Training in an armored cavalry regiment is rigorous. Tankmen must pass an annual tank crew qualification course. Their effectiveness in simulated combat situations is carefully done. The cavalry's foot soldiers must also undergo strenuous tests in what is known as MISPIC, Mechanized Infantry Squad Proficiency Course. Like the tank crew qualification course, MISPIC sets up typical combat situations in which the squad leader and his men must display a high level of skill, teamwork, and aggressiveness. It is all a far, far cry from the horse and saver days. The cavalry steeds are of iron now and have even taken wing, like Pegasus. But the spirit of the past still rides with the Second Armored Cavalry Regiment. The cavalryman's traditional dash and boldness, his fierce pride in the battle history of his regiment, burn as strong as ever. The Second Cav, which fought vagantly in almost all of America's historic wars. The Mexican, the civil, the Spanish American, World War I, and World War II. The cavalry traditions of honor, valor, dedication are very much alive today, here on the West German border.


Helo. As anounced I'm Angela Wolfe and I work at the BNA. I'm going to present my personal story of assembling a triple IF cocktail. So, exactly a year ago I was an accountant in the NHS and had been for about 13 years. But I'd had a long held dream of becoming a coding superstar so I quit and joined a coding boot camp in London. Six months later I found myself at a desk at the BNA as a new and very junior developer. I was immediately put to test with new technical terms like triple IF and Pico Passo. I was left wondering why my boot camp hadn't prepared me very well for these new technological terms. You know very well what triple IF is and it turns out that Pico Passo was actually a 16th-century artistic type with a passion for pottery and wasn't a coding term at all. We were actually at the BNA wanting to showcase an illustrated manuscript that Pico Passo had created. It was a treatise on the production of Myolica. All of the pages of the manuscript had been converted into triple IF images and the plan was to showcase it using the universal viewer. So this is so that obviously online visitors could page through the manuscript and zoom in and see all the lovely illustrations. But at the same time we also wanted a downloadable PDF version so that people could potentially print it out and then annotate the document. This would typically fall to somebody from the content team to create. It was a bit of a cut-and-paste nightmare really where the content guys would have to source, download all the images, resize. When we were talking about a document that might be 100 pages or more, this wasn't really a very popular task. It was however seen as a really great task for the new developer and that's how I felt about it. Really it shouldn't have been a terribly difficult task. The slideshow viewer already encapsulated all the sequences of the imaging within the manifest and all I really needed to do was iterate through that JSON, extract the images and convert them to a PDF. I still looked like that. Fortunately there aren't that many tech challenges that have remained undiscovered and if you're lucky some of them have already been solved. The challenge becomes more about finding that solution and enhancing it for your own particular needs and as a result you get to stand on the shoulders of giants. With that in mind I introduced you prawn PDF which was a pre-existing gem written in the Ruby language which was one of my preferred coding languages at the time. I was able to use this extensively then to prepare a tool for converting manifests to PDFs. Along with prawn PDF and a little bit of Ruby wizardry I managed to create this tool which would take the manifest that already existed and generate a nice PDF output. I was pretty overjoyed when I put this to the test on a publicly available Leonardo da Vinci manifest that we had to hand. All worked lovely so I thought I'll try it on the newly generated Pico Passo manifest and of course everything fell apart at the seams. It seems in their wisdom triple IF created two versions or two presentations who worked lovely on presentation two and totally bombed out on presentation three. So there's a little bit of back to the drawing board recrafting my little tool so that it would work with both presentations. That done I then presented to the content team and of course whenever you present a tool to the end user the requests come tumbling in. Of course we wanted editable titles, footers, prefixes, colours, padding. By the end of it my command line tool had sort of exploded to the point where I was utilizing more or less every letter of the alphabet in potential flag options to be entered at runtime. I therefore amended slightly so that you could then have a, you could set some defaults in a configuration file to make the run running a little bit easier. In honour of the prawn PDF gem I initially called the tool prawn cocktail but I was advised that it's not best practice to lock yourself into one of your dependencies in your naming. After all if I ever get to coding superstar status I might create my own PDF generation tool to rival prawn. So instead I present you with a slightly more simple cocktail. So we have now released cocktail, a triple IF manifest PDF tool. It's available for you to download and use if you so wish on our GitHub page which is Vanda or V&A forward slash cocktail. Very happy for you to use it and also if you want to help improve my coding journey feel free to submit a pull request and tell me perhaps how I should have written it. Thank you very much.


Hi everybody I'm going to be talking today about how to write for the online medium. So how many people in the room are content writers? Okay all right so probably there'll be quite a bit of this stuff that you know or have learned in the past. Hopefully there might be one or two things that you'd maybe forgotten about and hadn't been sort of present and in the top of your mind or even one or two new things and for the rest of you in the room hopefully there'll be lots of new things to learn from this session. So I do have quite a lot of content in my content session but so I'll be moving quite quickly but at the end there'll be time for questions and I'm always valuable after the session finishes as well. So a little bit about me. I'm a corporate writer with an online specialization. I've also done a lot of work as a trainer so teaching people how to write, running sessions like this one but more focused on you know helping to people improve their writing. I've also done a lot of training in corporate writing but also in creative writing which I'll talk about in a little bit because in a past life I'm also an author and so I've got a PhD in writing. There's some of my book covers. Just to add a bit of colour. So today we're going to look at some information about online users and then we're going to look at how to write for scanning readers and go through a few of the specific things that you can do to help people who are scanning the page. And then finally we'll do a very quick overview on what writing for accessibility looks like. How to build that into your content writing. So first of all I always like to ask this question. What makes a good writer? Is it talent or skill? What do you guys think? Talent or skill? Yeah? I think it's like a skill you can learn. Skill you can learn? Yep. Anyone else? Everyone's a bit quiet. Sometimes some people say 50-50. I even ask this when I teach my creative writing tasks and of course perhaps not surprisingly when you're teaching a creative writing class people will always say oh it's 90% creativity. But in reality it is a skill that we learn, improve and that is why people can become writers and improve their writing and often even when people say so-and-so such a talented writer naturally it may be that they have read more books and so they're unconsciously taking the note of the way good writing looks or that they had a really good English teacher. So often even when we think it's talent it can actually be about a skill as well. So let's have a look at some information about online users. So how do people read online? So there's actually quite a lot of research which a lot of you may be across particularly the content writers in the room on online reading behaviors. The Nielsen Norman group are leading the way and I've been without giving more my age been in this for quite some time and even back in when I started in online writing was 1999 and even then Nielsen had already produced a lot of research around how people read and the best way to write for online users. But a more recent one is how people read online the eye-tracking evidence. Has anyone read this or seen this? Yeah it's quite an interesting one so something you might want to look at. I'm going to give you some of the information from here but it's something you might want to look at purchasing and reading some more.  