Second that we have left and right brain and our brains, they have left and right brain, they perform different functions. So the four-mat model that he made, he put these two things in front of him and then made it. He made a cycle that included four quadrants. Let's see what this model is. You can see on this slide that the four parts of this model, one meaning, the other one concepts, then skills and then adaptations. If we start in the meaning, you can see it inside, why? In concepts, what? In skills, how? Or in adaptations, if you see it. If you go into the inner circle of the quadrant, you can see it. It is written below, connect, then attend. Then you can see it in the blue, image and inform. Next, how? Under two parts, practice and extent. In the fourth quadrant, you can see refinement and performance. Now if you look inside, then right below connect, then attend, left. Then in image, right, inform, left. You can see practice under left and extent under right. Refine under left and performance under right. You can see that the four quadrants have different functions. You start with meaning, then concept comes, then skills develop, then adaptation is the level. In these, the small parts, even if you start with meaning, you first connect the children to the stage. The connection part is function of right brain. The attend part is function of left brain. The beauty of this model is that it has tried to address diverse learning needs. Along with that, it has identified functions of left and right brain distinctly. Let's consider this as an example. For example, the teacher has to study the concept of size. What can the teacher do? Connect part. Connect means that the teacher has to connect with the previous experiences of the children. Now, what can be done in this? The teacher has to give the concept of size for the children. So, children can do a small exhibition with different clothes. For that, there are caps, ties, maybe shoes, or something else. If it is not about clothes, then the teacher can keep rings for the sizes. In this way, some bangles can be kept for the children. Some ribbons can be given or something else can be done. In that, the children will be told to wear them. The children will have to wear those things first. If there is a cap, then the children wear it. Shoes, socks, all these things are experienced by the children. So, you have to do the same thing that the students already do. So, you have to connect with their previous experiences. Next is attend part. What will come in attend? You will say to the children, now you will see which caps are coming in full, which one is not coming, which one is taking the right way, which one is not. So, the children will attend. They will see that there are five or six things that are of their size. There are some other things that can be of the size of other children. So, they will attend from this. Let's take another example. If you want to teach children algebraic expressions in Mathematics, and you want to teach their editions, then you will teach those things in the connect part, which the children have already learned in the edition. That will not be the edition of algebraic expressions, but it will be a simple edition. You will connect child's experiences with something which you are going to introduce next. So, in the first part, you will ask the children a simple question about the edition. Maybe the children are going to say, Miss and Sir, they already know. You tell them, do it again. Because you have to connect them with their new learning. If you are going to give them an average concept, then try to see what children already know. You connect them with the children's cricket experiences. This is the prior learning about temperature variation. So, you may connect through these things. And then in the attend, you will see what are the experiences of individual children. What can they talk about? Let's take an example of the edition. You have asked the children to add. You can ask the children how they did the edition. The children have their own mental processes involved. Some children do the edition with their fingers. Some children will do it with their fingers. Some children will make a group of 10s and do the edition. You can ask the children in any way what is their individual style. So, you ask the students to attend to that thing. Next comes the concept. What do we teachers do? We do the lesson planning. That starts with concepts. We do not connect to students' experiences. We do not attend them. We do not attend them to the students' experiences. We do not attend them to the students' experiences. It is about making meaning. So that students can construct meaning of the new learning. Students want construct meaning of the new learning unless you do not connect to their experiences. You do not attend to their previous learning. When you do this, then you come to what part? What part do you see? It is about image and inform. Imagine what does the new thing look like? If we are going to do algebraic expressions, then we will write to the child. We will ask the child, what do you think it is about? How do you see it? You describe it. So, you ask children to imagine what it is about. In this part, you can brainstorm with the child. Where you will take ideas from the child, and then you move further. You have to write to the child. Something new for the child. You are going to get the child on a new topic. You want to teach them. You may ask them to come up with their own thoughts on a certain topic. You list them down. After that, you go to the next stage. That is about inform. Inform stage is the stage where you give knowledge to the child. So, we can say that first of all, when you have to connect with the children, you have to attend to their experiences. You have to see what comes to the children. In fact, the children are taking out the meaning of their learning. The first quadrant in which we say that you have to connect with the children, and then you will tell them that they attend to their own learning. You attend to their learning, but they attend to their own learning. If we give the example of sizes, we will tell the children what is the complete size and what is not. Then they will tell themselves whether the size of my hand is big or small, whether the size of my head is big, whether the cap is full or not. Can I hold these many beads in my hands or not? Children attend to their own learning and you attend to their learning also. First