So thanks again for joining us today, I'm just going to run through kind of update you a little bit on kind of some of the work that we've been doing in the forum lately, and then I'll talk a bit more about today. And to anyone who's just joining us, I just remind you please to mute your mics as you go, and to let you know that we are recording. So, and so student success is kind of one of the four strategic priorities of the forum. And this comes in under the this particular webinar comes in under the DESI project data enabled student success initiative, which is a stream within the student success priority. And if I could remind people to please mute your microphones as you're coming in. Thank you very much. And so, yeah, this is under the DESI project through which we've been working with institutions over the last year and a half. And more about that later actually come back to that in a few minutes. Under the DESI project as well. I just like to kind of inform any of you don't know or remind any of you that you that do about or our online resource for learning analytics, which is available through the teaching and learning website. And so I'd be distributing these slides afterwards. So this will be available to you. So Orla is a publicly available web library of resources covering everything from strategy development data quality, making effective interventions, and so on. It's. I'm sorry, but I just remind you to my to mute your microphones again, please. And so we also have a Swedish of ever expanding case studies with a few new case studies to add in there as well on how institutions in Ireland and how teaching staff in Ireland are currently using data to enhance their practice and to support student success. And I've also just given a URL a connection to one of our recent publications, which is specifically designed to support institutions looking to develop strategies. It runs through kind of key stages of strategy development and links to the relevant resources within Orla that will help to support that. And that link is there. And sorry, I'll just ask you if you wouldn't mind muting your microphones again. And also this is the second in a series of webinars. And I've just put up the URL for the recording of the last one which we hosted in May of last year. Again with some really, really fantastic speakers some really interesting things happening. And just as part of it, and kind of as we draw towards this this phase of Orla and Desi. One of the things that I've been doing is kind of going back to institutions that we've been working with, just to get a sense of the kind of impact that the project has had to date. And so I've had kind of semi structured interviews with 13 of the institutions that we've been involved with with universities institutes of technology and private colleges around the country. And that's 13 that we've spoken to, we see that Desi has contributed to 16 strategies and policies within those institutions. And there are initiatives that have been kind of supported by Desi underway in nine of them. And so we're really seeing kind of a decent amount of activity on the national level coming in there. One of the things that people have said that participating in Desi is that it's helped to drive a really student centered approach to data use and that I think is really fundamental to what we've been trying to support is a student centered data informed approach rather than a data centered approach. It's critical that we remember kind of why we're doing this at all times. We've had reports then from the conversations that within institutions we're seeing more and more conversations between people kind of across the institution between staff and students between senior management and kind of everybody else. And it's that the area of data is increasingly being seen less and less as the kind of domain of the techies, which I think is fantastic we can all benefit from an evidence based approach. We're both in a cooperation between institutions as well which is absolutely fantastic. We're very, very lucky to work in such a collaborative sector. There's reports then from each of the institutions, sorry, excuse me. Data culture is kind of growing on the ground we're seeing more and more teaching staff for example using the reports within the VLE. One of the other things that the last thing kind of it's been reported across the conversations is that having a national level focus from someone like the forum has actually helped to kind of support interest within institutions. So I'm really, really delighted to be able to kind of share with you the impact that our work has had. Finally, a last quick plug. As I mentioned, Desi comes in under the student success stream. So you see here we have a number of kind of new publications recently. On the left hand side, we have our report on student success, which we've been kind of working on most of this year, which looks at kind of, it looks at national policy it looks at institutions it looks at student feedback to get a sense of what success is, or what we mean by success goes through substantial literature review to look at the enablers of success and finally culminates in our national understanding of success. On the right hand side, then you have the four page insight for those of you who don't have the time to read the full data. And in the middle we have my colleague Alison's report, which looks at the data coming in from the teaching heroes awards. So it looks at a substantial volume of feedback from students about what they value in the teachers that support them. So three kind of hopefully useful reports are certainly Alison's is So a big thank you again to our speakers today. So we have Hazel Farrell from Waterford Institute of Technology. I'm not going to kind of spoil the surprise by telling you what everyone will be talking about. We've Peter Jan Bon who will be talking about the the off the project the onwards from learning analytics project. We have Mark Glenn and in in spirit Shadi Karazi from Dublin City University. So without further ado, I'll pass on to the stars of the show and I'll get out of the way. So Hazel, I shall pass over to you. Okay. Thank you so much, Lee. That's great. Thanks, Hazel. All right. And so, and I'm well done on all the amazing work you're doing. It's absolutely fantastic. Very kind of you guys. Thank you. Okay. And so just to give you a little bit of context. I work in. Oh, my slideshow. Sorry, that was me. Excuse me. Is this is that you, Lee? It is. I'm staying away now. Can you put it back in store for me or is there we go. Thank you very much. Okay. And so, yeah, just a little bit of context then. I suppose I teach on the, I lead the music degree program in WIT and I'm very interested in technology for creative disciplines. I'm particularly interested in these analytics because I feel they can really enhance student experience and also my own experience as an educator as well. So I basically began to use analytics across a range of my modules. Initially it was to address student engagement concerns. So basically I wanted to get a clear picture of the level of engagement with module materials. So I just wanted to be able to check on, you know, how often the students were logging in and engaging with materials, how long they were spending on the materials. And then I was also having a little look at their level of understanding of the different concepts that I was presenting them with. So, and I thought this was particularly necessary and I have one fully online module. And with that one, because I wasn't seeing the students at all, I felt it was really important to start there. So that's the one I started with. But I do apply it to my classroom modules too. So what I was doing then was I was using the data to identify at-risk students. And this was in the context of retention and attrition. So it provided me with an invaluable means of quickly identifying students who were not engaging or who are struggling with module content. So no matter how comfortable, you know, or safe a classroom environment you create, there will always be students who are not happy really to ask for clarity on a topic or to admit that they're not really with you or they're not getting what you're talking about. And, you know, I suppose I've learned through experience that, you know, when you ask your class, like, you know, do you understand any questions and everyone just agrees. And they're like, yeah, of course we do. Yeah, no question, no questions, but don't trust them. You know, can't be trusted them. So, you know, sometimes then you only discover that at a very late stage of the semester. So I thought I need to actually address this. So that was my second driver. And my final reason for using analytics was actually to learn how I was doing as an education myself in terms of engaging my students and actually consolidating their learning outcomes as well. I'm very, very passionate about participative learning. And I really, really strongly believe the students have to be actively involved in the learning process in order for it to be a meaningful learning experience. And then I was able to sort of use that type of ethos as a driver behind what I was doing as well.  