside the box a little bit to your approach to getting to your destination. You need to be aware that some terrains are quite challenging, in fact for some terrains you need very, very specific skills and you need to be a different driver in the city as you do in the countryside and you need to be aware that some things sometimes just cannot be expected and you just have to, and you're driving as in your teaching, you just have to meet those challenges. It matters where you teach, it matters where you drive, this is actually a road, this is a road in South America and this is a road in Canada although to be fair it could have been a road in anywhere in the UK in the last few weeks and you need training, so you need training particularly in driving in the snow, maybe this person didn't quite get the right training in driving slowly through the snow. This person obviously got a lot of training in driving very fast and you also need training to be aware of unexpected hazards as you're going along. Now there are some very good driving manuals okay, don't take a picture of that, she doesn't know I photoshopped that picture, there's some very good driving manuals along but you need more than just the manual, you need more to help you understand the different environments and approaches and experiences as you develop your driving skills just as you develop your online teaching skills. Of course Moodle has a very good manual too, the excellent Moodle user documentation, there it is, but as I said you need more, you need something like the Institute of Advanced Motorists for Moodle. And so this is the Moodle Educator Certification which the Moodle Education team have been thinking about developing and working on. Why? Well I'm going to suggest three reasons why or three thoughts that the team had as to why this is useful. And the first one is practicality, obviously the way you teach has an impact on which tools that you should master. In Moodle you need the right tools for the right job. Now in the Learn Moodle MOOC we cover this at a very basic level, we say right. So if you're the kind of teacher who's a presenter, if you just want to give your students materials to read to watch, if you deliver content you want to look at the resources in the activity chooser. Whereas if you want your students to get engaged with each other, be more interactive, look at the activities. Now that's a really low level, but what if you don't know that? What if you're not competent in that? What if you've not had that training? I know a history teacher in South London who has a Moodle for School site who's just started driving actually, who will remain nameless. Who is an excellent classroom teacher, she gets the students working together collaboratively, they do higher level thinking skills tasks, they're challenged.  Now that in itself is okay because it's exam classes, they need materials to be able to read, download and revise, sure. But does she could surely align the way she teaches in class with the way she adds Moodle content, but she doesn't know how, she doesn't have those competencies. Of course I blame the parents, but just beside that. So research has shed that actually I'm leading into this now. So according to EduCourse, and this is a slide that Martin mentioned yesterday, 74% of faculty when surveyed said, yeah, learning platform is really important. In fact 60% said it's critical, but 50% said yeah, but it will be better if we had better training, if we knew how to use it better. And 51% were unhappy with the current training. So they don't know how to make it better, they don't have those competencies. And what about if you actually just thought a bit beyond your own individual classroom, be it online blended or whatever. And if you thought beyond your own organisation, what about aligning it to competencies outside internationally? So, got some for you here. The European framework for the digital competence of educators, which is a bit of a mouthful, but just like road smart, it has its own short snappy cool name, which is DigiComp edu. And there's the core elements of the UNESCO pillars of learning. And I'm not going to tell you what they are because you can Google them afterwards at the end. And of course, if we could have these in our training, you know, then it would head us towards again, as Martin was saying, UNESCO's sustainable development goal number four, quality education. Well, that's what the plan is. So the European framework for the digital competence for educators has only actually came out last November. And it is what it says it is. It is a framework for educators of digital competencies that they should have. And in fact, part of the team is presenting on this in terms of mobile learning in Paris this week. And so this actually forms the foundation for the content of the modules in the Moodle Educator Certification. So the courses are these competencies. So we are basically going to teach digital competencies to educators using Moodle activities. These are the areas of the DigiComp edu areas of learning, areas of competence. You can look it up directly, the direct link there. So for example, there's teaching and learning. I'm doing a workshop tomorrow on collaborative learning that comes under that area. It's not just teachers competencies for pedagogical reasons how they teach. It's also professional competencies how they react and how they work with each other. So we've got professional engagement there. So one of those might be professional collaboration working with your colleagues digitally. So in here are 22 competencies and they're the titles and the content of the modules. So I'll just give you an example of the format because they all have the same format. They're consistent and it works like this. So everything has to have a beginning, a middle and an end. And a good beginning is with an introduction. So you have announcements, you have a module guide. You're given your learning goals, what's success.  