So one of the first things or one of the main lessons is users scan content. Now that's probably not an earth-shattering revelation except that what is important is to think about that when you're writing your content whether you're maybe a Drupal developer in here and you're writing your own blogs or want to get into writing some blogs or whether you're one of our professional content writers in the room. So it's good to always keep that front of mind that people are going to be scanning the content you are writing. So you need to write for scanning readers. So before we look at how you can write for scanning readers I want to just provide a little bit more information about scanning because that eye-tracking evidence from the Nielsen and Norman group has actually shown a few patterns but the three main patterns that they were able to observe by looking at where people, by tracking people's eyes, literally tracking their eyes and where their eyes were going on the screen they were able to identify three really common patterns. The first one is the F pattern. So you can see here the user is, there's a bit of an F there, Taylor's down there so the person is reading almost all of the first paragraph and then they're starting to scan with a preference to the left a little bit. So you can see that's the F pattern. The other common pattern that people use is the layer cake pattern. This is where people scan the subheadings. So often they're actually scanning subheadings to find the information that's going to be relevant to them, all that they're looking for. And the other most common pattern is the spotted pattern where people are drawn to different things, might be headings, it might be keywords, it might be hyperlinks, bolded words, all those things that draw the user's eyes to that particular word or that particular section of the page. So who reckons they might use the F pattern when they're reading? No one? What about the layer cake pattern? Yeah, I think that I probably used that one. I use the F pattern a bit. What about the spotted pattern? Does anyone feel they're kind of scanning completely? Yep. And the reality is I think a few of you put up your hands more than once. So often we may be using a combination of all these three patterns when we're reading content online. So now let's go and say, well, what does that mean in terms of writing? How are we going to write to address these different patterns? So writing for scanning. So the four key ways we can write for scanning is to have clear and concise headings and subheadings, place important information upfront, using some different formatting techniques, which we're going to talk about as well, and using plain language and keeping content clean, clear and concise. So I'm going to talk about each of one of these in a little bit more detail. So let's first look at clear and concise subheadings. So it obviously helps scanning readers.  So if you've got some really well written, clear and concise headings and subheadings and a lot of them not like crazy, but you know, quite a few so you're really breaking up that content into those headings and subheadings, you're going to be helping the readers that are scanning. The other thing is it does it creates a lot more white space, which is much more inviting. If you're shown a wall of text, whether it be in an email or even a letter that comes in the mail to you, or an online document or an online web page, you're obviously going to be much more liable to dive into it if there's a bit of white space than just this wall of text. Clear and concise headings and subheadings should summarise the content in that section. Again, think about that layer cake pattern that we just talked about. If you're scanning the subheadings to decide if that section is relevant to you, it's really important that that subheading actually has the information about what the person's going to find in that paragraph in that section. Ideally, four to six words long, sometimes hard depending on the topic we're writing about, but if you always aim for that, if you're one or two words over, you're going to be in a better place than having a subheading that's two or three lines long. And also keywords at the start. So if you can, and this helps with SEO as well, search engine optimisation. If you can, try and have your keywords at the start. Sometimes it can be handy to have a question. So what is and then whatever it is that you might be talking about, and in that case the keywords at the end of the subheading. But if you're not asking questions in that sort of way, then try and front load it so your keywords are at the start. And that again, thinking about that F pattern in terms of the gaze pattern we saw, that helps people who are scanning with a combination of the F pattern where they're looking at the starts of words and the starts of the headings, and also using a bit of the layer cake where they're looking at the subheadings and headings. So here's some examples here. So if we have a look here, we've got a subheading here with quite a short little paragraph, another subheading here with a short paragraph and some bullet points. And again on this one on the left you can see the use of some headings and subheadings there as well. So we're not having a huge amount of information. You can see this idea of the white space to make it a more inviting page to the reader, rather than as I said that wall of text. So these are sorts of things that you're looking for in your own writing and also when you're looking at other web pages, I'm sure that if you're looking at these sorts of web pages that have a lot of subheadings and other ways that we chunk content, that you're going to be much more drawn into it and able to get the information you need out of it much more easily. So if we go back to these four ways, we've just covered clear and concise headings, now let's have a look at placing important information up front. So in terms of going back to this Nielsen and Norman research, this is some really, really good facts for us to know, some nice stats. I always like a few good stats. 81% of users looked at the first paragraph. So again remember this is the eye tracking where they're actually looking at where the person is looking. So 81% looked at the first paragraph, that's pretty good. 71% of users looked at the second paragraph. 63% of users looked at the third paragraph. So already by the time we get to the third paragraph we're getting a big, well not a big drop, but we're starting to get a drop from that 81 to that 63. But the most significant drop as you'll see is from the third to the fourth paragraph. So what does that look like as a visual? Looks something like this on the right here. So you have a lot of concentrated focus on the first paragraph, a bit less, a bit less, and then a lot less again. So that's again very important for us to be mindful of this research and this pattern of behavior for online users when we're writing. So I know the writers in the room would have heard of this, but we'll do it anyway. Who's heard of the inverted pyramid structure? Okay and the other people in the room are going, what are they talking about? So the inverted pyramid structure, it includes a summary or the most important information at the top of the page. So basically it's you have the essential information or a summary, important information and a background information. It was probably first used and has been used for a long time now in newspaper writing. So if you pick up a newspaper, whether it's a physical one or an online newspaper, you'll probably notice by the time you read the heading and the first paragraph, you've got a pretty good idea of the story. It goes back to that kind of who, what, where, how and then sometimes the why might be buried a bit deeper. But just to present that really important information upfront in your first paragraph. For websites, what you might actually see happening is having a little summary at the top here and this is what the Nielsen Norman Group website does as well. And so you actually include, so in the example on the right, this is about the New South Wales Companion card and you've got a summary information. So at the very least, if the readers only read that page and that, sorry, I only read that first part of that page, they have an idea of what the content is going to be and it also helps them if they're scanning to know if they want to read the rest of that page, if they need to find another page. Perhaps they've discovered they haven't actually come to the right place. Okay, if we go back to our list again, we've covered the first two. The next one is formatting techniques. There's quite a few different things we can do with formatting techniques. Who was in Diana's presentation earlier today about plain language? Yep, me. So there's actually a bit of crossover as you're about to see as we go into some of these techniques here. Okay, so formatting techniques help scanning, that helps scanning include headings and subheadings. So we've already covered that but as I said when we were looking at it, it really does help the scanning reader. It invites them in, it creates a wide space. They can scan just the headings and subheadings, get an idea of your content. Short paragraphs also really, really important. They create wide space but they also allow the reader to get the most important information quite quickly. Bullet points and numbered lists that naturally draw the reader's attention. Again, there was a brief mention in this morning's presentation about using bullet points and then the next one is designs or page layouts that are broken into chunks and this was probably what Diana's talk this morning spoke the most about was this idea of page layouts and chunks and breaking up the