Excellent. Thank you very much for the warm welcome. I know I was using my fingers and my toes to count the years. You'll quickly learn in any of the conversations, if it gets really technical, has anything to do with math or coding, or you'll see me go really quiet, there'll be no smile. Just big eyes and I'll say something like, let me introduce you to my colleagues, who can answer those kind of questions. What I am going to be sharing today is wondering and learning. I'm going to be going through some of the processes. I had a chance yesterday to talk about some of the work that's happening within Learn Moodle, but today I really want to focus on a few things. I want to focus on some of the things that I have personally gone through, how it sits in relation to my experiences, my studies, my work, and then going to take a little bit of a shift and start thinking about and sharing how that impacted my role as an educator. Then I am also going to try to put it in a local context, and so that the hope is that there's something in these stories, and I'll share some stories, I'll share three stories. Hopefully there'll be something there that you can bring back home. Again, with that, intend to inspire and not impose. I absolutely love that saying, a good friend of mine uses that, his name is Dwayne Donald, and he talks about when we're meeting and we're gathering, and we're bringing different people together, what is it like when we can have those deep dialogues and conversations where the intent is to inspire and not impose our way of thinking on someone else. That's truly my intent today, and I look forward to continuing the conversations as we go. Similar to yesterday, I'm going to be sharing some photographs that I've taken, and I'll start off quickly showing you the four photographs and telling you the story of the photograph, and then we'll step back and go back into the three stories. This photograph represents the self, so there's one single flower here, and I actually took that photograph right outside of Versailles in Paris, France, and as I've been exploring some of my family history, a lot of my family does go back to France in the 1600s, and so being there was really cool to see the places where in 1590 one of my great-grandfathers was born, and to be in the places where I was teaching about when I was a high school social studies and history teacher, like to be standing in the foyer of what I used to just talk about. It was a completely different experience being there in the place and in the territory in the land where that happened. The second photograph is what that flower and what that looked like in relationship to the others, to where it was from and looking at that bouquet, that bouquet of experience and everything that surrounded it, because that equally tells as much about the single flower. Here's another example where you'll realize I don't have that much of a space awareness. I decided to blow this photograph up to put into my kitchen, and I was just scrolling through and I saw the examples, well, I'm like, yeah, that'll be good. That'll be good. That's like a size of a tiny blanket. Well, my goodness, it filled up the whole wall in my room. Now I have lots of things to think about when I look at this photograph and hopefully you will too. This third photograph is about footsteps, and it's also about the role and the mark and the imprints that we leave. This photograph was taken in Waterton, Alberta, it's part of the traditional territory of the Blackfoot people, the indigenous people, close to where I live, and I use this as a reminder, especially when I'm thinking about my role as an educator, and what kind of footprints am I leaving, and thinking about my students and the people that I work with, and what is really my role in supporting their learning and their success. This final photograph I took a few days ago, when we went to one of the, I took a few days ago, when we went to one of the temples, and it was just sitting there. Everyone's looking at these beautiful, the buildings and all of the people and the scenery, and this little flower just really stood out. That came right there from that land and that spot. When I'm talking about what does it look like in your local context, I'm also making those connections to being here today and to have this time for us to be able to meet and to talk. So now I'm going to quickly slip back. Okay. So self-enrelation to my own history. So I'm 13th generation French-Canadian, and I've been a student, I studied history, I studied education, and I also studied indigenous education in my work. Then in my thesis, Martin talked about that it was about creating structures and models, and looking at professional learning, also looking at the role of leadership, and looking at how can indigenous methodologies help provide voice for the community members as well as students and youth. So my own history actually is the story of colonization. When I look at my family members who came from France, and I look at my family members who came from indigenous communities in Canada, I find I'm constantly navigating where I've come from, and where I am at that moment. I think sometimes that helps, especially when I'm thinking about, what is my role as an educator, what is my role in transformational change, and what is that process of leaving what I've always known and what I've always done to trying something new? So that makes me think of the story of colonization, and also the role of education. How can education decolonize? How can we look at ways of transforming education to really empower not only educators, but students as well? As a researcher, I find a lot of hope in the global conversations that are happening. When we talk about things like the sustainable development goals, that is really where I draw a lot of inspiration. When we put what we're doing in relationship to community members around the world. I like thinking about what it looks like when we give voice to the people that we're working alongside, and also finding ways that we can continue to stay connected. Finally, this local context being here in Mumbai, and to spend this time, I'm really grateful, and I also feel that responsibility to be able to respectfully share. Again, this goes back to my intent to inspire and to not impose. So I'm going to talk a little bit about the sustainable development goals. As a single mother, I experienced some financial hardship when I was supporting my children, being a student, working some crazy jobs, working multiple jobs, and it was one of the first times that I experienced just one level of poverty in a different way. I found that I was very fortunate we had a social system in Canada that was able to help support me. I called it we were a food bank poor, which means there was a food bank that we could go, and there was food available, there were supports available, and there was community support as well. The real turning point for me from going from that situation was actually getting my education degree. It was my second degree, my history degree had some more limited work options, an education degree and being able to be a teacher really made a significant difference in how I was able to care for my children, and the home I was able to provide, and the opportunities that I could provide for them. I think whether you're just struggling with poverty, or you're looking at poverty at different levels, education is often that turning point, and it's where something that we have in common being here and being connected with Moodle. How can we be empowering ourselves as educators to be able to help others go through that turning point to find success, whatever that success means to them? Now the kind of poverty experience wasn't the extreme poverty that the sustainable development goals address. So in the documents and in the resources, the very first goal is addressing poverty. And in the resources it talks about things that we can do. How can we address the issue of poverty? And there are three things that really resonate with me. The three things, share intergenerational knowledge. That's one of the things that they talk about. How do we address poverty? And this can be a message to youth, it can be a message to teachers, it can be a message to business owners, anyone in the community. One of the things you can do is be sharing intergenerational knowledge. So thinking about what does that look like when you're the teacher, you're the facilitator? What does it mean to share your story and your experiences with your students?  I had so many students come to me afterwards and say, yeah, that's me too.  And so it becomes that entry point. Sharing that intergenerational knowledge and sharing your personal narrative in your story. The second thing that the Sustainable Development Goals recommend for addressing poverty is encouraging innovation and critical thinking. I thought that was interesting because sometimes you want the answer. You want the specific, give me a list of things I can do, things, you know, policies I can put in place and then, you know, I can contribute to this. But there isn't that list. There were some ideas and some suggestions and encouraging innovation and critical thinking is something that we can all do. And you know, as we've had these conversations yesterday, especially when we talked about innovation and what does innovation actually look like? What does it look like when it's a process? When you can say you are being innovative. You're not just bringing in one simple thing or one complex process. The third thing that they talk about is supporting transformational knowledge. And so this is again where we start talking about that process of change. And those came out in our comments yesterday as well. What does it look like when we shift? What's going to happen? Where do we find our support? So where do we find our mentorship? And I think when we're looking at it in terms of Sustainable Development Goals and poverty, it brings us back to education. And really what does that mean? In the UNESCO resources and UN resources, they talk about quality education to ensure inclusive and quality education for all and to promote lifelong learning. And I think that's something that we all have a role in whether you're in the K to 12 in higher education and universities and colleges or whether you're representing the workforce. I think there's something that we can always look at. How we can use the things that we've learned along the way and share those with others to support their learning. So in my different roles as a professional learning facilitator, I've been designing programs and curriculum back at home in my province. And there are two activities that I've really found have had a huge impact. And one of them is called the Brain Architecture Game. And then the other one is the Community