What's going on, guys? Welcome to the Single Guy channel. My name is Lloyd. And again, I have my very special guest, Mr. Dave Parada back again. Dave Parada is back again and we are going to look at another set of text messages. So this isn't going to be as bad as some of the messages that we've looked at in previous videos. This is probably something that you guys are sending to a lot of the girls that you're interested in. So what's the context about this particular conversation that we're looking at right now? So basically it's a dude who is just a subscriber of mine, hit me up and he's like, man, I keep having these situations where I talk to these girls for maybe like a week or two and then I go for the meetup and they just completely drop off the face of the earth. And so basically he started the conversation with this girl, it was going well, then things kind of fell apart and he doesn't know why. Yeah, so he got this girl from some dating app, right? Yeah, it was called The League. Yeah, it was called The League. Special dating app. Right, so let's take a look at this conversation. Okay, so we talked to a girl called Becky. Becky is not her real name. So then he first writes December 19th. I see one of your interests is yoga. You'll have to show me your crane pose sometimes.  Yeah. This is actually a good text. Like he looked at her profile and said, okay, she likes yoga. This is going to be a good topic to talk about. Let me bring that up. And you know, it's a solid opener. Yeah, I think it's great. You know, it's funny. It's nice. And comments show that he's actually taking the time to read her profile. So there's a lot of good things about it. Then she actually keeps it going. She goes, I actually, so this is what the girl says. Yeah, I actually almost became a yoga instructor. Just didn't take the exam at the end. So I hope I be up to par. So she's playing along with the yoga line. Playing along. Yeah. And he had the opportunity to continue playing along with it. But instead, he goes, well, he kind of played along with it a little bit. He goes, ha, admitting you need more practice, question mark, much respect for your confidence to do so. So that's actually not a bad compliment. I think he's starting out okay so far. But then what he says after that, he says, what stopped you from taking the exam CPA study question mark? What do we think about that one? I guess you must have something about being like a CPA or profile or something like that. But, but bro, it's like you had this great topic of yoga. There's a lot of places you could have taken that scene if she was flexible, you know, joked around about that and teased there, built some attraction.  Yeah. Accounting. Come on, bro. What are you doing? Yeah. And like, look at the response that she says after that. She says something like that. It was earlier in college and I knew I was going to be taking a lot of classes to be CPA eligible after that. Blah, blah. I'm not even going to read the rest because you did accounting, didn't you, Dave? I did accounting that she was boring as hell. Yeah. And like, for a person who doesn't do accounting, it's boring. For a person who did do accounting, it's super boring. So as you can imagine, this is probably not the best subject to be talking about with a girl. And she just, like, you just started this conversation, you're giving things going. She doesn't want to talk about the finer points of like the CPA exam. Like, that's not, there's no way you can be able to make it flirty from there and build any attraction. Yeah.  In my experience, when you get a, when you match with a girl off a dating app or something like that, the best thing to do is just to tease them about their profile, keep it fun, light hearted on and move in from there. But he didn't keep that going. Well, his mistake, he's trying to like build this like super deep connection right off the bat. When he doesn't even have any attraction there yet, right? What he should have done is kept teasing, kept it fun.  Then build those deep connections. Yeah. You know, you're not going to, you're not going to have miracles over text. Yeah. Especially not like the third text of the conversation. Yeah. The best thing you can do is go for fun, play goals and teasing. And that's probably the best, like, it's going to keep her interested in getting it. So, so instead of, instead of teasing her, he just kept diving a little deeper into the accounting stuff with the next text. Yeah. Say, I hear you, I hear you. I had to take a break from my college dance team to prepare for my CS classes. Sounds like accounting is demanding. What drove you to study that? Well, what a riveting question. And he took two days later to respond, which is not the bad part. The bad part is exactly what Dave said, which is that he's continuing on a subject that's not the most exciting, not something that's going to get a girl excited to go out on a date with. I mean, think about it. Who do you think she's going to go out on a date with? The guy who wants to talk about the CPA exam or the guy that's being fun, playful and teasing her? It's no surprise that she didn't respond to that. Yeah. She's wanting to be talking about accounting online. So then a day later, he doesn't give up. He says, please don't tell me you didn't spend Christmas studying. So we're continuing with the CPA exam. He's trying to save it. He's trying to, like, make it a little farty. But, bro, you've already gone too far. It's not, it's not the worst thing he said. But it's definitely, it's definitely not the best. And so then later, he pulls in the frickin Hail Mary attacks. Hail Mary about like two and a half weeks later says, hey, what are you up to tonight? Let's be spontaneous and meet up. Of course, she did not respond to him. How often does that text work? When you randomly out of the blue, you have a message, this girl, she's been kind of ghosting you and you say, Hey, let's meet up. And that text is never going to work, especially with the way that the conversation fell off. It's not even, it's not even a 0.0% chance. It's 0.01% chance. It's a 0% chance, man. Like, if you do want to re-initiate after a long time, it's possible. But you kind of want to start a little bit of rapport and then go into the meetup.  Because if you think about it, nothing has changed since the conversation ended. So why is she going to do anything? Exactly. So that was the bad version. And let's take a look at the better version, what we probably would have said. So Dave wrote down the better version that would be right now. I see. So this is how I would have gone with it. And so at the beginning, it's the same opening text where he says, I see one of your interests is yoga. You have to show me your crane pose sometime. I think that's not Yeah, it's solid. And she comes in. I actually almost became a yoga instructor. Just didn't take the exam at the end. So I hope it'd be up to par. So here, this is where we go in a different direction. Instead of like, oh, that was very confident of you to say that, like trying to qualify or like, start getting deep, which wasn't terrible, but it wasn't the best thing. It was too soon, man. It was too soon. And you have a great topic. Why not keep keeping with it? So so the new text would be, you might have to teach me some poses. Just promise not to make fun of me if I'm not as if I'm not as flexible as you.  This is exactly what you want to be doing at the beginning. When you first get someone as a match, or whatever they call it in the other apps, when you first are messaging someone off the dating app, especially with the topic like yoga that has kind of sexual connotations to it. Because it has to do with these body movements. Like it's a little it's more of like a, it's an intimate type of type of exercise. Something that's probably going to get her more excited to talk about them. Yeah, definitely. Which really would be anything. You talk about paint drying, more excited than that. So so from there, he responds. She R. She responds. Okay, we'll see. I am pretty flexible.  So it's giving him a challenge. He's playing ball. This is going great. And then he would come in and say, you've already got me intimidated. But I think we need to get drinks before we do any yoga. I don't show I don't show my pose skills to just anyone. Exactly. So he kind of gives her a challenge too. So like you say he's going tip for tad here, like they're going it's a very good, flirty conversation where they're both kind of challenging each other. They're both moving a little bit of push pull. It's fun. It's playful. It's exactly what you should be doing at the beginning and also to rather than getting derailed by a very deep conversation, he's going for what Tinder and all these dating apps are supposed to do. Get you to meet up in person. Yeah. And he's doing it by creating this like this fun flirty story about yoga and drinks.   Yeah, yeah. They already they have something to connect on which is yoga and like that they're gonna get to drink. It's gonna be a good time. Yeah. And so from there, okay, okay, that's fair. And then he could come in going for the meetup. He could be like, Listen, there's a cool bar on Brook Street called me fattings. You want to grab drink there Tuesday or Thursday night? Boom, he's going for it. Yeah. And yeah, that was pretty good. So we're going we're already talking about going for the meetup now if she gave him a little bit of resistance there, maybe he's trying to figure out her schedule and then do some of the stuff that we talk about in other videos, which is basically how to set up the date after you've got a girl's number. But yeah, I thought that was like pretty good. You know, that's a lot better versions a lot more fun. She's a lot more excited to meet up with this guy. And she didn't ghost it. Yeah. And the good thing too about giving him like two options to hang out like Tuesday or Thursday night. That way, if she's not free in one of the nights, hopefully she's free the other night. And if she's not free at all, she's probably going to give you a different day like, Oh, I can't do those. But how about like Friday? Yeah, and she's like, Oh, I can't do those. Like, sorry. Usually so. Perfect. Yeah, that was really good. So basically, if you guys are looking to get some text conversations analyzed, or you wanted us to look at them, you should send them to me or Dave, you're going to take a look at this or any channel at all. I'll take a look at it. Nice. Nice. Alright, cool, guys. Well, that's the video on texting. If you guys want to check out more videos on texting and how to text girls the right way, check out our texting playlist right here. You guys, if you want to check out my channel, I'm always I put out two videos a week to help you get the girls you want and become the man you're meant to be. Law is the link to help in the description. And I'll see you over there. Cool. Good luck out there, you guys.


