First of all, I'd like to say thank you to the organisers for the invitation and the opportunity and wake up and to describe a journey that I've been on over some time to sort of think about my own teaching and learning and the ways in which things can change and be changed. So mine's a very practical exposition if you like of this journey and the ways in which I went about it and the results of that journey ending up with the impact on the students. And even though I work in Hong Kong and most of my students work in English as a second language, for this particular audience I've chosen a couple of native English speakers in order to communicate to everybody the messages that they have. First of all, the outline basically is to talk a little bit about the context I found myself in in Hong Kong. I've been there seven years. A little bit about learning design as I see it and the ways in which I operate in it. Lots about the students themselves and the nature of that particular group. The tools that I chose to use to try and achieve my aims in the process and then the impact and particularly the voices of the students encouraging my students to reflect on the process of what they've been through. And I chose two very, very experienced practitioners, people who were teachers themselves who had considerable experience and but were put in the position of being students after often a very, very long time. And then I'd like to close with some opportunities and some issues. And I might if there's time end with a small comment from one of the people who talked about university assessment in the future which I thought was interesting. So the context that this took place in is my university, my last job, which was the University of Hong Kong, which is research intensive university. In Hong Kong they have the A level system and the entire experience of most students is very, very didactic. They come through extremely competitive system of exams. Only 18% of students are actually successful in getting into universities in Hong Kong. So they've been through a real sort of narrow channel process in trying to get there. And they're very much focused on face to face, very strong belief about a Confucian tradition that face to face is the beginning, the middle and the end of learning. And there are specific responsibilities for teachers and for students. The argument that's raging through Hong Kong at the moment is that we want to be a 21st century university. And if you read all of the documents across the world about graduate attributes, we see these things everywhere. Critical thinking or creative thinking, real problem solving, not just simply looking at algorithms and things like that. Communication and whole person development. In Hong Kong they argue for, and this is really scary because I speak English moderately well I suppose. And nothing else at all particularly well. And what they're asking for is in Hong Kong is for trilingual and biliterate. So Cantonese is the first language, English, Mandarin, and then written English and written Chinese. And so this is a huge undertaking and these issues are very, very important. And the other thing I focused on is transforming information into knowledge. I guess if you told me 20 years ago that content would drive the cost to zero, I probably wouldn't have believed you because at that stage I was still doing my fresh out of studies not too far away and used to paying a fortune for books. And now we have all sorts of movements, ones particularly focused by all the open content, various initiatives around the world including in Hong Kong. So these things are really important. The other things are things like self-engagement and being passionate about what they do. So what's very popular in my part of the world is using the big model of curriculum design and really making an effort. Now the whole of Hong Kong has gone to an outcomes based approach. There is not exactly an argument you can have here. It comes down from the UGC and therefore that's it. You have to move in that direction whether you want to or not. But this is what the sort of model I've taken myself is to try and align the outcomes, the things that I want the students to be able to do. And I have two samples for you to look at their work and share with you the experiences I had with them. One was an undergraduate group of students and the other was a postgraduate group of students. And so you can actually have a look at that. Very important that I get the content and the concepts across and I provide evidence that the students are actually achieving those aims. So I think you're probably all familiar with this, yes? Can I have some hands? People know this particular diagram? Lovely, okay, so we'll skip off for that one. But there's another model that Macnaught and her colleagues at the Chinese University of Hong Kong have published, which looks at thinking about the student learning needs and the actual learning outcomes. And we all know about that particular recipe, where you start off with a series of aims and then you're quite surprised, sometimes pleasantly surprised, but other times not so surprised by the kinds of outcomes you achieve at the end. So my entire process of thinking about the course design was thinking about this middle block here, which is the kinds of learning outcomes I wanted for my students. The concepts I thought were important, how I designed the activities of what students did. How I could give them feedback effectively and of course the giant huge pink elephant in the room called assessment. Now learning technologies, we're all learning technology experts in this room. And I'm quite sure that people could take different approaches, many different approaches. But I think you'll agree that we're sitting in an age where they're often quite disorganized. They're extremely disparate, they keep changing all of the time. And they put a high demand on us in terms of us getting engaging with these things as well as the students engaging with them. And design is really, really important. I think it's absolutely crucial if you're going to be successful. So these are sort of my little basic rules for myself in terms of learning designs is give them real problems. Give them something to do that has a real meaningful outcome that they actually can engage with and not simply create and then walk away from. The second thing that's really important for me is how do we do this? This is often really, really difficult in a traditional setting. How do we provide an environment where we get peer mentoring as well as my own mentoring? And I'm thinking not just from my perspective of me providing feedback to people, but the students providing feedback to each other. And there's lots and lots of resources. And it seemed to me logical that if I could find some tools to manage the feedback and the exemplars and use rubrics that it might actually help me through the process as well as the students. So I think design is very important. I think curriculum alignment is very important. And I'm often reminded that a curriculum's like a packed suitcase, an overpacked suitcase. And the real problem is that when we start to think about new ways of doing things, we have to unpack our suitcase and take some of the things out if we want to replace them with different activities or different engagement or different assessment. So, and the other thing that's very important for me is don't forget research opportunities, the things about the scholarship of teaching, which we all do.  But we've got all of these other things that are sitting in our environments that are not terribly difficult to engage with. Social networking, we know this is important. As anybody walked into a class in recent time and said in the room, I asked their students, who does not have a Facebook account? And nobody puts their hands up. It simply doesn't happen in my environment. And the other thing that was interesting was a portfolio of assessment because one of the groups I was working with were going to be English teachers and therefore they needed some evidence that they were going to be effective developers of curricula and resources. So here's a picture of Hong Kong at night. It's this massive, complex, crowded environment called Hong Kong. And it's wired up beyond belief in terms of broadband, technology take up, and I think it's number two or three in the world. So what about the students themselves? I did some research at the university and I did a big survey across all the undergraduates coming in in 2007 and 2008. And I noticed that, in fact, the students were actually doing a lot of blogging. And I've got some comparison figures here from the University of Melbourne. And I know there's a time gap, but there's a fundamental difference, I think, in terms of the standard deviations because this was quite a large sample of students. So they were engaging with blogs. But look at the next slide. Did they think these tools were actually useful for learning? And the answer was basically no, they didn't. And part of that, I think, is the learning design, is in fact that they weren't using them for academic purposes. They were actually using them for social purposes. And in fact, with the numbers we have from the Chinese University of Hong Kong, where there's a huge intake of mainland students who come out of China, they blog more than anybody because they no longer have big brother watching them because they're over the border. So it seemed to me there was an opportunity here. So this is some of the documents that we used and this is a little wordal document that actually some of the things that we focused on. Now, here's my first visual for you all. And if you try and read it, you'll go crazy. So please try and look at the colors. So let's go back to our previous speaker, a sense of wonder in terms of the colors. And basically, I think most people are familiar with Moodle. We have a raft of technologies here, some that sit on the PC and some that sit on the web. We have things that can be controlled by the students within this environment, which is the pale mauve color. And we've got things that are actually controlled mostly by the teacher. And this environment was one that I had available to me, but it didn't do all of the things that I wanted to do. So I found another one called Mahara. Who's used Mahara, please? Yes, one, two, a few number you, okay. Mahara is a very interesting environment in that when you first go there, there's nothing there, there isn't any framework for you to use. So in a sense, it gives you more opportunity to impose that framework down on top of it. And it has things like blogs, a wall to write on, as Facebook does. Students can form their own groups, which is a very powerful mechanism because normally that sits on the teacher. Very student-centered and then the way Mahara works is that you then present your information, a sense of audience. And this is what I was particularly interested in with this group of students. And you can even export it out later in terms of resume if you want to. Now it gets really, really complicated and messy if you put them all together. And the reason is that on this side, I can do the management side in terms of my responsibility and on this side, the students have responsibility and my job is mentoring, how am I doing? So the first example, some undergraduates demonstrate the use of information technologies, implement curriculum reforms and language education. Huge impetus, huge push to do that. And it seemed to me there was an opportunity here and I've got some screens that I've captured and I'm going to go into this and do it quite quickly. And one of the tasks I set my students to do was to go out and make a podcast. And we wanted to make it realistic, so make a podcast about grammar. One of the things I've discovered living in Hong Kong is that the differences between Chinese and English. And in Chinese, there are no tenses, there are no plurals. So if you ever wonder why staffs is a common word or other plurals and coming from some of the Asian students, it's simply because they don't know what to do with them. So grammar is a really serious issue. And there's several examples here, so my students were creating artifacts. But I thought I'd share one with you, this guy here. So let me just go out into my browser and go and visit the website. And I'd like to show you some work about what one of the students did to accomplish what they were doing. And logged, I hope, in. Yep. Okay, let's go and have a look at Mahara. So one of the things that I wanted to do is to ease my management side. And that was single sign-on, it's very, very important. I didn't want to have to manage that, so let's get over there. And we're going to have a look at one of the students. I do want to get to the student voices. So this is a real class with real artifacts and students operating through the system. And, well, I'm going to choose somebody really good. I assume that you'll understand that. So let's go and have a look at Andrew's stuff. Now, Andrew had to go and demonstrate his competence, both in academic competence, in