Täältä minulla on tärkeää asioita, joita näemme täällä tässä puolesta. Minulla on PHD-kannettelma, Universtund Helsinki, ja minulla olen researchingin ja research history of stone age archeology in Finland. Ja tämä topic of this presentation is related to research questions that I have been trying to find out ways to trace any stone age artefacts that might have been in this collection during the 18th century, when, of course, they didn't understand, well, there was a lot of discussion about the stone age artefacts, what they are and so on, and this presentation came from those questions, but then I added some other stuff also to that. And I have worked at the coin cabinet of the National Museum of Finland where the remains of this collection are kept, like these coins, for example. So, I got interested in... I thought I did that, but it just... Okay, thank you. And now to find out how do I get to the next slide. Just a map quickly so that we know where we are. Like where these things are happening. So the city of Turku is at the western coast of Finland. And it was the main city in Finland during the Swedish reign. Helsinki has only built a capital since the beginning of the 19th century. And then straight to the action. This great city fire of Turku started at 9 o'clock in the evening on the 4th of September in 1827, so it was almost exactly 192 years ago today when I'm speaking about that. And about almost 75% of the city was destroyed, and still only a few persons lost their lives. So it was already in contemporary sources, considered primarily as a material and cultural catastrophe. And newspapers also abroad emphasised the cultural losses. For example, the London Standard mentioned the loss of the buildings of the academy with valuable collections, the library of 40,000 volumes, the cabinet of medals, the collections of instruments. And in this presentation I'm trying to shed some light on these collections, which were mostly but not entirely destroyed in this fire. And I'm trying to examine some possibilities of reconstructing the collections on the basis of the prevailing textual sources. The current University of Helsinki, my home university, is a new version of an older establishment. Originally the university was founded in Turku, and it was founded in 1642 in the reign of Queen Christina of Sweden. And the collections of the academy began already in the 1650s as an art collection with portraits of the chancellors and professors of the academy. But the real collecting started in the 18th century. Numismatic collections were common at the time in universities and usually they were kept in libraries, since medals depicting historical events and persons and ancient coins were seen as illustrations to history and literature. Coins were also one of the first types of artefacts obtained as archaeological finds and also recognised as antiquities. Numismatic interest was an important factor in the development of archaeology as a discipline. But not many coins found as archaeological finds did end up in the academic collection, because in the Swedish realm the treatment and possession of coins and other objects of precious metals found from the ground was governed by law already from the medieval time onwards so that they jointly belonged to the king and to the finder. So during the time of the Swedish rule all antiquities found in Finland were sent to Stockholm's antiquity archive so they didn't end up in this collection. But some did. And sometimes the finds were not claimed but they were returned to the finder because they were like too ugly or something. For example a Viking-age coin board was found in Finland in 1786 and it was delivered to Stockholm. Well actually it was delivered direct to King Gustav III when he was in Eastern Finland. But then it was later two worn out coins where later returned to the finder. The first real like object or batch of objects in this collection was a Viking-age Arabic coins collection that was donated in 1749 to the academy and they were from an archaeological find originally but there is no context known today like where they were found. The problem with the fire was that it destroyed most of the objects but it destroyed also all the catalogs that had been used to catalog this collection. So the context and stuff like that is lost. And there are also some objects like this Roman silver coin here in the picture issued for Sabin at the concert of Emperor Hadrian which was found in Finland during the early 18th century and since most Roman coins found in Finland are secondary finds this was probably a primary find and very intriguing and it is mentioned in 18th century texts and there is one dissertation published in the Academy of Turku which has this picture of it but the coin itself is lost but we can see in this book picture and then we can see how it was the coin. There are mentions in the sources that I have looked of old coins or rare coins or something like that donated but there is never the find context. Mostly it was this Numismic collection was mostly comprised of medals and then ancient Greek and Roman coins but some very rare archaeological finds did end up there through donations like this iron age golden bracket found in Gotland which was in the fire and survived it and looks like almost intact it's still in the collections of the National Museum of Finland. There are also other collections besides the coin and medal collection the mineral cabinet and the natural historical cabinet were also established during the 18th century and the ethnographic cabinet was only started in 1827 so right before the fire it mostly included objects donated by an officer of the Russian Imperial Navy, Adolf Ettolein who had acquired the items from Northern America and the Aleutic Islands and he sent items in several batches so some of them only came in after the fire when the university had been relocated to Helsinki and all these are still existing and they are in the National Museum of Finland but we can just look at these pictures and we can think of the other objects that probably were in the earlier donations and were then burned up there was also two pieces of wooden Egyptian mummy case that was donated to the academy and it's mentioned in textual sources but no pictures or anything have survived how it looked and then for the most interesting thing for me in these stone artefacts there was a lot of interest during the 18th century aimed at serving the geological phenomenon found in Finland and collecting mineral samples and most certainly it also led to some stone age artefacts ending up in the collections of the mineral cabinet probably as natural curiosities or there are dissertations and other texts depicting prehistoric structures and stone artefacts for example this book which covers here in the picture it mentions stone age stone artefacts and has this discussion cited from different sources that what people think that they are that some people say that they are natural curiosities formed during thunderstorms and some say they are how was it, ancient battlehammers offered a sacrifice to tour or something like that so it's likely that they were in the mineral cabinet if there were any of these objects there there were also some collections like in 1770 there was a collection donated by a clergyman who had collected antiquities from his parish and we know that they were not coins so they were something else there are no catalogs or anything surviving about that collection and then just do I still have time, yes the buildings of the academy where the collections were kept these can be reconstructed more easily than the objects they were originally kept in the old library building of the academy which was situated in front of Turku Cathedral and nowadays society is under the monument of staircase of the cathedral but then this new academy house which is still standing in Turku was built and all the collections were moved there and they had their own quarters there for example the numismatic collection was kept in the upper floor and the ethnographic collections and natural history collections were kept in the middle floor and we even know that there was pink cotton wool that was used as a lining in the drawers where the objects were displayed and so on but during the fire the floors of the academy building collapsed and the cupboards holding collections and everything most of the collections itself were destroyed and immediately after the fire there were some people led by student Himbari who searched the ruins of the academy building for objects of this collection that were that maybe there were some left and so on and several items of the coin and medal collection were retrieved like almost two thirds of the whole collection and together with the coins and medals also some more than hinges of the cupboards were collected and they are still in the coin cabinet of the National Museum those black lumps in the picture and the destruction of the library was pretty thorough except for the coin and medal collection all the other collections that were made of other substances than medal were burnt but what about the antiquity collection of this clergyman or the mineral cabinet if there were any stone artifacts in the collection they would have survived the fire but the searching party was only looking for the remnants of the coin cabinet so probably they just took everything metallic they saw so they didn't bother if they saw some stones there but then some remains of the collection still be underground left buried under the academy building or something well no turned out that no because the ground was leveled and after the fire any extra soil was carted off somewhere around the city or countryside so no so this is like lost collection and it can only be studied through textual sources including the minutes of the consistory of the academy and the few catalogs that were somewhere else during this catastrophe and correspondence of people and then the doctoral citations that mention objects from the collection and the academy building was later restored has been the seat of Court of Appeal of Turku since 1830 so the buildings we can like look and think that this was the seat of the first museum collection in Finland but the old library house there are no blueprints or pictures surviving of that so we can really reconstruct it so I conclude that I found out that doing this presentation that the collection of the Academy of Turku was not really the first archaeological collection but it was the first museum collection in Finland because it was not deliberately archaeological there was not a deliberate collecting or gathering done to gather objects found from the ground mostly due to the legislation that they had to be sent to Stockholm but there were several objects that were originally archaeological items so therefore it's a little bit archaeological collection but most certainly the first museum collection in Finland maybe it should be more acknowledged as such and more research will be done about these things thank you


Bitcoin climbed back above $40,000 on Wednesday for the first time this week as recent volatility in the cryptocurrency market showed few signs of dampening down. Bitcoin jumped as much as 6.5% to $40,904, smaller coins which tend to rise and fall with the largest cryptocurrency also gained, with Ether climbing over 7.5% to over $2,906. Still, Bitcoin is down 30% this month and has lost over 37% from its record high of almost $65,000 hit in April. It has gained over 40% this year however. Among the drivers of Bitcoin's recent slump have been fears of a crackdown in China on the emerging sector as well as concerns over the environmental impact of Bitcoin production and energy-intensive process known as mining. Bitcoin plumbed 30,066 last week, its lowest since January, in highly volatile trading. China's northern region of Inner Mongolia escalated a campaign against cryptocurrency mining on Tuesday, publishing draft rules to root out the business days after Beijing vowed to crackdown on Bitcoin mining and trading.


