We're very fortunate this evening to have a speaker, Tracy Mastrangelo. She's the program coordinator for wellness, resiliency, and partnerships, and she is going to be running our workshop this evening. Before I pass the mic over to her, I just wanted to acknowledge that I am moderating tonight from Treaty 6 territory, the traditional meeting grounds, gathering place, and traveling route to the Cree, Sotel, Blackfoot, Métis, Denay, and Dakota Sioux. We acknowledge all the many First Nations, Métis, and Inuit, whose footsteps have marked these lines for centuries. And without further ado, I will introduce and hand the mic over to Tracy. Welcome, Tracy. Thank you, Celeste, and hello, everyone. It's nice to be able to join you this evening. I'm really looking forward to it, and I love that we have a nice-sized group because I think that that will provide some opportunity for us to have some really rich conversation. So without further ado, I'm going to jump right into it, and we'll start with a bit of an agenda. We have an overview of how I hope to take the evening through. I'm very comfortable with questions throughout. So if something comes up and you've got a question, please don't hesitate to either turn on your talk button and ask me, or even if you're more comfortable putting in chat, you're welcome to do that as well. So through the evening tonight, what we're going to start with is a quick introduction. I'll tell you a little bit about me and why I choose to speak about FASD tonight. We'll talk about FASD in Alberta. I'm going to give you a quick picture about what that actually looks like in Alberta and why it's important for us in Alberta schools. And then we're going to have a bit of a conversation around a shared understanding of what actually is FASD because I think that we talk to lots of acronyms, especially in the education world. And so we'll have a little conversation about what that actually looks like, what our diagnosis process looks like, and what that might look like in the classroom. And then from there, we'll actually talk to more about supporting student success and maybe have a bit of a conversation around what we are currently doing in some schools in Alberta. And it might be a good opportunity for those of you that are connected with school councils to be able to think about whether or not these kinds of supports are put in place in the schools that you're working with. And we'll briefly discuss the promising practices and some of the research that is guiding our work and what we're doing to move forward with the idea of FASD. So this is always kind of interesting to do a webinar where we can't see each other. So I've included a small picture of myself so you can picture the voice that is going along and is going to walk you through the evening. I'm looking forward to the evening. I'm a provincial coordinator for the Provincial Program Wellness Resiliency and Partnership, which is WRAP. And we specifically work with students with FASD in junior and senior high schools throughout the province. So I'm really, again, looking forward to working with each of you tonight. And welcome. Welcome to our webinar. So when we're talking about FASD, which is Beetle Alcohol Spectrum Disorder, it's become really relevant to us in our country since the 70s is when FASD started to be diagnosed throughout Canada. And so initially, we were diagnosing in Northern Canada. And in the last 10 years, we've seen a lot more communication and conversations around FASD. And what we know about FASD in our communities is that these are really the kids who are amongst the most vulnerable of the most vulnerable. So when we're looking at pyramids of support and we're looking at the targeted group that we're supporting with FASD students, we're really looking at that tip of the iceberg, the very top most complex students. We'll talk tonight about why they're the most complex. But really what we see, especially in junior and senior high schools, is that these are the students who are often really disengaged in school if they are attending. It's probably sporadic often. And they're making definitely difficult choices and often poor choices. They succumb to social pressure very easily. And they're probably not the kids involved in a lot of positive community-based activities. What we do know is that they can actually, people with an FASD and especially students with an FASD, although they have difficulty maintaining healthy relationships, are the students that also would most best benefit from healthy relationships with adults. So what is FASD? So FASD stands for Fetal Alcohol Spectrum Disorder. FASD happens only through alcohol exposure in utero. And so what that means is that a mother has to consume alcohol during her pregnancy in order for a child to be born with FASD. Now, one of the myths that's been out there that has come up on multiple occasions and at multiple times is that children can have FASD if a dad consumed alcohol and if the sperm was affected by alcohol. And what we know from research is that that's not actually true. It definitely can affect sperm and it might make it so that we're not getting the very best sperm when the sperm and eggs meet. However, it doesn't actually affect the development of the fetus throughout pregnancy. So the only way that we get FASD is through alcohol exposure in utero. This picture on the bottom of the slide is, I have to preface it first by saying it's not technical, it's not a technical picture, but the idea of it really is to just tell us and to bring our exposure to the idea that alcohol, we have FASD anywhere in the world where we have women who are able to get pregnant and we have alcohol. And so the purpose of the picture on this slide is really to just show us that not specifically what we're drinking in each country, although that's the way it kind of ends up looking in this slide, but rather just to show us and bring our attention to the fact that there's actually alcohol consumption in all parts of the world. So even in some of our eastern countries that we wouldn't connect to alcohol consumption, we still actually see really high rates of alcohol consumption. So as I said in the early 70s is when we started diagnosing FASD in Canada. And Canada therefore has become a real leader in diagnosing, in assessing, in supporting and preventing now FASD and is seen as a leader across the world. And so all other countries are always looking to Canada to kind of see what's the newest research and what's happening out there. I think the other important piece to talk about is that very few countries in our world, other than Canada and our neighbors to the South United States and now New Zealand, very few other countries actually do diagnose FASD. And so it becomes a bit of a worldwide problem, but Canada definitely is a leader in understanding FASD. So that's why it's important and why we're talking about it. Right here in Alberta, we know that about $927.5 million per year is spent on supporting people with FASD, which is a really astronomical number. So what's happened in Alberta is that the ministries of our government about 10 years ago got together and decided let's address FASD in our province. Janet, did you have a question? I see your microphone popping on and off. Okay, we're going to keep on keeping on. And if you've got something, feel free to put your hand up. It dings for me on this end and I'll know to pause. So in Alberta, the ministries across the province decided to address FASD, because what we know of this population is that these were the people who, people with an FASD, were the same individuals who were using multiple services. They were our highest frequent, our frequent flyers in many services. So whether it was education and they're getting supports and services in our, in the education world, or unfortunately high representation in justice and in our jail systems, as well as our courts, our children's services systems and our healthcare systems. And so what the idea was was to pull together and work together collaboratively across ministries to address FASD in the province in a collaborative way. We created a 10-year strategic plan. So we're just, 2018 will be our 10th year of the strategic plan. And the really the idea has been to work together collaboratively, both in communities and in government to address FASD. And from these quick statistics that I've put up on this slide, we can see why we might want to do that. So what we know, and Alberta's statistics are not that different than anywhere else in the world, it just happens that we've actually collected this kind of data in Alberta where other areas in the world have not. But what we know is that 50% of all Alberta pregnancies are unplanned. And we'll talk about the significance of that being unplanned as well as kind of when we find out we're pregnant as women and the impact that that has. 9% of Alberta women have reported drinking during their last pregnancy. And often what we're finding is that women are not learning that they're pregnant until they're about two months pregnant or eight weeks. And may have been consuming alcohol in that time frame. 41% of women in high income groups report drinking in the last pregnancy, which is a really interesting statistic when you consider that often what we have considered FASD to be unfortunately is a First Nation problem. And we associate it to particular cultures. The reality is that we do have statistically higher numbers of First Nation children diagnosed with FASD. But we also suspect that that's not because we have more First Nation women consuming alcohol during pregnancy. And actually the data and statistics would tell us here with 41% that that might not necessarily be true. But we do see higher numbers of children with First Nation families overrepresented in the child welfare system. And so that's where those kinds of data that kind of data comes from. Our most recent numbers which unfortunately are a couple of years old now was that we have 46,000 Albertans diagnosed with FASD. Diagnosed numbers statistically are 1 in 100. So it actually becomes the most common developmental disability worldwide. Other developmental disabilities that we might think are more common, things like Down syndrome for example, Down syndrome has a rate of 1 in 1,000. So we have much higher rates of FASD worldwide than we have of more commonly or considered common developmental disabilities like Down syndrome. So let's talk quickly about FASD diagnosis and how that actually happens. FASD diagnosis would follow the Canadian Diagnostic Guidelines. So the Canadian Diagnostic Guidelines, the most recent version of that came out about a year ago actually in 2016. It was about this time last year. And it was a document that was worked on quite rigorously by a number of doctors and leading professionals in the field. And so what it actually does then is it gives a larger guideline for multidisciplinary teams to determine how would one actually go about diagnosing a child or an adult because adults can be diagnosed as well.  