technical competence, a whole range of literacies he needed to actually create this artifact. So let's go and find it. Here we go. So this is one of the screens you saw a few minutes ago. And he had some examples. Now, please take note of the way in which this screen Andrew's chosen to present this information. Because he's presenting it as part of an audience. And his audience is both me and his peers. So he says what he's doing here. He says what the key problem is, which is the will and will be going to, the description of what he's done, the technical and academic information that shows he understands the language well, his experience of doing it. And of course, the actual object itself. So I won't play at all, but I'll play a few bits of it. Hello, everyone. Grammar Boy here. Today, I would like to talk about some aspects of using simple future tense. We can actually talk about the future using will or be going to. Although will and be going to mean almost the same thing, and are interchangeable sometimes, there are some situations when one is used more than the other. People may not know the differences between the two, and sometimes makes up the two. Now, let's listen to a conversation of a journey and his mom. Will you take me out for ice cream? Yes, I will take you out for ice cream, I promise. Think about the literacies that came in that, okay? Just think about that for a moment, okay? And then there was the post grads, where they had to do whole politics. They had to design, demonstrate they could design environments. And I sort of like this Calvin and Hobbes one, and they had to build a better, a blended learning environment as well. And so they did things like concept mapping, to actually map out their designs, and they could present that with inside their blogs. They could also put a range of artifacts, here and here and here, and they could use a range of media to indicate what they were doing, and explain in more fully details. Now, one of the things I thought would be good to finish on, is what did the students say? So the impact on your learning and class dynamics. Remember, this is a very experienced teacher, and she's being asked about the impact on their learning and what have you. Think more, to be honest. Because it wasn't the finished product at the end, and knowing that it could be an iterative process, and knowing that it could evolve over time, helped me with my thinking. What unanticipated impact did using the application have on your learning and the class dynamics? I think on the class dynamics, because it was so different for a lot of people, and none of us had ever been assessed that way. For all of us, even myself, the last time I studied was back in the Dark Ages, so I had never been assessed in this way. I'd always been assessed by a finished piece of work. So it was the unknown, how much to put in, all those sort of things, and it was, because it was much more academic than a normal blog, that was an unexpected impact, to sort of adapt and come up with a modified blog slash academic paper was interesting, but unexpected. And the second one is a very experienced individual called Peter, and listen to what he's got to say. Oops, hang on, let's go back. I think because it takes you out of comfort zone. And when you're certainly engaged in what we're engaged with, after all, we were looking at e-learning, we were looking at the impact that that has on attitudes for learnings and learning behaviors and so forth. The comfort zone is simply to end up writing an essay, very easy to do and quite mechanical to do, I'd say. I think the experience of the online thing and therefore being required to use the very tools that we were being asked to reflect and think about was extremely powerful. And even though I use those tools a lot myself in the context of me as teacher and encouraging my students to use them to actually myself have to use them as a means of reflecting and capturing and publishing and critiquing my own learning was really far more, had a far bigger impact on me than ever anticipated that it would. And as I said before, I think it also develops this sort of... I understood the language of practice and I think that's something that I think we were introduced to and came to be something that was really very, very meaningful. If you're writing about your own behavior, you're starting to use that language not just as a means of writing an essay. It becomes actually something that becomes much more ingrained into the sorts of conversations you have. We did some quick evaluations and clearly what the students valued was was the ability to actually give feedback and view, arrange views and do it. I think there were lots of opportunities, everyone, and I would like you to think about the questions you might ask me now in terms of these things. It gave me all of these possibilities of doing these, management, modeling, assessment practices, all those sorts of things. And the most important thing in Hong Kong, believe me, it's very important, is getting good teaching and course evaluations in the process. There's lots of issues. The first speaker gave you that issue is changing from a social context to an academic context. This is not something students can do easily. This is a thing that the teachers need to help and frame. That's certainly something I've learned. They don't use these things naturally. You have to actually provide the framework, the guidance and the processes for it to occur in an academic sense. Did it work? I believe it did. Will it work again? We did this over two years and it did work again. And we are very, very happy with the results. I'm supposed to stop, but hopefully I'll get a chance to answer this last slide. Thank you very much. Thank you very much, David. I think the trouble with our two speakers is they both had such interesting things to say. They just keep so much more to come. So I'll open it to questions. I'm sure you have lots for David. Thank you. Well, there's lots of things to pick up on there, David. Thank you, but almost your penultimate statement was that students don't use this naturally. And yet you've shown lots of evidence of the range of technologies they do use and their facility with all kinds of opportunities there. So what's the difference when it comes to learning technologies? Why is that so tough for them? Thank you, Diana. That's a very good question. I think moving from the social context to the academic context is a really serious issue for all of our students. And it's taking them from consumers of the environment to creators of the environment. And there's been considerable things written about that in the last few years. And I think there is a fundamental shift between having a stream of consciousness that you write for a social purpose and a set of resources that you create for a particular purpose, not just for the immediate moment of assessment, but for ways of thinking about how you actually change over time. And I think that's really, really important. And if I may take just one second, I left this last one here because this comes from a colleague that I worked with who saw what I was doing and said, well, can I do that as well? And the answer is, well, yes, you could. But what I find interesting was that once he understood the process and his role of creating the environment, mentoring that creation process, he then admitted he didn't know how to do this. He couldn't have done this screen himself, but his students could do it. And he knows how to grade it appropriately. He can set the rubrics the standards and he can do that. But he admits wholeheartedly that he actually doesn't know how to do it. But taking the skills that they've got but moving them into an academic context I think is really, really important and providing the guidance for that process to occur without too much difficulty in terms of management is a key issue. So here's a guy who really doesn't understand how his students are doing it, but he's not acting as a gatekeeper. He's not saying, well, I'm not going to do that. I'm not going to take advantage of these things just because I can't do it. He's going to let the student, he's really good at it and let the students express themselves in ways they can within a framework. Thank you. We had another question down here at the front. Just down the front. And then there's another one over here at the right. Thank you. I'm Patrick McAndrew at the Open University. I think one of the interesting things is whether this is repeatable.  But some of the excitement for the students of, to really use these tools might fade away. My son's at school and he's very fed up with having to do PowerPoint presentations that draw together his ideas. And he'd much rather just write the essay by now. And is it going to be the same? I'd much rather just do the assignment and I don't want to go off and blog and podcast because I've done it 10 times already for 10 other teachers. I think that's a valid point. And one of the advantages of living in the times we do is that technology keeps shifting and that gives us some advantages. But also, I also think that there is a need not to overuse them, as you say. And sometimes, you know, you've got to choose your moment, your direction and why you're doing it. I had some very specific purposes in mind for doing this. And I really wanted to see evidence of change over time. So what you don't see in those environments that I showed you is all the work that was done in terms of providing feedback, both from me and from the peers, because you can write on the wall and actually give that kind of process. And as my first student said, it was suddenly not about the product at the end, it was about the process of getting to the product. And I think if you can do that, then you can maintain that interest and engagement. And the students used a lot of Web 2 tools, particularly things like Bubblus and MindMeister for collaboratively mind mapping and all that sort of stuff and doing their designs. They also formed their own groups which they had control over within the Mahara environment. And I think that's a very powerful tool because it takes away this issue of me having to do it all the time and me having to manage the process and actually giving them an opportunity to be flexible and interesting. I agree with your comment, but we have to sort of keep up with trying these things. And the previous class, that's a class of 250 run by one person. It's very successful. Okay. The final question over here. Just to tell you a little bit about the University. Thank you, David. But just focusing on the podcast example that you showed us, that it was one of the most successful students for obvious demonstration purposes. But can you tell us what failure looks like? The students that aren't doing so well, is there kind of just a graceful degradation across the class population of people who are more or less getting it, but some do it better than others? Or are there actual discontinuities here where some students really struggle with something conceptual in making that shift from the social media to learning and teaching media? I can honestly say that not all the students love you for they just want to write the essay. Okay. They all produce a product. The product varies enormously and standard. If you think about the example I gave, you think about what he had to do in terms of literacies. We were using Audacity, so that's free software, so that's okay. That's pretty easy. But he used his mobile phone which he got off the mobile phone about the fake conversation. He got one of the girls in the class to play Mum, and then he incorporated it, and he got the music which he embedded himself in the process, and then he had to do the research. So the difference in terms of assessment was actually really easy from my perspective. Because, and A, the whole presentation in terms of what the students are showing you, in terms of the information they're providing, the voice they present, not just the podcast, but the actual intellectual voice, makes actually assessment very, very easy in terms of my time. And what you tend to happen is the students who are less successful simply show less levels of creativity, shorter efforts. The grammar may in fact be wrong, which is a very interesting experience. And the entire presentation process changed. And what we found was, what I found was that by over a period of time, by letting people know what was successful, what does an A look like? That in fact you shift the majority of students further up. So it brings into the whole question about norm referencing, when you're actually moving to an outcomes base and you've got criteria in referencing. So that becomes an issue for the faculty. Not for the teaching and learning, you know, to distribute your grades. But it can be done. And what you end up with is the students who are not particularly successful do rather trivial things. They can all use the tools, but they don't necessarily use them well. Okay, unfortunately we've run out of time. So I'd like to ask you to join me again in thanking David and our other speaker. Thank you.


