Hello and welcome. So, in the last lecture, we had looked at the basic concept of parallel staging and what kind of configurations emerge when we employ this concept. In this lecture, we will explore the benefits and some basic formulation aspects of a parallel staging based configuration and how it fits in with the staging solutions and the design aspects that we have discussed so far. So, let us begin. Let us look at first the benefits that accrue to us due to parallel staging. Now, we have already noted that the booster stage will generally be a bit bulky and let us see what kind of benefits it brings in to our overall performance of a multi-stage rocket. The first thing that it does is to limit the velocity during a dense atmosphere and tries to reduce the drag losses which actually increase because of higher amount of base drag as the frontal area presented to the wind is larger because of parallel staging. Secondly, we note that the efficiency of first stage improves marginally because it needs to propel a lower mass and more importantly, it can also make use of the gravity turn maneuver more effectively. In addition, there are operational benefits of parallel staging as described below. The benefits are in the form of operational flexibility in operation of the zeroth stage in relation to the first stage and sometimes in conjunction with the first stage. In many missions, in order to achieve a specific trajectory profile, it is possible for us to sequence the firing of booster and the first stage in a parallel mode without the risk of interference. Such an operation means that the booster stage and the first stage operate together, generating a huge amount of thrust at the lift off which is an important requirement particularly when we are designing heavy lift rockets that are currently the norm and space X heavy lift Falcon 9 is an ideal example of such a configuration. Let us explore this further through two examples of first PSLV and the space shuttle. So, in the case of PSLV, the normal configuration with boosters contains six strap-on motors of which at the lift off only four are ignited along with the first stage. So, you use only four of them at the lift off along with the first stage. So, both of them fire together indicating a heavier lift capability and the remaining two are ignited 25 seconds later. You can clearly see that because the two boosters are held back, while you will be able to lift cleanly a larger mass at the lift off, your velocities will still be limited because you are not igniting all the boosters and the remaining two boosters are available once you have acquired a little altitude and that you are now entering a slightly less dense atmosphere. Similarly, we find that in space shuttle both the boosters operate along with the first stage simultaneously and as you have seen in the configuration the boosters are the large size boosters, but they are lighter in comparison to the first stage so that they will finish the operation earlier to the first stage, but the benefit of such an operation is that they provide a heavy lift capability at the lift off as you have to realize that the space shuttle at the lift off has a mass of 29 tons and that is the mass of the space shuttle itself. So, obviously, you are going to require a very large thrust at the lift off and such an operation of both the booster stage and the first stage firing together makes a lot of sense. Let us now look at the formillational aspects of parallel staging configuration. So, at the outset we note that the formulation for parallel staging is similar to series staging, particularly in situations where step on stage is allowed to complete before the ignition of the first stage. So, if we finish all the step on stages before the first stage started, then it is like any other serial rocket and the same relations that we have seen earlier hold good. Of course, when both the step on stage and the first stage operate together, then there is a small change in the formulation that we need to look at. In fact, we need to also look at this aspect even for the step on stage because the step on stage is not really a single stage of rocket, but a combination of multiple rockets firing together. In fact, if you have seen the configurations, you will realize that the number of step on rockets, which all of them fire either together or in a sequence is generally between 4 to 9, which means that we need to do a little bit of processing of the basic relations before this can be used as a single stage series operation concept. So, let us consider a general case where there are n rockets firing together and let us assume that these n rockets could either be all of the zero stage or only some of the booster stage or all of the booster stage and the first stage together. It does not matter which of these cases is actually operated as long as we assume that there are more than one rocket firing at the same time. In such a case, we know that the total thrust generated for this configuration is the algebraic sum of thrust of all rocket engines firing together. However, if we want to make use of the relations that we have already developed for telemetry calculations and multi-stage configuration design, then we need to represent the multiple rocket firing as a single equivalent rocket firing as has been shown next. So, following are the applicable equations for an equivalent single rocket stage for performance and design calculations that is derived from more than one rockets of different capabilities firing together. So, let us start by saying that the total thrust of this particular stage still called the zero stage is sum of the thrust of rockets generating from all the rockets that are firing together that is i from 1 to n. Now, we bring in our standard expression for the rocket thrust from our preparation formulation and we get the idea that this is going to be minus g0 i equal to 1 to n m dot that is the mass flow rate of each of those rockets into the specific impulse of each of those rockets firing together as zero stage. We also note that the total mass flow rate that is coming out of the zero stage would be sum of the