Good evening everyone, congratulations for making it to the last session of the first day. Thank you for joining us. We appreciate it. My name is Laurie Alexandra. I'm the associate university librarian for learning and teaching at the University of Michigan. And with me is my colleague Doreen Bradley, who's the director of learning programs and initiatives. And so Doreen and I are going to focus our remarks on a recent library analytics pilot we did about our course integrated instruction program. Before we jump into the details of that, we want to set a little bit of context. This is a very, this is a longstanding and a very robust service. It's changed over the years. We've incorporated new technologies, teaching practices and concepts in support of information literacy and inclusive teaching. It's actually a very popular service. We get a lot of requests from faculty and graduate assistants to provide scholarly research instruction, ranging from critical thinking, source discovery and evaluation, learning technologies and academic integrity. It's also a haphazard service. We're a very distributed environment. We don't have an information literacy requirement. And so we respond to the requests that we receive and we also do a lot of promotional activities about our service. So it's not a surprise that throughout the years we've engaged in a variety of assessments in order to continually align this service to how people teach and how people learn. But I also want to put a fine point on the fact that this service has direct impact because it's the one place where we're directly in the curriculum. And that's very important to us. So we have been doing a lot of imagining and reimagining that if we could elevate and have a more significant impact on the undergraduate learning experience and student success, how might that look through this service? We know that scholarly practices are changing. User needs are emergent and expectations of when and where learning happens is really becoming iterative. And we value ourselves, our commitment to align and reimagine our services and embrace innovations and emerging practices related to information literacy. And so that some of the questions that we've been asking ourselves a lot recently is, what does it mean for our team to actually be a learning team? How do we build, test, iterate, and rebuild this service over and over again? We have questions about how to embody diversity, equity, inclusion, and now accessibility within our course-integrated materials. We have questions about how the curriculum itself is changing. There are new demands being brought to our service as the curriculum is changing, as faculty are thinking about different ways in which they are creating learning experiences. And we have a lot of questions about the frequency in which we teach and in what courses. And the commonality of these inquiries that we've been having with ourselves is, yes, how to understand our current program, but how do we actually unearth and surface the new possibilities that we could have for course-integrated instruction and understand what that impact could be? And this really got us starting to think about learning analytics. And by that, I mean the data about learners for the purpose of optimizing learning and student success. And then it also got us thinking a lot about library analytics. And by that, I mean the library data that's primarily used to improve our services. And so as we started thinking about analytics and the emergent nature of that, we started to think about how we could actually use data to inform our decision-making in a different way. And it's interesting to note that these conversations that Doreen and I were having that Doreen's team was having were mirroring many of the other conversations that we were having across our library. We've just recently conducted a large review of thinking about services and spaces. We've brought in consultants to do that and the shift is really how do we think about our spaces in terms of being service-centric instead of being collection-centric. And so a lot of the questions and the things that we were asking were mirroring this larger library discussion that was happening. And I'll just give a call, a shout out to tomorrow morning there is a session by some of our colleagues who will be talking about that study. So if you're interested in further of that, I would highly recommend going to that. So we really wanted to think about an experiment and it's the one we're going to talk about today that was scoped around data from our library instruction request system and the university data warehouse. And how we could use mapping and bringing those two sources of data together to frame our thinking about programmatic changes. So in our time today, what Doreen and I are going to talk about is we'll spend a few moments talking about our campus context around learning analytics. For us that's really important because our campus is highly immersed in that. We want to talk about the complexities related to some programmatic challenges when you start thinking about using analytics. We'll share how we went about scoping this experiment and what we actually learned from it, lessons that we've learned from it. And then we want to open it up for some thoughts and questions that you might have. So just for a moment to talk about our campus engagement and alignment around learning analytics, there is a very big commitment to the exploration of learning analytics at the University of Michigan. It's neither top down nor bottom up. It is everywhere. It's in our water. It's in our air. And it's coming from a lot of whys. Those whys are the desire for collection, analysis and use of data to improve learning, to assist instructors in achieving a wide range of teaching goals, to the changing ways that we're interacting and expected to interact with students, to find out how to effectively use emerging technologies, to provide service enhancements. And most importantly, to really think about how students can themselves become agents of their own learning. If they have access to their own data, what else might they want to do? And so we just want to go over a few of the activities that are happening on our campus. So several years ago, I'm going to start with the Learning Analytics Task Force. Several years ago, our then provost charged a team of faculty to think about learning analytics and to provide funding that people could apply for if they had ideas about learning analytic projects. In fact, Doreen and I applied for a grant through that as well. And this was shared by a faculty member, Tim McKay, who is a leader in analytics. And that leads me to one of the other bubbles, which is faculty champions. All the learning analytics projects have faculty champions with them. And that makes a significant difference in the success that they had. One of the outcomes of the Learning Analytics Task Force did was it hosted an event called SLAM, which was Student Learning and Analytics at Michigan. And the main purpose of this group was to start to build community around analytics. So people could come together, whether it was a small project or a big project that they were working on, present, it was like a speaker series where people got to come together and it started to build community. Another result that came out of the work from that Learning Analytics Task Force was the recommendation around building a digital innovation greenhouse, which is now offered through our academic innovation group. And they are looking at, when you do an experiment around learning analytics, what are the things that you have to think about when you want to scale it? What is the infrastructure that you might need to do that? There's been a lot of work around campus data practices. We have data stewards. There are best practices around that. And in the last two years, our dean spent a lot of time working with a group of faculty to start working through issues around privacy. And what are the expectations for consistently collected data? And what would the steps be that people would need to go through to request that data and use that data? And two of the main key points that came out of that was working with IRB. And also the creation of an MOU that put out the expectations for the use of that data for researchers. Most recently, another activity has been a MOOC that's been created by several faculty, and it really delves into what are the practical things that you might need to, as an administrator, as a faculty member, even as a student, need to be doing the thinking about related to learning analytics. So that MOOC was offered, I think, in the last three months as well. And then finally, Unison, of course, is a consortial effort that we're part of where they're building infrastructure and one of the infrastructures they're building is around learning analytics. And all of these different types of activities that are happening on our campus around learning analytics, they're all stemming from the desire to think about student success. And that's what they're rooted in, and that's how they get expressed in different ways. So some of the complexities that, once you start thinking about analytics, whether it's learning analytics or library analytics, very quickly issues start to arise around storage and access. And how are you gonna analyze the data? What are the policy implications? Privacy, IRB. The actual emergent nature of analytics with each different type of analytic project that opens up new possibilities. And how do we think about that? The data itself, as we found in the study that we did, which we'll share in a minute, when the data's incomplete, what do you do? Is it interoperable? There's a lot of discussion right now about Caliper and how that might play a role in helping systems talk to each other in different ways. What are the different sources of data? What about our vendors? And as well as expertise itself. So when we started to work on this project, we quickly realized we didn't have the expertise to do some of the analysis we wanted to do. So how would we go about finding that expertise? So we scoped out a project and that project really looked, again, specifically at our curriculum integrated instruction and connected it to data that's collected about students within our UM Data Warehouse. And so we wanted to look at questions of, who do we teach for? And what part of the curriculum do we teach? And how might we make better informed decisions about that? And I don't know about your instructional data, but prior to this project, we had slips of paper that said things like class for psych. We just didn't have a lot of data about where we were teaching. And so we had to start thinking about how and what kind of data we might want to collect in order to look at that. So we knew that doing an experiment like this would take several elements. We had to identify what questions we wanted to do. We had to think about where we would get the data from. Sally is the name of our instructional request system, which Doreen will talk about in a second. Lark is the name of the part of the UM Data Warehouse that deals with student records around learning. How would we clean the data? What would be the statistical analysis that we might want to use? And then how would we take what we found and engage stakeholders to talk about our future needs? So in order to move this project forward, we quickly also realized we couldn't do this on the fringes of people's time. We had to put a dedicated team together to think about this. So Doreen stepped up as the lead for that. We hired a graduate student who brought a lot of the evaluation and assessment expertise around data crunching that we needed. And Teresa Stanko provided a lot of project coordination. And I can't underestimate the importance of that project management role in doing a project like this. And so now Doreen's gonna take us into the specifics of what we did and what the data showed us from what we learned. So thank you all for being here again this late in the day. I have a number of data slides that'll help you kind of wrap your mind around. It's hard to jump into somebody else's data that they've been looking at for a long time. But we hope that we can accomplish that today. So the sources of data that we had were twofold. We had Sally, which is short for our scheduling app for library instruction, which is how it got its name. And we have data on all of our curriculum related sessions back to 2013, July 1, the start of our fiscal year there. As Lori mentioned, prior to that, we had really scant data. We didn't know who we were teaching for, where we were really strong in curricula and where we were head weaker, I think showing up curriculum wise. And also the UM Data Warehouse, which I think has data back to kind of the mid or early 1990s on all the students who've been through the University of Michigan. LARC is a snapshot of that and the data is actually extracted. It stands for Learning Analytics Data Architecture as you can see. And it has kind of three slices of data that we can look at. Data at admission, so what do students look like? What do they bring to the university with them? Their demographics, high school, test scores, all of that socioeconomic status. Data for the current semester that they are in in case you want to look at things that are going on concurrently. And then data during their time at U of M that we can look at. All of this information is extracted from the data warehouse and actually put in box, UM box, so that researchers who are working with it can download it from box and that's what we do. Before Doreen goes