And so one of the things that our guidelines tells us is that it needs to be diagnosed from a multidisciplinary team. And so what that means is that we have a number of professionals that work very closely together. They each do their own individual assessments. And then from there, they work together and meet together to determine whether or not the individual that they are working with actually is suffering from an FASD. So on our multidisciplinary teams, we have pediatrician or in an adult clinic, we would have a GP that is specialized in FASD. We have a psychologist, a speech and language pathologist, an occupational therapist, and a social worker. And so each of those individuals does their own assessments and definitely a pediatrician or the general practitioner doctor is looking for some medical kinds of connections. The psychologist is looking for brain impairments and speech and language pathologists, occupational therapists are looking for what would actually equal to brain impairments as well but in their chosen field. And then the social worker works together with the individual and the family to obtain prenatal alcohol exposure or conformation of prenatal alcohol exposure. So when we're diagnosing FASD, we actually diagnose with three considerations in mind. So in order to get an FASD diagnosis, we're looking for, go ahead, Janet. You've got a question? I'm just going to wait a moment while Janet is typing. While we're waiting, Tracy, I'm just asking, are all of these funded by your organization or do they come in as a multiple member of your multidisciplinary team voluntarily or how does that work? Wonderful question. Thank you for that. So a multidisciplinary team for FASD diagnosis are all paid. And so one of the initiatives that's happened through the cross ministry committees and through the government's initiative to address FASD in the 10-year strategic plan is fetal alcohol service networks. And so I believe right now we have 12 fetal alcohol service networks, and they're split up throughout the province. And those FASD networks each receive funding to fund multidisciplinary diagnostic teams. So in Edmonton, for example, that happens out of the Glen Rose Hospital. So it's actually a team that's within the Glen Rose Hospital. And then in a number of jurisdictions kind of from Red Deering North, there is a mobile diagnostic team. And so each FASD network is working together with that mobile team. And so the mobile team generally is the pediatrician and the psychologist, and then each FASD network is finding local speech and language pathologist and occupational therapists and social workers. Yes, it's all funded through cross ministry committee and through the FASD networks and the diagnostic clinics. Oh, that's wonderful. Thank you so much, Tracy. I appreciate it. And I think Janet has finished taking our question. Yes. Janet's question is, is exposure to drugs also included in the diagnosis? No, it's not, Janet. And the reason being is that alcohol as are many drugs including prescription medications are considered what we call teratogenics. And so what that means is that those substances can cross the barrier, the placenta barrier from mom into baby. What we actually know from research is that of all of the teratogens out there, so alcohol, cocaine, heroin, methamphetamines, any of those, as well as prescription medications, alcohol is by far the most damaging teratogen that we have. And so it's a little bit, it becomes a little bit of a mixed messaging because as a community, as a society, we are very accepting of alcohol. And I'm not saying that any of the drug exposures could not also cause brain impairment. Absolutely. And we believe that there's been some recent research around things like methamphetamine being one of the closest to alcohol, but still alcohol by far is the worst teratogen. So that's a great question, Janet. Thanks for bringing that up. So when we're considering as a multidisciplinary team how to go about diagnosis, we're really looking at three things. And so one is actually getting that conformation of prenatal alcohol exposure. Without conformation of prenatal alcohol exposure, FASD diagnostic teams won't go forward with a diagnosis. So that becomes a very big piece. And where the social workers role becomes so essential and important to getting that diagnosis. The next piece that we're looking at is facial dysmorphology. And so facial dysmorphology just speaks to changes in the face that we actually can directly link to alcohol consumption. And there's actually been a direct, they've actually narrowed, researchers are incredible. And they've narrowed it down to specific days of alcohol consumption.  And so what we refer to as facial features for FASD is a flat siltrum. And the siltrum is that bumpy part on your top lip between your nose and your top lip. And so facial dysmorphology of FASD, we would not have that bumpy. It would be less pronounced and a little bit smoother. The other piece is measurement between from the corner to corner of the eyeball. And so these are measurements that pediatricians or the GP would be doing. It's really actually very rare. As I said, it comes down to one particular day that mother consumes alcohol during her pregnancy. And so if alcohol is not consumed on that particular day, we won't actually have facial dysmorphology. The other consideration that has to be present is brain impairment or an FASD diagnosis. Prior to probably about 10 years ago, maybe a little more than that, definitely 15 years ago, we had two different diagnoses that were very common that we would hear a lot about. We had an FAS diagnosis, fetal alcohol syndrome, and we had an FAA, fetal alcohol effects. And so the difference between FAS and FAA is that FAS, in order to get a diagnosis of FAS, we had to have the facial dysmorphology. And we tended to believe then that because the facial dysmorphology was absent in an FAA diagnosis that it wasn't as bad.  So when we're looking actually at brain impairment, we're looking at brain injury in three or more of these areas. And we're looking actually at significant brain injury in three or more of these areas. Now, where this becomes a little bit confusing is that anything, only one of these areas can actually be broken down into many different areas. So something like executive functions, for example, can be broken down into 12 different areas. Everything from time management to working memory is part of executive function. So we're looking at brain injury in three or more areas. Intelligence, which is IQ, is actually not a very good indicator for FASD because it's only one area where we could actually see impairment. Aspect regulation, which is the very last on the list, is our newest area of brain injury that's been included in our 2016 guidelines. What aspect regulation is, is it's actually speaking to depressive disorders or anxiety mood disorders. And what we are learning, as we're just learning new stuff every day about FASD, is that 80% of youth with an FASD will also present with a mental health disorder, either a depressive disorder or an anxiety-related disorder. And so science is actually telling us that that might actually be hardwired into the brain and might be as a result to alcohol exposure in utero. And so now it's been included as one of the brain areas that is tested for in an FASD diagnosis. I'm going to just sit through that one. So I'm not a neuroscientist, but I think that it's really important for us to have a quick little conversation about the brain since we know that alcohol has so much impact on the brain on a developing child. So please bear with me as I butcher the brain and share this information with you. This particular slide is a cross-section of the brain.  That red cauliflower-looking piece is at the back of our head. And then that front part is kind of a wormy-looking part is kind of behind our forehead. So when we're talking about the brain, there's really three main parts to the brain. And again, as not a neuroscientist, I'm a social worker by trade, I'm going to just quickly tell you a little bit about my understanding of it. The first part to develop in the brain is the brain stem. And so that's that purply-looking piece at the bottom of the picture. And that goes all the way down and connects to your spinal cord. The brain stem has really the one main purpose. And that main purpose is survival of the individual. So personal survival. The brain stem controls everything from our heart rate to our body temperature to regulating things like our breathing, really basic, basic things that we don't think about are still imperative to our living. If we're not breathing, we're not living. So that's the most basic part. And it's actually the first part of the brain in utero to develop. And it starts out like a little tube. From there, the next part, it kind of grows up and grows out like a cauliflower. So the next part to develop is the limbic system. And that's that yellowy kind of part and there's a red part in there. The limbic system or another term that you can often hear is the midbrain. And so that would be the next piece in our development of our brain that developed in utero. That part of the brain, that main purpose is survival of our species. And so it controls things like emotions, fight or flight comes from that part of our brain. Those are kind of terms that we've heard about before. All of our emotional regulation, our attachment and our ability to feel love and all of those kinds of things comes from that part of our brain, as well as things like sex drive and the desire to want to have sex, which is what keeps our species alive and keeps our species going. It comes from that mid part of our brain. So the third and most complex part of our brain that developed is actually the neocortex or the cortical brain. I, because I'm not a scientist, I'll tell you that it's the thinking part of our brain. This is the most complex part of our brain. And it really is what separates us from lots of other species is that we have this part of our brain. This part of our brain really controls all of those executive functioning things. So like our working memory, things like math and logic cause and effect, really our understanding of how the world kind of works around us, all comes from that thinking part of our brain. So the way that those three kind of work together is that messages follow like the green highway there on the slide, follow up our brain stem, up into, I mean I've got a traffic cop in there now, but it's a hypothalamus is where that comes to. The hypothalamus's job is to determine, is this information that's important for us right now? Is this a threat to our survival? What are we seeing here? Where does this information happen, need to go? And then disperses the information to the part of the brain where it needs to be. We actually have over 100 billion cells that work together to actually grow and develop our brain. It's really quite magnificent and really quite interesting to think about how that all orchestrates beautifully and perfectly like clockwork in order for us to be born and having this conversation now today. What ends up happening is that as information comes up, if it's an information that's considered a threat, that traffic cop, so for example, if we see a bear, that traffic cop brings an alarm bell at the pituitary and releases cortisol and when cortisol is released in our brain, it actually allows us, makes it so that we can't actually access that top cortical thinking part of our brain and then we just react. We fight or fight kicks in. We either fight the bear or we run from the bear. So that's kind of the way messaging happens. What we know is that there are times in a child's life. We kind of talk about the formative years being from zero to six. And that's because those are the periods of time in a child's life when we're most likely, when it's most prime to make connections into that thinking part of our brain. And so we want to be able to make as many connections into all of the math part of the brain and the language part of the brain and the music part of the brain. It's why it's much easier to learn a second language as a child rather than as an adult. So I don't know if any of you have had the experience of trying to learn a second language as an adult, but it's a difficult experience if it's not a part of the brain that you've already accessed and made some connections amongst the cells in that part of the brain. So when we're talking about brain development in utero, I had mentioned before that we start kind of as a tube, which is our brainstem, and then it grows up and out like a cauliflower.  