page. And also, occasionally we see bolding keywords and that may be even hyperlinks as well. So including hyperlinks, draw the reader's attention. Again, coming back to that idea of the spotted gaze where people are being drawn to either perhaps a bullet point list, bolder words, hyperlinks. So let's just go back. So let's have a look at that in action. You can see a page here. We've got the headings and subheadings. We've got the short paragraphs. We've got the bullet point list which in this case are done as checklists. We've got some design chunks here by having this little section here that helps to break up so it's not just heading paragraph list, heading paragraph list and then we've also got that little section there. Short paragraphs are better for scanning. Two to six or a lot of times when you say short paragraphs, everyone will say but how long? How long is short? Generally two to six sentences per paragraph is ideal. Also importantly use short sentences within your paragraphs. We're going to talk about these in a little bit more detail. So in terms of lists, bullet points and numbered lists draw the reader's attention. It also helps with the spotted gaze pattern as I said. They're able to just quickly go into those little spots on the page that are drawing their attention in. Importantly ideally each list item should be short one line if you can. Again just thinking about the way readers are scanning. It's much heavier for them to be having to read full sentences in bullet points than those short little lines. Design chunks again. So here's an example here. We've got some different visuals, some a video and then a kind of grayed out banner. This is another example here where we've got different cards, some background color with the gray again. And here's another example here where this is a full page and these ones I've cut off the footers. But the footers also help to create a little bit of a sense of those design chunks as well because you can see the colors are different. So they're just a few examples to show you how that which is a design rather than writing but obviously we have to write the content for those designs. So just to bear in mind those nice chunk designs as well. Oh okay. I was thinking that was a fast 20 minutes. Okay so looking at formatting for scanning still but now looking at bolding words. This one you have to be a little bit careful of because you know it looks pretty bad if you've actually got a page that's got a lot of words bolder but every now and again sort of I'd call it a light touch it can really help to communicate some ideas. So even if we have just a little short sentence about what is a companion card and just bolding significant and permanent disabilities will help to cue readers into that detail. So if we come back to our original list we've now covered the first three. The last one we're going to look at is plain language and keeping content clear and concise. So again as I mentioned a little bit of overlap from this morning session but more I see it as it's actually a bit of a different take so it's sort of complementary. Okay so some principles apply no matter what you're writing. I don't know if anyone's heard of the three C's of writing but that content should be clear, concise and consistent. We're not going to talk about consistent today but normally you know that is something that you should look at and that's just consistency with even small things like tense not going from past tense to present tense and changing tenses in the middle of a paragraph. You know if you're using a word and you're using a hyphen with it like co-founder always having it hyphenator rather than sometimes not hyphenated you know only capitalizing your proper nouns all of those things to keep it nice and consistent but we're going to focus a bit more today on being clear and only a very short bit on being concise. So let's go now straight into how to be clear. So we should choose simpler words so rather than having those really long words that perhaps sometimes I think and you know this particularly applies to people who aren't content writers. People think that in even a particularly if they're writing even emails or something they think they have to use the big words to show that they have a good grasp of the language or that they're speaking very formally. But in reality 99 times that will probably 99 million out of 100 million times shorter words simpler words are better. Actually I wouldn't say that because if anyone's done any academic writing I mentioned before that I've done a PhD in writing I had to try and relearn everything because they like these really long fancy words and I had been spent 20 years doing the opposite so that is definitely an exception to the rule but certainly in online writing simple and you should also keep sentences short with a single statement per sentence and that can be as simple when you're editing content as splitting up a sentence from two from one sentence into two sentences. Should use the active voice who's heard of the active voice before the content writer's in the room again oh and a few others and also avoiding jargon I think we've probably all heard about that one in terms of plain English and make sure your writing is well structured and to the point. Let's have a little bit more of a not a deep dive but just a quick look at each of these in a bit more detail. So some examples by the way the Australian government style manual has got quite a good list of some of these words but you know you often see copy that says assist or aid when you can just say help. Generally we for a month we drop the st and we just have a mug now approximately can be shortened to about at a later date is just later endeavor try for that reason because in light of the fact that can just be shortened to since. So these are just a few examples you can easily go online and have a look up a lot more of these if you're writing a lot and particularly if you're not used to writing with these simpler words then you can also look at you know printing them out and having them stuck on your computer so that you can always reference them and for a lot of times people find that they have a particular phrase that they like to use like maybe in light of the fact that and they start a lot of sentences that way and once you become aware of it then it's easy to change it. Okay so in terms of keeping sentences short with a single statement per sentence um obviously the shorter sentences are much easier to read and understand we're going to talk a little bit more in a moment about about that so here's just an example of if we take one long sentence and just cut it into two sentences you're automatically making a lot easier for someone to to read and understand that sentence even if we don't do any of the other things just that one change will help a little bit and then of course once we start doing some of the other things as well then you're in a much better position this first example has is a sentence with 36 words the second one is two sentences one with 23 and one with 15 now the reason why it's good to use simple words and also short sentences is because we need to write content that can be understood by someone with a lower secondary school education so this was one of the things that was mentioned in this morning's session so this is one of the requirements from the global web content accessibility guidelines WCAG 2.1 and which they say lower secondary the Australia's digital transformation agency went even a bit further instead year seven but you get the basic idea you're aiming for year seven to year nine in terms of someone who has a year seven to year nine education could read your copy and understand it particularly important in websites that are going to the general population for example government websites but also you know even someone with a you know master or a PhD will find it a lot easier and faster to find the information they're looking for if it's written at a year seven level now there are some online tools to help with accessibility I'm going to show you one if I can get my mouse there where have you gone there we go so this is just a you can get lots of different tools in this morning session the presenter talked about Hemingway this is just a free WebFX one you can either enter in your URL for existing content or if you're writing content in a Microsoft Word document or a Google doc you can just copy and paste it into get that up you can just copy and paste it here and then calculate readability and what that does is it gives you a readability in terms of the year level so you can say oh my content is currently at year 11 so what can I do to bring it back down to year seven or year nine and the reason why talked about I've got up as part of a heading simpler words and short sentences so the way that these are calculated the way that the reading age or year level is calculated it looks at how long your sentences are so literally how many words are in a sentence so that's why short sentences are better and it looks at how many syllables are in your words so again that's why simpler words are better so if you use shorter simpler words and shorter sentences that will automatically bring down your reading age sometimes when we're dealing with things it can be difficult if we have like a a technological term for example that's three words and longer