Greetings risk five friends. So last time we looked at this schematic, which is for a kind of a crossbar or a generic register slash buffer slash multiplexer. So this is one of eight boards that the sequencer uses in order to register something to the PC or the memory address or you know any of five registers and also multiplexes things to the X, Y and Z bus. So there are five registers three buses that makes eight total cards. So that's what this is. This is the printed circuit board layout. It's not quite complete. I made some modifications to it. But what I thought I'd do today is maybe just work through a schematic from pretty much the beginning. I guess we will start on the sequencer card because I have the cards that plug into the sequencer card. So it's cards that plug into another card that plugs into another card, which is the risk five base itself, I guess. So anyway, let's open up a new schematic and take a look at what we need to do. Okay, so before I start I just want to do a little bit of planning because I have that card and I'm going to represent the four connectors by these little doohickey things. And each of these connectors carries specific signals. Each connector can carry up to three 32 bit buses. There is also a four bit signal that you can use for anything.  And you can have as many as four clocks on these things. So on the card, this connector carries the PC, PC plus 4, and the MTVAC. And the selection signal is a constant selector. So this is just a selector that can select any one of 16 different constants. Some of the constants are just shift amounts. And I only use a certain limited number of shift amounts. So 0, 4, 8, 16, and 24 to do various shifts in the instructions. Also, some of the constants can be trap causes. And I only use something like eight of those. So, you know, I can stuff a selection of a constant into a four bit signal. So that's what I'm using that four bit signal for. In addition, this one carries the phase two right signal, clock signal. So the next one down carries the temp register. It also carries the immediate value from the instruction. And it also carries the instruction itself. And in terms of select, well, it's free. I didn't have to use it for anything. So there's four extra bits that I can use. Same thing with the clock. Same thing with the clock. I didn't put anything on there. All of these carry the same reset signal. So all of them have a reset signal. Okay, so the third connector down carries mem data read, mem data write, and also the memory address. So really, this is kind of the almost all of the interface to the memory. There's a few other signals that just aren't on this particular card. And in terms of clock signals, I have phase one going there. And again, I don't use the select signals for anything. And then finally, on this final thing, we have the X, Y, and Z buses. For the select, we have an input select. And I don't use the clock signal on it. So that's effectively free. So the idea basically of one of these cards is you populate the chips for one particular function. And again, there are eight functions, five registers or the three buses. So let's suppose we're talking about bus X. So based on the selection signal, bus X can be fed with any one of these other 32 bit buses. So there's 123456789. Well, you can actually select also Y and Z. So that's 10 and 11. You can select a constant. So that's 12. And then there are a few modifications of some of these buses, like for example, Z can be shifted over by two. So that's 13. And let's see what else the empty that can be shifted over by two as well. So that's 14 signals. And X is 15 signals. And there's one more I'm missing. And I forget what it is, but I think it might be the memory address. Yeah, it's the memory address with the least significant bit zeroed out. So that's 16 possible signals. Now, the way I've made this is that for the registers, if you want to keep the value in the register as it is, you simply select that register as its input. So for example, for the PC, if I didn't want to change the PC, then I would select the PC register. Of course, if I did want to change it, like if I wanted to load it with PC plus four, I would select that. Now for the buses, the buses are a little bit different. If I they're not registers, of course, they will just be buffered out to the X, Y, and Z bus. And of course, there are other cards that share those buses. So if the sequencer needs to output something onto a bus, then it selects whatever input it needs. But if the sequencer wants to not put anything on the bus and free it up for some other card, then it puts the bus itself on the bus. And there's just special logic on the card to prevent anything from going out to the bus. So for example, if I had the card for the X bus, and I didn't want to output anything on the X bus, then I would select X as the input. And this is sort of like, well, why would you take X and put it back into X? So using one gate, I was able to just turn that into the meaning of, well, just disable putting anything onto the bus. So anyway, that is the card. So now what I need to do for the sequencer is I need to set up the schematic to have a set of these. And I need to put them in the right order, right? So let's call this connector A, B, C, and D. So those are the card edges. So the card looks something like this, right? And we'll call that A, B, C, and D. I need to make sure that the schematic reflects that connector A has PC, PC plus four, and MTVAC in the right places, and so on and so forth. Then I need to have eight of them in the sequencer because there are going to be eight cards. Then I need to start putting the circuitry of the sequencer on there. And this is going to include things like the sequencer ROM, the trap ROM, and there's probably some other things that I will just look at the code and see if I can translate that directly into a schematic. So let's do that. With that, I will open up Kaikad. Now I'm using the latest Kaikad Nightly, which I wouldn't recommend if you're a Kaikad beginner. I would just use the release version. I'm using Kaikad Nightly because I just want to see the latest features on there. It's a bit iffy to use the Nightly because sometimes there are bugs and sometimes there are breaking bugs.  Or if you're lucky, you can just not use the latest Nightly and go back to the Nightly that you were using before. So anyway, that's what I'll be doing. So the first thing that I did is start up the schematic. And I put down a hierarchical sheet with basically a copy of what is on the card. So this is the connector. And if we go into the connector, we can see that it is just this very large 168 pin connector that I'm using. And all the grounds are in the right place. All the power is in the right place. And all the data lines are put in. There are 106 total data lines. Now, the thing is that if I just left it like this, then I would have to break out the D bus that's here into a variety of buses. And unfortunately, when you connect one bus to another and you rename it, Kaikad gets mad because Kaikad does not actually have a concept of a net per se because, well, I mean, it kind of does. Each net has a name. And that's the name it is known as. So you can't have one net with two different names. Unless it's a hierarchical sheet, in which case you can rename a net, you just can't break it up into multiple nets and then name those individual nets because they're all connected together. So, you know, the signals are all wrong. Kaikad solves this by using a component known as a net tie. If you think of it as a zero ohm resistor, that's essentially what it is. Except it's not actually a physical component that you put on the board. The footprint actually just looks like a small trace. And then you connect one end to one end of the, so you connect one net to one end of that little trace. And then the other net that's renamed to the other end of that trace. And there you go. You have two nets that are connected together with effectively a component. The problem is that you have to place that component on the printed circuit board. And that is kind of bad because now you can't push it around, you know, you can't use shove and route because, you know, the two sides of the net are literally two different nets. So instead of that, what I'm going to do is I'm going to rename all of these signals to be what they actually are. So, for example, D0 to D31, I'm going to just call that bus A0 to 31. And then D32 to 63, I'm going to call that bus B0 to 31. And they're all going to be separate buses and therefore separate nets. So let me just go ahead and modify this right now. All right, so, so I've renamed all of the signals here. So here we have bus A, 32 bits, bus B, 32 bits and bus C, 32 bits. So these are passive ports. And we have a four bit selection bus. So that's cell 0 to 3. And then we have just a clock signal and a reset signal. These other four signals are not used. So I've put no connects on them. I also have, of course, the grounds in between and 3V3 power and one 5 volt power pin in case I need it. I probably won't and I may just switch that out for 3V3 as well. But we'll see. Okay, so we go up one level. And now I have this connector that I can import the hierarchical ports into. So let's just take bus A, bus B, C, select, clock and reset. And that should be it, right? Yeah. Okay, great. Let's resize this, make it a little smaller. So that it's nice and compact. And sometimes I like to hide the name of the file. So let's make that not visible. And of course, you couldn't see that because it opens up a separate window, which OBS does not recognize. But anyway, when you edit these sheets, a little pop up appears where you can set various options. And one of the options that I unchecked was visible. Okay, so here is my connector A. So what I can do is I can copy this several times. Okay, and I will go ahead and rename these connectors. And it would be nice if you could see the pop up. Yeah, okay, so I guess I'll just capture the entire display screen instead of just the window.  