And so the first brain cells that we have are the glial cells. And the glial cells act as scaffolding, kind of like scaffolding. And so those glial cells build themselves up. I see your questions, Celeste, or your comments, and I'm going to come right back to it. Celeste says that explains why kids often pick up or learn languages so easily compared to adult. Yes, it absolutely does, Celeste. And what ends up happening is the more we make a connection or the more neural pathways is what they're called, that we make to a certain part of the brain, the stronger that pathway gets, and we're more likely to be able to use that pathway and we're more likely to use that pathway throughout life. So yeah, you're absolutely right. That's why it's easier. When the window of opportunity, there's not very many windows of opportunity that completely shut, so that's why we can still learn a language as an adult. It's just a lot harder. It's not prime time, so we've got to work a little harder. So when we're building the glial cells, that scaffolding builds itself up into the brain in order for our neurons, which are the next brain cells, they come up the scaffolding and go to the part of the brain where they need to be. So language neurons kind of are all housed together kind of at the top part of the brain there. Math neurons, for example, are up at the front in what's called our prefrontal cortex, which is kind of right behind our forehead. Right behind our forehead is where we store math. So those neurons will go to the area of the brain where they're meant to be. So there is math neurons that will go to the math part of the brain and language neurons that will go to the language part of the brain. So really quite a fascinating way to imagine here, if we can imagine how we've got traffic cops up there directing traffic and all kinds of incredible things. So let's look at what happens when we actually introduce alcohol in utero and what happens to the brain and this magical thing of orchestra of all of these cells going where they need to go when we introduce alcohol. So this picture here just is meant to show during the weeks of pregnancy if alcohol is consumed at any particular point in time what part of the embryo or fetus is most susceptible to being affected by that alcohol. So for example, in week five of a pregnancy we can see that the central nervous system which is our brain and our nervous system, our parasympathetic nervous system which allows us to deal with stress, our fight or flight kind of piece. That week five, that's definitely being affected. Red would tell us that it's actually more at danger of being affected. The heart is being affected at week five, the upper limbs are being affected, the eyes, the lower limbs and the ears. And so all of those, all of the cells that are being developed on an embryo in week five, all of those cells could be affected. Where this becomes important is because, I mean it's obviously important but what we're looking at also here is that our central nervous system which is brain development is actually developing from week two all the way through to the pregnancy. And so we definitely have times that are more susceptible for brain damage but it could be affecting an instance brain any time through pregnancy when mom consumes alcohol. Where this also becomes quite concerning is that those of us that are moms unless you have the experience of using in vitro to become pregnant, most of us don't actually have our pregnancy confirmed from a doctor until we're somewhere between four to eight weeks of being pregnant. And so that's where when we look at those earlier stats of the number of Alberta women that are saying that they consumed alcohol in their pregnancy that's where that comes into effect because I believe strongly that if mothers knew better they would do different. And so we just often don't know when we're pregnant but so much damage can happen. It's why also in a lot of the messaging like in these particular posters which you may see out and about they legally now have to be hung anywhere in Alberta where there is alcohol being sold. It's where these kind of posters become really important and the messaging of if you are pregnant or you think you could be pregnant or you're planning on getting pregnant, please don't consume alcohol. Okay, so let's look at what it actually means when we do consume alcohol to the developing brain. Okay, so I'm going to take us back a step here. When we talked about we have two sets of cells in the developing brain. We have the glial cells which are the scaffolding and then we have the neurons which are the worker cells. I told you I was going to butcher this brain stuff. I'm using all kinds of language that neurologists would never use. I'm sure of it. So if we consume alcohol when those first initial brain cells of the glial cells are developing and then that's kind of when the initial tube is developing and then it grows up and out like the cauliflower. So if we introduce alcohol when those glial cells or those scaffolding are being developed what essentially happens is that we change the scaffolding. So in some cases we might actually wipe out a whole piece of scaffolding. So now we don't have scaffolding for those worker cells, those neurons to be able to get up to the mass part of the brain where they need to be developing and they need to be going to do their job. And so the other thing that could happen is that we might actually just move a piece of the scaffolding. So it's still there. It's just we've kind of put it over two spots instead of where it's supposed to be. So it might still be there but it's not quite in the right spot. So that becomes a problem for the glial cells and for brain development and actually changes the basic foundation of our brain. The next piece that happens is our neurons or our worker cells come along. And if our neurons or worker cells are exposed to alcohol then there's two things that could happen in that case and in that scenario. Our neurons have two things. They come along with a job description and a map or it's 2017. Maybe they've got a GPS. When we expose those neurons to alcohol what happens is we either wipe out the map so they come along and they come up their glial cells but they don't know where they're supposed to go. So the mass cell, the mass neuron, ends up back here in the language area. We still have the mass neuron but if we're trying to access it and we're trying to find it later in life it might be kind of difficult because it's not up at the front with its mass buddies. So that's the first thing is that we can wipe out the map system or the GPS. The other piece that can happen is that we might not wipe out the map system we might just wipe out the job description. So that neuron or that worker cell might get to the area of the brain that they're supposed to be at and that they're intended to be at but once they get there they're not sure exactly what it is they're supposed to do. They're there with all their buddies but they don't know what their job is. So it becomes rather problematic when we're thinking about kids with an FASD who might struggle with being able to remember or retain information. It kind of looks like this. So if we imagine that our brains are like really complex filing systems where we've got a math file, a language file, maybe you've got a French file, a German file and an Italian file if you really have had a lot of exposure to language. All of those files in the average brain are very neatly organized in the part of the brain where they're meant to be and within those files all of the papers and information is neatly organized. With an FASD brain we still have all of the files. We just don't have the system. So they end up being in the brain. It just might be more difficult for us to find them. It's a bit problematic. Is that brain piece? Is that making sense okay to everybody? Just give me a thumbs up or maybe it's a thumbs down. Great. Thanks, Celeste. All right. So let's think about what does that actually mean for teachers? Because we have now a classroom of kids who might have the brain cells, might have the cells but they might not be in the same place, in the right place. So what we end up seeing in a classroom is teachers who today are working on these great math equations. What's 20 divided by 5? And we repeat it and repeat it and repeat it. Actually when we, essentially when we repeat it, what we're actually doing is connecting those neurons, those worker cells together so that a pathway is laid and we're able to access it later. So we can do that 20 divided by 5, 20 divided by 5, 20 divided by 5. Now we've got a great strong neuron today. Tomorrow little Johnny or little Sally comes into the class and the teacher says what's 20 divided by 5? What happened is that they have to dig through all of their files to be able to actually access and find where did I put that one? Where is that 20 divided by 5 that we worked on yesterday? For a teacher that becomes rather frustrating, I would imagine when we're in a class full of students and we need them to pick up this information so that we can move on to the next lesson and we can learn the next piece that we're meant to learn. One of the things that we know when we just go back to this brain really quickly is that the cells that have the farthest to travel are at the most risk to being damaged. And so those cells that are up here in that thinking part of our brain are likely the cells that are most complex but are most susceptible, are most damaged and most susceptible to being damaged. What that ends up meaning is that we actually have that limbic system or that midbrain being really well wired. That part of the brain of a child or an adult with FASD tends to be really well wired because it's not as far for those cells to have to travel and not as much risk for them to be exposed to alcohol because they just have a short way to travel. So what we end up seeing is we end up seeing kids and adults and people with FASD being hard wired to use that limbic system or that midbrain. So they tend to be more reactive. They tend to maybe even be more emotional. We would refer to them as going from zero to 60 really quickly. Really extreme emotions. So right now they're mad and in two minutes they're going to be happy again and then they're going to be sad.  So we need that cortex and that's what we end up seeing with kids. So this is just another little look, a way of looking at FASD and what we actually see in our schools and in our communities. And when we look at it through a brain lens and we understand the cognitive part of our brain, it tends to make a little more sense to us why they might have disrupted school experiences, why they might have inappropriate sexual behaviors. We also, there's been some research that suggests that people, especially people that have been exposed to alcohol in utero are more susceptible to substance abuse problems. And so part of that's a bit of a double jeopardy thing where they are often in environments or come from environments where they might be already more easily influenced by alcohol or more willing to use and try alcohol or to use it as a coping mechanism. So they might come from environments that supports that or encourages that and then what ends up happening is that their brains are hardwired to be more susceptible to it. So we have higher addiction problems within this population as well. Lots of struggles with communication which we know come from specific parts of the brain. And then definitely problems with employment and living independently as we move on. So what are some things that we look at in supporting student success and in supporting success for people in our community? Deb Evanson and Jan Lutke have created what they call the eight magic keys for student success. And when I share this information with teachers, and this might be something that you want to have conversations with back in your school or in your communities about what are the interventions being used in your school to support success for students with FASD. These are interventions that specifically we know will work for kids with an FASD or students with an FASD, but we really know that they'll work for any student. So it's one of those pieces that could really be a targeted support for all students. We within the RAP project or the program that I coordinate have created a set of videos. And so this will be something that you would be able to take back and share with your school and share with your school council. It's on the RAP website which will be on the handout that you got, the last sheet. And these videos are intended to be really short. So they are all under three minutes. They're found on YouTube as well, I think. And they're just intended to be really short to kind of say, hey, let's think about how do we provide, why is it