We just made this no slip interchangeable welcome porch leaner and we'll show you how we did it right now. What is up? Welcome back. Do you like to do it builder or make it? So do we? We have new videos each week. This week's going to be a good one. Who doesn't love interchangeables? That's right. Everybody loves a good interchangeable project and we were asked to create an interchangeable welcome porch leaner. Now we kind of already have that. We have the welcome vertical kit and we have the interchangeable accents but they've been around a while. A little bit stale, outdated. So we thought this was a perfect opportunity to update all of the accents. As a matter of fact we've created 16 new accents so you could change them every month. So we thought we would teach you how to create the porch leaner, paint up some new accents and show you what we've got. Step one we're going to gather all of our supplies. We needed two six foot pressure treated dog ear fence pickets. These are going to be our actual leaner piece and we needed a brace. So we have a one by four by eight foot. This is also pressure treated. Now we typically use a little bit shorter gothic fence picket. Also pressure treated in this one by four sides but I couldn't find it. So this eight foot board was like the same price as the picket so and I can get eight different braces out of it. So four sets of pickets. It's perfect substitution. We needed some glue, some one and a quarter inch brad nails. We also needed some washers and some magnets. They'll be stuck together right now. Those will be for the interchangeable accents and attach them to the boards. And we'll be using our Foxy Hughes paints. This is outdoor craft paint. So it's perfect for an outdoor project like this porch leaner. We're going to paint the pickets with this paint and we're also going to be painting our accents with this paint. So this is great because it'll be outdoors in the weather and in the elements. It's UVs resistant, weather resistant, mildew resistant. It's going to be perfect to paint those accents. Step two, we're going to create our design. We're going to start in Canva. We're going to pull out some clip art that we can use for the accents. Kim's already started gathering some things. Let's go see what she has. So to get our accents, we're going to start in Canva. I asked Kim to pick out just a couple of like a handful of accents that we'd be able to make 3D for this door leaner or this porch leaner. And this is what I see. Like pages. There's pages, Kim. It looks like there's one for every month. Yeah, except for one month. I think there's 11, but one of them I thought we could get two off of one page. Now, I know it looks like a lot, but I was giving you options, but I haven't narrowed down for each season of which one I would choose. Okay. And you can tell me if you, if that was too much or not. Okay. All right. Because we are trying to keep these interchangeable. I'm not trying to make a whole door around for each season. Well, this penguin looks pretty easy. That's, that's the one I chose for that one. Good job. Okay. All right. Okay. For this one, I'm liking the lips. I really like the lips too, but they were two pieces and I wasn't sure how they would magnet on. Oh, I could put them on a round back or something or even move them over to the postage stamp. Something. Well, I chose, I thought the easiest one would be the, yeah, cherub or whatever that is. Oh, it just looks like a pudgy guy with wings now. We can use love from love stripes. I sometimes there's notes in there for you. Oh, okay. I thought that was just a note from me. Okay. So St. Patrick's Day or March. I'm thinking the top hat. Yeah. I was thinking the top hat. Let's keep it simple. Okay. On the same page. Okay. This one for Easter. I saw this cute one with a bunny and a half of an egg. So I thought either, I didn't want to take it too far. Oh, it looks like you're already doing that. Oh, yeah. You're just trying to see the bunny. Yeah, I was trying to see the bunny. Well, he's really cute and that's easy to see on a black background. Can you change that background? Anyway, I thought one of those little bunnies right there, that one doesn't have the whiskers, which I know would be hard. Yeah. And you just want them in an egg? Well, yeah. I also, yeah, I saw that.  Yeah. Yeah. Okay. I'll let you, I'll let you decide, which is easiest. All right, this is the hardest one. I was really thinking unless you get a better idea. Maybe, maybe all I need is a, you know what I need? An umbrella for April. An April umbrella? An umbrella and some boots and just kind of combine them together. I don't even have that here. So you're saying you're not done. You're not done. Well, I had, it was just recently inspired. Inspired. So that was March, April, May, June. June. So this is June and July. I thought you could do this for June and July. I love that little watermelon with sunglasses. Does he not scream summer all day? He just, and the, the partners up there, the watermelon and the pineapple, they're too much, but I love them together. They look like they're too much. Like, I'm not sure I would invite them to my party. Yeah. You want to invite them to your party. Because someone's going in the pool. And then look at that pineapple with the sunglasses. All right. Are they all too much for summer? Do I just do a watermelon? Look, I got something simple. A watermelon flip flops. No, I like the little guy with the glasses. Okay. So that's June, July. Here's another one for July. Oh, because I was thinking. I like this guy for like July. Oh, actually, I did fourth of July go down. Yeah. Oh, you got extra months. Fourth of July. So for July, there is that red, the little, yes. This top hat? Yeah. I feel like we already got a top hat going though. We could do a simple star. We could do the United States. Could do the ice cream cones. We could do like that half lag that everybody does, you know. Oh, this, the banner thing. Yeah. I don't think I like the banner thing idea. All right. All right. So that's July, August. All right. Maybe one of those other summer ones for August. That's what I was thinking. Okay. And then. So it was a September now? Yeah. September. Got to go back to school. And you know what I love? The owl. You can see once I hit the owls, I was in on the owls with the glasses and the little book. Yeah. But who thinks that's back to school? I mean, I didn't, I wanted it to be for someone who might not have little kids. Oh, well, then they wouldn't care about school at all, right? Uh-huh. True that. I kind of like this one for back to school. Okay. You could be like back to school. Right there on the edges of the books. Uh-huh. When we get all you get in the musical. Yeah. October. Oh, I like this witch. I like this witch thing going on. Okay. That would be a good O, right? Yeah. Oh, it's a witch. And then I am loving the November. Look how cute. The turkey? Yes. Yeah, this one. No, actually, I liked that guy. No, either any of them are funny. I just think they're all funny.  He could choose whether or not to put his eyeballs cross-eyed or not. Totally.  I was losing it by the time I got to December. Yeah, it's looking sparse. Yeah. But I thought the ornament is where I agree and did was just the ornament and I just, that's why I didn't go any further. All right. Sounds good. So I'm going to download all of these and pull out the ones that I think you want.  I save my options in case some of them aren't true SVGs. Okay. And I have to do an image trace or something. Okay. I pulled all of the accents that Kim wanted out of Canva. I pulled them into Illustrator. I've already sized them all so they should fit. I'm going to pull them apart and make them into actual cut files. We'll start with this little penguin. Let's see what we're working with. All right. Not too bad. All right. First thing I'm going to do is grab everything. And then I'm going to copy, control C. Now, right here, I'm going to unite everything using my Pathfinder tool. Let's see. He's got some little cut marks here. If I go to release and then reunite, it'll get rid of all those guys. So this backer will include his feet. So I'll keep it orange for now. Now I'm going to do control shift V, which will paste what we copied right back into place. Now we don't need his feet anymore. So we can get rid of these guys. His feet will be back there. That's his belly, control Z. That's his body. Oh, this is pretty easy. So I'm going to grab everything again. I'm going to go copy, paste. All right. Now down here, I don't need the back part anymore. So I'll get rid of this. Now I want to put all of these little pieces back on his little scarf and make it a third row or a third layer.  So I'm going to hold shift and grab all these pieces that I want to make a third layer. I'm going to copy, paste. There you go. Here's my third layer. I'll put them down here. Now all of these pieces I'm going to say are score marks. So I'm going to lose the fill. I'm going to give these a dark blue score line or dark blue stroke. Oops, I missed his nose. Lose the fill. Give it a dark blue stroke. Now I want this piece to cut out of this piece. And I think as one is eyes to cut out too. I'm going to hold shift and select all those. I'm going to lose the fill. I'm going to give these a red stroke. All right. There's one of them. I'm going to group all of these group down here. I can move these up a little closer. Select everything here. We'll lose the fill and give it a red stroke. Now this should stack on here and I know exactly where to place it. Now up here you don't really need any of this stuff anymore. I'll grab everything. All of this stuff. We can delete that because his body will line up right over top of that. I'm going to grab this. We'll lose the fill and we'll give it a red stroke. I'm going to group this whole piece now. Keep them together. If you like this kind of content, I do this Illustrator class once a month over on Patreon. You should totally come join us there. I'm going to turn the rest of these into cut files, but I don't think you want to watch all of that. So I'll meet you back on the other side. Step three. We're going to make all of our cuts. We're going to take the quarter inch MDF over to our AI NOVA 14 and start cutting out our accents. He's got a big giant sheet of MDF to really show you what he's going to be using. It's the real one that's going in there. It's not a stunt board. Well the accents are cutting out over on the laser. We're going to cut out our three brace pieces. Each piece is going to be 11 inches. We're going to cut them out of the pressure treated one by four. We're going to make all of these cuts with my body, pocket saw, just with my pocket. This is our seven and a quarter inch Ryobi. What is this? A miter saw. A miter saw. I'm on it. You're on it Kim. I'm going to paint the pickets. We're not going to use the paintbrush. We're going to use the foam roller in the handle. Roll the whole thing. We're going to paint them in our foxy hues color Heist Haze. This is a great neutral. It's my favorite neutral color. It's like a taupe color. I think that will be great to contrast against the color in the different accents. I don't want it to be too dark. I don't want it to blend too much. I know I'm going to paint the pickets with this Heist Haze. Now Garrett and I were just having a spirited debate on what color the cross braces should be. Now I could paint them the same color, but I think that's a little bland. I was thinking they should have a little contrast.  