The study found that particulate matter containing nickel, arsenic, chromium, bromine, and oxygenated compounds had a stronger association with hospital admissions for cardiovascular diseases, myocardial infarctions, congestive heart failures, respiratory diseases, and diabetes compared to other types of particulate matter. These results suggest that particulate matter from industrial combustion sources and traffic may be more toxic than other types of particulate matter. This article was authored by Kutraki's Petros, Franklin Meredith, Sanabeti Antonella, and others.


Your coca-cola bottler presents Claudia Claudia based on the play and novels by Rose Franken brought to you transcribed Monday through Friday by your friendly neighbor who bottles coca-cola Relax and while you're listening refresh yourself Have a coke and now Claudia Have another cup of coffee David. No, thanks. This is fine sure positive here if you want it. Well, I don't David are you gonna be busy this afternoon? I expect I'm going to be busy all day Can't you be a little less busy at four o'clock? Well, I got to go up to redberry darling at about one o'clock and I couldn't possibly get back before five or six. Oh What is it anything important David at four o'clock this afternoon the doctor said we could come to the hospital and take Fluff home So he did no when you go to redberry well, I wish I didn't have to but business before pleasure darling Certainly going to be good having bluff home again. I can't wait David what's the matter? I won't be able to bring him home. Why not? Well, if you're going to be going up to redberry that means you'll be taking the car doesn't it? I Don't intend to walk. Oh, that means I won't be able to take block homes in the hospital You certainly can take a taxi. He doesn't like He doesn't like the way they smell You mean you don't bluff and I agree on all such matters. He'd much rather ride home in the car How about an ambulance? The doctor said he'd be all right, so I don't think you'll need an ambulance.  That's fine I cannot understand you at some time what now You would take that car right out from under bluff and I'd do it without one I never would have believed it.  I just don't believe in pampering dogs any more than people I bet you'd be just that mean to me if I went to the hospital if you ever have to go to the hospital I'll be furious with you will why I won't have you going off and getting sick And not feeling well. Well, I have to go to the hospital when I have the baby. Oh That well That's not like going to the hospital. It isn't that's like going out to the store and buying something You want very much, but it's not a bargain sale. I can tell you three hundred dollars David you think bluff will be happy to come home happy. He'll be beside himself What do you suppose is the first thing you'll do when he comes home from the hospital? Oh open the icebox door Then I think I'll go out and get him a steak a steak. This celebrate is coming home Claudia you're going to get that dog into a Terrible lot of habits pampering him like that David if you were coming home from the hospital Nothing would be too good for you either. Well, I'm glad to hear it And I love that dog just as much as you do but there are limits I don't see why there have to be darling that dog is a grown-up man He's not a little girl and he's not a doll. I don't think he's going to want to be pampered I think he's going to want to be treated as the sort of person. He is He's big and rough and ready. I don't intend to lift one finger not one Nothing for him anymore than I normally would I don't think you have any soul I think you ought to behave the same way. I know that's the way I'd want to be treated you want Well, we'll see Oh, I know what what I'll get mama to go with me to the hospital and bring Bluff home Darling, why don't you hire a small orchestra a drum major in white satin six black horses and really do this thing upright? Say, you know, that's not a bad idea Claudia isn't it an awfully cold afternoon to be bringing that dog home from the house? Mama, he's got to get used to going out in the cold. I know but he's been late up for a week David says they wouldn't let him come home if he weren't perfectly all right. I wish I was sure You're worrying about him. I should say not he's big enough to take care of himself.  He's not such a fool about him as you think he is He gave me a long lecture about not fussing over him and about not treating Bluff as if he'd been sick or anything That's a man for you. Do you know I think David's right? I think maybe the best thing is to treat Bluff as if he's never been away at all Then he'll feel more as if he's at home You sound as if you know what you're talking about, but I'm not convinced about what I don't think you do know Well, mama, here's the hospital. I can read I can see that sign. It says hospital What do you think I am? Well, I mean to tell you I do not Well, I'm honest and I feel sort of nervous nervous ridiculous. What's that to be nervous about? Well, maybe that's not exactly the word Maybe I mean excited. Well, I don't know what there is to be excited about either. I'm not Imagine this could be me coming to take my baby from the hospital Claudia It couldn't possibly be that and you know it. Why not?  You'd be at the hospital with it It's almost the same thing Must be wonderful to be a mother has its disadvantages right now my feet are freezing come. Let's go in and bring him back alive Thank you He knows me of course he knows you and he's very fond of you if he really all right couldn't be better Infection disappeared completely and very fortunately. It was absorbed. We didn't have to operate Oh, I couldn't have stood it if you had had to operate or was he a good patient an excellent patient a very happy dog Seems to be very well adjusted. Well, I think he would be David is very well adjusted and so am I I shop Claudia Do you have any special instructions for my daughter about the care of love? No nothing special is normal diet There's no need to pamper him. Well, David was right as usual. Oh doctor. You've been just wonderful my thank you Thank you very much.  Oh Mama He knows he's home all I can say is I'm glad I know I am that big dog certainly makes a taxi feel awfully small I think he gets carsick and a taxi. Well, aren't you going to open the door and let us in the door is open Oh, I suppose braces up here cleaning. She's the most wonderful woman But I look who we brought him from the hospital Well, good evening, Mrs. Norton about the time you got back So you're David. Yeah, I'm David. Hello there bluff. Oh boy.  Would you have you been in a hospital? I just came from one. Oh, you beautiful thing.  Well, didn't it put a little meat on those I think I go in the kitchen and put a little meat on a place. Did you ask the doctor? Is it all right to feed him? What would you prefer to do darling? No, but I want to be sure we do the right thing I asked the doctor darling. He said it was perfectly all right. He can have meat in his usual diet Just as usual David, the doctor said... Well, let's be careful not give him too much to start out with Probably feeling a little weak. Oh, he's very delicate that undersized buffalo Don't you listen to are you beautiful? Babe, come to think of it, Mr. Norton. How come you're home so early? I nearly broke my neck to get here. Well, let me see I think I want this dependent of mine to come home from the hospital into a cold and empty apartment With nobody here to take his paw and welcome him and hold him Oh, he'd have been heartbroken Well, he would. Wouldn't you blot? Looks sort of thin to me Thin? Oh, Claudia, I picked up some meat for him on my way home. It's in the ice block I bought him some meat too, darling. My butcher gave me some What'd he give you? What'd you say to get? Scraps and leavings? Fine thing for his first dinner But you said that I... What'd you get him, David? I should say not chicken for a dog. I got him a... Well, I got him a steak A steak? Well, it's not the choice cut, but it's a steak Mama, I'll never believe anybody again as long as I live What are you talking about? My own husband.  Abnormal You know, I don't think that this pooch is completely mended What's the matter with him? Where? He seems all right to me Look at him. He's walking around on three legs. He's got his paw lifted again That's funny. He didn't do that in the hospital You didn't make him walk home, did you? Walk?   Come on. Tell Papa These two women here don't understand Mama, I'm sure he didn't live at the hospital And he didn't live by the way home And he didn't live coming down the hall He didn't even walk. He leapt all the way And so gracefully on all four feet Yours and mine. I'm going into the kitchen and get his steak dinner Why don't you french fries with it? I'll ask you, David. Wonder who it can be? Come on, old boy. You sure you all right, old fella? You've got me awfully worried I want you to take it easy here I don't want you to run around too much You don't even have to go for any walks if you don't want to Now, come on. Tell Papa how you are It's for you.  I'll take it Keep an eye on him, Claudia.  I'm right here with you David, he ran on all four feet He did? Oh, no. You're imagining that paw No, I'm not. He ran on all four feet Listen, darling, I have an idea You run across the room and see if he follows you Then we'll know All right. You tell Lottie to wait Now, come on, Bluffo.  Come on He's all right. He is Well, what's all this rubbish in here? You'll be evicted He's fine, Mother. He's fine That's a load off of my mind All he needed was a pat on the back from me And his paw is all right You mean all he wanted was a little attention Mama, what are you trying to say? What do you mean? I mean that as long as you pamper him That dog will be walking on three feet Oh, I see what you mean Oh, Mama, I love David for pampering him But, oh, now I can't wait till I go to the hospital But worse not, I've only got two feet These programs star Catherine Bard as Claudia And Paul Crabtree as David And the entire production is supervised Indirected by William Brown-Melloni Some homes just naturally run on three feet Some homes just naturally seem to attract folks It's a pleasure to enter It's fun to linger And it's not pure coincidence that those homes Usually have plenty of refreshing ice-cold coke on hand For Coca-Cola makes hospitality so easy Easy on the hostess And easy on the pocketbook, too And ease is the first rule of hospitality Invite people to enjoy the pause that Refreshes with ice-cold Coca-Cola And watch them return again and again Every day, Monday through Friday Claudia comes to you transcribed With the best wishes of your friendly neighbor Who bottles Coca-Cola So listen again Monday at the same time And now this is Joe King saying au revoir And remember, whoever you are Whatever you do, wherever you may be When you think of refreshment, think of Coca-Cola For ice-cold Coca-Cola makes any pause The pause that refreshes