I know what I'm talking about. I mean, the students may not be with you at all. And I feel that that is a strong responsibility on you to actually address that. So that's where I was, that's where I was coming from. So what I did was then in my particular institute, we use Moodle. And within each of my modules, this is a very typical example of one of my topics within this is the Western Art Music Module. So what I would do is I would, first of all, have my presentations up there so you can see there's a YouTube version. There's a PowerPoint version of the PDF. I also use Adobe Spark quite a lot. So I'd have the presentations. Then I'd have my resources. And at the end, actually, the most important bit that's going off the screen there at the end, the most important bit for this purpose is the quiz. So at the end of every topic, I would have a quiz. And initially I use the quiz to for the students just so they could test themselves and, you know, to consolidate their own learning and also then for revision purposes before we were coming up to assessments. But later I changed that and I'll talk about that in a second. So this is a typical quiz for me. Short quizzes, 10 questions within Moodle, absolutely simple to set up. And I use a mix of true or false and multiple choice questions. And again, when I started doing this, I thought, oh my God, this is so obvious. Everybody will know these answers. They don't know the answers. They don't at all. So what you presume is extremely straightforward that anybody will know. They don't know. So this really brought it to life for me. So that's a typical layout of the start of one of my quizzes there. And these are really short. They take five minutes-ish in class. So the students just basically take out their mobile phones, they log into the Moodle page and we start the quiz together. And I'll just show you here on the next page. This would be my sort of the data that I'm collecting from it.  That's how long it takes. So it's no great effort on their part. And you can easily integrate this into your class if you wish or else they can do it in their own time. It's up to yourselves. So then you can see just by looking at this, if I take a horizontal view, I'm identifying student issues. So I'm identifying individuals who have issues. And if I take a vertical view, I'm identifying an issue with what I have not actually effectively portrayed to the students. So I can say, for instance, there with question 10, I'll have a look at that topic. And I'll say, well, actually, there's quite a number of students who have not really grasped that concept. So then that's my problem. So I need to go back and have a little think about how I tried to get the material across how I didn't achieve it to my satisfaction. And then I'll just rethink my approach the next time. So just by looking at this one, then here, quick analysis to students, very, very clearly in difficulty, because there was like, you know, the majority of the questions were on for both of them. And then I need to work at enhancing an understanding of questions one and questions 10, because quite a few students had actually fallen down on those ones. So just by glancing at it, I can immediately, you know, take this data and turn it into something positive. And I also feel that by, you know, being able to do this quick analysis there, just at a glance, that it really works for larger groups as well. So when you don't have time to be looking, you know, into detail at every single thing, just to be able to glance vertically. Okay, this topic, this topic, I'm going to have to look at, okay, the student here is in difficulty, the student here is in difficulty. Very, very straightforward, very simple, you know, nothing, nothing crazily complicated like this at all. Okay, so then at the impact, I've had very, very positive feedback from the students, because I tend to sort of incorporate them into the assessments, into the feedback. I incorporate them into every aspect I possibly can of the learning in order to sort of reinforce that whole meaningful experience we were talking about. So they enjoy doing it. They actually enjoy testing themselves and just seeing how they're getting on. And because it's so short, no great deal of effort for them. In fact, they can just take out the mobile phones, login, do the quiz, submit, end of instant feedback. You know, they appreciate that. From, for me, I found that it gave me a heightened awareness of how effective my approach was to different concepts. And in this context, then I was able to adapt my teaching in the interest of ensuring clarity and also accessibility for my students. And I feel that I'm actually engaging the students from a more informed perspective. And this personally gives me a greater sense of fulfillment as an educator. I feel like I'm actually doing a good job, you know, as opposed to lecturing the students and just standing there being totally oblivious to whether they're actually getting it, whether they're involved or whether it's benefiting them at all. So it's not about me. It's about the students and I'm pretty happy with myself about this. And then the last point I suppose is the early detection. This actually helped me to identify very quickly at an early stage if students were in difficulty. Typically before this, it could have been week six. In some cases, it could have been week 12 before issues would have been highlighted due to, you know, however the assessments were laid out. I give quizzes very, very regularly, practically on a weekly basis with a trial group I'm working with, with my first years at the moment. And it's great because I was able to identify students that needed extra learning support at a very, very early stage in the semester and I'm pretty happy about that too. Okay, so in practice then, what is this meant? I have increased the number of quizzes I'm using. These are all short quizzes and I use them across the whole range of my modules. I set them weekly or bi-weekly just depending on how we're going with the materials. And I've also started to allocate continuous assessment marks for the quizzes after consultation with the students. I had a discussion with them because before it was just for revision purposes or, you know, whatever just for themselves. So I had a conversation and I said, how would you feel about this? So they actually felt like it would take pressure off them and they were happy to be able to complete assessments in this manner. So I now use them as continuous assessments throughout the semester. And then the other thing I have done is I have started to use quizzes across a broader range of modules. Originally I would have stuck with my survey modules such as music histories and things like that. But this year with my year one students, I started to apply it to practical subjects such as composition. So I'm testing basic music literacy in their quizzes here. And because it's a really, really vital thing to our particular program, you know, they have to have these music literacy skills because they basically are transferable across a wide variety of other modules and most students fall down on it actually. So I was able to identify students that had issues by week two and set up the learning support for them in practical modules as well as just the theoretical ones. So that's basically what I'm after doing. So to sum up everybody, quizzes rock. Thank you. Fantastic. Thank you very, very much Hazel. Okay. Sorry. Just turn this off. Sorry, I'll be through in one second. Talk among yourselves. So thank you very, very much Hazel. That's absolutely fantastic. And I think like one of the things that's really interesting with that, you know, there's this perception that to really get value out of data. You need a swarm of data scientists and you need a budget of 400 grand