Hi, I'm Zor. Welcome to Inizor Education. I'm continuing talking about usages of electricity. The previous lecture was about electrical devices. Electrical in terms of producing some mechanical work or heat and optionally light if the light is related to heat, like in condensant lamps. Now, I would like to talk about other kind of usage not related to mechanical work or heat. And this is called electronics. So, electric and electronics, well, at least in my understanding, electric means related to mechanical motion and heat. Electronic is everything else. All other usages of electricity. Now, there are many different devices where electricity is used, not as the source of mechanical energy or heat. For example, television, radio, phones, internet. I mean, there are tons of different devices and I'm not going to talk about how they are built, created, designed, etc. However, all of them have certain elementary devices which perform certain elementary functions. And there are not too many of those. So, what I will do, I will cover a couple of small elementary devices from which all these radios and televisions, etc., are created. Now, obviously, these devices, elementary devices, as I'm calling them, they have gone through transformation, obviously, throughout the years. So, I will start from the invention because basically looking at the first versions of these devices gives you the understanding of how the whole principle of this thing is implemented. And then we will go to semiconductors and some future lectures. So, right now, we will talk about first devices, first elementary devices as they were invented, basically. And they are all related to vacuum tubes. So, I'm old enough, actually, to work with computers built with vacuum tubes. So, that was a very, very long time ago. But I was actually working with these computers. So, that's quite an interesting historical perspective. Okay, so, today we will consider device which is called diode, electronics, diodes. So, what is the purpose of this? The purpose of diodes, and diode I would consider to be the simplest device. So, I'm talking about the first diodes as they were invented, not about something like LED, like light imaging diodes. That's a different story. I'm talking about the first diodes as they were invented. It was somewhere at the end of 19th century, and people like Fleming and Edison were actually experimenting, and many others, obviously. So, there were certain transformations of the devices. But the principle which I will talk about today was the same for many of those. They're just improving, but idea is the same principle. So, what is the purpose of diodes? The purpose of diodes is to let the current to go only into one direction. Now, as you remember, most of our electricity which we are using is alternating current, because it's produced by powerful electric plants, like hydroelectric stations. So, we do have an alternating current. Now, in some, well, in many cases, we need a direct current. For instance, something like the phone, for instance, it's working off the battery. Battery produces direct current. Well, this is already produced, but if the input current is alternating, we, in many cases, have to change it to direct current. So, the purpose of diodes is to let the current only into one direction. So, recall that if you have source of alternating current and you have certain load here, then the reserve function u of t, which is voltage on the contacts of this generator, is basically something like sine of time, and graphically u of t is this, that's sine. Now, obviously, if you want the current which goes through here, through the load, it will be basically u of t divided by r, that's the Ohm's law, which means it's exactly the same thing. The graph would be also this, this would be I of t. So, it goes to one direction and then another direction. So, the electrons are going this way and then this way. Half of the period is this, half of the period is that. So, electrons are moving in two different directions. And, again, as I was saying, sometimes we need this to be such a thing which has only electrons going into one direction. Well, again, don't remember that the real current as we are kind of customarily saying it goes into some direction. It's from plus to minus, which means it's opposite to electrons, which I don't like, but that's the history, nothing we can do about it. So, if electrons are going this way, it means that the current goes this way. This is some kind of a historical consideration. When people didn't know about electrons, it doesn't matter. So, if we will talk about electrons, we can always say that, okay, if electrons goes this way, then the current goes opposite direction. But in any case, in this particular case, when there is nothing here, we have the voltage going plus and minus, plus and minus alternating. And that's why the current through this goes this way and this way, this way and this way. And if it's something like 50 hertz or 60 hertz frequency, it means that the 50 or 60 times a second the direction is changing. So, positive, negative, positive, negative. Positive plus negative is one period and you have 50 or 60 periods of this during the second. Okay, now we're talking about diodes, this little device, which is letting the current only into one direction. It's called rectifying, making it straight, if you wish, in unit direction or rectifying. So, the purpose of diode is to rectify the current. Now, let's talk about the invention itself, how it was done. Okay, so, first there was some kind of an observation. If you have some kind of a source of negative electricity, potential and positive, so you have some, let's say it's a battery and there is nothing in between. Well, we do have some electric potential on the contacts between this and this, so you can measure it with voltmeter, but there is no current because there is no connection here. Electrons are kind of separating, this thing is separating electrons into one direction. So, you have excess of electrons here, deficiency of electrons here, and it sits this way. Nothing happens. But let's consider that the distance between these things is not really very high. That's number one. Number two, we will put them into a vacuum tube. And number three, we will apply heat to negative contact. Now, what heat actually does, heat is increasing the intensity of atomic motions and electron motion inside the body of this electron. So, electrons are starting actually moving faster, whatever, they're agitated. Now, you remember that the top layer of the atom, top layer of electrons, is not as stable as electrons inside. And if you're talking about metals, there are many free electrons. They're basically jumping from one atom to another. It's some kind of a biological movement of these electrons. So, the total amount of electrons is still the same, but they're moving. Now, if we are heating, they're moving faster. They're moving so fast that sometimes they're jumping out from this negatively charged electrode. So, there is some kind of a cloud of electrons around this thing. And if there is a vacuum and not far you have the deficiency of electrons, which attracts electrons, these electrons will be attracted and go here. So, electrons will go here, compensating the deficiency of electrons. And that's why we have now some room available here and new electrons which batteries producing are coming here. They're also jumping because they're heated, they're jumping out. They're attracted by positive contact. And that's we have the current in this direction. Now, what if we will start heating positive instead of negative? Well, nothing would happen because there is no excess of electrons here. So, they will not jump. Even if they will jump, the negative will repel them anyway. So, there is no way anything can happen. Now, what if I will change the polarity? So, if this is the source of alternating current, then we have 50 or 60 times a second polarity is changing. So, whenever there is a minus plus, when there is a minus plus here, the current will go. If next half a period I will have plus minus, the current will not go. The electrons will not jump. There is no current in this case. So, basically, this is the main principle. So, whenever I have negative contact, and it's called, by the way, cathode, and this is anode. So, whenever my cathode, which is the heated pot, is negative, the current exists. And whenever we change the polarity, there is no current. So, let's talk about these graphs. By the way, I didn't mention this. So, this formation of cloud of electrons, it's called termionic emission. Termionic emission. But emission is kind of a normal word. Everybody knows this. And termionic means basically caused by heat. By heat. Termionic emission. So, this concept, this existence of termionic emission is at the heart of the whole device. Now, let's talk about graphs. Okay, so, this thing is producing alternating voltage here. So, my graph is the same. Now, this is plus, obviously, this is minus. So, this is the difference between potential on the contacts of this or this. Now, if this is minus, this is minus, then the current will go. Now, when I'm talking current, I'm talking about the flow of electrons. Again, not the flow of current. Current goes opposite direction by some kind of agreement between people. So, electrons are going this way. So, in this case, well, let's talk about this particular thing. This is plus. So, in this particular case, we do have the current and it will go the same way as this half a period. Then, it's a little less than that, then whenever the voltage is changing, whenever here plus and here minus, there is no current. So, my graph will be flat here. Then, again, the current, well, the flow of electrons will go when we have this particular voltage on the contact of the alternating current generator. And then, when the voltage will be on the negative side, we will again have a flat thing in the game, in the game. Now, is this a direct current? Well, not exactly. I mean, it's direct, but it's not as even as if I have a battery. With a battery, my graph will be straight line, right? Well, while battery is maintaining its charge, right? So, this is not exactly a straight line. So, my problem right now is, although I did achieve one goal, my electrons are going only into one direction and they don't go backwards. So, everything is on the positive side. However, it's not really even. So, I have this problem. Plus, don't forget another thing, that during this period when there is no current, my electric generator which generates alternating current basically works, but I'm wasting my energy. So, whenever during these periods my energy is completely wasted, whatever the source of energy is, whether it's a gas or hydroelectric station or whatever it is, half of the power is lost. So, that's not good. So, we have to work on this. We have to improve this, not very pleasantly looking, although direct current into something a little bit better. So, how can we achieve that? Okay. So, let me first introduce the symbolic. On the electronic schemas, this is the symbol for a diode. So, this thing is anode. This thing is cathode. So, this is the heated part. So, electrons are going this direction, and the current going this direction. So, you can actually consider this as an arrow which points to the direction of the current agreed upon by people. But electrons are going from cathode to anode, right? So, this is the symbol. Sometimes they use this symbol, and sometimes it's completely black, whatever it is, doesn't really matter. But the shape is the same, triangle and the straight line. The triangle side is anode, and the straight line is cathode. Now, so right now I will talk about an interesting idea which allows to use both sides of the curve, positive and negative, and convert everything into the one-directional current. It's really a very cute, I would say, solution to a problem. I mean, aesthetically it's pleasing. At least that's my personal opinion. So, people are thinking and purely logically they have designed a particular kind of schema which allows to use both sides of the cycle, positive and negative sides of the cycle of