important to provide consistency or to be specific when it comes to working with a child or a student with FASD. So there's a quick tool that you might be able to use in your schools or in your community. The other piece, another piece that we've done, and this is directly out of relation to or out of connection to the 10-year strategic plan is we've created the Wellness Resiliency and Partnerships project. And so this is really looking at increasing success for students with FASD. Initially we were looking specifically at junior and senior high school students. And part of that is because we suspect that students with an FASD are very highly represented in the population of students that aren't completing high school. And so how can we actually support them to have success believing often that it's these kinds of disruptions that are getting in the way of them completing high school. So again, if you have a success coach or if you're working with a school, it might be an opportunity for you to go to your school and talk to them about whether or not there is a success coach. One of the really great things that we've been able to do with this particular success coach model, which is really a relationally based support in schools, is we've been able to build a shared understanding of FASD so that we can increase student success across the province. So again, it might be something, a conversation that you want to have with your school council or with your school admin team to find out if you do have a success coach in your school or particularly it might be, maybe not in your specific school, but maybe it connected to your school division. We've also been looking and working with some schools within the Edmonton region to expand the success coach model to being a relationally based support for vulnerable students. So recognizing that FASD is one within a population of vulnerable students. And so far we're seeing really great results with that as well. So RAP really has three main goals, academic success, student engagement and enhanced social, emotional and physical well-being, which is the same for our schools as well. However, typically our school's focus to social and emotional wellness is through academic success. So the same story if you can come to school, then you'll be successful in your classes and then you'll feel better about yourself and you'll make better friends. What the RAP program does and what our success coaches do is kind of flip this upside down and we approach academic success through the avenue of social and emotional well-being. So if we can address the social and emotional well-being of those students, then we can have them more engaged and want to come to school and through that we can actually build academic success. So it's the same sort of work, it's just a little bit of a flip. These are our guiding principles, which are really just the guiding principles of any RAP around support that we would see across the province because many of our schools and school divisions have that same piece. But again, this might be something, this particular slide might be something that you want to take back to your school or back to your school council if you do have success coaches and be having a conversation about are these principles, are we actually meeting these principles? One of the things that we've done in RAP is we've looked a lot at evidence-based principles and so we're looking at how do we implement research and current research into the work that we do. We talked a little bit about kind of what success coaches have done within the RAP project, really providing a mentor type position, although we do talk about mentoring as a formal mentor rather than a friend mentor or an informal mentor. So they're not volunteers, they are paid positions. And it really is looking at an interdisciplinary model in a school. So typically our success coaches come to us with a social work or child and youth care background and are a little more focused and connected to community and not strictly on the academic piece. As I said, evidence-based becomes an important piece. This is one piece of research that has been done, it's been done actually recently in the Edmonton area. And it's a promising practice and really great research that we've been able to use within RAP to increase the success for a lot of our students with FASD. So often because of the way that the brain develops, we see a lot of math struggles within the population of FASD. And this particular research, which is called the MILE program, which is Math Intervention Learning Experience, I believe, has just given us some different ways to support math in school. And we've seen incredible results when we've tested these really simple kind of ideas with students with an FASD or with a math problem. And so it might be things like just getting kids to use some rhymes or songs to try and memorize things. So it's giving them strategies to use their working memory. Another strategy that's been really, really kind of a simple one, but has been really a game changer for a lot of students with FASD is using a vertical number line instead of a horizontal number line. When we use a horizontal number line, we take it from being something that could be concrete into being rather abstract. But if it's horizontal, students are telling us, well, I don't know where to start on the line and I don't know if I'm going to left to right or right to left, whoever said that we're, you know, we're supposed to read from left to right. And so it doesn't quite make sense for kids with an FASD. When we take the number line and we actually make it vertical, we've actually seen huge improvements in the math abilities of kids with an FASD because it makes sense to them. It now becomes concrete that as you move up and you get higher, the number gets higher. So again, this might be something that as a school council, you want to have conversations around in your school. This is training that is being done through ERLC. I believe this spring that they are opening this training up to teachers and educational assistants to come and be trained in these strategies and in this particular program so that it can be implemented and spread across a number of schools rather than in just the particular schools that they are currently doing it in. There is some really great research for parents. And so again, again, for school councils, it might be another conversation to be able to bring back to your councils around what's the information and how are we sharing information for parents. And so the Tranco-Pendall-Sinol and Roddenberry just recently published an article. What they were looking at was students with an FASD that were experiencing behavior problems in school. The intervention that they used was to give parents of these particular students training in the neurocognition. So it was really the same sort of training that we had just gone through, the same brain understanding of FASD. And mindfulness for the parents. And so by just implementing those two interventions for parents, they actually seen these three researchers at drastic decline in the behaviors of the students in school. So it might be a good conversation as well to have in your school. Is this something that could be useful or this kind of research or this research supports that it is useful? Or is it something that students and parents in your community would benefit from? All of this kind of research is built on these two mindsets. So either a fixed mindset or a growth mindset. And so if we have a fixed mindset, we're really saying, I can't change anything. This is just the way it is. My kid is damaged. We're not going to make any changes. Or a growth mindset really saying, you know what? We can keep working hard and keep trying. New ways and different ways. And so there's really great research around mindset as well that if the adult working with the child has a fixed mindset, then likely we're not going to see growth and success in the child. If the adult on the reverse has a growth mindset regardless of what the child's mindset is, we actually will see improvements. And it comes down to also setting bars of expectation. This is a great sheet that I welcome you to share with your colleagues and your fellow parents and school councils. You can find this on professionalswithoutparachutes.com website under the resources tab. And so this really is speaking to mindset shift. The red blocks would indicate a fixed mindset. And the yellow is growth mindset. This was completed by some educators in a research project that we did with them. And this is specific to FASD. So it's a quick easy visual that can be shared in schools and in school councils to kind of shift our thinking and understanding and how do we approach FASD in our community. So this will be the online supports that you have. And so we do have a website for wrapschools.ca with lots of resources. And so it's something that also could be used or shared with your school councils and with parents. If parents are querying, my child might have an FASD or I think maybe my child has an FASD, but I don't know how to go through and get an assessment. We have a step-by-step printout actually on the WRAP website that you could share with them or even with teachers. If teachers are querying how to go through that process. We also have an app if you're on Apple phones, which if you go onto Apple phones and you search WRAP FASD, you'll be able to find that. Together with ERLC, we've created three videos about brain development and FASD in the brain. And so it's similar to what we've talked about tonight, but it might take you through a little bit more depth. The videos are quite short. I think the longest one is 14 minutes. And you're welcome to share those. Those are also found on the Professionals Without Parachutes website. So those are some great resources. You're welcome to share them. And if you're looking for more or haven't quite hit it for you, you are welcome to contact me. And I'd be happy to share more information with you. Oh, I'm just following the conversation here. Janet, you've used the Professionals Without Parachutes in the Brain Not Blame Sheet. Oh, good. Great. Great. I'm glad that you've used it. And it's been effective, Janet. I think that it's one of the documents that we were able to create in conjunction with some researchers from the University of Alberta. And it's one that we're really excited. We've shared it worldwide. And we have lots of copies of the Brain Not Blame across the world. So it's exciting. I'm glad that it is finding it effective as well. And thank you so much, Tracey. This has just been a fantastic webinar, the really valuable information. I think there's a lot of misconceptions and misunderstanding about there. Out there about FASD. And I know for me, you really clarified a lot and explained things in terms I would understand. So I really appreciate that. Great. Great. Thank you for the feedback, Celeste. Oh, you bet. No, this has been really, really helpful, really interesting. Great. Great. And I do encourage as well as you go away if you have questions that come up for you, or Janet, if you're back in your classroom and you're finding that you've got a student that you could use some information to shoot me an email and I'm happy to support and help out wherever I can. Well, maybe while Janet is typing back to you there, Tracey, I want to thank everyone so much, especially you for taking the time this evening to share this information with us. And thank you everyone for joining us this evening. If you do, again, have questions for Tracey, please make sure you're emailing her and she can be able to communicate with you that way. If you're looking to exit the room once you're done, you simply have to click on the X at the top right-hand corner of your screen. You'll get a pop-down window just asking you if you're sure you want to leave and that will take you out of the classroom. So thank you again, everyone, for joining us. This has been a wonderful evening. I appreciate everyone taking the time. And we'll see you, I'm sure, next week for our next webinar. Thank you so much, everyone. Thanks, Celeste. Thanks, everybody.