Well, good afternoon everybody, pan hwnnw dda pawb. I'm very pleased to be talking to you today on the day where we have seen our very youngest pupils start to return to their classrooms and for some of our vocational learners who are set to return to colleges across Wales. As I have said many times, the opening up of education remains our top priority as a government and I would like to thank everyone in the education sector involved in making today's return possible. And I would also like to thank everyone in Wales for following the rules and for the sacrifices that you have made. It is those sacrifices which have given us the headroom that we need to get learners back into schools and colleges. As the First Minister indicated on Friday, we now want to go even further in a phased and flexible way. Today I am joined by Dr Chris Jones once again Wales's Deputy Chief Medical Officer to talk through our science and public health indicators and then to outline our next steps to enable more of our young people to return to schools and colleges from the 15th of March. Over to you Dr Jones. Thank you Minister. Well, I'm pleased to say that case numbers, levels of community transmission and test positivity rates are decreasing. So I'll now go through that data with slides that you're becoming familiar with. So you recognise this slide which is the weekly confirmed case rates per 100,000 people and you'll see that after the peak in late December there's been a very substantial decrease from a maximum of around 630 back in December to around 80 cases per 100,000 now which is a more than 80% reduction and the current level is significantly lower than at a number of previous points when schools and colleges have been fully open. So this is a national average but I'm pleased to note that we're seeing significant decreases in some areas where we have had high case rates notably the north east of Wales and for example just in the last three weeks Wrexham has fallen from 300 cases per 100,000 to around 80 today. So this is really encouraging particularly given the presence of the new more transmissible variant and is the result of everyone's efforts and sacrifices over the last several weeks. This is the slide also that you're becoming familiar with of hospitalisation rates for Covid. Any relaxation of measures should be undertaken in a phased way looking at the balance of harms and our continuing assessment of the risks including the pressure on the NHS. As you can see from this slide the top grey line represents the total number of Covid related patients in our hospitals. The number remains high at around 1,800 but it has stabilised and started to fall. You'll recognise this is a delayed indicator as hospitalisation follows some weeks after case rates are identified. So we will continue to monitor this carefully alongside our other indicators in assessing the potential impact of any changes before each new phase of more pupils returning. Keeping the reproduction number the R number below one is an important measure in allowing a return to more face-to-face learning as it implies that case rates are decreasing. As you can see from this slide Sage estimates the R in Wales to be currently between 0.6 and 0.9 which gives us some headroom for cautious relaxations of restrictions. It compares well to the position in the summer and is significantly down from the period before Christmas. So before handing back to the minister I want to give a quick update on our vaccination progress and I'm pleased to report that more than 860,000 people have now had their first dose of the vaccine in Wales with over 42,000 having had their second dose as well. So this means that over 25 per cent a quarter of Wales population has had their first dose vaccination. And if you look at the comparison of the countries with the green line representing Wales you can see that our performance matches very well that of any of the other UK nations. And we are still on track to reach the next milestone of offering vaccination to everyone in priority groups 5-9 by the end of April providing vaccine supplies remain on course. Thank you Dr Jones. So if conditions continue to improve as we have been seeing over the next three weeks we will be in a position to see all of our primary aged children start to return to their classrooms from March 15. At the same time we would also like to see those in years 11 and 13 in schools and those doing similar qualifications in colleges able to return to face-to-face learning in a safe and flexible way. Where possible we also want to give some flexibility around other learners such as year 12 and those in year 10 who may also have been entered for qualifications this summer. Unfortunately for those learners in secondary settings or colleges this won't necessarily be a return to full time on site learning. However we will do all that we can to support these learners because I know how anxious this time can be as they consider key decisions about their next steps in life. Last time I spoke to you at the press conference I announced how our education staff would be tested twice weekly as part of our testing strategy and today I'm pleased to say that this will now be extended to older learners in years 11 to 13 and those in FE settings. This testing will be done through lateral flow devices which means they could be done from a learner's home and which will assist with the planned return for older pupils from the 15th of March. I do want to be clear once again we are told time and time again that due to the hard work of local education authorities head teachers and education staff of all kinds our education premises are safe but it is the added movement around them that contributes to the R number. So I must make a plea to all learners parents and carers to please continue to follow the guidelines. By following the guidance and restricting contact with others we are ensuring that children and young people are able to do what we all want which is to be back learning with their friends. What you have done so far has allowed us to get children back into the classroom from today but we're now working on how we can see the safe return of more learners to schools and colleges. We will confirm the situation for other learners before the Easter holidays but I can tell you now that my preference is to get all learners back in school after the break and I promise to provide further details on how this will look when I am able to do so. I want to thank you all again for everything that you've done to keep Wales safe and to keep Wales learning and for creating the headroom that we need to get more children and young people back into the classroom. Already today I've seen some lovely lovely photos of learners returning to school and this has all been made possible because of what you have done. Diolch yn fawr. We will now turn as always to questions from our colleagues in the media and all questions are are streamed on social media should you wish to follow all of the questions that are asked today and we're going to begin I understand by going to BBC hand Bethan Lewis. Bethan. Afternoon you've set out a broad timetable which would seem all pupils back in three weeks time and then you've acknowledged that you know some pupils aren't going to be back until after Easter. At the same time today it looks like in England they'll be saying that there'll be a much fuller return of pupils from the 8th of March almost all pupils back straight away. Can I just have your thoughts on that and the potential then for all pupils to be back in England when there are still some pupils not back for four or five weeks after that in Wales. Also Dr. Jones could I ask you presumably the same sort of evidence is being looked at around schools and could I get your thoughts on what would explain the divergence in approaches. Well thank you very much Bethan. I haven't received any new evidence or advice that supports a different approach to the one that we're taking here in Wales. Our phased and very careful approach is in line with the public health advice that I have received and in fact is also consistent with UK wide advice. If there is different information and new information available which contradicts our careful approach then clearly we would want to consider that. Bethan you know that I am as keen as anyone to see as many pupils and students back in schools and colleges as possible and we will continue to go forward measuring our possible actions against the indicators set by TAG and we've made a very good start today but we will continue to follow the data and the evidence and the advice as is given to me. Dr Jones. Yes thank you Bethan. I mean we share the same ambition as colleagues in England which is to prioritise children getting back to school and I suppose we've been able to make the first change this week ahead of England but we do still recognise that we're in a fairly critical position here. If we relax restrictions too quickly we face a very substantial risk of a big increase in cases and hospitalisation and deaths. So I think a cautious approach is the approach that we've been advising ministers in Wales so far. We know that opening schools will increase the R value and we know that that will also depend to some extent on the presence of the new variants the extent to which the R number will vary with schools opening. So I think a cautious approach where we introduce the lowest risk children back to school first evaluate the impact of that that will teach us a great deal and then we'll be able to work with ministers to progress more rapidly thereafter hopefully but we do have to be very cautious here we still have a vulnerable population and a significant risk of cases increasing. Thank