alternating current. It's called the bridge. So, it's using exactly the same idea. The diodes. They're using four diodes to achieve this goal. Here's how it's done. They have arranged a square, and they put diodes like this. So, these are four diodes. Now, this is the source of alternating current. This would be my load, whatever the load is. It doesn't matter. So, let me put the points here. a, b, c, d, e, f, m. Now, again, this is the source of sinusoidal voltage. So, let's think about it. Well, sinusoidal means either this is plus and this is minus, or this is minus and this is plus. So, let's consider a situation when a is on a plus and e is on a minus. What happens in this case? Well, b is on the minus. It means that electrons are in axis at the point b. So, this axis of electrons, I'm talking about the flow of electrons, not the flow of the current. Current will go opposite. So, axis of electrons is b. It goes to e. Now, we have left and right. Electrons are going into the cathode. The cathode must be negative to have the flow, right? So, the flow of electrons will not go here to anode. It will go to here, because this is the cathode. And eventually they go through to the point f. So, after b, we will go to e and to f. So, from f, again, electrons cannot go here, because this is anode. It goes to load, to n. n to m, obviously. m to d. Now, from d, well, let's think about it. From d they can go both ways, actually, because both are cathode. But a is positive and b is negative. So, electrons will not go to the negative. It's already axis of electrons here. So, it will go to positive a. So, from d they will go to c and a. Now, what's important is electrons are going from n to m on this load. And that's what we are actually interested in. Now, let's talk about another case. Let's say we have a is negative and b is positive. Next half a cycle. Okay, a is negative, so electrons are in axis at point a, and they go to c. So, from c they should go to f, because this is the cathode, and this is anode. Electrons don't go to anode. They don't go anywhere, right? So, they go to cathode because the cathode is heated, and that's where the thermionic emission happens, the cloud of electrons. So, they go to f from a to c to f. Okay, from f again. This is, they cannot go electrons here. So, they go to load and m, obviously, and g. Now, from d, how they go from d? Okay, from d we have both ways, obviously, again. But, now a is negative, so electrons will not go to a, because it's already axis, so they will go to e and b. Where there is a deficiency of electrons. So, this is the way. So, this is a plus b minus, and this is a minus b plus. This is the flow of electrons. Again, what's important is that in both ways, our direction of electrons is from n to m, or the current is from m to n in both cases. Which means that both sides of the cycle, when we are in this case, we are producing the current, this, and when we are in this side, we also have the same. So, the resulting is not, remember it was before, it was like this, right? Now, it's like this, which is better. I mean, it's actually twice as good. So, we're not wasting half of the cycle. We still are not exactly on an even direct current, but it's still direct current. It's an improvement, okay? Now, can it be improved further? Yes, and here is how. Let's consider you have this particular graph. This is sin of x, and this is absolute value, right? So, instead of going from positive to negative, I'm only going to positive, that's why absolute value. This is the sin of x. This is the sin of x, absolute value. Okay, here is another one. What if I will introduce a phase shift, which is sin of x plus pi over 2? So, instead of having 0 here, I will have something like this. And this goes to, top goes to 0 here, and 0 here goes to top, okay? Now, what if I will add them together? These two functions. Well, what I will have is something like this. So, it doesn't go to 0 because at the point this is 0, this is a maximum, so I will be on the top. So, if you will do the graph of the function sin of x, absolute value plus sin of x plus pi over 2, which is shifted by pi over 2, you will have this. So, this is not exactly, again, it's not straight line, but it's significantly smaller oscillation around something, and that's around something, it's not 0, obviously. So, this would go to 0, and this would go to 0, but the sum will never go to 0. So, that's very important. So, we are improving our signal by shifting the phase. How can we shift the phase? Well, if you will put something like a capacitor. Remember, capacitor is something which is shifting the phase of alternating current. And now, if you remember, go back to that lecture and think why it happens. But in any case, there are certain ways, like using the capacitor, which we have already considered before, to shift the phase. So, if you will have half of the current going into one phase and the current going to another phase, then we can actually have here on another load, we have a sum of these things. So, that's very important and these are ways to improve our rectifying. And whenever, for instance, you want to charge your phone, you put some special plug into regular AC outlet, alternating current, but on the output, which goes to your phone, mobile phone, I'm talking about, you have a direct current. Now, how they have achieved it? Well, they have some devices which, well, may be more complicated than this. But in theory, this is the main principle how you can improve your rectification using diodes. And the last thing which I wanted to say is that these vacuum tube-based diodes are very, very rarely used right now because everything is basically replaced by semiconductors which are working, I should say, on the same principle, but it's different actually. It's a different principle but the same idea to let the electrons to go into one direction and have some kind of arrangement how it can happen. Now, I was talking about semiconductors when we were talking about solar power generation using solar power. So these solar panels have these semiconductors and I was talking about how they are arranged, et cetera, but I will have a special chapter in this course which is dedicated to semiconductors. They have generally replaced the vacuum tube-based. However, I think it's very important to understand what's the source of ideas because ideas are much more important for this particular course than the regular implementation. There are some technical professions which need the detailed knowledge about how it's implemented. I'm interested in giving you the idea how the whole thing was actually invented, the beginning, because that's where the power of new ideas actually is coming from. Well, that's it for today. I suggest you to go to Unisor.com. That's where the lecture actually is and there is a textual explanation, basically the same thing as I'm talking about. It's written with much nicer pictures than this one. And, by the way, the Unisor.com contains a prerequisite course called Mass for Teens. And I think it's a mandatory director to use mass in real physics, which we are talking about. That's it for today. Thank you very much and good luck.


Hi, my name is Charlotte Poolin. I'm a hematologist from the Royal Marston Hospital and the Institute of Cancer Research in London. I'm here at the Myeloma patients Europe masterclass in Dubrovnik 2023. And I just spoke in a session around car T-cell therapy, so chimeric anterior receptor T-cell therapy for myeloma patients. So the session covered a little bit about how we make car T-cell therapy. So the fact that we're trying to engineer a patient's T-cells to be able to recognize the myeloma cells better. So they're then able to see the myeloma cell as something to be destroyed. And we do that by harvesting T-cells from patients and then genetically modifying the T-cells so that it's able to recognize the myeloma cell surface. And this process takes a couple of weeks. That's T-cells need to be manufactured. So from a patient point of view, the first thing that will happen is that the patient's T-cells are harvested. That's done like a blood test. And the T-cells will then go away to be manufactured in this way and engineered to be able to recognize the myeloma cell. During that time, the patient may need some myeloma therapy. So if the myeloma is progressing quite quickly, then we may need to deliver myeloma specific therapy in that time. But some patients are able to wait during that manufacturing time until the product is ready. Patients are then admitted to hospital and have some conditioning therapy before the T-cells are re-infused into the patient around five to seven days after the conditioning therapy starts. And then they'll stay in hospital for a period of a couple of weeks usually after that time until they're recovered enough to go home. And the reason that in hospital is so that we can carefully monitor for some of the common side effects of car T-cells delivery. So we're looking out for something called cytokine release syndrome, which is where the patient immune system has effectively become very overactive and caused a lot of inflammation. Usually we can manage that very well on the ward with paracetamol and fluids and sometimes a specific drug called tosylizumab, which helps to calm down the inflammation and sometimes with steroid treatment as well. But a few patients around 5% in some of the trials will need a bit more intensive support than just being on the ward and will need to be close to an intensive care unit in case that's needed. A small number of patients will have neurological side effects after the CRS is called ICANS. And so this is something that sometimes needs input from either intensive care or neurologists. But it's usually easy, easily managed either on the ward or with more intensive support. We're also looking out for infections and other things that are happening around that time and making sure that we treat those quickly and keep patients well and then able to go home and be discharged from the hospital after that. So I talked a bit about the two CAR T cells that are approved in Europe, so IDA cell and SILTA cell. And we went through some of the data from the initial trial, so the CARMA1 trial and CARTITUDE1 trial. And then we also talked about some of the more recent data that was presented at the American Society of Hintology just before Christmas. Looking at using these CAR T cells in earlier lines of therapy, particularly in patients who are perhaps relapsing early after their very first initial therapy. And we're seeing really excellent responses both in those patients who've had lots of prior lines of therapy and also in these patients that earlier lines of therapy and in randomized control trials compared to standard of care in patients who've had a few lines of therapy previously, we're seeing much better and longer responses for patients than the standard of care or the other treatments that would be available for them at that time. So we're seeing really excellent responses in patients who are then able to stay in remission for a long period of time. We're looking now even at using CAR T cell therapy in frontline therapy. So these are trials that are ongoing at the moment, but we're, you know, hoping that as we bring the treatment for earlier in the lines of therapy for patients, responses and duration of responses will be even better than we're seeing at later lines of therapy. We talked a little bit about the use of CAR T cell therapy to treat AL amyloidosis as well. There is less data in this space than in the myeloma treatment pathway, but we have several studies looking at using CAR T cells in amyloid. Essentially, we're trying to do the same thing. We're trying to engineer a T cell to target the abnormal plasma cell that's producing the proteins that misfold in AL amyloidosis. And so there's every reason to hope that the CAR T cells will be as effective at getting rid of those abnormal plasma cells as they are in the treatment of myeloma. And in the small series of patients that have been treated so far, that seems to be the case. And so there's lots to be optimistic about in the treatment of AL amyloidosis as well.