mass flow rate of all these rockets. So, let us now hypothesize the presence of a effective ISP of this single equivalent rocket called the ISP0 which is attached to the mass flow rate all the rockets firing together and together generates the total thrust. Once we hypothesize the presence of ISP0 we can now define this ISP0 as the ratio of the total thrust generated divided by the total weight flow rate that is m dot not into g0 and is nothing but the ratio of the total thrust divided by the total mass flow rate and we see that this ISP0 is an effective mean ISP of the zero stage. In this manner we can express the case of a large number of dissimilar rockets firing together as a single rocket firing with an effective mass flow rate and an effective ISP. You will immediately notice that once we have such a relation we can use this directly for our trajectory calculations. Next, let us look at the changes that are likely to happen in the multistage design configuration where we make use of the structural and the stage payload ratios for arriving at the multistage rocket configuration. So, these ratios in the context of many rockets firing together can be rewritten as shown below. So, the structural ratio of this 0th single equivalent stage is the ratio of the sum of the structural mass of all the rockets firing together divided by the total mass of all these rockets firing together. So, you realize that instead of a single mass value if we replace this with the total mass of all the rockets firing together we directly get the structural efficiency ratio epsilon not. With regard to the stage payload ratio pi not in the present case it is now the ratio of the starting mass of the first stage divided by the starting mass of the booster stage which can again be rewritten in terms of the total mass minus the sum of the masses of all the individual rockets divided by the total mass. In this manner we can obtain the parameter epsilon and pi not which can then be directly used in the design expressions for multistage rocket that we have seen for the optimal as well as the approximate staging solutions derived earlier. And with this we can make use of the velocity and the mass fraction relations as they have been derived even for the parallel staging context. So, to summarize the parallel staging formulation is similar to serial staging formulation in an overall manner. However, we need to take into account the differences in the various rockets that fired together and create a single equivalent rocket stage configuration in terms of its total mass the structural ratio the payload fraction and the effective mass flow rate as well as the effective ISP for that single stage. And you realize that this is going to involve a little bit extra numerical effort just to arrive at this information after which we can make use of already developed relation to design a rocket which is a combination of both series and parallel staging. Hi, so in this lecture we have seen that in a reasonably simple manner we can include the effect of multiple rockets firing together in a parallel staging configuration to arrive at a single equivalent rocket stage which then can be used in the formulation and the solution that we have generated for series staging. And in that manner we can arrive at both the trajectory and the rocket configuration solution for both series staging and the combined staging where you have both series and parallel staging. With this we conclude our discussion on the multi-stage rocket that we started sometime back. We are now in a position to look at some of the special topics and the special features of launch vehicles that are also present. And in the next few lectures we will look at the ideas that are currently being practiced by many space agencies such as air-breathing rockets, single stage 2 orbit concepts, ballistic missiles as rockets. So, we will do all that in the next couple of lectures. Bye, see you in the next lecture and thank you.


Hi everyone, Joe for jazviescasebreaks.com another flawless football break 2019 panini flawless football 2 box Pick your team number number Jordan number 23 Just off-camera. We were talking about Looking forward to that documentary the last dance Let's break brought to you by the last dance on ESPN The 10 episode mini series starts on Sunday. Check your local listings big. Thanks to Matt grabbing the bangles last bot mojo There's everybody else Thanks everybody else From first to last I appreciate it. We did have a number block That was in a separate video So there you go near near me and there's the case of flawless Good luck Have this stuff slide that over there and Let's see Kind of monsters we can pull out of here and thanks for monster hunting with us on jazviescasebreaks.com I was worried that we weren't able to get we're gonna be able to get anymore, but looks like we did so Like It's like Nick maybe maybe found some off the back of a truck But he scoured to the end of the earth to deliver this to you guys All right, try not to look at the encase cards until the last possible moment Let's do the slider box first. There's those blockchain redemptions which are in addition to not instead of So it doesn't replace a card and flawless. So this will this will be for Kane Anderson and the Cardinals Rookie gems signatures diamond. Nice Kane picking up Arizona straight up Nice congrats 11 out of 20 Brian Burns three color patch Matthew with Carolina We got drew lock 12 out of 20 showcase quad relic for the Broncos Denver is a number block team So so that goes to Denver to And that'll be for Liam. Nice Liam We got Cameron Jordan 14 out of 15 Like I want to stretch out that autograph to the very end Saints. That'll be for Josh Hoffman and the Saints There's Kenny G 13 out of 15 It's a sexy hit going to Aaron Salinas trendsetter and The Detroit Lions. I want winners. I want players. I want to win Mike Singletary 10 out of 10 Bears Josh Hoffman with dove bearish and we got a one out of three old Fran Tarkington You're 1975 NFL offensive player of the year One out of three dolphins are a number block team dolphins dolphins vi-where'd I get done Vikings one Is a number block