and a platform that does, you know, all the bells and whistles. And I think it's really, really, really terrific that you show that something I mean clearly a lot of work went into planning it and setting it up. But something that is manageable by one person. You have a source of information for feedback informed practice in real time. You have the early detection piece. And we see that having that on a module basis is really, really beneficial and using the data then to employ kind of assessment for learning, which I think Geraldine would be pleased that I've managed to hopefully interpret that correctly. So really, I think that's a fantastic. It's a fantastic achievement. Does anyone have any questions if you'd like to join in. So either vocally or if you want to use the chat box. We've a couple of minutes for questions for a little if anyone wants to. Thanks nabla. Hi Hazel. That was great. Thanks. Do you always have the student or sorry. Do you always have the students do the quizzes in class or do you have out of class ones too. I have used the latter but I worry about cheating. Thanks nabla. And yeah, do you know I've done both with the fully online module and they obviously did the night class because I never met the students and at that point I wasn't using it for assessment and it was really for their own benefit. So I felt that you know if they wanted to gain from it they needed to actually just be honest about the thing that you know to be whatever but in I used the ones now in class and it's just simply because it's like a group activity.  Do you know what I mean. And I think they enjoy doing it together and early, you know, as a group. So, yeah, I've actually done both. So, yeah, that's the answer to that one. Fantastic. Thanks. So, so then hi, Sinead. Oh, I am. Hi. Thanks, Sinead. Hi. Thanks. Have you been able to use this data to inform longer term curriculum change or modular program improvement rather than kind of in module change for your practice or if you have any plans for doing so. Yeah, we do actually we just went through school review. And we have like a revised program, you know, coming up in 2020. So what we've done with that then is we've introduced a lot more flexible learning options. So we have more blended options. We have more online assessments going on in there. So absolutely we've applied it to our program. And actually it's part of our Institute strategy now as well to get all of this moving. So I'm quite happy to be out there and, you know, pushing it forward. And we coordinate with students union as well. And they're quite happy about this too. So, you know, I think all in all it's very positive. And yeah, absolutely. We have applied it to our new program. So there you go. Fantastic. Thanks, Hazel. And thanks as a note there for Mark as well. There's a lot more. Sorry. Sorry. There's a lot more quiz statistics available within the quizzes hidden gem that people may not know about. The statistics give you information on how good or challenging your questions are as well. Under the admin window on the quiz. There's a result tab. Just click on statistics. Fantastic. Thank you very much, Mark. And thanks again, Hazel. It was absolutely terrific. Really, really appreciate you giving up your time. No problem. I'm happy to be. Thank you. So moving on and I'll pass over to Peter Yan. And I'll get rid of my opportunity to let us share some of our work on the off the projects onward from learning analytics. And also thanks to Hazel for her first talk. You'll notice that some of the advice we have from our research project so far links to the small interventions she's doing, which are often quite valuable. So our project name is onwards from learning analytics and the idea of the project is that we often have a lot of data available to us in an institution. And we have spent some institutions have spent a lot of money and time on making all the data communicate communicate with each other without having a focus on what will we do with the data and why do we need all the data to correspond with each other. So what is the focus of our work is with the data we have and sometimes with the limited data we have. How can we use it in the best way possible to affect students coaching to affect curriculum design, etc. That's why we call it onwards from learning analytics. We work with a model in three steps and the first one is prompts and this links back to data and how can we use data to signal that we should do something that there's a problem. That will also be the first part of my talk. The second one is linked to communication. How do we communicate this data to students in order that they are one informed or to take the step to see for example a counselor or somebody who can help them. And that's the third one an intervention during the intervention one should we start referring to the data should it be the starting point of our discussion should we consider it as something shared or something that we own as an institution or something that a student makes. What I'm what will I be talking about one of the inputs we're finalizing now from our first year is a literature review and snowballs through the literature. We started looking according to a typical way to do literature review with keywords and searches but we came up with very little in which learning analytics was linked to coaching guidance advising. So we went another approach we took another way. We did another approach which was snowballing through the literature where we started from existing reviews of learning analytics and we looked at what articles in those reviews would be interesting for us could be linked to coaching references sort of follow up of the data sort of use of the data. So we started with two reviews and this led us to 39 articles that we selected for abstract screening from those we process 23 articles that were still relevant and they discussed a total of 48 cases in which learning analytics was were used in one way or another and linked to coaching or to translation to well not just on the data but really using to support students from those 48 cases 36 were unique cases so some articles discussed cases that we also found in other articles. I think the main clue is work with what you've got but use it effectively and this has been something well data has been around forever I think in education if you look at the basic things like scores or scores on quizzes or scores on exams. It's also how you communicate how you start from these what you do with them to just offer them to students or not. So basic data are available and often institutions have a lot of data that are very specific for their student population but they don't always use it that well. The second general conclusion I want you to take from this small talk is that communicating concerns and guiding students to support that often already exists in your institution and is often the best you can do or the most efficient. We saw or we read about a big interventions where students were informed that they were not doing well and have to get their act together and other ones that set up extra exercises learning platforms etc. And they didn't see for example difference between both students. I'm not saying that that the second one is worse than the first or the first is better it could depend on the situation but communicating to your students that they might be at risk from what you've seen might be enough to change their behavior. And the second and the third one sorry if we talk about intervention interventions is that we see that sharing the data that's available to lecture support staff advisors all those kind of roles and also to the students can improve the time between student and mentor advisor talk students have the feeling they don't have to repeat their life story over and over and over again. And that you can really start a conversation with sort of basic knowledge what happened before and use that 20 minutes or that half hour that you have with a student as a next step rather than having 20 minutes of the 30 recapping what has happened through mouth of the student. So, some other things that I wanted to share step by step, according to our model on data. First one if you use data. I would advise that you use a combination of data, not just data of things that cannot be changed like where is a student from how old is a student is what is the gender indicated by the student etc. But also actionable and recent data, and I would like to refer back to the quizzes done by Hazel