Hello friends welcome to the session I am Alka. I am going to help you find dy by dx in the following. Our equation is y equal to 10 inverse 3x minus x cube upon 1 minus 3x square and minus 1 upon root 3 is less than x is less than 1 upon root 3. So let us start with the solution y equal to 10 inverse 3x minus x cube upon 1 minus 3x square. Now let us assume that x equal to 10 theta this implies theta equal to 10 inverse x. Let this be our first equation. Now this implies y equal to 10 inverse 3 into 10 theta minus 10 cube theta upon 1 minus 3 10 square theta. So since we all know that 10 3 theta is equal to 3 10 theta minus 10 cube theta upon 1 minus 3 10 square theta. Therefore y equal to 10 inverse into 10 3 theta. This implies y equal to 3 theta. This implies y equal to 3 into 10 inverse x by using first. Now differentiate both sides with respect to x we get dy by dx equal to 3 into dy by dx of 10 inverse x. This implies dy by dx equal to 3 upon 1 plus x square. Therefore dy by dx equal to 3 upon 1 plus x square. Hope you understood the solution. I will enjoy the session. Goodbye and take care.


All right guys, you know what it's all about. We're gonna be talking about 21 work from home jobs that you can do at night and let's jump right into it with the first one on the list, which is patient tech support specialist. Now the thing is, if a patient calls in in the middle of the night, a lot of the time it's going to be an emergency, right? So you can't just have a normal tech support specialist here. And basically you're the unsung hero that swoops into rescue patients and healthcare professionals from the clutches of technical glitches. And in this position, you'd make about $40,000 to $60,000 a year. Now, believe it or not, you can actually get into this job with no experience and no college degree. Here are some job opportunities. I'll put them up on the screen right now. You can pause the video and check them out if you'd like to. And yeah, this one is pretty good. It also offers a lot of opportunities for advancements to even better positions. And there's a lot of opportunity at night specifically. Cause not a lot of people want to work at night.  Overall, I'm going to give this one an opportunity score of 8.5 out of 10. Next one on the list is going to be an expedite track and trace specialist. And in this position, you're kind of like a digital bloodhound that uses technology to track the movement of shipments and ensure they reach their destination on time. And as you can imagine, there's a lot of opportunity for this position at night. And track and trace specialists make about 46 to $67,000 a year. So yeah, another really good one. I actually have a cousin who got into this with zero experience and no college degree that's related to this. So I'm going to give this one a nine out of 10 opportunity score. Next is going to be a solar lead generator. And this is basically someone who either gathers leads or helps to convert leads into sales in the middle of the night for solar related products. Now the solar industry, if you didn't know, is absolutely booming. It's billions and billions of dollars. And salespeople that either call or email or go and knock on people's doors need a list of people to actually talk to and try to sell solar stuff to. And that's where the solar lead generator would come in. You would be working in the middle of the night looking at different properties, seeing if people could actually afford solar power and seeing which people could be potential customers. And in this position, you can make about 56 to $94,000 a year. So this is another one of those positions that's super easy to get into, does not require college degree, does not require any experience. And there's even more opportunity to do this at night. Plus there's lots of opportunities to work your way up and get into even higher paying positions. Here are some job opportunities. I'll put them up on the screen right now. You can pause the video and check them out if you'd like to. So I'm gonna give this one a 9.5 out of 10 opportunity score. Next one is going to be a foreign language video remote interpreter. Now, as you can imagine, if you're in the United States right now, for instance, across the world, it's the opposite time from you. So if it's nighttime for you right now, it's probably in the middle of the business day across the world. And guess what they need? They need interpreters. So if you happen to be bilingual, there's probably gonna be a ton of opportunities for you in the middle of the night. And typically video remote interpreters make about 50 to $78,000 a year. And you can make even more than that if you work the night shift. Here are some opportunities. I'll put them up on the screen. You can check them out. So the obvious thing you need to get started here is you need to be fluent in a foreign language. But other than that, you don't need experience or a college degree to get into these roles. So I can't give this one too high of an opportunity score because you do have to be fluent in a foreign language and a lot of people aren't.  So something like Mandarin, Chinese, Russian, Arabic or High Valyrian. But if you do happen to be fluent in that language, this can be a great opportunity. But I'll give this one a seven out of 10 opportunity score overall. Next is going to be a telehealth assistant. So telehealth is basically where you take care of a lot of your healthcare related needs, but you do it on an iPad or on a computer instead of going in person. And this actually blew up during the pandemic. And in this position, you would provide crucial support in the rapidly expanding telemedicine industry. And you get paid about 36 to $50,000 a year doing this in telehealth. And you'd probably make even more if you did the night shift. So this is another one where you don't need a college degree. You don't need any previous experience. You are going to need some training, but typically the companies will actually provide that training for you. Here are some opportunities. I'll put them up on the screen. And yeah, this is a pretty good one. It's a rapidly expanding industry. I'll give it an 8.5 out of 10 opportunity score. Next is going to be a product support technician that works in the middle of the night. So this is basically a technician that typically is going to specialize in a particular type of product. So for instance, you might be answering questions on a particular type of software, or maybe you answer questions on a website because you work in the e-commerce industry on websites that sell physical products, and you'd be taking questions all throughout the night, sometimes from customers and maybe also from your own team. In this position, you'd make about $48,272,000 a year. Now this is another one where you absolutely do not have to have a college degree or previous experience. And you can definitely get into this job by just kind of studying on your own and having a good portfolio. There's also lots of room for vertical growth. There's lots of different higher paying IT jobs that you can go into. So this is a really good one. I'll give it a nine out of 10 opportunity score. Here are some job opportunities you can look into. Next one is a criminal data processor. And they play a vital role in the legal system. And they do this by meticulously scrutinizing criminal and civil records for accuracy and completeness. And they're often gonna be hired by legal firms, background check companies and government agencies that require precise and thorough data handling. And criminal data processors make about $39,261,000 a year and there's lots of opportunities for remote at home nighttime jobs. Now with this job, it does give you an edge to have a bachelor's degree, although it really does not matter which bachelor's degree you have. However, you can get into it without having a college degree. There are certain certifications you can get, for instance, that would be a good replacement for a college degree. And in some cases, the company that hires you will actually train you and get you that certification. So it's a little bit harder to get into this one than some of the other ones on the list. So for that reason, I'll give it a 7.5 out of 10 opportunity score. Here are some opportunities. I'll put them up on the screen. You can check them out if you'd like to. And by the way, comment below which one of these jobs is interesting to you. And in the future, I'll either include that job again or I might even make a dedicated video to it. The next on the list is going to be very similar and that's going to be a criminal records specialist. And this one is a little bit more like a digital librarian except instead of organizing books, you're gonna be organizing criminal records. So it's less of an urgent job and more of a just make sure that everything is organized type of job. So for that reason, it pays a little bit less at about $38,000 to $54,000 a year. However, this one is also a little bit easier to get into. Here are some job opportunities. I'll put them up on the screen. You can check them out. And I'm gonna give this one an opportunity score of 7.5 out of 10. Next is going to be a content specialist. And this is someone who creates and manages digital content for various online platforms and they can differentiate themselves by being able to engage and grow an audience. They're often employed by businesses of all sizes from startups wanting to establish their brand to large corporations wanting to maintain their online presence. And there's nothing stopping people from working on the content creation process overnight. And so there's lots of opportunities here. And they make around $47,000 to $73,000 a year. You don't need a college degree. You don't need previous experience although previous experience always helps especially if it's something that's creative related. Really, you just need to have a good portfolio and be able to prove that you know how to make good content. But yeah, overall here are some opportunities. I'll put them up on the screen. This one is gonna get an opportunity score of nine out of 10 and it's gonna be especially good if you are a creative type person. A really good way to start is by taking my friend Seth's free digital marketing course which I'll put down in the description as well as the pinned comment below. A great way to get into content creation is for instance to start writing. And he teaches people how to get into that with SEO which is search engine optimization. And you can learn all about that if you click that link down in the description as well as the pinned comment below because he's got a free masterclass. And I've interviewed a bunch of people on this channel that have actually gotten jobs using Seth's training so he's awesome.  