For example, let's take professional collaboration. Now if you haven't ever done that digitally before, if you know nothing, that's fine. Because you'll be in a facilitated module with a small group of other people where the facilitator will guide you and you'll learn from the others. So these are facilitated modules and your facilitator will be a Moodle partner. So these are accessed or will be accessed from Moodle partners. And they're currently in development stage. Moodle partners will be trained and so on. So it's not free, but it will lead on from the MOOC and it will also run alongside of the partner training that you can access. So then we move into Act 1. So the team in America, not me, the team in America decided to call these acts. Which is a part, it's like a part, part one, Act 1. And this is where, and it's like similar to in the MOOC, you experience some activities from the student point of view. So we suggest to you three Moodle activities tools that you could use to meet that competency. So for instance, if you were learning about professional collaboration you could use database activity. That's pretty good for sharing stuff amongst colleagues. So is a glossary at a slightly lower level. Of course forum, forum is very customisable. So we suggest these tools and you access them as a student. And of course you can also discuss other tools so you know if you don't agree then open up the conversation. In Act 2 you will then go off into your sandbox course. This again is similar to the MOOC and recreate with your own flavour those activities. So hold on a minute, what if you've never actually made a database activity before and now you've got to make your own according to your own needs. Well you are given step by step instructions. You're given a little video tutorial. That's actually the only bit and a few courses. The greatest credit goes to the team in North America. And if that's still not enough for each of these activities you get a skills test, a Moodle quiz. Which you can take several times to make sure your knowledge is enough to do this. And if it isn't or if you still don't feel confident in setting up a database or it might be a workshop or a lesson you're sent off to an individual standalone kind of self-paced course where you will learn everything you can about that tool. So we don't teach tools but as part of something grander. When you've understood how to make your database activity or whatever you come back into the facilitated course and then you create your activities and submit them for assessment. And then in Act 3 also known as Part 3 you will then share your best work with the other participants in the course and think about how you could get your students engaged how they could demonstrate innovation how they could be responsive and so on. And if you feel particularly that you've made a good activity you could even share it with the other participants and with the world on MoodleNet for instance. And then this is kind of like the beginning middle end. In the reflection section it's twofold. So it's not only about you reflecting on your own learning during the module no it's also about you giving us your reflections because we need your feedback about the facilitation about the module about those three activities in Act 1 whether they're right activities so that we can make the modules better each time. So they will be continuously updated. Again this is like the MOOC you know from 2013 when we first did it it's changed quite considerably and that's not only because Moodle versions have changed so it will be constantly updated based on feedback. So to summarise Moodle Educator Certification which is currently being developed is facilitated modules the 22 competencies but also as I explained some self-paced modules that you just go and do on your own for the tools you'll access it via Moodle partners We're using Moodle Cloud which is pretty cool and the plan is that it will be continuously updated new Moodle versions, new improved versions of the modules. Initially it will be in English but depending on which partners come on board we hope to have it translated so it will be in other languages and you'll be able to get some of them from the second half of 2018 and of course for reputation purposes thinking long term we want to be intimately connected to MoodleNet. So why did I say this is a little bit different? Well one of the team in America, Bob has done some research into the trainings offered by other learning management systems or learning platforms as we call them like Canvas, D2L and so on and they don't seem to look at their users as educators, as teachers so yeah you can have training in the tools how to make an assignment, how to make a quiz which we also do you can have admin training, you can have face to face or online training facilitated but we haven't seen any that align with competencies that are competency based that help you meet competencies, international competencies and using the learning platform, using Moodle and this of course is helping towards our vision which is to give the world the most effective platform for learning so it's not just about passing your test and getting the keys, it's much more than that and if you're interested or if you want to follow the development and the progress of the project we've got a URL which is Moodle.com slash Learn Moodle so please make a note of that because Tom has actually written an FAQ of all the questions that you would ask me if it weren't the end of the day and you weren't keen to move on they're all there Moodle.com slash