and seeing that students don't do the quiz. Could be a sign that they're at risk that they're not engaging with the material informing them that you haven't done the quiz what's happened. It might be that the reply is oh I was sick or I didn't know it or I don't see the value of the quiz and at least that's something actionable and recent students can get their act together and do the following quizzes. So there has to be something that they can change if I would tell Lee that men with beards from Ireland are less likely to succeed in higher education and he wouldn't. Well, he could shave off his beard but there's not anything else he could change. So it has to be actionable in the data. The second thing is if you have data and you want students to be self guidance or you want them to improve their own behavior you should try and make it visually and continuously accessible for all stakeholders. I remember a good example of it. It's a platform somewhere in the Netherlands and all they have is the students success rate so they know which courses they passed or failed. And what they've done they've put them on a very visually attractive platform and they also added the expected date of graduation. So the students who had failed a lot of classes this year would get a message like your expected date of graduation is January 2025. And it would be very clear message based on actionable data that they have to do a bit more their best or try to succeed more and that they could see people to help them with that. But it would be visually and continuously accessible they would clearly see that date and it would also be able to change if they put an effort in the next exams. These are some examples of very visual dashboards where a lot of color coding has happened or you could see how well you're doing as opposed to your peers. And then the last one data should lead to an intervention preferably a targeted intervention to a specific group. And I think the minimum is making students aware that what they are doing is not enough or what they're doing is good and making them aware of that that they know I should get my act together I should put in more effort and I can do it this and this way because of course used actionable data. Communication communication should again be actionable a student should be able to do something after the communication it's not just be sad that he's not doing well but also get some guidance on what he or she can do the communication to students should also be or come across as personalized. We have the power to make communication look like it's personalized, even though it's mass generated, and it has a different effect on the students. And the last one should support staff should have the final say, they should be able to exclude a student from an automated message that saying he's not doing so well because they might know. Something's happened at their home situation. So people taking up, for example, a care rule in their house when the parent is sick and would be excluded from these emails saying you're not doing a good job get your act together. The last one is intervention. You should start the conversation from the data. It should be the starting point. It's very objective. You should also present it as shared between the student and the counselor or the advisor or the lecture. It's not. This is what I know and I think because of this, you're not doing so well. It could also be that the student says while looking at these grades. I'm actually very happy because I was expecting to fail more classes because of this and this reason, rather than you saying okay you failed half of the courses you're not doing so well, you have to work harder. So a shared aspect from the beginning of the conversation. And the last one I forgot to put something in bold there but the word in bold should definitely be timing. Early intervention is often very easy to do. If you put in those quizzes and you see students are not reporting or they're not filling in the quizzes, you can from week two or three connect with students saying you are not putting in the quiz. Have you missed how important they are for this course. Also, if you want to talk about exam results, you should do that after the first exam period, not after the second. So considering when you place these interventions is crucial. I think that was my five minutes. I've gone over it a bit maybe. I don't know if there are questions. Thanks so much, Peter, and great overview of the project. Thank you, Sarah. I believe it's really important that dashboards come with human interaction who or what role is targeted as taking that task on. I agree these dashboards are valuable and our way forward sharing that information, but we sometimes in the communication, it could just be look we noticed this. Could you let us know if you're a right or not, or if you need a conversation so we have that step, allowing students to opt in, for example, for for another talk and Mark asked the students have the ability to turn off the dashboard and are they displayed by default to students. We don't have a dashboard ourselves. I think and nothing I'm trying to the dashboard is default to students and if I read anything and it would be unfair not to share the data with the students as it's their data and just have it accessed by lecture support staff advisors or any of those roles and coming back to Sarah's question who or what role is targeted as taking and taking that task on. I don't really understand the question or maybe it's just a reflection that can be as well. I wonder how do you measure the impact of interventions. Well, this is something we're doing now in our own project where we're talking to students to see how the communication came across. We're also looking at attendance levels during graded evaluation classes where we have sort of quizzes like Hazel had, but they count for the final point of the exam. And we started emailing students who weren't in those classes to say, look, you're not in those classes, how come, well, not how come these classes are important. We see that students who do not participate in these classes have lower success rates, etc, etc. Mark agrees with sharing the data with students, but if the dashboard greets them every time they log on, this may cause them harm. Yes, you're right. It's not something that should pop up when you lock in. It's something that you should be able to access any time. Who is the person in the institution who makes contact with the students as a result of the dashboard output. In the Nothingham Trend case, those are advisors, support staff in our university. We have each student is in a group and that group has a sort of a tutor, lecturer kind of responsible for that group who sees them on a weekly basis. And that would also be the person who can address that to students. And so they already have a sort of personal relationship with them. That's what is personalized, not the machine that says, do work harder. Fantastic. Thank you very, very much, Pidean. I think it's such a critical reminder that this is kind of something that we've very much emphasized that analytics in and of itself doesn't actually achieve impact. It's what you do with it that's absolutely critical. And I think that I love that phrase work with what you've got, but use it effectively. I'm absolutely going to plagiarize that horribly from you. I think again that the giving students actionable guidance making it easy for them to take effective steps afterwards. I think again is another really critical aspect. Thank you very, very much. The only thing that just I would kind of question you on we've done some very, very, very up to date research on the success of men with beards. And apparently we found that there is an outlier group that where they're outrageously handsome, apparently it doesn't apply in that instance. You can't argue with the science unfortunately. I'm going to mute my microphone before I play. Thank you very much, Pidean. So sorry if you just bear with me. And I'm going to, well, this is bent it in gender confidence. I'm going to pass over now to Mark. In just a moment, I'll just get rid of me first. And I'll see you afterwards. Okay. Let me see do I have control. Okay, can you hear me first of all I suppose. Okay, so thank you very much and to incredibly interesting talks with some great clear points coming out from both of them and hopefully it's generated some ideas for the speakers and for the audience and indeed I can try to follow it up. So, where we've got we're