So definitely check that out if you're interested. Next one on the list is going to be an after hours scheduler. And this is the behind the scene wizard that ensures businesses and services never skip a beat even when the rest of the world is asleep. And you can get jobs anywhere from healthcare services to transportation services to customer support centers. And there's a lot of demand for these unsung heroes across many different industries. And in this position you'd expect to make about 40 to $56,000 a year. So another one that's very easy to get into there's also tons of demand if you want to work at night. I'm gonna give it an eight out of 10 opportunity score. Next is going to be a remote monitoring specialist. And this is typically a healthcare position where you're gonna be analyzing patient data from afar to keep their health in check. And they're often found at the digital front lines of the telemedicine companies and health tech startup industries. And it's expected by 2025 that 26% of US patients are going to be using these telemedicine apps. And in this position, you'd expect to make 41 to $59,000 a year. And this is another one of those healthcare related positions that don't require a college degree or previous experience. Typically they do require some training but a lot of the time the companies will actually provide that for you. So super easy to get into, lots of opportunity very stable job as well. I'm gonna give this one an eight point five out of 10 opportunity score. Next is going to be an overnight logistics specialist. And logistics, a lot of the time is actually planned out overnight. And it makes sense because trucks usually leave the warehouses in the morning. So they need to have a plan on where they're gonna go and how fast they need to be there before they leave the warehouse. And basically you're just gonna be trying to make sure that goods go from point A to point B in a smooth, timely manner. And there's lots of different industries and sectors that hire for this type of position all the way from e-commerce to manufacturing to retail companies. And this is a position where you can make 48 to $74,000 a year. It does not require previous experience or a college degree. I actually had a cousin who got into this type of position and they didn't need to have any experience or a college degree or anything like that. Here are some opportunities. I'll put them up on the screen. You can check them out. And overall I'm gonna give this one an eight out of 10 opportunity score. Next is a mobile gaming community manager. And this is basically where you're a bridge between the developers and the people who play the game. So you might be reading forums or suggestions about bugs or glitches or things that you could do to improve the game and then you'd communicate that to the developer. And of course a glitch or a bug or some type of technical problem can happen in the middle of the night. And oftentimes it does. And that's where you would come in because you would be the one who either tells them directly and then they fix it right there or at least reports it to them in the morning so that it gets fixed as quickly as possible. So this is a position where you make 53 to $81,000 a year. You don't need to have any previous experience or a college degree, but you are gonna need to be someone who is very experienced with video games. And it's particularly good if you love that video game. So if you're passionate about it, that's a plus. Now this one is pretty competitive as you can imagine because it's kind of like a dream job. So overall I'm gonna give this one an opportunity score of 7.5 out of 10. Here are some job opportunities. I'll put them up on the screen. You can check them out. Next is going to be an overnight concierge. And this is basically where you would be a concierge at something like a hotel. And they would be on the frontline of communication with security or you'd be addressing urgent inquiries and situations from behind the scenes and you'd be providing around the clock customer service. Now for this position, you'd make about 35 to $47,000 a year, but typically you get paid about 10% more if you work overnight. And of course this is a remote position so you wouldn't be helping them in person. They'd probably be calling you or maybe emailing you. Now it really depends on the hotel what their requirements are. Some of them will require you to have a college degree. Many of them won't. Some of them may require you to have some type of hotel working experience or at least some type of customer service experience. Many of them don't. But overall I'm gonna give this one an opportunity score of seven out of 10. And here are some opportunities that I'll put up on the screen for you. Next is going to be a remote lab dispatcher. They basically manage the logistics of medical specimens and lab orders. And they ensure each case is processed swiftly and correctly from afar. And this is a very common position in the healthcare industry. And lab dispatchers make about 41 to $58,000 a year. This is another one of those healthcare positions that's super easy to get into, does not require a college degree or previous experience. Typically does require some training but usually the company will train you. I'm gonna give this one an eight out of 10 opportunity score and here are some opportunities I'll put them up on the screen. By the way, if you think of anyone else who could benefit from this video, go ahead and send it to them. Maybe it's a friend of yours or a family member for instance or someone who just needs help getting a job, definitely send this video to them because this will probably give them some really good ideas. Next one on the list is going to be an overnight pharmacy technician. Now this is something that is near and dear to my heart because I used to work in the pharmacy. I used to be a pharmacist and there are a lot of overnight positions available for pharmacy technicians. And some of them are even remote or work from home. And basically you're gonna be assisting licensed pharmacists with prescription management and patient communication, ensuring medication orders are accurate and processed efficiently. And these types of positions are often gonna be employed by online pharmacies, telehealth services and healthcare organizations that have adapted to the digital age. And pharmacy technicians typically make between 35 and $49,000 a year. So this is definitely a position where you don't have to have a college degree or previous experience. You do need some training as I've said many times before but typically they will provide that. I'm gonna give this one a 7.5 out of 10 opportunity score. Next is going to be a media monitoring analyst. And this is a very interesting position where you're in charge of meticulously analyzing and tracking media coverage of a specific product or service. So they basically harness media monitoring tools, social listening platforms and craft intricate search queries to gather data ultimately delivering crucial insights to corporate leaders. And media monitoring analysts make about 51 to $87,000 a year. Now with this one, a formal degree definitely helps you but you don't absolutely need it. There are definitely online courses on platforms like Coursera, edX or Khan Academy that can help you get into this. It is going to be easier if you have some type of media or marketing background as well. Even something in journalism or public relations or advertising can really help you. It's just a lot more difficult. And so for that reason, because it's more difficult to get into this one, I'm gonna give it a 7.5 out of 10 opportunity score. Here are some opportunities. I'll put them up on the screen. You can check them out. And by the way, sometimes I'll get comments on these videos like, Shane, you said you can get into it without any previous experience but I looked up the job opportunity and it says that they require experience. Guys, almost every position says it requires experience. Just apply anyways, okay? Very few of them actually require experience. It's more of a preference. Almost all the time they end up hiring people who don't have experience. So it's just a preference. This is something that's like pretty obvious to me but it's just something that I like to state in these videos. Next is going to be a television captioner. Now this is a position that's especially useful if you're captioning something like the news. So basically what you do is you listen to what people are saying and then you put captions on the screen that people can watch if they don't want to listen to the program. Now for something like the news where it happens so quickly, this is something where you kind of need to be on call. And so therefore they need television captioners that work in the middle of the night. They can't really work ahead on something like the news, right? So you can make about 42 to $75,000 a year in this role. You also don't need to have a college degree or previous experience although previous experience doing transcription or captioning does help but it's a lot easier to land a job if you're willing to do the night shift. So overall I'll give this one an eight out of 10 opportunity score. Here are some opportunities. I'll have them pop up on the screen. Next is going to be a managing editor. This is basically the silent sentinel of the publishing realm, vigilantly curating content to inform, engage and resonate with readers in the middle of the night. Right? So you might have a newspaper or a magazine or something like that where they're going to be putting out content and in some cases the content needs to be on news related topics that they do at the last moment. So you could be the managing editor that works at night and you can make sure that everything is perfect. There's no mistakes. There's no inaccuracies and everything is complete because a lot of the time the newspapers are printed in the middle of the night and that's when they go out. Now, one of my brothers actually got a job being a managing editor and he didn't have any experience working for newspapers at all but the way he was able to get a job is by getting the night shift job, right? Working at night. So it's easier to land these jobs if you're willing to work the night shift. And in this position you can make 67 to $109,000 a year. So this one's a bit harder to get into. It doesn't require experience or a college degree but those things are typically preferred. I'll give this one an eight out of 10 opportunity score and you can check out some opportunities right here. Next on the list is going to be a media editor and there's a lot of different things you can get hired for with this. I know it kind of does sound like a managing editor but it's actually a bit different. So this role, for instance, is hired by government agencies who need you to kind of curate information that happened throughout the night and then you basically make a report for people to read in the morning. And there's a lot of other opportunities out there as well but you make about 57 to $89,000 a year in this role and overall I'm gonna give this one a 7.5 out of 10 opportunity score. Here are some opportunities I'll put them up on the screen. Next on the list is going to be a financial services representative. This is someone who would act as the middleman between something like a bank and its customers. And you may even help pick out some of their investments for their investment portfolio. And these positions are often hired by banks, credit unions, and investment firms. Now in this position, you'd make about 51 to $79,000 a year. It does help to have a degree in finance, accounting, or economics but it's not necessary. There's certain certification programs or online courses you can take to help you get into these types of positions. Here are some job opportunities I'll put them up on the screen and I'm gonna give this one an eight out of 10 opportunity score. Next is going to be an associate business analyst. And this is someone who would be working in the middle of the night but they'd basically be a junior level professional that focuses on analyzing and improving business processes, systems, and operations, right? So you'd kind of figure out what happens in the middle of the night and then you'd try to improve those processes or you'd use the middle of the night to improve the processes that happened during the day. And these positions are crucial in tech companies, consulting firms, and financial institutions. Now this one is a bit more difficult to get into. Typically you are gonna need a college degree to get into it and it also helps to have some experience but you also make about 72 to $105,000 a year. Here's some opportunities, I'll put them up on the screen and because of the fact of this one is harder to get into I'll give it a 7.5 out of 10 opportunity score. By the way, I made a completely different list of 19 remote jobs that you can do at night. That video actually went viral and you can check it out by clicking right here.