So that would show the actual file name underneath, which I don't want to do because well, it just takes up a lot of space. So let's rename these connectors. So this one's going to be connector B. And then we've got connector C. And connector. So the other unfortunate thing about capturing the entire monitor is that my monitor is quite large. And we can't really capture the entire thing because it would be like, you know, 3k by 2k instead of, you know, the usual 1920 by whatever. So I can only show a portion of the screen because if I downsize it, everything will look weird and pixelated. So, all right. So there we go. I've got my four connectors. So the next thing that I'm going to do is I'm going to take a bus off of each of these ports. So insert, insert, insert, and then do the same thing. Well, here, I'll just copy this, copy, paste, paste, paste. Okay, and all I'm going to do is I'm going to rename these buses. So the thing about, so the thing that I was talking about with the net, so let's suppose we have a net here. Suppose we have a net here. And, you know, imagine that this is like a wiring harness where there's like a connector on one side and the connector on the other, right? And you want to name both ends of the connector different things, right? So, you know, maybe this one is called, you know, okay, let's play the fun game that manufacturers always love to play, RX on this side and TX on this side, right? So the problem with KACAD is that it's going to look at this net and it's going to look at these labels and it's going to say, well, which is it? Is it RX or is it TX? And it's actually just going to pick one. And in DRC, it's actually going to warn you that this net has two names. Here's the name that I picked. And it may in fact be the wrong name. And also, unfortunately, when you go into the printed circuit board, you only see that name. You don't see it as any of the other names. So instead, what you do is you open up a net tie, you create a net tie. And then what you do is let's put this net tie up here, right? You connect one end to one end of the net tie, one end to the other end of the net tie. And now you've got two nets. They are literally separate nets, which means that, electrically speaking, they're not going to be connected, except through this weird component.  So that's the problem. However, when you're dealing with hierarchical sheets, you can rename the nets that come out of the hierarchical sheet, because the only thing that really matters is the very top level. So this is the top level sheet right here. The fact that it's named bus A inside this sheet doesn't really matter. It's going to be named whatever is at the top. So we're going to name this, what should I name it? Add a list of signals. Okay, so bus A for this connector is the PC. So I'm just going to name that PC. And this one is PC plus four, PC plus four. Let's see the next one, MTVAC. And the selectors for this was the const selector. So I'm just going to call this const cell. All right, and the clock here was ph2w. Okay, ph2w. I'll leave the reset pins out for now. So the next connector is temp immediate and instruction, temp instruction, and the selector didn't go anywhere. So I'm just going to no connect that. The next connector has mem data, write, read, and mem address. And again, there wasn't a selector. And the clock was ph1. Okay, and then connector D are the x, y, and z bus x and z. And all of you who are screaming at your screens right now know the mistake that I've made. Okay, so this is basically the input selector. So selector and here is the mistake that I made. You have to say how big the bus is. So I'll just fix that up now. Okay, so the let's see. So the clock here, there is actually no connection there. And here, there's also no connection. And again, like I said, I'll leave the reset signal until later. Well, okay, I may as well just stick it in there. And then I'll name it reset. So this is interesting. If I put this label over here, the overline, I mean, you can see it clearly if I zoom in. But if I zoom out, it's sort of, you know, kind of blends in with with the line. And I've seen this other style, which is intriguing, using a star instead. So that's kind of interesting. Okay, so what have we got to do now? Okay, so these are so this is this is basically one set of connectors, and I'm going to need eight of these. Yeah, I'm going to need eight of these. So the obvious thing to do, I think would be to wrap this up into another hierarchical sheet. So let's create another hierarchical sheet. Let's make it a little big because it's going to have all these signals. And we're going to call this mux, sure, mux, card, con, we're going to call this mux, con, mux, con. And now what I can do is I can take this, copy it and paste it in here. And now I turn all of these into hierarchical ports. So for example, this becomes PC zero to 31. It's a passive connection because it's just a card edge connector. And I'll do that for the rest and then come back after that. Okay, so I've gone ahead and added all of these pins here. And one thing that I did want to do is rename PC plus four to inc underscore PC. The thing about using numbers at the ends of signals is that KiKat will interpret that as sort of like an index, which means that you may run into problems. So I'm just going to rename this as inc PC. Okay. So there we go. I've also no connected all of these other quote reset signals, they're actually just free signals. I mean, I honestly, I only need one reset signal on the set of connectors. So you know, I don't really need to connect them together. It's not like it's a high power signal. And I can free it up for, you know, to use it for something else. So all right. So that is that. So let's go up one level. Let's go ahead and delete these. Because now all I have is my mux card connector. And now I'm going to import the ports. So we've got y. And unfortunately, this is not going to be in any particular order. So let's stick y down here, z here, selection over here, there's x reset should probably go down here. There's pH one. Let's maybe put that up here. Const select. Yeah, I'm going to have to reorder these afterwards. PC mt vac ink PC temp and I need more room. Immediate instruction, data write data read, mem address, and that's it. Okay, so let's see about reordering these so that it looks somewhat sane. So let me first increase the size of this. Maybe I will put the clocks down at the bottom along with the reset signal. Okay. And then I can put PC at the top. Next is ink PC. And I think this will be roughly in the same order as they are in the connector, which is like this, the const selector will probably go down by the selector, which is here. Mem data right, mem data read. I need to move these down. And mem address goes up here. There's x, y, and z. Sure, we'll separate the selectors. Oh, that's that's the wrong size for selector. We'll have the other signals here. Now, unfortunately, if I go into here, if I go in into the sheet, and I rename my port signal, and then I go up one, that renaming doesn't actually rename the imported port. So I'll just rename it there. Actually, that's probably not a good idea. I don't know what kikab will do with that, but we'll just reimport it. All right. So, all right, there we go. That is one connector. Now, obviously, I'm going to need eight of these. So the sheet is not big enough for that. It really should be a larger sheet. I may end up just copying this eight times and then putting that into a hierarchical sheet because all of these signals with the exception of select are going to be common. So the select, because you have, say, one card for the PC, the select signals for that particular card will select what goes into the PC. Then the next card is, say, MTVAC, and the selection signals for that will determine what goes into MTVAC and so on for each of the eight ones. So something like const select, there's only going to be one, and all the buses are basically in parallel. The clocks are the same. The reset signals are the same. So I may as well just move this to another hierarchical sheet. So let's do that. Let's make it approximately as big, and we will call this MuxCardCons, plural, MuxCardCons. And now I will take this, copy it, can I cut it? I can cut it, go into the sheet, and paste, and there we go. Interestingly, all the buses turned into regular ports and not bus ports. I think this is a bug in the nightly Kaikad. It's been a bug for quite a while in Kaikad, nightlies. So if I go up one, and then go back into the sheet, all the colors are the same. And I've seen this effect also in terms of buses, like for example, if I take a bus here, and I take a bus here, you know, now let's suppose I do, I don't know, something like this. So, you know, these appear thick, and this is a green junction. If I go out of the sheet and back into the sheet, they're still thick, but this is a blue junction now, a blue meaning that this is a bus junction. So, you know, there's a bit of a weirdness, but as far as I can tell, it's not a functional bug, it's just more like a display bug. Okay, so I've got one of these. So now what I'm going to do is I'm going to duplicate it eight times, and actually, let me go ahead and name this one. Actually, no, it shouldn't be one. It should be PC, right? Okay, so now let me copy that and let me copy this and paste it. Okay, so now this is not PC one, but it's actually going to be for, let's see, the next register down would be MTVAC. Okay, and now I can just make a copy of those. Now, I'm going to need some room because I need to tile all these buses together, and there's a lot of them. So I may in fact end up needing to increase the size of this schematic. Let's see. No, I think this will probably work. So let's see, the next register down is temp, and