Hello people, it's me Ginny Metherall, your local neighborhood witch. Our descent, fourth generation in my family. And here today with my video all about yule. Well actually that's a lie, it's not all about yule, it's about the yule log. The reason why I'm not doing a video solely on yule is because there's so much of it that we do anyway. The feasting, the getting together, the presence, the eating, the drinking, the overindulgence, the having a lovely time with your friends and family. This is all a yule tradition, which is Christmas. And I am not Scottish and I'm not a Wiccan, so therefore I don't really refer to it as a yule. I refer to it more as Christmas Tide. The Christians to attend festivals straight off the pagans in the old times. And I'm feeling a bit bad about calling it Christmas Tide because I'm sort of nicking it from the Christians. But as they nicked it from us, I don't think that's much of a problem. So the word yule comes from the old Norse and old English. And it just means sort of December, really. It's a period of time. It was really the Wiccan religion that made yule associated with the winter equinox on the 21st of December of this year. The winter equinox is a changeable feast due to our really rubbish Gregorian calendar which doesn't actually keep up with how the earth rotates and moves around the sun. We have to have leap years and add several seconds on. And therefore our winter solstice is a moveable feast. But in the old days, we would have said, oh yes, it's on this date. And that is the date it would have been on. Solstice is always a time for change. And my last video gave you the winds of change spell. So I'm not going to go too much into the change that you can affect on a winter solstice day. But I do want to talk about the yule log. It's an ancient tradition from the pagan. And we are going to use it as a spell to bind your family and friends together. But this spell is best done with your family and your friends. But you can do it, of course, by yourself if you're a soul practising witch. So the first thing that you need is your yule log. So I set out on a very cold and rainy, windy day to find my log. It is mine. Isn't it beautiful? Now, the yule log was always taken from an ash tree. So obviously I climbed to the top of the hill to my favorite ash tree, which stands like a sentinel overlooking the landscape of Devon and my home and village. And it should be given to you traditionally as a gift. However, you can ask the tree to give it to you as a gift. The log that I chose had fallen from the tree last summer. And so although I didn't have to ask the tree to forgive me the log, I did ask for the tree's blessing. The ash tree, of course, is highly pagan. Yggdrasil, the tree of Norse mythology, which bound earth, heaven, and hell together, was an ash tree. The yule log would be bought into your household and burned in your half for 12 days. The ashes were then taken and scattered over your land and your stock and your cattle and your family to ensure prosperity for the year. There is all sorts of associated traditions with what you did with the ashes. Some people just buried it. Some people marked their faces with it. It depends on your neck of the woods, so to speak. So I leave it up to you. What you'd like to do with the ashes of your yule log if you're going to burn it. It is the reason why we put lights on a yule log today, symbolizing bringing light into the heart of darkness. And that is a hugely important part of this festival. Now the second thing we're going to need is some holly. Holly is of course one of the first plants that you associated with this time of year. Holly is considered to have a male aspect. It's because it's got these prickly leaves and therefore it's very protective. It was used to protect cattle with its hedging in the old days so your stock was hedged with a holly bush. So it's a protective bush. The red berries are beloved and needed by the birds so it feeds and nurtures and nourishes as well. It is very much a plant of the season. This is the yule plant, is it not? Holly has a great pagan tradition. Holly water, which is where you put a piece of holly in some water, in some spring water and leave it on your windowsill to be blessed by the moon. This water was sprinkled over newborn babies to give them safety and happiness. Holly was used to keep out unwanted animals and not just animals, but the unwanted spirits that might cause you harm because they don't like the prickliness of the bush and the male energy that it forces out is an anathema to them. So it kept out unwanted, harmful spirits. But the nurturing side of holly, which is the beautiful red berries, these are very welcoming too, those nature spirits who want to get shelter from the cold and the dark of this time of year and the druids would hang it from their doorways in order to welcome those spirits in because they were helpful to us humans and not harmful. Holly was also one of the sacred druid trees. I mean, there was quite a few sacred druid trees. I think it was about eight or seven or eight of them. I'm not being a druid, I don't know, but I understand that there is a lot. And holly is one of them. So holly is one of the things we're going to use in this spell for our yule lot. Next up we need some ivy. Now ivy is a beautiful plant of the time. Ivy is native to Europe and some parts of Asia and parts of Africa. It is a really essential part of our eco-culture at this time of year, supporting as it does so many different insects, native species, moths and other nesting birds. It is in full flower and these are the flowers of ivy at the moment. They are beloved by the bees and the bugs and the birds because it gives that extra pollen which there's none around and so the insects really need ivy at this time of year. Ivy is also considered a female plant and so we're balancing out the maleness of the holly by using the femaleness of the ivy. Ivy is very pagan in its origin. In fact, ivy was very much used as part of the marriage ceremony. The bride and groom would be crowned with halos of ivy which represented the fidelity of their marriage because ivy grows by binding and weaving its way up through the trees. And in fact, the Christian faith refused to allow its early churches to have ivy bought within the confines of the church because they considered it far, far too pagan. So ivy brings love and abundance into your spells and this is the aspect that we're going to use in our spell from ivy. Ivy also welcomes in the good nature spirits and gives them safe harbor from the cold and the dark. It is the male and the female, the holly and the ivy and these two are our main parts of the spell for our Yule log. To start the spell, gather your friends and family around and all your pieces of greenery. I have got added ferns and bay leaves here and get them all to pile it on the plate so that you can add your Yule log on top. This is the first part of this spell in action. However, if it is just you on your own, that is fine because you're calling for those that you love to work with you in the future.  Decorate your Yule log with lights showing that there is light in the darkness and any other personalized items. Add other decorations to your Yule log that are meaningful to you. As you see, I've got a couple of birds and I'm going to add some more lights and in the leafing greenery, I've got some crystals and I'm going to add a couple of baubles as well because I like them. As you're happy with your design, you can then display it in the centerpiece of your home. The final part of this spell is to pour a small libation and for this, I have got some rum and as you can see, a couple of drops of rum on the top of the log will set my spell. You can use whatever is your favorite drink and this is my spell for happiness and harmony at Yule. I do hope you enjoyed this video. Please do give me a thumbs up and a subscribe if you liked it. I'm going to take a couple of weeks off so I will be seeing you in the new year of 2021 for my next video.