But then he said... So that's going to look chunky. Chunky. Whatever that means. You need to have a contrast, but not something so sharp. So I was thinking like this Goose Gourmet Gray. It's a very dark gray. I feel like it's very dark. It'll give you that contrast, but it won't take away from the letters and the accent in the middle. And then I was like, well I'm not really thinking gray because I don't think I don't I don't love that. You want to put them close to each other. Yeah, you can't even get close to each other. So then my suggestion was why don't we stain them just the cross braces and stain them in this Varathane Sandstone here. And then there's a contrast, but it keeps it in that neutral family. What do you think? I think in about 15 minutes you'll say, oh I don't like that. I don't like that either. So the cross braces are still up in the air. Yeah, we're still that's still a work in progress, but we can start on the pickets. I know I'm going with those in this light color. It's out of the way so they can dry that while they're drying, we're going to paint all of our little accent pieces. I put them in frames. I think we're just going to paint them and assemble them so that we don't have a million pieces spread out everywhere. Right, one at a time. One at a time. Time to assemble it. We're going to bring it all together with a little bit of glue and some brad nails. We're going to use these two black pieces as our front braces. We're going to use one at the top and one at the bottom. And then this is our back brace, but first we're going to use it as a spacer or a guide so we know where to put our braces in the front. Yep, makes it super easy. No measuring. Here's to get our spacing down so we know where everything goes and we'll glue these and tack these with a brad also. We have to leave space for the O. That's spelled wrong. I don't know. Whose language is it spelled wrong, Kim? So we don't actually have an O. Don't you think we need an actual O? For what? I guess you can't ever put the actual O on because the magnet will be here, right? Yeah. Okay. It'll look weird. All right, what do you think? I think it looks great. We're going to glue them down now. We're using some wood glue to glue it to the wood. I want to shoot out the back. I'll get these little guys, these little half inch brads. The nail, not the guy. Fill the nail holes with one of these little micro tips. Just going to dip into the white paint. To attach the accents to the pickets, we're going to use one super strong magnet and then each of the accents is going to have a washer attached to the back of it. Now, Garrett has an ingenious method on keeping these accents from moving. These accents or some of them are two layers and they're a little bit heavy. And while the magnet is certainly going to hold the washer and the magnet together, they're nice. This is super strong. Over time, I don't want it to kind of slip and slide. So we built a frame to go around the magnet that's going to actually get attached to the washer. So the washer and the magnet will hold each other together and then this little frame around the washer will hook onto the magnet and keep it from sliding down the board. Yeah, so smart. Yeah. Because that star bond, I'm going to attach this MDF to this MDF and that star bond is going to keep that thing from moving. So his little frame is going to keep that accent from sliding around. We're going to attach this magnet to the pickets using star bond. We're going to use an excessive amount of star bond. We really want to make sure that this thing is attached to the pickets and this is a gap filler. So it is going to fill in any gap. So it's going to be great if there's any kind of spacing in between your pickets. These are really close together. So I think we're going to be good. But if there's any spacing that should help fill the gap there between the two pickets. Garrett's got another great idea on how we're going to attach this ring to the back of the accent. So if you just eyeball it here, you're not really going to know where it sets in the spacing between the M and the C. So what we're going to do is lay the frame around the magnet at the star bond. Now make sure that the star bond does not touch the magnet because you don't want those two attaching right now. That'll be your permanent accent. All right. So the glue is on the ring and now we're able to eyeball where we want like this. Well, he's actually going to sit probably like that. But I really just need to focus on spacing between the two. Right? Yeah. So that looks like that's there. Now we're going to lift it and the ring is going to be attached right where we want it to be. Throw some more star bond in here around the edges. Make sure you keep that frame attached and then we're just going to drop a washer into the frame. Set this aside and let it dry and move on to the next round. But not these guys. Not yet. First, we're going to add some ribbon on the top and bottom. Yeah. So the great thing about this is you can actually switch out the ribbon at the top and bottom. Well, for the bottom, I think I'm just going to leave this little twine at the bottom. But for the top, you could make this ribbon match the season or you can keep it neutral and leave it all year round one black and white color. You want me to do this one first then? Yeah, we'll do the bottom and then we'll stand it up. Can you see it up? I think it passes the wind test. A little slamming around. And now the magnet's strong enough for it. You can take it back off again. All right. Did we miss an accent? I think we have all of the accents. We have 16, but I did think of one yesterday. Kim and Mike came for a visit and she said something about her daughter's birthday and I was like, oh, we need a birthday accent. Yeah. I mean, we gave them a school one, but no birthday. Yeah, a little back to school. That was my September. So definitely going to do a birthday cake. What else? What else do I need that I missed? Yeah, what else? I know of another one that I missed. If you have one that we've missed, leave it in the comments below and maybe Kim will go ahead and find the 10,000 pieces of clip art for that piece.


Good evening everybody. My name is Mari McAuliffe and I'm the head of the Migration Research and Publications Division, which is responsible for the World Migration Report series. Thank you very much for joining us for this webinar, this launch event of the Educators Toolkit. Unfortunately, our colleague Ms Eva Ackerman-Baurier is unable to join us today due to illness and we wish her a speedy recovery of course. I'm really delighted to launch the toolkit today. It's our new Interactive World Migration Educators Toolkit. And the idea for this interactive toolkit stems from a pressing need to better and more have more balanced understandings of migration across the world, including in colour and context. It also reflects the development of the World Migration Report series over recent years as well as its increased usage in a variety of different settings. As we know since 2017, the series has moved from reports on a single topic to become a globally focused report covering key data as well as salient thematic topics in each edition. And over the last several years, and especially the last three editions, we've witnessed the World Migration Report become a key reference report on migration globally. The breadth of data and the analysis contained in the report is now used by an ever-growing and diversified audience ranging from researchers, but also policymakers, practitioners, the media as well as teachers. The last edition of the World Migration Report, the 2022 edition was released late last year and has already reached record highs in terms of media reach compared to previous editions. The diversification of the report's audience is not only a clear signal of accrued interest in issues related to migration and migrants that are intrinsic parts of today's societies, but also the need for IOM to further meet the needs of the report's users in our increasingly digital environments. While the Mald Migration Report is produced and written in an accessible, balanced and rigorous manner, IOM of course wants to ensure that the report does not remain sitting on a virtual shelf. But it's the foundation of digital tools for busy users across the world. The wealth of data and analysis in this series also needs to be put into action and inject life into the discussions on migration taking place in boardrooms, in ministers' offices and parliaments, as well of course in classrooms. Against this background, we first launched last year the online interactive platform, which allows users to explore and interact with key data in a highly visual and engaging way. And together with the report itself, the interactive platform has been recognised in two international design competitions in 2021. The International Annual Report Design Awards and the International INOVA Awards for Excellence in Corporate Websites. I think this international recognition hopefully for us validates IOM's approach in expanding the array of report materials for the digital age. And in this field, we've been working on developing three toolkits each tailored to the needs of specific user groups. So first, to assist fact-checkers, we have developed a simple toolkit to help bust those key myths on migration. I think Celine is sharing the link in the chat. Second, we're also working with partners on the development of a digital policy toolkit to assist officials in utilising content in a wide range of different policy settings. The toolkit will be launched in June this year, late June this year. And we have been working with partners, the Graduate Institute, as well as the Geneva Science Policy Interface, who are supporting this project. And of course today we have developed the World Migration Educators Toolkit. Initially it was just available in a PDF, but today we're launching the interactive platform that we're really pleased to share with you today. It offers a unique set of resources for educators around the world to teach about migration, to teach about migrants and in the context of human geography. It draws upon the extensive research and analysis in the report itself and delivers specialised tools and resources that will be updated in terms of content with each new edition of the report. In other words, the World Migration Interactive Educators Toolkit aims to support teachers around the world as they seek to provide balanced, accurate and interesting learning materials on the fundamentals of migration and migrants for teenagers and young adults. Extending the utility and the reach of our flagship is particularly gratifying and it helps the organisation's role and its contributions to migration discourse globally. As you may know, IOM has been one of the longest standing supporters and producers of migration research and analysis. And IOM established the first scientific journal on international migration in 1961 and commenced the World Migration Reports series more than two decades ago now in the year 2000. Before turning the floor to Jenna Blower who will be taking us through the interactive platform and the contents. I'd also like to thank her but also the online communications unit headed by Jose Ignacio Martin Galan or Nacho as we call him for the wonderful conceptualisation of the interactive platform. I'd also like to acknowledge to the early work of our former colleague Adam Sawyer as well as the consultant Jonathan Scriven who helped lay the foundations for this new toolkit and its development. So on behalf of IOM also like to thank the diverse partners who've been involved in the development as well as our two discussants today we'll hear from later Michael Clements and Alejandro Moreno Zavala. We hope that this toolkit becomes a key resource and helps teachers and students all around the world in navigating a really complex and as we know fast moving and changing environment that is migration in the world today. So thank you very much for joining us again and I'll now hand over to Jenna who will be able to take us through the key content of the interactive platform. Thanks Jenna over to you. Thank you so much Mari for the introduction. I am delighted to be able to take you all through the new World Migration Interactive Educators Toolkit. So today I will begin with the contents of the toolkit and then I will showcase how to use the digital platform. So to start here is a little bit about the World Migration Report series in which the educators toolkit stems from. The World Migration Report is the flagship publication of IOM. It presents data and information on human migration and analysis of complex and emerging migration issues. The report series commenced in the year 2000 and due to its demand has been produced every two years with now 11 editions. As you'll see at the top there the 2020 edition is available in 10 languages and the current edition the 2022 is available with some core chapters in English, French and Spanish with other translations into other languages currently being undertaken. The WMR 2020 has also been awarded gold in the 2021 International annual report design awards for its online platform including interactive data visualization and our toolkits. The World Migration Report is a global reference report used by officials, media researchers and teachers and students throughout the world. Given the report's relevance in education and the feedback the division has been receiving from educators over the years, a toolkit has been prioritized to support high school educators and accessing report materials that are tailored to their needs. The World Migration Educators Toolkit includes a set of modules to practically support educators teaching students about human migration. Like the World Migration Report, the toolkit has also been peer reviewed by migration experts and educators in the field. It's very important to us that the World Migration Report offers a complete global analysis, so too the Educators Toolkit contributes to an international curriculum on migration, offering timely research and analysis on topical migration issues from a global perspective. It includes content from all 61 regions, Africa, Asia, Europe, Latin America and the Caribbean, North America and Oceania. The toolkit is organized as