the next one down is, what is it? Mem data write. Now, yes, instruction is a register, but it's not the traditional or the common register, it's actually a transparent latch, and it'll sit on the sequencer board itself, not on a card, so it's not multiplexed, and it always gets its data from the memory read. Okay, we need some more. So let's go ahead and slap these down. Maybe I'll move some of these over a little bit. I can never really tell whether these are aligned or placed apart regularly, so. Okay, the next register down here is mem address, and that completes all the registers, so five of them. The next one is x, y, and z. So these are sort of the buffer multiplexers, so I'm going to grab this, and I'm going to copy it into, I guess, around here, or so, and name this y, and the next one is just z. Okay, I can go out of the sheet and back into the sheet and turn all the colors correct. There we go. All right, so now I have to wire up all these buses in common, so I'll just do one. Let's do, say, let's just make it really nice and compact. I'm going to run out of space on the top now, aren't I? Okay, let me preemptively increase the size of the sheet. So let's go from A4 to A3. There we go. Now it's a lot bigger, and then I can run the buses down through the bottom, so let's just do that. We'll start with reset. Okay, let's see if I can go around the name here. So it's going to be, oh wait, no. Yes, right, so the reset signal is going to be common. So it's just going to look like this. This needs to be moved over. I just want to make it look a little more regular, like this, and like this, and then that will go out to a port that, of course, is going to be called reset. Okay, so that's one. Now the next ones, I'm basically going to put very close to the rest, like this, except that's not a good idea because I can't really, okay, that's fine. I'll do this. Probably not going to work too well. I'll do that instead. There. So now I can run these signals at a spacing of one, and these signals at a spacing of two, because I've got plenty of space down here. So this one is now called ph2w, ph2w, and that is basically how I'm going to draw everything. So, and likewise, from the top, we bring this down to here, just like that, and this signal goes down to here, and that would connect these. And now I'll just do all the rest of the signals. All right, so I've placed all of the buses and the ports, and they go up to here. So you can see that, you know, the spacing here is pretty good. I could have compacted it a little more, but, you know, whatever. And now all I have to do is connect all of these connectors up to those buses. And that's it. So once I connected one set up here, I could just copy this section over here and then, you know, just paste it on the other ones, and they just connect up just like that. So that's that. So now I can go up one, and now this is our top level sheet, and now I just import the hierarchical ports again. And I did make a mistake. This selector, again, should be different for every one of the cards, and unfortunately, I tied them all together. So I need to remove that and make eight separate selectors, one for each of the cards. Okay, that's a little better. Now I've got the selects all separated. So now I just need to go up one and correct this by deleting the common select, maybe increasing this a bit, and then importing all of those signals. So temp select, x, sure, it's basically in a random order. And that's it. Okay, so now I just need to organize the ports so that they look somewhat nice. Okay, and now they are roughly in the right order, sort of the right order. And really, the order that I kind of care about are the selectors, because there should be eight of them, and they should be in this particular order so that I know which card goes into which slot. So yeah, that looks pretty good. Okay, so let's grab that sheet and put it up to the top. So okay, again, this is our top level. So we know that we are going to have eight of these slots. All of these buses are now nicely connected. So the next thing that we know we're going to have is the sequencer ROM. And the sequencer ROM is actually going to output some of these selectors. Now there's also a trap ROM, and I need to be sure that the signals that come out of the trap ROM and the signals that come out of the sequencer ROM are combined correctly. Because the trap ROM sort of takes over from the sequencer ROM when there's a trap. So what I can do is I can look at the code and maybe see if I can see if there's an easy way to just combine the signals, you know, maybe it'll just end up being a multiplexer again. Okay, so now the thing that controls these signals right over here are the two, there are two ROMs. There's the sequencer ROM and the trap ROM. So let's go ahead and give us a sheet for the sequencer ROM and the trap ROM. Okay, so apparently, I already have a sequencer ROM. And it looks like this, which I don't like. So I'm just going to get rid of it. Apparently I did that before. So there's my sequencer ROM. And it's basically going to be the 20 inputs that we found that we needed, and the however many outputs are needed. I think at last count, there's 66 of them. Okay, so we also want one for the trap ROM. So let's put that down. Trap ROM. Okay, so for the sequencer ROM, okay, let's start with X, Y and Z. Now I know that the sequencer ROM and the trap ROM are going to be outputting an X select, a Y select, and a Z select. So let's just go into the sequencer ROM and put that in there just as a hierarchical signal. So I have this, again, I'm not sure what is going to go on the inside of this schematic. Let me make this an output. That's definitely going to be an output. Let's give us a Y select, move that up a little bit, and a Z select. So let's rename that Y select and Z select. Okay, great. Okay, I just changed the angle on the camera a little bit. Okay, so XL, Y cell, and Z cell. Okay, those are the selectors, and we'll also put them in the trap ROM. So why don't I simply copy that and just put them in the trap ROM like that. Okay, so those are that. And now let me import those. So XL, Y cell, and Z cell. And same thing here. XL, Y cell, and Z cell. Okay, so I have those, and I'm sure that I'm going to need some of these other signals. So let me take a look and see what I need for PC. Right, so for the PC selector, the sequencer and the trap ROMs are going to generate that. So I will PC selector, copy it, put it in the trap ROM, and import PC and PC. Great. Let's see, for the temp selector, it looks like only the sequencer ROM creates that. So I will create that in the sequencer ROM. Okay, let's see, mem address, both of them generate that. So mem address, so I can copy that and put it in the trap ROM, and import both of these things. So PC select, temp select, and mem address select, and mem address select. Great. Okay, let me just expand these a little bit. Okay, so that's PC, temp, mem address. Now mem data write, only the sequencer ROM creates that. So let's go in there and give us a mem data write selector. Okay. So the only other one is the empty vex selector. Now that is actually generated by the sequencer itself, not the sequencer ROM or the trap ROM. So we'll leave that alone for now. Okay, so what's next? Okay, so how do we get from these signals over here down to these signals over here? Well, for X, Y, and Z, and for PC, and for mem address select, we're going to have to multiplex them. And the way that we do that is with a buffer chip, with buffer chips. So let's create, how about I create a hierarchical sheet, because I know that I'm going to have to multiplex between either the sequencer ROM or the trap ROM. So let's create something here. And we'll call this the selector multiplexer. And we're going to call the schematic the selector multiplexer. So the idea is that I want, for example, X, let's start with Y, because X is slightly more complicated, but let's go with Y. So the idea is that I'm going to take this, put it there, Y, put it there. And there's going to be an additional signal here that comes from somewhere. And where it comes from, we will just put another sheet down here. And we'll call it sequencer ROM enabler. So this is just another sheet, which will generate this signal. How it's going to be generated, that's in the code. So I'll leave that until later. Uh, the signal is going to be called SeqROM enable. So let me name it right now. ROM enable. And I can put that right there. Okay, so that's the idea. The selector multiplexer is going to have to take the SeqROM enable signal in. And it's going to have to take the Y select signals from each ROM in, and it's going to have to output the Y select signal. So it's going to look something like that. So let me go into now the select multiplexer sheet and get us some signals input. So we know that there is a sequencer Y select signal. That's zero to three. And that's going to be an input. So let's put that here, say. Okay, that's an input. That is an input, isn't it? Yes, it's an input. And we're also going to have the same thing for the trap ROM. So those are both inputs. Great. And we're going to have to have an output. That's just going to be called Y select output. And another input input. I'll put that, say, down here. And we will call that SeqROM enable. So clearly what has to happen is we need something in here, which is going to take the sequencer ROM enable signal, and it's going to select between the sequencer Y select and the trap Y select. And it's going to output that to Y select. Well, we've already built multiplexers before they're just made out of buffers.  A quad four bit multiplexer.  