Action Poverty Simulation. And what's significant about these is that experiential learning. When you're playing the Brain Architecture Game, you're sitting around a table with other educators. And you're quite literally doubt life experience cards. And the intent of the game is to show how toxic stress impacts brain development. How does toxic stress and early life experience really impact a child? And so you play this game and if you get positive life experiences, you get better building materials because you're literally building your brain. And the taller it is, the smarter you are. But the more sturdy it is, the more resilient you are. So what happens when you have a group of educators together building this game is the dialogue that happens when you come across these life experiences and you're able to share or to talk about it. But then you're also able to make that connection in a deeper way. When you start to see some of these brains who have had great supports and they've got great building materials. It's these impressive little structures that you're making with pipe cleaners and straws. And then others that will topple over and fall over. And inevitably someone always says, it's not my fault, it's the cards I was dealt. And then you realize, yeah, that's the story for a lot of our students who are in our classrooms, whether they're there as children or as adult learners. You know, their learning path and the things that they need, the responsive educational programs that they need might look different. So that's one example. When you're actually in the game, you're starting to make those connections and it's that experiential learning. The community action poverty simulation is the same kind of idea where you're completely immersed in an experience. And you're going through and you're living a week in poverty. And what I found that really helped, sorry, you're living a month in poverty. So you're given a role and you're given a family and you're given a job and you go through this. And as you're going through week by week and when things are happening, you're trying to manage and you're trying to figure all of these things out. What happens when you have a group of educators who have no personal experiences where they've never struggled with food security issues or shelter or providing clothing for their families? For just one hour, they have a chance to go through that experience. And then with both of these activities, afterwards you spend all of this time debriefing, talking about all the resources that are in the community. You get the people who are there to share, you know what, I represent this organization. If you come across somebody who needs these kinds of services, this is what we can do. Please keep in touch, keep in contact with me. Or you can share online resources or go to people in the community that they can turn to. What those have in common is kind of thinking about, when we're looking at sustainable development goals and we have the opportunity to learn together and then to be able to reflect and debrief and dialogue. I think there are a lot of opportunities and I do find a lot of hope in thinking, what does that look like? In terms of the local context, yesterday we talked about some things and some of the comments that came out were about project-based learning. And so I was thinking about the brain architecture game, like what would it look like? And again, I'm putting on my Learn Moodle hat here. What would it look like if we had a chance to play the brain architecture game and then take that experience? What would that look like in Moodle? How would we facilitate that using all of the Moodle tools and resources? What would that look like if it was strictly online? How could we adapt what we have available to create that experience? Or what if it was blended learning and we wanted a space to continue the conversations and to hold the resources so that the activity didn't just end there, but that we were able to extend it? And so yesterday when I heard those comments about the project-based learning, that really, again, that connection to that hope and to that thinking, and like I called this presentation, that wandering and wandering. We often don't come with a checklist of you have to do this, this, and this. It's that process of engaging with each other and building on each other's experiences and comments and feedback that we can start to think perhaps in a different way. The next thing, the next story I wanted to share a little bit about is the story of Moodle. So I first started using Moodle. My first Moodle Meet was actually in 2006, and I was just a brand new teacher and the tech guys from around the other edge of the school said, hey, there's a conference. Why don't you come? And so I went and that was the very first time that I started, you know, we walked into this room and there were all of these desktop computers that were all plugged in. The room was, you know, a little bit warmer than your hottest day over here. It was lots of electricity in the room, but it was so fun to be sitting alongside everyone because everyone was new and everyone was learning. This many years later, I still feel like there's so much I don't know, but the more painful part is now I know I don't know it. And so really constantly situating myself in the role of the learner and continuing that learning and professional growth. And I think that's really important to start thinking about ourselves as learners and taking that time and space. When I look at, you know, what is learning about Moodle and how does all of this connect? It really does connect with the moots. One of the things I think about a lot is how does knowing relate to understanding? How does knowing relate to understanding? Because really if you want to know anything about Moodle, there are Moodle docs, there are videos, you can hear the voice of Moodle with Mary Koot, there's lots of opportunities. But it's nothing like that deep level of understanding when you're with other people and learning alongside everyone. And I think that's really important. I think about what can that look like in Moodle moats and how do you bring that back to the education communities that you come from? Because I truly believe that when we're here, we can take what we know or what we've tried and we can reach that deeper level of understanding of what it actually could look like for you. But then also you start to consider, how does that impact my role? I start thinking about my role as an educator differently. And this is where we return to the story of colonization. When we look at colonization, it has a complex story where a lot of people have been marginalized, they've been silenced, they've been disregarded or unrepresented. I like to think about what does it look like when people can see themselves represented in the work and in the learning? And so I strive to find ways that people can see, what does education mean to them and what kind of supports do we have in place? And it's important to me that the work that we're doing really is empowering your own vision of success. So we do focus a lot on the process. So these are processes that you can bring back. And I also like thinking about what happens when you're equally learning as much as you are teaching and educating and the importance of that voice. And so yesterday, I really appreciate, I went back to my room and I had all of this valuable feedback from your comments. So thank you very much for taking the time to do that. And I wanted to save some time today to share some of the feedback that came back so that you can hear your voice represented in how we're moving forward. When we were at the Miami Mute, we did a similar process where on one day we went through workshop, we had actually a longer workshop and we got a lot of really great feedback. And then we were able to take that information, gather it, go through, do a data analysis and come up with some key findings. So right away after that mute, we heard from the people that were there and we asked the what if question. So the what if question people were saying, oh, we need exemplars. We need exemplars, we need to know like, what does it look like when you're using this tool in all the ways that the tool can actually help teaching and learning? And I heard that echoed yesterday as well. We want the exemplars. The other thing that came up was the videos. Like we want some how-to videos, like just show us. Don't just tell us, don't just give us the step-by-step, like show us what do the videos look like. And so we've responded and we're going to be having some of those instructional videos in our Learn Moodle program. Another thing that came up, people were looking to see not only just what's possible, but the full spectrum of what's possible. So we're able to find innovative ways to do that. So a lot of the things that came up, definitely I heard yesterday as well. But when we asked the question, what if? When we asked what if you could have access to any resource, what would that be? And one of the significant things that came out of yesterday were concrete resources. Wanting to have, give us a manual. Give us the process steps articulated. Give us guides navigating Moodle. Give us a sample course. Give us a sample school site. Give us a printed resource. And again, give us those videos. Those videos are really helpful to be able to see, to hear, and to read, and to be able to go step-by-step at your own pace. So again, Moodlers around the world are echoing some of the same things. And it really helps when you're starting with that blank slate to create a program, to really make sure that it's serving the needs of Moodlers. The second thing that came up was that social and experiential learning. When people are in Moodle, they want to know, how do we actually have a learning experience? Rather than downloading a document, doing a quiz, getting a grade, and exiting. What is it like when we have that learning experience? And so that's pretty exciting to think about the opportunities and it's very inspiring to think, okay, well what could we do? And that really sparked some of my thinking again when I was explaining the brain architecture game, how much fun that would be to work with teachers to do that. The third thing that came out of your what if, what if you could have any resource? The third thing that came out really strong in all of the comments was professional learning. You know, really looking to see, okay, what's the next step? More, I want more. Where can we go? Where can we sign up? So definitely feeling that need and that request, looking for the workshops, looking for the programs and the courses. The second question was if only. So if only you could change one aspect, or if only you could have any opportunity, what would that be? And so some of the things that came up were some of the logistics of dealing with a Moodle course. So looking at how can we sequence, drag and drop, what does it look like if it's, if we can use a planning tool, like a Trello tool? People were looking at designing experience. So like what is it like? I'd never really thought about course design. What are some different ways that we could do that? How do I learn more specifically about course design? And how does that relate to the Moodle tools and resources? So that was one of the comments. And then also again, professional learning came up. You know, how do we learn more? How can we take what we're learning here and bring it back to our education communities? And I think that voice really resonates with me because I know I've been the one person who goes to the conference and has like, all these fantastic ideas. And you just want to run with them.  