Hello and welcome to the session. In this session we will discuss equation which says that for the parabola 2y square minus 6x plus 6y plus 33 is equal to 0. Find first part segments of vertex and focus, second part length of latest vector, third part equation of axis and fourth part equation of directorates. Now before starting the solution of this question we should know some results. And that is the summary of some facts about four parabolas in standard form. First of all let us discuss the coordinates of vertex for these four parabolas. Now for the parabola of the form y square is equal to 4ax the coordinates of vertex are 00. For this parabola that is y square is equal to minus 4ax the coordinates of vertex are 00. And for these two also the coordinates of vertex are 00. Then the coordinates of focus for this first form of parabola is 0 for the second form is a0 for the third form is 0 in and for the fourth form is 0 minus a. Now the length of the latest vector for the parabola y square is equal to 4ax is 4a. For the second form of parabola it is 4a. For the next two forms it is also 4a and 4a. Now let us discuss the equation of x parabola y square is equal to 4ax is equal to 0. For the parabola y square the parabola x square is equal to 4a is equal to 0. And for this parabola x is equal to 0. The parabola it is x is equal to a y is equal to minus a and for the fourth form of parabola it is y is equal to a. Now these results will work out as a t idea and we will start with the solution. Now the equation of the equation of parabola y square minus 6x plus 6y plus 33 is equal to 0. 6y is equal to 6x minus 33. Now dividing throughout y2 this implies y square plus 3y is equal to 3x minus 33 by 2. The equation that is this equation left inside we will add and subtract. So this will be y square plus 3y till the y is 3 by 2 whole setting. The square y square plus 3y is equal to 3x minus 33 by 2 this implies y plus 3 by 2 whole square is equal to 3x minus 33 by 2 plus 9 by 4. This further implies y plus 3 by 2 whole square is equal to 3x and on solving this it will give minus 57 by 4 implies y plus 3 by 2 whole square is equal to now from this taking 3 common it will be 3 into x minus 19 by 4 the whole. In the standard form which is not in the standard form of the equation of parabola then we will shift to minus plus beta by putting capital X minus alpha and capital Y is equal to y plus minus beta. That is if beta and put in here then we will shift the origin to plus alpha plus beta by putting capital X is equal to minus beta and if beta then we will shift plus beta by putting capital X is equal to x plus alpha is equal to y plus beta. So this in the form y this beta whole square is equal to 3 into x minus alpha the whole. Now to express this equation in the standard form of parabola the signs of alpha and beta by putting is equal to y is equal to y by the origin which is minus 3 by minus 19 therefore y is equal to y plus 3 by 2. Now this equation number 1 then we get y square is equal to n is equal to now this can be written as 4 into 3 by 4 into x. Now this in the form y square is equal to 4x the equation square is equal to 4x now we are into 3 by 4 is equal to 3 by 4. That is y square is equal to 4 into 3 by 4 into x which is of the form y square is equal to 4x which is given the key idea. Now capital X is equal to x minus 19 by 4 and capital Y is equal to y plus 3 by 2. 3 to 0 implies x minus 19 by 4 is equal to 0 which implies x is equal to 19 by 4 and capital Y is equal to 0 implies 2 is equal to 0 which further implies y is equal to minus 3 by 2. Therefore x of vertex is 3 by 2. Now x to new x is 0. Therefore y is equal to 0 is equal to 3 by 4 and y is equal to 3 by 4. Now 3 by 4 implies now 19 by 4 to 3 by 4 which implies x is equal to 19 by 4 plus 3 by 4 will give 22 by 4. This implies x which will be y plus 3 by 2 is equal to 0 which implies y is equal to minus 3 by 2. Therefore of 4 plus 3 by 2. Now in the second part we have to find the length of latest one by using this result which is given in the key idea. Length of the latest vector will be equal to 4a 3 by 4. So this will be 4 into 3 by 4 which is equal to 3. Now in the next part the equation of now using this result which is given in the key idea is equal to y plus 3 by 2 is equal to 0 which implies y is equal to minus 3 by 2. Now in the next part we have to find the equation of direct rates. Now using this result which is given in the key idea capital X is equal to minus a. That is capital X is equal to now a is 3 by 4 so it will be minus 3 by 4. 3 by 4 implies now capital X is equal to 19 by 4 will be equal to minus 3 by 4 minus 3 by 4 which gives x is equal to 16 by 4 which is equal to 4. Therefore of the given question and that's all for this session. Hope you all have enjoyed the session.


I'm often asked in lectures if microwaves are safe, to which I respond, not if you drop them on your foot. But otherwise, it matters what you're putting in them— sweet potatoes and broccoli or hot pockets and pop tarts. Similarly, when I was exploring the safety of hot sauces, giving their potential for lead contamination, I had the same reaction. It matters what you're putting it on. When I think toxic pollutants, the first thing I think of is the aquatic food chain. We know, for example, that giving people even just a 7-ounce portion of a high mercury fish, like tuna or swordfish, once a week— that's about a can and a half of tuna's worth a week— can quadruple mercury levels in the blood within a few months. What about lead? A dietary intervention with not one but five portions a week significantly increased blood concentrations of toxic metals, including lead. Even though the background intake of lead was found to be disturbingly high, the seafood intake increased it by about a quarter. But from a public health perspective, it's important to recognize that the amount of seafood that they use in that study far exceeds the intake of most populations. Lead can also biocumulate in other animals, but half of our dietary exposure to lead probably comes from plant foods. Animals shot with lead ammunition, though, may present a special case. We know lead is toxic and banned for most household items in developed countries, except for lead ammunition, now likely the greatest largely unregulated source of lead that is knowingly discharged into the environment in America. But not just discharged into the environment, but into the meat itself. People generally reject the idea of injecting toxic substances into food, except what involves hunting wild game. 80% of ground venison was found to contain lead. No surprise, given the hundreds of metal fragments end up in deer carxes after being shot with standard lead-based rifle bullets. An impossible number of fragments to pick out by hand, especially, because some of these fragments are microscopic. Using X-rays, researchers have shown that during penetration, expanding lead core bullets typically release hundreds or thousands of fragments or even millions, tens of millions of microscopic lead particles per gram. So, one servant could have a billion particles, though they were nanoparticles, extremely tiny about the size of viruses. The only good lead, though, is no lead. Even very low levels of lead exposure can result in brain and nerve damage. Most hunters may not be aware about the health risks related to consuming meat from animals killed with lead ammunition. Children may be at risk for losing IQ points, which could reduce their future prospects. A common response from hunters, though, when confronted with the risks of lead exposure, may be, oh, look, I've been hunting for years and I'm fine. To which this physician responds, ah, but just imagine how smart you could have been.


always cooks and she always went to get her ingredients from the farmers and just at a very young age I got introduced to this sort of to cooking but also sourcing ingredients and understanding you know the quality of ingredients. I remember one time she was she's coming home and it was raining outside and it was in the fall and she brought home this mosh salad and it was covered in dirt she said oh if you can help me wash the salad for lunch and we're like washing the salad and this the weather is just black there's so much dirt and we watched it multiple times and I was complaining obviously I'm like why do we need to wash the salad so many times like why can you not just go and go to the supermarket and then my mom stopped and she's like you know what let's I want you to taste the salad and we tasted it together and you know that the texture was like succulent but there's also the sweetness to it and and she's like you know that's why we don't buy it at the supermarket.