on, I just want to talk for a second about the culture shift that happened when we started using Sally and we started asking people to record not only English 125, but section 102. And there was a lot of discussion that we had to have because that was a cultural change within the librarians that were used to teaching, just going off and teaching but not recording. They would record that they taught a session of the number of students. But that little piece of data was, we spent a lot of time on culture shift. Having the section number so that you can go back to the registrar's data and find out who exactly was enrolled in that class so that we can get down to the student level was essential and we didn't have that before. So we did a lot of kind of backtracking to get that on some of our older data. So one of our slides here trying to get you to kind of go through, how did we actually get to the data that we analyzed for this study? So we started with the N at the top about 199,000 students who have gone through the University of Michigan data in the warehouse. And we dropped that down by the process of elimination here, who started at the university before 2013 because that was all of the data that we had in Sally was back that far. We eliminated transfer students because we didn't have enough of their histories to, we want to be able to track their four years or their five years, however long it takes them to complete their degree at the University of Michigan. So we really want to see our program impact at the university. We ended up with about 25,515 students that we analyzed for this project. We took a quick snapshot to see who are we actually teaching for at any given time. So out of those 25,000 students, 8,000 we never taught for. And on the other hand, there are about 16, 17,000 we did teach for. And in the orange is how many of those we did teach for happened in the first year that they were at U of M. So that's the majority of the time that we see folks, our students is during their first year. A slight, it's about 13%, 10 to 13% that we see in subsequent years. So not as much as we would hope in upper level courses and really in their majors, where students are in their majors. But the top ten courses, another question we ask, where do we see these students? And these are just two years worth. We have the previous two years, 14 and 15 as well. But our top two seem to be consistently UC280, which is a course for our undergraduate research opportunity program. So it's students who are paired with faculty doing research. So it's a very research intensive program, dominated largely by biomedical sciences and social sciences. And then our English 125, which is our basic college writing course that where most institutions teach a lot. So those are the top two places where we see students as well. Women's studies, lots of cross-listed courses. That was a big issue we had to work out. How do we deal with data and cross-listed courses? Engineering 100, which is on the list, is a writing course for engineering students. But so this kind of felt right to us, where we're putting most of our effort, particularly with UC280. We put a lot of time and effort into organizing that course, figuring out what we teach, making sure that all of our instructors who teach for it are teaching similarly, the same learning outcomes. So this felt right to us and good that we're spending a lot of time on these courses, and we're definitely teaching a lot of students. So we were happy to see that. We looked at cohorts by entering year. So for fall 2013, that is the group of students that just graduated in April-May of 2017. So that was the first group we were able to track for an entire four years through U of M. And we taught 71.2% of those students at some point during their career at U of M. Fall 2014 is actually our current seniors this year. So we don't, we'll be adding data in May on them. And so I expect that they're already past the 71.2 of our previous seniors graduating seniors. So the 71.4 should go up even more. And subsequently down the list, the fall 2016 are our current sophomores. So we saw them about 55% of them during their freshman year with us and we expect that's gonna go up at least 13, 14%. So we're pretty much on track for that group. The spring summer, we kind of grouped all into one. We're very heavily integrated into some spring summer program. So it wasn't surprising to us that we see 87% of those students. We see most of those students coming in. Frequency and timing was a big question. We wanted to know when we see students and how many times we may see individual students. We have lots of anecdotal evidence that we see students we've had, we always ask them to raise their hand. Have they had a library session before? Have they had it this year, this term before? And we always hear of students who've had two sessions or three sessions in the same semester with us. And we're trying to figure out where are we seeing these students because we can go back programmatically then and figure out some better approaches. If they're seeing us twice in the same semester, they probably don't need that unless they have a really specialized need or research assignment. But so this is some data on that. So the middle column, there's a number of students who had a library instruction session ever with us and how many sessions have they had in total during their time at U of M? So 51% have seen us one time. 27% have seen us two times at some point and so on. 3.8% have seen us five times. And so we need to do some digging and see where are these places that they're seeing us five times and does it make sense where they're seeing us five times? And the column on the right is of the students who had library instruction in their first year, how often did they see us? So 52.8% of the students we taught for, we saw them one time in the first year. But again, there's 5% who've seen us three times in their first year with us. So we want to again do more digging and find out if that makes sense for what they're actually being asked to accomplish in their curriculum. This is a really interesting slide and I know some of you are far back, I don't know if you can see, but we looked at gender. We looked at lots of questions about diversity, equity and inclusion, which are really important to us. So the goal that the orange on there is who we taught for. So in our classes, 58% of the students were female and 42% were male, which is quite different from our student body population. We're much more 50-50. The most recent incoming class this fall was actually 51% female and 49% male. So the students we don't see, which is the blue, 64% of them are male, which we were really surprised by that and tells us that we need to go back and look at perhaps some of the programs on campus that are more heavily male dominated, like engineering some of the hard sciences that maybe don't ask for library instruction quite as often. But on the other hand, the top two classes that we taught for on the previous slide, UC280, which is our research class and our writing class, those are very interdisciplinary. So this one is still kind of puzzling as to why there are so many males that fall into the category of students we don't see. We looked at first gen students and making sure that perhaps they may be coming to campus needing more support than other students who have parents with higher levels of education. And U of M, our definition of students for first gen is anyone who has parents that have less than a bachelor's degree. That's the definition that we use. So this goes all the way up through associate's degree and the blue is students who had library instruction and the orange is students who we have not taught for. So we were really happy to see this that we teach for the good majority of these students in all of these categories. And keeping in mind that on average, we teach for about 69, 70% of any class of students that goes through. So this data felt very comfortable for us. We also looked at race to make sure that, again, from an equity inclusion standpoint, we spend a lot of time focusing on programs where that reach out to underrepresented groups on campus. And so we wanna see for all the time and effort that we're investing in here, is it paying off? Are we actually reaching these students? So, and you can see that by and large for African-American students, 83%, we were thrilled to see that we were reaching that many of our students on campus. You know, some of these are really low numbers. We wish that they were higher like only 11 Hawaiian students in four years, but at least we feel better that we saw 82% of them. So again, this shows us that all the effort and outreach to the programs that we do here is paying off for us, we're seeing these students. Student retention is one measure that you will see very frequently in any kind of library or learning analytics projects that are out there. U of M has such a high retention rate, about 99%. It was really hard for us to see any impact of library instruction here. So these are totals for the last four years on some of the data that we see. So there may be a correlation on the 1% difference between those who had instruction and those who did not, but nothing statistically significant. And then the last slide is instruction by discipline. And I'm gonna walk through each of these separately because they're very different. But this is what Lori was really trying to get at. Once we have some richer data, we can go and have discussions and start discussions with some of our programs and schools on campus. So the blue is engineering. And our engineering librarians were feeling that they were not as well connected in the curriculum as they wanted to be, but they had no data to actually show them where they were connected. So here we can see that 49%, that's the blue, 49% of students have library instruction who are in the School of Engineering. 78% of them we see during the first year. So of seeing less than half the engineering students, we see almost all of them in their first year. So that means they're really not integrated into the upper levels when the engineering students really do their design and research work. We're probably seeing them in their college writing course. And how many have we seen? Two times or more is only 27%. So our engineering librarians have now taken this data and have drafted a proposal that they're taking to the college administration and curriculum committee, proposing just that, that they're integrated into the writing course first year and the design courses in fourth year. Moving on, nursing is the green. And this is kind of a mix. Our nursing curriculum changed about two years ago. So this data represents our old curriculum and their new curriculum. And very high integration here, which is not surprising. Most of the health sciences programs are usually more integrated I think than our other programs. But the good thing that they were happy with is that we see at least 75% of their students two times or more all the way over in the right column. Which tells them that their new curriculum is working. They're integrating more information literacy throughout their program. And public health is the one anomaly here. Public health is an undergraduate program and it's brand new on campus. Students enter in their junior year. So the school actually asked us for data on their entering class to see where they had library instruction in their first two years at U of M because they wanted to know in designing their new curriculum, where were their students coming? What was their starting point? So we looked at, in the orange, the public health students and all of their incoming students had had library instruction during their first two years in some other course at U of M. So, and actually 34% had had at least two or more sessions. So, which was wonderful news for them because then in designing their program, they knew what they, they didn't have to start with square one with these students. Any information literacy that they designed in their curriculum, they could start at a higher level and start at the disciplinary information literacy tools and concepts. And Lori's gonna wrap it up. Sure. So some of our key takeaways from doing this experiment was to really try to think about how he'd use data to do a programmatic engagement. How could we use the data to start conversations that we previously hadn't been able to get in the door for? And in at least three cases, that has happened. How do we improve our data collection? So when we were going through this process, we learned a lot about how we collect the data and we learned a lot about how the U of M data warehouse collects its data and how can we think about that when planning something moving forward? We also know that we are short on expertise in this area and we really need to think about either how we're going to train and develop that skills among ourselves or how we might acquire that or partner with other people to bring that expertise into these conversations. And finally, I think our main goal of all of this was to think about how to have that alignment and engagement with campus and how data change that alignment and engagement with it. And I think we are, we have three minutes. So we can either take questions or if people wanna come up in a few minutes and ask questions too. We'd be interested in hearing your thoughts and your questions at this time. Or you might wanna go out to the reception and those that are really super interested can come up and chat with us as well. That's fine as well. So why don't we do that? So thank you very much.