you Minister you also said the one secondary school children start returning it would necessarily be on a full time basis on site could you just explain a bit more about how that would work and also say how long you would anticipate that sort of arrangement could last could it be until the summer. Well thank you Bethan what we do know from the evidence and the epidemiology that older pupils act and react with the virus in a similar way to adults so we have to be very cautious going forward with older pupils so we're working with our local education authorities and with those head teachers that run our secondary schools on looking at a range of ways in which children can be introduced back into the classroom but we do that as safely as we possibly can so for instance that potentially is looking at rotors cutting class sizes different types of timetabling so that children get the face-to-face contact that they need but looks to minimise the impact of opening up on the overall public health situation and also looks to minimise disruption to those individual pupils by keeping their bubbles smaller keeping their class sizes smaller and we will be providing advice and examples of how schools can utilise that. Now of course each individual school is different you know when I think about you know large high schools or sixth one colleges or colleges with large cohorts that's a very different challenge than potentially getting children back to a smaller rural high school where class sizes are smaller because there's simply a smaller number of pupils so that's why we do need to have some flexibility to allow schools to identify the learners and the options that work best for them and clearly how long these things go on for we will as always be guided by the advice and if we can you know increase those operations because it is safe to do so then obviously we will do that but it is impossible at this stage to say exactly how long those arrangements may need to go on for as we go further along and Dr Jones will be able to explain this better than I but as we go further along into the vaccination programme as we go into the spring and into the summer the balance of harms and the necessity of restricting not just activities and education but activities in the wider world does change but we have to take this careful approach a testing how things go and being able to monitor the effect on the public health situation before we take the next steps that's very clearly the advice to me it's very clear the advice in the UK context about that's the way to proceed but Dr Jones don't know if there's anything we could add I suppose I would add that although the vaccination programme is progressing remarkably well it is a great success we're still quite a long way off having the people who are most vulnerable vaccinated with two doses you know we're not anticipating that being the case for another couple of months by that time we hope that the impact of high case rates on the NHS and on death rates will be reduced because of the effect of the vaccine but that is still some considerable way off if we were to relax restrictions back now with the vulnerable population we've got we would undoubtedly cause harm so we have to wait and this is an ever this is likely to be an ever-changing discussion as we as the vaccination programme progresses but there hopefully will come a time when actually we can relax a great deal more whilst at the same time not seeing the harmful outcomes but there will still be some harms associated with Covid spreading in younger people the risks of long Covid the risks of new mutations arising and even the impact of multiple isolation periods and and all that so it's always going to be I think this year quite a difficult set of nuanced discussions which will change with time but at the moment the risks remains high thank you for that we'll now turn to Mike Griffiths at ITV Wales good afternoon Mike good afternoon to you both I'd like to ask on the proposals and the discussions around maybe periods of catch-up that may be needed adjustments to the summer holidays potentially where you stand on that currently well it is really important that we recognise the significant interruption to every child's education in Wales as a result of Covid and despite the best efforts of teachers and support staff to keep our children and students learning we have to acknowledge that interruption we've already invested in excess of 30 million pounds in this academic year and we have a thousand extra staff working in in schools to address that interruption but clearly that we we need to look into the longer term as how we can support support schools and support children so once again it's we are working with our education lists our local authorities and our teaching unions as to how best we can identify the resources needed and utilise those resources I I've said this before I have long you know argued about the need to revamp how we operate our academic year those challenges that we were aware of previously haven't gone away because of Covid indeed perhaps Covid is amplified some of the challenges of prolonged periods outside of school and there is a discussion to be had about whether changing the academic year is the appropriate thing to do and we will have those discussions but in the here and now what is dominating our thinking and our work is to get children back in the here and now and then work on ensuring that there is the resource and the support needed to ensure that children are back learning again motivated again and looking forward to their to their future and supported by edgy education staff who are resource to be able to do that. Thank you I'd like to put the topic of vaccination clearly it's an emotive subject often beside the you know the scientific side of it and the the progress that we know is happening the suggestion that teachers should be treated a priority group is not one that's gone away despite debates on either side of that where do we stand on that now and assuming we hit our target for our current groups in the end of April where will teachers be as a group after that will they be next in line potentially. Well Mike first of all can I say you know what an amazing amazing effort over these recent months by our vaccination teams the Lent and Breth the Wales and the graph that Dr Jones showed you is testament to that massive logistical challenge and the efforts that are going on in our local health boards and our primary care settings with volunteers everybody determined to get as many vaccinations out there as possible and we're making really really really good progress. We will be guided by as always the advice of the JCVI this is an independent committee of experts who are there to advise governments on how best to deliver an immunisation and a vaccination programme and they've done that on the basis of risk who is more likely to suffer significant harm or tragically death as a result of contracting COVID and that's why the vaccination groups are set out as they are. We await further advice from JCVI on what should happen after April when the first one to nine groups have been have been vaccinated and of course whatever the JCVI recommend that's what the Welsh Government will follow with regards to teachers you know I understand the anxiety and I as I understand the anxiety of all of our frontline workers but when it comes to teachers I think it bears repeating once again that in terms of deaths hospitalisations or even test positivity thankfully our teachers and our teaching assistants are at no greater risk than the general population but Dr Jones you you can give some further details I'm sure on what JCVI are looking at next yeah so for the the current approach as you know is to get through the nine high risk groups which represent 99% of all deaths due to COVID and so all countries are signed up to that and that's what the plan is until April and there's no place to vary from that. Phase two though is the wider rollout throughout the population and we await JCVI advice about that I think we'll probably hear something over the next couple of weeks my sense is that age will still be a very important factor in the prioritisation of that rollout because it still determines outcome. Occupation is quite a difficult thing to put into such a program because it is often very hard to disentangle the effect of the workplace from travelling to the workplace and other factors in individual people's lives and you will understand how much we value the work of teachers from what we've said about our focus on children's outcomes you know we know that children are being harmed by the current situation with schools closed so we do need teachers to go back to do their valuable job however teachers even if there was an occupational slant to the JCVI guidance probably would not be top of the list there are unfortunately other occupations which represent significantly higher risks than the general population whereas generally teachers are actually lower risks than the general population. Thanks Dr Jones we're now going to go to Abbey Witech at Wales online and I understand Abbey you've been at Uscol Gwain and Anton the Rail of Glamorgan this morning. Yes yes I have and everyone was very pleased to be to be back there and the head teacher was hopeful that his older pupils would be back soon and that was one of the questions I want to ask you seem to have just indicated that obviously you can't know yet whether there'll be a full time return to all learners on site even next term given that you've said that education and getting everyone back is a priority what might we now be in a position where people can go on holiday move around different parts of Wales yet all learners aren't back or are we looking at a situation where we're going to be in this kind of lockdown till potentially the end of next term I mean surely that can't be the case what are your thoughts there on really the likelihood of learners being back full time on site next term? Well Abbey what's really important is that we continue as a nation to do the work that creates the headroom for us to get more children and young people back to school and I am the first minister and indeed the government as a whole are determined that that is our top priority to create that headroom and to use it to maximise face to face learning