of all, you take them to imagination. You ask them what they see and then you inform the children what happens in most of the schools. The second quadrant is the concept. We start from the third stage. We went to the class. The children said, all right, students, take out your books. Then we read them. We gave the children the knowledge and they didn't give it themselves, mostly through textbooks. We use textbooks as a tool. So we are starting from there. If we start from this level, we don't know what our children's already learning is. We don't know their diversity. We know their diversity on the stage of attendance and on the stage of image or on the stage of imagination. We know them in these two places. If we bring those two points that we didn't bring the children, how can we give them the right information? How can we inform them? Then it will be like we are telling them that there are three or four children in the class and they are attentive. They are listening to you. The rest of them are not motivated. They don't know what the teacher is doing or what he is doing. So we need to take students through these three steps moving to the informed stage. Then comes the skills quadrant. There are two parts in the skill quadrant. The first one is practice and the next one is extent. We know that practice is of different kinds. There can be distributed practice, there can be massed practice and then you have brief practice and extended practice. When you practice the children, it means you provide them the opportunity to translate the informed thing into practice. It is exactly the same that when you teach the children grammar rules, then you tell the children to practice the grammar rules.  Then you give them practice to separate the texts. What are the nouns, what adjectives are, what verbs are. So you provide them practice time. You also tell them a concept in maths. You tell them a formula. You give them practice time for the application of the formula. So practice is very, very important. Then comes the extent. This is also your skill. We had read in the Direct Instruction lesson that the skill is automatic. You practice and learn a skill, but then as a result of that practice, you are able to perform that skill automatically. You have received your addition. Now you can give any addition. You should be able to perform that addition automatically. You don't need to practice it again. So in the extent, you give the children extended practice. So once you give children extended practice, then they are able to reach to the level of over learning or what we call extended learning. So for extended learning, for over learning, extended practice is needed. So we talked about that first we have to go to the main quadrant. Then we will have the next quadrant. That is concept quadrant. Then there is third quadrant, skill quadrant. After that, we have the fourth quadrant. That quadrant is adaptation. Let's see. There are two things in this. One is refine and the other one is perform. What is refine? Children have extended practice. They have that skill.  They can relate that practice to their lives. They can refine their learning. The next stage is highest stage. We can call it highest stage. That is perform. What is perform? We can make connections to larger ideas. You can bring innovation. You can find relevance. What happens in our schools? We give concepts to children and teach skills in some subjects. And in some subjects, we miss the part of the skill. There is no part of the skill. Let me give you an example. If we talk about science, my favourite topic is food. Very easy. That is why I give example of this concept. We told children about food. We told different classes of food. The children learnt about that class. Then we give the concept of balanced diet. And then we take the test of the children. And even in their exams, they come to the paper. That is it. This is the concept. You are not going on a skill level. In Maths, Urdu, English, we take the children on a skill level. Or in physical education. But in this kind of concept, in social studies, in science, we are not taking the children on a skill level. So what can we do? If we have taught them the chapter of food, then we write recipes from the children. Such foods which are balanced diet. We practice them. In a day, when we talk about balanced diet, then how many calories do we need? We make different combinations of children. We make diet combinations. We make diet charts from them. In which we know that children are getting vitamins, calcium, and minerals are also getting balanced. We do not provide this opportunity to our students. We do not provide this kind of opportunity to them. So we squeeze all four coordinates in one quadrant. That is concept learning. That is it. The important thing is, if you do not pass the learning cycle, how can we expect in-depth learning? Our focus is to cover more syllabus. We have addressed these things in our lectures. Less is more. Less will be more if we go to all these quadrants and we fulfill the demand of all these quadrants. Let us try to understand the adaptation part again. We have taken the example of food in science. You have developed children's skills. How will the children come to the refined stage to make a connection with their lives? Children should evaluate their eating habits. They should reflect on their eating habits and see where they stand. This means that the learning, which is not book learning, will apply to children's lives. They will see how they can improve their habits. The adaptation stage is after this. Children will devise some methods for their family where they will say that they are eating habits which challenge them. We will take them in this way and bring them innovation. They can change their lifestyle. They go to the adaptation stage. Similarly, in Urdu or English, you are teaching children how to write. You have taught them persuasive writing. You have come to skill development. Now comes adaptation.  If they know how to write a letter, they need to write letters to newspapers, or to write a letter to an editor. Or to use that learning in your everyday life. Send it to your friends. You can send letters to anyone on informed issues. Or you can use it for your friends. They use that learning in their lives. I have seen so many people who pass tests. They have written a lot of applications. What are they? Sick leave, urgent piece of work, brothers' wedding. These are the applications.