not going ahead here Lee for somebody other we go right. I want to chat to you about how we use analytics to with regards to students assessment and very conscious of Peter shan's comments about having actionable analytics. And this is what we want to pull data from model data that we could action very clearly or data that will address an existing problem. And I've undertaken this project with my colleague Shadi Karazi, but it's actually connected to a wide variety of assessment related projects that we've been involved in. So, I would like to acknowledge the support of all of the team actually involved past and present members of the team. And I know you have worked on projects connected to this one. So, and what we have done is we were listening to what the students were saying whether they are saying it throughout the student evaluations or feedbacks or the easy all sorts of different sources of feedback we pulled together to hear what are the students saying and what are the staff saying. If I concentrate on the students because obviously they're more important. If I concentrate on the students, the, they were complaining about being over assessed, or they were complaining about being overwhelmed and exhausted by the assignment and a lot of the complaints where all of the assignments in one week. And they weren't getting to spend the time on the assessments that they felt they needed to or would have liked in an ideal world. From the staff's perspective, they came back and they were saying, I don't know what's going on in module X. So, for example, the chemistry teacher had no idea what the biology teacher was doing or biology lecture when they were assessing and what they were assessing. On some cases, and I'd like to say more rather than the majority rather than minority. We did get individuals who took it upon themselves staff members who took it upon themselves to ring their colleagues and collate all of the exam dates and assessment dates and put them in a calendar as part of the program handbook. But that was a manual process for the most part. But what they were able to do was to get an overview of the assessments. And if we're looking at this diagram, we have the number of assessments on the vertical access and the week of the semester. So week one right through to week 13. And then they were able to plot graphs like this. So this was module A and we could very clearly see that in week 12 there were two assessments week 13. There were three assessments and another two in week 14 in this case. And then we had another module that looked like this one. Again, small assessments in this case, we knew they were being assessed but didn't quite know what the assessment was. And then we had another one like this, but these are all manual manually collected data. And the problem with it was that pretty much as soon as the lecture hung up the phone call or created that and created that manual that the course handbook for the students. The data was out of date already that maybe for whatever reason, genuine reasons, lectures may choose to change their assessments add in a second one or change the date, or take it away from being on on do for two things breaking it into draft submissions and final submissions and so on. So the data was not live and as any analytics person will tell you bad data is sometimes worse and I would say all time worse than no data at all. So what we wanted to do was to look and see if we could get moodle to actually automate that entire process. And the challenge that we had was we had to get the data into moodle in the first place. But what we done was we did a huge PR drive with our staff explaining from the advantages of putting in the dates of their assessments into their moodle course. And then we were able to generate this report. So just to explain what we're seeing on this report. You see some tags up the top the BA in journalism and the BA in languages that actually means that in the module English 101 it's taught across two programs journalism and languages. And what it's doing is it's highlighting here across the weeks if we look at the bar chart across the weeks and the 14th of the 10th there is one assessment 21st is one assessment and then again you can see the 25th of the 11th. There's three assessments but it gives you this calendar overview of the of the assessment. So this is what the students sees. This is what is automatically entered into the students phone. And because it's in the app or because it's in moodle it can be synced automatically with your Google calendar which comes as part of the DC account we're a Google college but obviously this would work for Microsoft colleges as well. So we're able to pull the reports on a program basis. So if we want to just have a report for all of the journalism or all of the languages course in this case where it's taught across two different modules you can if you wish. I hide the assessments due to just languages and just show the ones for the journalism students or vice versa. You can also hide the assessments and just show the quizzes or hide the quizzes and just show the turn it in submissions, whatever the case maybe. The whole concept about it now is that the all of the lectures will have visibility of the other assessments that are going on and more importantly all of the students will have visibility live dates as to what it's about. And because all of that data exists and the everybody's a winner and the only thing we require lectures to do is to turn around and create the assignment. Create the assignment by simply logging on to their course page at the assignment put in the title and put in the date. And if that's all they do this calendar is automatically generated. It's at that stage that pure exercise kicks in where my team will go around saying well seen as you have the assignment on. What else can you do well there's an advantage here if you correct online or you have submissions allowed online or whatever other functionality we want to highlight there. So we've taken a very simple step and then done a huge pure exercise and to try promote further benefits of it. And another plugin that we used we looked we wanted to have reports for lectures on the how the students are interacting with them. So here on this module is an assignment breakdown. For this module test assignment and there's two assessments in here and we can see there's four students on the course. For non submissions no late submissions and obviously they haven't been graded but it also gives you an indication as to how many of them scored below a particular point. And then following on from that one. And so you can forward too quick. You can also have a breakdown of the students right how many assignments has Kira submitted how many were was she late for or how many did she not submit how many late submissions and what grades they were and again is she at risk what sort of how many of those are low grade assignments. So this is all available within Moodle we use that the my feedback plugin for this particular feature built by UCL and we built our own plugin for the assignment calendar. We listen to staff we listen to students we said what is the problem that you're having and we use the analytics to actually help us make informed decisions. And that's how we moved forward from there. It's all about using the data to inform proper pedagogy not to steer the pedagogy but to inform it. And then the very last slide I have for you there is with one simple step we can generate a huge amount of data by simply asking the lectures to insert the deadlines. And it will automatically create a calendar. The calendar is viewable for all anybody that has the appropriate permissions to view it. You can then see the online submission for the students you can analyze the submissions and the deadlines and the late students are not so late students and you can monitor student progress across the program. This is all just from one day to one day to step that we ask our lectures to do. And because the program coordinator now no longer has to spend the start of the semester ringing up his colleagues or ringing up her colleagues to pull together this handbook. They are a big driver of getting this done of encouraging their colleagues to do it and the heads of school are also big drivers are doing this. So that's what we've got. And if you have any comments or questions, ask them now or indeed email Shadi or myself at any stage that suits you. Hello. Fantastic. Sorry, thank you very, very much Mark. Yeah, I think it's really, really interesting work. One of the things that I've seen from the work that we did on student success. You know, I mean, we looked at the enablers of success. And you know, we found things like engagement and assessment and feedback and data informed decisions and institutional cultures and all of this stuff is absolutely critical. So looking to students without meaning to kind of make 250,000 people sound like a single blob. The thing that kept coming up over and over again was these major kind of logistical and infrastructural hurdles that they had to face. So you have lectures putting all of this work into kind of really effective assessments will be good meaningful support of pedagogical assessments, but then just through either a lack of data or a lack of organization. It's the student that suffers. I think that's absolutely fantastic to be able to take such a data informed approach to it. And the other thing that I think is really interesting.  