Okay, so now we'll come into the good stuff. This is when I get to shoot things. And I'm gonna move my hammer fist and hopefully, try and shoot your, and is that your gear panther? That's the gear panther, yes. Okay, right. So I've got a move of five. So what speed, so I'm at speed. Your battle speed. Battle speed. Two move steps. So I'll move five. So I'm gonna stay straight along there, basically like that, to here. Yep. And then I've got another one, so you can turn before you shoot. So I'm red. Yep.  So will I be able to shoot from there with my forward facing cannon? Yes, but forward and backwards, that is your fire arc like that. So we can get a template so you can work that out. So anything then in that cone is a valid target, and similarly at the back, if you've got any rear firing weapons. To your sides, it's the width of your base. So your starboard and broadsides are the width of the base all the way out. So it's that corridor. Okay. So anything that's in there is a target. So obviously the bigger the boat, the more you can shoot, I guess, for those, is that right? On your broadside, you have a much wider corridor to trap stuff in, yes. Okay, so now we've established that I can definitely shoot you. Yep. What do I need to do next? So you have a look at your ship card. Yep. And look at how many guns you've got at the front. So I've got one L. So that's one light weapon. Okay. So light weapons roll, red dice. We have different colored dice for the different weapon types because obviously you might have a broadside that fires all three types. Okay. And so you roll different colored dice. So normally you need a six plus any modifiers. No, I don't think there are gonna be any here. So you're not close enough range. You're not a blank range. So what's the point blank range? Point blank, if you're within three inches, then you're right up close. Okay. And it's double damage than anything else. Okay. And it's easier to hit. So there's no other modifiers at the moment, so you're gonna need a six to hit me. Okay, so hopefully I'll do this. So let's pretend that was a six. There you go. Wow, I got a six. Fantastic. So light guns don't do a huge amount of damage. It's one damage, so I just take the one on here. Now there's a space on the card to stack up your damage counter so you can keep them off the table. Yeah. And notice each chip card, you have your structure points. Yeah. So like the guy panthers 28. And there's also a nerve value as well. So if you ever exceed the structure points, you're destroyed. Yeah. Once you've got enough damage that's met or exceeded your nerve value, then you're crippled. Okay. And there's a chance each time you activate that you might surrender. Right. It affects your shooting and things as well. Okay, so I've shot with my one cannon. Now I've got another move. Yep. So I can move forward again. And that's another five, is it? Yep. I can turn it or not. I don't think I'll, no, I'm just gonna keep on going. So I'll end there. Yep. Now this looks good for me. I'm quite excited about this. Yes. That is a point blank because you're within three inches broadside. Fantastic. So I've got two L and two C. C are your, basically your close quarter guns. Right. They're the other than indirect, which are random. They're the most devastating. They've got a very short range. Yeah. Of eight inches. But they do three damage instead of one like your light guns. Okay. And at this range it will be double. Right. Okay, so which color dice do I need for that one? You need, you've got two light guns. Yeah. So there'll be those two. And you've got two close, close, close quarter guns. That'll be the two black ones. Okay. So in terms of modifiers, you've got the point blank. So you're going to get plus two to hit. And otherwise that's it. So you're, so you are sixes before, you know, fours. Fantastic. So I've got them all at once. Yep. And like I say, so these different colors are so we can easily tell what's hit. No, it's not. Let's, let's pretend that again. Did it. Paraplate test. There we go. So I've got a nine. So all of them hit this time from nothing hitting. Okay. So what happens now? So you've got, that's one, two, three, four, five, six, seven, eight. Yeah. Because you're at point blank range, that's doubled to 16. Right. 16 damage. Yes. So it's up to 17. So it's getting closer to nerf, aren't it? And can you get things like criticals as well? Yes. So if, as long as it's, as long as it's, it's possible to hit. So it's a solid, these all count as solid hits. So as long as it's a solid hit, but it rolled a natural 10, that's a critical hit. Okay. And then there's a critical hit table, which you might catch on fire. It might affect your speed. You will cause more damage again from that as well. Indirect weapons, which are up and over and kind of avoid a lot of the armor and things like that cause criticals on a nine or a 10. Okay. And then, so we've done, so we've done front cannon, we've done broadside. I've heard of the thing called crossing the T. So maybe we'll have a look, see what that is next. Yeah. So we've seen, you know, shooting with our forward facing cannon, a broadside, and then one of the most devastating kind of attacks is something called crossing the T. So we'll just explain kind of what happens there and how that works. So crossing the T was a devastating naval tactic where you'd get in a position where you could fire your cannons all the way down the length of a ship. So smash through all the decks and just cause all sorts of mayhem. So you can either do that from the front or the back, but you have to have your angle right. It has to be close to the T and it has to be down the length of the ship. So if you have a look at this, and though we're moving now, you know, this orc ship here is in a quite perilous position because if I take my move step, here, my left or port broadside, he's going to catch that right down its length. Now the enemy ship has to be, its base has to be entirely within that broadside corridor. Can't be slightly out of it or anything like that. And the projected length of it has to also fit in the width here as well. So if you're slightly like that, then you've come out this way. So I've not got the right angle. Okay. So it's quite tricky to get this, but once you have got it. It can be devastating. So a stern rake like this from behind is, point blank range is triple damage. Wow, okay. So if my LoE were to catch you like that, I've got two heavy guns. So that's these two. I've got one light and I've got one close-in gun. So I'm point blank range on plus two, just like you were before. So I'm hitting on fours. And there's always you need sixes and then fours. Sixes is the standard. Veteran crew, you get a better, experienced crew or worse. But six is your standard number and then you modify from there. So I've got one that's missed, which is my biggest gun, which is unfortunate. Now I've got four and a five. So my two heavy guns have both hit. And I've also got my light guns also hit. Now I've got a natural roll of 10 there on a dice that was successful. That's a critical hit. Oh dear. So I'll work out the normal damage anyway. So these are my heavy guns, they're two each. That's two for five. Shippled is 15. That's 15 damage to that ship. Plus I've got a critical as well. For the critical table, you roll two D6 and then have a look to see what any addition is. So do I roll those or do you roll those? I roll those because I shot you. Okay, fair enough. Nine. So if you have a look at nine, that's major structural damage. The ship takes an additional D6 plus two damage. So you take an additional four damage. So that's supposed to be on 19. Yeah. So at the longer ranges when you start the game, you'll be chipping away at the enemy ships. You know, with ones, two, three points of damage. Once you can get close in, with a close point blank, and especially if you can cross the T, you can blow chunks off of ships. Okay. That means I've got a structural point of 38. So I'm all right. And then my nerve, is that my nerve? Which is, so that's 28. So what happens if you reach that?  Okay. A crippled ship suffers modifiers. It's going to go half its guns in any one gun position. It's also got half its crew strength in boarding actions. And every time it activates, if there's a big enough ship that it can see nearby, it has to make a nerve test, which is based on the experience of the crew, as a skill test. If it fails that, it surrenders. And dear, okay.  But it is also possible to shoot when someone's kind of sailing past you or when you're sailing past someone else, if that's right. Yes. So outside of the normal turn sequence where you're shooting at the end of a move step, you've got, there's a rule called fire as she bears. Yeah. So you can either do that in your own turn as you move past a ship. So there's modifiers and negative modifiers to attempt it because you're on the move and et cetera. You can also interrupt your opponent's turn and fire out of sequence. As long as your ship hasn't already activated that turn. Okay. So let's say I'm going to move my blood runner here. So I'm just kind of happily merrily sailing along and I've kind of ended my move step here. Now you've ended your move step inside of my front arc. Yep. So I let you get to do any shooting first, but actually your broadside is down here, misses me.  