your function is wholeness and what we're learning from the Course is that all beliefs are equally false and that there's only one belief which is also false called forgiveness because in heaven there's nothing to forgive and that one belief on the tapestry is the thread that gets us out of here it takes us beyond the tapestry of the world the fabric of the world and back into this abstract oneness so once you come into an experience of this forgiveness that's when life gets really fun that's when you could never get into a debate ever again you would never take a stance you would never hold on to an opinion you would never try to be right about anything specifically ever again because this unified experience of the quantum field or or complete forgiveness is the answer and it's always been there it's like it's always been in our mind it's the most natural experience when people talk about how difficult the Course is or how many challenges and struggles they're having with it let's be clear the ego is having struggles with Course in Miracles I've even heard some teachers say well the Course may say that it's simple but it doesn't say that it's easy and actually Jesus does even say that it's easy it's the easiest thing you could ever experience if you follow the Course out because it's it's leading to a natural state of mind which we'll call forgiveness and then beyond that that's just the gateway into love and light which is talked about natural that's our birth rate that's how we were created that's really natural forgiveness is a lead into that and when you get into this experience then all differences fade you know while you're going through the mind training you may always be concerned about the best use of time or the right use of time or not wasting time not wasting resources there's still a bit of concern with these things because they're on your way to forgiveness and the ego is still concerned about that it gets concerned about how you practice the Course it's concerning about you're doing the lessons the right way so cool because it's so joyful and and your care and your concern vanish and you know how he says you need merely cast your cares upon him for he cares for you the more God dependent you become the more Holy Spirit dependent you become you can cast your cares on him if you don't really have to actually have to problem solve anything you don't have to figure anything out everything is given by the one who knows your own best interest and nothing is too small nothing is too tiny you know nothing is out of divine order not a blade of grass is out of divine order not a mosquito is out of divine order yeah when we first went down to Argentina Kirsten was down there she's noticing that the mosquitoes were swirling around but they weren't landing on me or biting me what's the turn Kirsten did you have for mosquitoes mozzies she said oh the mozzies but there was a tone there were mozzies but but then the divine in the quantum field of forgiveness you know it's all energy and it's all perfect and it's all totally connected so there's there's nothing that's biting anything in the quantum field and and then also things that you were concerned about like the right use of time it's very good that you pay so close attention because when the mind's untrained it's just kind of like you know Jesus says in the Course untrained minds and accomplished nothing and he's calling us all to be miracle workers but he's basically saying that until you train your mind until you're able to start to release from fear that you're worthless which is good I mean okay give this to me straight you know okay it's important to be a miracle worker I get that and all right yeah how am I doing it you are much too tolerant of mind wondering okay it's like we had a line you know I'm like all right my mother was kind of a disciplinary like but the feeling that Helen Chuckman had when she was channeling this thing was she would say things like I was being given instructions that I dare not disobey dare not disobey from a rebel eagle the eagle probably like an eagle but she dared not to survey and this thing is it's not that there's any kind of punishment coming if you disobey but it's just that our peace of mind depends on that alignment on that obedience so that even the the monasteries and the combats that were kind of based on poverty chest and the obedience the obedience wasn't necessarily to the abbot or necessarily to mother superior it was really obedience to the Holy Spirit within and that was helping us in the most capital as self-serving way peace of mind it's helping us become into alignment with that flow so I know my life it's been important to become obedient and then when I seem to travel around in different countries it's like when we talk about retreats and gatherings and talks and lectures those are just symbols it's like we're in the divine gathering always it doesn't begin and it doesn't end it never stops there's no point like in the world you work hard and then you get a vacation in this experience there's no vacation so when people say do you ever get a vacation I say well it depends on how you look at it I mean they're always on vacation or always working but it's there's no split between my time and their time like in the world we have oftentimes employers we call that their time and we call our personal