Learn Moodle it's a link to our documentation and also please come to Moodle.org to the Teaching with Moodle forum this is where we have lots of conversations about using Moodle in teaching and if you want to ask me one of the places I hang out as well so find out more there please come and discuss Teaching with Moodle in the Teaching with Moodle forum and get your colleagues to join the MOOC that starts on June 18 thank you I have a question I'm still offering the jacket by the way is that anyone's jacket black jacket no well we'll leave it at reception or maybe we can take it home on the two Mary have you got time for a couple of questions my first question would be if I was thinking about going to a workshop tomorrow maybe 1.30 which workshop would I want to go to well I personally am planning on going to the collaborative learning workshop because there you're going to have a taster of one of the modules in the Moodle Educator Certification Programme obviously it's a lot shorter and condensed because we only have an hour and a half and we're doing it live as opposed to facilitated online but you will get an idea of the flavour of it, of the introduction and the acts and the reflections so that's going to be my choice anyway and you're leading that one excellent, thanks could you grab another microphone just before Mary escapes because I'm sure there's some questions from the audience they don't have a question for Mary based on what she's just been presenting about this is a change to answer question instead of running around with the microphone this question here, here we go I know you're not even rolled it out yet but I think from a perspective of being a university and having a whole load of staff that we'd love to upskill to the same level will there be some thought about potentially how potentially none Moodle partners could be certified trainers in this to allow us to do it out that way we can't be a Moodle partner because we're a university as far as I'm aware so how do you train the trainers or will there be some sort of thought about training the trainers? Yes, I think the answer to that is there is some thinking going into having someone in your organisation as a qualified trainer facilitator rather say facilitator but they'd still have to go via a Moodle partner first but I actually have an idea that that's one of the FAQ in that link that I gave you so have a look on there okay Thanks Mary, any other questions Can you just go up there I'll put my glasses on so I can see you Hello Mary can I ask is this going to be a one-off qualification or is this something that you're going to have say for a two to three year period and you're going to have to renew Well that's interesting my belief is that it's going to be a qualification based on certain oh actually no I don't know because it will be updated for each Moodle version or maybe once a year for every other version but certainly the qualification in terms of the digital competencies is not changed I don't know, I'm sorry I don't know the answer to that Can I just say that the European Digicom framework gets updated and in fact the UNESCO Worldwide Digital Literacy Skills framework is going to build on the Digicom framework so I should imagine that will reflect all of that I mean it makes sense that way Sorry I just wanted to say it doesn't actually go to a page it looks like it's got a dash between learn Which do you mean that one? Yeah it looks like it's got a dash between learn and Moodle without the dash it's not resolving No there's no dash Sorry I don't know what you mean It's going to a page you're not found Isn't it? Okay You mean there's a hyphen between the N and the M Yes I'll have a look afterwards I'll have a look now actually There's that, any other questions? Oh there's one here, let me just There's two here Let me go to the closest one Mary will be successful people who've succeeded through the course have any accreditation that they can claim for it are you having it looked at by any university partner I think they're working toward You'll get certificate, you'll get badges I think they're working towards different accreditations and I am sure that that is in the FAQ Actually, thanks This was working So Oh thank you So who else was it? This is really interesting for us We've been asked to look into reviewing the VLE that we're using and probably something like the learn Moodle project would be one way of us say no please let's not move We've got this new training we can offer but just wondering about pricing and things I know that's probably a bit far away but if it's going through the partners and obviously we'll have to pay for it Do you know if it would be something like an institutional subscription or per user or you don't know yet I don't know yet I'm sorry The Moodle.com slash learn Moodle link is a canonical URL which I only learned from Doug a few months ago actually that term so I'm saying it to sound cool is from the documentation so the page is actually in the Moodle documentation so I'm just looking that up now actually Yeah Okay any last questions for Mary before you listen to my dulcetones No, okay Well while we're switching over can we just give Mary a round of applause Thank you While we're switching over sorry I can't really walk backwards