follows. The first section covers the fundamentals of migration, where there are six modules responding to the questions, what, who, why, when, where and how. There are key modules in understanding the core concepts about migration and how migration manifests around the world. The second section elaborates on key thematic issues about migration, the first being the implications of migration, which addresses the themes of integration, social cohesion, and the contributions of migrants. The key thematic issues include digital technology and migration, disinformation about migration, climate change, and a new module on COVID-19 that looks at the impact on migrants, migration processes, and mobility. So in each module you will find a set of instructions, resources, and these resources come in the form of reports, but also links to YouTube videos and other digital media. There are also studies to support students reading comprehension and data case studies to support data literacy. And each module ends with an interactive scenario catered toward group learning and designed to spark creativity. These include mock United Nations type scenarios that relate to a challenging issue on migration. So here is a text case study from module five, how do people migrate where the students will first be presented with an article. So here's one on the application of migration by Dr. Colin, and on the right hand you will see some example questions that accompany the text to support reading comprehension. And here we have a data case study from module eight on climate change, which prompts students to compare the IDMC data on new internal displacements due to conflict and disasters. And you'll see here that the questions are designed to support data literacy, asking questions not only about the details of the figure, but the text describing the data as well. So we have strived to make the toolkit as accessible and flexible as possible to meet diverse learning needs. You'll see here that we've embedded throughout the digital toolkit videos of interest designed for those working digitally. We do, however, have a PDF version available, as we know that Internet access may not be available in all teaching circumstances. So the PDF version provides all the tools that teacher will need to conduct these activities. And this next section will describe some of the ways in which we can use the digital interactive version of the toolkit. So here is a video of the homepage where all modules can be accessed. And as described earlier, you'll find detailed instructions and multimedia resources to support teachers facilitation on any given topic. And teachers can draw on the module contents with great flexibility, depending on their students needs. This is an example of in module navigation. And as you'll see the digital platform allows students and educators to use the color menu to navigate through different classroom activities. This is an example from the module titled what is migration. Additionally, the right hand navigation allows you to advance to the next module, or jump between modules via the drop down menu. And this video demonstrates the movement from the what is migration module to the other fundamental topics of who, why, and where do people might be. This is one of my favorite slides to demonstrate that the content is interactive, making it easy for both teachers and students to view and complete module activities. So the data case studies, for example, check students learning of the topics through a variety of interactive exercises from estimating figures of the slider to this multiple choice. As you go down, you'll see students ability to actually fill in the chart as they do their own research. You'll also see throughout these interactive exercises, students are able to fill in their short answer responses to questions directly on the platform. So this really does illustrate the text case studies and data case studies that were shown earlier. And for each interactive activity students can print their work or save their work as a PDF. And again, another great aspect of the digital interactive. So we have term interactive scenarios into presentation and slide decks, so educators can easily facilitate the activities in class with the aid of a computer. And this interactive scenario, for example, draws on the features of the dual lingo language app and ask students to enhance language services for migrants based on key migration data and analysis. And to conclude here are some key takeaways about the toolkit. It presents up to date information about the state of global migration. It represents a diverse geographic landscape addresses cross cutting issues on migration, such as gender, climate change and digital technology. It's a flexible curriculum applicable to many courses, such as human geography for the science and sociology, and we have prioritized accessibility and the delivery of the educators toolkit. So this interactive toolkit response to the demand and uptake of digital interactive tools. So we have to embedded the world migration digital interactive platform into many of these classroom activities. Furthermore, the toolkit and its contents are based on the one migration report, which is available in multiple languages. And of course we also have the PDF version in case teachers are unable to access the digital interactive. Thank you. Thank you very much indeed. Jennifer taking us through the digital platform and the link of courses in the chat for those who want to have a look at the new interactive platform and have a play around themselves with it and its contents. I will now turn to to Nacho Jose Ignacio Martin Galan. He's his full name he's the head of IOM's online communications unit, and he is based in Manila so we also have to say a special thanks for saying a very late nacho and joining us in the webinar and the launch event It's been wonderful to work with you of course and you've really brought your more than two decades of experience in the fields to bear on this particular project and we're really grateful that you can join us so over to you. Thank you so much. Thank you very much, Marie and colleagues thank you for the opportunity and for the good collaboration it's a pleasure for me. So, this is one of those appointments and even if it's late in Manila it's always a pleasure to be part of. Andrian, if as discussed if you can please share the screen for me, because I have some technical issues to share it from here, just with the toolkit but I'm not going to go too much into that one because the presentation that was done before is already very comprehensive. But basically the main key points and goals of this interactive educators toolkit is first complementing the wall migration report interactive phase that Marie was already mentioning, and both are really complementing and supporting each other and making data more more accessible, more interactive. And as it was mentioned before providing a tool to educators and students to be part of the conversation to be part of the conversation and to use and have the possibility of discussing having multiple different conversations about the many facts and data collected on the report which I think it's very rich. I'm just saying that those conversations are more horizontal with the different audiences and what I mean, what I mean about horizontal is that no matter if we are a big organization or an individual, we are at the same level in terms as interlocutors right and and and having all the data and access to all this information to balance and to be at the same level on as interlocutors at collective or at the individual level. And yes, I didn't just to mention, okay, that was already presented but two of the tools that I think are very interesting. If we go to the data to decay on who what is migration data case study. So for me, two of the of the tools that I like a lot in this interactive are the ones where you can place it trying to, to, to understand how many, how many fatalities, for example, of course, and I'm trying to see how far or close your word from reality, if you can just try to. You can see what was shown before, and then you can submit. And, and I think this is very useful from a journalistic point of view but doesn't look from an educators point of view as well, because it helps the student or the, the different participants to realize what's the real, what's the real intuition that we have the first intuition we have, and then what's the reality sometimes that it's a big gap between both, both to, and then if we scroll down, and we go towards the chart which was already presented is the same concept right so you can try your chart you can try it. And then afterwards, if you can, you can see what the real path is if you can try just to play up with it a bit. Yes. And then you can guess and then you saw the real path basing on base of course on the information that you had before as a student on the interactive on other tools that you could have access to. Basically, and then if we can go towards the interactive scenario please. Yes, and then you, you have here the instructions what what is also particularly useful if you click on the on the top on this to make it presentation on that yes here. So it's also useful that you can immediately make it as a presentation as a slide so so it's useful also for the, not only for the student but particularly for the for the facilitator for the educator to use that immediately. And in any case, just to conclude because I don't want to take much of the time. For me, and I think that the big, the big point that the big a positive element of this toolkit that that and the idea division that Marie and the team had when they approached us to to collaborate on this is that perceptions about reality and of course perceptions about migration are shaped by many stories by many narratives. Being those real information. A misinformation news fiction, a series in Netflix messages on social media on networks, the last conversation I had in the G at the gym. So, and sometimes our brains. Forget, what's the difference between fiction nonfiction. And even if we try very hard, it's difficult to, to shape and to really have always the clear picture of what's the truth and what is just part of our, our imagination or our interpretation of reality. So, having these possibilities of interacting with real data, but touching also and participating learning by doing a, I hope, can help also the different actors to better discuss to better support constructive narratives about migration and then therefore better actions, reactions or, or, or agreements to, to work all together to make migration work for all. So, for me, these are the main points and I'm of course open for any questions for any, any questions or any comments that you will have. Thank you very much. Thank you very much, Nacho and again we really enjoyed working with you and your team. We had kind of realized the PDF so that kind of core content but seeing it come to life. Seeing how creative you and your team have been and our collaborators in terms of making an accessible tool, both for teachers but also for students has been a real pleasure. Another real pleasure is to be able to introduce Dr Michael Clements, who has worked with us and is a partner on the World Migration Report kind of more broadly. And we're really delighted that you could join us today, Michael. For those who don't know, Michael is the Director of Migration Displacement Humanitarian Policy and he's a senior fellow at the Center for Global Development in Washington, DC. He's one of the world's leading experts on aspects related to migration and his a go-to person for particular areas around migration and development. So we're really delighted to both be working with you and to learning to be learning from you and to be having content peer reviewed, of course, by you, Michael, but also for you to be joining us today in this webinar on the Educators Toolkit. So I will hand over to you and allow the audience and us to hear your insights and then we'll also hear from Alejandro as well. Thanks. Thanks so much, Mari. Can you hear me okay? Hi, everyone. So I, that was very nice of Mari to say once in a while I offer her opinions on stuff but I'm not, I don't, I wasn't involved in the creation of the toolkit and I don't deserve any of the credit for its fantasticness. So I think that this has become as a kind of a one-person focus group of the potential users for the toolkits to just offer some thoughts about it. I teach migration in economics now at Georgetown University. In fact, I'm getting ready for our next class tomorrow. So I'm a very active migration educator in that sense. What I thought I want to offer is just that I really love the Migration Educators Toolkit. I think that all students on earth could benefit a lot from seeing some portion of it before they finish school. I really mean all students because this is just an