You know, honestly, I don't think things look like they're going in a good direction right now We have the potential for fast change But in fact as a society, we are intensifying the world of separation of control of domination of war In many ways under the surface a shift of consciousness is gathering force, but outwardly I think that we are I'm going to go through quite an initiation quite an ordeal Before things get better. Maybe people are not ready yet to ask that question But I think actually People are are ready It on the internet things look more polarized and more vitriolic than ever But that's the internet and I wonder how deep it actually goes I Was on some conversation with somebody who had been a campaign worker and And she said like all these houses she went to and got into these conversations She said people so much wanted to unite. They wanted for the the division to be over They were caught up in sometimes they get caught up in their opinions and and and these narratives that are foisted upon us by the media They seem to be a totalizing condition but Maybe it doesn't go as deep as it looks maybe things aren't as bad as they seem In the modern mind. We so much want to find the culprit The source of evil because then the solution is easy. Then we just eradicate it You know, that's the Hollywood movies tell us how to solve a problem. You find the bad guy. You kill the bad guy problem solved that's Where we have been an endless war on bad guys. So Yeah, let's try something else


Now we're going to introduce you to the Cedar Fire which took place in Southern California. This fire can be looked at from several different aspects including situational awareness, human factors, command and control issues, or fighting fire in the wildland-urban interface. However, for the purpose of this module, we're going to focus on effective communication during complex and extreme fire behavior conditions. Let's take a look. On October 21, 2003, a series of fires began in Southern California. The Cedar Fire began on October 25, burning under Santa Ana wind conditions and spread in all directions, but mainly to the west.  It is a long, deep canyon that is famous for erratic, turbulent winds and extreme fire behavior. It's important at this point to understand how local weather patterns in Southern California affect fire behavior. Dennis Baldridge has spent his career in Southern California and is currently the superintendent of the Laguna Hot Shots. Let's listen to him briefly explain the typical wind patterns they face. Normal wind patterns for San Diego County are west to southwest winds from 5 to 8 miles per hour with gusts of 10 to 12 across the ridges for most of the fire season. The direction may vary from the north to the south, but predominantly west or southwest. The wind is routinely affected by the topography as it moves inland. The wind tends to break up and in some cases will decrease in speed as it crosses ridges in the broken topography, but tends to stay the same speed or sometimes increase as it gets channeled through the drainages, especially those in alignment with the wind direction. This is the case with the San Diego River drainage which runs from the southwest near the coast to the northeast, ending in the Julian area of the Cuyamaca Mountains. On the east side of the Cuyamacas is the Anza Borrego Desert. The wind pattern on the east side is one of slope and canyon winds caused by the heating up of the desert. Normal daytime winds are upslope up canyon, basically out of the east, that meet up with the west-southwest winds coming from the coast, causing mixing and turbulence along the crest of the Cuyamacas. The nighttime winds are usually stronger than normal on the east side due to the west-southwest winds, helping to increase the downslope winds above the normal diurnal speeds. Another normal weather pattern for us in Southern California is the Santa Ana winds. These are caused by a pressure gradient difference and cause extremely strong winds to occur coming from the north and northeast. The greater the pressure difference, the stronger the winds and usually the shorter the duration of the event. It is not uncommon to have winds up to 50 miles per hour and sometimes higher. Again, the San Diego River drainage channels this wind and it increases in speed as it heads towards the coast. As the Santa Ana winds subside, there is generally a lull or short period of calm before the normal wind flows return to the area with winds changing direction by as much as 180 degrees. This is a critical time for firefighters and situational awareness needs to be a priority. Fire history in the San Diego River drainage shows that this is a recurring issue when the fire is in a drainage that is in direct alignment with the winds.  Both the incidents occurred when the winds changed during waning Santa Ana winds. Keep these weather patterns in mind as we continue on with the Cedar fire scenario. On the morning of October 29th, the fire was over 230,000 acres, 15% contained and burning east and northeast now under the influence of onshore winds. The air attack on scene was unable to contact ground resources and temporarily grounded all aircraft until the problem with the communication plan could be resolved.  The fire continued to burn north along the west ridge of the San Diego River drainage. On the morning of October 29th, the Nevada Fire District Engine 6162 was assigned to a task force of various type engines and staged at Gillespie Field in El Cajon.  We made it here to Santa Isabel and we stopped on the side of the road just up around the corner here where our strike team leader or a task force leader got into another safety briefing and discussed what our plans were going to be. We saw some column, most of it was just like little smoke here and there, but nothing that indicated major fire behavior. It was just a nice day, it wasn't real hot. I believe that later on that day the temperature was 78 degrees. It was just a nice day just like today, a nice sunny day. No real wind, just a light breeze, occasional light breeze. Everything was pretty uneventful up to this point. We hadn't really seen any extreme fire behavior. In fact when we watched as it skipped across the road and onto the hillside it was just pretty much skunking around. It was not really doing a whole lot. At about 10.20 the task force was briefed in Santa Isabel by the division supervisor and assigned to do structure protection in the Riverwood Estates area. While en route they drove right past the Inaha Memorial. The Inaha fire took the lives of 11 men at 8.05 p.m. on November 25, 1956, approximately two miles down canyon from the Riverwood Estates. On the Cedar fire the Novato engine crew 6162 arrived in the Riverwood Estates at about 10.30. Firing operations around the structures had been completed and mop-up operations were occurring. By 11 o'clock the division supervisor redirects the task force including engine 6162 to Orchard Lane. When we first drove up this road we didn't see any fire until we got past the LIS residents and that's when the fire started sweeping across those two little nulls right there. It was going across there and moving in the northern direction. We hadn't seen anything real radical up to this point and we were thinking we'd just drive right over a fence like this if we needed to and we'd be out in a stubble field and we could just sit in the engine and watch it for an hour with the height of the grass that we had if we needed to. Was the grass real similar to this or even lower? Oh, it was way lower than that. It was stubble. It was two, three inches deep at the most. I believe that's probably why it didn't really burn that well. By 12 o'clock the task force leader had sized up the structures and assigned the engines to various structures along Orchard Lane. He did not assign an engine to 902 due to narrow access and too much preparation needed to defend the structure. 914 Orchard was an unapproved building site with a driveway but no structure. One engine was assigned to 915 and engine 6162 was assigned to 920. 930 was determined to be too risky and he left it unstaffed. The third engine was assigned to 1038. 1126 was skipped and another engine was assigned to the next house to the south. The last engine in the task force remained unassigned but staged on Orchard Lane. As the engines are deploying to their locations, a CDF captain and a fire apparatus engineer arrive in a utility pickup truck. They were not assigned to the division or the incident but have been in the area most of the morning scouting and offering suggestions on potential firing operations to the division supervisor.   The captain drives down to Orchard Lane tells the unassigned engine in the task force to help with the burning operation at 902 and makes face-to-face contact with the task force leader. He states his intentions to burn out and his need for the engine. The task force leader tells the captain they are communicating on Tactical Channel White 3. Later, after unsuccessful attempts to contact the task force leader, the captain realizes that it was White 3 on the 800 MHz radio and he only had a VHF radio. The task force leader believed the captain was going to coordinate and work with the engine at 902. He tells the engine crew to support the firing operation. At about this time, a federal hotshot crew and two bulldozers arrive at the north end of Orchard Lane. One bulldozer and part of the hotshot crew start direct perimeter control near 902. The task force leader sees them arrive and assumes they are coordinating their efforts with the firing operation. Engine 6162 back their engine up the driveway at 920 and conduct a safety briefing. They then begin to prepare to defend the structure. From their vantage, the predominant fire is flanking from the north near 902. The first thing that we did when we got up here was we discussed where we were going to go, where our safety route was and where we were going to go in case things blew up. And that determination was made that we were going to use the house as our safety area. We put an axe at the back door, we all walked down to make sure we knew where we were going and we even put a chainsaw towards the back of the structure so that in case we couldn't get in, we absolutely would have a way to get into the house. There was a burn pile that was probably four or five times more than what you see back behind me and we decided that we needed to get that taken care of before we did anything else because we didn't want that much heat right next to the house if we didn't get fire here. There was also a wood pile, just firewood that was stacked. We just dispersed that wood out so that there wouldn't be any big heat sources. Yes, his instructions were he said, I'm going to have engineer Rucker take care of the burn pile. We're going to get the burn pile taken care of and he said, I want you and Barrett to start stripping this out. I want defensible space.  After firing around 902, the captain and the engineer drive down Orchard past 920 to 930. He instructs the engineer to fire out from south to north and then take the line of fire north to the next house, which was 920. The firing operation quickly generates fire spread to the east and is knocked down by a helicopter bucket drop. The engineer discontinues the burning to the north. They drive back down Orchard Lane and drive part way up the driveway at 920. The engineer then takes fire from the north end of 920 to the north towards the unimproved building site at 914. The captain does not communicate his firing out intentions or actions with the division supervisor. Meanwhile, the superintendent of the hot shot crew who was in the meadow east of Orchard Lane observes unexplained fire on the ridge between 920 and 902. He contacts his crew on the crew net frequency to see if they are firing out. When they tell him that they are not firing, he makes the decision to disengage and directs his crew to return to his location. A CDF helicopter flies over the location and observes the winds at his elevation blowing hard out of the west and beginning to change to the northwest. He cannot reach any ground resources on the air to ground frequency and returns to base for fuel. The captain of 6162 saw the engineer firing out north of 920, but the fire captain and the captain of 6162 never make contact. The captain of 6162 tells his crew that a CDF firefighter is burning out north of the house and instructs his crew to burn out the grass below the driveway. Captain McDonald then decided what we were going to do and we met up. We all got together and discussed the plan and he instructed us that there was somebody burning, doing a burning operation and that we were to meet up with them. And so that's where we initially started was we headed over that direction. We got over there and we found no one, but we found a little bit of fire on the ground. And at that point, I made the assumption that the fire had just kind of skunked up to that point. I had not seen anybody there putting fire on the ground and so I just made the assumption that we were just getting a little flanking fire up there. As the engineer continues firing to the north of 920, the fire captain returns to Orcher Lane and contacts the task force leader. He asks why he doesn't have an engine at 920 Orchard. The task force leader states that he does and now concerned with the whereabouts of 6162 and proceeds up the driveway to 920. At about 1235, he met the crew of 6162 and discussed their progress. The task force leader notices the crew conducting their strip burn and observes the main fire backing down from the north about 300 yards away. The crew is about to throw fusees further down into the brush. The sky overhead is clear and winds are moderate, up canyon, up slope. When we drove up the road to Orcher Lane originally, we saw a large body of fire at the end of the road, which is why we turned around. When we got back down into here, we were just basically watching it on that little ridge over there. We were just watching it kind of skunk around. No extreme fire behavior. It wasn't making any runs. It was just really creeping along. Sometimes the manzanita would kind of torch up a little bit, but for the most part it was just a ground fire just kind of skunking around. We were watching it kind of go, you know, just kind of making its way up that direction, and that's pretty much the only fire behavior that we were seeing at that point. We believed the main fire to be well on its way, well north of us and heading that direction. As we were doing our firing or our burning out operation, I was down towards the bottom of the drainage and then I kind of looked off towards the south and saw a couple little flare-ups. At this point, let's get into our groups and complete the next exercise in your student workbook.