team Chris Erickson Chris All aboard the big hit express Dolphins on the brain for some reason there's Tyree kill Pro Bowl autograph five out of five For Brian Fitzgerald and the chiefs So out of fives and under get the train wheels and here's another one Brian all aboard the big hit express Nice and is that NT sold out Is that our last break of the night it is sold out nice on the left side right here Dion Sanders neon Dion Sanders eight out of 20 Falcons edition dirty bird serenity in the middle is Devlin duck Hodges 18 out of 20 Ruby Steelers Michael Gluccia and Nice Daniel Jones 11 out of 25 rookie shadow Signatures nice. Oh the Giants were a number block team. So that's Giants one. That's for Chris Erickson Nice Naturally mine not lab grown. Hey, there's more Good luck everybody Picker team 23 flawless and then NT coming up after this and then And then that should bring us To the end of the night Thanks everybody. We had a pretty strong day rookie gem signatures DK Metcalf Seattle Arik with the Seahawks No, Logan. Sorry Jason will be on for personals tomorrow. All right, Arik with the Seahawks. There you have it. We got a randomizer here Keenan Allen Amari Cooper and Michael Thomas triple relic seven out of 20 So one happy person two sad people Chargers that'll be for serenity a Mari Cooper cowboys Chad Boone and Michael Thomas Saints That'll be Josh Hoffman one happy person two sad people Donovan McNabb nice nine out of 20 Eagles Eugene with the Fly Eagles fly Game more material. That's pretty cool and a one-of-one Ryan Finley dual laundry tag and Autograph Matt Medlin last spot mojo strikes again All aboard the Big Hit Express We've got seven out of ten Derek Brooks greats autograph Matthew with the temp bae Buccaneers Two-color patch and autograph Kirk Cousins 11 out of 15 Minnesota Vikings Vikings one another one for Chris Erickson. Wow Greats autograph Reggie Wayne nine out of ten for the blue horseshoes Caleb with the Colts Nice, there you go Caleb and back here is Cam chanceler other low number nine out of ten Arik with the Seahawks Hawks of the sea. All right now Let's go by left right center. I'm gonna go Hmm. All right We're gonna go there there and there Two out of seven Kyler Murray diamond Kane Anderson and we got AP agent Peterson 13 out of 20 Redskins Ruby the color of the stone doesn't show up as nicely, but it is red It is Ruby that'll be for the Redskins Redskins number block three John Wickham With Washington three and the final one here is This is nice four out of five Patrick Mahomes Three-color jersey and autograph Chiefs were picked up straight up by Brian Fitzgerald. There you go, man Nice out of fives and under get the train whistle All aboard the big hit express Very nice hit All right, naturally mine not lab grown the case is closed on pick your team 23. We just got to do This little epilogue here seven out of 20 triple relic So let's switch screens really quick new list right here Los Angeles chargers Dallas Cowboys new Orleans Saints Let's roll it and randomize it team on top gets it after seven times Good luck one two and Seventh and final time after seven goes to Dallas So the one happy person is Chad Boone Apologies to the other two unhappy people. We appreciate you getting in. I Appreciate you Congrats to Chad Boone who gets this triple relic.  I'm Joe for jazby's case breaks calm We might have some more in the store So keep an eye out and I'll see you next time for the next break. Bye. Bye


Welcome to another Portland Media Center member highlight. I'm Leslie McVane and my guest today is Bobby Rousseau, the president and head coach of Portland Boxing, a longtime member of Portland Media Center. That's true. Welcome, Bobby. Thank you. It's great to have you here. Glad to be here. Yeah, and since we last talked, which was a while ago, you have been named the national president of the Golden Glove of America. And that oversees what, 30 franchises in all 50 states. Yep, 30 franchises, 50 sub franchises, all 50 states. And it's a challenge. Well, I can imagine it's quite an honor. Tell me what that means to you. Well, first of all, it's a great honor, you know. And I never thought that, you know, that's something that, you know, I absolutely love Golden Gloves and to be president is just an amazing honor. And I hope I can make, you know, some great changes that will help, you know, what we do. Well, and it's, you know, the Golden Gloves, even if you don't follow boxing, you don't know anything about it, everyone's heard of the Golden Gloves. Absolutely, it's a well-known brand. We're approaching 100 years coming up.  Yeah. So it's, you know, it's what it does for the youth of America, too, you know. It's, you know, any boxer that was of any note at all was probably a national Golden Glove champion. Yeah. And so, but it's more than that.  Right. And that's on top of, I'm just gonna read a little bit here. The executive director of the New England Golden Gloves, being in the main sports hall of fame and an elite coach qualified to coach at the Olympic level. Wow. Yes, thank you. Well, you talked a little bit about the Golden Gloves and boxing in general is more than just boxing. And one of the missions, at least I see, is part of the mission from reading about what you do at Portland Boxing. It's helping young people who pass through your doors to build self-confidence, self-control, integrity, getting kids to believe in themselves and go for their dreams. Why is this so important in building your organization and has been over the years? Well, that's really what the sport is all about. It's about, you know, the competitive aspect of it is just the goal to get there. And at the Portland Boxing Club, we are, we have a real high standard there because it is a combat sport and you have to be very careful. So really the percentages, really one or two out of a hundred that come through the doors will actually be in competition. But it still makes a difference to the kids because they're there, they're building confidence, they lose, you know, many kids have just lost weight and, you know, that type of thing. And they just feel better about themselves.  