I mean, we see is key and is critical on the power of early warning systems, but being able to use data in this way that you can make changes that improve the experience of a large number of students at once. Again, I think is is absolutely essential. So thank you very, very much. And so does anyone have any further questions there for Mark. I think you've covered everything Mark. I did that on the ball from sleep. I think Peter Jan has them all still thinking about my beard. Yeah. Well, presumably I'm sure you're you're happy for anyone to follow up with you kind of afterwards Mark presumably absolutely. That'd be my pleasure. Thanks. Thanks Angelica. Great food for thought Mark. We could very easily encourage course directors to create a program site in our VLE where all students could be added and where they can access an aggregate calendar as well as generic resources. Very easily done. And again, would be delighted to show you how to do that the program plugin that we've developed that tagging feature means you can circumvent that because every student is enrolled in the modules, the course pages on moodle and it collates them all and generates the calendar automatically for you. But if you only use the calendar for a program page. Yes, it will definitely work, but it wouldn't be the best way of using moodle or any VLE just as a document repository and a calendar way. Absolutely. So thank you very much. We just given that we have just a couple of minutes left there. And I might ask, and her key. If you wouldn't mind. Sorry. Do you want to unmute their key and just has a little bit of keys running a project in Finland, which now we might ask her key again you might come back to us and kind of properly for a future webinar. But just if you wouldn't mind what we have a couple of minutes just telling us a little bit about your project. Okay. Okay, thanks Lee. Thanks for everyone who has been presenting in this webinar. It has been very interesting. Yeah, I'm Erki Herkanen from the University of Turku in Finland. And we are part of a national development and research program called analytics AI. So artificial intelligence and learning analytics. And it is actually coordinated by the University of Oulu in the northern part of Finland. And we have been working now for almost a year. And we have one year to go. So it's a two year pro two year project funded by the Ministry of Education and Culture in Finland. It's a national one. We have seven universities as partners in the project and what we are doing is actually trying to work on three work packages and one that we have already. And that it's already finalized is that we have analyzed user needs and like data sources what are available and what we can use and what kind of data can we combine about student progress, for example. We have discussed about indicators so that what are the indicators that we need to follow in order to help students to move forward and to stay in their plans and all that. And we have taken a look at the different kind of tools and methods that, for example, we at least like more is presenting us or providing us to use. And we have in this project, the University of Tampere is making an application development for a student dashboard and we are going to pilot that dashboard or application in several courses also at the University of Turku, but also in the other partner universities. So we get some information about what works and what doesn't work and how to help students to progress better. But that will take some half year or something like that. So we can come back with that results later, perhaps. But what is really interesting is that we have tried to take a look at the legal and ethical aspects of learning analytics. So what is, for example, TDPR is what they can or what we can do in terms of TDPR, for example, and other legal issues and what is ethically correct. And we have decided that we need institutional level like policy on learning analytics. So where the responsibilities and roles of different shareholders, for example, teachers, counselors, program leaders, the management of the university, what they are, what are their roles and responsibilities in learning analytics. And that's something that we are at the University of Turku, we are now working on or starting to work on, on basic of all the universities experiences. So that's very quick. Janne might add is also working with me in the process. Fantastic. But thank you very, very much. He's sorry for putting you on the spot. And we'll look for it. You might come back to us kind of next year. We'll be running kind of further webinars. I'm really, really interested and I know we all would to hear more about your work. Fantastic. Thank you very much. So that's it. And we made it. I managed not entirely break the computer. So thank you very, very much. Enormous thanks to our presenters. I think we're really, really, really interesting stuff going on. And it's great that we can kind of get a sense not only of the stuff that's happening here in Ireland, but that's happening across the continent as well. It's fantastic to be able to broaden those arms of collaboration if that's not too poetic for this time of day. So thank you all very, very much. This will be, I'll make this available on our website and we shared the slides and recording will be there as well. So thank you all very, very much and bon appetit. Take care. Bye now.


Hey, what's up YouTube? I'm Zeke and welcome to The Dream Green Show. Today we're going to do a complete technical analysis over Apple, took assemble at APL for the month of May. We're going to be going over the 15 minute chart, the 30 minute chart, the one hour chart, and the four hour 180 day chart. These charts will help me set up my day trades and my swing trades for this month for Apple. But enough talking, let's go ahead and dive into the platform that I use, think or swim and do the technical analysis of Apple. Alright YouTube, here we go. This is the think or swim platform that I use from TD Ameritrade. It's completely free. All you have to do is sign up, make account with TD Ameritrade. You can download the think or swim platform onto your computer or onto your phone. Okay, so they do have an app on your phone that you guys can use. But let's go ahead and get straight into the technical analysis. Let's go to the shorter time frame. This is for guys that want to hold it for a couple of days, maybe anything less than a week and sell it. So if you want to do day trading, buy it the same day, sell it the same day, you'll have to look at the one minute chart. But we're going to see if we can hold it for a day or two. So we're going to look at the 15 minute chart over the last five days. Okay, so the last trading week, this is the 15 minute chart. Every bar on here, if I zoom in, every bar on here represent the price movement of Apple over the last 15 minutes. All right, so every bar represents 15 minutes. So the high Apple has been the last five days is $303 and the lowest this has been is $208. So that is a growth of around 8%. Okay, in the last five trading days, currently Apple is sitting around, currently Apple is sitting around $300. So let's put down some price movement charts, some bars. So we draw the tops of every peak there and draw the bottom there. So Apple is moving in a channel upward channel right now. So which is good for day trading. You always want the price action of your stock to be moving up. So let's not look at anything else but the price movement inside of this channel. It goes up, it touch the top