Hi everyone, Joe for Jaspy's CaseGrakes.com. Coming at you with 2019 Top's Triple Threads Baseball Nine Box Intercase from the Fresh Master Case. Pick your team number 25. Big thanks to all of these wonderful people here for getting into the action. I really appreciate it. So we had two different number blocks that we did. Those are all in separate videos. They 12 teamer, and then the one that Finnet featured the Yankees, Angels, blah, blah, blah, blah, blah, blah, blah. Daniel Posey got official last spot mojo with the Phillies. Here are the, the video is up, but here are the results of those two number blocks. There's that one. And there's that one right there. Rex was saying he's never gotten zero before. So I don't know, could be redemptions for these guys. All right, so good luck to everybody. Let's make myself a little bit of room here. There will be non-numbered base cards. So I'll just randomize that as one lot to someone in those, in those number blocks.  But did I write night at night?  I thought I did Nick at night. I'm just losing my mind ladies and gentlemen. Nick at night, right after this, if you're watching live. See I didn't have any, this is what happens when I don't have any caffeine. I might explain the headache too. All right, I'm gonna use that die right there. I'm gonna toss the die in there. One, two, three for the top inner, four, five, six for the bottom inner. Oh God. There it is. It's two. So one, two, top inner. So check box marks the spot right there. This we will do for break number 26. I came right from this angle. Pick your team 26 right there in that chicken scratch. Man. Next time I'm gonna drink more coffee. Now it's too late to drink coffee or tea. And I don't have any decaf tea. That'll just make me sleepy. Just gotta grind through it. There's the check mark. And this, pick your team 26. We'll be for next time. What people do to do this with Nick tonight? Nick will do another triple threads you guys. These are a lot of fun. I enjoy these. There's the check mark right there. Is Nick at night a copyright infringement? Yes, probably. Remember how we got a cease and desist from GEMBC for doing Saturday Night Live Breaks? No, what did I get for number double? Oh, that's true. No, but the Saturday Night Live were tweets though. I thought we did. I think I hashtag Saturday Night Live Breaks. I think we did. So I guess maybe we can't use Nick at night. Yeah, I don't know. Put an orange couch back there. And then they'd be like, wait a second. Was he really? Was he on double there? Wild and crazy kids? Guts? Wild and crazy kids. What's that?  What was that? What was the show where you were lower cost? Yeah, no, there were ancient ruins. Like you were Indiana Jones, basically. What show was that? That's Al K. Line. We'll figure out where all these numbered cards go. Unless it was, no, it was picked up straight up. Chad B with that. Another Al K. Line for Chad. Anthony says Legends of the Hidden Temple. Is that what it was called? Nick's nodding his head. He's like, he's great call. That was a great game. Jimmy, yeah. Out of 25, there's Willie Mays. To one, that was an excellent game. That's an under, why aren't they bringing these games? Like everyone's bringing back like old game stuff. Why aren't they bringing those back? Seven out of 36, Mookie Betts. That'll go to the Red Sox, which are a number block team. That's that Yankees number block. And that's Robert Z with Red Sox seven. Boston seven. There you go, that'll go to you. Stack right there. We got Ian Hap, what's the Haps? 50 out of 75. That's gonna be for the Cubs. Cubs are a number block team. That's Chicago zero. Cubs zero is on that far list over here that goes to Mark. And there's a case hit already right here. All right, there's Jordan Hicks. Four out of nine for the Cardinals. That's gonna go to the X-Line. We've got the Cardinals straight up. Hunter Dozier, Josh Hader, Anthony Rizzo, and Vlad Guerrero, I already got those two hits. I'm in my room here. All right, behind Mike Trout is a one of one. Rowdy, rowdy Tellez. Two-color triple relic and on-plate autograph for the Blue Jays.  Logilogue. Nice, the Hershey Blows, the White Whale. All aboard the Big Head Express. Woo-hoo. All right, next box. All right, next one. Falls baseball, so nice, all right. People want a number block for that Cup Hockey? Do you guys just want to buy those spots straight up? Just buy them straight up, it's easier. That's true, yeah, you gotta try to win that extra box. Right, try to win that OPG Platinum box. Fresh master case, that's a good point. That's all on jaskyscasebreaks.com. Nick and Knight, ladies and gentlemen, special night.  Unfortunately, we don't have a good answer for that because everything's so spontaneous here. So if that's what you're all about, spontaneity. Just stay tuned for Nick and Knight, you never know. Maybe one day there'll be like a night where everyone's just like, Nick, at night, Nick, and then he wasn't planning on it, maybe he'll show up. You never know. That's a good theme song to come into. Didn't John Tesh do that? John Tesh, maybe not. Who did the classic 90s Bulls theme song, 32 out of 36th of the Walkout music? Oh yeah. Do, do, do, do, do, do, do, do, do, do, do, do. Jack Flaherty, Yachty, Marcel Davis, Marcel Ozuna, Alan Parsons project, right, great prog rock band. There's Brandon Nemo, Jersey and autograph, 52 out of 99 for the Mets, that'll be for the number block, Mets number block. 32, there it is. Just first two notes and you already know. Right. At six, six, from North Carolina. No, it'll be like, how old are you, like six, three? Six, but. So you're six? Yeah. Oh, Alex is a little bit tall. So from Carrollton, Texas, Nick Jasping. And Nick comes in with Jaffee's Warwolf. You're just like.  Woo, that'd be, that'd be fire. I'd have to step my intro game up at that point. Four out of 18, Witton, Merrifield. It's like, where'd you get this lighting system?  All right, cool, Witton, Merrifield goes to Stanford and behind Strasburg is George Springer. 15 out of 36, Astros are a number block team. So Houston five is gonna be Daniel Posey. Well, you've been saying Daniel Posey a lot today. I think decent day for you, sir. Second inner case is in the store if you wanna get that done tonight, ladies and gentlemen. So remember, it is Nick at night. He will be breaking with you for a couple more hours, but with Impeccable filled up already. And so those two hours could fly by pretty quickly. So I would get into, I would start buying your spots now for breaks that you wanna do. And there's a lot that are close if you're watching live. So go and get it. Trevor Storey, George Brett, to $1.99. Donnie Baseball to $2.99 for the Yankees. We'll make sure that goes to the right number and Jim Tomei as a Philly to $99. There's some extra hit right there. Or no, these are two hits per, what's the hit here? Oh, there it is. All right, we got Red Sox inside the park. Raphael Devers, 12 out of 27 for Kevin. Kevin S with Red Sox two. We've got another Red Sox, 32 out of 50. Garwin's on Hernandez going to Kevin again with Boston two. Oh, there's Goldie, there's David Ortiz. And there's Brad Keller, triple relic in autograph, 72 out of 75.  There you go, man. And Anthony Rizzo, relic, five out of 27 for the Cubbies. That will be for Andrew Wagner, number five. Next box, ESPN got me on the uncensored version of The Last Dance. Ooh, another plate down there. Kind of bent a little bit, but they got me on the uncensored version of The Last Dance.  There wasn't. Maybe like one or two, maybe one like, one F word maybe. But that was like in a practice context. I feel like I think Jordan saying the F word and there was like some practice footage. It's JD Martinez. And the plate is Mookie Betts. Is that, that should be a one of one, doesn't, you guys see it? This is not numbered, ladies and gentlemen. This is part of the non-numbered pile. It's very odd. It would usually be numbered, but a non-numbered plate. All right, behind Smoltz is a Yankee. One out of three, that's numbered. Miguel Andujar. Yankees three. Or Yankees one, that is, that goes to Alexander Baker. There you go. Nice. And out of fives and under, get the, all aboard, the big hit express. Woo-hoo. Then there's Andrew Benintendi. 