So I guess that might happen. If I was hoping to shoot you, I might have measured incorrectly or something like that and ended up kind of overshooting the target, I guess in some ways. So you may end up in that kind of situation then. Yeah. And it's minus two for me to hit you because it's such a tricky, tricky maneuver. Yeah. Now you're well beyond three inches, so you've got a point of length range. And I've only got the one gun to the front, but I'll do it. Yeah. And so normally I'd need a six. So minus two, I need an eight. Right. Missed. So missed. There we go. So what I'd do at this point, I'd take a fired marker and I put that in the gun position that had fired. Yeah. So I know that when it comes to my turn and that ship activates, it can't fire from that gun position. Right. Because you can only fire from each gun position once per turn. Okay. So you've got to, I guess, weight up. Is it worth the risky pot shot? Yeah. Which then uses your cannon or do you kind of wait and kind of think, okay, well, I'm going to kind of sail around and hopefully get you there. Yeah. I mean, if someone sails past your broadside, you think, well, I'm going to go for it now. Right, okay. Especially if they're very close because the point blank will cancel out the modifier for the fire she bears. Sure. So then you have sixes. Okay. Cool. So that's a good tactic then if you kind of want to, I guess get people on a worst, they might kind of think, oh, it's fine. I'm going to sail past last, they could get shot. Yes. So another thing to watch out for.


Hey, Psych2Goers, welcome back to another video. Have you ever had a partner, parent or friend, who always made you feel guilty? Do they make you feel like you owe them something? According to Sherry Steins, a California-based therapist who specializes in abuse and toxic relationships, manipulation is an emotionally unhealthy psychological strategy used by people who are incapable of asking for what they want and need in a direct way. You should note that there are different forms of manipulation, ranging from a pushy salesperson to an emotionally abusive partner. In either case, it's important to be aware of when someone may be manipulating you. So here are eight common phrases people use to manipulate you. Before we begin, we would like to mention that this video is not intended to suggest that somebody is emotionally abusive or manipulative when using these phrases. These are just some examples. If you feel that you may be at risk of being in an emotionally abusive relationship, confide in somebody you trust to discuss it with them. Look what you made me do. This one is probably most commonly used in friendships or romantic relationships to blame you for something they've done. Perhaps they say this to you when they've messed up on an assignment or overcooked dinner. Instead of acknowledging their own mistakes, they will find a way to place the blame on to you. They may say it's because you distracted them or because you were standing too close to them. Anyways, it's a way for them to remove responsibility from themselves and to shift it on to you. Number two, but you said, were you ever tricked into buying something only to later realize that what you bought was not what the salesperson offered or trapped into a commitment that does not have your best interest at heart. A common tactic used by sales and marketing companies is to make something sound really appealing by over exaggerating the benefits and advantages. When you get your hands on the actual product and find how far off it was compared to what the salesperson had described it to be, you may end up in a frustratingly futile but you said argument with them.   Have you ever been accused of being too emotional or sensitive? By saying this, especially in a situation where you're feeling uncomfortable, they're demonstrating that they don't care for your feelings or your emotional well-being. Whether you're uncomfortable at a group gathering or used as part of an insensitive joke, it's important to remember that how you feel in any situation is valid and real. Number four, I would never. Do you ever hear others say, I would never do that? I would never react in that way. Doing such things means you're not strong enough. Maybe you grew depressed after a breakup or you started picking up some bad habits after a close relative passed away. While some may say this without any negative intentions behind it, they're still judging your actions and discounting the situation you're in by saying they would never do the same thing. They're ignoring how you feel and the pressure you may be under. Number five, I know you feel strongly about this, but I need you to do it my way. It's what's best for us. Were you ever made to feel guilty and stayed in a relationship or friendship against your better judgment? When people want to hold on to something, sometimes they may use phrases that are unintentionally manipulative to get what they want. This includes making decisions in the name of doing what's best for both of you. Remember that in a healthy relationship, it's important to have both of your inputs heard and respected. Otherwise they may end up making all the decisions and doing what's convenient for them and not you. Number six, don't throw away. So people have a natural fear of loss. You may worry about what you have to lose as opposed to what you have to gain in the process. Parents may fear for their children when they decide to take a different route other than the ones they planned by saying things like, don't throw away everything you've worked so hard for. In romantic relationships, your partner may say, don't throw away everything we've built to trigger your fear of loss. This may end up making you stay in an unhappy relationship with them instead of letting it go. Number seven, don't overreact.  Perhaps you've confronted them for coming home so late every evening and they brushed it off by saying that you're just overreacting. It's a manipulative tactic to avoid acknowledging your feelings and concerns and for them to get what they want from you. It may ultimately lead to your relationship becoming one sided with them calling all the shots. And number eight, don't misunderstand me. Have they ever accused you of misunderstanding their intentions when you brought up a concern about your relationship? Instead of addressing your concern and to communicate their side of the story, they may harass and accuse you of misinterpreting what happened. This aggressive approach is an effective way to dodge the conversation and to manipulate you into thinking that you've misunderstood the situation when you haven't. Have you noticed anyone using these phrases in your relationships? If you feel like you're being manipulated, talk to somebody you trust. If you found this video helpful, be sure to like and share this video with those who might benefit from it. And don't forget to hit the subscribe button and the notification bell icon to get notified whenever Psych2Go posts a new video. The references and studies used in this video are added in the description below. Thanks for watching and we'll see you in our next video.


A group coalition for good governance and open leadership in Nigeria has decried what it's termed as antics of latter-day anti-corruption crusaders who claim want to back me on suspecting Nigerians for selfish gains. Addressing a press conference in Lagos, the group's leader, Ekujimi Larson, says it has noted with dismay the sustained campaign of economy against the management chief executive of the NNPC, Melikeari, my conference, Orphanidra, Politico Party, CNPB. We have since noticed series of attempts by some individuals, masquerading as crime investigators and civil society leaders to exploit the series of questions that have been raised by Nigerians in respect of the activities of the NNPC in order to blackmail and extort the company. In their premeditated plot to blackmail the management of the Nigerian National Petroleum Company, NNPC, and its chief executive, Mr Melikeari, by the conference of Nigeria Political Party, CNPB, who, after due diligence, will realize was being sponsored by one Mr George Udo, a self-acclaimed billionaire Wisu Bloa. The anti-corruption group called for transparency and accountability in government at all costs as well as the encouragement of all stakeholders to act responsibly, ethically, and with the best interest of Nigeria in mind. To blackmail, to create tension across the country, based on the fact that what is going on in the country, definitely, yes, subsidy had been removed, issues are ongoing, but the fact remains that the truth of the matter must be said at all times, and issues, if you feel that you have genuquies, the appropriate quotas as being measured by the police, the ICPC, and the FCC, should be approached for assistance, so that you can assist them to also pursue that pursuit, I mean, to pursue that pursuit when necessary. At the same time, we must also ensure that these allegations are not used as a political weapon to achieve material motives that could jeopardize the stability and progress of the organization called NNPC. Allegations of corruption or misconduct should never, should never be willed, dealt as a political tool for the sole purpose of tarnishing reputations and creating chaos within the organization. Hello, hope you enjoyed the news. Please do subscribe to our YouTube channel and don't forget to hit the notification button so you get notified about fresh news updates.