Everybody forced tier-ripping 2022 boom and inception baseball eight bucks half case number 37 Random team style check the results anytime late in sports cards. Let's go ahead and get started It'll show up whenever we're like talking or something. You know, I mean like yeah, it's the bike will all start capturing things Thank you. Look at the Princeton up by double dates. Oh Sabin a yogi Good luck everybody Not gonna recap this one guys. It's gonna be a quick break And we're gonna fall a little behind if we do that Let's be a quick one Think I can open the pack Start off the blue foil for the blue J's Martin Jimenez 7 of 99 J's on the board first with the Parallel there braves auto Spencer Schwellenbach 279 of 399 and Primordial prospect auto for the raise Curtis mead 4 of 75 Drop to yogi won't Princeton. I'll go for every lower lower lower seat for the rest of her Blue foil Padres James Wood 56 of 99 A's auto Ryan Q sick 181 of 399 Nice hit here for the Guardians of George Valera Pusher foil auto 17 of 75 Yeah, we have March Madness on for another a few minutes here and then it's and then it's World Baseball Classic time Gold foil Royce marking ton up for the Nationals 2 of 50 You should foil auto you Hendrick P Nung go to 75 the Cubs Solid Penang go there And a Tigers base auto Isaac Pacheco 29 of 250 You should foil Phillies. You also are Garcia to 75 Let's go Princeton You should foil auto or blue foil. Oh, excuse me 4399 Giants Ryan Reckley and Orioles base. I'll tell her nays to 250 Come on big card blue foil Jordan Lawler nice one D backs to 99. Oh UK legend Harry Ford silver signing 16 of 100 Mariners Harry Ford Sir Harry Ford You know Mariners very nice card there in a dual Jersey auto red Sox Marcello Meyer 176 at 200 Great box there congrats red Sox But die-ass with Boston Salute. Yeah, I'm not smart. I don't know orange foil Rockies Benny Montgomery to 25 18 to 25 Reds base auto Jay Allen to 250 Nice Allen and a gold primordial prospect auto Orioles Colton Couser 30 out of 50 Pascal box has been awesome Colton Couser to 50 30 of 50 Thank You Shane makes me feel better Gold foil one been showed to 50 for the Cardinals Blue foil auto nice Mets hit here Simon won 93 of 99 who falls tiny auto and Jewel Jersey auto for the twins Brian Acuna 151 of 200 go to Jersey autos last box of the break Blue foil George Valera guardians number to 99 You should foil Cardinals auto Michael McGreevy to 75 and Going to Washington at blue foil primordial prospects auto Christian Buccaro 28 of 75 Hey, last few boxes were very good Alvin with the NAS Congrats Alvin. Thanks again everybody for joining We are moving on to another Roman inception


Now, I realize we're just meeting for the first time and we're just getting acquainted. So I'm gonna ask you to trust me. I want you guys to try a mind-body connection exercise right now that I've done with the best basketball players on the planet.  I'm gonna give you very basic instructions for a very basic task. I want you to take your left hand and I want you to put it on your nose.  And if you feel foolish, it's okay. You should see what you look like from up here. When I say go, I want you to clap your hands twice and as quickly as you can make the mirror image of that. You'll end up with your right hand on your nose and your left hand on your right ear. I wanna see who the fastest person is in this room. Basic instructions, basic task. As you can see, just because something is basic in premise doesn't mean that it's easy to execute. Doesn't mean that it's easy to implement. Doesn't mean that it's easy to do.


Hi, my name is Maggie Takuta-Hall, I'm the author of the book Love in the Library, which is illustrated by the extraordinarily talented Yazima Mora. It's the true story of how my grandparents, Tama and George, met in a Japanese incarceration camp during World War II. Tama was the camp librarian and every day George would come in and check out huge stacks of books he had no intention of reading so that he could come flirt with her. This is a story about love and romance, but it's also a story about the ugliness in which that love came forth. They met while incarcerated in Minidoka along with 120,000 other Japanese Americans who were wrongfully imprisoned during World War II. I hope that this book is useful to you as you start having kind of more complicated discussions with your kids about America and our history with race. And I also hope that it's a useful book for you just for understanding love. It's available in all the San Francisco Public Library locations and I hope that you check it out there. Thanks so much.


I'm Sandy, one of the assisted living buildings, the windows blew out in the area and the elderly were staying in a middle school nearby and I volunteered with them overnight with some of my friends and that's when I kind of had the inspiration to be a nurse. I also knew my mom was a nurse and she worked very hard and that she really cares for people and that was another piece of the puzzle. I was very proud of her because whatever she does she does really well so I knew she would be good as a nurse and she would be amazing to the people she takes care of. She works very hard or whatever she does and to see that her work is so successful. I'm proud of her for doing a good job. My mom is my hero. She takes care of everybody like the best she can. She does everything she can for everyone in our life and it makes sense that it's part of our career and part of our livelihood.


Hello, and welcome to this presentation of the STM32F7 power controller. It covers efficient power management and all STM32F7 power modes. The STM32F7 has several key features related to power management. Efficient dynamic consumption with free running clocks gating when needed. This allows us to go down to 425 microamps per megahertz, executing from flash memory. Independent power supplies allowing us to reduce MCU power consumption while some peripherals are supplied at higher voltages. And a battery backup domain called VBAT including the RTC and certain backup registers. The STM32F7 has several power supplies. The main power supply is VDD and supplies almost all the IOs except those mapped on dedicated supplies. In addition, VDD supplies the standby circuitry which includes the wake-up logic and independent watchdog. VDD supplies voltage regulators which provide the V-core supply. V-core supplies most of the digital peripherals and the SRAMs. The flash memory is supplied by both V-core and VDD. V-cap 1 and V-cap 2 pins have to be connected to external capacitors in regulator on mode. The exact value is specified in the data sheet. In regulator bypass mode the V-core supply can be provided externally on V-cap 1 and V-cap 2 pins. The value for the V-core is specified in the data sheet. The V-cap DSI pin has to be connected to external capacitors when the DSI regulator is available. The exact value is specified in the data sheet. Internal regulators providing V-core can also be bypassed and a 1.2 volt supply is provided by the V-cap pin in regulator off mode. Regulator on off mode is only available on packages with a bypass reg pin. STM32F7 microcontrollers feature several independent supplies for peripherals. VDDA for the analog peripherals, device PLLs and internal reset block. VDD and VDDA must be connected to the same source. VDDUSB for the USB transceiver. VDDSDMMC supplies 6 IOs used for SD card communication, SDMMC 2 clock, command and 4 data pins. The VDDDSI pin provides the DSI peripheral voltage supply. The VDDSDMMC and the VDDDSI pins are available only on some STM32F7 devices. The VRAF positive pin provides the reference voltage to the analog to digital and digital to analog converters. A backup battery can be connected to the VBAT pin to supply the backup domain. The main power supply VDD ensures full feature operation in all power modes from 1.7 up to 3.6 volts, allowing the microcontroller to be supplied by an external 1.8 volt regulator. Device functionality is guaranteed down to 1.7 volts when the internal reset is off. The analog power supply VDDA must be connected to VDD. When the analog to digital converter is used, VDDA voltage has an impact on its performance. VDDA must be greater than 2.4 volts for maximum ADC performance. The USB power supply or VDDUSB can be connected to any voltage other than VDD. When the USB is used, VDDUSB must be greater than 3 volts. GPIO pins PA11, PA12, PB14 and PB15 are supplied by VDDUSB. Six IOs corresponding to PF9 to PG12, PD6 and PD7 are supplied by VDDSDMMC independently from VDD. Several functions are available on these IOs, SDMMC2 in 4-bit mode, SP1 and I2S1. VDDSDMMC is available starting with packages that have at least 144 pins. A backup domain is supplied by VBAT, which must be greater than 1.65 volts. The backup domain contains the RTC, the 32.768 kHz LSE external oscillator and the 128-byte backup registers. VDDSDMMC is available only on some STM32F7 devices. It allows several IOs and functions, SDMMC2 in 4-bit mode, SPI1 or I2S1 to be used