The Great Search brought to you by Digikey and Adafruit. Thank you so much, Digikey. Every single week, they need user power of engineering to help you, yes, you find parts that you need a little more. What are you looking for this week on digikey.com? Okay, I wanted everyone to know that this week that the IMX RT series chips are back in stock at Digikey. Not every single one of them, but the ones that I'm looking for, the RT-1011D, but I also wanted to show all the different kinds of IMX RT chips so you can decide which ones are for you and also have a couple of samples here that I can show off so people can see, like when I say BGA, how big is the BGA? When I say QFP, how big is the QFP? So let's go to the computer. Don't forget, if you are using IMX, we have a little tutorial on how to install the Tina U of 2 bootloader, second stage bootloader that we publish on GitHub to your IMX board. So like I said, the chip that we're using, there's the IMX RT-1011C and the 1011D. The 1011C runs at 400 megahertz or 1011D, runs at 500, I love more Hertz, so I'm going with that. And then if you're like, what's the difference between these, this link which we'll post in the video and also you can just Google for IMX crossover MCUs and it's on NXP's website, you can see that they tell you the difference, like it goes from most complex to least and there's some good stuff. So let me tell you some of the differences here. So like I said, we're using the 1010 series. So it's a little confusing because it's called the IMX 1010 but there is no actual IMX 1010. Like I don't believe that actually exists. There's the 1011. It's like, it's either, you know what I mean? There's like a series called the 1010 but the actual component is called the 1011. Let me see if they have the part number here. I think, yeah. So these are the parametrics. Okay, so you can always go to the NXP site if you want more details because they'll have like the exact, you know, perfect setup. So the C series, 400 megahertz. Whoa, didn't want to buy that. 400 megahertz, both have 128K of SRAM. If you want more SRAM, I'll show you the next series. Two I squared C, two SPI for UART. And like if you're used to some of the chips like the NRF 52 or the ESP32 where you can kind of like move whatever peripheral around that's not true. The pins are set, not set, but there's, you can't put them on any IO. There are like chunks that are like UART and I squared C and SPI. So you have to muck them out. That's not unusual. There's a lot of pins available but, you know, they're not super fixed like the same, you know, the, at mega, 328 and they're not super flexible like the NRF 52. Both have 16 bit PWMs, both have ADCs, no DACs, looks like the C series has a slightly wider temperature as well. So slower but wider temperature range. Both are LQFP 80. If you're like, oh, you know, I like the 1010 but like I want more RAM, the 1020 is kind of the next update. That has, if you just want more pins, you can go to the 1015. That goes from an 80 to 100 LQFP. So you probably get like another 16 GPIO, still 128K RAM. The 1020 is the big leap to 256K RAM and then the 1024, this is actually interesting. I think we covered this on INPI when it came out. The 1024 is exactly the same as the 1020 except it has four megabytes of flash built in. So you don't need an external QSPY flash chip. I'll say though, like the pricing isn't like, like it's not good enough in my opinion. Like I would just take the 1020 because then you can stick whatever chip you want.  You can get of course the version that has the flash, bonded inside. And then after the 10, 10, 10, 20 series, you actually get into like the pretty like, not like something that pops up to like very advanced peripherals. So you're still gonna be looking at, 500, 600 megahertz, right? But the SRAM gets huge, 500 or even one megabyte of SRAM. This one, the 1064 even has the, that flash memory built in. There's a GPU, the graph acceleration and it has parallel display interface. So this is parallel TFT out. So that's, you know, a 24 bit TFT display with H-sync and V-sync. Of course, you could always run SPI displays, but if you want like a seven inch, 10 inch display, eight inch display, 10 inch display, basically everything before LVDS or MIPI, parallel is your way to go. This still was the 1040, 1050 and 1060 are still gonna have the I-squared CSPI peripherals, but they're gonna add CAN and built-in ethernet. Now, for the ethernet, you'll still need a PHY. It's just like the low level, that's not the low, low level part of ethernet. It's like the software side of the ethernet. And you'll still need a TLS stack and like LWIP or whatever to run the ethernet. So, you know, I know people who've used the teensy, which is I think the 1050 and 1060 series, there's code there for controlling the ethernet peripheral. And then, oh, another thing that's interesting, once you get to the 1050, 1060, two USBs so you can have one host, one peripheral. And by the way, these are all high-speed USB. The 1010 even has high-speed USB. So, it's impressive because it's where to see high-speed USB in a microcontroller. Usually it's full-speed like the ESP32, RP2040, SAMD series are all full-speed, not high-speed. So, let me show you really quickly the chips on the overhead. If it's possible to go, thank you. So, I don't have a ton, I'll be honest with you, but I have a couple 1010. So, this is the 1011, so this is what the 80LQFP looks like.  Got a four-layer, of course, for easier routing, but you can absolutely make it work on a two-layer because I did it. Four-layer will just make it easier to route all the pads and of course you can route them underneath. This is some 1062s, I've got, I've got a couple. So, BGAs, you know, pretty, I think these are 0.8, so they're not super fine pitch. You'll need to fan them out, but it's not too bad. The 1060 series. And then, let me see what else I've got here. This is, I've got some 1051s, just like five. Maybe this is the 0.8. Oh yeah, sorry, totally different. So, you can see the difference in the BGAs. So, sorry, this is, I think this is the 0.8 pitch. Check the datasheet though. This is like 0.5 or 0.4, maybe? No, 0.5, 0.6. So, this one's gonna be a lot easier to route. Still four-layer, this one, you might not have to go with a six-layer board for that. So, nice chips. And then, let me think, what else I've got? Show off. I've got a, that's pretty much it. Okay, so you've got the QFP and then small BGA and large BGA. So, let's just go to, did you key again? And I'll show you, searching for them. So, this is the Mimx RT series. And there's lots of evaluation boards. Don't forget, you can also use a TNT to develop with these, especially the 1050, 1060 for microcontrollers. Even though, again, once you get to the 1060, it's actually kind of good enough you could run Linux on it in theory. So, there's quite a few in stock of a few different versions, the 1052, the 10106 series, couple other like, it looks like there's a few from a different family. I said the 1011 is in stock, lots of them, 1051, 1042, so 1062 is over here. So, if you are interested in playing with these, especially, you know, like I said, the 1011D, 1011C, there's also an evaluation board, RT 1011. Let's see if they have an evaluation board. I did purchase one, but I don't know if it exists anymore. Hold on, let me see what this is called. I could also be incorrect. Oh, and by the way, I think, wow, this one has a free scale logo. I guess this used to be free scale. Yeah, I have this a 1011D dev board, but it looks like it may not be available anymore, but this is what it looked like it had. Oh, sorry, can you go to the overhead? The Mimix 1010EVK. Also, you know what, maybe I'll search for 1010EVK. 1010EVK, and let me see. Oh yeah, can you, sorry, can you go to the computer? So that's what it was under. Thank you. They do have them in stock. It's called the 1010EVK, but again, comes with the 1011, less than 50 bucks, comes with, you know, debug, port, crystal, like, looks like a WM8960, so an I2S Kodak for microphone speaker, and Arduino headers. So the one I recommend to, well, pick this one up, if you're interested, but the one I'm using is the 1011D. So this is my pick for the great search. And that's a great search? That's right. Where did you get?


Are more Americans going to be having sex in the summer? Absolutely. As they're coming in, you know, out of this year-plus long time of sexual repression, everyone is very much looking forward to getting back out there. Last spring, only one thing seemed certain. After a year-plus of being socially distanced, single people everywhere were going to hit the streets and the sheets, like some mixture of the pre-menopausal sex in the city girls and the randy castaways of Love Island.  There's a bar on every single corner in New York City. Not everybody's an alcoholic. I mean, just because things are available, people don't change who they are. And what this pandemic did was it just made all these singles grow up. They are really now looking for something stable. I mean, yes, looks still count, but not the way they did count. Anthropologist Helen Fisher is the chief science advisor to TheDatingSiteMatch.com, a senior fellow at the Kinsey Institute, and one of the authors of Singles in America, an annual survey of 5,000 representative people of all genders, races, ages, and sexual orientations. Now in its 11th year, Singles in America has charted the growth of what Fisher calls slow love or an extended vetting process in which people, especially women, are far more choosy, deliberate, and intentional in picking romantic partners. The hot vac summer didn't happen, says Fisher, because for decades we've been trending away from bad boys and crazy girls and more towards stable, serious relationships.  And I do think it's because the rise of all these people dedicated to their career. It's amazing how Americans are so dedicated to their career. There's many more women in the workforce. I'm calling them the new Victorians.  Fisher says that as women have gained equality and education in the workplace, they've started to exercise more discretion when it comes to pairing off and whether or not to have children. This year in the Singles in America study, when we asked, are you ready to settle down right now, 42% of men said yes and 29% of women said yes.  The Singles in America survey finds that men overwhelmingly want to partner with an equal or superior career. That's the so-called Clooney Effect, named for the Oscar-winning actor whose wife, Amal, is a highly regarded human rights lawyer. In other words, a more libertarian world in which men and women have more options due to dating apps and more equality due to social and economic changes turns out to be a lot less libertine. Women aren't stuck in the home. Men aren't stuck with being the sole responsibility for the good economic health of the family. We live in a world now where you can really be who you want to be. You can jump class, get yourself an education, move into the job market at a different level. I mean, this is all good. We're living longer. I mean, we're living longer. It's a more exciting time than any time on the planet.