And we've already got 16 bit buffers. So quad four bit MUX. Okay. So again, the idea is that we should be able to take this, this and this signal and output that signal for a whole bunch of four bit selectors. Alright, let's go now into this hierarchical sheet. Alright, and let's now finally slap down. Actually, what I'm going to do is I'm going to, let's see, let me go up one level, let me go up another level that there is a sheet that I've already been working on. I don't know what it is. So let me load it now. Let's see, is it a buff 32? Yeah, why isn't that here? Well, let me copy it from, okay, so let me just copy that from the register multiplexer card. Okay, so buff 32. Sure. Alright, so the only reason that I did that is so that I could get one of these things, right? So let me just copy it. I'm going to need basically two 16244s. And you can see that these are actually grouped in groups of four, which is kind of what we want. So let's go back to the select multiplexer, the quad four bit multiplexer and place this down here. Alright, so this bus now is not a 32 bit bus rid of those this. Okay, so we're also going to have to renumber these. So let's just get rid of those. Excellent. Okay, so the idea is that yes. Yes, okay. Okay, so let's just disconnect all of these output enables for now. So the convenient thing about this chip is that it's broken up into groups of four, each of which has its own output enable. So we can put down a one gate 04. Okay, so this is a single gate package, which is kind of convenient. So what I'm going to do is just place it here. I'm going to move this signal to here. And instead of calling it output enable, I'm just going to call it select. So the idea is that what I want to do is first of all, use things, move this away, move this out of the way so that I can take this and put that here. And I'm going to need one more capacitor for the bulk decoupling capacitor for that one gate. Okay, so that one gate is basically a, it looks like a four pin package. I think it's a maybe it's a five pin package. In other cases, it's one of these tiny little slot 23 packages. So and that's just going to be local to this thing. So the idea is that if the selector is zero, then we're going to select this group of four. But if the selector is one here, then we are going to select this group of four. So this is zero. And this is one zero and one zero and one zero and one. So that's how I'm going to make a sort of quad four bit multiplexer. So it looks like this. And the other part is here. So now what I'm going to have to do is grab these and extend these out. I could probably grab this and move it up a bit, maybe up here. Sure, that's fine. Grab this and move it down a bit. Sure, that looks good. Let me move the labels over so that it looks a little nicer. Sure. Okay. So we're going to call this a zero to three. No, we're just going to call it a zero a one. Oh, I have to change my preferences, preferences, editing options to skip by one. Great. Okay, a one, two and a three. And this is going to be what the zero one, two and three. Okay, so now I have a bus here and a bus here.  Bus here and a bus here. And I call them, this is going to be an input. This is a zero to three. This is B zero to three. And then what I do is I combine capacitors over, take these outputs. Now only one of these sets of four is going to be enabled at a time. So I'm going to call this a B zero to three. And so this is now a B zero, one, two and three. And these are also a B zero, one, two and three. So the idea is that when you select the upper part, this gets sent to here and that goes out to the bus. When you select the lower part, this gets sent to here. The other part is disabled and you send it out to that output. So now all I have to do is multiply that here and here and here. And I will have a set of four multiplexers. Maybe I don't actually need to make it, do I need to make it a set of four? Yeah, I think I do. Because I could make it just a set of two and include one inverter per one of these chips. But I could save one inverter by having this section contain two chips instead of one. So I think that's okay. So I'll go ahead and do that now. Right, okay. So that's basically it. Two chips, groups of four. So we've got eight four bit inputs coming in and four four bit outputs coming out. And we've got a select. So now we can go up one and take a look at this four bit mux and import the signals. So hard to see. All right, I'll make this as the output. Actually, you know what, I'm going to take this and mirror it. Because in general, you want inputs to be on the left side and outputs to be on the right side. So which I guess if you're in a left to right language, that makes sense. If you're in a right to left language, that probably doesn't make too much sense. But you know, we've got to have our standards. So let's go ahead and import some more things. E F G H G is an input. So let's put that, let's put that over here. F is another input. Let's put that up there. H E C. I'll move these around later. A select will go down here. B will go up here. AB will be aligned with A and B. C and D will be aligned there. And that's it. So this here, this here, let's see, we want, yeah, so this needs to move up one, this needs to move up one, and actually all of these need to move up one up to here, up to actually think I can just say here there. Okay. That looks, that looks a little better. So now we can see that we want to take our Y select. And let's just put that over here so that we can use the X select as the first inputs. And there's our Y select that goes here. Here's our sequence ROM enable. Now, again, if the selector is zero, that will select the first of the pair. So that means that we need to move these around, right? So if the ROM, if the sequence of ROM is enabled, then the selector will be one, which means that we're selecting not zero, but one of the pair. So that's basically that. Let's copy that and give us a trap Z select also, and a sequencer, and a sequencer Z select, and the output Z select. And I may as well do the same thing for X, even though I know it's going to be a little more complicated, because there are actually three inputs and not two. Just kind of unfortunate. So let's call this X select and X select. And this is X. And let's see this other one. Let's just call it PC select, PC select, sequencer, PC select, and output PC select. Okay, so that's, that's just one section of this larger select multiplexer. It's pretty likely that I'm going to need to make this a lot bigger. So let's just do this. And let us start importing some signals. All right, sequencer ROM enabled, we know that we're going to want that all the way at the bottom. So I put that at the bottom trap. Yeah. Okay, so I'm just going to just slap them down, and then reorder them later, because they generally appear in sort of a random order. So that's it. Okay, so let's take this is the X select output. So let's move that up here. And then there are the two select inputs. So here's one. Here is the other. Let's go ahead and delete these and make this bigger. Okay, so there's X select, here's Y select, and sequencer Y select, up Y select, sequencer Z select, trap Z select, sequencer PC select, trap PC select, Z select. Okay. So really, I mean, this, this is no different from what I had on the inside. It's just that now, now I can actually copy this and make two of them. Oh, yeah, I'm going to have to rename these, aren't I? Okay. I will, I will do that later. But for now, let's just take a look at what the routing looks like. So here is sequencer ROM X select, and here is trap ROM X select, Y select, Y select, and Z select, Z select, and then PC select, PC select. So that's a little messy, but I can clean it up later. And then we have the sequencer ROM enable thing down here. So I can just hook that straight into there. Okay, so that's what we have so far. The next thing that I'm going to do is I'm going to duplicate. So the next thing that I'm going to do is I'm going to duplicate this multiplexer so that I have, so that I have enough for all of these signals.  In fact, let's see, yeah, I'm going to have to complicate the X selector because there are actually three inputs, the sequencer ROM, the trap ROM, and then there's one other selector, which happens when I want to, when I want to read the MTVAC register into the X register, and that's not actually handled by the sequencer or the trap ROM. It's not handled by the sequencer because then I need an extra input signal. Maybe I can give it to the trap ROM if I have enough inputs, or if I don't have enough inputs, I mean, I can add one bit and it won't be that crazy. So that's a possibility because then, then I probably don't have to have a three input multiplexer. Yeah, maybe that's what I'm going to do. Okay. Okay, so first of all, what I've done here is I've changed things around. So if we go up one, ignore all these signals for the moment. This is just our multiplexer, which will multiplex four bit signals.  