So, you know, that's huge, especially in the teenage years. You know, to get them on the right track rather than go in another direction. And it gives them a place to go.  It's a place I belong. It's true, again, it's a place to belong. And everyone needs a place to belong to and to identify with. And we have virtually over 27 years, we've had hundreds, if not thousands of kids through there that, you know, I think that somehow we made a difference in their life.  That's true. You know, a lot of the kids that we have, you know, boxing is not gymnastics, it's not hockey. It's a different type of sport. And it basically draws people with kind of a tougher background. A lot of the kids don't have fathers that are in their lives and, you know, just issues like that. So this helps for that because they need some guidance. They need someone to talk to and just, you know, good advice, you know, in a lot of cases. And as Portland's been changing, so have you, you've had a lot of the new Mainers, the immigrant community coming through your doors? Yes, we always have, really. You know, whatever country was at war, you know, the refugees that came here. You know, all of them, Bosnia and Iraq and Somalia and, you know, all of them, really, any of those countries, Middle Eastern countries. And those, you know, they are really special people. They just work harder. Their work ethic is phenomenal. They have the same ethics in work and drive that our grandfathers did when they came here.  And they just work so hard. And they amazingly just outwork everybody. They work two, three jobs in a lot of cases and train harder than anyone. So it's that drive that is really a lot of fun to work with with someone with that kind of drive. And you say we've always had immigrants. And you know, you think back, boxing, the Irish, the Italians. I mean, that was a big part of boxing becoming popular in this country. It is. And, you know, not only that, is that there's also a real support system because those, their families and all of their, you know, countrymen come out to support that. Recently, actually, the National Golden Gloves in USA Boxing, in order to compete at a national tournament, you had to be a citizen to compete at the open class level. And a couple years ago, we got that change to allow legal non-citizens to compete. And, you know, and I was, you know, fought for that because it was, I'm thinking we don't, we obviously need more competitors and we all need more fans. And that's what these people do. Yeah, and also, you know, you're seeing them put in all the time and the effort and for them not to be able to go to that next level would have been awful. Yeah, so that was a big step. I mean, it was kind of, you know, we had people fight it back and it took a couple years to get through, but finally we did. And that's a great shot in the arm for what we do. Well, and you've had national champions.  I think that's amazing. But now you've got a big event coming up that we need to talk about. And this is an annual event. Say a few words about what it is. Well, this is really the lifeblood of our organization, you know, as far as fundraising. You know, again, we're not gymnastics and it's a different kind of a place and most of the kids can't even afford dues. So, you know, we charge $25 a month, really not a lot of people pay. And that's okay. I don't think I've ever asked anyone for dues in all those years. So we have to make money some other way. So this event will be my 105th show that I've done in Portland. And, but that's what's given us all this longevity is to be able to support it financially through these events. And each year in all of the shows that I've done, it just got better and better and more support. We will have, you know, roughly 130 to 150 sponsors that support us, that willingly, you know, support us every year, you know, hopefully we'll sell out the expo. So it's a huge event. It just does really well. It's November 9th at the Portland Expo. What time? 7.30, it starts, doors open at six. But it's a great event. You won't be disappointed. It's a great atmosphere. Everyone's there. Yeah. And do people come from out of Maine to see this? Like, are there promoters who come and watch the people? Yeah, yeah, yeah. As far as competitors, we have two boxes coming from Argentina to fight in, one in the Maine event and the Co-Maine event actually. So it's an international event. Wow. So this is something that you boxed as a child. Yeah. And this is something you've just carried on and, because they used to have boxing at the Expo when you were a kid. Yeah, I was actually the clubboy at the Expo when I was a little guy. And my uncle was the boxing commissioner when, during all that heyday of boxing in the 60s and 70s. So, you know, I was just, I've been a freakish fan.  Yeah, it is, yeah, with my uncle.  That's all. But it's been a great run and it's been a lot of fun. Well, thank you for being here. And that's November 9th, 7 o'clock. 7 30. 7 30 at the Expo. But they might want to get in line because it might be sold out. Yeah, I think we have a good shot of selling it out. We do almost, you know, if the weather's good, the walk-up will probably push us over the top. So get your tickets early. Yeah, well, thank you, Bobby. Thank you, my pleasure.


The women's hockey team got their season started last week sweeping Syracuse on the road and tonight the Beavers had their first home game and open conference play hosting second-ranked Minnesota at the Sanford Center. Pick things up in the third period no score Beavers on the five on three power play Lauren Miller brings the puck to the top of the slot fires and scores BSU takes the 1-0 lead but the Gophers would take over from there. Patty Marshall fires from the blue line it gets blocked but Danny Cameronese picks up the loose puck and scores to tie it at one and then two and a half minutes later it's Cameronese again this time off the pass from Kelly Panic her second goal puts the Gophers up to one they take down BSU tonight by a final of three to one. If you've enjoyed this segment of Lakeland news please consider making a tax-deductible contribution to Lakeland Public Television.