Good afternoon Everyone I am so sorry For starting late. I hope you are all good Without wasting any time Welcome to your session 16 Where we're looking at confidence interval we continue from where we left off on On Wednesday, do you have any? Comments questions regarding what we did Before we start with the recap Okay, if there are no comments, so let's Do recap let's recap on what we've learned So we learned that we do confidence interval for the population When the population standard deviation is known and today we're going to continue way It is unknown and then when they will do the population proportion What we've learned about the confidence interval for the mean when the population is known that the three assumptions Assumptions needs to be met the population standard deviation has to be given or known The population needs to be normally distributed and if the population is not normally Distributed we need to use the large sample size and in order for us to calculate Or find the confidence interval We use the formula The point estimate plus or minus the critical value times the standard error Which our point estimate for the mean when the population standard deviation is known it's x bar Plus or minus because we have the upper limit and the lower limit of the confidence interval Times the critical value and since is the critical value from from Where the population standard deviation is known so we use the Z Table and we go find the critical value by using the confidence level Which is one minus alpha where alpha is your level of significance times the standard error which is Population standard deviation Divide by the square root of your sample size We also looked at how to we find that critical value to say if we are given a 95% confidence interval we take that 95% confidence interval, which is one minus alpha We find the value of alpha and since because we've got two Boundaries who go and divide alpha by two so that we can get the value of Zero comma zero zero two five and then we take this value of zero comma zero two five We go to the table. We look for the z-value corresponding with this probability And that z-value we find it on the negative side of the table and it corresponds to 1.96 on the negative side of the table and Since we're dealing with confidence interval We just say 1.96 and we have our critical values or our critical boundaries Use those critical values to find the confidence interval We also learned that there are common levels of confidence that we use to test and Especially the 90% 95% and 99% and you can Learn them or you can lend them by heart or You can use the formula and go get the critical value on the table The thing that you need to be aware of is only for 90% you need to always remember that For 90% The critical value is 1 comma six four five Then we also looked at how to find The confidence interval when we're giving information and we use this information this Example where we are given 11 seconds from a large population with the mean resistance of 2.0 and The population standard deviation of 0.35 and remember the three assumptions needs to be stated so We are told We use a normal district a normal population so Assumption number one and assumption assumption number two and three I met because it says the population needs to be normally distributed and if it's not normally distributed Then we use a large sample size a large pop elapsed sample size. So yeah, the population is normal so We are also given another exam assumption is you need to Check if you are given there Stand population standard deviation. We are given the population standard deviation which is also called the sigma And Calculate the value by using point estimate plus or minus the critical value times the standard error We know the critical value for a 95% since the question said at the 95% confidence interval Go to the table we go find the one point nine six and Which is the nine point once one point nine six that we already found and then we substitute it into the formula standard population standard deviation divided by the square root of the sample size which is 11 and found that the two boundaries or the mean lies between 1.9932 and 2.4 and we said also we can write it as 1.9932 I will call on Let me call on 2.40 6 8 and that's what we've learned Last week and we also learned how to interpret it, but it's not Required for you to know how to do the interpretation so today we're going to continue and We go into continue learning about the basics some of the basic concepts of Confidence interval we know that we've learned how to construct the confidence interval where the populations that are deviation is known So today we're going to learn where the populations standard deviation is Unknown and then on Wednesday we do the proportion okay so when We construct a confidence interval where the populations standard deviation is unknown. We go into a zoom that If the population standard deviation is not given to us then they would have given us the sample standard Deviation which is the s So they will give us the sample standard deviation. You need to pay very Close attention or be very careful when you read the question Sometimes the question might just straightforward and say the sample standard deviation is or s is equals to or They might say from a sample of This much The standard deviation is this much from a sample of This much, so let's say our sample size is 11 from a sample size of 11 the standard deviation found was 3.5 I Just reading the question like that You clearly can see that the standard deviation. They are talking about is Coming from the sample So when you read the question you need to look out for more cues or keywords Things that will tell you whether are you working with the population standard deviation? Or are you working with the sample standard deviation and Since because we're working with the sample standard deviation This will introduce some uncertainties in terms of the things that we are doing because The sample sizes or the samples that come from multiple samples differ from one sample to the other and in that case Since we're using the samples standard deviation We then going to use the T distribution In state of using the normal distribution Okay, or as remember also when we find the confidence intervals The same will still apply Going to use the formula Point estimate plus or minus the critical value times the standard error now our Critical value will not come from the cumulative standardized normal distribution distribution Z Value it will come from the T distribution table Your standard error will still stay the same because it will still be your standard deviation Because now it will be the sample standard deviation divided by the square root of your sample size Your point estimate for the mean will still remain as your statistic or Your X bar or your sample mean and the formula Will look like that X bar plus or minus the critical value, which is T alpha divided by two So therefore it means we still going to have to find the level of confidence and use the level the And use the significance level or the level of significance alpha to go find the critical value on the table But now the T table looks different. Yeah, I'm only having T alpha divided by two The critical value when we get to it We're going to find it by using T alpha divided by two and the degrees of freedom And our degrees of freedom is n minus one But also similarly with confidence interval for the mean way There Population standard deviation is unknown There are a couple of assumptions that needs to be met in order for you to know that you're going to use the T distribution One the population standard deviation will be unknown Or it will not be given to you The population needs to be normally distributed and if it is not normally distributed Then we need to have a larger sample size Also for T distribution So the only key thing here which differentiate between what we did on Wednesday and what we're going to be doing today Is assumption number one So let's learn how to find this Critical value to find the critical value. We're going to use the T distribution table and Because we use the T distribution table like I said Our critical value. We find it using T alpha divided by two and the degrees of freedom We're going to look at that just now What's the distribution as the value of your critical values increases? They tend especially when n increases The values of your T distribution Tends to become Your normal distribution and we will look at the table just now As the value of your n Which you use to calculate your degrees of freedom The value as the values of n increases The T distribution tends to become normally distributed Let's look at how we find the critical value So we're going to go to the actual table, but for now I just want to use this slide to demonstrate So we know that our table Oh Of the z distribution table We have our z values at the top and the last digit at the At the top Sorry on the left and then other values at the top and we have the The probabilities within the table and we use this to go find the critical value With the T table It works different Your table is split in terms of your degrees of freedoms and your Alpha divided by two at the top We're going to go to the table just now So we always going to be using the upper tail areas of the table On the left you will have your degrees of freedom And at the top you will have your alpha divided by two values So let's look at an example here where we have we are given At 95 percent confidence interval with sorry at 90 percent confidence interval So this is at 90 percent confidence interval and n is equal to three Find the critical value, which is t alpha divided by two And your degrees of freedom Which is t alpha divided by two And n minus one To find that you go into find our alpha first Our alpha remember it is One minus alpha is equals to zero comma nine which Our alpha will be one minus zero comma nine Which is equals to zero comma one zero Which is our zero comma one zero there our alpha of zero comma One zero will be zero comma one zero divided by two and n is three minus one Therefore our t alpha will be zero comma zero comma zero five And two so we're going to use The two values our degrees of freedom of two And alpha zero comma zero two so we go to the top of the table And look for zero comma zero five And go to the left side of the table and look for two where they both will meet That's where we will find our critical value Let's do another exercise example. We'll do it on the table itself We'll do more Exercises on the table We need to go to the t table and usually I think it is immediately after the normal distribution table So you can find your t tables in your book in your study guide in at the back of your past exam papers Oh at the back of the prescribed book You need to make sure that you use the right t table Okay, this is the t table We're going to use Right now it's called table e three And it is also called the critical values of t When you use this table, you can ignore the top part where it says cumulative normal cumulative probabilities That top part we will never use You can just ignore that If you look at the table, you will see that your degrees of freedom are on the left and they run to The table goes over multiple pages as well And remember when I said when the values of t increases of n sorry when the values of n increases especially when it comes to the degrees of freedom the values of n increases you will notice that They become Normally distributed. So this is the same as 1.28. This is 1.6 four five This is 1.96 And this is 2.3 3 3 and this will be 2.58 and this are your normal your normal distribution Critical values as you can see The first one is 10 percent. So for 10 percent for 95 percent Remember 95 percent. It's 1.96 So you will see there is 0.025 for that 95 percent confidence interval And it's the same as that and that is what I was explaining But anyway, we were not looking for those ones. Let's do one activity We can use the top part so fine at a 95 percent confidence interval where n is equals to 12 Find the critical value So to find that critical value We say Our critical value will be alpha divided by 2 And the degrees of freedom which our degrees of freedom Is alpha divided by 2 Which is n minus 1 And therefore Because we know what at 95 percent is will be 0.95 Is equals to 1 minus 0.95 Uh, sorry is equals to 1 minus alpha Which then alpha is equals to 0.05 So then we can come here and say t 0.05 Divide by 2 And our degrees of freedom n is 12 So that will be 12 minus 1 Which then gives us t t of 0.025 0 And the degrees of freedom Of 11 So it means we need to come to the degrees of freedom and look for 11 And go to the top and look for 0.025 On where it says upper tail areas and look for 0.025 Where they both meet that will be our critical value And that is our critical value I want to I'm going to give you two minutes Or three minutes Find the critical value where n Is 6 At a 99 Percent Confidence level Confidence interval Do we have the answer I gave you ample of time now Let's see 4.032 that's what Lady say Let's see So To find alpha we say 0.99 is equals to 1 minus alpha Which means alpha will be equals to 0.01 Which is 1 minus 0.99 So to find t alpha divided by 2 and n minus 1 T will be 0.01 divided by 2 And our n is 6 minus 1 Therefore our t Will be 0.05 And the degrees of freedom off So come look for degrees of freedom of 5 and look for 0.05 at the top Where they both meet Should it not be 0.005 Yeah, why did you guys leave me until I get to the answer? 