And I think that looking to see how we can stay connected is a common experience for educators because often we're the only person or it's a small team or there's that sense of isolation in the work that you're doing. And I think that's a lot where we can gather a lot of strength from the Moodle community. The other thing that came out when we looked at significant findings, one was considering student voice and different perspectives. And I think that's an interesting opportunity. People, the comments that came back, looking at the feedback process, I never thought of, how do I know if I'm successful? There was one comment about, oh, I hadn't actually thought to ask the students. And so that's really valuable. You never know where one little idea can change. So thinking about what does that look like back in your work. One of the other significant findings was you're feeling not alone. Like to hear the experiences of everyone else and then making those connections and that follow up afterwards, hearing somebody say, oh, yeah, we've done this. This is what we did. And I've seen that time and time again at Moodle Moods, just that openness and that sharing. Other significant findings, just that sense of being ready to share and feeling that as a group and as a Moodle community here in India, looking at the scope of Moodle and the power of Moodle. And I'm pretty excited today with a list of presentations that are coming up. I think every presentation, I know for myself I'm thinking, how can I take that and put this right away? Like I want to run with it right away. Looking at the scope and also rethinking. Rethinking based on feedback and the process that we shared yesterday. And finally, digital content with pictures. So thank you for that comment. And I think that's something again that we can bring back when we look at our own course design. So those were the findings that came back from all of the significant comments and the work that everyone put in. And it doesn't mean that the conversation is over. Definitely encourage you to connect with our education team to be able to continue and to look ahead. So as we go through the rest of today and as you go through the rest of the sessions, I really want you to think about how you continue the conversations at the Moodle party. And when we leave, hopefully it's a matter of saying until I see you again, whether it's in the forums or social media or at another Moodle boot. And I've saved some time in case there are any questions or comments or if there's something that sparked your thinking today that you'd like to share with the group. Excellent, yep. With all the insights that you gave about social learning, integrating social learning, giving demos, showing video, practical exercises, experiments, forums, getting feedback from the student and all of that. I think one of the most important aspect that is not being covered is, is not actually with the Moodle. Moodle is, as a tool, we can do a lot with it. But even before that, widely the education system here or in most places, it is always a fight or race between education and certification. Unless we focus on education, that certification, I think no matter what we do, it'll never be enough. And also, believe it's, any tool is mostly bunch of code. With a community such as Moodle, it would be always possible to resolve a technical issue or a technical gap to fulfill that. But widely that gap is never filled, so far in my view, is because the political will of educators, like us, not going to the step where truly educating the users, but we focus more because of, for so many reasons, on getting the certification right. But once we start focusing on educating the users, the technology gap will definitely fill and all of this will become a reality in no time almost. It's just my view. And I think you brought up a really important point because it's defining what does success mean. Understanding yet the certification pieces there, that's something that you're absolutely need to address as the foundation of the system. But it's also exploring, just because that system is in place, it doesn't mean that you yourself as an educator can't go through that own professional learning, that professional personal growth to think about what you can do differently next time and where you can take in the voice of your students into that process. But yeah, I agree. I think wherever that focus is, if you start to shift that focus, that's a key part of that change process for sure. Thank you. So I just want to add and maybe you can comment on it. I think Professor has a point to make that we have to do a paradigm shift from certification to education. But I think we should also look at any tool like Moodal also as an enabler in that shift. For example, when personal vehicles were invented, a personal vehicle just did not become another tool of transportation. It also brought a lot of psychological social changes in the mindset of people. The very concept that I can go out of my home at 10 p.m. in the night to some remote place and have a dinner, that very concept can come into existence only when I have a tool like a personal vehicle, maybe a motorbike or a car. So in a sense when we bring educators also, educators to a tool like Moodal, it is also a step in that direction of doing that, changing the political way of thinking about education as you mentioned. So I think both have a relationship, the tool and its impact. So we should look at Moodal as an enabler in that paradigm shift and not like, first people have to change their way of thinking and then they will come to Moodal. So I think it's both a give and take game and it will continue like that. Kind of relates to, when you look at the words, empowering educators, is empowering a verb? Are you empowering educators or are you an empowering educator? Are you talking about the act of finding ways to help support teaching and learning? Or are you talking about a group of people who are empowering educators in what they do and how they approach teaching and learning and the roles that they have in that process? So like you were talking about that physical transportation, sometimes it's taking the same exactly what you have and looking at it in a different way, absolutely. Madam, one more doubt. I have, like we are having assessments in the Moodal, generally it is a kind of formative assessment. So how do we incorporate summative assessments where the written matter can be tested? So generally the practice in India is like written tests. So is there any tool we can develop so that that part also can be addressed? Just wanna make sure I have the question right. So how can we go beyond just the testing to find out about the student learning? There are two kinds of assessments we are having, formative and summative. So in the formative, we'll be having just objective type questions or something. Whereas in summative, we'll be having a written contents. They are the descriptions of the answers in the description or descriptive forms. So how we can actually make the system in the Moodal so that instead of manual correction of the paper, is it possible to have computerized correction? That's, because it will be basically reducing the burden of the teachers and biasing also. Yesterday we saw one of the presentations from our middle education lead, Tom Murdoch. And he showed the steps that are in the Learn Moodal program where first of all, here are the examples of what it looks like. And then you have design challenges where it is that summative and formative piece because you can continue doing it until you're achieving a success, especially within those self-paced and self-regulated courses. So there's that support right there when you need it. And if you wanna go back and review before trying again. And so sometimes it isn't, this is a formative assessment. It might be a formative process that you can go through. And when you're looking at, okay, now I've achieved success. Here is an example. Here is a collection of all the different ways that I demonstrated success in all of my learning in this module. So that's definitely built in. Again, the Learn Moodal program has been designed with both teaching and learning, understanding that it's educators who are taking some of these courses. So they need to be able to take this and apply it to their teaching, but also where they're the ones going through the professional learning themselves. So yes, hopefully we've addressed that. We'd love your feedback on that. Hello. Yes. Hello. Yeah. Back here. Hello. Like, it's better. We don't have an automated assessment there because we won't know the innovation which our student is having. Many answers, if you go through the answers, rather than having automation, it's always a better thing. You should be knowing your students, how they think. So against automation of those kind of things, descriptions. Because that's the place where the student is able to show his innovation and it won't be possible for you to know what innovations they're thinking about. So don't avoid. It's your job to know your students. Hi, yeah. Not connected to any of this, mostly to your presentation. You were speaking about social learning, cultural learning. In my experience, a lot of difficulties that at least we seem to face here in India is multicultural learning. For example, I mean, I'm not sure, many of the teachers who are teaching locally may not face very vast differences. For example, a lot of the local cultures, how should I put it? There's dialects or there's certain small cultural mindsets. So most of the people who live here are exposed to those small differences and are able to deal with it. But when it comes to larger differences, an Indian mindset, having an Indian educator, having to teach, say, an African student or an American student, they need to first assimilate American or African culture through their own Indian culture and upbringing. And that does, that puts either a twist to the