understanding migration is a critical ingredient to being not just a worker in migration in some sense but being an informed citizen in this century with so many crucial policy issues revolving around migration. Not just graduate students, undergraduates and even high school students can benefit from different aspects of this toolkit. So I just wanted to be on that just blanket endorsement. I wanted to spend a few minutes talking about why it's so compelling to me. You know in the in the parable from ancient Hindu texts that I think most of us have heard that group of blind men encounter an elephant for the first time and they sharply disagree about what an elephant is. One touches the tusk and says well elephants are like spears and other touches the leg and claims that no they're like tree trunks and another one touches the trunk and insists that elephants are like snakes. The point you think about the parable is that they're all right and they're all wrong in a way that prevents any kind of productive discussion about how having an elephant in your village could be beneficial or challenging. And our public discourse about migration is a lot like this and so many interactions I have with with people in government in society are just lacking the ability to have a basic productive conversation about migration and migration policy because because there isn't a common reference of not just facts but but but but meanings. Often it becomes clear that people are starting from completely different ideas about what makes a migrant is a migrant a refugee a job seeker a lone worker a family a child. Is it a person on a plane or a raft. Is it a person with an MBA or a subsistence form. Is it fundamentally a partner or fundamentally a threat. They're all starting from completely different mental references for migration. Is it a flood is it a trickle. Is it a fuel of some kind of burden, a renewal in an invasion. If you ask Americans how many foreign born citizens and green card holders there are the average answer in poll data is 36% of the population, which is more a lot more than triple it's it's real value. And the star economist at Harvard University Stephanie stun cheva collectively calls this the fog of immigration. And at best the fog of immigration is a source of confusion. At worst it's an opportunity for for entrepreneurs and political disinformation. To blow away the fog, allowing at least some chance of a reason than fact based debate. Not most politicians for whom standing strongly for facts about migration carries all the political risks of appearing to stand strongly for or strongly against migration itself. And not most academic researchers who really receive zero career rewards for widely disseminating basic facts in a comprehensible way. The crucial role falls to very few at the national level I can think of great examples in the US philanthropists support efforts by the Migration Policy Institute the Pew charitable trusts to just document basic facts for productive conversation. But at the international level for years that crucial role has been played by Mari and our team by the World Migration Report. Of course it takes a truly committed and interested citizen to sit down and read the 540 pages of the superb World Migration Report, World Migration Report 2022. There have to be other channels to reach the public and a critical one is is education of young people. Before leaving school at whatever level they're being schooled from high school to graduate school, people need to encounter basic conversations about what is a migrant, what kind of people migrate, how many people migrate. Why do people migrate. These are the questions that are that are engaged by the World Migration Report more broadly but specifically by this toolkit. And it makes me wonder what if everyone received as a part of their basic education or their specialized education, the idea that half a century ago 97.5% of all people on earth lived in exactly the same country they were born in. And now half a century later in the age of mobility that 97.5% has ticked down to 96.5% today 96.5% of people live in exactly the same country. They were born in what would our public discussions look like with that perspective underlying them. What if everybody understood that the UN projects and talking about the world population prospects that by 2140% of all working age human beings will be African. What would our public discourse look like then what would our contemplation of migration policy look like then. Everyone understood that it is possible for the same migrant to be motivated both by seeking safety from violence and the opportunity to contribute economically at the same time the same person. What would our public discourse look like then. I think it not only asks these questions, it asks questions that are more immediate and practical for an educator like me, like what if the understanding of these basic facts were reached not by passively listening to a lecture, or reading a tone but by students doing their own carefully guided data analysis by studying cases relevant to them by role playing recommendations for real people or debates and negotiations with with personal stakes. The educators toolkit reflects a passage from Plutarch's Moralia, which is really a guiding principle for me which is that education is not filling a vessel, it's lighting a fire. That's a paraphrase. But that's a that's a that's a fundamental insight. The understanding of all of these things is much deeper, much more lasting, much more owned by the student and later by the educated citizen. When it arises through the kind of interactive exercises that that tomorrow in our team are providing here and most educators know this. It's just, they often don't have the resources or the time to to build these things, much less build them so so so so so beautifully and and useably as as this team has built them. So there's no excuse anymore, not to not to offer them to students we have them at the highest quality they're sitting there for free online. I hope they allow for more conversations about elephants that see the whole elephant. And I'd love to talk with you more about this fantastic new resource. So thanks a lot for inviting me. Thank you so much Michael. Your words are inspiring actually for us to keep going and expands other kind of avenues and so forth but I should confess and I have to say this before I introduce Alejandro as well that part of the inspiration. Has been watching my children, teenagers, navigate through, you know, textbooks that are very static that are highly inaccurate, not related to IB. This is why I have to say this before Alejandro starts this is why we went to IB. I think because they have been outside that realm but Ivy has been a natural partner for us in terms of, you know, value alignment and understanding the importance of having engaging tools the importance of having balanced rigorous curriculum materials and so forth. So part of it has been inspired by seeing something that I think is, you know, problematic and obviously I'm not going to name the textbook and, and go into that sort of detail but also understanding and realising that through partnerships that we can create something that is quite meaningful and influential in terms of actually allowing young people to be able to engage in this topic and really think about it critically without having to just do root learning and having a sort of like a passive interaction with education as you say lighting the fire is particularly interesting and important for us. But the bad side or the sad side for my son who's starting IB the IB diploma program next academic year is that he has chosen geography and he will be doing and using the educators talk it which I've explained to him and he's not too keen on but he loves geography and we talk about migration a lot at home and he's been one of our, I guess, influences or, you know, inspirations one of the people, and there are thousands of people around the world who can benefit from, from a toolkit like this. And as Jenna mentioned, we have had it peer reviewed by teachers we've had it peer reviewed by analysts and migration academics and so forth and there's a question in the chat in terms of who is it to be used for. As it was designed for high school students and, and certainly the final years like IB diploma but we actually have used the contents to do training of member state officials, for example, especially given the policy to ability and meet people moving from job to job who may not necessarily have the fundamentals of migration down pat. Thank you very much for that was a long segue into introducing Alejandra. We have been delighted to be able to work with Alejandro Moreno who is our main focal points at international baccalaureate. He is the curriculum manager. He holds a bachelor's degree in international affairs and literature and master's degree in education and humanistic studies and through Alejandro and his team, we have been able to, I think, take on board some very, very useful insights, but also think about things in a more comprehensive manner beyond where we started, which really was actually geography, and to be thinking about things in a much more comprehensive way so we've really enjoyed working with Alejandro and his team and I'll hand over to him now to share his insights and he can step us through some of the key components in terms of from a curriculum perspective, as well from an IB perspective so thank you so much for joining us Alejandro and the floor is yours. Thank you very much Marie. So I'm going to share my screen, just for a few minutes. So, I'm really excited for this invitation and also for the work that we've been able to do over the last months after I was introduced to the IOM educators toolkit. And I'm glad to say, as Marie mentioned, also the toolkit seems to be envisioned as it is mentioned in the introduction in a format that is accessible for a secondary level human geography course. The geography course is certainly the most logical place where the toolkit would be employed by my educators. But as we realized the basic idea of this project was the IOM handed us over the toolkit and we basically wanted to highlight, just like Michael said, with no authoring participation on it, we basically wanted to highlight connections between the toolkit to already existing IB curriculum. So basically just to tell IB educators, where can you use this resource that is already set and ready to go? Where can you use it? And of course the main point of entry as I mentioned was geography. But then we started noticing that in most of the courses there was a clear ways in which educators could employ, mainly in the individuals and societies, subjects such as logopotics, social and cultural anthropology, and information technologies in a global society which will now change to the jail society, your business management, economics, history, etc. But also in what we call the core subjects, such as theory of knowledge, extended essay, but not to list all of them. But as we soon realized after exploring the toolkit is there were many more subjects that at first instance would not seem to focus on migration, but that clearly had links that called for the use of the resource such as language and literature where students discuss global issues and it seems that an increasing number of students are addressing migration as one of the global issues that they are interested in. And then of course, our middle years program was the secondary point of entry, both for individuals and societies, but also for interdisciplinary studies. And as we kept on working, we realized that many of our colleagues, for example, in the primary years program, the PYP, we're also working on units of inquiry around migration. So even though the resources meant for an audience of secondary level, we realize that this is a resource that many educators around the world will probably be able to use both as an entry point as the discussion starter, as well as instead of doing a scavenger hunt around the internet for or curating their own resources which of course they will continue to do. Here we have a very solid resourceful material that they can just take and bring into the classroom that will surely serve as something for them to build on. So going out of the very specific ID elements, this is, I'm going to more general things. This is, these are the approaches, sorry, to learning and how within teaching and learning should be at the ID, but these are probably things that all educators, ID and non-ID can relate to. These are some of the skills that, and I think more important than the content and the specific questions that might be answering the models. These are general skills that I think that using the toolkit and engaging with it, as well as the general world migration report can do. Research skills, most of the models do not only ask questions about the information