0.05 and 5 because I didn't even calculate that okay So then it is The last one Which is 0 comma Which is 4 comma 0322 Yeah 4 comma 0322 So do you get the Do Do you get it? Do you know how to do to find the critical value on the t table? So let's go do an example So that we can We can find more activities That we can use I'm not going to go too much into this slide because that's what we just explained right now Let's look at that example A random sample of n Equals 25 That's the mean of 50 The standard deviation of 8 Form a 95 confidence interval They haven't given me Sigma so it means my population standard deviation is unknown They have given me s which is my sample standard deviation Therefore it means I'm going to use the formula x bar plus or minus My critical value of t alpha divided by 2 and the degrees of freedom Times the standard error which will be my sample standard deviation divided by the square root of n Substituting everything that is given I'm giving 50 plus or minus My critical value I must do it outside so that I can just only substitute the critical value So my t alpha divided by 2 and n minus 1 Will be given by I'm told I must do 95 confidence interval 1 minus alpha of 0 comma 95 Therefore alpha will be equals to 0 comma 0 5 so it means my t will be 0 comma 0 5 divided by 2 And my degrees of freedom I'm told that n is 25 So it will be 25 minus 1 And this will be t of 0 comma 0 2 5 0 And 24 Then I must go to the table on the table. I must look for t 0 comma 0 2 5 And the degrees of freedom of 24 So t 0 comma 0 2 5 It's this column My t of 24 my degrees of freedom Of 24 t 0 comma 0 2 5 and the degrees of freedom of 24 there is 24 where they both meet That's my critical My critical value is 2206 39 So 2 comma 0 6 39 is my critical value Then I must multiply this. Oh, sorry Multiply By the critic by the standard error, which is my sample Standard deviation of 8 divided by my square root of Sample size, which is 25 We need to calculate the other side So 8 divided 8 divided by the square root Of 25 which is 8 divided by 5 I get 1 comma 2.0639 Times 1 comma 6 The side is 50 plus or minus And if I multiply The answer I get by of 1 comma 6 Multiply by 2 0 6 39 I get 3 0.3 0 22 and remember We can then split At this point we're going to create two Two values. So we create the upper side, which will be 50 minus 3 0.3022 And the upper side, which will be 50 plus 3 0.022 And therefore This side we get 46 4 and 6 9 8 And on the other side we will get 53 4 and 022 Which is the same as The exercise we have Yeah Any question if there are no questions Yeah, it's your exercise. We've got 10 minutes Um, if you are done before that time, please let me know if you are done Um, and then within five minutes or so after five minutes I will ask you if you need extra time But I just need an indication to know if many people are done Also, you can use the chat To post your answers As well. It will give me an indication Okay Not getting any of the options. I'm going with option five reluctant. Please fees or says option five Okay Let's see What are we given we are given the sample mean of 900 the standard deviation Of 30 Sample standard deviation, which means the population is not known We're giving s And our sample size so let's Substitute into our formula plus or minus our critical value Times our standard error Let's go find our 0.95 One minus alpha which will be alpha will be zero comma zero five Our critical value of alpha divided by two at this point I am not even going to Go with substituting alpha of zero comma zero five divided by We know what that is because we know what alpha divided by two is zero comma Zero two five, so I'm just going to substitute t of zero comma zero two five And we know our n n is Hundred, so if our n is equals to hundred Therefore our degrees of freedom will be hundred minus one Which is 99 So let's quickly just substitute into this formula we will go and find the critical value the mean It's nine hundred Plus or minus. Let's go find the critical value on the table. We are looking for 99 And zero comma two five. Let's first find where zero comma two five is in the third column So zero comma two five and 99 we need to go to the bottom And look for 99 85 86 90 91 92 93 97 98 99 and we're looking for the third column one two three third column from there Right, which is this column zero comma zero two five And the degrees of freedom Of 99 Which gives us one comma nine eight four two so we find One comma nine eight four two One comma nine eight Four two And we substitute times our standard deviation 30 divided by the square root of our sample size Which is hundred And we calculate the values so We have 30 divided by the square root Of hundred equals three Multiply that with one comma nine eight four two nine hundred plus or minus five comma nine five two six, so let's expand it nine hundred minus five comma nine five two six and nine hundred plus five comma nine five two six Are you also getting the same? Yes, I'm getting the same minus five comma nine five two six equals eight nine four comma zero four Seven four, so probably there was a narrator on this question as well I don't know I am Just want to double check the values quickly Maybe I copied the wrong question No, copied the right question We getting eight nine four point zero four seven four On the other side It would have been a plus five point five two six I don't know So there was an error on that question so we can ignore all All the values that are there We can ignore all these values and use the ones that we get So we have nine zero five point nine five two six And on this slide We have nine hundred minus five point nine five two six four point zero four seven seven four Which is none of those values that are reflected here Even not even close Let's look at the second one With the second one it's also the same but we need to use Our critical value will be t alpha divided by two and the degrees of freedom will be t At 99 percent alpha is zero comma zero one And at alpha divided by two it will be zero comma zero zero five So therefore the year will be zero comma zero zero five And our degrees of freedom on this one will be Uh, the same as what we had previously it will be hundred minus one which is 99 So we go to the table We go to the table I don't know. I should have shared my entire screen This of moving between the screens back and forth. It's not wicked Just give me a sec. Let me share my entire screen is just that my screen has so many Things opened right now So we need to go to the table the t table We're looking for 99 And zero comma let's go find where zero comma zero five is at is the last is the last column And we're looking at the last column at 99 Sorry to the bottom We go At 99 it's two Please call it out for me. Sorry Let's go write it 6264 So our critical value is two comma 6264 I forgot now Here's 6264 6264 Let's take it up x bar plus or minus the critical value With the use of freedom as divided by the square root of n Our x bar is 900 Plus or minus our critical value. We did go find it. It's Two cover 6264 6264 Times our standard deviation of 30 divide by square root of 100 Which take me calculate an r We did calculate this site and We did find that 30 divide by square root of 100 is three multiply that With 2.6264 We get 900 plus or minus 7.8 792 and we expand it 900 minus 7.8 792 And 900 plus 7.8 792 So if I do the plus first I get 907 point 8 792 And if I do the negative 9 2 point 1208 So is the answer like that? Also not on this options Because that one is 862 this one is 864 852869 I think when they did the options on this questions Either they did the wrong They did the Z value since date of the T distribution Okay, and Let's go back to the previous one Because the next question is linked to both of these questions So remember this one we had the answer as 89 894 To 900 5 the second one we have 892 and 900 and So by looking at the two remember last week On wednesday we discussed Someone's mic is on and they are moving paper. Okay So last week we discussed the two remember that we found The answer for the two because we looked at when the sample size increase What happens remember that that we said when the sample size increase the The the the graph becomes narrower And when it decreases The graph become wider Because we divide the standard deviation by the sample size So when this size is smaller it doesn't affect too much of the other side But when it's bigger Or when it's smaller Then the standard deviation becomes bigger and it affects the other side So we covered that on wednesday So today we can look at the two because now we're using the same information We changed the confidence levels So now let's go back to our previous questions Oh before we go to the previous question So this one says when the confidence level increases So what it says if I have A 90 and 99 99 is increased from 90 to 99 It says if it increases so the bigger the confidence level The wider your Your your boundaries So it says so if this is the bigger the confidence if this is minus three And this is minus and this is positive 10 Then it means for a decrease it says it's narrower So for the decrease If this question says Then It will be like there. So this will be eight and this will be minus one The big the bigger the confidence interval the bigger the Confidence levels the wider the confidence levels or the confidence intervals The smaller the confidence level the Smaller the The confidence interval. So let's look let's go and test that assumption So here we have 95 here. We have 99 So 99 has 892 So 99 has 892 and 907 that is 99 If we go to 95, which is smaller has 894 and 905 uh 894 905 894 Will be somewhere here for some reason. I cannot get my menu for the Oh It's hidden My menu for the pants as you see now The reason why I don't want to You're gonna see things that not supposed to see and I'm gonna share things that I'm not supposed to share Because I'm sharing my entire screen Oh, come on. Come on. Sorry. Sorry. Sorry. Sorry. Let me and let me and share my entire screen It's going to be very frustrating We'll have to deal with that because I don't want to share things that I That I don't want to appear on the video okay, so Let's come back here So at 95 It's 894 and 905. So let's go back there 894 so Actually there was going to the wrong one 894 And 905 So This is 95 percent and This is 99 percent So with 99 percent it says if it's bigger It is Wider so the bigger the wider Narrower So let's go to our question now The question says so remember We had Did we say narrower or wider wider bigger is wide And Small it's narrow So if we come here and answer the question When we only Use the confidence level it increases when the confidence level increases The estimate becomes wider So that is correct And the second one says when the confidence level decreases the The Confidence estimate becomes narrower. So that is correct So the only thing that we can choose from is option number one and option number two to see if they are correct or incorrect I'm not sure if we did answer that on wednesday. So but we can do that We can take one of this Questions that we have already What we can do Instead of using a hundred Let's say this our n but then it means also our It will mean our our Will change also. So all of them will change And it will also mean if we reduce let's say our n reduced to 50 Then it means we need to recalculate this in order for us to test the The logic So this is meant only to answer question the question number three So we already did the other part So You need to go and find the degrees of freedom For t zero comma zero two five because we well, which one are we using now? 99 so we're going to go away. It is 99 Which is at zero comma zero zero five And our degrees of freedom of 49 What do you get as a critical value? I'm not going to the table What is the degrees of freedom? 