words you know you start to get into a bit of difficulty with those terms but even if you look at the copy aside from those terms you're trying to get those simpler words those shorter sentences to get that reading age year level down okay so now on to the active voice this is a very quick description of what the active voice is for those of you in the room who don't know it is quite complex to grasp at first so it's something that you might want to go and do it more research on after this but the advantages of it it's clearer more direct and more concise than the passive voice so sentences are either active or passive and so what is it it explicitly states who or what is doing the action and it starts a sentence with this information so if we look at passive examples the house was burned by fire instead of the fire burnt the house the latest engineering techniques were allowed outlined at the conference versus engineers outlined the latest engineering techniques and the same with the next one you're just changing the order of the word so you're starting with who or what is doing the action as a little bit of a cheat hint you'll notice that often in passive voice you have this was, were and then by so as I said you might want to go back and read more and find out a bit more about that because that's a very quick intro into active passive avoid jargon I don't think there's anything more I need to say about that I want to think that you know there's a lot of discussion about that within any kind of content circles I think probably most people know whether you're in content or not in content that you try and avoid jargon where possible now make sure your writing is well structured and to the point so one of the things here that I like to do is to always think about the audience and objective so and sometimes it can be as simple as at the start of your document when you're writing in in something before you go onto the web you might have literally have it spelled out audience and objective and then you're continually going back to what you're writing and saying am I addressing it to my audience and am I meeting my objective or have I gone off in a tangent that's really just not necessary I liked for those of you who weren't in this morning session I actually quite liked the the user story concept of as a and it was it's actually kind of another way of doing this really so it was like as or whoever the audience is so it might be you know as a member of the scientific community I want to so that I can so it's again about the objective but it's just a different way of thinking about it and phrasing it and if you keep those things in mind it'll really help you to structure your content and to stay on point and that will obviously help it to be clear and concise as well and often it's really good to just sometimes before you even start writing just write out what your main points are going to be even like bullet point format you may find that they actually become your subheadings for your page the only thing I'm going to say about the concise I'm going to keep the concise part of this concise which is why use 20 words when you can say it in 10 and also just to let you know there has also been a lot of usability studies that show that content is much more usable when it's concise even to the point where people are able to rephrase what was being communicated on the page more easily if it's written in a concise way certainly when you're using all techniques like making sure it's clear making sure it's concise using some bullet points short sentences simple words then usability is significantly increased so remember our four ways next time you're sitting down to write something use clear and concise headings and subheadings four to six words long keywords at the front if possible place the important information up front think of that pyramid inverted pyramid use some of the formatting techniques we've talked about bolding lists headings and subheadings again and using designs that have chunks and also using plain language to keep content clear and concise simpler words shorter sentences so the last thing I'm going to look at is writing accessible content I'm going to go to my notes now because I've got a little bit more of detail in here so choose your page titles carefully so make sure the page title is descriptive and gives the users an idea of the content they'll find on the page if you do this you're going to meet wcga 2.4.2 level a the other advantage of two of having good page titles is the page titles are very important for SEO search engine optimization so you really want to make that page title work hard for you again short like our subheadings and headings four to six words front loading with your keywords if possible unless you're doing a like a what is because what is actually also returns very well in SEO next one is to use contextual links instead of click here who still sees click here on the oh I know it drives me crazy it's as bad as apostrophe is in the wrong spot yeah so yes click here is still out there somehow so but I mean I think the reason it's out there is because people don't know this and if they don't know how can they not do it so it's important to understand why click here is bad so in terms of the wcag it's 2.4.4 which is to have a link purpose in context so what that means is if you've got to imagine you've got a screen reader so people who are using a screen reader will often have the settings to read out the links so if they're reading out the links and it just says click here they have no idea what they're going to find if they click there but if you have something really descriptive like download 2022 annual report and that whole link is hyperlinked then that's what's going to be read out to them download 2022 annual report and they know exactly what they're getting so that's what they mean by contextual links next one provide labels and instructions when content requires user input this is wcag 3.3.2 level A again mostly applies to forms so if you've got forms on your website make sure you include some instructional content or that it's clear with a you know heading of name or whatever information needs to be put into that box again similarly related keep labels instructions and error messages clear and easy to understand starts to go it's a bit of an extension on the one before it takes us into level AA also use descriptive headings on your pages to organize copy that is actually applies to two wcag 2.4.10 which is level AA and also our level AAA there but again it nicely correlates with our writing for scanning so it gives you two reasons to do it oh and the SEO sorry three reasons to use descriptive headings one is for scanning one is for SEO and one is for our accessibility requirements oh that might be oh there we go right for the lowest secondary school education I've already mentioned that that is part of the wcag guidelines provide definitions for unusual words we're getting into some AAA ones here but just to remember to do those as well whether it's a glossary for example so you're not interrupting your copy or a tooltip or something like that long as it's accessible and provide the expanded forms of abbreviations usually the standard is to do even if you're using like a company name like National Australia Bank you then put in brackets NAB closed brackets and then after that you can always use NAB okay so that is the end of the formal part of the presentation but I'm ready for questions if they're already a few questions have you got the microphone you don't have to repeat the question okay yes uh here the readability tool that you showed yes it is that for any form of English I believe so what form were you thinking of yes oh yes yes that's fine yep sorry the question was was a user was a readability tool for any form of English such as US English and the answer is yes it just does mostly the syllables and sentence length second question do you have an example of an Australian tool for in case words oh sorry do you know of a style manual for the US well the US did I use the Chicago manual of style I think I don't know if there's a government one in the US I know they a lot of there is I mean a lot of publications used to use the Chicago I think it was the Chicago style but I'm not sure sorry I don't know that one I'm usually trying to change people's copy to get rid of the zeds and put in the s's instead going the other way and just behind you there was a question so the question is about the summary at the top of the articles or pages and how long it should be look I don't think there's a magical length part of it is a visual thing like you'll see if it's and it depends to how you'll how the website CMS is set up if you have got that area in the header to put it you're going to wind up with a very big header if you write a long long one so you are trying to keep it short and what the main thing to remember is even if you can't fit every single you know summary of every single message into that if you can just take out the most important ones at least that will let people know that they're on the right page that they want to scroll down to find the rest of the information so but you write it's a balance trying to find that balance of what visually looks good as well and that is not giving them a wall of text and providing that summary information any other questions yeah another one you split the sentence so is that something to aim for like I know you're when you first want to like say they're saying that you wrote the the topic in the you know if the paragraph or paragraph is around the same topic and the people are like is it there for this purpose yep so the question is about when you're splitting up so in the example I had split up a sentence into two sentences and I'd also included a paragraph return I'll speak to that first which is I actually have to confess I did that just to make it more visually obvious to you guys as I was showing it so that was not how I would have done it in the real copy but in answer to your second part of the question which is about you know how long kind of about how long a paragraph should be in terms of being taught through our early years of primary and secondary school that if something is the same topic it should live in the same paragraph certainly you're much more likely to turn two or three paragraphs into five or six paragraphs if you're writing for the online medium so you would cut at places where you might not cut if you're just writing a book or something like that okay I think that's thank you