Good morning or afternoon everybody depending on where you are. You are in the activating annotation in canvas fall workshop. This workshop is for folks who are relatively new to hypothesis. We're going to be spending the next 35 maybe 45 minutes looking at what hypothesis is and how you would set up a hypothesis enabled reading for the first time in canvas. So best case scenario is that if you have your own canvas environment at hand, perhaps consider opening up canvas and doing what I'm doing alongside me so I'm going to show you how to set something up so feel free to have your own assignment that you're working with maybe on another screen or in another window at the same time if that works for you. The goal is that you'll walk away from today feeling confident that you can set up a hypothesis enabled reading on your own. So we are recording this workshop, and we'll send a recording of the webinar either later today or tomorrow. I'm going to again put the slide deck URL in the chat it's full of resources that hopefully will be helpful for you as you launch hypothesis in your own course. So we have Becky and Christie here today. They're here to man the chat. If you have any questions, feel free to put them in the chat as we go along. And they are there to answer any questions as they come up. So, let's start with some introductions if you can put in the chat, your name your school, your discipline and what your experience is with hypothesis I always like to start by getting a sense for who all is here today. If you have no experience with the hypothesis that's great if you've used it before, let us know in the chat and make sure that when you are typing in your message, set it to display to everyone rather than just hosts and panelists that way we can all see your message. And a little bit about me. My name is Jessica Fuller I'm a customer success manager here hypothesis and I'm located near Portland, Oregon in the northwest. Welcome Megan Cal State Northridge awesome. Wow okay cool facilitating first training next week excellent. So Megan if you have any questions that would be helpful to you as you're facilitating facilitating the training feel free to put those in the chat. That's great. I like to start with a quote as a teacher that's something we frequently like to do. If you would take a moment please just to read this quotation to yourself. So as teachers. We all want our students to think critically about texts and with a tool like hypothesis with a social annotation tool. And what we're doing is giving students the opportunity to think more deeply about the text that they're reading but to do so together and to do so in a way that's actually helping build community and helping them make connections at the same time. And a tool like hypothesis allows you to get a window into your students thinking in a way that you wouldn't otherwise. Hopefully this is inspiring to you. And I hope that you walk away from today feeling like social annotation is a way you can really both deepen your students thinking about texts, and help them build community at the same time. So, I'm actually going to launch a poll to see when it comes to reading. Let me go ahead and launch this. What do you struggle with most when it comes to students reading. And then let us know what's, what's the thing that stands out is most challenging to you when it comes to students reading is it knowing whether or not they did the reading, figuring out what they most or least understood. Discuss the reading with each other pointing them to main ideas and concepts, getting them to make connections, or something else or maybe you're just really great and you don't struggle with this at all, which is also totally fine. Let us know. Whether they did the reading here I'll go ahead and share these results with you knowing whether they did the reading and getting students to make connections to other courses, texts, etc is is the most challenging thing I can totally relate to that as a former English Language Arts teacher at the high school level. Yes, I was always wondering okay did anyone actually read this and getting them to make those connections was super challenging to me, and I wish I would have had hypothesis back when I was a teacher but alas I didn't. Okay, great. So hopefully today's session will help address these two things. And my goal is that by using hypothesis. You will better be able to know whether your students did the reading and you'll be able to actually help them make those connections. All right, so the three tenants, as we like to refer to them of hypothesis or that it helps make reading active, visible and social and active in the sense that when you're assigning something like hypothesis enabled reading to students. It encourages them to dive more deeply into the actual active reading itself. So what you're doing is encouraging students and requiring them actually to engage with the text on a deeper level to think creatively about it to have conversations with each other. Hypothesis helps students just read more carefully hypothesis also makes reading visible in that it makes it more obvious to you as an instructor whether your students actually did the reading. For number one, and it also makes it more visible to you where they're having questions, maybe getting confused, what parts of the text they're relating to are really enjoying and what parts of the texts are spurring the most discussion or ideas, for example, my hypothesis also makes reading social. And I really like this quote from the student at Plymouth State who says that hypothesis is my literary Facebook when I'm reading it sometimes wonder does anyone actually understand this. Am I crazy with this brilliant, brilliant tool I know I'm not alone. I really like that, especially in these last several years as we've all been more isolated a tool like this can help students connect with each other while also still being embedded within the context of the text itself and so it can also be a way for students to feel a little bit less alone in the challenges that they may have while they're reading and have a window into each other's thinking. Also, a tool like this allows them to engage with each other and have those interesting conversations. So digital annotation is powerful because it helps anchor instruction in a student centered way. So students are the ones that are pushing the conversation forward with a tool like this they're identifying the places in the text where they have those questions and where they want to have that discussion. And it also allows them to bring their own experience into their reading and to share that with each other. And if you're like allowing things like multimedia bringing in images links videos students are connecting with what they relate to and they already know and bringing those things to the text. And it also allows you to build a community around shared critical reading of text. So, not only is this a social community but it's an academic community so students are getting to engage with each other in an academic way. And in a way that's based on the content of your course. And it also enables student learning in a variety of environments so whether you're teaching online or in person or a mixture of two of those things or whatever your course looks like this year. Hypothesis and digital annotation in general are useful in all of those contexts and help students connect regardless of where and how they're meeting and digital annotation also makes thinking visible to others. So it allows students to kind of see each other's thinking and sometimes even see like their instructors thinking if you're doing something like a guided reading, which can help kind of model different ways of reading and thinking for your students. You may