individual play leisure relax time is we call it my time or our time but in this state there's no duality so there's not a sense of trying to keep tabs of where does mine begin and where there's and in relationships the ego set up the relationships of this world so it's relationships between individuals and those individuals seem to have private lines and those individuals seem to have private thoughts their own ambitions their own secrets their own past memories their own life stories it's all a setup and and basically what goes for a relationship in this world is just a backdrop for undoing this belief in specialness for undoing this belief in privacy in the end it's undoing our beliefs of individuality and autonomy even and that's really getting to the core of the ego the ego is autonomy it's an autonomous belief that you can make a self apart from the self that God created and so when you go deeper and deeper down one time I a friend of mine Cincinnati said would you meet with my my dad and he's retired he's retired minister there's he means what's like a retired scientist and I think there was another guy who's retired as well they met at this little old-fashioned diner in 1950s diner and they invited me to go up there so I walked into this like 1950s diner in this tiny little town and of course I was the new kid on the block was walking in and all the eyes and diner were following me and we went there and we went to the back of the diner and these three old guys they're just their white hair the twinkly little eyes they started asking me they were just me the diner to solve all the world's mysteries and so it's kind of cool that day because they asked me all these kind of deep questions and the waitresses were coming in and just sliding in drinks real carefully because there was this flurry of energy this vortex of energy with me and these three old guys at this diner table and all the eyes and heads returning and watching and we just we kind of solved the whole universe there in about an hour and a half with great joy and great questions but I think the last question that came in was the three guys were looking and kind of trying to come up with the next question and then he said okay when we remember heaven and we're back with God do we still have any sense of individuality I looked at him I said no three old bodies shook a little bit and that's that's the ego shaking it wants to be individual it doesn't mind going back to heaven as long as it can retain a sense of uniqueness and individuality and that's that's the rough that's the thing that the ego is going to be fighting and kicking and screaming with it will spit nails the closer you open up to the light because it doesn't want to be assimilated into the oneness you know it will do anything and it doesn't mind you mixing your spirituality as long as you retain a sense of autonomy you know it doesn't mind you just you can mix you can study anything you want and meditate that's all right and join the future study groups and do the things and but just retain a sense of autonomy and individuality at all costs in fact if you ever start to get close to something that's not that it's a cult it's just a cult and stay away from it if jesus and apostles were here in the bay area right now you know they would probably be known and classified as a cult for something really weird they're just too happy uh the two peaceful and they share everything you can't and okay it's gonna probably be gay well because jesus and the old guy there's a gay cult and you see how the egos filter with just automatically throw jesus and apostles into a box you know and so we have to be aware that that when we're going to go with this we really have to let go of everything that we think we think and everything we think we know there's a line in the course you will believe this course entirely or not at all doesn't that sound a bit like the all-or-nothing of christianity that i was coughing and speaking and fighting against my whole christian life you know like oh and at some point in university just kind of throwing the baby out of the bathwater and saying enough of christianity you know i can't stand to be a part of anything that's so ritualistic and exclusive and all or nothing everything and then here comes the course and it's saying at a mind level not at the formal but at the mind level it is all or nothing and what jesus calls the hall is the right mind is the right mindness of the holy spirit and nothing is the ego


I think we'll start this out with the demo.  Under my mouth! Wow! You grabbed by the function. Fuller. Yeah. We might be wrong. We're funny. It's not always a challenge. We're nervous. Versus Bab. Right? So this is an Alba design and a Bab design. Sounds like some weird martial art. So I don't know why I call them that just because it's kind of fun, right? And ABA, of course, is just we're passionate about it because our field is ABA so it seems a little self-serving. But let's see, what's the difference between them two? You just flip the A's and the B's and that's the difference. That's it, right? That's all I got. No, there's more than that. So an ABA design is the core design that you use to establish functional relation in our field. Not as good as a withdrawal design or as an ABAB design. So it's not quite as good as that because you don't get the replication piece built in with the ABAB part or the ABAB and BAB, you get my point. But anyway, it's there. It's at its core. You need practitioners, though, in the field, probably not so useful. Why? Because you have problem behavior. You make a change to problem behavior, you increase, you increase, why would you increase the problem behavior?  