12 out of 36. Kevin with Boston two. Behind Posey is a triple relic, all Rockies. Five out of 18. Todd Helton, Noel Naranado, Trevor Story. That'll be for Oliver and the Rockies. Oliver got the rock straight up. Tommy Pham, Jersey and Autograph, 19 out of 25. Reyes are part of that 12 teamer. So Reyes nine is AV, Anthony with that one. A handful of boxes to go, folks. And then Nick Jaspy will be tagging in for Nick and Knight. So join him for that. He'll be on for a couple more hours. It's gonna happen every once in a while. Josh Hader, Rice Harper, Max Scherzer 250 and Jose Abrade at 299. Kevin Kramer, triple relic and Autograph 15 out of 35. That's for the Pirates, that's a 12 teamer. That goes to Pirates five. Pittsburgh five, Daniel Posey. Braves, we've got Freddie Freeman, double F. That's six out of 18. Braves picked up by Daniel Posey. And the man of steel is historic stats, Jake Arietta. Six out of 18, Cubs six is Daniel Posey. He's heating up, he's on fire. You have the Indians too, Daniel? No, that's a number block team. Jose Ramirez 17, a little bit of extra fuzz there. 17 out of 99. Cleveland seven is on this list closer to me here. Tyler Stumpf, there you go, Tyler. All right, we just got those two mini boxes and then the final three. And then we are done with this break and then we'll be Nick and Knight. I don't know what's gonna happen to Nick and Knight. Maybe who knows, I might go home and slam a few Jamesons and then show up in the chat and then just stir up some cause trouble. Who knows what's gonna happen. Mark McGuire to 299, Oakland edition. Shoei Otani to 199. I'm gonna go to seven for the Angels number block. It's 97 out of 199. Josh Bell to 299, 193 out of 299. Jose Barrios, four out of 75. Nah, causing trouble won't get me banned, Arthur. I've got the blue wrench. Although that might get taken away from me if I start banning people for no good reason. 24 out of 36, Sandra Bogarts, Boston four. That'll be CJ with Boston four. And we've got Brandon Lau, 92 out of 99. Reyes are also a number block team. Raise two is Kevin. Kevin having a nice break with two, I feel like. On this number block over here on that side. Ooh, redemption. And Ronald Acuna Jr., seven out of 27 for the Braves, Daniel. Oh no, Lamar Jackson's gonna be on Madden 21. Curse. All right, redemption is for the Yankees, Gio Arcella. Base, rookie and future phenoms, autograph, relic, card, amethyst, parallel. Yankees, zero, Mark L with that one. There you go, Mark. Is that the one with the aloe, the hand sanitizer with the aloe? Oh, that is strong. Yeah, it doesn't dry out your face. No, like less alcohol on it because of the aloe or it bounces it out. Did you just use it? Oh, okay. I can smell it from here. No COVID for me. I got my sense of smell, ha-ha. There's Tom Siever, 25, 18 out of 25. There's Philly's Jim Tomey again, 93 out of 199. Derek Jeter, 15 out of 50. Robin Yellen, 57 out of 75. Made the commitment to leave these numbered cards. All right, these are, we've got triple relic and autograph, Corbin Burns, 54 out of 75. Brewer's number block team, yes. Brewer's four is Mark. Alex Gordon goes to Sanford to pick up the Royals straight up and a train whistle, one out of three. Alex Gordon, two color patch, kaboom. Sanford, all aboard, the Big Hit Express, whoop, whoop. David Ortiz, 27 out of 27. Big Boppy for Boston's seven. That'll be for Robert Z. There's Johnny Damon, Jersey Nautograph, 19 out of 50. And that's Yankees, Johnny Damon, 19 out of 50. Diane Bailey, with number nine. We've got a couple of Diane's with us here. This one's DB. All right, a couple more master boxes to go. Good luck, everybody. South Korean baseball league playing pre-season games, no fans and stands, umpires with masks. I guess I could start betting on Korean baseball. There's Willie Stargill, six to 259. I'll actually be able to understand a quarter of it if I catch it on TV. There's Willie Mays, to 299. Jacob DeGram, 161 out of 199 and Robin Yell, 41 out of 299. There is 13 out of 18, Salvador Perez. Sal Perez going straight to Sanford, picked up the Royals straight up, 13 out of 18. What is that? Evermore homers? Oh, all right. It's pretty interesting, increasing his home run total year over year. Ozzy Albie, 36 out of 36. Daniel Posey with the Bravos. One out of three, George Springer, triple relic. Astros, number block team. Houston one is Kevin on this side right here. Just to be clear, as a Dodgers fan, I'm not giving George Springer the train whistle. I'm happy for Kevin who got this hit. All aboard the Big Hit Express Kevin. Woo-hoo!  An autograph. 95 out of 99 Oakland A's are also a number block team. These number blocks are killing it here. Oakland Five is gonna be Daniel Posey. What a break for you. I feel like I've been calling your name all day from the beginning to the end here. Do we have anything new coming up tomorrow? Definitive is this Friday and... Transcend and definitive this Friday. Now you're welcome, Daniel Posey. Just remember this day, April 21st, 2020, in case there's ever a bad day. You'd be like, hey, remember that really good day, though? Now all this runs in cycles, ladies and gentlemen. Is Nick breaking flawless tonight? Yeah, if it sells out, sure. He'll be on for a couple more hours after me. Is that the only thing sold out? We got impeccable. Nick says if things don't sell out, he's just gonna go home and take his mixer with him. Can't take the mixer? No, it's my mixer. It's my mixer and I'm going home. Tom Siever, he's gonna take Cup Hockey home. If I can't do it, no one can do it. Just strip the website, just be like, forget it. Juan Soto, nice. Daniel Posey, come on, man. Save some hits for everybody else. Excellent, Juan Soto. Triple relic and autograph, that's awesome. You sure know how to pick them. 32 out of 99, that is awesome. I mean, second-year Juan Soto, but still, huh? Not bad, there you go. You picked right today. Picked the right teams today. Dominic Smith, four out of 27, Metz number blocked. Metz four, CJ. 10 out of 36, Ozzy Alby, a Phil Hughes Pikachu.  The art by Wilhelm something. There's Corey Dickerson, Jersey and Otto, 50 out of 75. That is, I think that card's really expensive. Yeah, Corey Dickerson, 50 out of 75. Pirates, last hit going to Pittsburgh zero. And that'll go to Rex, Rex with Pittsburgh zero. You get the Corey Dickerson, Jersey and Otto. Little something for you at the end. And there you go, boys and girls, that is that. Let's do a couple of quick randomizers. Andy Warhol did the Campbell soup thing. All right, so if this is the Yankees, this is the Yankees non-numbered card randomizer, you'll get a lot. I know I think there was, I think there's probably a handful for each of these, each of these breaks right here. So we'll use the same dice roll for both lists. Let's roll it, let's randomize it seven times, three and a four for each list. So this one is for the Yankees group. One, two, three, four, five, six, and seven. All right, so there you go, Robert Z, you'll get a handful of extra cards. And the next group was the Houston Giants, blah, blah, blah, blah group right here. Let's get this group right here. Three and a four, seven times for this list. One, two, three, four, five, six, and seven and final time. And it's Anthony, Anthony, you'll get, for all of those teams, you'll get a stack of those non-numbered base cards that were in here for all those teams. You'll get it as one, one lot. All right, there you go. Thanks very much, everybody. That was a great break. Pick your team 25 in the books. 26 is also in the store. You can do that tonight with Nick, Nick and Knight coming up in a separate video after this. Jaspy'scasewrakes.com, bye-bye.