American or African culture. And it does, it flavors the teachings that are coming out, the strategies that are coming out. So what are your views or what are in fact even Moodle's views on this flavor? Is it needed or should it be avoided for more effective teaching and learning? Great question. And I think that that's a common story in many different areas when you're bringing, whether it's indigenous and non-indigenous or local and people who are from away, when you're bringing those people together, what is that role and what's the process? And I know from my experience working in Canada, it's been with indigenous and non-indigenous education. And what does it look like when you can bring people together and look across the table and acknowledge the difference, acknowledge that you each have your own story? Without needing to, and I'm going to quote again, Dwayne Donald, without the need to assimilate, hybridize or conclude, what does it look like when you can create that space, that ethical space of engagement where you can just listen and hear their stories? And what does it look like when you can braid together those stories in a collective way that helps supports the teaching and learning that's happening in that space? So today was an example of what that looks like in terms of a methodology called indigenous metisage. So taking three different strands or four different strands and braiding them together as an educational resource and as a tool and as a praxis to help inform others. So maybe there was something in my personal stories that you connected with or maybe it was something with the sustainable development goals and how we can contribute to our community that connected or maybe it was something that we have in common like Lutl that connected with you. So I think if you take at it from your own self and then you put yourself in relation to the community that you're in, then you start thinking about what's your role in that community. And then finally, what is the local context? So those were the four different pieces to each strand of my story. And so that's one way that you can approach that when you're bringing together different cultures and different classrooms and when you're dealing with educators who sometimes realize, oh, I know I don't know about this. How can I help support them? And I know often sometimes they'll look at, oh, we have to close the gap. We have to close the gap. And my response and a large impetus for my thesis has been when you can recognize that the gap is within the system supports, within the capacity of the educators to understand. And that's the obstacle that we need to overcome is building our own understanding first before we can create the space for those students. So professional learning is one way, but then also using tools that create that space by design. And that's why Moodle means so much. By design, it's created. So how can we share our perspectives and learn from each other? And consider our own personal beliefs in a different way. But that's right in our Moodle philosophy. And so I think when you start looking about, you know, why Moodle or how does Moodle support this work? It does by design, by all of the tools that are in there and ways of putting them together. So I don't know if that was a really long-winded answer, but for your question, but I think when you're bringing those different cultures together, it has to begin on that personal journey and acknowledging that what you don't know. I'd like to tap on your experience in a particular area. One of the major, when you go to evangelize and find out how online teaching could spread, one of the major mental blocks of new institutions is the fact of plagiarism. I know when we were being validated by the London Metropolitan University, the first thing they came and said, how are you sure that students are not plagiarizing and getting certificates without really studying? There's another problem that we, when you speak about localization in India, everyone's interested in education for what purpose? To get a certificate, to get a degree, not for knowledge sake. How do we overcome this based on your experience? Over to you. I think when it comes down to certification, it's, you know, what is the opportunity that's within that certification? And what does that really mean? Because sometimes when we look at professional learning, there may not be a certification, you just want to do better. Like what is it really about and what does that level actually empower somebody to do? When it's about that plagiarism, I think that's part of the shift. I think that's part of the shift in, you know, having one right answer, having one person who knows the information, who gives it to the others. And it's looking really at that social constructionism. What does it look like when we work together? And finding different ways, you know, for example, using the arts. You know, what does it look like when somebody can have an aesthetic expression of their understanding where the role of the facilitator isn't to look at the composition and say, you know, that that's a 73%. But instead to look at the reflection from the student who has said, this represents this, this represents this in a way, whether it's APA format or whatever is required by that institution. But it's just finding ways for students to have that voice. I think if you give that voice, then they aren't as tempted to take the voice of others through plagiarism. Hi. Over here? Yeah. From the little bit that I've read, I understand that research shows that when you write and learn, students find it easier to remember. They retain more than when they type or when they swipe on their phones. So that's on one side. On the other side, we have our parents who in our curriculum, we switched about two years ago to the way we deliver learning offline itself. And that meant less writing. And after that, we had a lot of parents coming up and saying, why are you not giving anything to our students, to our children to write? You know, which is, I don't know, I can't understand it personally because I'm a digital person. I do everything online as much as possible. What would you say if we have to shift to module? There's less writing on paper, obviously. Maybe we can even move to a place where there's no writing on paper required. But how do you address these two points? The challenge of parents, especially in our country, I don't know about other countries, wanting more writing for their children. And on the other hand, children being unable to retain as much. I think the difference was, they're able to retain about 56% when they type and 74% when they write. Something like that. That's... I think this is one opportunity where you can look at some of the process steps we talked about yesterday. And looking for the answers about what works best with the people that you're working with. So instead of looking, you know, perhaps only at the research, start looking at what are the experiences of the people in the program? How do they learn best? If they learn best with writing, what does it look like if you take a quick, you know, photograph of what they've written and then upload that as an electronic copy? And I'm the same. I draw things like I see them visually, then I have to work it out and then try to find the words for them afterwards. So I think there's a way, there are different ways that we can do that within Moodle. But again, it goes back to that process of, you know, if you wanna find out what's working, include that student perspective in that work. Can I add, answer that to Dan? So the thing is that when you're running an institution or you're an educator, you cannot give in to the demands of the parents. If you have some conviction on what you're doing, the parent has to be told that it's historically proven that, you know, there are certain skills that are gonna become redundant. So we face these same challenges. But if you've taken strong positions that writing is not gonna make anyone more intelligent, I totally disbelieve your study that people learn more when they write and less when they type. So when you see data like this, you can be a little bit critical of it. And the truth of the matter is that you are, it is not A versus B versus C versus D, right?  Yesterday, Kalpana shared that all the tests for law are online. And one of the struggles they had that the children have never seen a machine cannot do higher education. So a child in my village who only went to a Zillaparish at school would not be able to become a lawyer simply because they've never typed anything and of course never studied in English. Can you also understand that all the higher education exams whether you want to become a doctor or a lawyer are in English and are online. So which world are we living in? I mean, what is writing gonna do to you? So we have elaborate discussions with our parents saying that if you want to make your child write from when he's four in kindergarten, go to that school. Don't come to us. So as an institution, if you are taking technology, you have to take certain strong decisions. Parent to parent community has to agree with you. Otherwise they can go to some regular school which is doing that and has not yet moved. So, and writing is not, writing with a pen or typing is not a sign of intelligence. What you actually write, whether you're writing, the pen or the laptop is a tool. So this kind of explanations must be given to parents and this mindset must be broken. Otherwise we're just, we're never gonna move ahead. Okay, so, you know, so this is a very small challenge than it is overcome very easily. So, yeah. I think the key point is also looking at what is the goal and what is the intent? And even whether it's, you know, if we look at the European digital framework for, European framework for digital competencies and you look through and you go through that list, part of that is thinking how are you providing learning activities, learning opportunities for people to address those competencies? But then the other part of that is the teaching aspect where you're collecting evidence that they can successfully demonstrate achievement in those competencies. So it's separating that teaching and learning. If somebody in their learning wants to draw, I don't think that, you know, I think that you can create spaces if you're using a little environment where that isn't the factor, because that's not the intent. We're here to build those digital competencies or we're here to address the content that's in there where it doesn't matter if technology is a part of it or not. Learning has to be the driving force. And you need to know what those outcomes are and your intent of the reason why. I don't know if I complicated that one or helped to clarify. I think we're just coming up to the end of time. So thank you very much.