And you can see that the difference between the hookups for this chip and the hookups for these other three chips is that I have an extra select signal down here. Up here, there is one select signal that selects for seven of these signals. And then there's this extra one which selects for the eighth one. Now what I'm going to be doing is I'm going to be combining the eighth set of signals with the seventh set of signals to create a three input multiplexer rather than two two input multiplexers. So that's what I need. If we take a look at what the ROMs output, we can see that the sequencer ROM and the trap ROM each output seven four bit signals, which are going to need to be multiplexed. One of those signals, which is the x select is going to be need is going to need to be three way multiplexed, which is what that extra multiplexer is for. So that's basically what I'm going to be doing. Okay, so let's see if we can make this make sense. So I've also relabeled things so that the zeros are the ones that get selected when selected zero and the ones are the ones that get selected when select is one, which makes a lot more sense to me than A, B, C and D. A, B, C and D in this case are just, you know, separate four bit signals. So there's zero A and one A and there's zero B and one B. And the output is just A and B and C and so on. H is the special one. So and we know that that's going to be applied to X. So instead of routing X to A, and let me just get rid of all of these signals. So let's handle that one three way multiplexer first. So the way to do that is we have one signal going into zero G, another signal going into one G, and another signal going into one H. And the idea is that G gets fed into zero H and the output is H. So that's going to be our X select. So X right here is going to go into zero G. From the trap rom, X is going to go into one G. And then here is that special other signal. And here is the selector for that special other signal, which we can get to later. But the point is that the way it works is that if this special selector signal is one, then one H is going to get selected to go out to H. Otherwise, if it's zero, then it's whatever it is either zero G or one G, depending on select. And that's the way it should work. So now all I have to do is route these other signals YZ, PC, Mem address, const, and ALU to these other six and route them into the MUX card connections. Now, the ALU op to Z doesn't go to the MUX card. That is just some other multiplexing multiplexed signal. It just happens to be multiplexed by the same signal, the same selector signal. So that's why I just included it in here. So that's what I'll do next. And this is what it looks like now. So let me get rid of the crosshairs. Okay, so we've got our multiplexer in the middle. We've got our signals from the sequencer ROM on the right side and the trap ROM. And they go into the multiplexer and the output of the multiplexer goes into the multiplexing card connectors. And that's it. So what's this entitled sheet thing? That was just something that I guess I didn't really need at this point. So this dangling thing is for the ALU op to Z signal, which I haven't routed to anything at this point. Let's see temp select. Okay, well, we know that that is actually going to go straight into the card connectors. Same thing with mem data write select. Okay, so that's pretty much that taken care of. I think I'll probably take a break right now. Because there are more things that we need to look at and hook up. There's a lot of other signals that come out of the sequencer ROM, not to mention all the signals that go into the sequencer ROM. So we're going to have to choose what we want to focus on next. But for now, I think that this is pretty good right now. So I guess that's it for now. See ya.


The Chinese mainland has reported 96 new confirmed cases of COVID-19 with 81 local transmissions and 15 from overseas. Of the locally transmitted cases, 38 were reported from Jiangsu, 24 in Henan, 7 in Yunnan and 6 each in Hubei and Hunan. The new imported cases include 6 reported in Shanghai, 4 in Yunnan, 3 in Guangdong and 2 in Sichuan. Three new suspected cases from outside the mainland were reported in Shanghai on Saturday. No deaths related to COVID-19 were reported, the commission added. China saw sporadic COVID-19 infections in multiple places. After some airport-related cluster infections of Delta variants were reported in Nangjing, capital of Jiangsu province on July 20. The total number of new locally transmitted COVID-19 cases has reached 702 from July 20 to Friday.


Hi, my name is Tracy D'Agama Spinoza and this is a video on synchronous online learning. What we'll be doing today is looking at the context of synchronous learning within all of education, some definitions, understanding those advantages and disadvantages to the use of synchronous learning activities and methodologies in order to decide exactly when is the most appropriate time to use that. And then in the second part of this course, we're going to be looking at how we follow certain basic steps in order to create your own choices for synchronous online learning. So as you might recall from the asynchronous video, synchronous basically is named after the Greek god of time, right? So this basically means when we talk about synchronous learning, this is what we do in real time. Now, I know we've all been doing that all of our lives as teachers. We've just sort of picked up this terminology recently as we've moved on to online contexts because online integrates and really tries to label very clearly what is asynchronous and synchronous in order to complement them for the best activities possible. So just remember, synchronous is just anything we do when we are in real time, not necessarily the same place, but in the same time as the students. So again, same time, not the same space, okay? So this means we could use things like the synchronous Zoom conferencing that we do or we can be on the telephone together or we can use online chats or instant messaging through WhatsApp. All of those things are considered live or synchronous learning moments. It's also really important to kind of summarize in your own head before you make these decisions about how you're going to structure your class. What are these advantages of synchronous learning and the advantages of asynchronous learning? How can you balance this? So if you think to yourself, well, my objective is that I have a real-time discussion, synchronous is the way to go. That would be great if we did this live in Zoom. We can either divide the group in half or we can create breakout rooms where they have these small group discussions and come back and have a larger group discussion. But synchronous would be wonderful for that, right? If we want real-time collaborative activities, if we want to say, you know, we've got this problem set and we're going to get together, I'd like you guys to go into your small breakout rooms and I'd like you to talk about different solutions to this and come back with at least two great solutions to this particular problem. Collaborative activities are wonderful for synchronous. It's really hard to tell students, you know, you and you and you are going to collaborate, go away for a week and come back and tell us the answer because part of the challenges that we're facing right now is that most students have to then figure that out for themselves. It's not that they can say, let's meet after school at Janies. That's not necessarily an option anymore. So you have to find ways that you've either created within your online classroom structure a space for those students, for example, Zoom room for students to meet all by themselves, which if you're allowed to that, some school districts aren't even allowing students to meet on their own for different security reasons, right? This means that one of the best ways to use your synchronous time has to do with collaborative activities. Another advantage of synchronous activities is that you can give immediate feedback. As a teacher or students to students, there's a greater immediacy of being able to give feedback when we are here live in a synchronous setting. You also see that the facilitator can gauge the understanding of concepts. It's much easier to put your finger on the pulse of a group when you are with them. And this means that you're going to have to be very, very observant. I'm not only of what students are saying to each other in the synchronous class, but you get to see all of their faces. You get to see if they're really taking it in. You're getting to see if they're following you or not, or if they seem totally lost. So you are able to, in a synchronous environment, really sense whether or not they're getting it or not, which is much harder in a synchronous setting, right? And we also know that there's a greater motivation to complete assignments. When you have this in-class kind of mini competition where people are together, they nudge each other forward and to get things done, especially when they're broken down into these smaller groups to work on things together. So we know that there are certain advantages to synchronous learning. Balance that out with the advantages of asynchronous learning, because there's total advantages to asynchronous learning as well. But you have to decide which things are most important to win and match those to certain activities that you're going to do as you create the instructional design for your class. As we plan synchronous learning, we have to remember to think, you know, backward design, understanding by design. Always remember or keep in mind this primary objective we have for the course. What is it that we're doing? What is the objective of the class? And is it best met by using a synchronous learning encounter? For example, if my objective is to see if students know how to collaborate well, it's really good to use synchronous learning as opposed to asynchronous things when I can't really see them, right? So depending on the objectives you have for learning, you'll select a synchronous activity. And this really gets to the point that one of the best ways to use your face-to-face time or your synchronous time when everybody's together is to do collaborative or group activities. We know that learning, you know, one plus one is three. We all learn from each other. So using the knowledge of the group is really powerful. But it's also very important with any online learning experiences that we've developed some kind of a guide that learners can use to stand track. Which activities do you have to do in real time? Which can you do on your own time asynchronously, right? So make sure that that's clear up front and transparent to the learners. And it's always helpful to have some kind of a presentation. For example, a PowerPoint or something that allows, you know, visual following. We know that the more modalities that you can trigger, you know, seeing, smelling, hearing, tasting, well, you can't really taste very well online. But you can definitely support with additional visual information. That's just another neural track for memory so that you'll enhance your