have seen these resources before but all of these links in the slide deck are live links that are designed for you to be useful. These are resources you can share out with your students if you want. These top three I should say so we have an annotation etiquette for students so it's a guide for how to write a good and meaningful annotation. We have another guide to the different types of annotations you can make. We have a resource on how to add images videos links to annotations so all of these top three or four students. And then on the bottom here we have some partner created resources which would be more resource for you as an instructor. There's some really cool content in here that our other partners at other schools have created and allowed us to share out with you. So you can see example assignments resource pages, all sorts of cool things that other instructors have created and then examples of classroom use of hypothesis there. All right, so how do you actually use hypothesis in your classroom in canvas that's where what we're going to dive into next. So in canvas. Students are automatically signed into hypothesis this is an image of a hypothesis enabled reading in canvas students do not have to take an extra step to create a hypothesis account, or anything like that. We will grab just the students first and last name from the LMS itself, and that will automatically show in the hypothesis annotations as you see here so john you tell this name is the name of the student in canvas it comes through automatically. In canvas a private kind of group situation is created for your course so when students annotate a document in your course. Those annotations are only going to be visible to other students in the class and that set up automatically for you by the hypothesis tool. It's also very conveniently grade annotations in canvas using speed greater so once you configure your assignment to be great able. When you click the speed greater button it will automatically kind of filter out to each students unique contributions that you're seeing on the left here so the student teachers pet has made these three annotations or two annotations and one reply that you're seeing here. And then on the right, you can give that student a grade, give them comments and then submit right there so it's a really nice and convenient way to easily view what each student has contributed, give them a grade submit go on to the next person. So how can you annotate with hypothesis, you can annotate any web page and online article so anything that is publicly available online, you can annotate with hypothesis but I will give two caveats with that, and those are web pages should be both open and stable open means that you want to make sure that any online web page you're annotating is not behind a paywall. If it is unfortunately hypothesis is not able to break through that your students won't actually have access. Unless you download that article and make it available as a PDF. So the other thing with with web pages is you want to make sure that they are also stable. And that means, make sure that the URL is not going to change or be updated by the time your students go to annotate so for example. If you used a URL pointing to the poetry foundation poem of the day that page is going to change on a daily basis and the same URL is going to have different content every day. If you had your students annotate that it would be a different poem on Tuesday than it was on Wednesday. So probably not a great URL to annotate in your course with hypothesis and in that case again I'd say, go ahead and download that poem and use it as a PDF instead so PDFs are the second type of content that is annotatable with hypothesis. Almost anything can be turned into a PDF. So, if you have a Word document or a slide deck of presentation, etc. All of those types of documents can easily be turned into a PDF and then any PDF is annotatable with the tool. You can also annotate open textbooks and we are, and we are working on integrations with J store and vital source with more to come in the future that we're really excited about. Yeah, welcome Kathy thank you Christie for sharing that URL to the slide deck. Much appreciated. All right so what can you put in an annotation. There are lots of options for ways students can annotate, and it's pretty cool. All these different options really do give students the ability to kind of bring what interests them into the conversation whether that is just text which is the most common thing we see, whether that's a URL. You can do hyperlinks in the annotation sidebar. There is tagging which can be a really powerful kind of pedagogical way to use the tool to get students to kind of metacognitably reflect on what they're doing while they're annotating. There are emojis. You can link to images. Any other any image that is out there on the internet at a URL you can link to in the annotation sidebar. You can also link to videos and if you are a math person. There's the ability to do late sec equations, which I don't know how to do but for those of you that do that is available. And here are some resources that are canvas specific. We have a pretty robust and awesome help center and knowledge base that is full of how to articles so please feel free to come back later and refer to any of these resources we've got YouTube videos as well as just written articles showing you how to set up a reading in hypothesis, or sorry in canvas. How do you could learn how to do group sets in canvas there's a student guide an article on grading and much much more. So again feel free to come back to the slide deck later if you need to find these articles in the future. All right, so I'm actually going to step away from the slide deck now. Before I do my next step will be to actually show how to set up a hypothesis enabled reading in canvas before I do are there any questions at this point. There are feel free to put them in the chat. Take a moment here to pause to see if there are any questions. On the next slide deck there are a bunch of screenshots and instructions for how to set up an assignment in canvas. I'm not going to go through them I'm actually going to go into canvas itself. But just know that if, if you watch this presentation and then forget it tomorrow, but it's totally fine because you can come back to the slide deck and all of the steps are here with nice screenshots for you. So I'm going to hop into my own kind of canvas demo environment if you want to pull up your own canvas environment and another screen and kind of walk through this yourself while I'm doing this, please feel free. But I'm going to start by just showing you how to set up an assignment in general. To do that, what you're going to do is go to the assignments tab. If you try to set up a reading here in the modules view by using this little plus button, you won't be able to link your hypothesis reading with speed grader so that's why we say you want to start here on the assignments tab. However, if you want to use group sets with your assignment, you would actually not start here on the assignments tab and would start on the people tab so for the purpose of those of you who may want to use groups. I'm actually going to start here and briefly show you how to set up a group set so reading in small groups can be really powerful for students when you break them up into smaller groups. It can be more empowering for students to share more because there's less competition for making comments and saying interesting things so sometimes it's more freeing to have a smaller group. So in order to create a group set you're going to start on the people tab and click plus group set here to actually create a new group set. I'm going to give it a name so I'm going to name it for this particular