independently from VDD. IOs corresponding to PA11, PA12, PB14 and PB15 are supplied by VDDUSB independently from VDD. VDDUSB is used mainly as a USB transceiver supply when VDD is below 3 volts. Several functions are available on these IOs, USART1, USART4, SPI2 or I2S2. VDDDSI is available only on some STM32F7 packages embedding the DSI host peripheral. The VDDDSI pin provides the DSI host peripheral with a voltage supply ranging from 1.7 up to 3.6 volts. VCAPDSI is the DSI voltage regulator external capacitor. VDD12DSI is for the MIPI-DSI-PHY supply. Typical input voltage is 1.2 volts. The STM32F7 has an integrated POR-PDR circuitry that allows proper operation starting from 1.8 volts. The device remains in reset mode when VDD-VDDA is below a specified threshold without the need for an external reset circuit. The hysteresis between power-on threshold and power-off threshold is 40 millivolts. After reaching power-on threshold for VDDA and VDD power supplies, the reset line is still kept low for a temporization time and then the reset line is released. The embedded internal reset controller monitors the VDD supply to detect if the supply is present or not and releases the reset signal when the supplied power reaches the threshold of 1.8 volts. The internal reset controller can be disabled by connecting the PDR-ON pin to VSS. When disabled, it allows STM32 microcontrollers to operate down to 1.7 volts.  In addition to power-on reset functionality, there is also a user-configurable brownout reset or BOR unit, which keeps the device under reset until the supply voltage reaches the specified VBOR threshold. BOR levels are configurable by option bytes. BOR off, BOR low, default, BOR medium, and BOR high. VBOR is configured through device option bytes. By default, BOR is off. Three programmable VBOR threshold levels can be selected. BOR level 3 or VBOR 3, brownout threshold level 3, BOR level 2 or VBOR 2, brownout threshold level 2, and BOR level 1 or VBOR 1, brownout threshold level 1. For full details about BOR characteristics, refer to the electrical characteristics section in the device data sheet. This function is useful in applications where several devices have different operational voltage ranges. Depending on the BOR level, the F7 microcontroller will not start until VDD voltage reaches the operational range of all connected devices. The Programmable Voltage Detector or PVD is used to monitor the VDD power supply by comparing it to a threshold selected by software. An interrupt can be generated when VDD drops below the PVD threshold and or when VDD rises above the PVD threshold. PVD is internally connected to EXT I-Line 16. Depending on the STM32F7 device, PVD interrupt can be connected to break input of Timer 1 or Timer 8 to put the timer's output signal in a safe configuration. This table describes the regulator on-off and internal reset on-off availability per package. For a list of available packages per STM32F7 line, please refer to the data sheet. Two embedded linear voltage regulators supply all the digital circuitries except for the standby circuitry and the backup domain. The regulator output voltage or V-Core can be programmed by software to three different values depending on the performance and the power consumption requirements. This is called dynamic voltage scaling. Depending on the application mode, V-Core is provided either by the main voltage regulator for run, sleep and stop modes or by the low power regulator for stop mode to optimize power consumption. The regulators are off in standby mode. SRAMs and peripherals are powered down in standby. They must be re-initialized after exiting from this mode. The backup domain contains essentially the following blocks. The RTC unit and 128 bytes of RTC backup registers. 4 kilobytes of backup SRAM. The LSE oscillator. PC13 to PC15 IOs plus PI8 IO when available. To retain the content of these blocks when VDD is turned off, the V-BAT pin can be connected to an optional battery providing a standby voltage supply. The switch to the V-BAT supply is controlled by the power down reset embedded in the reset block. After reset, the backup domain, RTC registers, RTC backup register and backup SRAM is protected against possible unwanted write accesses. Voltage scaling and overdrive mode offer flexibility between required performance and consumption. Overdrive mode allows the CPU and Core logic to operate at higher frequencies than the normal mode for a given voltage scaling. In run mode, three voltage scaling modes are available. Voltage scale one is the high performance range, allowing a system clock up to 180 MHz. 216 MHz is possible with overdrive. Voltage scale two is the medium performance range, allowing a system clock up to 168 MHz. 180 MHz is possible with overdrive. Voltage scale three is low performance and low power range that allows a system clock up to 144 MHz. Sleep mode allows all peripherals to be used and features the fastest wake up time. In this mode, the CPU is stopped and each peripheral clock can be configured by software to be gated on or off during the sleep mode. This mode is entered by executing the assembler instruction, wait for interrupt or wait for event. Depending on the sleep on exit bit configuration in the Cortex-M7 system control register, the MCU enters sleep mode as soon as the instruction is executed or as soon as it exits the lowest priority interrupt subroutine. This last configuration saves time and reduces consumption by eliminating the need to pop and push the stack. STM32F7 devices feature stop mode with different configurations to reduce leakage. Stop is the lowest power mode with full retention and only a 15 microsecond wake up time to run mode on HSI clock. The contents of SRAMs and all peripheral registers are preserved in stop mode. All high speed clocks are stopped. The 32.768 kHz external oscillator and 32 kHz internal oscillator can be enabled. Some peripherals can be active RTC and LP TIM. All EXT I-Lines can wake up from stop mode. Wake up time depends on the power regulator and flash memory configuration. It can be in the range of 15 up to 120 microseconds. The system clock on wake up is the internal high speed oscillator running at 16 MHz.  Standby mode is the lowest power mode in which the 128-byte backup registers and 4 kilobyte backup SRAM are retained. The voltage regulator is in power down mode and the SRAMs and the peripheral registers are lost. As the V-Core domain is powered off, the ultra low power brownout reset is always on to ensure a safe reset regardless of the VDD slope. I-Os are in high impedance state during standby mode. Six wake up pins are available to wake up the device from standby mode. The polarity of each wake up pin is configurable. The wake up from standby generates a system reset. Wake up time is 313 microseconds but the software initialization and configuration have to be taken into account as well. The backup domain allows us to keep the RTC functional and to preserve the backup registers in case the VDD supply is down, thanks to a backup battery connected to the VBAT pin. The backup domain contains the RTC clocked by the low speed external oscillator at 32.768 kHz. Two tamper pins are functional in VBAT mode and erase the 128-byte backup registers also included in the VBAT domain in case of intrusion detection. The backup domain also contains the RTC configuration register. In case VDD drops below a certain threshold, the backup domain power supply automatically switches to VBAT. When VDD is back to normal, the backup domain power supply automatically switches back to VDD. This slide illustrates typical power consumption figures for the STM32F7 series. Typical value measurement conditions are room temperature, 25 degrees Celsius and VDD equals 3.3 volts. Dynamic run mode consumption is in the range of 425 microamps per megahertz while running core mark code from flash memory at maximum frequency. Stop low power mode with full retention for peripheral configuration and SRAMs is in the range of 130 microamps. For more details you can refer to the datasheet. Two bits are available in the flash option bytes to prohibit entering a given low power mode. When cleared, these option bits trigger a reset when entering either standby or stop modes. This is a security feature used to reduce the impact of unintentional entry into these low power modes. In case these low power modes are not used in user code, the option should be enabled. Three bits are available in the debug control register in order to allow debugging in sleep, stop and standby modes. When the related bit is set, the regulator is kept on in standby mode and the HCLK and FCLK clocks remain on to keep the debugger active. This maintains the connection with the debugger during the low power modes and continues debugging after wake up. Remember to clear these bits when the MCU is not under debug because the consumption is higher in those low power modes when these bits are set due to the fact they force the clocks and the regulators to remain enabled.