Hello everybody. My name's John Brindle. I'll be, yeah, I should be. I hope they're all on. My name's John Brindle. I'll be a chair for this session. There's a lot of people who were in the last session who are here as well, which is quite cool. Well done for making it this far. I think it's been quite an intense conference for everybody, but I'm absolutely delighted to introduce Kate, Lisa and Gabriel, who are going to talk about creating the Banes family tree. So this sounds like a fascinating talk. So without further ado, I'll pass on to you. Hello. Welcome everyone and those online. Our presentation is about creating the Banes family tree, which is an e-learning resource created by healthcare academics and learning technologists from the University of Leeds. Are you introducing this? Oh, yes. So I'm Kate Phillips. I'm a nurse lecturer at the University of Leeds. Yeah, I'm Lisa Bobsgran. I'm program lead for the mental health nursing course at Leeds University. And I'm Gabriel Jones. So I'm one of two learning technologists in the Faculty of Medicine and Health at the University of Leeds. And our aim today is to demonstrate how learning technology can be used to enhance traditional healthcare education. So we've tried to be more creative and kind of engage students more effectively within our healthcare courses. And we're hopefully going to showcase the benefits of the Banes family tree e-learning resource. But also we've developed a collaborative framework and we hope to kind of explore that and share the benefits of that as well. So the way we're going to do that is we're going to start off looking at some healthcare and digital education context. Then we're going to do an overview of the resource, then an overview of how we've collaborated, how we're working together. Then Lisa's going to take us through some of the applications, the resource, how it's being used in different ways across the School of Healthcare. Then we're going to have a hands-on demonstration. So just to pre-empt, it'd be useful if you have devices ready, laptops would be good. We might be pairing you up and we'll be using VBOX as well. We have a session ID to come just to let you know that's on its way. And then we're going to wrap up by looking at some student feedback and discussing some of the positive student outcomes that we've recognised so far. But yeah, to start off with our hand back to Kate to talk about some of the healthcare context. No, it's okay, we'll come later. Okay, so we thought it'd be important to discuss the sort of underpinning theoretical concepts that underpin the development of our resource. So the nursing and midwifery council education standards govern student learning within nursing programs and it sets the learning culture that we must provide as nurse educators. So myself and Lisa as nurse educators, I've got to ensure that we support students to apply theory to practice, develop the skills and competence to deliver safe and effective patient-centered care. So in order to do this, we've got to strive to be innovative and develop resources that are going to support students to apply theory to practice and meet these key proficiencies. Next slide please. So the biggest challenge that we've got as nurse educators is what is known as the practice theory gap. And in literature, this is defined as the discrepancies found between what students learn in the formal classroom, setting and what they experience in clinical settings. And the reason for this is that nursing can be very task and procedure centered. So our students when they go out into clinical practice might not be involved in the total care of the patient. And also when they're on clinical placements, when they're nursing people on the wards, they often just see the patient in the hospital bed and they don't consider the patient's personal holistic needs or the social and environmental context in which they live. So we wanted to try to bridge this theory practice gap and we wanted to develop a resource which would focus less on task and procedure but would help students to be more patient-centered and consider patients in their social and environmental context because this is really important when we're thinking about identifying the social determinants of health of those patients and the health resources that are available to them. So this gave us the idea to develop a virtual family known as the Bains family tree. And a virtual community in pedagogy terms is defined as an online teaching application featuring a fictional community that has multiple intersecting and unfolding character stories. So in healthcare education the focus of these stories is on health related issues and students nurses and learn about the concepts through the context of the character stories within the virtual family. So I'm going to hand over to Gabriel who's going to look into the resource a little bit more closely. Yeah and it kind of works the way we're going through the presentation because this is how it worked that Lisa and Kate had the idea and they came to our team with this idea and already had in mind producing a new learning resource but it was our expertise that we were then able to combine to sort of address this issue. So family tree learning resources have been used before in healthcare education it's not a totally new idea but they've traditionally been paper based and that's limited their interactive potential as well as the ease with which they can be adapted and developed in the long term and also their complexity. So research into the application of e-learning resources has shown that manipulation and interaction are key to the student experience and by interaction practitioners construct their own understanding and use of the resource and by embedding digital assets or information objects into an interactional framework practitioners give them educational purpose and value producing learning activities or designs and this is precisely what we've undertaken in the generation of our virtual community via the Bains family tree e-learning resource. So here you can see a couple of slides from the resource which will have the opportunity to try out shortly. So the top slide you can see there shows the central hub of the tree with 40 family members each of whom can be selected and then that takes you to a tab based screen that you can see in the lower slide containing their personal social health medical and events or scenario based information. The resource is designed to allow students to freely explore the lives relationships and interactions of the different family members over the course of a three-year narrative with the ability to switch between years using the slider provided. So you can see at the bottom there you can switch back and forward and family members sadly die or get divorced or situations change and yeah something which we won't be getting you to do today just to keep things simple but each year is password protected so the idea is the first year students will have access just to the first year but they can sort of see the shape of the three-year resource, second year students will have access to the first two years and third year students will have access to all three years and that's all in the same place the same resource with each year password protected which as Lisa will talk about later also is helping to instill ideas about confidentiality about not passing on information to other students kind of simulating real-life engagement with these sorts of cases. So this interface has enabled a lot of different applications which we're going to go through but first I'd like to illustrate a little bit more the combination of expertise and technology that we've used to support the pedagogy of the resource. So here is our team you can see Lisa and Kate on the right so they'll be considered as the lead authors who first had the idea for the resource in last summer. So they're chiefly responsible for the generation of the content and working with peers across the School of Healthcare to ensure that the learning outcomes and teaching needs of different programs are met so because there's so many family members it means that lots of different issues can be addressed in one resource. So I'm the chief designer there that's a photo shot of one who used to be a kind of concert pianist so excuse the black and white using articulate storyline to construct the resource in response to Lisa and Kate's content. Dan Ward in the middle there is our senior learning technologist in the Faculty of Medicine and Health and he's the project coordinator responsible for overseeing the effective running of the project and that goes from things like just storage protocols to strategic oversight and he's been really important with his expertise as well instructing me how to make best use of the software. Crucially we also have student stakeholders Claire Cooper and Faith Kennedy on board as long-term project consultants making personal contributions but also collective contributions on behalf of their of the student body who are interacting with it at full team meetings and finally at the top left there you can see David Woodcock who is a service user as well as a carer himself and he provides input again in connection with other focus groups about the authenticity and realism of the stories being told. So we view this as a combination of interdisciplinary expertise so that ranges from subject matter experts to learning design specialists but also students and service users in other words experts in the experience of digital learning and the lived experience of the content and the concepts that we're communicating. This combined expertise is then mediated through authoring communication and data management software in different ways to positively affect the functionality, interactivity, adaptability, authenticity, inclusivity, flexibility, accessibility and sustainability of the resource so all of these benefits which we're still sort of theorizing the way in which those different things work but all of those are being sort of served by that combination of expertise and technology. So I'll now hand over to Lisa who's going to tell you a little bit more about how these benefits have been put into practice in the School of Healthcare. Yeah so I'm going to think with you a bit about the application so as Kate and Gabriel discussed in nursing the use of case studies is not new and they're commonly used within our teaching often though what happens is students are given a case study in a lecture they spend 20 minutes focusing on that case study and then they never meet it again and actually lecturers are constantly creating case scenarios and case studies that students just work with on a one-off basis. What we wanted to do was have this as kind of running throughout the program across all modules so the students kind of invest emotionally in these characters there's a kind of soap opera style approach to our story writing you know there's cliffhangers there's what's going to happen next and the students revisit those family members and the depth and complexity increases through the program. So the way we've used it so far we've used in teaching so the students meet family members now within tutorials within their modules so if we're doing a tutorial on diabetes they might meet and I'm going to test myself now Andre who has diabetes and they'll think about that particular diagnosis and some of the family members have been in prison for example so when the mental health nurses look at the needs of prisoners and mental health and the increase in mental health issues in terms of the prison population they'll look at that particular character and think about that character to kind of add a context to that to that piece of learning. We're also trying to use it to think about the more abstract concepts for our first year students they're not out in practice till the second semester so for the first semester they're learning about a lot of concepts that we use in healthcare confidentiality accountability so we're trying to think about how we can support those students applying that knowledge to practice through the family tree so we have a discussion about confidentiality you cannot talk about this family outside of this room you cannot discuss it on the bus you cannot leave notes lying around if you've made notes about this family and again we're replicating some of the professional expectations that there'll be of those students in their practice area so we use it to teach those more abstract concepts but also kind of the theoretical base around particular conditions and issues and social situations and we use it in simulation so we used to teach clinical skills in quite a dull way to be honest we talk about taking a blood pressure we go through the