Hello everyone, my name is Ian Wilson, I'm a senior lecturer at York St John University and I would like to talk to you today about how we use technology to support and build an online community during the pandemic. In the pandemic hit we were thrown into a world of uncertainty and worries and in a lot of cases isolation as well. So what I would like to talk about today is what I or what we did and why we did it with it over the course of the pandemic. How this linked to more than just learning and then also just to sort of like sum it up to bring it back to how this relates to going back to the so-called normal. The initial teacher ed program degree program is an intensive program that has a lot of face-to-face teaching and the first years had enjoyed this community, supportive community that existed within the classroom and within the campus. Unfortunately they weren't allowed to go onto placement and so they entered the second year without any teaching experience within the classroom from their first year and they had migrated from a really face-to-face intensive modules where everybody was seeing each other on a regular basis to a situation when they were cast out into their own houses, some had gone home, some were just living alone with other students within student accommodation. One thing that we decided to do was to set something up that not only supported the students academically but also contributed to their positive mental health and their social interactions and we wanted it to be something that was organic and developed by itself rather than us actually imposing something onto the students. So one of the things that I really wanted to ensure happened was that I wanted to make sure that the area on Teams was not for me but was actually for the students and I wanted them to lead it. So initially what happened was that I created the Teams area with just the bare minimum of channels. I think we started off with general announcements and that was it. And what I wanted to do was allow the students to contribute to it to make it their own. So rather than just sort of like saying, okay, I've set up this environment, this is my community, come and join my community, I wanted them to feel that it was their community and it was for them to actually engage with and participate within the social area of the Teams. You might have noticed that as the channels and the community progressed, the students started to ask for more and more areas that they could actually contribute in. So the idea of the placement came from the students when they were concerned about what would be happening for placement. Notice that it says questions for Claire. So Claire is our academic librarian and the students were keen to talk to her and pose her questions and Claire very, very nicely gave up her time to sort of like participate within the community. And finally down there at the bottom you can see recommended books. And this was after an EAL lecture that the students were having online. And they started in the online environment to recommend books that they have read and used with the class. And what one of the students contacted me actually in the meeting and actually said, you know, Ian, it would be fantastic if we can have these books in the community area. And so that was actually created as the community grew. I wanted it to be not only an academic space but also an area to support the children students. And one of the things that came up was this idea of a chill space. And this was a new area on teams that was actually created. And it was seen as a place that would be less academic but more about just actually talking about random things. I wanted the chill space to be an area that was as far removed from academic work as humanly possible. And I wanted it to be an area where the students could interact, they could use contractions, they could talk in their language, but also to be incredibly honest, knowing that it was a space that was free from judgment. The other thing that I would strongly recommend to anybody is this idea that learning communities online, no matter whether or not they're academic or social, do not just perpetuate themselves, they don't grow by themselves. What is needed is somebody to take the lead. And one of the things that I really had to do was provide opportunities to facilitate conversations. I had to sort of like think, okay then, what can I put in this area that would promote discussion and get the students engaging and talking about things. One of the things that quickly happened was that I decided that I actually needed to promote the social aspect more. And after discussing with the students, and I have to say at this point it was a case of me saying what would you like, I was facilitating the growth of the community by suggesting things and the students would respond. And one of the things that they sort of like came out and I suggested to them was could we have some kind of online get together once a month. And this turned into the online quiz that happened. So what I did that once a month from the seven o'clock to eight o'clock at night. So I thought that might be also a time that certain students might not be, they might feel very isolated or alone at that point. And I created these quizzes throughout each month and we had a pub quiz when we just asked questions. We had another quiz that had an online drawing board and the students could draw. They got a word that nobody else could see and they had to draw. We had to guess what is a bit like picturing. Then at Christmas we had our Christmas quiz. And the interesting thing about all these online communities, they number one got really good responses about appreciation about having them. And the second thing was people sometimes came sometimes and didn't come. They didn't have to put their cameras on. They could just participate. I wasn't asking specific questions. Every time different people, the same people were there, but it really contributed to this community. And we felt that me included felt that we were part of this online community that was supporting and engaging with each other. So while the students were on placement, I wanted to continue this connection with them, but recognize that they might not have the time to actually participate in an online community. So what I did was that I created a weekly podcast. And initially this was just me chatting about school, etc. And the students sort of like said it would be really beneficial if we had an outline of what was going on, what the task they would have to do during school. And also I answered any questions totally anonymously, of course, in that podcast. I also gave them a teaching idea that was highly adaptable for all levels of all year groups in primary ed. And also I gave them a general motivational segment where I try to boost their confidence and say, you know, we are in this together. We can do this. I just want to quickly wind up and talk about returning back to normal. And I wrote a blog post about how I don't want or I didn't want to return back to normal because I felt that there was so much that we had learned during the pandemic that I would like to keep in place. I have recreated the teams this year, but they're not as engaged with as much. And I think this goes back to the point I made earlier that technology responds to the needs of the users, and it's not actually applied onto them. And they no longer need that online community, but you know, it still had worth then and was actually something that was very well received. And you know, what I propose that I do all the time is I listen to the students needs what they want to do what they're really needing at that time to see how technology can then support them or promote that. I'm not the sort of person that is going to send out questionnaires or anything like that. I think what we all need to do is listen to what the students need and then respond to it. Hope you've enjoyed this brief presentation. Yeah, if you have any questions, then do get in touch or I think I will be available for and to answer your questions in the future. Okay, it's been lovely talking to you. I hope you find the presentation useful and I'll see you all later. Bye.