You probably know how to find the refracted ray using Snell's law. When you plug in your index of refraction, you measure your first angle, then use your calculator to measure or to find the second angle, and then you just draw it. But there is a way to play it much faster and without even using a calculator. So in this method what you have to do first is you have to draw two circles with the radius proportional to the index of refraction. So here I had an index of refraction and one, and about three times bigger an index of refraction and two. Now all you have to do is continue your incoming ray until it hits the angle of refraction or the circle of the index of refraction that you are coming from, in this case N1, and then make a parallel line and connect this to the circle of the second index of refraction and you have found your refracted ray. Now you might wonder why is this working or how comes this is working and the answer is the following. If I have my angle T1 here, then I have my angle T1 here. The angle of T1 sign of it times N1 is this line here. So I have N1 times T1 is my green line. Now what we have here, here I have my second radius which is my N2 times sign of T2 gives me this distance here and those two distances I made them equal so basically I have just genetically solved. I can also use this if I want to go from the higher index to the lower index. So same thing, let's say I have a ray coming up like this. All I need to do is continue until I hit the index of refraction coming from making a parallel line to the normal down. Look at the intersection here and here is my refracted ray. Also I can very easily find the critical angle. The critical angle happens when this parallel line comes down it's not hitting my lower index of refraction anymore. So to find the critical incoming angle all I go to the most extreme end here my lower index of refraction. I connect like this and here the red one was my critical angle which will be refracted along the surface. Here I have my critical angle and that's how we do this without even opening up a calculator and I'm sure it's much faster than doing it with a calculator.


This right here is a $5,000 trading card box. It contains only eight cards. And it could include rookie autos like Brock Purdy, Garrett Wilson, or Chris Olave. And not only will we use this box to build our Madden team, but I'll be giving away every single card that we pull here today. I'm giving you guys the super zoomed out look. But I want you to see as we open these incredible cards. So this is Panini's 2022 National Treasures. And thanks to what not, the sponsor of today's video, they've hooked me up with this and so many more cards to give away. On top of that, I'll be giving away this Justin Fields, Trey Lapdance, Mac Jones, and my personal favorite, the Micah Parsons. I'll be giving away all these cards live on what not, Thursday, August 24th at 6 p.m. Eastern. There's a link at the top of the description to download what not. If you're not familiar, it's kind of like eBay and Twitch. Streamers can go live and host auctions where you can sell things like trading cards, sneakers, collectibles, jerseys, pretty much anything. And I want your guys first experience on what not to be incredible. So join, I'll be giving away everything here and Xbox Series X, it's gonna be a blast. But let's hop in gentlemen. The dream card for me to pull is Brock Purdy. I've officially broken the seal.  All right, I'm not sure how this box is laid out. I don't know if it's just an eight stack right on the top. Oh, it 100% is. That right there, ladies and gentlemen, is $5,000 that we're giving away. Our very first player. Oh, oh my God. Oh my God, our very first players, Tariq Wollin. Our very first pull of the opening is a rookie Tariq Wollin, but an awesome rookie to get at the start. Treasure rookies, no auto, no patch. 87 of 99 Tariq Wollin. Our next card is, I'm gonna let you guys see it first. The next card we pull is that Mark Andrews? A 28 of 49 national treasures. What a beautiful card. Raven's fans and Seahawks fans. I better see you guys at the What In Our Livestream. This one is a thick boy. I'm gonna take a look at it first. Eight of 10. Jersey, Deandre Swift, and he just got traded. I get a Lions player, I get these Swift. Yo, and it's actually got, you can see it in the jersey. That's where it actually says Lions on the jersey. I wonder if that increases the value or rarity of this card at all, but wow, what a, just what a beauty right here. The next player we get. I'll let you guys see it first. Is that Austin Eckler? Who is that? Ooh, Century Materials. Keenan Allen, 45 of 49, with a little circle of the jersey right there. I'll make sure you guys can see that nice and clean. Chargers, Keenan, dude, we're building a nice Madden squad too. This is a squad we're building. Here we got Mark Andrews at tight end. Keenan Allen at wide receiver. Tariq Wollin at DB. DeSwift at half back. What do we got? What colors do we see here? Yo, oh my God. That's beautiful. Bengals at first I thought it was Jamar Chase. I'm not gonna lie, I was gonna bust, but A, I don't mind T Higgins. 12 of 49 T Higgins with a massive chunk of that jersey on there. Look at that.  I was worried that we were not gonna build a squad like this. What do we got here? Yo, that's so dope. The Justin Fields in there? Sunday Treasures, Justin Fields. 45 of 99, big chunk of the Bears Navy jersey right there. That's so good. That could be a nice one too, dude. I think Justin Fields is gearing up to have one hell of a season. We're building an army over here. All right, well it looks like Justin Fields. Justin Fields is our quarterback no matter what right now. Coming down to the end here, boys. Oh wait, I grabbed two.   Oh my God, look who it is. George Carl Laptis. Our first rookie auto. Sorry if I'm shaking a little bit here, boys.  That is George Carl Laptis. Rookie auto, do I have Parkinson's? I swear I might. Good God, don't let me do surgery. George Carl Laptis, five of 49 with the auto on there. This might be my favorite one so far. That's a nice rookie to get. All right, George Carl Laptis right there. Next up, ooh, ooh, a 20 of 99 lasting legacies. Autographed Chris Long. I did not realize that that could even be in this box. We get a 2010's Chris Long. It's our seventh card right here. Oh so I apologize, boys. I completely miscounted. I thought there were only eight cards in this, but there's 10 because that is eight that we pulled already. Tariq Willen and the seven that we've got right here. And I've got one more. I've got two more. I've got two more right here. Oh boy. The very first one, oh, oh my God.  I thought that was like McCaffrey or Devo. I don't know about this one. This might be our first big whiff. It's such a nice card. It is a rookie patch auto. And that auto is not stickered on. That auto is legitimately indented on the card. It's Tyrian Davis Price. I don't know, man. He's on the Niners.  You're competing with some monsters here. Beautiful card. Niners fans. This one might be pretty much exclusively for you guys though, unless he decides to have a massive breakout year. This just becomes the best pull in the box. Tyrian Davis Price. Cross over rookie patch autographs. I'm gonna let you guys see it one more time. And that leaves one final card. And this final card I've already noticed is actually, I don't know if you can tell behind here, but that's a redemption card. I don't know if you guys are familiar, but sometimes the rookie player in question is not available to sign. So they give you basically an IOU. It's usually really good news because if a rookie is not available to sign, they're probably a highly touted rookie. So that tells me this is probably not Brock Purdy. I think Brock Purdy would have been available to sign, but I think this might be one of the water receivers. I think this could be an Olavi or a Garrett Wilson or it could be a Kenny Pickett, I guess. Our final card of the opening and once again, boys, we will be giving this away. It's a 2022 playoff national treasures, rookie first edition signatures booklet. Get him out of here! Oh my God. Oh my God.    So the way it works is, whoever wins this on the live stream, you just gotta scratch that off. You redeem me at Panini and Panini sends it to your house.  Wait a minute. I need to look up what that looks like. Rookie first edition signatures booklet.   I'm looking at a Zach Wilson right now like a Zach Wilson booklet. It's insane. So that's what this Garrett Wilson's gonna look like except it's Garrett Wilson. Oh my God. The Zach Wilson is selling for $1,000, which is hilarious because Garrett Wilson, oh. Dude, this, oh my God. So, highlight. No question, Garrett Wilson. Our very first poll was to wreak woolen, which is also an awesome, awesome poll. We got this really cool Sunday ticket DeAndre Swift, Big Mark Andrews, Keenan Allen, George Carlaftis. Dude, that Garrett Wilson just made that unbelievable. We got this Justin Fields as well. T. Higgins. Of course, we got Tyrone Davis Price. Well, let's build this lineup. I gotta switch my camera back, bros. Weird me out. All right, boys. The squad has assembled Justin Fields at quarterback. We've got Garrett Wilson, Keenan Allen, and T. Higgins, some insane wide receivers, and Mark Andrews, 85 overall tight end. So, receivers are amazing. Justin Fields has got a lot of talent to throw to. And then on defense, we've got Tariq Wollin. I am giving away a Micah Parsons, so I threw Micah Parsons in two. We've got George Carlaftis. And that's it for defense. We'll be playing the house rules that has 20 yard first downs. Dre Greenlaw's the user. Does he want the check down? He wants nothing. He wants an intentional grounding. Second and 35. Oh no, I was just about to say, and Joko looks a little open to Rik Wollin.  