assignment that I'm about to set up so I'm going to say Emily Dickinson reading groups. And then you're going to designate the group structure that you want you can split students by number of groups or number of students per group and in this case, I'm going to say number of groups because I want just to reading groups here. And it's going to automatically assign my students two groups. You can see here I have three students and reading group one and two students and reading group two. Okay, great. Now that I've done that I'm going to step away from group sets and actually go back to my assignments group here. So to create a hypothesis enabled reading you're going to start by just clicking the add assignment button. I'm going to give my assignment a name so let's say annotating poetry I'm a former language arts teacher here so all of my assignments are going to be probably poetry related here in my example, annotating poetry Emily Dickinson and I'm going to put some words in here. Okay. Once you have some instructions, you can configure the amount of points you want your assignment to be worth configure some other kind of grade related items here. The critical piece is in this submission type section so for submission type you want to make sure you select external tool. And then for external tool options you're going to click this find button. And I imagine that your view here is going to look different than mine so typically schools will have many possible external tools I only have a few here. So you're going to select hypothesis. And then once you select hypothesis of several options are going to become available for you. This is where you're going to select, whether you're asking students to annotate a web page. You could select a PDF from your canvas files. You can also select a PDF that's stored in your Google Drive or one drive down here. And here I actually have the ability to also select a J store or vital source article. These are two options that are still in beta so you may not see them at your school but if you are interested in either of these things, let your customer success manager know. All right so for the purpose of this assignment I'm going to select URL here because I'm going to have my students my imaginary students annotate this. Home by Emily Dickinson. Let me grab it here. So there's my URL. I know that the poetry foundation is a stable website this is a URL I'm confident is not going to change by the time I have my students annotate this so I'm feeling confident about it. And here's where if you want your students to read in reading groups, you would say this is a group assignment. And the reason I started by setting my group set up very first is because on this step, you actually have to have your reading groups set up. Prior to this point. So since I took a moment to set up my Emily Dickinson Dickinson reading groups I'm going to select that here and click continue. And then down here at the bottom we do always recommend that you check this box to load the assignment in a new tab, just for the reason that this is going to give your students the maximum amount of real estate when they're actually reading and annotating. And if they're on a small device. If you don't load it in a new tab it can be very squished and difficult to actually navigate the article and the annotations at the same time. So we recommend that you check this box. I'm going to click select. And I'm going to save and publish. So now here's my assignment. To load it you're going to click this button since I said load in a new tab, I do have to click this extra button down at the bottom to load my assignment in a new window. And there we go we have the poem on the left here. And then on the right. We have the annotation sidebar. And this tool is designed to be extremely simple we want it to be very, very easy for students to encounter this for the first time and go ahead and annotate. You can see here since I set up reading groups. I have the option to view annotations from each reading group this is reading group one and this is reading group to there's no annotations here yet, obviously so there's nothing different to see here. Since I had annotated, I would then see a total totally different set of annotations on the right here for these two different reading groups. So creating an annotation is very simple all I'm going to do is select some text on the left. And when I do I have the option to annotate or highlight and if I click annotate. It opens up this nice area on the right for me it's pulled the text that I highlighted here on the right and shows that I selected thing with feathers, and then down below that I can type my annotation this post to be a bird. Okay. And here's where students can they can bold or put things in italics do a quote is a hyperlink option images here's the latex math option, etc. I could also tag this if I wanted to. So I could say I'm going to tag this as a question. And that's going to put this question tag on my annotation. And then when I'm satisfied with what I've typed here. I can post my annotation to the class by clicking this gray button at the bottom. I do want to point out that students also have the ability to post annotations privately only to themselves by clicking the only me option with the lock next to it. Just note that if they do that you as the instructor will not be able to see their annotations or grade them. So if you want to be able to see what your students are saying and grade them make sure they know to post to the class. So when I do that, my annotation now displays here. Any questions about those configuration steps I just took. Happy to go back and show anything again if, if I did any of that too quickly. Oh, Kathy did you have a question looks like your hand is up. I'm here to put that in the chat. I'm going to go ahead and actually show you a different assignment that I set up previously that actually has some annotations on it so you can see what it looks like when more people have actually annotated a document here. So this is another poem that we annotated as a test the other day. I just want to explain a few of these options that are available in this annotation sidebar on the right so this carrot up here, kind of the upper right area allows you to drag the annotation sidebar over. You can take the reading and the annotations fit best in whatever screen you are using. Okay Kathy so your question. Is it a bird shows as the actual question for them to answer or do you have to set that up in a typical canvas assignment. Okay, great question. So that would show as an actual question for them to answer in the annotation sidebar you don't have to set that up, although, if you wanted them to answer those question a particular question or two and their questions you could also put particular questions here in the instructions for the assignment it really just depends kind of how you want them to view that question. If you want to view it within the actual annotations and actually reply to you as a threaded discussion over here on the right. I would suggest actually adding the question as an annotation. As you can see here on the right we do have some conversation going here so if I asked the question here for example, students could reply to me in line here. Whereas if you ask it over here in the actual instructions for the assignment, then you're going to see students annotations kind of separate from your question does that help. If that didn't quite make sense I'm happy to further explain as well. Okay, great. So up here in the top. There is a magnifying glass, this is a search feature. It's a pretty robust search tool you can search for things like a student's name. If I search for a particular student here it's filtering down and showing me just that students