and I'm pleased that the first minister has you know repeatedly said that now I acknowledge that there will be some children the potential that will not be able to go back to face to face learning this side of the Easter holidays but as I said in my opening statement my preference is to get all children back to face to face teaching after Easter but I can say that whether the virus will allow us to do that of course is a different thing and as always rather than just focusing on dates we will be focusing very much on what the public health situation allows us to do if we can go faster and the advice is that we can go faster believe me I will grab that with both hands and we will get more children and young people back but we have to be guided by the advice and the evidence to make sure that it is safe safe to do so and it doesn't result in a deteriorating public health situation once again because that won't be good for children nor the rest of society. Thank you. Yes, I understand that. I'm sorry I mean Dr Jones something to add I'm so sorry. I didn't have much to add but I suppose the way I would see it is that the return to school agenda is the fixed point and this is like a well it's not fixed in terms of time but it is a fixed intention as we move back from the restrictions that we face but we also clearly have wider responsibilities to everyone's health and well-being and the economy as well so we will have to actually make sure that we don't extend the period of lockdown longer for everyone and it should then should be the case so we'll have to be bearing all that in mind alongside this this fixed point which is our intention to get children back to school it all has to be balanced out together. Thank you so is that to say that other lockdown restrictions may be eased before all our learners are back on site full time? Well Abby as I said the intention is from the government to use what available headroom we have to prioritise children and young people that will not that will not change there may be other headroom that allows us to do other things. We also have to recognise the complexity of schools as organisations in the sense that they have potentially large numbers of both pupils but also adults working in those circumstances so we have to make sure that we organise education in a way that maximises face-to-face contact but also does not jeopardise further disruption in those schools but as I said the top priority of this government is to get children and young people back to face-to-face learning if there are other things that can be done done alongside that then the government as Chris said will balance the the needs of the entire population but children and young people are our priority. Thank you Abby we'll go to Dan Bevan at LBC. Thank you very much Minister and to yourself Dr Jones as well good afternoon to you both but this is more of a question for yourself Minister just picking up on something that you said in response to Bethan earlier based on what you said you seem to hint that the Prime Minister's plan for schools is is not a cautious approach if you've both got the same advice but you're coming up with a plan to get to school let's get schools back nearly a month apart I wonder do you think that his approach is wrong? Oh Dan it's not for me to comment on or or prejudge decisions that other education ministers or indeed other governments are doing what I can do is follow the advice that is given to me and we are seeing a return today in Wales ahead of England because of the hard work of the public in Wales that has created the headroom that has allowed Dr Jones and others that advise the government that our youngest pupils can return and I will continue to be guided by that advice as they said we've set out our plans hopefully for the 15th of March if there is more that we can do because the situation allows us to do that we will but I'm here to follow the advice that I've been given here in Wales the approach that is very similar to the ones that has been taken in Europe very similar to the approach taken in the United States and indeed in Scotland where they too today will see the return of some of the youngest pupils it's very clear from reading the evidence and to listening to the advice a slow and cautious return to school allows us to monitor impact to make sure we're doing it properly and make sure we don't jeopardize the hard work of the Welsh public in getting us to this situation but Dr Jones I don't know if there's anything you can add Dan I think I would wish to reassure you that we have a very well established well-developed advisory mechanism here in Wales you know we see the analyses of SAGE, SPYM, the other big kind of UK groups that analysis is all considered by our own technical advisory cell within Welsh Government which has a number of subgroups including one on children and young people in educational settings so we do have a very well established advisory mechanism and the chief medical officer's office as well so there is there is some robustness in the advice that we can give our ministers back to you Dan thank you very much both and this is more of a question for the both of you can we just get some reaction to the study coming out of Scotland this afternoon regarding the Oxford AstraZeneca vaccine reports that it's cutting hospitalisation there by up to 94% does that change your thinking in any way when it comes to in your case minister decisions that you're making with regards to lockdown vaccine rollout et cetera and for yourself Dr Jones when it comes to advising well Dan you know that's very very encouraging news coming out of Scotland and can give us some confidence as we go forward as Dr Jones said earlier when looking on how we unlock ourselves from the situation we find ourselves in whether that be in education or wider society there are a number of factors that we need to take into consideration hospitalisation and pressure on our own chairs is one of those key factors and of course if we're seeing vaccination keeping people out of hospital then that has got to be good news for how we can move forward I mean I think it probably is still a bit early to be clear about the effect of the vaccine in the UK you know we have seen almost a 50% reduction in confirmed COVID cases in our hospitals since the peak but that's at the same time as we've had about an 80% reduction in case numbers as well so that does seem to correlate in itself and very hard to attribute the effect of the vaccine additionally to that the changes in the case rates in the over 60s compared to the under 60s are similar in Wales at present but I would hope that we will start to see a reduction in the case rates over 60s soon I mean the data that's emerging from other countries is very reassuring on this particularly Israel where we know they've had a very accelerated vaccine rollout and they've definitely seen a reduction in transmission but also a reduction in hospitalisations and deaths so we are very hopeful that this will happen but I just think it's slightly early at the moment we're also desperate down not way to look for that good news but it's always wise to you know remember a little bit of caution in how these things are interpreted thank you Diane and finally we go to Harry Evans at the daily post good afternoon Harry last week investigations were ongoing to how a person in Conwy called the South Africa variants of the virus is there an update on those investigations and have there been any further cases of variants of concern reported in Wales in the past week or so well Harry I'm going to turn to Dr Jones of course new variants are always of course concerned for us and that's one of the reasons why we're taking our cautious approach in the reopening of restrictions Dr Jones my understanding is that we have 17 probable cases of the South African variant in Wales and that those cases are associated with the travel history in all but I think two cases the case you mentioned is one of those two but I don't feel I can comment any more in any individual case but that is the situation as I understand it and there's no sign of Brazilian variants present back to you Harry and with the physical and mental health impact of lockdown on children in particular what role will PE and sports play in pupils education over the coming months well Harry you're absolutely right what we know that being out of school you know is so tough on our children and young people and the ability to get children back into school and engaged in a rich curriculum including artistic endeavours as well as sport is important but clearly we need to do that in a safe and COVID secure way so again we will be ensuring that there is advice to school there are definitely physical activities that children can engage in safely and we certainly want to see them all moving around and whether there are mitigations that we have to put in place to ensure people are safe but the more time our pupils can spend outside whether permitting then that's the better and them and I think it's really important that we give our schools the freedom and to be able to design a curriculum at this stage that really focuses on children's health and well-being because we know unless we get well-being right then children cannot learn and that's why we've taken steps to ensure that schools have that flexibility to be able to really strongly focus on well-being of young people as well as their academic learning. I think that brings us to the close of today can I thank you all once again and to thank Dr Jones for his attendance and his continued support to our work in education and thank you once again for creating the headroom please keep on following the rules and guidance it makes a massive difference