All right, if you struggle with burnout, you feel fatigued, too tired, you feel like you're doing way too many sessions in your business, please watch this video. I think this is gonna save you thousands of hours of time in the future and this could potentially change the outcome of your business over the next year slash 10 years. All right, welcome back. So a lot of coaches ask me all the time, they'll say, Ben, I feel too burned out, I feel like I'm just running myself in the ground, doing way too many sessions. And here's the thing, I've already done that in my business. If you have done any research on this channel, you probably know, like I used to run 37 to 43 sessions per week, every week. On Sundays I'd work from like 6 a.m. to 7 p.m. straight, no break, right? And back then I was doing a lot of one-on-one training. And the first thing I always ask coaches when they come to me and they're like, well, I feel too burned out, I feel tired, feel like I don't have any energy, I always ask them, well, how do you have your business set up? And most of the time it's coaches that are either, A, they're running too many private training sessions, or B, they have too many groups that they work with. All right? So these are two different problems here. I'll talk about both of them. So if you're doing too many one-on-one sessions, then what you can do to really like, if you wanted to cut half the amount of time that you're working right now, like let's say you're doing 40 sessions a week and you wanted to cut it to 20, then you tell all your clients, starting in 30 days from now, that you're going to be pairing each client with someone else that's at their level. And you can go from 40 hours per week to 20 hours per week.  But doing that, like you could do that and instantly take half the amount of hours off of what you're currently doing right now, all right? So that's something you could do, or you could just radically change it and say, yeah, we're gonna be doing groups of six. And I mean, you can go and sit there with a notepad and do the numbers on how many hours you would actually save per month. I mean, it's unreal when you actually look at the numbers if you move into group training, like six or eight clients per session. So that's the first scenario. There's too many one-on-one sessions.  There's a short, and I kind of look at it like the same way with NFL players. Like NFL players, I think the average NFL player is like stays in the league for like three years, two or three years, something like that before they get hurt. With coaches that do training, if you do one-on-one training for more than three years, I am shocked if you're doing it at a high level consistently, hours and hours and hours every week. Like it takes a toll on your body. And ultimately that affects the quality of training because if you have low energy at your sessions, your clients can read off of that. Like they can feel it, right?  So you can cut your hours by transitioning group training. If you don't know how to do that, you want more help, reach out to me. Like I do this every single day with coaches that I help. We transition their business from one-on-one to groups. And the second problem we talked about is a coach who has too many groups. So you might have like 12 to 15 groups that you're training, and you have a lot of clients that you're working with. Well, one of the first things that I would look at is is your group training program run like a machine? And what I mean by that is like on the hour, every hour, on the days that you wanna train, how filled up are those groups? Do you have a group of two over here, a group of seven over here, a group of three over here? How is it being operated? So only I would be able to know that if I get on a call with you and we look at it. But a lot of coaches that even run group training also get burned out because they're doing too many different groups. They're everywhere all the time. And it's just going to take a toll on their energy because they have too much going on over the course of the week. Now, I think the most optimal setup for any coach I've ever worked with, it's this. First, we determine how many hours of training they want to do per week. That's the first thing that we do. So we find the sweet spot. Well, what is that for you? That could be five hours a week. That could be 10 hours a week. That could even be 20 hours a week. I don't know. I'm not you. I'm just getting you to think about this. Then we try to figure out, well, can this coach hire someone to go do those hours? Or are they going to be doing them? So they're going to hire someone. Then we need to teach that person how to coach the kids, how to do training with the same philosophy, the same drills, like whatever it is. We try to duplicate that coach's brain into someone else so they can go do it. This way, the coach can be a business owner, not just a coach and a trainer. And then from there, it comes down to, well, if we have the systems in place, then how can we take any new client that ever ends up joining our program and put them into a group that already exists? So this way, when someone joins the program, this coach is not working more hours. And if you're doing one-on-one training right now, the only way you can make more money is if someone new joins your program. Well, guess what? If you train them once a week, now you're training four more hours per month than you were last month, so you're working more hours instead of putting them in a system. So that's the difference, right? And the most successful coaches I have ever worked with over the last five, six years, they have these systems. When someone joins, they're not working harder with that client. They're putting them into a system, that system works. Whether it's a system with assistant coaches or it's with that specific coach, it doesn't matter, right? And at the end of the day, your workload is always determined by you. You are the business owner. If you get stuck in one-on-one training, that's on you. You can change that. You can decide to switch that. The same way I did multiple years ago and the same way multiple, hundreds of coaches at this point that I work with, they end up making that change too, all right? So I hope that makes sense. I hope it's clear. If you're getting burned out, that's on you. You can change it, but you need to change it. If you wanna have a lot of energy at your sessions, you wanna have a greater impact as a coach and as a mentor. Doing that in a group setting is the way to do it, right? And doing one-on-one for the rest of your life, it can absolutely work if that's what you're into, but you'll run into a scaling problem, all right? That's just the reality. There's no way of hiding from that, all right? It's good that I tell you the reality and try to tell you the truth versus trying to say, yeah, do one-on-one training.  No, it's not. That's gonna be the way to be the most tired at the end of every week for the rest of your life. All right, hope this helps and it looks like it's about to tornado outside. So I gotta go and I hope you enjoyed this video and I'll see you soon.


Welcome to NTIA Nightly, I am General Norvell, this edition's top stories. The Ministry of Health and Wellness identifies a correlation between breaches of home quarantine and increased incidents of COVID-19 cases. The Chief Medical Officer says one life lost to COVID-19 is one too many. And St. Lucia congratulates Dr. Hygienus Jean-Leo on CDB presidency appointment. The Ministry of Health and Wellness on Wednesday provided an update on St. Lucia's current situation as it relates to COVID-19. The challenges plagued the health sector and the plans and strategies implemented to strengthen the health system and manage the current wave. An epidemiological analysis indicated that the Ministry has confirmed 969 cases of COVID-19, 461 active cases, 495 recoveries and 13 COVID-19 related deaths. One of the cases is critical and in ICU. With the stark increases in positive cases from December to January of more than 300%, active national epidemiologist Dr. Dana de Costa Gomez explained that this was largely due to breaches of home quarantine. I just wanted to touch on quarantine a bit and to show how the lack of adherence to quarantine has been affecting. You can draw a correlation between persons not adhering to quarantine or breaches in quarantine and how that has affected our number of cases. So for November, so the blue is persons going to the hotel.  So for November, we see minimal persons going on home quarantine. In December, we have a larger number of persons going on home quarantine. So if we look at the cumulative incidents of COVID-19 cases and the cumulative arrivals on home quarantine, we can see that as there has been an increase in persons going on home quarantine, so have we had an increase in our cases as well, so we can draw some degree of correlation between the two. The incidence rate of cases stands at 53.5%, with castries accounting for the highest incidence rate, followed by grozile and then barbano. The age range most affected by COVID-19 is 20 to 59 years of age, with females accounting for 55% of the affected. The acting epidemiologist noted that the ministry has been able to identify the correlation between the increased number of cases and quarantine breaches with the use of locations plotted on a map. We've been able to plot where we see the majority of our cases and also, so in the red is the incidence of the positive cases that we're seeing and the green and the different shades would let us know exactly where the quarantine cases have been. So we notice that we have the greater density in areas where we are seeing that persons are going for quarantine. If you look up in the north, we see the greater density of individuals going on home quarantine and also we see the greater density of cases being identified there. And we can see a couple of spots in the south with the density. You can notice the darker green and the bigger circles for the number of positive cases, hence drawing a correlation between the two. Acting epidemiologist Dr. Dana de Costa Gomez. One death is too many. This is a sentiment shared by Chief Medical Officer Dr. Sharon Belmart George during a press conference held Wednesday. At news time, the Ministry of Health and Wellness had confirmed 13 COVID-19 related deaths. The CMO highlighted that the ministry continues to do all in its power to ensure the health and safety of all. Our plan from very early was to contain the cases, reduce spread, because we are aware that we have a vulnerable population for COVID-19 and part of our plan is the strengthening of our patients with chronic diseases and our elderly to protect them, to