Yes. Well done. And then what? You just ask people for more money so you can fix the problem?  You don't do that. Fix the problem right from the beginning or at least help the client, I guess. This is probably a nicer way to say things is. But my point is that ABAB designs, while they might show up in an experiment now and again or in a laboratory now and again, they have of limited value in the field because they leave you on baseline. They do establish functional relations pretty well. I mean, there's some limitations there, but I'm just not going to go too in-depth on that right now. As opposed to a BAB design, which is where you have what you start out with your intervention phase and you return to a baseline, not return, you go to baseline, just don't return to it. Anyway, and then you put the intervention phase back in.  Go back to your intervention so you're getting those phase changes that are associated with the beginning and the end of the intervention, which is smart and you leave the client on the intervention phase, which is ideally what you want to do, or the dog or whatever, I use the term client loosely. So let's see. What else? The problem with the BAB design is that you don't see the pre-intervention effects, right? You can't control for the pre-intervention effects, the pre-intervention levels, and the interventions effects on those pre-intervention levels, you just don't know, right? So when in doubt, do an ABAB design. You don't need to do a BAB design, but of course there's an ethical issue that pops up all the time with regard to an ABAB design. As compared to a BAB design, why? Because you have to get that extra baseline during the ABAB design, which then probably might be unethical if you have an intervention that can control something like self-injurious behavior, right? So there are a lot of layers here. It is not as good, like I said, it's not as good as establishing functional relations. It is weaker than an ABA design, but it's very functional. It's a very applied sort of thing, and if you're trying to solve problems in the real world, probably not a bad design to use, especially if you want to establish some functional control, or some functional relations, functional control. Whatever. Too many words. They're all just kind of mingling together. I'm trying to think what else. I probably forgot something. I suppose you can tell me in the comments, and I might agree with you. So anyway, I think that's about it for those two. Thank you. Did that video make sense? Probably not. I've watched enough of my videos, and I know that they don't completely make sense. Hell, I don't make sense when I make sense. So maybe you should ask a question. We'll turn it into a bear's beauty if we ever get time. How do you get time? How do you get us time? You like. You subscribe. You share. You donate. You do those things, and maybe we'll make more videos. But seriously, go back. Ask a question or two. It's helpful. You can ask them down there. We tend to reply.


So talk a little bit about how you got into energy, what were the key kind of moments during that or the key pieces you were working on that kind of really made you fall in love with the field or realize the potential of what you could do here. And then, and then let's get into the center of industrial progress, what you've done, what you've achieved and where we are. But let's let's first do the institute years. So in 2000, the very beginning was in 2006, late 2006, I got really interested in the case of Enron, because I had heard from, I forget, I forget what had happened, but I had gotten the suspicion that it was being misrepresented and I think what happened is at first I had totally bought into these accounts that I read and then I read some contrary accounts. And I thought, like, oh, these contrary accounts make more sense and interestingly just to connect to today. This really motivates me for a lot of human flourishing project, which is what, how do you differentiate when we're pursuing human flourishing real knowledge from non knowledge, I guess we could call it fake knowledge. And it just my ability to be duped was really intrigued to me and then there was this potential that particularly this guy Jeff Skilling was innocent and I got the opportunity it was secret at the time but I can say now I got the opportunity. I was pushing on this hard enough and no one else was that I got, I got to go interview him and I remember you said like if you get this interview. If he'll agree to it like you'll pay for it, which at the time is, it's funny to think that's a big deal but it was a big deal because I was like enough for a flight to end the time off and so I went to Houston I interviewed him for 12 hours and I was incredibly impressed and I started working on it. And what happened was, I just did not understand energy at all. And so so much of it was technical stuff about energy and I just had this suspicion that he was being misrepresented but I just, I couldn't, I couldn't do it I couldn't work it out