So Today is a big day Kind of excited. It's also the coldest day of the year. It's like 28 degrees outside right now, but it's getting cold and It's pretty much It's pretty much Christmas for me today because This bad boy focus this bad boy finally came in So I'm gonna do a little bit of an unboxing and hopefully a first test flight, but I cannot wait to get this thing in the air packaging is very nice Also, sorry about the light. I have like light coming through my windows right now. It's like 3 p.m. It's like the Sun's already setting It's just really really dreary and set up here, but you know, we're gonna make it through. Oh Man there she is Wow This thing is so tiny Mini-school look at that. Oh My god, like that's my hand It literally It literally fits in my hand. Oh my god. There's a camera with the gimbal cover on it All right, let's pop this thing out Wow Even when it's all the way out it's still Not that big at all That's crazy All right. Well, I'm gonna put in this batteries and hopefully Next time you see me a single be in the air. Okay. I apologize that was probably the worst unboxing video ever Never done one of those before don't have a top-down camera setup. Don't know what to say, but Anyways, it's out now actually like the next day because the batteries Or the battery because I only have one battery took two and a half hours to charge and I set everything up at like 3 p.m. And it gets dark here at like 4 30 so it was pitch black and there's no I was flying my first flight in the dark So it's not the next day super hyped next morning I'd class at one, but it's like 11 a.m. Right now So I thought I would go put the drone up in the air show you guys the first flight I've never flown a drone before I'm gonna be completely honest So I don't know how this is gonna go But hopefully I'll be able to pick it up quickly and be able to get some cool shots to show you guys So anyways, let us Head outside and by the way peep this new Peep this new lighting setup That's pretty cool never had one of those before thought I would pick one up because Lighting in this room is absolutely terrible compared to what I had last year because last year I was able to set up right by a window and this year That is not the case because windows all the way over there, but regardless. Let's head outside There she is That I love about this drone already is the fact that the I have no idea what that noise is in the backyard That's some sort of alarm, but how easy it is to set up from the DJ fly app So I literally already set everything up last night while it was like halfway charged but Really it's on and let's get this thing in the air really just hovering there, which is Absolutely incredible So I'm a little scared to take it out of the bounds of the backyard, but we're just gonna go for it at this point What could go wrong? All right, so it is currently up there the That's what the the footage on the screen looks like right now We're right above Davenport College, which is right over there across the street. So that is sick, but It's starting to sprinkle so I'm a little bit worried I Don't know how this thing can hold up in the rain, but I'm going to try to get a couple shots Put together a little sequence, and then we'll we'll bring it back down Mission accomplished. So I guess I'll just end with some overall thoughts on the drone itself Overall, I'm absolutely blown away. This thing is incredible, especially for its size like it is that's my hand That's the drone. It is so tiny. Oh my god It's also DJI's cheapest drone option at the moment I think I like I pre-ordered it and only paid like 399 which is obviously a lot of money But for somebody who's just looking to start out With drones like myself and not looking for something that like has the super fancy Quality or whatever, but even this this can shoot up to like 2.7 K I think which is just nuts for a camera this tiny on a drone this tiny and like it like we were Experienced in pretty strong winds up there, too. I kept getting warnings with this thing handle it like an absolute champ So or I'm so impressed so far. I can't wait to keep flying this thing get a little better at it and Expect the quality of the videos the skyrocketing a lot more cinematic drone shots Interplaced within there, so I'm super excited about that and I'm excited to get a lot better at this thing So you guys have any questions about the drone any questions or what you thought of like the cinematic sequences or whatever drop them down in the Comments down below or if you have any tips on flying drones for any you guys that own one I would love to hear about it So that drop a like on the video helps me and supports the channel a lot more than you think So grab you to have another video through guys


What's up everybody takedown here welcome back to my channel today. I'm gonna be sharing with you guys the top 25 hockey cards. I have my collection So let's just get straight to it and try to keep this as quick as possible for you guys So up first the only jersey card I pulled this year David becas Pretty nice I Love the jersey cards, and that's why this one's on this list. So that is Henrik Sadeen 0809 Fleer Jersey I have a trilogy numbered card for Phil Kessel who I also like to PC This year's retro OPG card for Max Domi Who I'm a fan of? TJ Brody this year's upper deck canvas of his I love the canvas cars They look amazing like they look like artwork for me. That's what I love Braden Holt be shining stars Ruby This is the first hockey card. I ever got Jason Spezza, and it is the 0607 So the first hockey card that is of course gonna be my top one of my top 25. We have One of my favorite players Daniel Alfredson his rookie card Which I'm a huge Alfie fan, and I of course I'm gonna put him in here. It's best card I have a tag Thompson young gun Patrick Kane retro all-star fro peachy Alec tuck rookie marky rookie I Have a numbered for Lucas wallmark a numbered rookie card for artifacts Austin Matthews award winner These ones are for collectors only it states on the back I got them from upper deck because they screwed up on one of my orders I also have Nolan Patrick rookie from upper deck. It's the same set. It's one of the collector ones and I also have marky rookie Retro will peachy platinum for Nolan Patrick who I like to PC. I can't really see the name. It won't focus there Tyson Yoast my favorite young gun I have in my collection Alec Alex Ovechkin Stanley Cup champion this year. I love the portraits. They're one of my favorite things to collect. They just look so good Christian Fisher marky rookie for old peachy the retro Christian Fisher marky rookie Opiechi platinum Whom a fan of these cards they look amazing a marky rookie violet Pixels for Martin Neckis Or necka. Sorry. I always screw up announcing his name Destin for glory Dylan Larkin. It's the only one I have for Destin of glory Honestly, I was really looking forward to a McDavid, but this one here is a great card too Patrick Wah will peachy platinum It's the only wall card I have and as you guys know, I love the legend cards and I love the Goalie card. So of course it's going to be in the top 25 for me We have Connor McDavid portrait This year, they look so freakin clean like I love that card Award winner Connor McDavid same collectors edition that upper deck sent me Really cool. I don't know the value of these collections just because they're supposed to be for collectors only and nots for reseller Anything like that and one of my top cards. I think this might be the top card. I have my collection. It is a Yeager rookie card Who I'm a huge fan of him? Think I've mentioned that before on my channel here retired this year and His last team was Calgary Flames. So these are the last or sorry. These are the top 25 hockey cards I have my collection. I hope you guys did enjoy if you did Please leave a like and I'll see you guys in the next video. Please take care. Peace


I start my day at 7 in the morning and get the train from Glasgow to Edinburgh. Here's me on the train and then once I arrive in Edinburgh I start my day normally with some scheduling and emails, my breakfast, a blueberry muffin and smoothie. Then I make my way to my first meeting of the day with the student development team and their intern. I love working with Ben and Stella. Next it was time for a coffee from Bambays. They have so many to choose from. I went for a flat white but the chai lattes are good too. After lunch there was an event on in the concourse so I was there to capture some bits for socials and that was the end of my day. Thanks for watching!