Trading securities and other financial instruments can involve high risk and the loss of amounts invested. Melissa Armadou in Business as a Stock Swish does not provide investment advice and her classes are purely for educational purposes. Melissa Armadou in Business as a Stock Swish does not assume responsibility or liability for your trading and investment results. Melissa Armadou in Business as a Stock Swish may or may not have holdings or positions in the securities mentioned in her classes or the materials. Good morning. And here we are. Another day, another dollar. So, target's a great get. And I think the report came out good. So, once again, you don't go by that. You look at the chart. You look at the price of it. If for some reason this does not set up, then I will go to look at TWX, time order, which is another very good gap. Not an earnings gap, but good nonetheless. So these are my two top picks today. But we're going to watch Target first. Everybody else gave me a lot of ideas. They're all fine. None of them are as good as these two. Let's look at the market quick. So again, sloppy week. Man, I was right on when I said that Monday morning before the open. Sloppy week. Shall continue. Gapped down today. Who knows where we go with it? Fell yesterday, rallied. Gapped down Monday, rallying. Bounced yesterday after the fall. It didn't fall. And here we are gapping down. So we were lower here in the pre-market, $256.30. I don't know. I'm not going to worry about it. Let's just look at this. It's continuing to fall. Journeywoman, I have trials in here, but I'll email you about that. Target should work today. I will be shocked if it doesn't. This is really going to work. And Walmart's tomorrow morning. Any questions quick? Good luck, everyone. Let's have a good day. I wrote it in the room earlier. If you didn't see it, I need ideas, topic suggestions for next week. Thanksgiving week. It's not a busy week in the market, but they want me to talk about something they asked me for ideas. I'll take any ideas. I'm thinking Retail Brack Friday, but I don't know. Macy's is in a downtrend, and I love the parade. I don't want to get on TV Thanksgiving Day and say Macy's is in a downtrend. Because I like the parade, so I need ideas. I've talked about Apple every time I've been on Fox, so I'd like to talk about something different. Look at this target. It's not going to wait for us. You stinker. I could say something about Amazon, but I don't know what Amazon is. Amazon has a normal Black Friday like everybody else. I don't think they do anything special. Yeah, Retailing is true, but I need to talk specifically about either a topic or stock. Amazon, what though? They have no competition. I've already said that 10 times. Don't like anything other than these things the best. There are other things I like, Bob, but the target's a great guy. I'm all over this here today. This is exactly what we wanted to. Because there wasn't any good yesterday, even though DKS did end up falling. And Monday there was nothing. This is just perfect here today if it just sets up. Some of you are giving me good ideas. We'll talk about it when we're done. Target to 55. Not unrealistic. Not a dream. Let's see. And I'm going to be aggressive on this today. Just letting you know. Okay, stopping this is going to be 5650 if it sets up. And it is going to. Target's going to go. This is the best gap. I can't believe I'm the only one that was all over this this morning. Everyone was giving me other ideas. So stop's going to be 5650 in target. And I do not know the entry. 99 by 50 if it hits. Not yet. No, wait, wait, wait, just wait. What's going? What's going? I missed it. I missed it. I was going to wait for 931 here. Let's see if we can get it in a bounce. If you didn't, you're in it. It stops 5650. I didn't get it. This is just rolling over. Let's get it right in here now. Just get it late and put the stop in. It's going to go. It's going to go. Just make sure the stops in a 5650. 5650 for target. And if you're ready in it, you're in it. I don't think we're going to get a better entry. Take it now if you want it. It already hit. This isn't a perfect price. Don't worry about it. Let's see the now or never. Here it goes. 55 target. I hesitated for one second. It doesn't matter. Get the trader. Don't do it. If you don't want it, it's going to go. Target, target, target. Here. Man. Oh, geez. Sometimes getting the perfect entry, we try. We try. We try. But this was just going to go. I knew it. Here. 55 target. What else did I say? 5450? I don't even know where this could go today. I knew this would work, but this ended up going so much. 5530. Did anyone get out of any of that in there? Could have actually got out of some of that right in there. I thought it was going to go right down to 55. Hold on. I have to pay attention now. This is a movie so fast. I wanted to look and see if there's any other targets. So now I got to pay attention. Mound Girl got out. Chilla got out. Sunny got out. Wow. You people. All right. 5530. Okay. This could reset it again. If you didn't get it, if you did not get it, it could reset up again. And if you got it again, it's just moving so fast. I thought it was going to go right down to 55. So I didn't get out. It's still good though. All right. So target. I'm going to give another entry if you did not do it. And if you did it and got out, you can take it again. Let's just see where this could really go. So that wasn't anything. But 5530. Here's the 55 number. So I'm going to need more coffee today. That just hit so hard and went so fast. And normally, I'm right on top of it. I thought it was going to go right over. It looked really good. Okay. Stop and targets 5650. And that should hold. But it's going to completely reset up again. And then depending on where the price is, maybe we'll take more. All right. It's going to reset up again. Here it just went. Wow. This is unbelievable today. Just stay with the trade if you're at the original run. I mean, you can take a second trade right here if you want it. Just grab it. There's my exit on this. Hold on. I can't even spit the trades out as fast as this is dropping. Hold on. We'll talk later. Here. Target it below. Bouncing quick. Here. We're going to get out of this in a drop down because it's moving too fast. What did I say? It was a 25, I think. 3025. My hand is on the button here though. I'm not letting this bounce up against me again. Wow. This is going so fast. So I was going to call a second trade. I couldn't get it out. I couldn't get it out because you had to do it on your own or you were in the first trade and this bounced again. Again, I thought it was going to get out at 55 and bounced. I'm still in the first initial call. So I'm trying to get a full on break in this. Market is red. Market is red, red, red today. All right. So here we go. Target, target, target. We're just going to take it into a drop because it's moving so crazy. Here's target. I love this break. 5525. Oh, my Lant T. All right. Hold on. Here. Crap. The market's red. Here. Here. Target, target. Here. That's it. I'm out. I'm out. I'm not taking the chance of bounces against me. Three times and touched on down. Do whatever you want. That was a great trade. Market is red. Man, oh man. Here. TWX. No, this didn't do anything here, but it didn't change. But something's going to happen to that today with the government. All right. Let's look at this. Here. Target. Here. If you're still in it, 5450, 5475, 5480, which basically had hit 54. Market's red. Red, red, red, red. And that is very interesting. And we have a long way down in the spy. Is something happening here? Let me quick look. Here. Target. Oh, I'm so happy though where I held it, though. And I swatted a bullet there. I knew it was going to work. I told you. And that's working here regardless of the market. Let me just look at something really quick here because I just want to see if something's happening. No, I don't see anything. Nice trade. Great freaking trade. So who doubled their risk because we didn't do anything Monday. We didn't do anything Tuesday. Vincent was going to do it. Did you do it? Yes or no? Vincent said he was going to. No. My own words, big fudge. Here. It's still going. Someone's still in target. Don't let this get away from you. Got it. Kuala Bear got it. Pyramid of 1080. Great common list of your welcome. Did anyone not get it? This is actually going to try to break 54. Is anyone A still in it or B didn't do it? Which I don't know why you wouldn't do it. CJ's out. Did anyone not do it? I hope everyone did it. Big fudge to great freaking trade. Yes, it was. Here. Let's look at all the lists. Right. I'm really just so surprised that I was the only one that was on top of that target. That's exactly what we needed. Exactly. Here. This one worked. Let's look at the rest of the list. Oh, MTSI. This one worked too. This one took a while to go and was weird looking. What did the SBH do? This was Bob's. He liked it. Did it work? We