I wanted to write a book and I just couldn't make it happen at the time I mean sure other other undeveloped abilities of mine contributed that but nevertheless I couldn't do it, but I just remember that, but then I ended up one one work product I took out of that was I taught a class at the objectives conference in 2007. It is 2007 this time, called the media's fraudulent accounting of business and so I wrote I talked about Enron, and I talked about standard oil, and I talked about Michael milken and the researching standard oil. I had to learn about what was the oil industry like before Rockefeller so I could understand his contribution or lack there of turned out to be huge contribution and then in understanding the early market even before oil. I had this realization that, wow, this is broadly speaking energy this is the industry that powers every other industry, and I had never even though it sounds obvious, I never appreciated wow this is fundamental to so much, which means that in terms of as an applied philosopher in terms of applying philosophy, like if I could help clarify this, that would be a really big deal. And then I read the prize by Daniel you're going to in 2008 or so I've come to know him since and I think I told him this. I would read about the historical events in the oil industry and I remember thinking oh I wish I was around then when they were screwing up property rights and screwing up one calls and I thought well I can be around. Now, and I ended up teaching of course in 2008 in at Ocon there on the triumphant tragedy the oil industry and I got I really enjoyed that that was one of my most enjoyable moments at AI and I was able to pick it up. Pretty quickly like surprisingly quickly I think in part because having a good understanding of philosophy I was good at identifying good thinkers, and then I would study the good thinkers very deeply, instead of just being snowed by a bunch of mediocrities and taking them forever so there's this one guy Peter Beckman, who had a news that are called access to energy and wrote a book called the health hazards of not going nuclear. And I just inhaled him, and then different animal on the end of that than entering it, and then that's when I got that's the other thing that that was the positive of getting in through all that energy. There was also the concern about particularly global warming. And I remember we would have discussions of that in the Institute before I got interested in energy because Keith lock it was background as a physicist and I remember he said, importantly, well, we can't just even though there's a lot of status here, an environmentalist we can't just write them off as wrong about this issue, unless we investigate the issue. And at the time he was saying well there there might be some evidence that right about certain things and I remember feeling confused and also scared like well, okay we really need this energy, but then is this causing a big problem and how do I think about it. And I didn't have the question at the time but it ultimately amounted to how do what how do human beings flourish in energy. And it was a very difficult kind of question and I think of subsequently all my work has amounted to figuring out using certain frameworks to figure out how humans can flourish in energy, most notably having a human flourishing standard, and then looking at the facts with even handedness and precision about costs and benefits that's part of it. And then the other part in addition to getting clarity myself about what human flourishing means and energy has been figuring out, once I'm convinced of something, how do I persuade others of that, and I think of, it's going to be important going forward because I think of human flourishing project as a broadening trying to take some of those frameworks help people get clear on what is human flourishing mean in other areas, working with experts and working also with just regular people to help them have frameworks, like what is human flourishing mean in any area what what general things can you to figure that out. And then also, for the people I think are experts, and the people doing a lot of good, who are not being very persuasive, how do we help them stand out from the crowd. Those are those were the, in retrospect, that's what I was doing an energy I had no idea at the time that it had that logic to it. But now it feels very clear that those are the two questions I was, I was grappling with. Good, so


This study used genome-wide gene expression profiling to analyze the response of rice to drought stress at different development stages and tissues. The results showed that most of the differentially expressed genes were tissue or stage-specific with distinct function categories in each tissue. Additionally, several genes were regulated in a reciprocal way in two tissues at the same development stage. A CIS element containing a special CGCG box was identified to over present in the upstream of 55 common induced genes, which may be important for rice plants responding to drought environment. The study provides valuable information for the improvement of drought tolerance in rice by identifying differentially regulated genes and unique candidates CIS elements. This article was authored by Fu Beining, Zhu Linghua, Zhou Xieqin, and others. We are article.tv, links in the description below.