Ychydig. Ychydig, mae'n rhan i'r rhan. Ychydig. Felly, mae'r cyfnod yn ddiddordeb gyda'r cyfnod. Mae'r cyfnod yn ddweud yn gwneud yn gwneud. Mae'r cyfnod yn ddiddordeb gyda'r problemol 2038. Felly, mae'n rhan i'n meddwl. Mae'r cyfnod yn gweithio yn 2038. Mae'n glas. Mae'n ddiddordeb cyffnod yn ydych chi'n gweithio am fawr. Felly dyna, mae'n ddiddordeb gyda'r cyfnod mae'n ddiddordeb gyda 2038. Mae'n ddiddordeb gyda'r cyffnod, yn olyg mewn oed. Felly, cyhaftawch, cyfnod i chi wnaeth bwysig. Yn gweithio, mae'n ddiddordeb gyda'r cyffnod gan gweithio'n ddiddordeb gyda'r cyfnod. Mae'n gweithio gweithio, ac mae'n gweithio i chi'n fawr. So, what's up? When are we all going to die? What do we need to do to not die? What the current state is? And please, this is a boff. As I always want these things, I do promise I will send a summary of the discussion to the mailing lists later. If somebody can please take notes in Godway, that would be lovely. Time T. It's really, really simple. It simply counts the number of seconds since the beginning of 1970. For many of us, that is really, really long ago. Some of us in the room were born before the beginning of time. Let's try not to mock them too much. Of course, when the Unix people came up with this back in 1970, 32 bits of time T was plenty. It was never going to run out. It's like 640K is going to be enough for everyone. Who'd have thought it? So, we have a problem in that it's signed, and therefore it's 31 bits, therefore it's going to wrap, and it's going to wrap quite soon. We have a second problem in that this is used everywhere. I'll go through that a bit more later. Now, imagine Y2K, except this time it's going to be worse. What could possibly go wrong? Now, again, I'm not trying to exaggerate this too much, but for most of the things that we had to worry about for Y2K, they were big, obvious computers. You could point out them. They were mainframes typically. There were a few other bits and pieces around you had to think about, but that was the call that people cared about. It was, oh my God, are the banking systems going to work tomorrow? Are the cellular networks going to work tomorrow? That kind of thing. Dare I say, it was a bit of an anti-climax. That's not because it wasn't a problem, but people did think about it and work on this well in advance. A little bit of an anecdote, the company I was working for at the time. I actually volunteered to be on call overnight for the new year Y2K. Obviously, a suitably accelerated pay scale for that evening because I was totally happy that I knew all of our code worked, and if it didn't, well, the mobile networks were never going to work so nobody could get through to me. Unfortunately, my boss saw this coming and said no. Our big problem, as I said, when we get to 2038, is that we're not just going to be looking at big, obvious computers. In 20 years, if the sci-fi authors are correct, we're going to have the sensor cloud. We're going to have things that are too small to see, and they're going to be computers, or they're going to be sufficiently like computers that actually we need to worry about this because, of course, you won't be able to go, oh, that computer needs fixing. Your washing machine will have 100 different computers in it, and you'll have no idea how to talk to them, let alone to verify if they're correct. Plus, of course, planes, cars, underwear. Who knows what, but if it goes bad, it goes really bad. So, when does it happen? This example I actually took or lifted almost straight from the man page for date. Other people are thinking about this. So, on 19 January 2038, potentially we all go back to 1902, depending on how badly things worked. So, what, in fact, needs doing? We have lots and lots and lots of things from the bottom of the stack upwards. In the worst cases, on-disk formats for file systems. On-disk formats for all kinds of other data as well, but the file systems we're using today typically are not Year 2038 safe. Do also new file systems like X4, VRTFS, and so on. The newest X4 file system versions are 2038 safe. They use 64 bits of time, which is 34 bits of seconds. So, that will last, oh, until we're all gone, and 30 bits of nanoseconds, if I remember correctly. Most of the normal file systems that you're likely to play with today, however, will die. I say they'll die, they will do weird and wonderful things, probably beyond just tell you the wrong time, but depending on exactly the code in the file systems, behaviour will break. Obviously, this is a problem. There were lots and lots of places inside the Linux kernel where 32-bit time t is passed around. That's being fixed. I'll come to that later. There were worse, there were lots of kernel interfaces, and above that, there were lots of libraries that use a 32-bit time t and related variables, related structures that depend on it. Finally, obviously, all the applications out there that might be using it, a lot of people may not even realise that they care about time, but the interfaces that they're using from the libraries underneath embed it all over the place. So, Linux kernel, I'll go through what progress we currently have. Deeper, Dinamami, I'm probably going to pronounce that horribly wrong, I apologise, and Arn Bergman are running a project under the kernel newbies umbrella to at least work out what needs to be done here. They have a page and there was a mailing list hosted by the folks at Lenovo where people are currently discussing this. Right now, while we have plenty of time to think about this, Arn and others are using this as a good way of getting people into early simple kernel development. You don't need to know a huge amount to be able to go through and pick up. That looks like a 32-bit value that's being used for time. We should fix that and at least document it all so people can work on it. They've started adding some 64-bit code in the middle, they've started fixing up drivers, how my slides don't fit, they've started adding new versions of interfaces, so Ioptals, SysCalls, and a few other things that you might not think about. I'm not going to go into all the details right now. The fun thing is, of course, that we can't just replace all of the existing SysCalls because everything else will break right now, not in 20 years. What we're looking at doing is adding more equivalent versions of old SysCalls, so the SysCall table is going to carry on growing if anybody looks at that. There are lots and lots and lots of tasks here. If you go and have a look at that page, this is a great place to get involved right here, right now. There's a lot of help available, and people would love it if you join in. So, Geolibsy is obviously the next thing up the stack. Essentially everything to a first approximation depends on Geolibsy. Those guys are being as thorough as they normally are. They have really detailed plans that they've started in their wiki. They haven't started work on this. They're still drafting the plans, but, again, they're going to be adding 64-bit time support in a new set of library calls without, obviously, breaking 32-bit support. There's more coverage of this in a very good LWN article, which I've linked. Obviously, the Geolibsy folks cannot even start testing this until they have a 2038 safe kernel. Again, there was a huge amount of work to do here. If you're interested, those guys are also looking for help. Please go and dive in. So, elsewhere. Other work, again, if you're further up the stack, you can't really test much of this until you have the layers underneath you working, but it's not clear how much progress people have actually put into this. I'll admit I intend to concentrate on Linux. I haven't looked at the HURD kernel, at the FreeBSD kernel or anywhere else. These people are all going to have to go through the same kinds of solutions.  A lot of the interfaces we're looking at at the moment that have broken our POSIX interfaces, I'm assuming that we're going to end up with new POSIX-approved interfaces like this, but there's not much sign of it happening yet. Now, lots and lots and lots and lots and lots and lots of libraries are going to need updates here. Anything that embeds a timetee clearly will need fixing. Timeval embeds a timetee, so you may not realise. Timespec embeds a timetee. Almost anything that is using libc exposed timing functions is going to need upgrading, is going to need updating. You might not realise it. The libraries underneath your application might not be likely to need it because, again, anything that embeds things here is going to break. That's why this is such a scary thing. It's not just a set minus d, time bits equal 64 when we compile. Anything that is embedding stuff here is potentially breakable. We're going to have to do lots and lots of mass rebuilds and people are already talking about doing automated scanning for these things and trying to pick up where ABI's break, for example, because, of course, any library functions that embed any timing functions at all are going to change in size. If you've been clever and kept as neat, then you might be great. If you think you've been really clever, you've possibly made it worse. Because, and I'll go start at the bottom of this one, whatever you do, do not bod you round this. People have had clever ideas like this so many times over the years where they think, oh, well, I know what a timetee looks like, but I don't like using timetee, or I can't guarantee I'll be able to have it on all platforms, so I'll use an int. That's great. It works for you today, but it also means that the poor buggers 20 years later who've got to go scanning for embedded timetee won't find that code. The really clever people who start thinking, oh, I need a more flexible structure, I need a better way of storing this that is bigger, I know I'll store this in a float to a double. Oh, my God, please don't. Really, it's the worst thing ever. So, if the things that people can do now is help with the kernel and G-Libsy folks, there are people already working on this, there is an almost unlimited amount of work. Yes, Dimitri? So, today, I should be using timetee and expect that it will change size, or if I'm writing new code, should I be using, like, is there, like, time64-t or something like that? Right now, your best bet is timetee. Just use timetee and assume that in the future I'll have an ABI break. Exactly. Okay. Expect that things are going to change, but using timetee and keeping on top of it is the right answer. I use quite a lot of structures in small embedded. Is it worth me padding a 32-bit in front such that my structures still align when we move to 64-bit T? Maybe. It depends. What are you doing with that structure? Well, I'm thinking more on the lines if any comes backwards and forwards. So, when I move to 64-bit, I'm not going to hit any word boundaries, any issues of block devices, and so on. So, I'm going to at least get the same performance that I'm expecting now with 32-bit T. Maybe. You're saying about having something so that it would still align. Alignment is highly random and unpredictable across architectures. So, placing something in front of it now and then hoping it will still align when timetee becomes 64-bit is a very huge bet. I was thinking more along the lines of my coms packets. So, it's a bit. What I will say is, trying to second-guess this might only make it worse. What you may find is that, by the time people have thrashed this out and gone through discussions all over the world, that instead of just going to a simple 64-bit value, instead we end up with a 128-bit structure with extra bits, and at that point you've then left your padding, but you'll still have to do work later anyway. So, second-guessing is hard. I appreciate that, which is why a lot of this is be aware this is coming. Get involved. Don't necessarily expect to be changing your code for this today beyond taking out the bodges. So, check your code, check and also check your dependencies. As I said, there is a lot of code here that is going to break. So, as I said, that is the core of the message I want to give. I'm not planning on talking about this much. I will answer questions, but please, does anybody have any more questions, any more points they wish to raise? Probably. First of all, I want to say how annoyed I am that you're giving this talk, because during Y2K I took a lot of mental notes and I had this plan hoping that everyone would ignore this, and in 2034 I was going to launch this consulting business. You've seen that, did you come in late? Oh, are you saying? 