actual annotations here on the right and I can use this clear search button to clear out my search. You could also search for tags or I'm going to search here to see if anyone tagged anything as a question which they did actually I did. I can see that I had these tags in here. So now it's showing me places where students tagged annotations with the question tag. You can also use these up and down arrows to re sort annotations. They will by default sort by their location on the page. Let me clear this actually so you can see all of them. So what that means is that the annotations at the top are going to correspond to like the earliest parts of the article. So that is you scroll down. The annotations you see here correspond to commentary that goes with later and later places within the article, but you can also say I want to see the oldest annotations first or the newest annotations first so say a student. I know that they, you know, missed the deadline or they added their, their annotation late to the assignment you could say alright sort by newest and then that students would appear at the top here because they were the most recently applied annotations. Okay, so Kathy's question what are the other tag options besides question that's an excellent question tag options are totally up to you so the sky is the limit. Basically, as students are adding tags they are creating them. So anything here so let's say I add an annotation. Say I have a question about this. Anything I type here in the tag bar will become a tag so if I say like this is a new question and hit enter. I could create a tag for like a literation or simile, etc. So there's, there's no pre created tags essentially is what I'm trying to say. Students can create them. You can also tell your students like here's the four tags I'd like you to use and set those guidelines ahead of time. It's really up to you. The first time a student annotates this help box will display for them telling them instructions for how to create an annotation. If there are technical issues you can always have students file a support ticket. If there are any problems. And a few other notes here, this eyeball icon. You'll see all of this yellow highlighting on the left the yellow highlighting corresponds to a place that someone has made an annotation but let's say you have an article and it's full of annotations lots of yellow highlighting. If that is distracting for you as a reader you can click this eyeball icon and all of the highlighting will be hidden, and then you can click it again, and then it is viewable again. Any, any other questions before I hop over to show speed greater. So if I wanted to go in and grade my students. You would come back here to the assignment itself and click this speed greater button. Okay Megan has a question how would you configure hypothesis reading if you didn't want grading involved just participation, you would actually configure it exactly the same way. Thanks Becky. And either not add grading options or you would go here to the modules view and add it here with the plus sign to the module itself. Thanks Becky. So if I click speed greater here for my assignment. It's going to automatically pull up for me. I'm going to give my student individually so here I see Jeremy as a student he contributed three annotations that I can see here on the left. And I can easily say, okay I'm going to give him nine out of 10. Here are some comments for you and click submit. And this allows you to give students feedback on their annotations if need be. I'm going to hop back over to my slide deck unless there's anything you'd like me to show again I'm happy to go back in and show anything a second time. I know that was kind of a lot in a short period of time. Yeah thanks Christy for that comment to you can check the option for not counting something toward the final grade. That's cool. Okay, I'm actually going to launch another poll here before we end our webinar. I want to know how are you feeling about using hypothesis. So take a moment and let us know, are you feeling overwhelmed.  A couple seconds here. If you do feel like you need more help, your success manager is more than happy to meet with you or help you out one on one. Okay, it looks like we're a little bit all over the board that's great. As customers success managers we are here for you so our job is to help you feel empowered to use this tool. So, if you find yourself feeling a little overwhelmed you are not alone but just know that we are here to help you so you are, you can schedule time with your customer success manager for a one on one meeting, or also happy to help over email as well whatever is most convenient for you. So I wanted to end on that note, actually by sharing resources. So what's the next step if you need assistance or need help need ideas. Just know that you are in the company of many, many other schools that are also using hypothesis. We have an extensive knowledge base and great technical support available for you. This link takes you to our knowledge base that I mentioned previously there are just tons of great content in there there's how to is for doing basically everything you would ever need to do with the tool in canvas. We also have tier one support for you and your staff and students that run into issues so this is our support email address. And we will escalate any issues to our dedicated team who are happy to help you. So as far as pedagogical support goes we have guides available for how to use hypothesis in your classroom. Like I mentioned previously, your CSM your customer success manager is available to meet with you one on one for an instructional design consultation at any time. So you basically have unlimited access to us as a resource so maybe you need technical help setting up an assignment. Great, we're happy to meet with you if you just want someone to bounce ideas off of for how you might implement this in your course kind of in a pedagogical way we're here to brainstorm with you like creative ways to use this, or best ways to use it in your particular course if you just need to help. We offer webinars and on campus visits. So if you would like one of those at your school at your customer success manager know. We also have a very, very cool video show called liquid margins and I believe there's a new one coming out this Friday. This is a link to our YouTube channel where you can watch past episodes of that basically we collect many of our partners together at other schools and have kind of like a panel style. Discussion about a wide variety of topics related to social annotation and it is fascinating so I highly encourage you to check this out if you're interested in view past episodes. And then we also offer these partner workshops like you're attending today. So this is one particularly on getting started in canvas but we also offer other workshops on like using multimedia or using the tool with small groups we offer one on creative ways to use social annotation that really dives into like those pedagogical ideas and activities you can use in a class. And you can reach our success team at any time at success at a hypothesis, feel free to use this email address that emails all of us so your particular CSM will also get that email and be able to communicate with you. So that's it for today. We will hang out for a while if there are any questions, please put those in the chat. Thanks Megan I'm glad this was helpful. Very very cool. Yeah, and please have a great day I hope this was inspiring to you. If you do have any lingering questions that you'd rather just talk through one on one with your success manager feel free to use this email address and we will get back to you via email. Thanks so much. Okay, great. We'll have an excellent day. Thank you so much for coming.