that is already in the toolkit, but invite students to look for their own resources, to look at additional websites for additional materials, and basically to conduct their own inquiries to pose their own questions. And I especially like that it analyzes multiple format sources. So students are getting engaged, not only with text, but also with data, videos. It also fosters thinking and communication skills because all models have an activity where they have to present both individually, we're in group, we're doing role playing, and that is of course connected also with social skills. And finally, self-management skills. I think COVID has highlighted the not only hybrid education, but also they use that students have for asynchronous activities where they are able to manage their time, do things on their own space and at their own rhythm. And I think especially the digital version of the toolkit will facilitate this. Not all the learning will happen inside of the classroom, but an increasing amount of it will happen on the students' own time, and when they are basically processing. And so here are some of the highlights or takeaways that I think all educators will have about the World Migration Educators Toolkit. One, it helps to bring the topic of migration into the classroom in an innovative and meaningful way. For some educators, this might mean a session, a 30-minute or a 45-minute session. For others, it might be a whole unit or especially as we move off to high school and college, it might even mean doing a whole semester on a whole course on migration. It provides educators with right to use resources and activities that facilitate instructional planning and delivery. It doesn't mean, of course, that everything will be ready for their course depending on what that is, but it does provide building blocks that educators can put together quite easily and especially that it might facilitate work among different educators from diverse subjects. That is probably what I would highlight. As a former coordinator at schools in Mexico, I used to see teachers struggle to do interdisciplinary and collaborative planning because they would try to force subjects into something, into any topic that they had decided on. I think what the toolkit promotes is showing how interdisciplinary planning can be done in a purposeful way around an important issue. Also, one of the things that I'd highlight about toolkit is that it's not an ending point, but rather it's a starting point for then maybe jumping into the World Migration Report. As Michael mentioned, few people in high school especially will probably look into the complete document for the World Migration Report, but after looking through the toolkit, they might be invited to consult particular chapters that are of their interest. And this is, again, one of the great advantage of the resource that it presents migration in light to the students that may resonate with their interests, be that because they're interested in digital technology and of course the toolkit improves that a lot. If someone is taking economics or business management and they might learn about the economic side of migration, where they are particularly interested in the arts, this might be something that calls to them. So I'm really excited both as an educator and as a curriculum manager to see resources like this being deployed and I hope that we can continue building on this strategic partnership. That would be it for me on this, we have a particular question so thank you very. Thank you so much Elhondra, I really appreciate it and it was great to see those slides in terms of how it sort of connects to different, you know, subjects and also, you know, the, I'm going to get the acronyms wrong, but middle years program, NYP, I think it was, yeah, so the different kind of stages in terms of the libraries, curriculums and so forth. So, and as I explained earlier we have actually used it for, you know, for senior officials in terms of some of the core components as well so it's very adaptable. We wouldn't make the senior officials go through the classroom exercises, but, but at least using the content to highlight some of the key aspects that Michael mentioned around definitions around having multiple or mixed motivations. For example, someone is not just a refugee. They are also wanting to forge safe and meaningful lives and you know income generation and vice versa. So we go into those sort of discussions as well and it gives the opportunity to really have very meaningful exchanges on content. I have a few minutes left for questions and thank you very much for participants who are posting questions in the chat. I think that, and let me just see if I can make my own doing this on a laptop Milda's question on the age group I think we've answered that for you Milda but please follow up if we, if we answered that sufficiently but it is quite flexible you could use it in a bachelor's course and master's course you could use it at high school level, so forth and so on. So that we've covered that one. Lisa has asked, how often will the contents of the toolkit especially migration statistics be updated once a year or more frequently. We'll hand over to Jenna to answer that if she wants to otherwise I can feel it but I'm moderating so I'll hand it over to Jenna. I think, most precisely, will update the contents, according to the publication of the World Migration Report, and as that develops but we also follow very closely the release of various statistics. Whether that be in June, when UNHCR releases their data, or UNDESA releases population data, we certainly keep an eye on how that influences the module content, as well as making sure that all of the links are up to date. And as most of our content fields outward for students to do their individual research on statistics, we make sure that those links are all up to date as well. Great, thanks Jenna. And people might not be aware of how often we do the World Migration Report, it's said every edition, it's updated so we have been doing editions of the World Migration Report on a by any all basis, which is every two years. So the next World Migration Report will be released at the end of 2023 next year. We do, as Jenna said, obviously take into account the latest data and statistics and different global data sets come out at different times of the year. So we consolidate the latest data and put that forward in the interactive and also in the toolkits. I have a question from Miriam, in terms of planning to translate and make available the interactive toolkit in other languages, we're currently working on Spanish but we're also fundraising for other languages. We've put quite a lot of effort into language accessibility of the flagship report itself so we've moved from kind of one language in 2005. There were five languages in 2015. And now the 2020 the current previous to current edition was in 10 language outputs. We're currently translating the World Migration Report as we speak into different languages, we release it in English and then it is translated. And we do the six UN languages plus we're trying to really put emphasis on languages from developing countries because we know that developing country context are particularly important for official languages. So for the 2020 edition we had chapters in Swahili, for example, we're looking at Swahili's Just Commission Swahili again for the 2022 edition, and then also looking at other languages such as Bengali for example for the current edition. So Swahili, as you know, language translation is quite expensive. So if you have any fundraising ideas please let us know. But only to say that the first priorities are IOMs official languages so English, Spanish and French are key for for the toolkit and the interactive platform and IOMs that we really have to prioritize. I have a question from Yasa which is for Nacho. If you don't mind Nacho I will read it out for you. How does the image transmitted by the media shape people's perceptions of migration and migrants. That's a kind of a big question. Okay, that's a very, very big question. Thank you very much. But I'm happy to take it. So, finally the media, they have an important role because at the end reality, since the beginning of humanity stories have made the difference in terms of how we understand and shape our perception about reality. And the media for a long time, the media as we understand traditional media, first the newspapers and TV, radio, etc. They have been the big storytellers of our times, right. However, let me talk about this impact. We have many theories about the impacts. And one of them, for example, is the one of the two-step flow saying, look, what the impact of media on an individual is afterwards shaped by the different experiences of that individual, not the same person that maybe saw the toolkit and participated for a year in a course with different professors about migration and a person who never was exposed to that reality or that had different experiences. But today, we have more than that. We have the digital space, which has multiplied the possible actors and communicators. And then it's not a two-step flow anymore. It's an end-step flow, which can go beyond what we can even imagine. So then there are many, many theories about that. I particularly like a lot the one about cultivation, my governor that talks about how he mentioned about he created that concept of the mean wall syndrome. So how people are exposed to not only the media, but particularly TV, were really, really impacted in terms of how they perceive the reality and how they reacted, even if it was fiction. So in many occasions, it's not only the media, it's also a series. If you watch a movie about the Second World War or you didn't, that changes how you perceive things. So then media, of course, they shape a lot. But what I always believe is that if you have people who have tools, education, face-to-face interactions, no matter what the message by the media, from the media, from the colleagues from your football team, from your parents, your family are, if you have all those tools, then you are better equipped to make your own judgments and decisions. And I think this is what this Educators Toolkit is about, right? On helping everyone to make their own assessment, their own perception and their own to honor, to own their own views and share them as they want and as they think that can be more useful for society. So I hope this answers, it's a very, very big answer for a very difficult question. But I think basically it's complicated. There are many, many factors. But for sure, the more we are prepared, the more we have media literacy, education, the more the different actors, the society is prepared to better decode those informations. Thank you. Thank you very much, Nacho. And it's a totally predictable response from me, as my team know, but I guess I was still online. So I would like to direct him to maybe look at two chapters of the World Migration Report kind of series one in the 2018 edition, which is on media portrayals in traditional media of me of migration and migrants. And that was written by colleagues at Oxford and Amherst, I think it was. And then also in the current edition, we have a really great chapter which looks at disinformation about migration and the utilization, increasing utilization of tech platforms. And that's written by an IOM colleague actually, who is in the media area and also researchers from Dublin City University. And that's a really insightful chapter, looking at things from the new perspective around digital platforms and, and their use in terms of disinformation. Thank you very much. I think Salinas put the links in the chat. Before we've got, we've finished with the questions. I would really like to again express enormous thanks to Jenna for, you know, leading on the finalization of the content of the Educators Toolkit to Nacho and his team for the collaboration on the interactive platform which has been fun and really inspiring. And also to Michael and to Alejandro for being such great partners and learning from you and your perspectives and teams and also for being willing to work with us. We can be challenging at times. We work in a very fluid environment, working in migration, but we really enjoy and learning from you, collaborating, certainly to get to an end product. And finally, of course, huge thanks to Selina and Adrienne who are there as the IOM research people who organize all the webinars and also work on core components of the World Migration Report with us. So thank you very much again for putting together this webinar for us. We really appreciate it. Thank you again for joining us. Those in the audience. I hope that we've answered all of your questions sufficiently but get in touch with us. If you would like to explore other aspects or have any other questions, thanks again for joining us in the webinar and we look forward to seeing you soon.