should look at Tessa. This looks weird today. This should have worked. Tessa. Here's Tessa. Tessa, when it breaks that low, that bar from two days ago is going to plow one through. Who did the option? Who did it? Who killed it? Who didn't do it? I told you yesterday, it's really holding the price or we didn't close on Monday. Despite the rally, and I said that was a good sign. And here we go. Sunny's and Tessa, G's down again. It's been down every day of its life, but we did that twice and it didn't work out either time in October. And then I just never wanted to do it again unless it was a perfect gap, which it wasn't this week at all. So the stock fell on news, but it was not a good quality gap. And I just said, forget it. But you know, obviously I read the direction right because it worked, but I just did not want to day trade that again. I just didn't. I said, screw you. Here. Target. You are so good. Thank you. Nice call. Mark Mobile, how about I stay? He's off? Are you mad at Tessa? Since Monday? Very good. What's your price in that? Here? Tessa is still in the target. Let's just really see where it could possibly go. Oh my. Lanta. Here. Let's go over this. I just still, I seriously can't believe though that there's a couple of trials in here, but for the most part I've taught everyone this and I was the only one that was like, oh my gosh, this is amazing.


So I'd like to hand the next presentation over to Jean Ribert François, talking about harvesting well-being, examination and consideration for community by agricultural producers. So a little bit about myself. You can call me Jean. And I'm now a graduate student at Kansas State University, the Department of Geography. My previous education was in agricultural economics and community sciences. What matters to me right now in terms of research is to understand how interaction between human activities and environment-shaped world and scape and communities. And my dissertation focuses on exploring consideration of community informing decision. So nothing new here. And I feel like this picture is really cool. That is the third model of sustainability. Let's talk about the triple of sustainability. They have people, protection and profit. And by people, people who depend on agriculture.  Some people connect more directly to it, but everyone else connect to agriculture. And also we need to protect our land and water, that water or food production depend on our resource base and also the little green circle over there is directly for farmers, I can say. That the agriculture profession should allow people that connect to it, like farmers, for example, to live happily. And really a lot of, we cannot talk right now about the community well-being without like referring to this going discussion about sustainability and sustainable development. Because including community in our action or informing decision making is like a sustainability action. And there is a lot of discussion about sustainability and sustainable development. And a lot of this discussion, whether in the academic space or in organization, they consider the future well-being as an outcome for sustainability. And when I say well-being here, I see both individual human, individual well-being and community well-being as outcome of sustainability. And there is a various discussion, various proposition on how to integrate, include sustainability thinking in everyday action. But that's not an easy task, because managing for well-being is not an easy task. That would involve things like navigating complex interaction between a lot of things, economic, environmental and social factors. And we know that that's not easy, that we need strategies and it's complex, but the complexity of it should, we should not care about this complexity to not even start thinking about like possible ways to include that. In our action. So as I am studying community well-being and integration in coming decision making. So I was decided to construct a community well-being measure just to get an understanding of a baseline understanding of what is happening on the ground. So I construct this index measure of well-being using mostly secondary data from the US and Susby mostly. And I include data on basic material need, I think like food, access to food, shelter and water. I include data on health, education, opportunity, social community and security. And the evaluation across counties and unfortunately some counties to not show good figure of community well-being. And most importantly, what my biggest concern was for the some agricultural communities, the data that I present that really not really good. And that's my interest to like exploring where the community well-being is really an important thing in farming decision making. So the project that I apply a for the sale graduate student project program. And the project that I have is we ask for the community well-being matter in landscape management of US farming system. And this project is intended to address the three pillar of sustainability. Like in the economic side, the way the project try to examine if the integration of community well-being into decision making can even indirectly lead to better condition for farmers, better well-being for farmers. Even improving the farm profitability and also economic security thing like that. And the environmental side, we're trying to see if concern for environment or if concern for the border community are they in the thinking of the agricultural producer, for example, if they take that into account. In the in the parties and the in the social side, trying to identify some strategies to better improve this perspective like antiquated community well-being into a agricultural decision making. So, we use interview and survey to collect data for this. And the data was collected through a larger project that my supervisor, a colleague, which identify trying to identify barriers and bridges to a diversification of our cultural system. And we interview like the total of 50 participants and we include agricultural producers and agricultural expert in the interviews. And those interviews were conducted in four colonies and these colonies were selected based on the diverging trend in terms of a diversification of the farming system. And we ask a lot of questions related to community integration into farming decisions. For example, there is one question that asked farmers to provide example of think they avoid in the farming practice because they think this would have negative impact on the community. We have a lot of questions like that in the interviews and we use data from the interviews to decide the survey and the survey was conducted it was like 35 counties. So far we got 107 valid case from for the survey. And the demographics like for the survey it's like a major Italy wide. All the mail, which is not different from a lot of things that is done in the literature. And yeah, this picture, you can show how the distribution of this is the count, but we will be the survey and those buffering is that the county is where we conduct the interviews. And we got civil inside interesting inside from the from the interviews. And that kind of show there is a shift in paradigm now, in terms of how farmers or agricultural producers they continue in the decision making for example with I have this perspective from one participant that's why integrate for example the community they consider that in the in the decision making trying to like avoid to use some chemicals that they think that would be bad for the community thing like that, but that show that suggest that there is, they are conscious about it. They're conscious about the consequences of the, of the practice on the border community so they take action for that. That's really great. And I know the consideration that probably from the interviews is like a resource management, a resource usage. And we got the people that like diminish the use of resources just for the sake of a to balance the need of the community and the need of the agricultural system. And, and mostly with the climate change, a lot of drought in the past, in the past years. So they do that. These these participants say sometimes I don't like what I'm because that we have we have people and they all come out of the event and local community are actually from about the river or the water in the community. So sometimes had to come for that. So they try to balance that between the community need and also the farming practice. So that's that's really good. A good thing for both the community and the farmers as well. And supporting the local community and fostering the community relationship local community relationship. Papio image as one consideration that farmers express in the in the interviews, like a lot of farmers they say they prefer buying them locally, instead of seeking external source. And also whenever possible they try to sell the product locally whenever possible. So that's the school of these these participants say I