Hi everyone. My topic is ADP with RDMA. That is ADP is implemented in RDMA, specifically sub-rocky RDMA. The agenda is, this is the agenda for today. The first is about ADP, including ADP introduction, ADP use case and ADP action. The second is RDMA, including RDMA introduction, Yifin Band and Rocky version 1, Rocky version 2, RDMA summary and sub-rocky. The third is high-level design about ADP with RDMA, including introduction, new flag, construct and output format. The fifth is ADP kernel implementation, including new driver, sub-rocky, ADP initialization, ADP send pass, and the reshoot pass. The final is a demo. ADP express data pass is IEBPF based high-performance data pass used to send and receive a network package at high rates of bypass most of the already set time network. Network stack ADP is a programmer and high-performance networking data pass. ADP defines a package processing process that runs very low in the system at close to the hardware as possible. BPF provides the probability for ADP allowing users to access the low-level networking data pass to implement word-to-switches, load balancer, firewalls, and for ADP programs are intended to possible access differently. ADP platforms, which includes not only linear kernel but also potentially NIC overload switches, DPTK, and other operating systems. ADP is IEBPF and early package processing. ADP is short for Expressed Data Pass. It is marked in kernel 4.8. ADP is runtime programmer package processing inside the kernel, not kernel bypass. ADP applications are compiled to platform-independent EPPF byte code. Object file can be loaded on multiple kernels and architectures without becoming compiling. ADP can be used in the following scenarios. DDOS, early drop-in malicious package, when DDOS is detected, the malicious packages are dropped with ADP drop-in or about silently. This decreases the CPU utilization load balancing with ADP redirecter. ADP will redirect packages to other NICs or user space applications to implement load balancer. The third is a sample monitoring the contents of packages. In my demo, I most used this sample to check the contents of ADM packages with software. The fourth is possible forwarding destination, networking device, or user space application with AF-ADP packages are redirected to user space applications or other NICs directly without network stack. ADP applications now ADP actions are shown on the right picture. All valid ADP programs must retain one of these defined values, unknown routine codes without resulting package drops on the awarding via BPR for valid ADP action. ADP drop-in about drop package immediately, about drop-in with trace-up point exception. ADP pass build-act KB and pass dot package to network stack. ADP transmit dot package back to the interface. The fifth is ADP redirecter, redirect packages to other NICs or user space applications. Now the ADP introduction is complete. Now I introduce ADM. ADM is short for remote direct memory access. It is a relatively new method for interconnecting platforms in high-speed networks that or comes many of the difficulties encountered with traditional networks such as TGP IP or Ethernet. ADM is a new standard, it is a new protocol. It is a new hardware interface called on the switches. ADM is a new software package. ADM implementations including IFIN band and ROKU version 1 and version 2. IFIN band implementation needs special devices. For example, HC hosts the channel adapter, IB switch and special keyboard ROKU, including ROKU version 1 and ROKU version 2. ROKU version 1 is based on TGP IP Ethernet layer. It is based on the layer 2. It only works in local network and it is not popular in data center. ROKU version 2 is based on UDP. It is popular in public and private cloud and data center. ROKU version 2 is based on UDP IPv4 or UDP IPv6. The target UDP port 4791 is reserved for ROKU version 2 because ROKU version 2 can be rootable. ROKU version 2 sometimes can be called rootable ROKU or ROKU. ROKU version 2 is supported in Malinux O5 2.3 or above. In Linux 4.5, ROKU version 2 is supported. E810 also supports ROKU version 2 and E810 also supports IWOP but we do not use IWOP, we just use ROKU version 2. ADM is a network performance optimization, a traditional networking stack, so-called TGP IP Ethernet, how inherent performance barriers are on the CPU or head. ADM is designed to reduce or limit these barriers. The following are the benefits from ADM technology, including CPU utilization and memory bandwidth, software implementation of the IBT ROKU version 2 specification, ADM transport service or Ethernet network. The following is the package of ADM. It is UDP payload. It includes base transfer header, IB payload and ICRC. The right is the cooperation between IBT and ROKU version 2. IBT stack includes IB network, IB link, and IB management while ROKU version 2 is UDP payload. It works in TGP IP stack. The use case, we use software ROKU developer new ADM features on software ROKU. It is easy to debug on developing application on software ROKU. We can use software ROKU test. It is used very popular in public or private data center. We can use software ROKU to connect to monologues firewall or Ethernet to check the package is correct or not. There are three parts of ADM software architecture. The first is user space. Software ROKU user driver is in ADM called software package. IBT ROKU is called the specific implementation of software ROKU user driver. The second is kernel. Software ROKU kernel driver is a touch on a specific NIC driver, ICE driver. This is the driver of the entire NIC driver. It receives the ADM package from more ADM stack build and put ADM data into UDP payload and send it to TGP IP stack. The third is hardware. We can use any NIC including E18. This is entire NIC hardware. In my demo, I use E18 without IDMA. IDMA is the IDMA implementation of E18, and I attach software ROKU on E18. This is the high-level design flowchart. The difference is that NIC driver transfer ADP program to software ROKU driver. The software ROKU driver uses this ADM program to map ADM data between kernel and user space. There are six parts. In this picture, these parts can be divided into two parts. The first is user space. Parts 1 and part 2 indicates ADM ADP user space C file. They can be compiled into a binary file. Parts 3 indicates this binary is checked by eBPF verifier. The second is kernel. In this kernel, there are three parts. Parts 5 indicates this binary file is attached to NIC E18. Parts 6 indicates that the binary is transferred to software ROKU driver. Parts 4 is mapping ADMA data between kernel and user space. The ADM application access not dealt with. Then ADP is transferred to ADMA driver. In my demo, I used software ROKU. Then ADP works in ADMA and receive both parts of ADMA. All the comets work in kernel 6.2. In this picture, there are three parts. Parts 1 attach ADP program to NIC by IP link commander. In the demo, NIC E18 is driver. Parts 2 ADP program is transferred to software ROKU receive parts when rounding dump ADM package to the user space. Parts 3 is similar to part 2. It works on software ROKU send parts. The following are the specific implementation. This is the user space application. In user space, 2000 are involved. The first is ADMA package cannot see ADMA package. In ADMA package cannot see the retained value is ADP pass. This means that the packages are resumed to travel in the kernel stack. In ADMA package, user see the following will do. ADP flag is ADMA is introduced. Parts 4 ADMA package. The third is output of information of packages. This will introduce the new flag, ADP flag, ADMA. ADMA flag is introduced. This new flag is showing in the following. This flag is set in to attach of ADMA package, user see ADP program in user space and checked in ISE ADP. ISE main seed in kernel part. This will introduce the core structure in user space structure like the year of code before. With this structure, ADMA package are positive. The core structure is at the below. There are three main variables. The first is the name. This indicates the operation name. The second is the length, the distance between the beginning of the beginning of this structure. The third is offset the structure in this ADMA package. The core structure is initialized in my source code. In this PPT, I just showed the first record. This is the example output of user space application. This output is one package from IP connections. This output is displayed as a structure. It is similar to CRUSH. The number following the structure member variables are the values in these IP connections. The output contains source, destination, IP address, UDP information, and ADMA package information. This is our IP package analysis, including IP, UDP, and ADMA headers and payloads. In kernel, two drivers are unidid. The first is NIC driver. In my demo, I used the driver of year 18. The second is ICT driver, software driver. In NIC driver, this function that in the old BPL of points, we all check the ADMA if ADMA is set. ADP program is transferred to software key. If not, this ADP program is used in the NIC driver. The third is in software key driver, three parts are involved. The first is initialized. The second is send parts. The third is receive parts. This is the NIC driver. NIC driver checks the ADP flag, the ADMA if the flag is set. ADP commands the ADP setup program. We all set that our right point arrow. ADP program is below. If not, ADP commands, we all work as euro. In ICT driver, that is the original IC ADP setup program is called to perform original tasks. In software key driver, the ADP initialization includes send and receive initializations. And the following scenarios should be considered. First, when software key driver has been attached to the NIC, the event that that will change is sent out. Software key driver receives this event and makes sending receive initializations. Second, before software key driver is attached to the NIC, the ADP user base application has already been attached to the NIC. During software key driver configuring NIC network, the software key send receive initialized down. This is the software key send pass. In software key driver, send pass, ADP fetch the ADP to a new ADP, ADP list, ADP user base application, fetch the ADP and analyze them. In the right diagram, the ADM data from ADM stack is built into a FKB package and stored in UDP payload. And at the same time, it is cloned to ADP FKB queue. Then the FGP program fetch our FKB package from this queue and analyze the ADM data. Finally, this FKB package is freed. The built FKB packages are still sent to network stack. In software key receive pass, the FKB packages are from NIC. If the ADP is enabled, the FKB packages are parsed by FGP program, user base application, face the other tools to ADM stack. If not, the FKB package goes to ADM stack directly. In the right diagram, FKB packages from NIC are sent to software key receive pass. Because of UDP port 4791, in receive pass, if