perovskite oxide materials have been studied extensively as potential alternatives to noble metals in heterogeneous catalysis. These materials can be synthesized with multiple cations, which can lead to synergistic effects that enhance catalytic activity. Recent studies have focused on understanding the relationship between the physical and chemical properties of these materials and their catalytic performance in transfer hydrogenation reactions. In this review, we summarize the current state of research into perovskite oxides and their applications in CTH reactions. This article was authored by Tafadswa Precious Maybate, Namatham Senka Prudence Makunga, Cinema Lolleen Shibongo, and others.


If you're considering modifying your DSLR or mirrorless camera for astrophotography, you usually have a few different choices. And the goal with all of these mods, as we call them, is to let in more light in the deep reds of the visible spectrum. The issue with stock cameras is that they have a fairly aggressive IR cut filter that rolls off gradually in these deep reds. And that gradual roll off means that the H-Alpha emission line, which is so important for capturing emission nebulae, is only passed at somewhere from around 20 to 50 percent transmission. After modification, you typically pass that line at over 95 percent transmission, and that makes it much easier to photograph these dim emission nebulae, like the Harden Soul, or the California Nebula, or the North America and Pelican. And if you've looked into camera mods, you may have seen terms like low pass filter, full spectrum, HA mod, botter mod, and felt overwhelmed by all of the different choices here. Well, this video will clear up the actual physical differences of these different types of camera mods, but also go into their pros and cons and what to expect from each mod when it comes to real world results under the night sky. And to do this, I'll be showing my results all taken on the same night with these different cameras with the same Ascar 200 millimeter lens, and I'll do some head to head comparisons at the end. To be clear, this video is not going to go over how to modify your camera yourself. If you are interested in that, you can find guides on the web. But personally, I've never done it myself because I don't have a clean room and I don't really have any experience or particular skills with small electronics. So I've always sent my cameras out for modification or bought them already modified. And if you're interested in sending your camera out to be modded or buying an already modded camera, I can recommend astrogear.net. I've had a long call with the owner and he really knows his stuff. I sent him this Canon EOS T7 DSLR for modification. He did a botter mod on it. I've been using it for months and the results have been great. So astrogear.net and my affiliate link is in the description. So let's dive in. To start with, let me just break down the anatomy of the filter stack in a typical stock DSLR or mirrorless Canon camera. After you open up the mirror, light first hits the LPF-1 filter, which is an anti-aliasing filter. Also, so what an anti-aliasing filter does is it blurs small detail a little bit. The point of this is to get rid of moire patterns, but those don't really affect us in astrophotography. The LPF-1 filter also is necessary if your camera has an auto dust cleaning function. That doesn't really matter to me. I usually turn off the auto dust cleaning function anyways, because if you're not careful with flat fielding, that can be a problem. Anyways, then behind the LPF-1 filter is the LPF-2 filter, and this is the filter that needs to be removed in every kind of mod, because this is the one that's affecting the deep reds of the visible spectrum and cutting off some of the HA and usually all of the S2. What I just went over, LPF-1, LPF-2 being two different filters is true of Canon. For Sony and Nikon, it's a little bit different, and often those filters are all glued together in a sandwiched filter style. So that affects the kinds of mods you would do a little bit, but it's the basic same idea as what you have with Canon, that there's different sort of filters in a low-pass filter stack that do different things, and the one that you really have to remove is usually called the LPF-2, because that's the one that's limiting those reds. If you just remove the LPF-2 filter, but retain the LPF-1 filter, that's one of many mods that we might call an HA mod, and it's one of the most popular, because it's usually the cheapest mod out there, and there are a variety of mods that also combine removing the LPF-2 or the entire low-pass filter and then adding some kind of astro specific filter back in internally, and the most typical one you'll see is adding back an illuminance filter, also known as an astronomy specific UVIR cut filter, and those are usually provided by the company BOTR, and the BOTR filter is so popular for modding that when it's used, it's usually just called a BOTR mod, and so that's what I'll call it in this video. In my case, what I had done was I had the LPF-1 and 2 removed, and the BOTR filter added in by astrogear.net. And then another kind of popular mod is the full-spectrum mod, where you remove the LPF-1 and LPF-2 filter and either replace them with clear glass or don't replace them at all and just have a naked sensor. So to review, the types are LPF-2 removal, LPF-1 retained, a BOTR mod where LPF-1 and 2 have been removed, and a BOTR luminance filter is added internally, and then a full-spectrum mod where everything's taken out. And I'll be comparing these three different kinds of camera mods, LPF-2 removed, BOTR mod, and full-spectrum mod to a stock DSLR, and to my Canon ESRA, which is sort of a weird case of a camera that you buy stock, but it's already been pre-modified by Canon, and they charge a big premium for that. I won't dwell on the RA in this video though, because you can just watch my full review of it, where I go into all of the details of what the RA is all about. Including the RA is really just for a point of comparison when we get to the end, when I'm doing comparisons of all the different types of mods. So let's jump into each camera mod, look at the results, the pros and cons, and we'll start with this Canon 60D, which has had the LPF-2 filter removed. If you'd get this mod done by Astrogear.net, it's the cheapest one they offer at $169. Here's the resulting photo, this is 18 photos at 30 seconds each stacked together, and we can compare it here to the stock DSLR on the North America and Pelican Nebulae, and you can see that the colors are pretty different, because when you mod, you're letting in all that hydrogen signal, so on an emission nebula like this, it really helps firm up details even in the bright parts of the nebula, like the Cygnus wall region here. I'd say the biggest pro of this mod is that it's the cheapest, works quite well at letting in more HA, and you retain the LPF-1 filter, which gives some protection from the elements if you ever open the camera up without a lens or telescope on it. It does give, the LPF-1 filter does give those small stars a little bit of a blur, and we'll talk about that next in comparing this one to a 60D that's been, has the full spectrum, meaning that both the whole entire low-pass filter assembly has been removed. I replaced it with an Astronomic L2 UVIR block filter that's a clip-in, and at first glance, it might look nearly identical to the last mod, but the removal of the LPF-1 filter means that if we look at the stars very closely, you'll see that that LPF-1 filter does blur small detail, and without that anti-aliasing effect, we can split stars with the full spectrum camera because the small details sharpen up a little bit. This is a small enough difference that I'm not sure of artistically I care, because zoomed out, like I say, they look basically identical to my eye, but the real advantage of the full spectrum camera is that it's a bit more flexible. I could remove this Astronomic L2, which I use for nighttime shooting, and put in an IR pass filter on front of a lens, like this Hoya R72, and do infrared photography during the day, which I've only done on a few occasions, but it was really fun. I want to do more of it, and so that's a big pro of the full spectrum, is that it's more flexible. The downside is you'll likely pay a bit more to get this added flexibility, because you're buying different kinds of filters and things. So next, let's compare these two that we've done to the BOTTER mod, which is like full spectrum, but then they add a BOTTER luminance filter back in internally, rather than having to use a clip-in or an external IR cut filter. And this makes the mod a bit more expensive, but let's see if it's worth it, over the extra cost of, for instance, just an LPF2 removal. And interestingly, the color rendering is pretty different. We still get plenty of signal, but we don't get as overpowered by the reds. If we go back to the stock camera comparison, you can see it's just a tad closer than with the other two mods. One thing I do wonder is if I used an Astronomic L3 rather than an L2, if that might be more similar to the BOTTER. But anyways, I like this color rendering, and it leads me into my last comparison here, which is the Canon RA. The stars will look bloated compared to the other cameras, because I've cropped down from full frame, and the RA has significantly bigger pixels than these crop sensor cameras, but that's also why it's a brighter image than the others, because of these bigger pixels. But if we can get past those differences, I think it compares pretty well to the BOTTER mod. So let's bring them all back up now and look at some crops. I'd say that the differences are all pretty subtle. With a few small adjustments in Photoshop, I could probably make all of these look even more identical than they do here. As another test, though, I did a daytime shoot out with a lamp set to 6000 Kelvin, which is pretty close to sunlight, sort of a blueish white. And I first put all of the cameras onto full auto, including auto white balance, and took snapshots. And here's the results there. And you can see with modified cameras, auto white balance is a pretty bad idea, except with the Canon EOS RA, in which case it works fine, because Canon's already done a white balance shift in the firmware. So to even the score, let's set a custom white balance with a gray card for each camera before taking the snapshots. And these are the results. So obviously much closer and it really is, they can be used with a custom white balance. If you've enjoyed this video, I'm going to have a part two in this series on camera mods one week from today, where I'll be comparing a modded Canon DSLR to a modded Nikon DSLR. And we'll see if I'm so loud by the Nikon that I want to switch to the dark side of the force. Well, till then, this has been Nikko Carver at NebulaFotos.com. Clear skies.