Thank you. Well, I hope everybody's partaken of a convivial if solitary conference lunch and welcome back. What we want to do is move ourselves slightly north from the focus of many previous papers. I think for me one of the personal things that I found interesting has been all the talk of new models and resolving of kind of hints of data and things to do with the northern North Sea. And it'll be good to kind of push that back a bit further, particularly for those of us interested in the early people in Scotland. But it's also interesting that obviously we're very much here, driven by the ELF project. A lot of the focus of work has been further south. So what's going on in the north? What's the potential of the north? Well, certainly, even if we're looking at, even if we're talking about earlier coastlines being closer in to the present shore, there is potential in Scotland. Unlike the sort of memories that many of us may have of fantastic pictures of raised beaches in old school geography books and things, much of Scotland is in fact a submerging landscape or perhaps more accurately. It's a very complex picture of both submergence and emergence, as you can see from the isobase model on screen just now. So what's going on here? Why do we hear less about it? Well, yes, I think that it's true to say that it's partly an artifact of research. Perhaps we haven't had the big projects, things like the aggregates levy fund was never really available for work in Scottish waters. Work is ongoing just now and we can perhaps think about two areas in particular. There's been a lot of work done, particularly on the intertidal zone in the west of Scotland, both on western coastlines, right out across the islands, out to the coastline of the Long Island, for example, Lewis Harris down to Barra. But what I want to do, as Helen said, in our paper is I'm going to look at work in the Archipelago of Orkney, which we've been undertaking for several years just now. And here I'm talking about the work of the Rising Tide project, which has been active in Orkney since 2005. And as you can see from the screen, really, we've been crossing the boundary. We've been working both drawing data on land in the intertidal zone and underwater. And we've several published papers now and more kind of lurking in the pipeline. So happy to pass on references and things to people if you're interested in that. The project is really driven by landscape change by the changing shape of the Archipelago in Orkney of Orkney through the period of human settlement here, right from earliest times. And it's a picture of landscape change that's very much driven by changes in relative sea level. It is a slowly submerging landscape. As you can see here, there's extensive areas of submerged landscape. And indeed the very earliest archaeological record is somewhat fragmentary up here. So perhaps for me as an archaeologist, one of the big questions has been how much is the fragmentary nature of the archaeology due to sites being on a now seabed landscape and how much is it related to other things? Obviously, in order to understand the communities who've lived in Orkney in the past, we have to know what the islands look like. And we also have to understand the dynamic landscape within which they lived, the way in which change was a part of their lifestyle. So to start, perhaps one of the first things we did really was try to build a sea level curve for Orkney and you can see here data points. In fact, it seems like a while ago now, but what we found was that sea has only reached present height, roughly present height, around about 4,000, three and a half thousand years ago. And in many ways, this was at the time quite a surprise. As I say, personally, I'm very driven by hunter-gatherers, not interested in more recent people. But it was this thought that we actually had the potential of a more recent archaeological landscape was something that interested us. And if you like, added an extra dimension to the project. And indeed, one of the interesting things about this was the fact that, of course, the hunter-gatherer footprint is notoriously elusive. It's elusive on land, never mind underwater. But when we're talking about some of the more recent archaeology of Orkney, in particular the Neolithic archaeology, the first farmers, we're talking about fantastic stone-built record. And so was there the possibility that we had stone-built monuments, stone-built remains in the underwater landscape? That was something that kind of was added into the mix, excitingly. And that's really, in a way, what I'd like to talk a bit more about now. Well, obviously, Orkney is a very small archipelago. But in fact, what we very quickly realised was that, despite the small size of the archipelago, the sort of generalised models of sea-level change that one might work with, even where you're building your own sea-level curves and things, that these models remain very general when you're trying to talk about the impact of landscape change on a particular community or on the area around a specific site. And so one of the things that we've been working on is trying to take very particular topographic units, if you like, and build more detailed models that are more meaningful in a community sense. So that's one of the things that we've been working on. And here you can see one of our main focuses of interest, the Bay of Firth, and some of the results that have come from work in and around the Bay of Firth. Now, we had several reasons for moving to the Bay of Firth. It's a nice sheltered bay right at the heart of the archipelago. But it's got a very good archaeological record, both around it on the shores around the bay and also on the islands, which you can see in the centre of the bay there. But one of the interesting things about the Bay of Firth is that there's a very strong tradition of oral history relating both to places. There's a lot of stories about people doing things out on areas of land that are now underwater. So those stories of funeral possessions being washed away trying to get out to the island of Damsey.  Yeah, this is the island of Damsey here. And those stories about people crossing over to Damsey and being washed away and things. There's also a strong tradition of divers. It's a rich area for both oysters, scallops, lobsters and things. There's a lot of stories about divers finding sites swimming through arches and into chamber tombs and things. It seemed that this was an area that was worth investigation. And you can see here some of the very detailed models that we've managed to draw up, looking at the way in which the nature of the bay has changed through time. And I think one of the big things about this is that the realisation came that submergence, that inundation wasn't just a process of attrition, but you're also talking about things like, for example, the impact on the intertidal zone. But that's not always a negative as the landscape changes, particularly when you're talking about the hunter gatherers. But in Scotland, we tend to assume that our hunter gatherer communities that many of them are very much coastal specialists. We talk, we teach students about the importance of the intertidal zone. And here we are with a much greater intertidal zone in the past than we actually have in the present. You can see how the reduction in intertidal zone only really takes place as we approach the present day, which was an interesting thing. We can build these models for specific parts of Orkney. We can look at the relationship with existing terrestrial sites. We can begin to think about the potential impacts of inundation on the communities living on these sites. What about the sites underwater? And this is where things have perhaps become a little bit more difficult. I think when we started out, we all had hopes very much of the sort of Danish type landscape. Of course, Orkney is a very, very different place, really known for its high energy waters. So perhaps we were a little naive right from the start. I think many people will be aware of all the marine renewable work going on around Orkney. It's perhaps not the most obvious place to be looking for archaeology. But there are places that what we've found is by targeting more sheltered and specific areas. So that's what we've been working on, but actually populating the submerged landscape with sites, even when we've been doing things like predictive modelling has proved more difficult. And what I want to just talk about in particular today, perhaps slightly less the hunter-gatherer footprint. I think we've been hearing a lot about that out in the North Sea and things, but what's very much come home to us is the issue of stone-built remains. Those elusive, well, they're not elusive if you're on land, it's what's attracted fantastic community of archaeologists to Orkney over the years. And of course, the advantage that one has is that bedrock in Orkney is a fantastic natural building material and people in the past, as indeed today, really take advantage of that. But the problem for us as archaeologists is that that very use of the building material, it means that many of our older remains when you're going back four, five thousand years, that a piece of dry stone walling can begin to blend in with a natural cliff line and it can be quite difficult to tell where one stops and the other begins. Sometimes, even when you're on land, I think you can see here one of the nice, beautifully tidied up and maintained Neolithic tomb sites on the island of Rousey. But you can see the way in which you can have faces of walling and they do begin to mimic bedrock. And then you can kind of imagine, well, if you're underwater, how much more difficult is it going to be? So we had to kind of try and think, OK, and I think other people have taken this approach. We've heard one or two people talking about it. Well, what is left of your, what does it, what do your prehistoric sites comprise? And really just very kind of grossly dividing it into small and large and thinking about smaller scale features. Well, perhaps these are related more to some of the older sites, mesolithic, polylythic sites. You might be talking about discolourations of sediment, post holes, pits, halves, collections of finds, things like that. Moving slightly forward in time, obviously coming into the Neolithic, you're going to get larger scale features, walling, settings, ditches, sort of positive and negative features all added into the mix. But what you've got to do then when you're working with a submerged landscape is to consider, well, what are these sites going to look like underwater? How do they degrade? What materials do they accumulate? You have to look at local issues, the context, wave energy, topography, shelter, things like that. It's a complex picture. Really what it boils down to is, and believe me, there's enough ballast dumps on the seabed of Orkney. When is a pile of stones on the seabed? Just a pile of stones on the seabed, particularly when it's covered by dense growths of seaweed. And we have seaweeds up here that some people get very excited about. So you can't just rip it all off or anything. Nevertheless, we do have stone features on the seabed. The problem has