ability to remember what it is you have to do next. And this will really facilitate things for the students. Another thing we should really remember to do while we are together with students in synchronous time, as opposed to when we're out of sync, is to get their feedback, to hear from them what do they need. This is what Reggio Emilia calls the pedagogy of listening, you know, taking the time during those synchronous moments to really hear what it is that those students need. And link to that is just keeping really clear channels of communication, maybe regularly sending them something, an announcement, email, some kind of nudges that keep them on track to make sure that they do attend and fulfill their obligations as students. But don't send too many of these. Like if you send like, you know, it's kind of like saying breaking news every two seconds, people stop listening, right? So you have to choose your moments and choose the modalities that you're going to use. There's a lot of tools that you have available to you and you might want to watch the instructional design video for this, but you can use emails, you can use announcements, you can use the chat boards. There's all kinds of ways that we can communicate with our students, but let's make a plan about which tools will be used when and make sure that the students are really clear about that. But once we've set up that communication track, it's also now back on us, right, to be able to respond to the learners. So if we say, you know, go ahead, if you have any questions, send me an email and then you don't answer your emails for several days, that's not good, right? So make sure that you respond within a reasonable amount of time and that students can build up expectations around that timeframe. And probably from a mind-brain education perspective, one of the things that's most important to try to take advantage of is social contagion. We know that independent of online or face-to-face, we know that these synchronous moments are a chance for you to be contagious in your passion for what you do in your classroom. So make sure that you transmit that, that you're interested in it, that you're engaged, and that you too have an investment in them learning. Now, we're not going to go into too many of these really kind of deep tips here, but if you like, there's a hyperlink here in the presentation that you can look at. 144 tips on synchronous e-learning and strategies and the research that backs it. But I'd like to just summarize a handful of those things that kind of globally fit into three big categories, okay? So this will make this a little bit more manageable for us to think about. Globally, you really have to reconceptualize parts of your course.  So you had certain activities, you structured them in certain ways, you did certain things in groups, you did certain things independently. Not all of that has to change, but you do have to reconceptualize what parts of that could actually be done best synchronously in that hour or two or three or four or five that you might have during the week versus this other free time that the students are going to have, not really free because it's going to be full of activities, but in this asynchronous mode, you're asking them to be responsible for certain parts of their learning maybe in a bigger way that they were beforehand. So you have to reconceptualize this. And this means, for example, perhaps flipping some or even all of the course content. And if you look at the instructional design video, we give you a few hints about how to do that. But the main idea is to think about what are those things that you know there's going to be doubts about, that everybody should be on the same page as far as definitions, including certain core concepts or definitions or math formulas or certain grammatical rules or theories in science, whatever it is, things that you want to make sure are defined. Those are knowledge things. Those are things kids could, you know, look somewhere else, Google it and find it. But the main idea is that you told them, you've highlighted this is basic core knowledge. Without this, we can't, you know, build off of this. We can't build new skills. We're not going to shape our attitudes about things. So we need to know this knowledge. So you choose to flip some parts or all of the main content area of the course so that when you do come together in the synchronous meeting time, you can just pull that apart. You can say, so, Jenny, would you think of the video? What are two questions that you have about it? And what's one thing you liked about it? Tell me about that. And based on the students' questions, those can be the jumping off points for the synchronous meeting. Flipping basically means then that the things that you might have had them do as homework sort of reading up on definitions and things like that, they watch that beforehand. And then this rehearsal is what we actually do together in class. So that's why it's a flipped concept. So try to think about which parts of your class might be good to be flipped. Then that would give you much more time to have those really meaningful human face-to-face encounters when you do get that synchronous time together. This also means leveraging in certain platforms you have breakout rooms. That is amazing using small group work in this way because you're able to then personalize and make this much more authentic to the students. You can have three, four students hover around a certain question together, then come back to the large group, and then we can sort of talk about this as a group together. So think about how you might reconceptualize the way you structure classes. Some of you might find that these kind of breakout rooms are fantastic because it's much faster to do that online than it is in a face-to-face class where everybody shuffles around the chairs and drag their feet and finally gets off into their groups. You can do this in a split second in Zoom, right? So take advantage of some of these things to think about what ways you might change your typical classroom to better meet the needs of students. The second big idea here is never lose sight of the importance of building a learning community. This is really something we should take advantage of when you do have, for example, a teleconferencing structure. In online classes, you can see everybody's face. That's even better than in some real-life classes called face-to-face where really half the class is looking at each other's, you know, the back of their heads, right? In this way, when you're in the online teleconferencing, you can all see each other's faces and you can all see each other's names too. So take the opportunity that this provides to really build up that community, call people by names, purposely link different kinds of people together in those small breakout rooms so that they can really get to know one another. We really know that people who feel like they are part of a group, part of something bigger than themselves, actually invest a lot more and stay more engaged and they're more motivated. So we know this is a great way to lend itself towards student motivation and learning. And the third point is just to be prepared. It's really hard, but it's definitely gratifying to go online. The most challenging things that come up have to do with things that you might not have anticipated. Now, going online literally means you can't wing it really, because that face-to-face time is what you really have to take advantage of and you can't lose a minute of that by fumbling around and, oops, my speaker didn't work out, the battery, I have to plug it back in at that moment. No, no, no, you have to really be prepared to take advantage of every single minute that you have with those students in a synchronous form, because we know that we're offloading a lot of information to asynchronous periods and they really crave that face-to-face. Just to be connected to the group is really, really important, but this means we as teachers have to really script our structure. Go through, maybe use, definitely use, I would say, some kind of a PowerPoint to guide you to maybe, you know, these are going to be the five main slides for the live class. We're going to use these prompts as jumping off points that the students brought up in their discussion board, so that's always focused in on the students, right? Think about how you're going to restructure that so that you can take advantage and be prepared for things to go off. Plan. Plan to have a fully charged computer. Plan to have your headsets ready. Plan a PowerPoint that would help you gauge the time and make sure that you cover those main points that you want to do. But more than anything, great teachers have always been known for being able to, you know, adjust in the moment. What do those students really need? Let's say that they come to class and you're all ready to do this, you know, really high-tech chemistry class and then two of the kids have just been fighting and they come in all broken up and everybody in the class is taking sides and you have to put the chemistry to the side for a moment and manage that group and see how you can actually soothe those feelings and use that opportunity for another kind of lesson that might be more attitudinal, long-term things about building character or about understanding personal responsibility or being able to say, you're sorry and move on. There's a lot of things that you're going to have to deal with that happen in normal face-to-face classes, but online you don't have so many options like saying, okay, I'm going to send so-and-so out to the water fountain for a minute while I talk to the other kid. No, you're going to have to figure out how you manage that online and this means that you're going to have to think about multiple scenarios of things that could happen within your class and decide how you would manage that. I would definitely say don't fail to use