like to try to be small down the businesses in the small town, and I'll be honest. Yeah. That's, that's really important they, they, they are conscious about what is going on right now in terms of economics and see a lot of presentation this morning that talk about declining. Community so that's going to be something for this place. And also community engagement and participation that another team that image from the discussion with farmers. And a lot of people they getting involved in in community activities and, and, for example, a summer provide his perspective about getting young people engage, educate them a transfer cultural knowledge in the community, and to support, not only the present but also the future of agriculture That's really great to to see how they consciously consider community well being into the decision making. And I can say this is a product she because a lot of things you see in the literature, you can see a really a negative aspect from the farming from from farming to community but that's really surprised me how I can get all this story from from the farmers. And we got some result from the survey and these are just preliminary because we keep getting a service participant. And we asked farmers just this about the well being we asked them if they are satisfied with their level of autonomy, for example, being their own boss and most of them they feel like they satisfy with the level of autonomy. And also we got the same figure with when we asked about the time spent with family and also the quality of life in general. And most of them they say yes, we satisfy with that. Well we got some concern is like a good number of our medicine. We not too much satisfied with our net income. So these are two statements that we had in the interview in this survey a questionnaire that first as farmers about the awareness regarding the consequences of the of the practice practice for the local community, for example, and we think the level of agreement among the and they are quite a strong a level of agreement about this they are aware that the practices may impact negatively or positively the community. And because they are aware of that we asked this question if they think the community into consideration in the practice and there is a strong agreement between them. They are aware of that. And also they act to take into consideration what is going on in the community. So this group of questions asked what matters for being a good father. Yeah, hi. These two types is like a really traditional thing like being maximizing profit and and like that. But with this question he trying to balance a economic and environmental consideration. You can see a lot of. A lot of demands and they say yes, which I don't think that's important for us right now. And also this is a question over here. They try to see the long term perspective versus short term perspective. A lot of people they say yes, we try to consider the long term in our back in our business. And they are trying to look at the future generation. And a lot of them they say yes, we think the community. This is important for us in our practice to be a good farmer right now. And this I give this reason they give hope because we need to shift in perspective to save what we have now the reality we have now. In terms of consequences of farming consequences of practice and some potential benefit for farmers and communities. And some of this I think some of these on this set with it on this same material. I enhance reputation and public well she because I got some quote that exemplify this. It enhance reputation in public relation when the farmer for example they try to come sit there the community in the relation and get active in the community thing like that, that tried to that try to have a better image in the in the community and also that that kind of create more opportunities for them to to sell their product or thing like that. And also that kind of help them collaborate and have more people to collaborate in policymakers and researchers and even among farmers as well. And the overall objective, the enhance family well being when they when they try to integrate community in the practice because having strong tie in the community that is something really important to improve a well being. Like here I have these two good and trying to exemplify these a benefit for farmers and communities like the first person see the more they stay involved in what happening in the community in the industry, the more they feel they better off and also be the second they a lot of thing they do and dress try to connect with people in the in the industry in the community. So in conclusion, and from what we have so far, there are some consideration in of community in farming decision and farmers consider a both social, economic and environmental factors in the decision making. And we need that, that's great hope. We need that because we need to like create if we need to create a better pathway to agriculture, agricultural sustainability. So we need that a conscious action for from the will act to do that, but the integration of community well being into decision making is not like a simple thing that farmers just think about that. But this is something that tissue by the larger concept larger context like the societal context the political thing and and the economic things surrounding the surrounding this thing this consideration is influenced by that, because you can see some got one farmer say he got a great and it can focus on educating youth on in the community that that shifting on the ground. I think that's what I have and what I think in my major supervisor that help a lot. The team that a condom this research, also the funding agencies, say, USD and if I can stay. Thank you. If you have any questions, I'm happy to take them so Jackson. I don't know if you run or collected the data and way to do this but you look like your surveys and your interview communities were spread out across the country. Were there any, I don't know regional effects that you noticed in terms of like this region the farmers are more concerned about the community well be, you know, was there anything like that or was it just kind of even across the board. Yeah, cool. That's that the analysis we are trying to do. And we do not get to that right now but we are trying to do that to see if there are difference between a system if they consider that that's going to be the next step. So if a question will come from a bit more comment I'm really really grateful for your idea to do this and to put it out like that because I think that on to find qualitative reasons why we're farming is so important and it makes me want more players in the big market to be doing this research and to be getting attention to it and to understand that yet farmers want to be farmers on their community and just brought up the last session I went to the peace pipeline building and the teacher there she's a professor but is indigenous and talked about the framework of even the previous session of water rights first water responsibility and finding these resources for responsibility and even though I know we're using those words it just seemed like that was this mentality of it's not just what's mine and I want mine and you can't have it and I need it. So what's our responsibility to one another and as part of the ecosystem where we're all not just in a related but actually the same relatives with all of those what we call resources so my question but I'm just feeling like so much gratitude putting that down in the way that we have to have it in numbers. And I can say that really there is like kind of a shift in perspective how farmer considered themselves now in terms of our objective. In the past they will a good deal. That was considered as to be considered as a good farmer you need to have good deal but now they got off trying to shift the perspective to include a lot of things in the in the in the practice. That's really cool to see. And what we see an observation we see in the interviews. Farmers they they consider community well being in the decision but when we do not ask them if they consider that they do not provide that as a consideration. In the practice they more focused on market on the economic part of it. A climate change for example, instead of will think they do in the community that that is something. And also we have something coming up. It's for farmers and trying to get strategies that's for the big project that was conducted this is a college data collection. If they can they trying to get best strategies to diversify agricultural system in the US so that's going to be a focus group. If anyone farmers feel interested or a professional feel interested. They can just scan this QR code and there is a formula for just put your information we can get back to you. It's going to be in Spain in January or February thing like that. Well, that concludes this session here thank you so much for coming to our conference.