of the channel, it comes back down. It goes up, touch the top of the channel, comes back down, went back up, touch the top of the channel, had a little correction over the weekend and it's back up at the top of the channel. Could it move here? It could possibly move here. If it does move here, there might be a good time for a buy to try to catch the price movement back to the top of the channel. It's been oversold here on the RSI and had a dramatic drop down. And then once again, it was oversold here, had a drop down oversold here. That's why I'm looking at the RSI is going to tell me that it's oversold, had a little drop down and it was oversold once again here and had a little pull back at the beginning of the day and it ended up recovering to end at around $300. All right, so that is the 15-minute chart. Let's zoom out a little bit so we get a little bit more data. Okay, so if we extend this channel even more, bam, extend it even more. So this is the 30-minute chart guys. Apple has been in an upward trade on this channel for over the last 10 days. Okay, so it's up at the top at the bottom of the channel, top find the way back down, top the way back down top find the way back down, now it's at the top where Apple fall back to the bottom other channel or possibly, it could fall back to the bottom of the Channel. Okay, it's not over about or oversold. Every time that it did fall to the bottom of the channel, it was over about or oversold right here. It was bought over sold. All right, so it was over about right there, fell to the bottom, overbought right there, fell to the bottom, overbought right there, and it's fell to the bottom. So it was overbought right here, but the RSI is looking good that it might not reach the bottom of the channel. If it does reach the bottom of the channel, that might also be a good buy for you to hold on for a couple of days until it reaches the top. So one thing that I look at is how long does it take for it to recover? So if we look right here, it took three days and two hours to go from the bottom of the channel to the top, all right? If we look right here, from the bottom to the channel to the top, it took one day and 12 hours to go from the bottom of the channel to the top, all right? And if we look right here, it took just half a day for it to go from the bottom to the top. Right here, from the bottom to the top, it took one day and eight hours. So if we're looking at the next time Apple is at the bottom of the channel, you can look to buy to hold for either a day or two in order for you to know when it's a good time to sell Apple stock, all right? So let's zoom out just a little bit more to the one hour 20 day chart. All right, so here we go. Price Action has broke out a little bit. I think they announced, what did Apple announce? A phone or something one of did earlier last month and they had a spike in their sales. But let's take a look at the one hour 20 minute chart. The low is right here in the high. Okay, so we take a look, we drew a bar at the low and a bar at the high. If we take a look at the one hour 20 minute chart, Apple is using the 180 day SMA line to ask its resistance line. So when it came down from here, it bounced off and then it bounced off the 180 day SMA line. And then it stayed true to that line. It did not want to fall below that line. And then it ended up bouncing and recovering back up. So Apple was to come back down to this green line. You could see it as a support line in that it might not fall below that line any further than it has, all right? So that might be another indicator for it to buy. And now let's zoom out to the four hour 180 day, the one I used to swing trade. Let's clear out this a little bit right quick. Clear drawing set. Yes. Okay, and there we go. This is the price action of Apple over the last 180 days. 180 days ago, price was at 220 bucks. And it's all the way up to $328, okay? So as you can tell, this is around when the news happened, right? All right, so we're not getting much from this chart because of all the uncertainty in the news from the beer virus. But what we can do is that when Apple is trading, when you look at the 180 day EMA line, the SMA line, if you put a little arrow right there on the line, if you draw an arrow right down the line, it's pointing up, right? I mean, it's a good time to buy. Whenever this green line is pointing up, the 180 day support resistant line, the SMA line, whenever it's pointing up, that's the simple moving average line that's pointing up, it is a good time to buy Apple. Right here, the line is pointing down, right? So it's not such a good time to buy Apple to swing trade, to hold for a couple of days, to hold for a couple weeks, to hold for a month or two, right? It's not a good time, the green line is pointing now. Right here, it's still pointing sideways, but over the last couple of days, if we was to put an arrow right there on the green line, it's starting to point up again. So this might be a good indicator if Apple pulled back just a little bit to buy in, once you zoom in on those tighter time frames, and you get in there and find a good price point to buy Apple at, and the green line on the 180 day, simple moving average is pointing up, it might be a great time to swing trade Apple, now that the arrow is pointing in the right direction, it's pointing up and not pointing down. Once again, you want the 180 day simple moving average to be pointing up, not pointing down. And right now, over the next couple of days, it's on the cuffs, if not pointing sideways, not pointing down, but pointing up. So that is the 180 day swing trade for the Apple technical analysis. Now the last thing that I would look at, if I do take a position, is that it did have a resistance right here at $328. It touched it once, came down, touched again, tested again, and tested it again. So if you could, you could buy it at $300 and swing trade it all the way up to $328 for a profit of almost 8.1%. But yeah guys, that is one of the technical analysis of the 180 day four hour chart. That is the one I like the most. Day trading might be a little risky right now because of the uncertainty of the market. A swing trade might also be risky right now because of the uncertainty of the world. But if we're just paying attention to the technical analysis from the thinkorswim platform, the 180 day swing trade looked like a hit. And there we go guys. I'm probably not gonna be day trading at the moment due to the volatility and the unpredictable market right now, but I might take a position in Apple and actually do the swing trade. The swing trade is looking promising for Apple considering that they do have a large stock of cash available on hand for their company. But Apple is a company that is going to last a very long time I see in the future. So I might take this position now, collect the dividends and let my portfolio grow over time. But that is a complete technical analysis of Apple. If you guys want me to break down any other stock, just go ahead in the comments section and comment what stock do you want me to break down in the comments section. And I try to grab them all in my next video and do a complete technical analysis. So if you guys want to see those, make sure that you subscribe to this channel so you don't miss out. Other than that, I'm Zeke bringing you the Dream Green Show and I'm out. Peace.