Hi, everyone. My name is Meredith. I am in the marketing department here at University of Maryland Medical Center. Thank you all for tuning in to today's presentation with Dr. Suman Nandi. He is the Chief of Adult Reconstruction and also an Associate Professor of Orthopedics at the University of Maryland. He will be discussing hip and knee arthritis and joint pain today and treatments for long-term relief. So take it away, Dr. Nandi. And just a reminder, you can leave your questions for him in the questions or chat feature and we'll get to those at the end of the presentation. Go ahead. Great. Thank you again. So good afternoon, everyone. I'm really excited and looking forward to the opportunity to speak to all of you today. Again, my name is Suman Nandi. I'm a hip and knee replacement surgeon at the University of Maryland. Just to tell you a little bit about myself, I'm originally from Baltimore, was born in Baltimore, grew up in Howard County. I then went to medical school at NYU, did my orthopedic surgery residency training at the Cleveland Clinic, did my specialty training in hip and knee in Boston where I was faculty before returning home to Maryland. So today's talk is going to be very informal. Please, I encourage you to ask questions as you think of them, write them down, send them into our moderators who would like me to answer questions at the end of the talk and I'm available to answer questions and speak to you as long as you'd like to listen. So today I'd like to speak to you about symptoms, diagnosis and treatment of hip and knee arthritis. So the first question is what is arthritis? Well, arthritis is a process. It's not a thing. It's a process by which the cushion in your joint wears away and then your bones grind against one another and that causes pain. So if you take a look at the left hand side of this slide, you see a model of a knee. You see the top bone is the thigh bone or the femur and the bottom bone is the shin bone or the tibia. The ends of those bones, which are depicted in pink, are coated by a smooth, glistening surface called cartilage. That acts as a cushion and it's good to have cartilage because it allows you to walk without pain. So if you were to take a camera and put it inside a normal knee, what you'd see is the panel in the middle of this slide. On the top is the end of the thigh bone and on the bottom is the end of the shin bone and you can see those surfaces are absolutely pristine. They're nice and smooth and you can imagine how that would be a wonderful surface to walk on like an ice skating rink and patients who have a knee that looks like that walk without pain. Well, when you get arthritis, those nice smooth surfaces, that cushion wears away and if you take a camera and put it into an arthritic knee, you get an image that you see on the right hand side of the slide. And as you can see, these surfaces of the bones are now really beat up. You can see that there's exposed bone at the top on the end of the thigh bone and there's exposed bone on the bottom at the end of the shin bone. And as you can imagine, those bones grinding against one another hurts the patient that this knee belongs to and the rest of the cartilage or cushion that's left in the knee has been frayed and looks like crab meat that you can see in the corner. So instead of a normal knee that's like an ice skating rink, this arthritic knee on the right hand side of the slide looks like and feels like sandpaper grinding against one another. So again, arthritis is a process. It's not a thing. It's a process by which the cushion in your joint wears away and your bones grind against one another and that causes pain. Well, there are different types of arthritis. So let's first talk about one. I'm sure many of you have heard about rheumatoid arthritis. What is rheumatoid arthritis? Rheumatoid arthritis is an autoimmune condition. And what do I mean by that? It's a condition whereby the body attacks its own joints. It tends to be bilateral, which means it affects both sides of the body at the same time, both hips, both knees, both wrists, and it can cause deformity as you can see on the left hand side of the slide. So this patient's hand should be straight, but those fingers are anything but. They're almost at a 90 degree angle to the rest of his hands. And there on the right hand side of the slide, you can see an x-ray of this patient's hands. You can see the bones are not straight. They are in fact essentially at 90 degree angles to one another. And that's what you see in rheumatoid arthritis, significant deformity. And both sides, meaning left and right hands being affected. So that's rheumatoid arthritis, which I'm certain many of you have heard of. Well, there's another type of arthritis called crystalline arthritis or arthropathy. One type of crystalline arthropathy or arthritis is gout. I'm sure again, many of you have heard of gout. Well, what happens in gout? Well, the joint fluid develops crystals inside of it. And as a result, you can have a hand that looks like this with large deposits right on top of the joint. And those large deposits that you see there are called TOFI. Here in the image, you see it forming on the hand, but you can get it on the back of the elbow and in other areas throughout the body. Well, if you take a look inside that large collection and take a sample of that and put it underneath a microscope, you get what you see on the right hand side of the slide. You see these needle-shaped crystals. And you can imagine having millions of those inside your joint would be painful. And in fact, they are. They cause significant inflammation and can be very painful and ultimately can cause degradation or destruction of the joint. So this meaning gout is a type of crystalline arthritis or arthropathy. Now, we move on to osteoarthritis, which is the most common type of arthritis. It's unilateral, meaning it affects typically one side of the body at a time. That's not to say it can't occur on both sides, but it's typically on one side of the body or affects one side more than the other. And why does osteoarthritis occur? Well, it's thought to be a wear and tear phenomenon, just like the tread on your tires wearing away over time. The cushion in the joint that I showed you in the first slide just wears away over time. Well, let's take a look at the left hand side of the slide. This is a picture of a patient who has osteoarthritis. Well, if you take a look at the left hand most side of that picture on the left, that is the painful or arthritic knee. You can see how it's swollen, it's puffy, and that leg is starting to bow outward compared to the knee on the right hand side of the picture. That knee is not swollen, the leg is straight. So the patient is facing us. So the knee on the right side of the picture is actually the patient's left knee. But the knee on the right side of the picture is normal. The knee on the left side of that picture is not normal. It's osteoarthritic. Again, you see puffiness, you see the knee bowing out, all hallmarks of osteoarthritis and the arthritic process. Now, if you take a look at the right hand side of the slide, you see an x-ray of this patient's knees. And you folks will be experts at reading x-rays by the end of this talk. I promise you. So this will be the first, and I'm sure you'll be able to tell me exactly what the next x-ray shows. So on the right hand side of this x-ray, you see a normal joint. So on the top bone is the thigh bone, the bottom bone is the shin bone, and you can see there's an empty space between the bones. There's an empty space here between the bones. That means there's plenty of cushion left. You can't see the cushion on the x-ray. All you can see is the space that it occupies. So that means there's cushion left. But take a look here. There's no space whatsoever. The bones are grinding against one another and that causes pain. It also causes things like swelling and the knee to bow, and causes the knee to bow out depending on where the arthritis is. So when this, when the inside of this knee becomes arthritic and there's no cushion left, the outside of the knee gets jacked open, and that results in the knee bowing out. All right. So that is osteoarthritis. Well, what symptoms do you have from osteoarthritis? We talked about this a little bit. Well, first and foremost, you have pain. What happens when you have hip arthritis? Well, you feel it not only in the side of your hip, but you can feel it in your groin, and you can also feel it in your rear end. Those are the places where people feel pain from hip arthritis. You can also feel pain in your knee. All right. When you have knee arthritis, of course. All right. Here's what's interesting. When you have hip arthritis, you can also feel it in your knee. So hip problems cause knee pain, and that's due to how the nerves in our body are wired. Knee problems, however, don't cause hip pain. But hip problems always or often cause knee pain. That's why whenever patients come to my office telling me about knee pain, I always get x-rays of the hips, and I always examine the hips. So it is not uncommon that patients will come to my office telling me that they've got horrible pain in their knees, and I'll examine their knees, and I'll get x-rays of their knees, and their knees look just fine. But I'll examine their hips, and they hurt. And I'll get x-rays of their hips, and it'll show that they've got horrible arthritis in their hips. So hip problems can cause knee pain. So it's very important. What else can arthritis do? How else can it make one feel? Well, it can make the hip or the knee feel stiff, as you can imagine, with the bones grinding against one another. That can make the joint feel stiff. It can cause swelling, like we saw in the picture in the slide just before this one. And it can also cause grinding sensations, because that's exactly what's happening. The bones are grinding against one another. Well, how do you diagnose arthritis? Well, first I talk to my patients. I enjoy talking to my patients, and it's important. You can find out a lot just by talking to somebody. So I ask, where does it hurt? When did it start? How bad is it? What makes it better or worse? And what have you tried so far for the pain? One of the other things I also like to glean from my patients by speaking to them is, what are the kinds of things that you like to do, but can't do? Because it's important in my practice