15 years ago I registered that domain and I've kept it going with a holding page ever since. But you realise that for that plan to work we were all supposed to be silent till about 2034, 2035, right?  I'm being altruistic and I am destroying my own pension plan here. Yeah, all of us, you're hurting everyone. The plan is to stay quiet till 2034 and then we launch our consulting business. I'm sorry, it's too late. There's no management meeting this anyway, so that's fine. But in seriousness, so I think one of the things we face is up and down the stack, right? And I'm wondering if anybody working on, you mentioned the sort of scanning for this, there are sort of two related areas of computer science that are free software analysis stuff that are going on. One is the license scanning people. So they're obsessed with finding licenses. Most of the license scanners are proprietary, but there are some free ones. Has anybody looked at applying that technology to finding time junk in code? And the second question related is anybody working on static analysis stuff and program slicing computer science stuff that would find where time t is being thrown into inch and other sorts of things. I've heard that the coveyty people are looking at this, for example, coveyty. Not free software. But one of the best-known commercial products here already. I'm absolutely certain that people are already looking at this for the free software things. I'll be brutally honest. I prepared the slides the other day and I haven't had time to check back since to really look into that. Definitely it's something that volunteers to help with would be great. Run Andy, run. So there's a class of bugs that is really slightly further out, which is unsigned time, which exists, for example, in every single PGP packet, unsigned time. So we have a few more years to deal with that, but also it's definitely not in a time t because it's unsigned. So we have to be looking for... Some of those bodges aren't just because it's going to be smart, the format is actually different. Oh, absolutely. I'm going to jokingly put my head in the sound and say, don't worry about it, we're never going to get that far. Well, at least I'm not. Secondly, yes, the kernel folks are looking at fixing this up better. So rather than just, oh, we need to put this down the road, we're not looking at any bodge work to say let's just extend this or let's... Lots and lots of the Y2K fixes are just let's change where the epoch is. So assume anything with a two-digit date must have started, must be relative to 1950.  We can't do that. We mustn't do that. We're better than that. We have plenty of time to see this coming and do it right. Now, the reason why, again, a lot of us are making noise about this is most of the systems that we are going to be running that we know about in 2038 are going to be 64-bit clean. You know, Debian and all of Linux distros, of course, are going to be fine because hell, we'll have rebuilt the world. The big problem that we have is that the internet of things, we have a vast number of machines. We're going to have by then probably trillions of little machines which we won't be able to identify. We won't be able to ward it. We won't know that they're safe until they fail. And we won't be able to rebuild them. So this is why we need to get this fixed as soon as bloody possible so that people building those systems will be able, or not so much will be able to, but will just be building on top of things that already work right. The 2038 is also the last estimated deadline, but anything that stores dates in the future, like expiration date of your carton of milk or appointments for next year or scheduling packs, whatever, or expiry... when your child reaches all voting age or that sort of things will start failing nicely in advance if it uses time to... Sure, absolutely. I think it's also an interesting question like which systems or libraries use time T which shouldn't be there, or it's not really necessary. For example, you said time beam functions. If I want to know like, okay, five minutes have fast, so wake up and do something, maybe I just do not need the 64 bits because it's whatever. I just need to know that like, okay, five minutes later than I started. So hopefully absolutely, libraries should not necessarily be exposing this up the tree anymore, but of course internally they will be using 32 bit times. For example, it's how select exposes things for your event loop, that kind of thing. We should be able, if we're careful, to fix those without polluting any of the namespace up the stack. Obviously, as I said, we're going to be looking for ABI checkers to absolutely validate that.  So just your thoughts there because it seems like we need to fix the libraries that they are statically linking in have to be fixed before we can even hope to rebuild all of those. Absolutely. It's a great example of the problem that we need to fix. That's looking say five layers up the stack or something. We need to make sure every layer underneath it is fixed early, so that they get the time to make sure their stuff works and B, that gives us plenty of margin to make sure things out in the wild are already fixed before it breaks. Yeah, so on a related thing or I said for the internet of things stuff, there's a lot of people who have been worried about already people shipping insecure devices or things that have no security support and it doesn't matter to the device producer because they expect to have already gone bust or moved on, there'll be three products down the line before anybody cares. Actually enforcing the ability to do updates safely, reliably, automatically on these devices is part of the solution to that problem and possibly also the solution to this problem but actually making that happen is hard. So going back to the time deltas so you want 64-bit safe, 32-bit safe and overflow safe time deltas, right? If you're calculating the map around it. Yeah, absolutely. So when I comment before I was avoiding mentioning this but you brought up IoT, now everybody knows that I see GPL violations as the problem of everything but it actually is a problem with the IoT devices so even if Linux gets fixed 90% I would expect of IoT devices on the market that use Linux are violating the GPL which means there is no source code for the Linux they're running, there's no instructions on how to rebuild it so even when Linux gets fixed and even if it's a Linux based device we probably won't know how to upgrade it so I would add to your slide of things we can do now, of course I would, but the GPL violations actually relate to this because if we have all these GPL violations in the next 20 years they're all running Linux, we won't have the source code for them, we won't know how to upgrade the Linux that's on them and we'll be stuck. Yeah, absolutely. That also adds to the urgency of getting this fixed as early as possible so GPL violations are really bad you know I agree with that I'm also more worried about this kind of thing killing people using other worse problems. Right, these GPL violations could kill people and we can't fix them before that, right? But I agree with you, the quicker Linux in particular gets fixed the fewer times this GPL violation problem will cause the problem. You've been saying that people should just carry on using time T for now, would that also extend in your view to people say designing a new on-disk format at the moment or should they do something else? Would you do something else? That's a very good question well brought up. No, in that situation of course your on-disk format is not something you're going to be exchanging with somebody else in the same way that you do through a library or through an API. Please God, if you're doing a file system design if you're designing an image format if you're designing a packet format today think about this people are going to have to deal with your format regardless so you don't have to interoperate in a clean way the same way everybody else does. Definitely think about this there are good guidelines in fact if I remember correctly on that Colonel Newby's page and on the Geolibsy page about how to think about this now if you're designing such a thing yeah, thanks very much for bringing that up. Don't necessarily pad out well in that situation the padding out yes, is if you absolutely want to store an on-disk format or something or an in-flash format that is somebody else's if you're designing your own think about it, do it right doing it right obviously is not always the same thing for everybody. Regardless of whether we fix Colonel and Libers or not and whether we even have ability to rebuild something I just checked my Nexus phone which has latest Android which is still supported by Google and it still contains Colonel version 3.10 so it is problem for all the embedded devices all the embedded devices it's a really long term absolutely that have got vendor kernels and binary blobs all of that kind of problem this is why we need to be fixing this ideally 20 years early that might be hard, 15 years early is a good goal and that will give us plenty of leeway before everything goes on fire Any more points? Thank you for coming along please dive in and help aren't actually specifically asked for me to run this session at Debconf there's a bunch of people going to be running similar sessions at other conferences or the distros conferences and everything over the next couple of years to raise awareness of this well again it was awesome to see most people in the room knew about this before we started it's not necessarily clear everybody knows the ramifications and why it's important to attack this early so thank you for coming along tell your friends as well and dive in and help if you have the time if you want to learn more I've linked the various pages I've linked to so the kernel and Glibc pages they link to each other as well there's lots of good information there's lots and lots of scope for people to get involved and make a difference now thank you very much