been validating them, if you like, as anthropogenic. And you can see here, again, two very kind of gross divisions, but we have vertical stones and, indeed, occasionally settings of vertical stones. We have horizontal stones. These are nice, particularly clean ones, not covered with seaweed, but I think you can see that it can be very difficult. There's no nice welcoming little historic Scotland markers or collections of skulls or even timbers lying around to suggest that something else might be going on here. And so we have to think a bit more broadly. And in many ways, the technique, the kind of thought processes that we're adopting, they're very similar to the way that you work on land. I mean, essentially, we're looking at the context of the features. We're looking at their position in the landscape, at any patterning we might be able to see. Have we got individual features? Have we got linear arrangements? Things that might not occur naturally, geometric, symmetry, that sort of thing. And moving to a slightly more sort of broader scale, are we getting layered stonework? Are we getting scattered stonework forming patterns? What's the background matrix like? Are we getting stones marking out in a softer sediment? That sort of thing. But of course, the problem that you have is when you're standing on a hillside looking at a pile of stones in the corner of the field, one thing you'll do instinctively is raise your eye and look around you to get the overall context. You might try and step back a bit to see where are other sites and things. If you're underwater and you do that sort of thing here in Orkney anyway, you just lose sight of the feature you're looking at. So it's not always as easy as just eyeballing something. We have to deploy other techniques. And you can just see here some of the sorts of things that we're beginning to come up with. This is an isolated feature just to the north of the island of Damsey in the Bay of Firth that we came up with very early on. It looks really exciting. I think this also brings out another of the issues that we have underwater. I've mentioned the abundant weed growth and things. But I think one of the things that we have to be very aware of is that the eye will interpret things in terms of what it thinks it wants to see, what it thinks you want to see. It's very, very easy to make this out to be something. It would be lovely to see it as some sort of portal or table tomb or something like that. Unfortunately, the reality isn't quite as nice as perhaps that the photograph might lead us to believe. We can have stone settings more perhaps relating to horizontal features, beddings of stones and things. Again, this is in the Bay of Firth, just off the island of Damsey. Very difficult to validate whether this sort of thing is actually anthropogenic or not. There are other features, these little settings you've seen one earlier of vertical stones. There's an area just to the north of Damsey where we've got quite a lot of these. And interestingly in this case, it relates to or they're very close to an early Christian church site, a chapel site, which is eroding into the sea. And we're pretty certain that they probably relate to the lost graveyard from the chapel site. It's one of the few early Christian sites in Orkney that doesn't have a graveyard, even though there are actually plenty of stories relating to people being buried there. Obviously, in this case, it would be a fairly recent inundation probably related to some sort of barrier breach. The island is degrading due to barrier breaches even in the present day. And you can see here similar vertical stones in a graveyard elsewhere in Orkney on the island of Bursey. And then we have more large, we have bigger features. And we've really divided these into two, into topographic features and kind of piles of stone. This is a feature that we found very early on. We've called it the main mound. It's one that's been particularly interesting to us. Obviously a very nice circular shape. Sitting here, you can see in its top graphical context, you can dive down on it. There's some lovely stonework on the top until you remember that of course Orkney stone breaks naturally into these sort of slabs. So we can't ever be 100% certain that they're actually laying. What we can do is look around the whole site, look at the different angles of dip and bedding and things. You can see it's much steeper around the edge. It flattens off in the middle. We can start to get some overall information. We looked at when the site would have been inundated. It's likely to have submerged by around about six and a half thousand years ago. So not an obvious contender for a neolithic site. At the moment, we're tending to think this site is most likely to be natural, but it is very difficult to come up with either natural or anthropogenic explanations for the site. It's something we're still working on. And then for the more the kind of pile of stones, if you like, moving over to the west where we've been working in the lock of Stennis, partly to give context to the World Heritage sites and the site at Nessa Broga, which all lie along the isthmus there. And we've produced a model of, in fact, of the site in the early Neolithic around about the time that the Nessa Broga work there would have been starting. So the point of view of this lecture just that we're interested in a mound site over on the other side of the lock here. You can see it showing up and here with the bathymetry showing up very, very nicely. And in this case, the stonework sits more on top of the bedrock. Again, we're still, sadly, we were going to do some diving on that. It got a bit caught up in COVID and things, so that's still got to be done. But one of the things that's interesting about this site is that it's very similar in size and also in shape to some of the very earliest Neolithic tombs in Orkney, many of which sit down at present day sea level and here you can just see a nice reconstruction, a sketch of our reconstruction of the one on Rousey. And so that's something we're tending to verge to think more towards anthropogenic, although we need to verify that still. So just to sum up, we definitely have sites interpreting them, verifying them, much more difficult. What we've found is that we've got our results by focusing in targeting very specific areas, particularly shallow protected waters, but that has shown us that even in a high energy environment, you can get results that it's not totally devoid of archaeology, if you like. And that really means, of course, that local topography, you really have to understand the local topography. You have to be able to look at things like offshore barriers and so on that these are highly significant in the way in which both inundation will play out and in which survival of sites will play out. We've found in fact that diving we've perhaps done less than we might have done, thought we would do with divers, it's very useful, but it doesn't always provide all the answers and really we've worked in by going through a reconstruction of the landscape. And just because I'm an archaeologist, I kind of like to bring everything back to the people. I think one of the things, well, we have to kind of make sure we're not just running with all our assumptions. We want to constantly question our assumptions. Is this focus on the coast? Is it really there? Is local sea level rise a threat? I think one thing we have to remember is that sea level rise is a big threat to us today because we've lived through centuries, millennia of stability. But for the people who are living in Orkney in early prehistory, sea level rise is just the way of the world. It's the way things were, they didn't know it was going to stop. We've got hindsight, but they didn't. And I think we forget that quite often. So how do they subsume this kind of changing world into their mindset into the way they live, into their scientific knowledge? How does it influence behavior, stories, that sort of thing? I'm just going to leave you with those questions. Absolutely no answers. And just turn to the last slide to thank everybody, to thank you for listening and say that thankfully I've got Rich and Martin here to answer all the difficult questions. Thank you. Thank you very much Caroline. What a fantastic presentation. It's just great to see these, those images of Orkney and the work that you've done so far. Are there any questions from anyone in the chat? I can't see anything in the chat. So I'm just wondering whether there are any questions. We've got a little bit of time before our next speaker. Oh, here we go. We do have one other coming in now. So the first one is from Trevor Faulkner. Oh, they're all coming in now. And they ask, Shetland, or they say Shetland is also in a four bulge area and has been falling relative to sea level in the Holocene, opposite to the inland Scotland mainland. Is submarine archaeology being searched for there? We've done a little bit of work in Shetland around Lowick where there's some nice submerged forest remains and rather nice neolithic acts. But yes, Shetland is very interesting because of course it's even more deeply bedded if you like the submerged landscape than Orkney. As far as I know, and people might know a different work going on, but I don't think there's any submerged landscape work being done there. In fact, when I've been at a couple of seminars in Shetland, awareness wasn't high that there was a submerged landscape. The University had had students searching the present coastline for material relating to things that was rather interesting when you pointed out that the coastline at the time they were interested wouldn't have been at present day height. So it does show in fact going back to in many ways what Geoff has always talked about that we still have to get information out there that submerged landscapes even exist. That's absolutely so important. We have another question from Bjorn Nielsen who asks, what about faunal remains and wood? So far, nothing. I think that's right, is it, Martin? So no faunal remains that have come up in any of our work. There is wood. I mean there's the plank feature, the plank in the Bay of Ireland or the piece of large timber. So there are bits of wood in there. There's peats in the Bay of Firth submerged peats because we've got a series of mesolithic lakes that transform in the late Mesolithic period as sea level rises. So in those situations, yes we've got but not work towards it at the moment. One last question from Peter. Peter, sorry, it keeps moving. Rowley Conway asks, is there any indication that Red Deer or large ungulates were introduced in the Mesolithic? The million dollar question. I think Jackie published a paper on that, didn't she, about the Neolithic? I think when they looked at the Neolithic Red Deer population they're getting, am I right, two strands, one of which they think was introduced at some point. But although there are antlers from peat bogs, they've all been more recent, they've all been Bronze Age. So at the moment I don't think we have any Red Deer or faunal material going back to Mesolithic Orkney, which isn't to say it's not here, it may just be that people haven't really looked for it. Yeah.