reduce and to prevent them from getting sick because one death from COVID-19 is too many for us. So the 13 is too many. But we use the term COVID-related death. I want to make that very clear. I am at no point saying COVID killed somebody and I am not saying that nobody died of COVID. The Chief Medical Officer noted that COVID-19 worsens underlying health issues. Our patients have other underlying conditions. Our patients that we have had to date, a range of other underlying conditions which could have also caused their death. Now it is a known fact that COVID-19 exacerbates an already existing health condition. It makes it worse. So I am not in a position to say COVID killed any one of them or to say it is not COVID. What we are saying, this person passed away and was positive with COVID-19. Chief Medical Officer Dr. Sharon Belmar George The Government of St. Lucia joins OECS Member States in congratulating Dr. Hygienus Jean Leo on being appointed President of the Caribbean Development Bank, CDB. The appointment of Dr. Leo Marx the second time that a St. Lucia has been called upon to head this prestigious regional institution. Reacting to the news of the appointment, St. Lucia's Prime Minister, the Honourable Alan Shasne congratulated Dr. Leo, indicating that it was a proud moment for St. Lucia as Dr. Leo follows in the footsteps of one illustrious son of St. Lucia in soil, Nobel laureate Sir William Arthur Lewis. When Dr. Leo assumes the CDB presidency on May 1, 2021, he will succeed Dr. Warren Smith, who has been at the helm of the Regional Financial Institute for the last 10 years. First of all, I want to say thank you to Warren Smith for an outstanding job over many years at the helm of CDB. Every day was a new challenge and I think that he conducted himself and managed the affairs of CDB extremely well. But I am also very thrilled at the announcement of the selection of Dr. Jean Leon as the new president of CDB. One, it is 50 years since the inception of CDB and the first president of CDB was none other than Sir Arthur Lewis, a solution. And so to have Dr. Leon coming in at this time from St. Lucia is very exciting. But times have changed. Dr. Leon is not just from St. Lucia, but he is the candidate from the OECS, something that we're very proud of, that we participated collectively and I see him as a citizen of the OECS and I think we're all elated of having him there. Prime Minister Shasne noted that Dr. Leo has attained this presidency at a time when members, particularly the smallest and most vulnerable, in dire need of a new and more constructive relationship with financial institutions. Dr. Leo has over 30 years of experience in economic development and has worked with the International Monetary Fund for over two decades where he served as mission chief for over five countries. The St. Lucia National was also an associate professor at the State University of New York. In addition, he served as director of research at the Central Bank of Barbados and country economists at the CDB. Dr. Leon's experience at IMF could not come at a better time. The IMF is the leading institution globally, particularly and plays a significant role in its policy framework for us here in the region. And having a person of his experience with the insight into the IMF, I think it's going to help carve a new direction for us as a region and as SIDS in particular. There has to be a change in how we're going about accessing funding for small and developing states in light of everything that has taken place and so I'm elated, proud of his announcement and looking forward to great things in the future. Dr. Leon holds a Doctor of Philosophy in Economics from the University of Southampton in the United Kingdom and a Bachelor of Science degree in Economics from the University of London. This is Ntia Knightley. When we come back, St. Lucia continues to build its resilience against pest introductions. Stay with us. The accident again? I'm not going to be in the hospital. I'm going to go to the hospital and get my clothes washed. The sewing machine is on its way. And don't worry, I'll be back soon. Stray animals are endangering human lives and property. Livestock owners, please ensure animals do not stray on roads, highways, and public places. Remember, sections of the animal act 2005 states Stray animals will be seized and put in a pound by authorized persons. Owners will be liable to a fine of $5,000 or two years' imprisonment or both. Save innocent animals. Save human lives and property. A message from the Department of Agriculture. Welcome back. As St. Lucia continues to build its resilience against pest introductions, the cadre of plant health professionals are undergoing training on economically important plant parasitic nematodes. Anissia Antoine tells us more. In the Caribbean region, pest incursions frequently threaten economic development, natural resources, and the environment. In this regard, the Department of Agriculture has joined forces with the University of Florida, the Inter-American Institute for Cooperation on Agriculture, ICA, and the Caribbean Health Directors Forum to host a diagnostic training course on economically important plant parasitic nematodes. Nematodes can be described as microscopic soil pests that affect plants. The course aims to build the capacity of plant health technicians in basic diagnostic and surveillance techniques for nematodes. Director of Agricultural Services, Dr. Araya King Snack says the training is timely as the Department of Agriculture recently opened the new diagnostic facility in Union. We are confident that this training will enhance the food security in St. Lucia as many of our major crops are susceptible to nematodes infestations. For example, the banana industry, which is our main export crop, has over the years battled with several species of nematodes, causing topplings and reduction in yields. Fruits and vegetable production have also been affected, both in open fields and productive structures. With the advent of globalization, it must be noted that trade and agriculture commodities have over the years increased our vulnerability to new pests and diseases, including nematodes. Timely identification and management of such is therefore critical in not only improving crop yield but also implementing good agricultural practices to minimize or eliminate the use of synthetic pesticides. Dr. King says the Department of Agriculture will continue to work closely with the Caribbean Health Director's Forum and the technical working groups with the aim of fully developing the field of nematology and improving diagnostics for the region. I am confident that this training exercise will sensitize laboratory technicians, agricultural officers, including our quarantine officers and crop protection officers in the areas of nematology and increase the enthusiasm for their field of study and hopefully that they may pursue at a higher level studies in nematology. It would provide us with the opportunity to identify and to act quickly at the ports of entry, hence limiting the possibility of establishment and spread. Our expectations are that by the end of this training to carry out a nematophonus study of Senusia and to enhance our surveillance activities by providing critical data which is required for updating our national pest list. The diagnostic training course on economically important plant parasitic nematodes commenced on Tuesday, January 26th, 2021 and will culminate on Friday, January 29th, 2021. From the communications unit of the Ministry of Agriculture, I am Anisia Antoine reporting. The Ministry of Health and Wellness informs the general public that the management of patients with respiratory symptoms, including sample collection for COVID-19, is allowed both within the public and private sector. Dr Sharon Belmar George is the chief medical officer. Within the public sector, individuals requiring tests can go to any one of the five community respiratory clinics. Currently, the VG Sports Complex's in castries is also available as a temporary mobile testing site until Friday, January 29th, 2021. People needing treatment also have the option of seeking this through their private physicians. The Ministry of Health has not prohibited private physicians from providing this service to their patients. Private physicians can facilitate swabbing for COVID-19 PCR testing. As obtained within the public sector, tests done by private physicians are free to all Senusia nationals except for travel purposes where a fee of US $100 is applied. The chief medical officer reaffirms that everyone who has been tested for COVID-19, whether within the public or private sector, must remain in home quarantine until their test result is given. Both negative and positive results must be communicated via telephone by a healthcare provider. This means that individual must not go to work or school, not be involved in any social gathering and not go out into public to conduct business. Anyone awaiting results must remain within a dedicated space in the home which is separate from other family members. There should be no visitors to the individual while in quarantine. Test results must be received before resuming normal activity and no individual can discharge himself from quarantine. Also, persons with respiratory symptoms should not be going out in public to work, to school or take part in any activities. The Ministry of Health and Wellness requests the public's support in adhering to these requirements in an effort to reduce possible transmission of the COVID-19 virus. In keeping with the COVID-19 protocols announced by the Ministry of Health and Wellness for the period commencing January 22, 2021, the public is heard by informed that effective Tuesday, January 26, 2021, practical driving examinations and theoretical examinations have been suspended until February 2, 2021. Only new registration of vehicles will be processed at the Transport Division. The public is encouraged to conduct transactions using the DigiGov portal, digigov.govt.lc. The Transport Division can be contacted via telephone number 468-6300-6300 or 6331 or email address transport at govt.lc for required assistance. Please be advised that in light of the rapid increase in COVID-19 infections on Ireland and the closure of non-essential services, the Sinclucia Blind Welfare Association and ICAS Sinclucia Clinic will be closed to the public from January 26 to February 1, 2021, in accordance with the government's instructions. The Sinclucia Blind Welfare Association thanks members of the public for their understanding. That brings us to the end of NTN Nightly. Join us next time at 7 p.m. with a repeat at 7 a.m. You can also catch up with us anytime on the Sinclucia...