2.680 2.8 Eight two point six eight zero two point six eight zero Zero Okay, so let's calculate What we have we have 30 divided by the square root of 50 Equals four comma two four two six Multiply by 2.680 Gives us 900 plus or minus 2.6 900 Plus or minus 11 point three seven zero three This will be 900 minus 11 point three zero Three seven zero three and 900 plus 11 point three zero three So let's quickly find that So minus 900 minus 11 point We get eight eight 8.63 I'm just going to keep two decimals And on the other side Where we have 900 plus We have 911 point 37 so now Remember We're talking about the N now right Because now you still have the answer for this one. It was 90 What was the confidence level for the original one? eight nine two point one two two nine zero seven point eight four And this side was 907 Point whatever the number is so now Based on the two So if we look at And that's what it says So if we look at The sample size of hundred we got eight nine Nine two and if we look On 907 this is For n equals to 100 So let's look for any Less so if we have n of 50 we get eight eight eight eight Eight so it will be here And nine 11 it will be there So this is for n equals to Equals to 50 So now Let's make a decision When n is small Or when it decreases It is wider When it is big Then it is Narrower can you see that? So let's go to our question Small wider big narrow. So it's the opposite of what we had so this is for confidence level For n when it's big It's narrow When it's small So small n n n when it's small is wider So let's go only when the sample size increases So when it becomes bigger Says it's narrow as That is correct And when it decreases when it's smaller It becomes wider Which is then it is correct. So it means this and this and this and this are correct So which statement is incorrect? None of the above Is the only option that you can choose Because all of them are correct None of the above meaning none of this statement is incorrect And that's how you go into answer some of the questions By calculating some of the values and making sense of them in order for you to be able to So let's move on to the next one Okay Moving to the next one Reading this question it says The human resource director of a large corporation Wishes to study Absentism among clerical workers at the corporation's central office during the previous year A random sample of 25 clerical workers reveal a mean 27 days With the variance of 16 days Assuming that the population of absences is normally distributed The 95% confidence interval for the average number of days Of absence for clerical workers last year is Can you see how they posed the question? A random sample of clerical workers Reveal a mean of 9.7 days With a variance of 16 days Because the variance is on the same sentence With the sample we can assume that this variance we're talking about this is the Sample variance, which is s-squared We need to go find our s By just taking the square root of your x-squared So we take the square root of 16, which is equals to 4 And since the population standard deviation is also not given so we're going to use x bar Plus or minus the critical value alpha divided by 2 and the degrees of freedom Times s divided by this square root of n The square root of n So we need to go find the critical value t alpha divided by 2 n minus 1 Our alpha They have given us 95% By now you should know that your alpha at 95% is 0 comma 0 5 And alpha divided by 2 is 0 comma 0 2 5 Our n they have given you is 25 So it's 25 minus 1 therefore t 0 comma 0 2 5 and 24 go find the Critical value And tell me What the value is If you are still lost and we don't know how to find the critical value Please talk now Ask Because i'm not long i'm going to look for it I'm going to wait for you to give me the critical value all the time 2.0 6 0 Okay, what does our mean Is it not 6 4? Oh, yes, you're right. It's 2.0 6 4 I need to use a ruler 2.0 6 4 what is our mean? 9.7 9.7 Plus or minus our critical value we did go find it 2.0 6 4 Times our standard error sample is 4 Divide by the square root of n our n is 25 Do the calculation Let's do the calculations So We have 4 divided by the square root Of 25 which is 4 divided by 5 is 0 comma 8 Multiply that with 2.0 6 4 we get 1 comma 6 5 1 2 1 comma 6 5 1 2 did you get it the same as mine? And we expand to 9.7 minus 1.65 1 2 Oh no close the bucket and we go 9.7 1 0.65 1 2 let's Calculate minus 9.7 minus 1.6512 we get 8 point The answer is sometimes left at 4 decimals 3 decimals. We're going to leave ours at 4 decimals as well 8.0 for 8 8 for now and then we can look at which options later on And 9.7 plus 1.6 We get 11 point Maybe I must use points not commas because it complicates my work This is point point 3 5 1 2 do you get the same? So if we're looking let's start with the process of eliminating So Almost most of them they might be correct all of them So like for example This I will just look at the last digit and make an And say maybe or maybe not because they Almost the same. So if I look at this Also, the last bit is different to what we have So I'm just gonna leave it there and to the 3 If I run it to 3 decimals, this won't be right If I leave it to 3 decimals as well that won't be right because I have 11 they have 15 they have 16 So yeah, I have 11 11 So we just need to check the following So let's run off to 2 decimals Our answers Because then we have the 2 to compare 2 So 8 point 0 5 if we run off correctly And the site will be 11 point 35 So This won't be right And the answer will be option number 2 um This is very tricky because also this option In a way it could have And you might you you might you might say oh, but that looks almost closer close to But they have the correct answer there. So when they run it off So We have 10 minutes And I'm not sure in that 10 minutes whether we We will be able to oh, this is the repeat of the same question We untouched so we don't we don't even have to look at this Let's see are there more questions. So there is another question you can do this. Let's see um We have 10 minutes and I think you can Still do this Uh from the information given below At 90 percent confidence interval. So it means We're going to use alpha of 0 comma 1 0 Our x bar is 200 our n is 100 and our s which is sample standard deviation is 5 So we're going to use the formula plus or minus Alpha divided by 2 and the degrees of freedom s divided by the square root of n and we go find t alpha divided by 2 and the degrees of freedom So we know that that is t is 0 comma 1 0 n is 100 minus 1 I'm sorry this was divided by 2 so So Our t will be 0 comma 0 5 n 99 You must go find the critical value 1.660 1.660 So we substitute our x bar Is 200 Plus or minus our critical value of 1.660 Times standard error, which is 5 divided by the square root of n She's 100 So do the calculations And give me the answer for 5 divided by the square root of 100 times the standard error The critical value 5 divided by the square root of 100 Multiply that with 1.660 What do you get? I get 0 comma 8300 Do you also get the same? Yes So then we have 200 minus 0.8300 And 200 Plus 0.8300 200 minus 0.8300 we get 1 9 9 Point How many decimals do we leave this? 2 The answer is in 4 decimals 4 decimals 3 decimals 3 decimals And integer And I already can see that I don't get the answer that they gave me As options Also And then on the other side it is 200 plus 0.83 Which is 200.83 So I'm going to assume that And that are close That is not close. That is not close. This is even way out That is close But it is small because it's 1.8 If I round it up to 2 decimals this This will be 1.7 which will almost exactly be the same as what we have This is 8.2, which is way out. This will be 8.3. So Option number two Unless it's my calculator that cuts off some decimals Let's see again 5 divided by the square root of 100 Is 0.5 Multiply that by 1.60 6 0 0.83 Okay And with that we are Done for the day Just to summarize and recap on what we just did today We looked at some of the basic concepts again of confidence intervals We learned how to construct the confidence interval for the population mean when the population standard deviation is known And with that it concludes today's session If there is any comment Question query Clarity any The platform is yours If there is nothing Then enjoy the rest of your Day and your weekend I will see you on wednesday When we look at Confidence intervals for the proportion We're going to go back to using the z table I hope you all submitted your assignment to you and you are busy with your assignment three Because the content that we're working on now Is for assignment four And I know that your assignment three assignment one two until three. I think they were extended And your assignment three is extended until the fifth Of july So please check your my life email as well to To check all the notification that are sent by your lecture As well If there are no questions Then we can call it the quits and go have fun and enjoy our weekend Bye everyone Thank you for coming I'm busy


Hello and welcome to the session. In this session we will discuss how to choose appropriate units of measurement. Now let us discuss how to choose appropriate units. Now there are different units for measuring length and weight like meter, kilometer, centimeter, millimeter, liter, kilogram, gram, meter etc. To find a suitable unit to measure you should first estimate how big it is. For example, for measuring the height of a mountain which measure is appropriate, kilometer or centimeter since mountain will be of large height. So we will use kilometer to measure its height and not centimeter. So for measuring the height of a mountain, kilometer is appropriate unit of measure. Now to measure weight of a truck which measure is appropriate ounces or tons. Now again we see that truck is heavy so we will use tons to measure its weight and not ounces because ounces are too light similarly to measure the volume of a test tube which unit will be used millimeter or liter. Now see since test tube is very small in size and it will work a small quantity of liquid so we will use millimeter and not liter to measure its volume. So for measuring volume of a test tube, millimeter will be used. Now let us discuss how to choose appropriate weights and units. Now it is important to choose appropriate units when you use a weight. You can express a weight in different ways by using various unit combinations that have the same meaning. The most useful way to express a weight depends on the problems you are solving. Furthermore, a unit weight can help you solve problems. Now we know that both inches and miles can be used to measure lengths. For example, the speedometer in your car read 30,000 inches per minute. Now in this example, we have measured the distance in inches that we can clearly judge that it is not appropriate measure to be used in measuring speed. Here inches does not give us a good idea of the speed of the car but if it reads 30 miles per hour then you have a better idea of how fast you are solving. So we can clearly see that miles per hour is an appropriate unit weight to measure speed. Now let us see one more example. Now suppose we want to find amount of food eaten by a bird each day. Now which unit weight we will use here? Ounces per day are, now see the amount of food eaten by a bird will not be very large. Bird will eat a small quantity of food and since ounces measure smaller quantities and measure heavier quantities than ounces per day is appropriate unit weight. Now let us see some of the common unit weights. Now to find average speed we use miles per hour. Now to find gas mileage we use miles per gallon and to find unit price whose price say dollars per pound. So in this session we have discussed all units of measurement and this completes our session. Hope you all have enjoyed the session.