students as assistants. It's a wonderful feeling to be a student in a class and have the teacher call on you and say, hey, listen, we're going to be going into two different rooms and I'd really like, hey, Jenny, would you mind taking notes and making sure we all get on task because we need to come back in about six minutes with some good answers to this. Put somebody else in charge of some other parts of the class if you don't have an assistant with you, but find some ways if you need to divide and conquer as far as the structure is concerned. Be prepared, though. Be prepared for all kinds of crazy to happen because that's life online. Somebody's internet might go out. Your internet might go out. What would be your options there? If you flipped, you actually have a fail-safe system because if you flipped, you can always send a message. Lightning just struck and I have no internet in my house, but I want you all to go into the bundles and find at least one extra resource and study on that and be prepared to come back and give a two-minute explanation to everybody else about what it is that you discovered about X topic while we were offline. Find some kind of a way to have plan B always ready. So with that, I just want to give you a sample structure of what you might think about doing that would mix synchronous and asynchronous tools. So basically you can have things like pre-unit quizzes. That helps test prior knowledge. It also gets a baseline for where students are at, but you can have low stakes testing and tell them you can take the test 10 times or 50 times, whatever you like. We just want you to get that vocabulary under your belt. So you can use pre-unit quizzes. Those are asynchronous. You can also have them watch the pre-class video, definitely an asynchronous thing. They do that on their own time. That just consolidates some core concepts so that they understand basic vocabulary when they come to class and you guys are able to have a better exchange based on that. Then again, asynchronous, you can have these bundles, activities, things that are readings or podcasts or extra videos on the topic or apps that reinforce the work or games or gamification tools that exist that might support your particular topic or rehearsal platforms like Khan Academy that will allow you to differentiate the homework that you give to those students. You can have discussion board answers where a student has to think asynchronously, post an idea and then reply to other people, right? That just really unpacks some difficult concepts, but also helps us build that community as people begin to exchange ideas. Then we have our synchronous meeting when we're face to face and this can be in our Zoom room or this can be in any other teleconferencing structure or it can be on FaceTime or we can say we're gonna be using WhatsApp but you have a live class structure and here we're able to have the synchronous chats where the teacher might be saying one thing and the students are saying, hey, did she really say the name of that person is whatever and you said, and somebody else will write but yes, definitely. And is it also true that the homework is due on Tuesday, not on Monday? Yes, that is. So you can have the synchronous chat in real time where you're allowing for clarifications of information. We can use these breakout rooms for small group activities and what you really need to take advantage of if it is a teleconferencing structure is calling people by names, calling people out, not letting people just hide behind cameras that are turned off but make sure that they're participating and we see each other's faces because social contagion goes so much faster when you can see other people's faces, okay? Then you can have them reply, make sure that they've replied back to their peers on that discussion board prompt to continue to build up that community and then they can retake the quiz if they want to in order to get a better grade. The key idea is low stakes testing is great for rehearsal and so when it comes down to actually having that bigger test, they've practiced that multiple times because they've gone back to get that perfect score. So this is just one way that you could do this. You should also be a model and say, hey, at the end of this week or these two weeks I want you to give me some feedback. What could I do to get better at this whole thing of teaching online? Is there something else that you guys want to share with me or teach me so that I can get better at doing this? So ask for that feedback at the end of the day. You'd be surprised at how many things students already know and some of their tips are amazing. They could really be a great help to us. So with that, I want you to think about this video. Think are there things that you didn't know before? Are there things that you find interesting? You want to pursue this? You want to define these ideas a little bit better? And is there one thing you might do to incorporate and to improve your synchronous online learning experiences? Thanks, and if you have any questions, don't forget to send us an email within the Moodle platform. I'm looking forward to seeing you soon.


is the black box. Let's open these up. Oh, there we go. The pink. Later. Bye-bye. We got it. All right. Houston Marathon training update today off to the post office to get these shoes on their way. Some of the shoes. So thank you for your patience. If you won shoes at the last running shoe giveaway, which we do quite often on the, well, we're going to try and do more often moving forward, but I must say I have a new strategy. I definitely need help with wrapping the shoes up and getting them shipped out. There's just so many, I did just so many shoes. So I had a little more time today and I'll explain why once I get back to the house. But I think what we'll do is I'm going to ask for some help and some volunteers from all of you locals in Denver. I think the next running shoe giveaway, we will do a pizza party at my house and I'll invite you over. And as soon as the live stream is done, we, you know, if we had four, four people, maybe five people, we could wrap up those shoes in, you know, an hour at the most. It just takes so many hands and makes light work as the saying goes. So all right, Houston Marathon updates coming soon. I'm also going to open a box here in a minute that just arrived at the house. So I hope you're doing well. Oh, butter my bread. Oh man, just a day, just a day, man. Just, we're just, we're just living, we're just living in this world. Oh man, out with the old, in with the new. Here we go. Okay. Okay. Thank you for sending shoes, everyone. We're going to keep getting better. Hold on. We're going to keep getting better at this. Like, you know, it's all about time. It's all about systems and figuring out the best way to get shoes out to those who need them. So I, you know, we're going to make it happen. Pizza, pizza, pizza. We're going to make it happen. Customs forms for the international shipments. There it is. So if you're in outside the US, just a little more patience. I got to fill these out. All right, real quick, we got some boxes, but also a letter arrived from Mizuno. This is amazing. So let's see. This is, so it's signed in here by team Mizuno, Matt, Erica, and yes, a cat. I see cat in there as well. And then pipe. So pipe is my old teammate at the University of Colorado. And it's just amazing to see pipe in there. And so they say congrats on a huge 2019 50,000 subs and some big marathons. Just to name a few, it has been an honor to send new shoes to you. And we look forward to sending more in 2020. That's amazing. Thank you, Mizuno. I will continue to run in them. If you keep sending them, I'll keep running in them. Sound good? Okay. Here we go. Shoes for the next giveaway. We're looking at some Nikes, the Peg 35. Shuei. Thank you, Shuei. Oh, that is awesome. Thank you for the book. You know how much I love reading books. There we go. So next shoes, but these are asics shoes. So there we go. Next shoes. Oh, shout out to the new Hampton Huskies. All right. Next box is from Jennifer in Texas. I go boom. Oh, interesting. It's a Hoka box, but Scott shoes. Ladies and gentlemen, I think I've only held Scott shoes in my hands once in my life. I will put those in for the next running shoe giveaway possible here. Oh, from Allen. Thank you, Allen. See some, I'd say some ladies flynets. Okay. That is amazing. 4% flynets, female size five for the next giveaway. Dublin, Ireland. That's amazing. Thank you, Allen, for sending these. One more box. There we go. Next shoes are from Jean, the Peg 35. Let's see size eight and a half. All right. Now, well, let's open up this last box from that arrived today from Nike. So you all know the next percent giveaway was what? About 10 days ago approximately. Let's open these up. Oh, there we go. The pink edition. Oh, so who won these? André, over in Europe, I will be shipping these off to you as soon as possible. Congrats on winning the next percent. Now, we all know what's on the inside, right? We all know what's on inside that midsole. There we go. So I will get these shipped off to you as quick as possible under a hopefully tomorrow. All right. All right. Let's go out to the studio, get organized and talk about the Houston man. There we go. Putting the last shoe on the rack. Rack is full again. Oh, it's so good to have a good full rack of shoes to give away. But some people were a little worried that they did not see their shoes that they gave in the giveaway last time. It's only because we have so many shoes. You can't even see it. Above me is probably 10 more boxes of shoes. So don't worry. We will get to them. It just, uh, there's just a lot of shoes, which I am ever, ever grateful for. And I know the people receiving them are ever, ever grateful. So keep them coming. Okay. Moving on to Houston. What can I say? What can I say is the truth and be transparent. I'll always be transparent