Hey you guys here is my formal review of VO5's detox with Marcello water shampoo and conditioner now Marcello water is just a cleansing agent. I did purchase both of these products from my local CVS I'm just starting off with saturating my hair with water first. Then we're gonna add the shampoo y'all You'll have to I'm excuse me with the angle of this camera. I'm trying some new things So I do apologize here is the detox shampoo It has a consistency of like any normal shampoo But it has a very nice scent to it. I really did enjoy that So I'm just gonna take my time and apply the product to my scalp and slowly work it in Why bringing the product down the hair shaft to properly cleanse my hair, okay? Ryan little So you guys you can see here I am unraveling the twist to gently work that product down the hair shaft now Absolutely love the shampoo. This is my third time using it And I tried my best to withhold from going back into the product just for this review But one of my favorite detox shampoos so far, so I'm gonna go ahead and begin to rinse out the shampoo So I'm gonna show you guys a close-up of my hair while I'm rinsing their shampoo out But look at it. It feels clean without feeling too squeaky clean You know often times products that have all of these different types of cleansing agents your hair can feel stripped here It's the conditioner. I'm gonna go ahead and start sectioning my hair off now This condition is a little bit thicker than VO5's other conditioners. I'm gonna begin. Oh girl. I dropped a bit of that I'm going to begin raking through this raking this product through my hair using a wide-tooth comb, okay? I Self a few times you guys because I almost felt like I get this is a detox conditioner I almost felt like it had some cleansing agents in it or perhaps I didn't get all of that shampoo out of my hair I think I got the vast majority of it out of my hair But this isn't my favorite one of my favorite Conditioners by VO5, but I have to keep reminding myself I think it's formulated to be a detox conditioner, you know I almost want to add a little this is what it looks like with my hair completely saturated. Yeah Whatever, I'm gonna go ahead and rinse it out But it almost feels like I could add just a little bit of the shampoo to the conditioner Even though I'm not a fan of cold wash products. I can add some shampoo to this particular conditioner and make my own cold wash So yeah, not a real big fan of it, but I guess it serves its purpose I'm gonna go ahead and continue to rinse my hair All right, you guys I am almost done rinsing up this product did I forget to mention how cheap these are they were only 149 each so three dollars for both products again purchase at CVS So go online to see if you can find a local store near you now They both smell very great, especially the shampoo. It had a lightweight scent to it And so overall my hair does feel very clean without that squeaky stripping You know even the sound to it, so I would definitely be using these again. That is it you guys Thank you so much for watching. Take care. Bye


Hey everybody, how are you today? It's been a weird week. It's been a crazy day. I started off the day by going to the gym, which was a good thing, but then realizing that I'd forgotten to take my medicine like last night. Although being with pill pack helps, because it helped me confirm when I got home from the gym that I indeed did not take my medicine last night. When you have a stressful day and you have anxiety disorder, despite pill pack, you still forget. That's what happens. So now I just feel off. You guys have that? Alright, so I've got some happy mail here. I also have a letter journal that came home. And I have one I have to work on. Diane, I think it's yours. Yeah. I'm going to try to get it done before I go to Las Vegas, otherwise it's not going to get done until I get back. I'll see what I can do. I don't want to show that on camera, but I've got to work on that. So mine came back though, and this was a small group with just myself, Diane Dodge and Kelly Byrne. And I think they did a great job. So this is what the outside of my letter journal looks like. And this was a collaborative page. And I said to just add your favorite character. And I added her and of course the postcard kind of flip out thing with the feather. And then they added the bird and this with a quote on it. What is the quote saying? It's Edgar Allan Poe. Those who dream by day are cognizant of many things which escape those who dream only by night. It's pretty profound. I like that. Okay. This page is by Kelly. Kelly did this page. Love that. Great colors. And then I did this page and this was another collaborative page which I asked them to add their favorite quote. So I put on here everything happens for a reason. Kelly put on here be yourself. Everyone else is taken by Oscar Wilde and you only live once but if you do it right once is enough May West. I like that. And then Diane added find your happily ever after. So that's a fun page. And then it's so funny. Diane did a really great page. I'm going to leave her note in here. I'll take it off so you guys can see the page but I'm going to put it back because it's... this is totally something I would do. So this is the page and it says thrive every day and it's a beautiful page. The only problem is it's upside down. And she put a note in here. Oops. Sorry about it being upside down. So that's a very cute Diane. I'm going to leave the note in there. I think that's just gives it some character. So I love that. And I'm going to put the collaborative page post it notes back into for right now. And then Kelly added an extra card with a little note on it. Very sweet little note and ATC size card, which is great with... and I love that. That's so pretty. And I'm getting ready to do some stuff with my ATC rack. So I may just stick this on there. That would be great. I met with Kathy DeWalt of Kathy Rose Creations on Monday. She and I and her sister were having sort of a breakfast brunch thing together. They were up here from Southern California going to the Gilroy Garlic Festival. And they had a great time. And I met them on Monday. And she gave me a sweet little Happy Mail gift. And first of all, this is the envelope it came in. And isn't that pretty with the napkin and the paint and the washi tape. Love that. And then she gave me one of her altered CDs, which is just beautiful.  And this is just a bag that she had some other things wrapped in. And I just didn't even have the heart to get rid of the bag because, you know, that butterfly and that washi tape is going to have to come off and go in a journal somewhere. Isn't it great? She made these two little cute notebooks for me, which I love. And they're made out of the covers, made out of a toilet paper roll. And it's covered with paper. And it's sort of Midori style. Midori style? Yeah, Midori style. That has where the paper is held in with the elastic band. And these are done with hair bands. And so, you know, it's funny that she gave me these because I had just seen something about these on somebody's channel. It might have been Shannon Green's channel. I don't remember, but here's what the book looks like when it's closed. This is one of them. And the hair band is wrapped around the spine and then she's taken some of the extra and tied it into a knot so that you can use it as a closure. And then it's just got some pages in here, just regular paper for pages. And it can just be used as a little address book or a little notebook or something. She's covered the cardboard for the cover with some woven... She's got some of her woven paper here on the outside and then some embossed paper on the inside. So cute. And she gave me two of them. The cover on this one says, Live life to the fullest. I love that. And this is the other one, which has got some painted book text. It looks like it might be dictionary paper.  And the inside is just filled with paper, all held in by the elastic band. I love this. It's such a cute idea. Kathy, I might steal it. Guess it's not stealing if I tell you, is it? I might be inspired by this to do something soon because I've got some ideas. And then she gave me this envelope, which is a handmade envelope made out of coffee filters. So first of all, look at the envelope. Is that just not the prettiest thing?  You hear that? You should feel it. It just... Yeah. I don't even know what to tell you. It feels great. And inside the envelope are all these little bits and pieces, including some handmade flowers, which I love. And I have a decent collection of these now from you guys and I've got to put them on a journal cover or something. I'm thinking I should cluster them all together and do something real cool with them. Here's another one. And she gave me an ATC card, which again, I've got to work on that ATC rack. So isn't that pretty? Didn't she do a great landscape there? I'd love it. And then she gave me some inches. And you know, a while back I shared this inchy book that I got from Josie Gitto. Sorry, Josie Gitto. I'm having an off day. I forgot to take my medicine last night. I didn't take it till first thing this morning and I feel better. But yeah, anyway. So anyway, Josie gave me this a while back and some happy mail I got from her. And I happen to have a tray of inches here and so I immediately went and filled it up. But there's just enough room in the back to get the inches Kathy gave me in here. So yay, am I happy.  