ACT-DP is enabled, ACT-DP program will pass the FKB package. If not, the ACT-DP package are handled and sent to ADM stack. Now, ADM and the design for this topic are completed. This is the demo. There are four windows. I show you. The top window is to capture and display the ADM package from IP server. The bottom left window is IP client. The bottom right window is to capture and display the ADM package from IP client. The ACT-DP program on client and server are targeted. When IP client is sent to the server, then the packages are received and displayed on these two packages. Thank you. This is all. Thank you, Xu. I have a question. You said it's for the software raw key, right? So you mentioned XDP. Do you implement all these XDP TX, XDP pass, all this command? Or for your use cases, mostly for tracing, dumping some details of the SKB for performance and debugging purpose? Yes. This is, for example, the ADM package. If I get you corrected, you want to know the purpose of this application. I think this application is to sample the ADM package with software raw key. When the private and public data center, it is very important to check the content of the ADM package. So I use this to check the content of the ADM package. That is all. I think this is my answer to our question. If the purpose is for dumping a package, have you looked at tracing to do the same thing? Yes. We can use this to trace the ADM protocol implementation. When we make a firmware development, we can use this application to check the raw key version to a protocol parameter. This can help a lot of developers to check the raw key version to implementation, correct or not, if I can get you corrected. I think you want to know another purpose to trace the raw key version to implementation. When we develop an ADM application with year 18 or Monox file hardware, we can use this software raw key to connect to Monox and all year 18 and to check the raw key version to protocol parameter, correct or not. Simply, we can use this to check raw key version to protocol parameter, correct or not. That is all. One last question for me. Are you planning to post what you have in the kernel soon? You may change. Yes. This is already and I will send out very soon. This is used in several companies and several developers use them to make a sample and trace the raw key version to protocol parameter and we are very soon to send these out to the for code review. If some more body are interested in this, I'm very glad to discuss this. Thank you. Okay. Thank you. Sorry, I had this. It is my first to join this meeting. I'm very nervous and shy. If I do not well, please do not be stricken with me. Thanks for your presentation. The demo is very useful. Thank you. Okay. Bye-bye.


This video is going to be highly controversial, I feel, but I also think that it just, like, it shouldn't be. Like I feel like we should just be able to talk about this and that's why I'm doing it. Let's just get into it. I've had this topic on my heart for just like, just a very long time. And I'm really sort of like wary to give my opinion on this topic or like to comment on it in any sort of way. Like just like putting stuff on the internet out like this. Like there's someone who's going to watch it whether you have a small audience or a large one, which would be very small over here. So if you want to subscribe, that'd be cool. I so deeply do not want to offend students who have worked so hard to get into their dream school. I do not want to devalue or diminish that accomplishment in any way. And it's just, it's not the point of this video. This video is really for anyone who didn't get into, you know, like their dream school or a brand name school that, I just feel like I just want to make it so that I can like be like, yes, like most people who've gone through the college admission process, like have a change of heart like years later, I would hope. And then you are deserving of feeling successful and feeling like it's not like the end of the world that you didn't get into your dream school. So in this video, I want to talk mostly about the stigma and unnecessary pressure that sort of brought upon students around the globe based on the college acceptance rate. I hope if anything, this video is not meant to take away from anyone's accomplishments, but rather to like, I want to just give like a reframing of how we view the college acceptance, you know, and rejection time because it's just like, it's just a lot. Let's start simple. What is an acceptance rate? According to liberalartscolleges.com in simple terms, it is the rate at which a given school accepts applicants. It's the percentage of students that a school admits to their incoming class based on the number of students that applied. This means that schools who get more students to apply will be able to reject more students and thus have a lower and more impressive acceptance rate. Basically schools want a lower acceptance rate so that they seem, you know, more selective and they seem like a better school. Okay, so now I'm going to tell you the definition of marketing. So according to Wikipedia, I'm so sorry to my high school teachers and middle school teachers. Yes, I got my source from Wikipedia. I could have a whole conversation on the validity of Wikipedia and I think it's actually a very interesting topic, but I thought they had a really good quote, so I'm using it, okay? Marketing refers to activities the company undertakes to promote the buying or selling of a product, service or good. In 2017, The New York Times described it as the art of telling stories so enthralling that people lose track of their wallets. It is one of the primary components of business management and commerce. As much as we don't like to admit it and maybe colleges don't like to admit it, like they're a business. I think this is really interesting because what I study in college is like pretty much nonprofits and I think that colleges sort of skate by on this like, you know, it's like schools are like most generally like categorized as like I would say a nonprofit organization. And I think that that sort of implies that college that their main purpose isn't making money and that's just not true. I mean, I don't know. I think that obviously the schools, the schools, most schools focus is to educate their students and yes, 100%. But in order to keep their doors open, they have to meet their yearly budgets and fundraising and all that stuff. And that's why tuition gets higher because it costs a lot to operate a college. Really in order for them to educate, they have to be really focused on making money. So that's just like something to keep in mind. One of the biggest tools that colleges have been using in recent years to market themselves is through these college acceptance rates. Hi everyone, editing Katie coming in here. So I just wanted to say that, this did not come out right in this video. So I would say that colleges don't necessarily they don't make up their college acceptance rate. But what I was trying to say is that colleges brand themselves, they use marketing tools to get students to apply and raise those numbers. So it's just something to keep in the back of your head because it's, yeah, it's just, keep it in your head. We love brand names here. Our shoes, our purses, our cars, our schools, literally everything, they have brands. And when brands, you know, when you think of that word, like a brand is selling you an idea. And you know, this is something that like I didn't really like fully comprehend until I like got to college and like took a class on it. But like, okay, so I'm just gonna like give you like a fun example. So there's like this sweater that I really want on Everlane and like I keep being like meh, like I'm not gonna buy it. And then like I keep like looking, I don't know. Anyway, it's not about my sweater. Anyway, when you think of a brand, like they're not just selling you a sweater.  Like if I buy the sweater from Everlane, like I will also be like, you know, in a fabulous library drinking a latte with penny loafers on drinking out of a metal straw and recycling every day because I'm a, you know, a sustainable queen. So like they're set, like that sweater is like giving me that image of my life, but really in actuality, like it's just a sweater. Like, you know what I mean? I'm sorry, this is like, this is, I hope this is making sense. Okay, so, but colleges basically do the same thing. The lower the acceptance rate, like the better the school. The more successful you are gonna be in your life, right? And like, no, like not necessarily. I'm like trying to like make this video chill because like I have a lot of like, like I feel like I'm like coming with receipts. Like I don't do this a lot. Okay, so I think when people are talking about the college admissions process, like nowadays to back then, one of the biggest things that comes up is people love to just throw the statement around. It's harder now to get into schools than it was a generation ago. And so like, okay, so this like question, right? The cold answer to it is yes, also no. Like people like, okay, this is what I'll say. So like 20 years ago, like it's not like everyone was like just dumber than all of us now. There's just like statistically more of us now than there were 20, 30, 50 years ago. So factors like the common application make it so much easier to apply to college than it was, you know, I don't know when the common app was completed. I probably shouldn't have looked that up. Each individual person is A, applying to more schools and B, there's just like more of us applying to college. So I like this segment from educationnext.org. They say, first, the US population has increased almost 50% over this time, but places like Yale aren't admitting 50% more students than they were in 1980. Plus, there are more international students fighting for these slots as well. Second, America is richer and better educated country than it was a generation ago. The upper middle class and above has grown significantly as a share of the population and these are the families most likely to aspire to highly selective institutions for their children. So what I like most about this excerpt is that it shows the things that have changed over time and the things that have pretty much stayed the same. And what has changed is the amount of people applying to colleges and the amount of people who have college educations. But what hasn't changed is the perception around what is, you know, what is deemed a good school or like a prestigious school. And like, for the most part, like college, I could get, this is like a whole other topic, but colleges reputations do like shift over time. It's just like sort of a natural thing that happens. So really there's just like a lot more educated people running around. Doesn't seem like it this year.  