You guys like the Navy? Yes, we do! What are you excited to see on the ship? Guns. Everything. Guns? Everything. Everything. What did you like about it? The engine roof. The guns. Oh, the guns! The guns! Everything. Everything. The guns. And getting these awesome coins. Coins. What else you learned? Well, I learned that where they eat is awesome, where they do their medical emergencies when they have that. They just put the table down and use that and then ship it to a better ship with more advanced technology for a more better board. Nice. All right. It's all great. All right, making sure that everything's normal. And if anything goes, you know. They're appreciated beyond words. Everything that they do, it's wonderful. Being a sailor myself, I think they're the most important branch in the armed forces. So I think it's important, whether it's warfare or tsunami or whatever, the Navy's needed all over the world. Right. And we're definitely the pride of the world.


Hello, welcome to the ANS webinar. I'm sorry about that technical delay. I'm Frances Watson and this webinar will provide an overview of the main elements of an institutional research data policy and suggest some approaches to creating a policy that supports the implementation of research data management. I will use examples from policies that are currently in place in Australian universities. Now, in order to do this and to make it, I think it's more effective, I'm going to go in and out of the presentation to websites. So if I miss a button and we have to go back over a slide, I hope you'll bear with me. I understand that ANS has provided funding to a number of institutions to implement seeding the commons projects and one of the key deliverables in those projects is a data management, a statement of a data management policy. Now, I'm assuming that the people who are involved in these projects may have had policy experience but they may not have. So I've prepared this webinar to take into account that this is a basic overview and really not one for an experienced practitioner. So now we'll start. I'll take the questions at the end of the presentation because I have to admit to you, I'm not particularly experienced with webinars and so it's probably easier for me to deal with the questions at the end. Thank you. Hi. Now, here's the standard definition for data management. It lists all the different activities that you have to do to protect, deliver and enhance the value of data and information sets. Why the university, why managed data? The university of Bath says now the management is organising and preserving research data so it can be available for reuse. Now what I've done during this presentation is I've put links at the bottom, references and links, so that when you get your copy of the presentation you'll be able to just click on these things and see what other information there is available. When I started with ANS in 2009 a review of the data management policy showed that essentially research was done, as you all know, the researcher did this research, analysed the data and materials and produced a publication. After that the data and material were attained for the period required under federal and state legislation and were then either left on the shelf or disposed of. Since then ANS has introduced the concept of research data management in the Bath quote, the aim is to encourage data to be retained, described and made available. Essentially research data model in any university varies, it can vary in bits and pieces, but it will be that the research data management during any project will lie with the principal investigators and the faculty will be responsible for the researcher. The university will be responsible for the provision of training, support and advice on the research management data as well as the provision of backed up storage and service. Now this statement comes from the University of Exeter. I understand that not all Australian universities have repositories, but as you move towards research data management these repositories and other storage advice and assistance will be available. Data management implementation involves all of the main operational areas of the university. Research grants offers because they have the data on the grants, the library for metadata, the IT for the IT support services you need to manage and move the data around, HR for the information about who is the researcher so that you can build metadata and descriptions, the heads of departments and of course the researcher. Implementation requires the development of data management planning tools, data management templates, training packages. You have to be able to have access to advice and assistance because the researcher needs to know how to do these things. Storage and curation, but most of all an effective communication strategy to ensure that all parties are aware of the policy and understand their role. I put this slide in from the Digital Curation Centre because it shows you just how many different activities or activities are involved in research data management to provide it, tools, support, metadata, storage and policies. Now policies are very important because you can't do much without it. Now this is an interesting presentation and I'll put the link in in case you'd like to look at it later. Implementation, well a decision has to be taken within the university to implement data management. The institution's approach is developed by consultation between the key internal stakeholders listed in the earlier slide. They do the planning and at different levels of the university. Of course they would do the planning and the coordination of the overarching processes and resource allocation and this commitment is expressed in a policy document. Why have a research data policy? Well if you are in a university, if you don't have a policy that states the university has committed to this activity it won't happen. So if you want to organize and preserve research that can be used for the future, you have to have a policy. The role of policy. Policy provides an operational framework with in which the institution functions and what it does is it helps align the efforts and achieve the institutional vision. Now a university is a legal entity and as such it is subject to federal and state legislation. It is required to conform to national codes and practices and it has to take into account community expectations and then it has its own internal mission and value statement. All of these provide the context for the institution's governance. So you can see this. This is the external world. Then within the university it has to acknowledge and act on those. The policy is the statement about what the university is going to do and the procedures and guidelines for the how. And you unfortunately have to hear me say that a couple of times in this presentation. We are now going to go onto the University of Newcastle Australia site. Now all universities draw a breath. All universities have governance and policy or policy units. They may be called different things but they're all there to manage that. It's a very important part of the organization structure. They will all have a policy library or a policy index or a policy register that will be accessible by the website. This definition is really quite good. As policy plays an important role it promotes the principles which dictate how the members of the university will act. In this case the researchers will manage their data. Those principles are derived from and shaped by the law, regulations that cover the university, national standards as I said previously. And the role of the policy is to translate values in legislation into operations and to manage risk. One of the key things to think about policy is it's not just like a memo. It's actually a legal document. And so the process for drafting it and approving it is quite detailed and structured and every university will have it. This page is on the policy framework. If I'm lucky enough for it to go. Now it takes us through policies. It gives you a definition. There are two levels of policy, governance and strategic and operational. And above them are the acts of parliament. And below them are and attached to them are procedures which stipulate how the policy is implemented and guidelines which provide additional information on policy or any aspect of the policy. And then it goes on to give you all the definitions including that profile. So as you can see, your university will have one of these pages and it will have these things. And you don't have to be in command of all of them but you would probably need to go through them to familiarize yourself if you're going to coordinate policy. Policy development. As a way is the development and approval procedure. You can't do anything without a procedure and a development guidelines. And basically it's identify the issues and this is quite logical. Conduct analysis, develop the draft, consult, gain approval, communicate and implement and then review. Policies are generally reviewed every one to two years. Well three years, that's about three years as long as it goes. The policies approved and alerted. There are policy reforms. There's a glossary. And this will give you the definition of what these things are so that you can understand what it is, where your policy fits and what sort of statement it has to be. University will provide you with templates and there's a template for all these aspects of policy. So if you want to get the policy and procedure approval sheet, there's a policy procedure blank template and also has a template which is an outline of what issues you might need to consider in developing your own policy and I'll give you the link to that later. The other point that's really important is that the role of the policy unit is to provide advice on the development of policy and procedure and to assist with the drafting and editing and formatting of documents. So nobody would in a university be making up a policy or drafting it on their own. They would have to do it in reference to the university's governance and policy operation. Wow, that worked. Just to reinforce the concept, there's a link here. This is the workflow for the University of Melbourne's policy process and you can see by this that it's unlikely that a policy will be drafted, reviewed, approved and implemented in under say a year. You might be lucky into it shorter but it does take time and it would be unrealistic to be too anxious about getting it finished. Current status of data management policies. Now what I'm going to do now is I'm going to look at the policy statement, its format and content. And I'm going to take you through this and try and explain how the different aspects work and what you have to consider when you're developing the policy. To do this, I used institutional websites and their web pages to demonstrate the aspects and approaches taken by the institutions to create policy statements and to provide the operational framework. Again, there's a link there to the ANS pages on data management. All of the, obviously all of the examples I use are available from the public web pages website. What's the procedure? Now we're going to keep using these terms so I thought perhaps I should go back and just make this clear again. Policy is the what, the procedures are the how. Operating practices can be formal or informal, specific to the department or applicable. So you know there's lots of levels of this. So in navigating that process at your institution you have to just do that bit of work to work out what fits where and whether an informal policy is better or more useful on the day than a formal policy. Whether it's an intro message. Now, all universities have policies on research and research practice. Typical ones are IP ethics and they're already existence and in place. This is the Research Data Management Policy for Wollongong University. As you can see it has the data proved, approved by Custodian and the Responsible Department of