So Kathy gave me this, which is, it's like two and a half inches. I don't know what you call it, but I'm going to put it in the inchy book, isn't it cute? And then here are some inches that she gave me. These are called inches because they're one inch square. Doesn't that look, I know it's probably like an abstract, but doesn't it look like a little landscape? Let me see that. There you go. It's so cool. And then here's this one. And then this one is a little bit bigger than an inch. So I'm going to try to see if I can get these in my inchy book. So that was cool. And what else? I'm furiously trying to get stuff done before I go on vacation. Videos filmed, videos loaded. So you guys are all set while I'm gone. I do think if I can't manage to do it before I leave for vacation, then I'll definitely be doing it when we get back. Probably a more live view stream, but definitely I'm thinking about doing some Google Hangouts. You know, where we get, I think you can have up to 10 people in the Hangout and we just kind of chat about art. And you guys can ask me questions and I can help you with stuff and, you know, we can just have a little, you know, coffee time with art friends, something like that. I don't know what I'm going to call it yet. But you can help me out and give me a clue. I was thinking maybe we would do that on like, probably like Friday mornings unless I have something else to do, you know, an appointment. But probably like Friday mornings or Wednesday mornings, something like that. So you guys let me know. It would have to be in the morning, my time, the house is quiet. We could chat for about an hour or so and I wouldn't have to worry about us being interrupted or anything like that. But you guys let me know what you think of the idea. What else? I'm soaking some stencils, trying to get them a little bit clean. We'll see. I'm not great about cleaning my stencils, so we'll see what happens. And I think that's it right now. I can't think of anything else. I'm making little changes to some of my videos. You know, notice the new intro, the new ending. I know most people are okay with it. Some people miss different parts of the intro, old intro. I'm still working on it. So if you have something you like or don't like, leave me some constructive criticism. Don't be mean. Let's not be mean. But if you have something that you like or don't like about the new stuff, let me know. I have added copyright and legal disclaimers and descriptions on all my videos. As my channel is growing, it's better to do it now than later when I get in trouble from somebody for something. And I've added my contact information to all the descriptions. So that doesn't mean just my mailing address, my PO box is on there now too.  So go ahead and look that up and you can do that, no problem. I think that's it. I can't think of anything else. It could be just because I'm in a fog today. Because I checked my medicine too late, see? Oh, no, there is one more thing. See, a bunch of these papers stuffed over here in my not-can-compure parts over. I'll have to fish that out later. All these bits and pieces on my desk. That's this one. So I got a card a while back from Shannon Pratt from Ottawa, Ontario, Canada. And this I've actually had stuffed in my desk for a couple of days because I was waiting for something else to show up to do a video together. She sent me this really cute handmade card. Look at that. With a very sweet note in it and I love it. It's just great. It's a very, very sweet note.  At least I hope you like watching. Otherwise, what are you doing here? But I love it very much and I am trying to get some other stuff done that I can share with you guys. And I'm working on something and I don't want to say too much about it but I'm working on it. I've got to get a business thing but it might benefit you guys or you might want to participate. I've got to work. There's a lot of bits and pieces to it so I'm hoping within the next month to get that figured out and done. When I get back from vacation and I'm in the frame of mind August is just going to be a crazy, busy, stressful month filled with doctor's appointments and that kind of thing. Because it's my birthday month so why would it not be stressful? But I am working on it and working on that might help keep me from getting a little too much stress but we'll find out. Now I think that's really it. You guys don't forget my contact information so if you have any questions comments or products you'd like me to review you can get a hold of me very easily now by looking at that description. Don't forget to go out, have a great day have a great week and do something nice for yourself because you deserve it.


In this video we present the solution to question number 13 from practice exam number one for math 1210 In which case we're asked to find all real solutions to the equation the natural log of x plus 1 minus the natural log of x equals 2 So when I see these two natural log on the left hand side, they both involve x's right in order to solve for x I'm gonna have to combine the x's together And so we can do that by condensing the logarithm using the second law of logarithms in fact So remember the second law of logarithms tells us that if you have a log base a of any number capital a and you subtract from it Log base a of some other value b this can combine together to become the log base a of a divided by b So subtracting logarithms brings them together as Division on the inside All right, it doesn't matter what the base is as long as the base is the same since they're both common law natural Excuse me. This will come together become the natural log of x plus 1 over x and this is equal to 2 The next thing after you condense the logs together, I would switch this from logarithmic form to exponential form Basically, we want to move the natural log from the left hand side to the right hand side, but we're not moving the natural log We're actually moving the base e so when we move the natural log the base e from the left hand side the right hand side Switches from a logarithm to an exponential so the corresponding Exponential form of this equation would be x plus 1 over x is equal to e squared or another way of thinking about it Is you're just going to exponentiate both sides of the equation e carrot here the right hand side becomes e squared e When you exponentiate it by a natural log they'll cancel out because they're inverse operations now e squared is just a number I don't want you to freak out too much about it It would be really no different if it was like the number 5 how we proceed forward from here We need to solve for x so I'm actually going to clear the denominators times both sides of the equation by an x In which case that gives me x plus 1 is equal to e squared x for which then we need to combine like terms I'm going to subtract x from both sides This then gives us 1 is equal to e squared x minus x which again the e squared is just a number right? We would just subtract the exponents, but if you don't like that We can think of it in terms of factoring right both these are divisible by x if you factor out the x you end up with e Squared minus 1 times x so that's what we have here. We have this e squared minus 1 Times x that's equal to 1 we need to divide by the coefficient which the coefficient is e squared minus 1 So those will cancel out and we get as our solution x equals 1 over e squared minus 1 Now one has to be cautious that whenever you solve a logarithmic equation We have to make sure that it actually fits inside the domain of the original functions, right? We have these natural locks here natural locks cannot accept zero if they cannot accept Negatives so when you look at the natural log of x right here You can't plug it a zero you can't plug it a negative nothing there is allowed when it comes to the natural log of x plus 1 This one actually allows you to plug anything up until negative one So the natural log of x has the more restrictive Number here are the more restrictive domain. We need to make sure that this is a positive number, right? Well 1 over e squared minus 1 that would be positive so long as e squared minus 1 is positive Which would imply e squared is greater than 1 which would imply e is greater than 1 The square root of 1 which is 1 which is true So this is in fact a positive number you could also check this with a scientific calculator very easily This does fit inside the domain of the problem So it is in fact the solution to this equation