That would be really cool.  Sometimes I can be, but let's put time. I got it up here, okay? Like obviously there are like better schools than others.  Like no, like it's Harvard. Okay, so let's say you have two students, right? I don't know. Like I think that we just get so obsessed with like numbers in our generation. Like I think that's just a very like, we grew up on social media like always defining ourselves like by the amount of likes we got or like, I don't know, like I think that's it. Let's say you have two students, okay? You got one student A and student B. So student A goes to a school with a 40% acceptance rate and student B goes to one with a 65% acceptance rate. They both go to state schools and they're both English majors and you know, they have pretty much the same curriculum. Both sets of their professors have doctorate degrees and they get pretty much the same grades. Once you get into college, like I would say that most people agree with this. You can't convince me that one worked harder than the other. And to be quite honest, like what does that comparison even do? This really like melts away, I think for like the middle caliber like tier people because like I'm definitely in that category and see the problem with this when you get into college and you actually get to the school, all of that noise of college admission goes away and like there's so much noise. The conversations that take place in four years of high school surrounding college are A, endless, literally endless. And just, that's it, I think that's it. And they're just a lot. Even if you're talking about them in a positive way, there's so much talk nowadays about like college. And I guess that I don't know what it was in the other days, but it's just a lot. And this idea is really killing our generation right now. All of these students are absolutely murdering themselves to get into college right now, but the competition is so fierce that like a lot of students are getting rejected from schools that like they meet their requirements for. And then they just feel like it was a waste of time and energy their whole high school career. When I saw a TikTok of a girl, sorry, this whole video, she's like me talking about TikToks I saw. But it was basically just a girl saying that like she absolutely killed herself to get into college. When she got to college, it was COVID and it was supposed to be like everyone's telling you if you work hard in high school, then you get to go to college, you get to have fun and like be with friends and do all the stuff. And like that's even taken away this year. And to be quite honest, like I feel like, I've made other videos about this, but like a lot of that like build up hype is like, honestly, it's like too much sometimes because your first year of college is like mostly terrible. It can be like really fun, but it's like mostly terrible. Like you probably hit your stride around like junior year, which is so fun because of pandemic it, not okay. So an article from Forbes put it really well. Increasingly students report that they arrive at college burned out with no sense of why they're there. In high schools, rates of depression and anxiety have risen for a number of reasons, but the college admission is one. Knowing that highly competitive colleges look for passion in their applicants, students obsess over ways to find it or worse, create it when it really isn't there yet. So what I like what freaks me on about this one, this one quote, basically our generation is so obsessed with the idea of success that we don't even consider what we want or how we want it. Like we don't even bother to ask ourselves those questions because it's not what colleges want from us, you know, on those applications. So this leads to part three of this video. Why do we feel like such failures in this process, even if we get into the school of our dreams? Now it gets personal. So when I was going to college in 2018, I really fell in love with like this rare degree program called arts management. And it's really only offered like a handful of schools in America. One of my top schools happened to have this degree. So I was like sick, right? But the school that I go to has like a 78, 78% acceptance rate or something like that. My immediate thought wasn't like, Oh, I found my dream school where it has, you know, my perfect major and I'm living in the perfect city. It was like, Oh, I have wasted my high school career to go to a school with a high acceptance rate. What? I already interviewed high school students right now. I guarantee you that like 99% of them have had that thought, which is just so like, it's so yucky. Like I hate that. So I just had to like toss out that toxic thought and like make decisions for me because hi everyone. So it's a couple of days later. I was filming the end of this video and my camera stopped recording. And I re-filmed the end of this video one more time. And I was editing it this morning and I was just like, I haven't said anything in this video. I am so afraid of making any kind of point because this topic is just something that everyone has such a very strong opinion on. And I think that this is really the root of what I was trying to get at this whole time. And this is exactly what I have been trying to say. Each individual person who is, you know, reaching the age of 17 and 18 is, you know, bombarded with all of this talk of college. And there's a lot of expectations that surround this decision. And I grew up in a very academically charged area, if you could say that. So there's just, there's always a lot of opinions and it's just a culture. I mean, teachers have things to say about where each individual student is going to college. Students have things to say. Other parents have things to say. Friends, family, like everyone has something to say. I guess I think sometimes because we're so young, we don't even know how to listen to ourselves. And I thankfully, like I made the right decision for me. I went to the best school for me. I love my major. I love my life truly.   You know, going to a, you know, a brand name college is a very easy way to prove your personal success to somebody else. But we all have an individual journey. And to be quite honest, like I think within this, in these, these like, I'm gonna say like academically charged areas, I think that sometimes what gets lost is the, like the privilege it is to even go to college. And like that has definitely been lost on me.    In whatever capacity that is. And like, this is really, this video is really like, if I were to pick an audience for it, it is for people who are going through this process right now because I think when you're in it, it's really hard to listen to anybody about this sort of phenomenon of like, once you get to college, like you just, the judgments melt away and then you are left with the decision you've made. And I just, I would just hope that when that noise melts away that you have made a decision that's like really good for you and in every single possible way.  But this just truly conveys like what the essence of like this, with this conversation like means to me.  Like I'm not gonna lie, this is really like, this is really dumb. But I wrote, I wrote this a couple of days ago. It was in the other version. Okay, so we're taught that college is the only thing since middle school to work towards.   Yeah, and just know that, you know, you're not alone in the way that you're thinking. And yeah, the whole reason that I started to make this video is because I saw all of these. I can't remember if I put this in or not, but I feel like this is important. The whole reason that I started to make this video is because YouTube started suggesting me all of these videos on my homepage of like IV, like rejections and acceptances. And so I clicked on, there's so many of these videos and they have millions and millions and millions of views.  Like there's just, everyone has an opinion. And like, I can't like sit here and be a hypocrite because like when you're in it, like we all have those thoughts. Like we all have those moments. So it's just, yeah, I'm just, I'm just, I just wanted to make this video to be like, it's okay, you're gonna get through it. Anyway, thank you so much for watching. If you're like, wow, this girl like is so stunning and smart. Like I just need to find out if she has more content. I'm just kidding. I do, I'm on a gap year this year because of COVID and I make a lot of content about that. So if you're interested in gap years too, like, or if you're not, I would say go check out my other videos because I make a lot of good points. And I'm very humble. So thank you so much for watching. Give it a like if you liked it and subscribe because I post new videos every Thursday and sometimes on Monday. So yeah, thank you so much for watching and have a good day. You're gonna be okay, all right. Ah, bah, bah, bah, bah, bah, bah, bah, bah, bah, bah.


In the OSF, links are an alternative to building a component within a project. A linked project acts like a component but is independent of the linking project. That is, the author of the project still has full control. To add a link to your project, click the Add Links button in the Components section of your project overview page. Search for the project that you want to link to, and click the plus button. This will add the link to the Components section. Any public project can be linked to, which makes linking a useful tool when you want to reference another's work or indicate that something is part of a larger project while still maintaining the linked project's independence. To remove the link, simply click the X. By clicking the Fork button, links can easily be turned into forks of that project. You could use linking to create a compilation of related articles, like a journal. Or, you could use it to manage a classroom of independent projects.