in our Sarah Kustak and Michael Grady to get their thoughts on what Kyrie just said. And he's right. He just has to focus on the game and move forward. And he and Kevin Durant, guys, both said this isn't a one and done. This is a series game two Wednesday night. Yeah, Chris, you know, I come to the set. Coots a little disheveled because this is how you're supposed to look after a game that 20 lead changes. The final lead change was at the Horn 12 ties.  And the nausea bag handy because this is going to be a very, very long series. Kyrie Irving and Kevin Durant Durant a little bit off tonight. The physicality may have affected him somewhat, but Kyrie was brilliant. And you heard what he had to say there to the to the media and reflecting on his interaction with the fans, whatever it was, it certainly fueled him in this ballgame. Yeah, and I think the thing we've seen out of Kyrie, I mean, the one thing that Kevin alluded to when he was talking is we've already seen some extraordinary performances this season from Kyrie 6050. I mean, this is not something out of the ordinary. However, I think one, the the fuel that may come from being in a building that does have a lot of hostility towards him on the flip side of things to Kyrie Irving is made for the postseason. He is built to perform when the stage set like this. And so I think that's what we saw as he was able to come out and be the individual that we anticipate out of him. And now I think it's just about this group getting better the areas they need to be sharper with and everyone collectively being at the level that is necessary to compete and to find ways to win against the Celtics. And you said the word right there. Everyone you know how much attention Kyrie Irving and Kevin Durant are going to get Goran Drogage played well off the bench, but Seth Curry had nine points in the first quarter didn't score after that Patty Mills one for one in this ballgame. Only one shot attempt and Bruce Brown had something to say about Hal Horford and Daniel Tice headed into this ballgame, but I don't think Bruce Brown will be very happy with his stat line. We feel like Kevin Durant is going to be better in game two, but other guys as you just said everyone is going to have to step up what Boston does so well and we talked about this. I mean the way their defense has played in particular since the start of the year and since the L start break the individuals that they have that are both excellent individual defenders and also collectively as a group they shrink the floor and they make you feel bodies are able to swarm. I mean you even think about the last possession, you know that the Nets had offensively of they were able to run to it Kyrie and then Kyrie finding Kevin who had Jason Tatum is blanket in him. So they do a good job of making sure you're not getting clean open looks and I think whether it's Bruce Brown, whether it's Klaxon, Seth Kerr figuring out where you're going to get your shots from is something that's going to be really important as the series goes on because as we know this in the postseason things change adjustments are made. So this defense how they look the coverage as they showed is not necessarily going to be the same when you turn the page game to we are looking forward to game to it'll be a long series Chris. I'm going to have a few more grays is coming through. I already have plenty Michael I already have plenty and I think I'm going to have plenty more by the time this one is over Frank.


Hello. My name is Fredrik O'Nagson and my presentation is called as you can see a live digital knowledge development and communication in contract archaeology. I'm a PhD candidate in Graska. I'm also an employee of the department of museum archaeology at Kalmar County Museum. The level of impact which digitisation brings to contract archaeology is huge and can be traced within all different parts of the archaeological process from documentation in the field through the interpretation process all the way to communication efforts to society. Some examples. Here you can see me take photos that generates a 3D model for analysis, in this case a skeleton that later becomes shared online as part of a virtual reconstruction of the site. A drone can produce images and films usable for oversight photos, picture analysis and 3D data without endangering any lives of archaeologists climbing ladders. I heard that line before today, but I'm reusing it. In the field digital documentation enables a direct interpretation process with digital data available in real time. Discussions between researchers on or off site and even others if you dare can drive the interpretation process forward in new ways. Digitisation also has the possibility to improve the business. A digital archaeological process can save time, money, like that, but more importantly secure and managed state collection and archiving. I also argued that the sector of contract archaeology can make a better contribution to archaeology and society with an open data approach and a more open archaeological process where primary data is open for scrutinizing. For example, making the interpretation process possible to backtrack in digital data creates opportunities for anyone to recreate the process and scientifically test conclusions made and potentially challenge them. In short, I think open data is better for science. This does not come without challenges, though. And to achieve a more open contract archaeology is a real challenge, but far from possible. It is needed, I think if we want to develop the business and move forward. Data hoarding, unchallenged results or bad communication to society are real problems that must be dealt with. But there are also a wide range of possibilities, not only when it comes to improvement of the business, but also to make it larger. New digital products deriving from contract archaeology gives possibilities to create new services and new contracts apart from fieldwork. With new markets opening up, archaeology can adapt to the needs of society in new ways. We have to ask ourselves the question, for whom are we doing archaeology? The Valetta and Faro conventions stresses the importance of archaeology and heritage to contribute to society and make it relevant for the people. Archaeology is not for archaeologists, it is for society. But if we don't make an effort, if we don't make the stories buried within digital data come alive, if we don't make digital data reusable for researchers and understandable for the public, the information and the stories created by archaeology will be forgotten and the digital data attached will in the end die. And we will be left with dead data of no use for society. So, what do we need to do to make digital data come alive? Well, we need to make it understandable and reusable. Documentation and communication workflows should be more closely interlinked and not separated. If we think in terms of communication as early on as possible, even in the trench, then society can use heritage much earlier as well and take part when stories are created. If you want to be successful in your endeavors of working with digital workflows, keep these three words in mind, openness, reusability and relevance. Data will live on if it's used and reused and digital workflows have the potential to make knowledge produced by contract archaeology, not only survive but also come alive. Thank you.