theory of it students would come in practice taking blood pressures on each other then the next time they were let loose doing that was on the ward what we've done now is created clinical simulations using members from the family tree so they'll come and meet everine veins who will be in our we've got a ward simulated ward on our um in our area um so they'll come into that ward area they'll meet everine they'll need they'll get a hand over and they'll have to interact and communicate with everine to take her blood pressure so again it's about more than just learning the blood pressure everines confused and disorientated so they need to think about their communication they know about Harold her husband and that her grandsons having some issues so there's all that context one of our students talked to everine about gardening because they'd read that she liked gardening and it was those kind of things that we couldn't do with the paper-based case study and if we weren't following that family through um in all the modules we're also using it in assessment so in their summative assessments again in that first module um students choose a member because they've met the family they've done the simulation we've talked about different family members throughout the module they then choose one of those family members to write about for their first case study around person-centered care and identifying needs and we found that significantly improved the quality of the essays the students are far more engaged and the marks have improved significantly since we started using this approach so it's been a positive all-round which leads us on quite nicely possibly to the next slide which is about student feedback oh no it's not we're going to let you use it first so we want to give you a chance to explore the tree and we thought the best way to do that was to yeah just go and explore it so the top qi code um will take you to the family tree if you're using a laptop this short um link will take you can type in and will take you to the family tree um our main aim for the next five minutes is just to get you to explore the tree we have created a v-box quiz if you'd like to do that alongside you might need to work in pairs if that's so you've got one device for the tree one device for v-box but what you can do is try and use the year one version to answer questions about the family members and just find out a bit more about them and explore that so we'll give you five minutes to explore the family tree have a go at the Bains family tree scavenger hunt um through v-box and if you've got any questions while you're doing that or there's any issues let us know and we'll come and help yeah the v-box is a survey that we've set up so that could give you some inspiration but mainly it's just for you to have a go and get used to it so um yeah enjoy for five minutes and we'll uh walk around answer any questions you might have do uh do work together and talk to each other it's not going to be totally isolated it does work best on the laptop by the way we have made it so it is accessible on phones but we encourage students to use it on their laptops or kind of tablet it's a new prototype so usually you would just click that and it would take you back so yeah if you put it's harder to see on there um but yeah this in fact we didn't do any we'd ask students for your view how it all works but yeah when you're in a family you can click on the family tree icon in the bottom right to go back to the you're so frustrated in this I'm going to tell you two things oh Edeline and one of the children's development steps is like it becomes a bit of a teacher on adventure that sounds oh but depending on the student response and the clinical simulation depends on all that so for some students he doesn't make it but other students he kind of do follow the protocols and things that he does so it's in yeah and every they kind of follow her possession and so there's a few members actually so if you click on this to just navigate back we didn't know who how to use it currently sorry and John has just come out of prison so he's the person he's recently been in prison and develops kind of mental health issues whilst in prison and so then we spend a bit of time thinking about how to support John the students get so invested though they like these characters have become like that about yes well we keep saying because Gabriel is a concept he and I just we keep saying we need a theme to and yeah and because it's a family like we get them to like when in mental health when the challenges we have to find these students focus on the mental health and that's important but they don't think about maybe the children or the partners and so actually we do a whole session focusing on the children of the families where the mental health issues so actually what about Scott's daughter and and some of the challenges we've kind of built in some of the common things that young hair has experienced for Dan and Kirsten we can kind of just add depth all the time it's it's kind of like we started with about eight characters I think it's grown to go up to we actually it was a sketch on a piece of paper in the pub was where it started yeah yeah and just and like we we have really good fun writing it down so and Gabriel has got favorite characters like please don't do anything to change them sometimes some go and some can't oh but we've only been using it for last year there's been a couple of changes so this is our newest version which we haven't launched with the students yet and we've changed there's been a few that didn't quite work and we've had to change and we've had real issues because we tried to make it diverse with the photographs that we can use and the live with actually something that we needed a obese child that was a particularly ethnicity and it wasn't available in the start so we've got some funding now though to get some so we're gonna commission some photography because and we're working with an animator in the medical school who's going to animate some of our characters so we're going to have little films and then we've done some voice and my daughter's just done a voice-over for one of the characters talking about her experience of living with a parent and she's also going to be our voice-over when we do our video around it but we want like an intro video that we can show at open days where we start talking about the essay and like this is my family and we're going to learn about us through that way so we just started doing that. Yeah the separations, divorce, adoption, yeah and we included like Ben's adopted but we needed a character to be the third day mental health student so it's quite isolated as had a baby removed. So we've got his mum is on there so the students think about yeah and the same with Susan's sister is quite an isolate because we had this a bit of an issue actually about how do we feed people who are isolated because not everyone lives in a family and yeah and we had to be there and yeah that's fine so okay we better keep going. Yeah we'll just do a quick wrap up and then maybe have some silent questions. So just going to wrap you up there we've got some V-box responses but as we as we suspected there are the answers for the people who got to the questions. Yes if you did get some questions these are the answers. As we as we hoped it's more of an opportunity for you to get to try it out so yeah. We'll move on for Lisa to wrap up sorry for the people online to talk about some of the student feedback and the outcomes that we've witnessed. So hopefully you enjoyed using the tree and you got the sense of what the feedback we get from some of our students that is they get really invested in this family and really keen to know what's going to happen next and what this looks like. This is one of the piece of feedback from one of our second year students who talked about using the Bains family tree in module assessments has given her a more personalized connection with case studies among the whole group and she felt the novel narrative element helped invest in the characters inspired her to look further. A lot of students for example we asked them to do a presentation around a character and their environment and they researched we've given them all addresses in and around leads they researched that area and the needs and that area and the resources available so students if they wanted to could take it deeper and further which was great and that was and as Claire puts that would not have been possible with a simple character brief so it's provided that more personalized and holistic approach and the level of detail provided that yeah more in-depth discussions than the previously experienced with traditional case studies and made the overall assessment feel less this theoretical and more grounded in reality which kind of met what we hoped in terms of our initial objectives with this resource and some of the other you know student outcomes we've had through our initial evaluation reflected what we'd seen hypothesized in the literature about using virtual communities and that was that there's this and you know students are better able to conceptualize theoretical concepts through the authentic patient stories and the development of emotional intelligence so students develop an emotional connection and they're thinking more about their communication then when they are doing the simulation for example about how do I interact with everyone how do I build that therapeutic relationship and it's improved active engagement and teaching and learning activities now with our students who've been using this a while as soon as we say Ben's family treat the bugger off on the laptops they're all ready to go and it's it's kind of quite exciting whenever we're going to a lecture and that that happens it still surprises me but it's great and the emotional connectedness to the families and characters is really helpful in our learning activities it does feel like students are more engaged then in the activities that we do in particularly around the group work which all there's no can be problematic sometimes in terms of student engagement it's definitely helps them understand in terms of confidentiality we found that kind of a real really useful benefit and we've also had feedback that because we really try to make the family tree a diverse demographic that students do feel a sense of inclusivity and one student says she can see herself in that and she's not always seeing herself in case studies that have been used previously so that was some really good feedback as well and in terms of the future we're hoping to do a more formal evaluation this academic year so we've got some funding to do some more formal evaluation and we're hoping to have some interprofessional working around the family tree so the social work students are going to use it this year so we've added in some extra layers about social issues and things that the social work students can engage in and we're hoping that i'll promote some interprofessional learning and that's some audio content to support the the varying styles of learning as well oh she's hear that just some audio content oh yes sorry yeah and some audio content to support the varying styles of learning so these are the references to the things that kind of yeah that have informed our work and then final slide with our contact details if anyone wants to get in touch and but have we got a few minutes for questions we didn't do that then any questions yeah should we start i think yeah we should use the mic one of us yeah you go for the mics i will jog around yeah and i'll hand this between here i need the exercise i was just wondering with everything being as real as possible whether you had students that kind of you know took things a little bit too far and maybe you know went round to that address in Leeds and thought that that member of the family might actually be there or maybe if there were issues when you were developing the stories about you know admissions to hospital and they were thinking oh this person you know had an MI they went into this ward and the treatment wasn't very good and then the students were thinking well i'm going there on placement next does that work you know whether it just got a bit too real sometimes not yet we've tried to mitigate that by although they have an address they have a postcode it's not a real postcode so it's and it's they're not actually real addresses that we've given them so we we did try and mitigate that and we do use fictional hospital places so we don't use the local hospital names to avoid that um but yeah that has been an emotional connect and we do have to think it has given us opportunity to think about things like reflective practice self-care as well that actually we've just