One of the most common questions I get asked is, you know, how do I start day trading? So what me and my mentor bowed in for our viewers on YouTube is create a free mentorship course that reveals our 12 secrets that every single brand new day trader should know before they get started. But please take note that there is limited seating every single week, so please reserve your spot at myinvestingclub.co. Link is in the description. All right. Enjoy the video. What's going on, guys? I just want to make a quick video. I haven't been making too many videos lately because I only want to do that when I have something I think that's worth talking about, so I don't kind of overcrowd you guys or give you too much to go over. So basically what I want to talk about today is how to use size and when to use max size.  So I'm going to retry this. So basically the way I have approached trading recently and it's really served me well is there are two scenarios that I use max size on. If I allocate whatever, it doesn't matter, 3,000, 4,000 shares, there are three scenarios that I'm going to use max size. One is on the broken stock, the non-hot chick of the day, right? Something like HX. HX was not the hot chick of the day. It was broken. You had overhead resistance to short. We had a clear cut plan in the watch list on what we were going to do. We kind of saw this 325 line. We saw this 340-ish area, which was the support, and then there was like this 360 line. So the way I approach using max size on these stocks is at the open, I'm always going to have my fantasy orders out. So I'll have my fantasy orders like 320, 340, 360. If one of them hits and confirms, if all three of them hit, good, fine. I get all three of my starters in and then I'll react if this line reacts. If the first one hits on one bullet, I'm going to wait for it to reject and then I'm going to get in full size risking that line. That is how I've always done it, and it's worked really well for me on the broken stocks. So for example, basically like for this one right here, so my line was 325. If I have my feeler out there at 325, starter hits, immediate rejection, and this little push into VWAP here on volume and it's not going anywhere, I would be using my full size. This is how I've gotten to grow my PNLs because I'll use full size with wicked tight risk because I just don't want to see it break this line because I think that's obvious. That line, that line is not confirmed to me anymore. So I usually set my stop right over that line, a couple cents, some wiggle run, whatever. And usually that has led to these quick little washes off VWAP. These are what I think MIC is kind of famous for now is these broken stocks, these quick nail and bail trades, but you make 20, 30, 40 cents on a broken stock. So the thing is now on the broken names where people get into trouble the most is that second attempt. The first attempt is always easy in my opinion because you get a good feel of it. But this is the thing, after the first attempt on a broken stock, I automatically pretend that trade never happened and I go approach it the next bounces, like it's a brand new trade. So then what do I do?  Probably not. So I kind of take it out. So now I'm using VWAP as a line. So now I'm using this line right here, this line which was confirmed, and the one above it just in case. Because I know in this market what happened with these broken stocks is they always can bounce a little further than you think. So I play it like that. So I let it kind of come, I'll set my fantasy orders again.  I'll order here, order here, order here. The line confirms I'm going to get in with a quick, I like what Amon does and I've kind of tried to adapt it where if this line confirms I'm going to hit it quick because again this stock is broken. For me I'm going to use full size above VWAP. If it's broken and it confirms a line I will use full size above VWAP because the fact is you have to get some full size trades on. If all of your trades are small size it just takes one trade to wipe you out. So you've got to use full size in the best moments. If you watch Austin's webinar on sizing he talks about that you have to get some full size trades. You just want to scalp, you just want to boom, quick and easy, tight risk, boom. Just like something like this where Amon if he hits his orders, I saw him do it today. Boom, boom, boom confirms he hits his size and goes in there. Got to be a little reactive, it's not, there's no science to it, it is kind of an art form and that's something that comes over time. Something like this, this is a great example, you short your 30% size at your line. So real quick, there is nothing wrong in my opinion with shorting like on this bounce to VWAP. You want a short full size, fine, but you have to stop out when it reclaims. No matter what. I've done it, I short VWAP right here and then boom, you get that. You need to be fast, you need to be comfortable doing that. I really love how Amon does that, he'll short big but just boom, I mean I've seen it. It's like short, stop, right? Because you know VWAP could reject, right? Like this little wick might have got me, I might have thrown on some size there and just said, waited for this line down here for another 15, 20 cents. But you've got to be quick. But the way I like to do it is I really like adding full size into weakness. And not shorting weakness in the wrong way, but I talked about in my last video about kind of going with the water, right? So for example, if you had your starters and you got your size up here when this 340 line kind of rejected and stalled, right? This push down now has the weight of the move is going down. That's where I like to slam in the rest of my size because you know, again, and I only use size when there's range. And what's that? There's range down to three, you're at the 320s, there's 20 cents, which is my minimum boom, right? And to be honest, at that point, you're at 1030, you're at zombie times, you're done, okay? So the broken stocks are my favorite to use, to use max size because I'm comfortable using it above VWAP because the overhead is there, it hasn't broken pre-market highs. I know that the odds are kind of in my favor. And if I want to use max size in your VWAP, I can, I just need to