Research and Innovation. If you'll remember, I pointed out to you that the university works within the environment created by references and legislation. Here the External Australian Code for Responsible Conduct, December 2007. National Statements on Ethics, Policy, These are all have to be taken into account when the university creates an operational policy to be operated internally. If you go up you can see that the university has a code of practice for research policy, copyright, IP, records management, privacy. So you have the external and you have the internal. The thing that you have to consider when you are developing a policy that the approval of policy is quite sometimes perfect time is that you have to have the policy that you're drafting has to be checked against these to make sure that it doesn't contradict any of those things that it is in fact in line with the existing policies and legislation. In fact, I think we went back, if you looked at the way your university assesses or considers and looks at policy before its implementation phase, they will always go for legal review. The legal department always takes part in the development of new policies because they have to conform. Common policy topics, these are like the index to the policy. When you start your policy you've got to have a look at it. Now there are all, some policies will have 10 of these. This is quite short and concise. As you see by the dereference, it relates to research and development. It's got policy principles, application. I'm sure you've seen these things before. Definitions, roles and responsibilities and it goes on that way to just say who's doing what with what. And so common topics, if you're starting your policy you start with, well okay, policy principles, applications and you could think through those topics. What do I know about this? How do I think it should operate within my university? What would fit with the other structures and policies that are currently in place? Okay, current data management policies. When I went through all of the Australian institutions' websites and found the existing data management policies I read through them and analysed them and it becomes clear that what a data management policy that exists at the moment do is attempt to make clear who does what and to build on the requirements of Australian Code of Practice for research. Now, I'm sure everybody's familiar with this. The Code gives direction on all aspects of research including references to data and data management. And again, Anne has an awareness guide on this. Code of Practice has this thing where it says sufficient data and tool must be retained to justify the outcomes if they're challenged. Research should be challenged and this means that the data should be retained and accessible for five years. Well, I think if you've got a system that allows you to document and retain the data for five years and make it accessible for five years, you have the basis of an effective research data management process. You can see in this cartoon the implications. He can only probably reproduce his research outcomes if it was the right season and the right time. Code of Practice contends with the potential value of data and material for further research should be considered, particularly where the research would be difficult or impossible to repeat. Again, you know, if you look at that cartoon, Newton would have to be under the tree when the apples were ready to fall and the rest of the year we couldn't repeat the experiment. Anne's and the Code. Anne's has no formal responsibility for the Code that says, as previously described, the Code consigns with the aims of Anne's and promotes and is interested in increasing awareness of the Code. Institutional data management policies. Now, existing policies make about five consistent statements and that's the nub of the policy. They firstly acknowledge the requirements of the Code. They aim at good or best practice in data management. They assign the responsibility to the whole of the institution, rather than the researcher or the department or faculty, and they state that the data should be available for reuse if appropriate. Now, you can see that these all make sense in relation to managing the data and implementing it. They also, a couple of them, require the completion of a data management plan and are supported by data management guidelines. Now, I hope we'll be able to link into this site. This site says effective research data management, as most of the toolkits do, is about enhancing the reuse. It has a research data management plan, which is a tool, and that goes through provides the templates, index to different aspects of data management, and gives you links to policy. That's a very useful thing to have. The other aspect that they have to have is develop some policy a bit further, is this one was a bit so, guidelines. So, if you're the researcher and you're attempting to do research and you want to know what do I have to do with it, the guidelines would lay it all out, like the storage, the format, and hopefully if it wouldn't make it easy for you, it would at least make it clear. Examples of policy. The first thing that any policy does is it states its purpose and aim. This example from the University of Wollongong states that this policy forms part of the institution's governance for research data management by recognising that data is a valuable product of research, and its aim is to establish a best-practice culture of data management within the institution. If we look at the actual reference, you come down here. The purpose of the policy is much longer. It talks about assisting with increasing, making existing available data available for purposes. So it had quite a number of things on it, as well as it's a very comprehensive statement of the purpose of the policy. Responsibility for research data. The data management policy makes the institution responsible. And again, here is an example from the Queensland University of Technology, which it says, and I quite like this myself, the director of e-research is responsible for overseeing the management of the research. The heads of school have to make sure there's guidelines and arrangements within the school to the department that meets with it and provides faculty for safe and secure storage. The director of the library and information services and learning group have to be responsible for the development of the maintenance of centrally supported repository, access to secure access and maintaining procedures. I'm going to read all of it, but this is a very clear statement who is responsible for what in relation to research data management. And your policies should always aim at trying to be as clear and unambiguous as possible, but of course it has to express the situation that the way your university wants to manage it. You may not want this detailed assignment of responsibilities. Access to research data. And of course you can't really have reusability unless the principal is contained in your policy that data should be made available for use by the researchers before the research and less precluded by conditions under which they are obtained. Now, all of the policies that are currently in place have this statement. You have to acknowledge that if the research is owned by someone else or if it has private and confidentiality, you just can't hand it out. But if it's the statements or are consistent in that, if it is possible and there are no barriers to sharing, access should be provided. Research data plans. Now, in a number of, a couple of institutions, they've decided that good practice in research management is the result of good planning at the onset of the research project. Now they continue through life life. And then they have made it compulsory to develop a research data management plan. Other institutions have taken the view that where they have assigned responsibility to the department and the researcher and have provided a toolkit, the sort of thing I showed you from the University of Western Australia, then they should allow the researcher to make the decision to fill in the research management plan and encourage it and provide training and support. So there's two approaches you can take and this is very much a decision for your university to decide whether or not you want to do that. Where to start? Well, firstly there has to be a commitment to research data management. There has to be a clear understanding of what is currently possible or available within the university institution to support research data management. Because you may have a metadata hub, you may have a library and who can support data management. You may have parts of it, but you may not have all of the things available that were shown in the DCC slide. So you may in fact have to think about what is it that we have that we can deploy. You will have to work, as I've made perfectly clear, you will have to work with the institution's governance unit to draft the policy. And I imagine that that process will be detailed and demanding and you'll have to be patient. The policy statement could be approved or drafted and approved after the support mechanisms such as data storage and tools are in place and have been tested. Or the policy could state the aim and then be amended as the systems mature. So there's a number of choices. It's not just quite run out and right, good it's today we'll write a policy. Examples of institutions that currently have policy procedures and tools. They're listed and there's a link. Now we have what we call a product catalog, in fact a list, it's a list of our projects and it lists projects, institutions, people and data management resources. Now if you have a look, we list the institution and we put a link to that part of the processes that they have in place. Now Griffith University has a code for responsible practice which is very much like research data policy. La Trobe University has a policy that doesn't have a data management tool or guidelines. Monash University of course has all three as does Queensland, Melbourne, Newcastle and Ongone. Each at a regular intervals I go through the websites looking for new things and in July Curtin and I think ECU have put up on their library site data management tools. As a policy person if I were asked, Francis, design a policy, a research data, draft this research data policy, I would, one of the ways I would start would be by finding examples of policy. I would have a look at the what the university said they were going to do and all of these are quite, they are subtly different, they're similarities but they are different and they reflect as it does the language and the process around it, the university's organisational culture and the way it likes to express its decision making. I would then look at the procedures and the guidelines and the tool kits and then I would think about how each part of that, the bot, the how and the support mechanisms work and are integrated and then I would start drafting, I would reflect on the situation within the current, the institute I was working in and then I would start to develop the policy. So I don't think you have to spend forever doing this but I have found it in the past to be a very useful practice. Now ANS resources, we have, I just showed you the product catalogue, we have the ANS web pages on data management which are comprehensive and we have another tool which I've mentioned which is the outline of a research data management policy. Now you have to use the university, I'm laboring this, I know you have to use your own template but you could do read through this and see the sorts of statements and the sorts of things that you might be able to apply when drafting your policy. Along with those the university ANS has me as a results and I'm always happy to talk to people, to exchange emails or support, I recognise that this is a pretty fast going over what is really quite a complex area and I'm more than happy to help and so you can contact me at any time.