He might go for the same thing, but I'm on it this time. Yup, let's go. I gotta go guard the halfback here. I think he's gonna try and throw a halfback. I got everything covered here. Maybe, maybe everything. No, no. That was, yeah, that was a bummer. You win in this mode by leading by 21. Looks like man coverage to me. Step up, Justin Fields. Beat the running back allegations. That's not how you beat the running back allegations. Let's just throw underneath. It's man coverage. Kaderius Tony's great at beating that. Big gain right there. I like this. I like this down to the running back. Can we get a move? No, sir. Great open field tackle. I'm gonna try the read option. Oh no, he's set. No. I saw his user bite. Oh my God, do I catch him though?  I'm so proud of him. Yo, is this MNG? First of all, the goat of Madden. He's gonna go with a pitch and get suplexed on the 10. I gotta go on the halfback here. I'm joking, it's a touchdown.   All right, quick L in the first game. Turns out if you lead by 14, you win. So once he scored there, it was GGs. Let's take advantage of everything Garrett Wilson offers us.  Let's just send him, oh my God, that's actually. What a laser! Oh my God, the laser beam. Why was that so nasty? Justin Fields is gonna step up, go buddy. Go, no! Guys, I held X to dive, I held X to dive. Darn it, I had to cross a lot of scrimmage first. I didn't time that up all too well.  I am bad today. TJ Watt coming off the edge, I got Drake Greenlaw here. Okay, great, don't do this over there, don't do this, kill him, P.J. Oh yeah, we're on today now. Now we're on, boys. I'm gonna send Kaderis Tony to the end zone. I, please, it's a hard throw to make. Second and 20, little play action here. A clears, X clears, lot of open stuff. He missed this, Garrett Wilson into the end zone.  I gotta win by, I gotta be leading by 14 to end it. T Higgins on that round. If not T Higgins, we could take Garrett Wilson, right? T Higgins, get off it, T, get off it, T! Single coverage, T Higgins, that was my guy. I thought he'd have it. You know what, he doesn't want the smoke anyway. It didn't matter. First and 20, I'm gonna shoot a nuke out of a cannon to Garrett Wilson for the opening play.  That wasn't catchable by anybody, all right. Second and 20, ooh, that's sketchy. If this is zone, I can hit Garrett Wilson. Okay, I guess, I know it wouldn't have changed much, but how did you drop that? Let's figure it out. I'm going Garrett Wilson. Oh my God, he's there, where's that ball? Who are you throwing?  Josh Allen takes over. Randy Gregory with a big hit. All right, we're all right, we're all right. He's got this little escape route out of the tight end. It is sort of open. I don't think he'll take it, oh my God, Josh Allen can hit that. Good defense, but you're so close. I'm there, no, no way. Oh my God, not only was that right on top of him, but I could have just made the tackle. We gotta come back in with this one. That's a great start, that's a great start. First and 20, let's take it. Dude, he literally has now missed five straight. All right, let's see if he can throw this check down to Kenneth Walker. Here we go, check down to Kenneth Walker, let's go. Nice move, oh, I thought he'd switch over. Hey, he finally completed a pass, it's third and 10. Right here, right in the middle is Garrett Wilson, but the user's too close, it's fourth and three. Yes, right over the middle, there you go, Kaderi's Tony, he got it, he got it, he got it. I'm gonna send Kaderi's D.P. Oh my God, do I confirm this? This is the grossest, most yuckiest game I've ever played. Maybe I just run the ball. Trayvon Walker, oh, Greenlaw, that's a play action. Let's go!  He's got nothing! I'm on three, I got three full in here, I'm on three. I like that, I like that! Jalen Petrie's got it, Jalen Petrie! Let's go, let's hit Garrett Wilson, he should clear. Hold your blocks, okay, we can hit that too.  Good play here, yes, use the, oh yes, roll.  It's too sneaky, sneak, sneak, sneak, let's go! I really could've just like ran the clock out to win the game, it's just kind of greedy, but I'm also gonna do the fake field goal kicker flip pass. I think he knows. Oh wait, I gotta get the playmaker? Get the playmaker, laser! Nobody can throw, not Justin Fields, not my kicker. I don't really expect my kicker to be able to throw, but damn, come on buddy, we just can't let him score now. Get there! Oh, Watt got close, wait a minute, we need a big hit. Hoot up, hoot up! We're blitzing again, Gregory get home, Gregory get home, nobody's getting home, he gets the pass off! Here we go boys, big time. I'm three, I'm three, he's going to three.  Somebody's gotta get to the QB, man. TJ Watt, go, TJ. TJ Watt! That might be ball game, he has no time outs!  Everybody get back! I see it, yes, yes! That was such a big sack. Oh, TJ Watt, the game saver. All right boys, I'm gonna close it out right there, I hope you guys enjoyed, hey, don't forget to tune into that live stream Thursday, August 24th, 6 p.m. Eastern, it's gonna be amazing, I can't wait to see you guys there. I'll see you in the next video, peace!


All right, that's a nice fun way to introduce something. What do you think it is we're looking at? volume and Yeah, so remembering that Volume is the space a container takes up and what is the capacity of that particular shape Jono That's right. So we've got those two things the volume is itself and the capacity is what goes into it How much it can take? Yes Lucy? Volume is the whole container everything that it has and capacity is what can go into it All right, so that cat was showing you that there are certain things it can fit into and There are other things that surprisingly it could fit into but not completely very satisfactorily So what we're going to do today is we're going to discuss the activity that we did a little while ago with Regarding to creating our square-based pyramid and trying to find the biggest that we could make What were some of the things that we remember from that task that were really important when it came to creating this particular? Shape Right being really conscious of our measurements and keeping them even what happened when that didn't happen Matilda That's right. You had your triangles We're way too small and if they didn't meet so therefore you didn't actually make the three-dimensional shape that you were required to do Great Lucy That's right. First time we went to go and make it what happened. We had nothing to stick it together with we forgot to do tabs So remember to do our tabs to make sure that that thing can stick to the sides that it's going to require I don't That's right, so make sure that the dimensions you choose for the shape that you're going to be making are Going to be practical because if you think about the task if we look at the task What are the things that it says it must have? So Jack the dot points the first lot of dot points Be constructed within the constraints of the dimensions of the A3 cardboard No other card is to be used the robust enough to be filled with sand rice All right, so if it's not able to be completely closed. It's not going to work because all the rice will fall out So we need to keep those things in mind So what sorts of equipment do you think we're going to need to create our new shape which happens to be the cylinder and What I would like you to make sure is when we go through when you fill out the sheet that you know So let's look at the second part of the task, which is the actual planning stage. You're going to be working with your partner Discussing those sorts of things and you're going to need to make sure that the dimensions that you are using are recorded because We are going to test them with the sand But the most important thing is we're going to mathematically work out which shape is The one that can hold the most rice so that has the greatest capacity Terrible Okay But then we so because measure how long that is 29.4 29.4 29.5


Welcome to the screencast where we're going to reveal just exactly how the fairy tale about the traveler and the gnome-infested staircase relates to mathematics. We'll get to that in a minute, but let's recap the moral of the story first. The traveler was able to climb as high as he wanted on that stairwell as long as he could do two things. First of all, he had to be able to get on the first step of the staircase. And then secondly, assuming he had made it up to a particular step, he had to be able to show he could get to the next step. Those two items are enough to get on to any step of the staircase, because if he can get on the first step, then because he knows how to get from any step to the next one, he can then go to the second step. But if he's made it to the second step, he can get to the third step, because again, he knows how to get from any step to the next one. From there, he can get to the fourth, then the fifth, and so on. In other words, there is no step that he cannot get to eventually. Now let's see what this story has to do with math by looking at a new proposition. The proposition says that for all positive integers n, the sum 1 plus 2 to the first power, plus 2 to the second, plus 2 to the third, and so on, all the way up to 2 to the nth, is equal to 2 to the n plus 1 minus 1. So in other words, if you take the sum of 1 plus a bunch of powers of 2 in sequence, you get the next power of 2 minus 1. Let's play with this problem for a bit to get a handle on it. Let's try the smallest possible value of n, which is 1, and check the left-hand side, and then check the right-hand side, and see if they're really equal to each other. Now on the left, if I set n equal to 1, I get 1 plus 2 to the first, which is 3. On the right, if I set n equal to 1, I get 2 to the 1 plus 1 minus 1. That's 2 squared minus 1, which is 4 minus 1, and that's 3. So those two sides are equal, so the equation holds in that particular case. Now if we try another value of n, say n equals 5, then on the left, I get 1 plus 2 to the first, plus 2 to the second, plus 2 to the third, plus 2 