to be able to give patients back their quality of life. So it's an important piece of information that I always strive to get from my patients. Next I examine patients. So I'll first look. I'll look at the knee, look at the hip, look at how my patients are walking. You can really learn a great deal by looking at someone walk if they're limping. What kind of limp do they have? Then I move the knee, push on the knee just like the pictures show. I move the hip, push on the hip, and that gives me additional information. And finally, I also get x-rays. X-rays are actually quite informative about the arthritic process. Oftentimes even more informative than fancier tests like CTs and MRIs. So I promised you that you'd be experts at reading x-rays. So we're working towards that. You're almost there. So on the left hand side of this slide you see an x-ray of a hip. The hip is a ball and socket joint. So here you see the ball of the ball and socket joint. Here is the socket. Between the bones you see a space. And that's again occupied by cartilage or cushion. That means this patient has plenty of cushion left and they're able to walk without pain. That's a normal hip. On the right hand side of the slide you see here's the ball, here's the socket. But look, you can't see a bit of space between these bones. You can't barely tell where one bone begins and the other ends. These bones are grinding against one another. And as you can imagine, that would hurt and it does. And by now you're all experts. So I don't even need to tell you what you're seeing here. But I'll go ahead and point it out. On the left hand side of the slide, this is a knee with space. So this is a, as you all know, a normal knee. But look at this knee. On the right hand side of the slide there's not one bit of space there between the bones. This is an arthritic knee on the right hand side of the slide. The bones are grinding against one another. That cushion is worn away and this patient has pain. So what do you do about arthritis? Now that we've diagnosed it, how do you treat it? Well first we start with simple stuff first. One non-operative treatment, meaning a treatment short of surgery, is anti-inflammatory medication. So first and foremost, any of you with arthritis out there, don't go out and start popping pills, you know, anti-inflammatories or things like Advil, Aleve, Motrin, Aspirin, okay? Check with your primary care doctor before you start taking these medications. You certainly shouldn't take it if you've got heart problems, kidney problems, ulcers, or you're on blood thinners, absolutely cannot take them if you have heart problems, kidney problems, ulcers, or on blood thinners. But if your primary care doc does say it's okay to take, you should take them every day for two to four weeks straight. It takes at least two weeks to build up in your system. You should take them with food, but if your stomach hurts, stop right away, okay? Because it can do damage and we don't want that. So check with your primary care doctor before you start taking these medications. The next is physical therapy. You may say, well, doc, it hurts me to walk from here to, you know, here to the next room. What good is physical therapy going to do? Well, the purpose of physical therapy is to strengthen the muscles around your joints so that those muscles can function as a shock absorber because your natural shock absorber has worn away. So that's the means by which physical therapy can be helpful, as is shown in these pictures here. The next potential nonoperative treatment is a steroid injection. And these steroids aren't what the baseball players are taking, right? These are legal. What steroids are are potent anti-inflammatories. They're not the same medication as Advila Leave, Motrin, Ibuprofen, all right? They are anti-inflammatories that are far more potent and they're injected directly into the joint and they can decrease the inflammation in your joint and help relieve pain. So the next question is, when do I need surgery? So I don't tell my patients when to have surgery and I don't twist anyone's arm into surgery. When my patients tell me I've tried everything short of surgery and I can't live the way I want to live anymore, then it's time to think about surgery. And what do we mean by surgery? Well, the most reliable treatment, surgical treatment for arthritis, is a total joint replacement. And that's what I mean by surgery. So a hip or knee replacement. So I'm going to show you a cartoon of a hip replacement. So what I'm going to do is first I'm going to talk you through a hip replacement and then I'm going to show you the video, all right? And that'll help us really understand what we're seeing to the best of our abilities. So in a hip replacement, again, the hip is a ball and socket joint. So what we do is we remove the arthritic ball, resurface the socket with a metal socket and a plastic liner, put a stem down the thigh bone and a ball on top. And that gives you nice smooth surfaces that glide against one another as opposed to your bones grinding against one another, and that takes away your pain. So first we enter the hip joint, we remove the arthritic ball, resurface the socket with a metal socket and a plastic liner, put a stem down the thigh bone and a ball on top. And that gives you nice smooth surfaces that glide against one another as opposed to your bones grinding against one another and that takes away your pain. Great. And it's as easy as that. So this is a before and after image of a hip replacement. So on the left hand side you can see there's no space between the bones. This is an arthritic hip. This is an after image of a hip replacement. Here's the metal socket, plastic liner which you can't see, stem down the thigh bone and a ball on top. That gives you nice smooth surfaces that glide against one another as opposed to your bones grinding against one another and that takes away your pain. So now I'd like to show you a cartoon of a knee replacement. Let me talk you through it and then I'll show you the video. So what we do in a knee replacement is we cap the end of the thigh bone with metal, cap the end of the shin bone with metal and put a piece of plastic in between. That gives you nice smooth surfaces that glide against one another as opposed to your bones grinding against one another and that takes away your pain. So let's take a look at the video. So first we enter the knee, we resurface the ends of the thigh bone and shin bone and remove the beat up arthritic surfaces, cap the end of the thigh bone with metal, cap the end of the shin bone with metal, put a piece of plastic in between and that gives you nice smooth surfaces that glide against one another as opposed to your bones grinding against one another and that takes away your pain. Great. Again, as easy as that. Here's the before and after image. On the left hand slide, bones are grinding against one another, no space, no cushion. Now here you have metal capping me into the thigh bone, metal capping me into the shin bone, piece of plastic in between, which gives you nice smooth surfaces again that glide against one another and that takes away your pain. So what can you expect after surgery? Well, we have everyone walk the same day of surgery. Why is that? Well, the studies have shown that the more quickly we get patients up and walking, the better and faster the recovery is. And that's very important to us. So that's why we get everyone up and walking the same day of surgery. After a joint replacement, patients go home either the same day or stay overnight in the hospital. So everyone who's medically suitable is able to go home the same day. And what do I mean by medically suitable? As long as you're, as long as you've had less than 90 birthdays, all right, you're medically suitable, as long as you haven't had organ failure, meaning congestive heart failure, a kidney or liver transplant, all right, as long as you don't have a actively failing organ and as long as you don't have sleep apnea, those patients do need to stay overnight for monitoring in the hospital, but everyone else is eligible to go home the same day. Why send patients home the same day? Is that just a matter of Russian folks out of the hospital so we can make room for the next patient? Or is this something that insurance companies are telling us to do? Or are we running out of room in the hospital? Actually, none of those things. The reason why we like to send patients home the same day, if possible, is it's because it's better for patients. So the studies done on outpatient, meaning patients going home the same day, versus inpatient joint replacements, when patients stay at least overnight, the studies have shown that there are no increased risks with going home the same day. The most recent study done on this subject has actually shown that if you go home the same day, the risks are actually less. So outcomes are better and risks are less if you go home the same day. Well, why don't we keep patients longer than overnight? Well, in the late 60s and early 70s, when hip and knee replacements first started, patients would come into the hospital a week before, would undergo the sterilization process for their skin that would stay for a week or longer after surgery. Why don't we do that anymore? Well, because we've learned a lot over the years, and the studies have shown that if you stay in the hospital longer than overnight, your risks of getting a blood clot in your legs that can go to your lungs and cause significant problems is higher. We do everything we can to minimize that risk by giving everyone blood thinners to prevent blood clots as you see on the slide. But we really ideally need to do everything we can to minimize that risk, and that includes getting patients up and walking the same day and not spending longer than overnight in the hospital. And once we do all that, you enjoy being pain free, just as is shown in the picture at the bottom of the slide. So at this point, I'd love to take your questions, and I'm certain that our moderators have been collecting them as we speak, and I'm happy to stay as long as all of you have questions. Thank you, Dr. Nandi. Again, we invite you to leave your questions for him in the questions feature here in GoToMeeting. If you would prefer to send us more private message, you can email us as well. The email address is fpi, as in Frank, fpi, underscore communications at fpi.umaryland.edu.