and, uh, I wish I had better news, but the knee does not feel very good at all yesterday's 12 mile run. The knee was basically at a seven or eight on the pain scale, the entire 12 miles. And usually the knee warms up after a couple of miles and it goes away. And then I tried running faster because yesterday, because that usually helps it feel better. Um, but it never really went away. And my pushoff power was a little hindered as well. So that tells me the knee is not happy and it's going in the wrong direction. And that's not good because the timeline for Houston is, and I'm just being very frank and like, yeah, just being frank with you guys, the timeline is not so good. If I was four days out from Houston, I could run, I would run Houston on the four weeks. That's rough now to run through pain for four weeks. That's really, really rough. And it's definitely like right between the kneecap and the tibia. So it's that classic runner's knee pain or jumpers knee, whatever you want to call it, the patella. And, um, so I'm grateful that it's not a bone injury. All right. And because I've had so many bone injuries throughout my running career, it's like, gosh, I'm just so happy it's not a stress fracture and it's a tendon. But at the same time, it is very, very painful. Um, I don't know. I've asked a lot out of the body in 2019. This is why remember, remember yesterday, the vlog that I, I, I clicked on the vlog from 365 days ago. The title of that vlog was avoid overtraining and burnout last run every year. If you've been watching the vlog for at least a year, you know that I take two weeks off every Christmas. Well, this year I, I didn't because of Houston and chasing down this dream of qualifying for the Olympic trials, but I have to be vigilant of the body and listen to the body. And at the end of the day, it's like, you can't put yourself, well, you can put yourself through pain, but not for four weeks. So I took the day off. We'll see how the knee feels tomorrow. It's sad news. I don't want to, I don't want you to be bummed though. I'm not giving up on Houston. I'm not giving up. All right. But I just have to be, I just have to listen and go by feel. And right now it does not feel good at all. Okay. So there you go. That's the update. Oh, sorry, but the power of shoes. All right.  If you're struggling with an injury, if you're like, I'm not going to give up.  The last running shoe giveaway, a gentleman in Germany, his name is Nick. He emailed me and said, Hey, it's a little expensive to ship shoes all the way to Colorado for the giveaway. Do you have someone in Germany that I could give my shoes to? Well, sure enough, I put the word out and a gentleman emailed me his name is Siggy. And basically it turns out Nick and Siggy live in the same region of Germany. And so they were able to meet just a couple of days ago and look at this picture that they took together. And Nick printed off this, the logo, seek beauty, work hard, love each other. And so they were able, so Nick is giving the shoes to Siggy and Siggy is going to give the shoes to a running friend who just needs help getting shoes. So at the end of the day, we are coming together to help each other to chase down our dreams to hopefully make a positive impact in this world. Alright, so that is the power of YouTube. That is the power of runners uniting together to help each other. So thank you, Nick, for helping Siggy and Siggy is going to help his friend. It's absolutely amazing.    And I don't have a question of the day. I was trying, I don't, I never want to force questions of the day if it just doesn't make sense. And I just couldn't really come up with one, come up with one maybe because my mind is thinking about the knee, but I'm here for you. I appreciate you being here for me. What are you going to do? We're going to keep going. That's all we can do.  Patience, patience, patience. Alright, we'll toss it back to the last running shoe giveaway live stream on the right. And then we'll toss it back to, well, we'll toss it back. Maybe I'll try and find a blog about running injuries on the left and trying to keep your motivation up through running injuries on the left. I should probably go watch it myself. Alright, there you go. Sig duty, work hard and love each other. Come on now. See you tomorrow.


Nanotechnology involves creating, manipulating and using materials at the nanometer size scale where significant differences in material properties can occur. Biologically synthesized nanoparticles through nanobiotechnology have a potential to boost production without harsh chemicals while also incorporating biological entities such as bacteria and plants in biochemical and biophysical processes. This article was authored by Monalib and Shah, Derek Fawcett, Shashi Sharma, and others.


But once again I'd like to thank the International Rice Research Institute for making this wonderful piece of art available to the Filipino people because it's really a national treasure that deserves to be seen by as many Filipinos as possible. Mananzala as an artist had been very close to Filipino culture and Filipino culture being basically agricultural made him very close to rice that only is a plant but as a way of life. Rice is people food of the Filipinos so Mananzala gave so much importance to rice you can find rice so much in his paintings but at the same time he portrayed rice within the context of culture as a whole. And these Mananzala paintings which we will proudly promote as the Erie series of paintings by Vicente Mananzala housed here in the Erie Hall will be one of the main attractions at the National Museum of Fine Arts. Thank you very much for the loan and so we'll this will enhance our audience development and also a lot of our school kids are coming in here will I think feel very very proud of seeing all these things come together. Thank you for the conversation. Thank you Erie thank you National Museum for having this kind of event I'm so privileged to be part of it it will definitely make more people aware of what treasures we have. On behalf of the Friends of Mananzala we are happy that finally the National Museum and Erie have decided to bring this wonderful murals for a long term here at the National Museum. Well we just finished a wonderful evening and I think it was a first it was a very good idea for Erie to give on loan to the National Museum the Mananzala murals it's going to be taken care of I we are assured of that I just spoke with the National Museum officials and they're very very grateful that we have made a decision on giving it to them on a loan basis and I'm very happy that this occasion that we are here again in the National Museum for the with the assistance of Erie for the further promotion of our Erlum rice. This Mananzala Erlum rice partnership both brought together in this event is a dream come true I have never seen this could have been possible in the last 10 years when I was starting this I never thought that this could really take off and the Erlum rice has been held in the midst of these powerful people. This evening really is a highlights the appreciation of Erie with regard to our culture and the original rices in the mountain in the Cornelieras. We start a project where we put Erlum rice in a wonderful way to open a restaurant to support the farmers but also you know to make a concept that everybody wins so I'm very happy to be today here. It has been an amazing experience you know to share again with some of the people I met in Fugau and in Kalinga and thank you very much to the Museum, to Erie. Many many thanks to you for this wonderful occasion, congratulations to the International Rice Research Institute and thank you so much on behalf of the National Museum, thank you.


You'll experience patient care that is specific to you with exceptional follow-up care that ensures your hearing and balance needs are being met. Audiology Associates at 1428 Northlake Drive in Prestonsburg. As winter quickly approaches, the need for blood is on the rise. During the holidays and winter months, blood donations decline, but the need for blood products continues. We spoke to Eric Lindsey with Kentucky Blood Center about the importance of donation. We know we're going to run into some historic difficulties that are going to rise. The first thing that will pop up is just being the holidays. People are going to be busier. In addition to that, as we enter wintertime, there are going to be unforeseen days where snow may come in, sleet, whatever it may be, that are going to unfortunately inevitably inhibit our ability to collect blood. It often leads to mobile blood drive cancellations, especially in rural parts of Kentucky, but it also affects our donor centers sometimes. So all those things are factoring in that make it a difficult time of the year, so our plea to folks is that, hey, knowing that those things are going to happen, knowing that we're going to run into some difficulties, do your part to be intentional about coming out and donating blood. One donation can save up to three lives and only takes around 45 minutes. One in four people will need a blood transfusion in their lifetime and someone in the U.S. needs blood products every two seconds. So it is a constant everyday need. It can range from anything from what most people think of, you know, traumas, car accidents, unfortunately, gunshot wounds, things like that, that use a tremendous amount of blood, but there's a lot more, a lot more tooth than just that. Cancer patients, it is critical for. It helps with premature births. It helps in routine surgeries, organ transplants, people with anemia, things like sickle cell disease. There's just so many uses for it in our medical facilities that I think we take for granted that blood is an everyday constant need. So yeah, there's a lot of things that it's used for. For more information on how to become a donor, go to kybloodcenter.org. Reporting for Mountain Top News, I'm Brianna Robinson.