to the fourth, plus 2 to the fifth. And that is if you raise the powers out, that would be 1 plus 2, plus 4, plus 8, plus 16, plus 32, and that adds up to 63. On the right-hand side of the equation, if I set n equal to 5, I'd have 2 to the sixth power minus 1. That's equal to 64 minus 1, which is 63. So the equation holds again. So the proposition is true in at least two values of n, n equals 1 and n equals 5. Those examples, of course, don't constitute a proof, but they do help us understand that the proposition at least seems true. And maybe there's just the tiniest bit of information about how to prove that proposition in those examples as well. Before we get into a proof, let's point out one thing here. The equation we are trying to prove here is actually a predicate or an open sentence that is being quantified. So remember that a predicate or an open sentence is a sentence that is almost a statement, except we would need information about a variable to determine whether it's true or false. Let p of n be the predicate 1 plus 2 to the first, plus 2 to the second, and so on up to 2 to the nth equals 2 to the n plus 1 minus 1. This is the statement we're trying to prove true for all positive integers. It's a predicate. Is the equation true? Well, it depends, it seems. We know that the predicate is true for n equals 1 because we did an example. So we'd say p of 1 is true. We also know that it's true for n equal to 5, so we'd say p of 5 is true. What the proposition is really saying is that this predicate p of n is true for all positive integers n. Or in other words, we have a predicate and we claim that the truth set for that predicate is the set of all positive integers. So we're now going to present a completely new line of proof argumentation for just such situations. These are situations where we have a predicate to prove and we want to prove that this predicate is true for all positive integers. The proof technique is called mathematical induction. The proof technique proceeds in two steps and I want you to think about where you've maybe seen these steps before. So to begin with, suppose that we want to prove that the predicate p of n is true for all positive integers n. Then to prove it, we're going to do two things. First of all, we're going to prove that p of 1 is true. That's just an example. And then we're going to move on and prove that for an arbitrary positive integer k, if p of k is true, then p of k plus 1 is true. If we can do those two things, then p of n is true for all positive integers. So this is just the story of the magic staircase in math form. Remember in the story, if the traveler could get onto the first step and then show how to get from one step to the next, there was no limit to how high he can go. Likewise for us, mathematical induction is saying that if we can show that the predicate we want to prove is true at this first step when n is equal to 1. And then prove that if I can make it up to a step labeled k, then I can go to the next step labeled k plus 1. Then there is no limit to the values of n for which p of n is true. And that's another way of saying that p of n is true for all positive integers m. So this is quite different from the previous methods of proof that we've seen. So we'll have to instantiate this method several times before it begins to sink in. In the next screencast, we're going to begin this and earn us by proving the proposition that we've set forth in this screencast using mathematical induction. So stay tuned.


How are you Jimmy? Let me be the last to tell you and all the other dads happy Father's Day Father's Day Wednesday Leslie celebrated I'm doing well. I'm doing well.  Today's the first day of summer. It's the first day of summer Zack. Just let us know Zack's kind of like you know how do you ever watch tell-it-tubbies and the Sun was like a real person That's kind of like Zach. I have him as the groundhog the summer groundhog. Okay. He lets us know He lets us know when summer's here. You tell me about the sports James We crowned a champion your Golden State Warriors your Bay Area guy the champion. We Are the champions Jack make the frog talk And it's their fourth title. They're like a dynasty.  They're playing hockey and stuff whatever go out Really, I'm a lightning guy. I know Jimmy what was this almost a breakdown you're telling about you're on the train talking loudly on your phone Jake You're gonna love this. Yeah, it was the quiet car people weren't happy But the devils are jumping over babies again in Spain after a two-year hiatus the festival is back check out this video as people lie They're babies with born within 12 months on mattresses and a man dressed as a devil jumps over them this is a celebration in The celebration of El Colacho a mythical figure that represents the devil and what he does is he runs into town He chases the teenagers with a whip and then jumps over the babies which cleanses them of their original sin I didn't have this happen to me. I just had water poured over my head by an old bald like crazy man Honestly not that far off if you really think about it, but yeah, it's it's one of those things It's it's kind of a tough watch when you actually see someone jumping over a baby It feels a little unnecessary that's older like probably closer to the 10-month range not excited about it crying And the mom is like stay back down We're cleansing your original sin and the reason we're telling this story is we feel bad for the two years of babies That weren't allowed to do this.  Oh And if you want to bet on which baby Got jumped over the most you probably do that Draft Kings Draft Kings Astrix Astrix probably not asterisk probably not you can bet on other stuff like more sports gym where your guy Ricky lightfoot becomes the first human in 15 years name to win man versus horse race three two one 8.1. Yeah, this is a nomative Determinism to a tee your favorite Ricky lightfoot Would become a champion racer had no options obviously. He's a trail runner. I don't understand this He beat the horses. It's an epic 22.5. I might have read the epic part. I guess I don't truly believe that It's a 22.5 mile challenge. I guess what else is funny like Ricky didn't know he won when he crossed the finish line Ricky says he was awake for 29 hours before the race and had arrived and where I was just two hours ahead of the race So that's cheating and we haven't really engaged in this too much Recently in our weekly dump, but he is at Ricky lightfoot. So maybe tweeted him like Great job great job. Loved you on the weekly dump. Love John. Yeah, I really thought yeah at Ricky lightfoot also Had the horses loose. I don't know how they do with distance do courses have to like relax I don't know. I've only seen Hidalgo got a stop referencing Hidalgo. It's a good movie Jim. This not sports Again, you call me on the train your screen Alberta Canada Calgary so they needed a jury and I guess this is a rule that they don't do a lot but the sheriff went into the food court of the mall and Just subpoenaed people I guess to become jurors in a case And they had to leave the mall or be arrested and then be a jury what I'm concerned about in this story is that I thought juries were supposed to be a Lot of different people that represent the community Everybody that eats lunch at the malls of the same ilk night daytime mall lunches I can't have a whole jury be all daytime male above mall lunches Cuz that's not my brethren. I'm not doing that. You're right The jury was originally created to get a mass consumption of the people but like Jury duty is not real such the jury duty. That's the jury doors Haven't been this excited for a A employee Jim we love passion and man did this guy have it in droves ref Dan We had a floorball tournament. It'll be released in late, July the first episode So you got to wait a little bit and we had an official floor ball Which is floor hockey but a cooler version ref fly in to breath all of the games and he was awesome My hands got super cut up damn dog. Yeah, but good job rough down.  Yeah, yeah Today's episode of the weekly dumb was brought to you by draft Kings How about that just bet $5 on any game and you get $150 in free bets no matter what win or lose so download the draft King sports book app now Use promo code John boy new customers can make any $5 MLB bet and get $150 in free bets no matter what that's promo code John boy only at draft King sports book and official sports betting partner of major league Baseball minimum age and eligibility restrictions apply So show notes for details MLB trademarks used with permission My seventh grade math teacher served jury dirty on a gang situation how to turn out she they Ruled that it was Gang related shooting and she was really pretty at a huge crush on her seventh grade seventh grade She also caught me cheating. That's a big crush time on your girlfriend. No on a test I know a kid in third grade. They're like kiss the teacher's leg. That's really weird in hindsight, huh? Yeah Her name was Teresa something. Okay used to find her on Facebook Back when I was in like high school when Facebook became hi.  Cool.  She was I think I don't know we were in Illinois, maybe not what's Illinois got to do with that. She had her bangs died blonde She was probably like 24 years old, right? No, it's one of those funny things when you grow up, and maybe she had a crush on me, too No, no hard no from Zach, too. She didn't get me in trouble. Why don't you call me cheating? She just said don't do it again. That's fine college teacher. Also same thing. Yeah, she never crushed me I have a crush on her you and the college teacher. No, I didn't have a crush on her at all. She Couldn't you couldn't even compare her to Teresa? I don't think well, they're both teachers both teachers. Yeah, probably was so you just compared them I couldn't even compare them you like comparing you and a rock happens does happen happens only in a body of water