had a really difficult which we promote anyway but we've just had a really difficult session talking about Everine and she's moving into a care home how how do we support each other how do we you know leave that here and not take it home so it's let which we need to think about anyway in nursing so that's we've almost used that to add another dimension to the teaching around reflective practice and self-care so not yet but we'll keep you posted it's an interesting mission thank you very much that was fascinating um can i just ask how long it took you to develop this resource it's so in-depth um so we started last summer i started the job at Leeds last august and this was the perfect project to be given as soon as i started work as a learning technologist and yeah you're right that we should have put it in the slide well next time we present we've got literally just a piece of paper with a few orange pen circles and people's names written in which i believe was developed at the at the pub at the cricket club so it really goes back to basics but i think hopefully what i really wanted to include today is an overview of our of our team and the way we've worked together so it's it really has been about kind of a model of of collaboration between academics and learning designers and learning technologists in terms of how it's worked so that's enabled it to move smoothly and to work effectively so so you've actually been using this so so did you start off with a smaller family tree like or did you develop it all and then launch it like it sounds like you've been teaching with it last year so but you didn't start to look yeah well we were able to get off the ground pretty quickly so this is this is version six that we're using now and i'd say version two or three were the ones we first started using and Lisa and Kay have been fantastic in getting feedback right from the very very outset so yeah it's all just gone smoothly i think you know we get on very well so that helps we started with one module in one year so we started with the module one for the first year students and everyone loved it and everyone wanted to use it so then in the second semester it was used first and second year in more modules and then this year it'll be the first time we're using it in all three years so we've incorporated it i'm just about to launch a module where we're going to use in third year so this is the first time we'll have used it all the way through curriculum next in the net well within this academic year but Gabriel turned it around really quickly put it together within a month and we were ready to launch kind of four weeks after that initial paper design so and it's just kind of evolved since then okay we have time for one more question which is going to be down here so hello thank you very much it's a lovely presentation i can see lots of words going to i know how complicated they can be and i was wondering for like future development sort of where do you see it going is it sort of going a bit more complex in terms of like doing decision branching scenarios those types of things yeah so the complexity does grow within each year but we are hoping to get all our programs within the School of Healthcare to use it and within their teaching isn't it so that we can sort of it'll co-create sort of into professional learning we're hoping to add audio and links to other things that are going to support our teaching yeah i think there's been so much development as well that i think there's going to be a need at some point for a stage of business as usual just to let it settle a little bit because it's been so exciting and there's so many uses that for the time being i think we need to still the benefit of having so many characters is that so many of them are yet are still undeveloped there's lots of room for development that respect but in terms of the format and how it's being used i think it's probably going to stay more or less the same but maybe with the supplement of some multimedia stuff to go with it perhaps thank you and we do want it to like remain authentic really and realistic so it's not used for everything but issues where it'll be useful and effective that's absolutely fantastic oh not time right so um that was absolutely fantastic so let's show you some appreciation for Gabriel Payton


So first thing I would like to say is thank you very much, as Alessandra was saying this at the end, I would like to start with this. Thank you very much for organizing the Coda Day and for inviting me. And yeah, it's a great opportunity to contribute to this event. So I'm going to talk about compositional analysis of tourism related content as the majority of you would know if you have seen the abstract and my bio. I have been in the tourism field from the very beginning of my career, but I started using compositional data analysis less than 10 years ago. In 2012 I did the Coda course, the week Coda course, and it was quite difficult at the beginning to publish or to start in publishing in tourism field journals, because at the beginning it was like journals or the researchers in the field were a bit afraid of this new methodology. And then while we manage, yeah, and today I can talk about tourism related content and how I applied the compositional data analysis I mean the methodology in the tourism field I use the methods, and I apply it to tourism, to the tourism field. I divided the presentation in three main applications, which are different studies and different publications. I have used in the first application, the distance in the second application, the by plots and in the last one, the man over so. Yeah, I'm using the different Coda tools to respond to different objectives. Everything I mean all these studies are related to analyzing content, okay, posted on social media, online platforms as it is the case of Airbnb or TripAdvisor or Facebook. And with some of the colleagues here in the University of Lleida with Estela Mariné and Eva Martín Fuentes. We started using compositional data analysis to complement the established methods to analyze content, to complement text mining and the expert Estela Mariné Roche is one of the experts in tourism in the tourism field to analyze the tourist destination. And we found an opportunity all together to use compositional data analysis to analyze content posted in this case on the internet online. The first application is that of and I mean that of published in Annals of Tourism Research, which is one of the top journals is First Decide, and we analyze here the destination image. With Airbnb reviews in the second application, we wanted to analyze the the complaints of hotels in Barcelona. In this case, we selected I'm going to give more details and just to introduce him a little bit. In this case, we wanted to analyze in for those hotels with evaluation of one or two out of five, five is is excellent and one is horrible. So those hotels with evaluation of one or two, what the users complained about. And finally, the third application is based on the content posted by hotels again, but in this case on the social media Facebook. And we wanted to see differences between the category, the, the auto class. We are with the first application with the first study. And we wanted to compare the tourist destination image, which is something that one of the colleagues worked a lot of for Spanish cities, Barcelona, Valencia, Madrid, and Sevilla. And we wanted considering that Airbnb is one of the most used peer to peer platforms accommodation platforms, and the experience that tourists that we when traveling. The experience we have when traveling in the accommodation really determines the satisfaction of the whole trip. Okay, so the idea is how tourists perceive the destination what is the image of the destination that tourists. When when posting a review on the Airbnb platform. Okay. And the data we use in this case are reviews Airbnb reviews so opinions of users in this for cities between 2010 and 2018. And we considered all reviews written in English of those listings accommodation listings with at least a minimum of number of reviews, which was 10. So, in the end, we came up with a lot of reviews. We can see here more than 300,000 reviews in Barcelona, 260,000 in Madrid, almost 130,000 in Sevilla, and almost 89,000 in in Valencia. And I would like to point something relevant here, which is, well the number of reviews for each city is not relevant. I mean, this is this not bias our analysis because in the end, considering all reviews written in English from 2010 to 2018. It's true that in 2010, and the number of reviews was really really small. But since we are going to process the text of these reviews, and we are going to or we classified categorized this text within eight destination image categories that the number of reviews was not important because in the end we had eight destination image categories, and we classified the main keywords which were extracted from the content analysis techniques. Yeah, we had percentages. So, for sure, we have proportions. Okay. So, yeah, this tourism destination image categories were already defined in a previous work by Marina Rods and Anton Clave. So, this was based on theory. In this case, we replaced very, very few count zeros. We consider we have count zeros because we are counting how much time, how much times a keyword appears in the image categories. Here we computed the CLR transformation to afterwards compute the distance between the pairs of cities. So we wanted to measure how different, how big or small, the difference between the perception of tourists of these four cities. So, if in Barcelona, tourists talk more about sports than in Madrid or in Sevilla, there is more content about the sea, for example, etc. So we had these pairs of, I mean, distances between pairs of cities and we had these six pairs of cities. So, here we have the results and we can see in this first part of the table, the percentages per category. Here we have the eight content destination image categories, foot and wine, intangible heritage, leisure and recreation, sports, tangible heritage, urban environment, etc. And we have out of the total key keywords extracted from the content techniques, which were classified, we have that in Sevilla proportionally, there is more content in the Airbnb reviews about foot and wine. And also there is more content about intangible heritage. In Barcelona, it's notably, this is related to the Olympic Games, because there is a lot of reviews talking about sports in Barcelona, and this difference between, I mean, this percentage is really high compared to the others. And also in Valencia, we have more keywords classified into sun, sea and sun, etc. Here we have, for example, in Madrid, there is more about urban environment. So, in this second part of the table, we can see the contributions to the itison distance for each of the pairs, and we are quantifying the difference, so we can see that the biggest difference is between Barcelona and Sevilla. So, tourists, posting or writing reviews on Airbnb, perceive these two cities as really different in terms of these image categories. And this category intangible heritage is the one which contributes more to distinguish, to differentiate between these cities. And also sports, which contributes a lot. And also we can talk about sun, sea and sun, which contributes to differentiate Sevilla and Valencia. And the smallest gap is between Barcelona and Madrid. So, tourists visiting Spain and visiting these two cities, they perceive Barcelona and Madrid as quite similar destinations in terms of this already defined tourism destination categories. When I do this presentation in non-coder audiences, I also like to show this table, which is the proportion subtracting, I mean are the results of proportion subtracting directly without considering the proportionality between, I mean the proportionality within the tourism destination categories. So, more or less, we can see that here we have a big difference, here we have another big difference, which was more or less the same case with the contributions and considering the proportionality. But in the end, yeah, in this table I'm not able to interpret it because I don't know how to do it. Because, for example, there is five times more of content, sun, sea and sun in Valencia than in Sevilla, or we have four times more or whatever. I mean, we are not considering the proportionality, right? And I like to show how to compute differences when we have proportions or percentages. So, this is the first application. Let's go to the second application. And in this case, well, we wanted to analyze the auto-reviews content and in TripAdvisor, I mean based on reviews on TripAdvisor, and more particularly to relate complaint topics to one another as well as