be kind of quick with my stops. PPSI, now let's go over a stock that is not warrant to max size, okay? The only second option that I will use max size on, the first one is broken stocks on day one. So there's three actually, the second option is low hanging fruits. If it's a good low hanging fruit, I usually will actually double my max size because I'm so confident that in the lines that are drawn, and I'll kind of trade them the same way I do broken stocks on day one, I'll add to the kind of like that downward momentum. Like for example, let me look up. Hey guys, my name is Toss Bradley, I'm one of the head mentors and moderators of my investing club. If you have any questions about getting started in trading, getting started in the MIC, MIC in general, text me at<PHONE_NUMBER>, this is not a robot, it is me directly on the other end of my business line and we'll get you in the club. We also have special promotions going on that I can get to you depending on your trading needs. Hit me up, back to the video. A stock and how I actually played before I get into this one. Lizzie is a good one, I believe. Yes. Okay, so Lizzie, it was a good low hanging fruit today because it ran all day, it ran like crazy.  It ran like crazy, right?  So we know this is backside of the mood, not only is it a good backside trade, there's also other hot chicks in play, right? Simple as that. So how I do it on low hangers is basically we had our lines like 450, 450, and so on. So at the open, right, you had this big push to your 440 line and boom.  How I play it on this is I wait for, now that it's confirmed at this level, I'm sorry, I just have a seizure or something. Now that it's confirmed at that level, VWAP is gonna be kind of my guide. I like to see it break hard below VWAP, I don't know why my VWAPs keep showing these bands. I don't use these bands at all. I just forgot to take them off. Okay, so I use VWAP as my guide. So when it's broken, I'll start to scale bigger size, but as soon as we kind of get under VWAP here and confirm, I usually like to put on my bigger size and I know on low hanging fruits I'm just gonna kind of widen my risk because I think the odds are there and they usually end up panning out something like this. Nice and stress free, right? You can use VWAP as your guide. I can use big size and comfortably just know that I'm risking VWAP at this point and look at how they usually tend to just fade. That's a lot of low hanging fruits. I like to stay small while it's above and then kind of as it goes in my favor that's when I start to use full size and I'll say I'm either gonna risk VWAP or the top of the previous line. As you guys know, I sometimes do. So that's how I do it on low hanging fruits. Now, times you should not be using full size. Let me see what's going on. My phone's blown up here. My girlfriend broke her friend's finger. I don't care. Oh God, dude. So exhausting. Okay. Times to not use max size. When the stock is labeled the hot check of the day until it loses that title, you don't use less than max size, right? And why is that? Because if you are using max size on the hot check, you are risking a crazy volume burst.  On these hot checks, you can use 30% size max until one of two situations. You get a massive stuff move.  Or it is a waterfall candle like this one, which not to me isn't like a kiss of death, but it's a big waterfall candle through VWAP, right? Those used to be kind of my bread and butters. And I'll show you how I used to play those when I used to stick around longer. But basically this is why. So in the mornings, right? This is the problem. When a stock is a hot check and has the volume, no matter what, to me, when a stock breaks pre-market highs, which was right here, it becomes the hot check. It's done, it's the hot check. I don't care what happens after that. I'm 30% only until we get a stuff move, a death candle, anything, right? And I'll tell you why. So everyone knows for me, if you watch my videos, my 30% size, I'm willing to let it pretty much work until the trade is wrong, which means I'm usually comfortable risking 30 to 40 cents on my 30% size, because it's a manageable loss and it allows me to stay fluid in the stock and not panic. So this stock is a great example. It broke pre-market highs. I don't care if it came down, whatever. If you're a new trader, you have to stop out on the break. No matter what, no questions asked. I don't want to hear bup, bup, bup, bup, just try to remember farmer, farmer, I don't care.  You stop out on the break, pre-market highs. You set your heart stop there, I don't care.  There's a million times where I've done this, I've waited, I said, hmm, it's did this.  So that's that, stop out. As soon as the stock breaks pre-market highs, to me, it no longer warrants full size until I get the death candle. So now, this is a good example because it went up here, it's now the hot chick, it came down, this is where the volume and the attention still was. You could be shorting your 30% size in here, risking high of day, or risking the top of the last kind of candle, you had that 25 candle, whatever, and you'd keep your risk and check 100%. Your risk would be completely in check, you'd be scaling this balance to here, hopefully an average in here, risking 20, 25 cents and that's fine, I think, on 30% size. That would allow you to stay like, so I hope that helps, reach out if you need any help at all with sizing. Thank you so much for watching our video. If you wanna see more of our videos, please subscribe to our YouTube channel by clicking the button here. We do our best to post a new video every single day. If you have any questions about MIC or any general trading questions, please text Tosh using the number here. 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