to distinguish auto clusters based on major complaint topics. So, in this case, we are talking about complaints and we selected those hotels with a lower valuation on TripAdvisor. And we selected, we had a random selection of three, sorry, 31,000 auto-reviews of the city of Barcelona, which were downloaded, well, five years ago. And, well, we, to have a representative number of hotels and reviews which are auto-active in the economic terms or in the tourism activity terms, we selected those hotels which had at least 150 reviews. And finally, we got 50 hotels. And then, out of all of these reviews, we randomly selected 50 reviews of each 50 hotels. So, in the end, we had 2,500 reviews which were analyzed. And we did, in this case, we did the classification of reviews and counting, I mean, within the review, we wanted to count the topic of the complaint. So, this was done manually in this case. Okay, and we were to people and a student helping us to do this task. So, based on the contents of the reviews, we defined seven topics, which were these topics were cleanliness, were staff, services, environment, the facilities of the hotel, services offered by the hotel and other topics. In this case, we had some zeroes because first we defined actually eight topics, eight complaint topics, but then we realized that there were two topics which were quite similar. And when classifying the reviews into the seven topics, eight topics at the beginning, we realized that there was a bit of confusion and finally we decided to mix two of them. After doing that, we had very few zeroes and we replaced them as count zeroes. We computed the CLR transformation and finally we had, we just depicted the biplots and computed the cluster analysis. So here we can see that, for example, these autos here received more complaints in proportionality about services here that these ones. We have a number of hotels, which have more complaints about the cleanliness and the facilities, these perhaps more about environments and this one a little bit more of stuff. And here we have the cluster analysis, and we finally got three clusters. The first cluster, the red one, it's a bigger one, and here I included the centers of its topic per cluster. So here we have in the first cluster, we can see that complaints about facilities and complaints about environment are the ones which predominates here in the first cluster. In the second cluster, we have also facilities and then services. So in these hotels, autos belonging to the second cluster receive more complaints about these two topics. And then we have a very small cluster, including all these green dots, autos, and here we have mainly complaints about environment and then other topics. So let's go to the last application. And in this study, we wanted to see the strategy of autos posting content on the social media Facebook. And we wanted to see if autos talk more about the destination where they are located, or autos talk more about the service they offer as individual firms as autos. So comparing a little bit the content posted on Facebook. In this case, we considered those hotels from Barcelona and Madrid again, but those hotels having an active profile on Facebook and an active profile on Facebook, we considered those hotels publishing or posting at least three times per month, which is quite very few posts, but we were searching about how to consider a profile active in social media and finally we came with this. So we considered those hotels with a Facebook account and being active. And out of these hotels, we analyzed the last 25 posts published since a determined date in which we collected the data. And again we're manually classified into destination content categories so we had a composition related to destination or tourism destination content. And we had a second composition which was auto content categories. So let's see the different categories here we had heritage, urban nature and sports and gastronomy. And this was for the I mean this is the composition for tourism destination content and that of auto content we selected or we wanted to see the content about rooms if the hotels were posting content about rooms. About other facilities or about restaurants. Okay. And finally, this six location is here we are comparing the contents of hotels in the numerator versus the contents related to the tourism destination. Yes. Five minutes now. Right. Yes. Okay, actually, I have my clock here. Three minutes actually right. Okay. So, yeah, I'm just finalizing. And I'm going to comment a little bit this table. We computed a man over. And we can see here and the, the first and the second, the fourth and the fifth look ratios were statistically significant. And we can see, for example, here, and that's four and five style tells, talk more about the heritage, because these are positive. And we had heritage. Let me come back. We have heritage and the first look ratio we had heritage over the other contents. So this, I mean, highest class of auto posted content on Facebook related to heritage. So three style tells talk more about urban environment, more than the other classes. When we talk about when it has to do with the content about auto services, we can see here that five style tells talk more about other facilities not drums because yeah rooms it's like, well, it's compulsory because we are talking about hotels but proportionally five style tells post more content on Facebook related to other, I mean, the restaurant and the other facilities like the spa, the gym, the lobby or some meeting rooms, etc. And finally, considering the sixth location that of auto services versus tourism destination, we can, we can see here that five style hotels talk more about the hotel. While three style hotels talk more about the destination so it's it's like, it seems like five style hotels wants the clients to be at the hotel. Why, because they offer services, different services, which are high quality services, while three style hotels post more content about what to do at the destination so they want clients not to be out at the hotel but visiting the city. We did the same analysis for Barcelona and Madrid, and in the end, just to finalize in the end, we can see that hotels from from Barcelona. We can talk more about the, the hotel, while hotels in Madrid talk more about the destination. Okay, so, again, we can, we can see some, some, some differences. And, well, this is all. Thank you very much. I will be happy to discuss any, anything, anything else with with you related to to these analysis I'm sorry for the time perhaps I have been rushing a little bit. Hopefully, everything is clear.


Good afternoon. Oh, you can do better than that. Good afternoon. I'm glad to welcome you here and to welcome your son's and daughter's here. Much earlier this morning I was walking around and you did one and you did two and you did three. Seeing people move in with those great orange bins, standing large, lovely, terribly tall. I want to thank you for trusting your son's and your daughter's to us. I know what extraordinary thing that is when you're a parent because I've sent my own children on to college now so 20 years ago, so a long time ago. And I'm living proof that you survived the experience. How many of you, for how many of you is this the first child who's into college? Oh, quite a few. How many of you, for how many of you is this the second child who's into college? Proof that you survived. For how many is it the third child who's into college? Fourth? Fifth? It is just all of us, for all of us that live in higher education, this time of year is the most exciting time of year because you're surrounded by so many beginnings. And these years, for a traditional aged students between 18 and 22, we certainly have lots of older children. It's just such an extraordinary time because they're trying to figure out who they are going to be as grown-ups. And it's going to mean for you, as I remember very well from my own experience, that the kind of relationship between closeness and distance is going to change for you and in your relationship with yours. It's part of everything you want for them to see the happy and successful adults. I thought I'd say a little bit about this is a new beginning for me too. I started as Chancellor of Joy first, although this is a campus which I have many decades of experience and much on the street. But I just wanted to say a little bit about the goals that I have as Chancellor. First within this building community this is a I often have said that different colleges are like different kinds of communities. I was at Smith College as its president for 11 years. Smith College was like a small town. Everyone pretty new, much new, everybody else. There wasn't more than one degree of separation between one person and another. Really there are more degrees of separation. It's like a city and it really responds to city skills. So some of the most important things that you can do for your son and daughter are to encourage them to find their neighborhoods to find their academic neighborhood to find their extra curricular neighborhood and to find their living neighborhood. This is a place where you have to knock on doors that unlike smaller places that this responds to Berkeley responds to initiative. People are very eager to help but they don't often come up to you and say, can I do this for you? So you can encourage your son and daughter to knock on doors to ask questions to if they don't understand something or have a question to ask it.  So it's really important to make the best of Berkeley to do that. But so one of my first goals when my first goal is building the sense of community on this campus that is so big, so urban, so diverse. The second goal is to enhance the quality of the graduate experience even more than it is now.  Berkeley doesn't have as much housing as we should have for our students. A third goal is diversity, enhancing diversity and equally important, enhancing the empathy that is an important piece of diversity. A fifth is making the conditions as good as they can be for our faculty members' research. There is not a planet, there is not a problem on the face of the planet or important to human climate. We don't have faculty working on it and we want to get out of their way and make their research as productive as possible. This includes lots of opportunities for students. So your son should really insist seek out experiences where they can work with faculty on the survey and then finally I'll be developing a new financial model. Berkeley is such an exciting place when I came here now many decades ago. I fell in love with the campus. I fell in love first with the people who were your sons and daughters all that many decades ago as students. They're extraordinary. They're diverse. Everyone has a different story about how he or she came to Berkeley. Then I fell in love with the faculty. There is not a subject on the face of the earth that a faculty member not only doesn't know about but isn't extending our knowledge of.  You get the sense of being just extraordinary things are happening.  It's a kind of powerful excitement. And with a story from my time at Smith we used to have a gathering at the end of this day a moving day in which all of the new students not 9,500 new students but about 600 new students came in our and we started to worry them in campus to tell them that their parents and any other family members that were there. And each of the leaders of the administration gave a little speech. I gave a little speech. The provost gave a little speech. We always had different speech by the dean of the college. Dean of students. And she said you've done an extraordinary amount for all daughters to get your daughters to this moment. You've fed them, you've clothed them, you've nurtured them, you've loved them. You've helped them through all of the challenges and trials and victories out there of their time up to this moment when you arrived at Smith. And now there is one more thing that you need to do in order to assure that your son or daughter has a successful beginning to her college experience. Go home. I know it's really hard because I've been there to, you know, I've all the parents of tears were coming back to my you know, my memory of all those years that I've lived through this day but it will be an extraordinary experience and if you don't care for your son or your daughter certainly my experience is it means that things are okay. So thank you very much for entrusting your sons and your daughters to us. I hope they have a fabulous first semester. My email is ccryst at Berkeley.edu. I answer all my email. I read all my email and if there are burning issues that you want to ask me about I'd be happy to have tried to speak to you. So thank you very much.