Hey guys, how you doing? This is your boy rich from rich TV live and you too can join the club at rich pics daily calm Where you can learn how to win and trade? Hey guys, how you doing? This is your boy rich from rich TV live Rich TV.io with some huge breaking news from TAT global alternatives bring your attention right here T. A. A. T in Canada In America to TP in Frankfurt Germany put on your radar put on your watch list It's trading right around a 52 week low This has been a 10 bagger for early investors when we brought it to you first Before anyone else in the world pre IPO at 41 cents. It hit a high of $5 and 46 cents last year I'm gonna break down the chart for you and tell you why I believe we are close to a 52 week low Trading around $1.40 and why there's incredible upside with some more big breaking news 300 stores count them over 300 stores in Puerto Rico and Houston, Texas Big breaking news from TAT global alternatives exclusively here with your boy rich on rich TV live Smash that like button if you're live if you're not winning you're probably not watching We bring your winners just like TAT global alternatives and we bring them to you first Let's take a look at this news. Take a look at the charts. Shall we? So this is the news TAT launches in over 300 stores in Puerto Rico and Houston, Texas and Everyone should be aware of try TAT.com just click on enter can also get your free pack or you can hit no thanks and Everyone should be aware of try TAT. Everyone should also be aware of TAT global website. We can get their latest news learn more about TAT and They will be having an investor presentation on March 2020 and You can see here their symbols in Canada the United States and in Frankfurt, Germany Love to know what you guys think about TAT and Let's break down this news and we're also going to look at the share price of the stock as well So TAT is pleased to announce that all three of its TAT varieties original smooth and menthol will be launching in more than 180 stores in Houston, Texas the fourth largest US city and at least a hundred and twenty stores in Puerto Rico, which is advancing to an official launch Following a test placement in Ka So love to know what you guys think about this news if you like the news Please smash the like button comment down below share the video everywhere and subscribe If you want to learn about the product just scroll down and You can see you can shop TAT online here and Once again the TAT family So those are the three products that they talk about in the press release During the second year in which TAT is being sold at retail in the United States The company has taken measures to integrate marketing programs in parallel Which is with its nationwide store placements to include billboards located near Nevada locations of a US gas station chain as announced in March 2nd 2022 press release and an incentive strategy for chain retailers to convert TAT sample recipients into first-time purchasers of a full pack as announced in a February 11, 2022 press release the company has aggressively pursued store placements in new as well as Existing US markets to bolster to bolster overall availability of TAT So love to know what you think of this news. This is pretty big news We are at a 52 week low right now So as a trader you need to understand where the stock has been you need to understand where the stock is going and You can see here That it's been as high as five dollars and 46 cents in Canada in April of last year and here we are now Right around a 52 week low currently at a dollar 41 You can see it's been as low as like the dollar 30 region So as an investor you need to be aware of the fact that this is currently trading at a 52 week low With a huge gap to fill so as an investor if you're looking for a company that has a chance to grow This is a growing company that's come all the way back down close to a 52 week low Which is typically the best time to buy and if you believe that this is a company that's gonna go higher There's a huge gap to fill here and this is what investors are looking for there's a huge gap to fill here and That's how we make our money right now There's no guarantee it's gonna go up But this is a company that's doing a lot of good things and if you believe in this company and you think it's gonna go higher With news like this we believe it could go much higher and there's a huge gap to fill there Which could give you a chance to make a multiple on your money now? You also have to be aware of it in America under the symbol t o b a f you can see trading really really close to a bottom and Frankfurt Germany where it's trading right here near bottom once again. So Like I said, this is this this is the bottom. So as a trader, we're looking for this It's exactly what we look for so if you like tat when it was trading at $5 Then you should have you should like tat a lot more when it's trading at $1.41 now The guaranteed placement of the 180 stores in Houston, Texas earlier this week a pallet shipment of tat Arrived at the warehouse of a distributor who's guaranteed the placement of tat in at least 180 stores in the city of Houston population 2.3 million so this is a huge huge huge market for tat to start growing into and I believe this is going to be huge news for tap now remember this news came out right after market so it's going to be circulating all weekend long and This could be a big catalyst for tat next week and you can see here the nicotine and tobacco-free smoking experience called tat so 2.3 million people in Houston, Texas 180 stores in Houston, Texas the state of Texas has a cigarette use incident rate of 14.7% so the average overall 14.7% of people are smoking cigarettes and current Texas based retailers of tat represent a Respectively small percentage of the company's total footprint in the United States Now I must remind you guys the rich TV live is strictly for information and education purposes Please do your due diligence do your research before you invest in anything we talk about or discuss here on rich TV live In saying that we've been talking about tat since it was an IPO at 41 cents It's gone as high as $5.46 which was a 10 bagger for investors And now it's gone all the way back to the lowest it's been in a year So as an investor if you're looking to get into tat this may be the best time to get into tat Now I can't guarantee that anything can happen in the market and It's best that you consult a financial advisor before you ever make an investing decision Based on anything we talk about here in rich TV live Everything that we talk about here in rich TV live is strictly for information and education purposes so out of the 14.7% in Texas and Current Texas based retailers of tat represent a relatively small percentage of the company's total footprint in the United States As such the company is eager to build a presence in one of the country's largest urban centers to complement its comparatively high store counts in the metro areas of large cities such as Chicago So making a presence felt in Chicago Illinois and Columbus, Ohio This launch of tat in Houston is planned to coincide with the company's multi-state billboard advertising campaign announced in its December 14 2021 press release Which includes billboard placements in Houston Detroit Atlanta and multiple cities other cities in the United States So what does the official tat launch in Puerto Rico mean? I think this is big very big for tat launching in Puerto Rico as well And look at this you can even party with team tat at tat. We are the party instead of waiting for an invite We're throwing a ton of parties across the nation as we roll out so you can literally click on the events calendar and see all of their events Where if you are a shareholder or you're interested in tat or you like the product you can go and Take a look at tat At some of these events So tat was initially placed with a Puerto Rican distributor in k a Population 43,000 approximately 34 miles from San Juan In 2021 on a test basis the company anticipates tat could perform especially well in Puerto Rico Based on its ability to retail at an exceptional price point as a non tobacco product Given Puerto Rico look at that There's the champ right there Given Puerto Rico's high taxes on tobacco cigarettes among the nation's highest per pack taxes of us $5.10 cents per pack At the ASD market week trade show in Las Vegas in March 2022 The company was introduced to a distributor in Puerto Rico who ultimately placed a purchase Order for two pallets of tat One full pallet of tat menthol and the half pallet split between tat original and smooth As well as 180 pre-filled countertop displays Containing an additional 6480 tat packs This purchase order is expected to land in Puerto Rico by April 2022 What does the chief executive officer? of Tat global alternatives have to say Set to cost umbrella now that we have generated momentum for tat at the consumer levels It has become Significantly easier to convert wholesalers and retailers to begin carrying our products. That's huge You can see the time to smoke the competition with tat Some of the photos here with tat and floyd Mayweather from the money team wearing tat paraphernalia And this is great branding for tat global alternatives that is a startup trying to get more eyeballs on the product And you can also click on the store locator, which has really grown. I remember when this first started They were only in Ohio And they've really now grown to many many locations as you can see here throughout the united states And even starting to grow now internationally and as you can see they've grown internationally And now they're starting to go into Puerto Rico. So this is huge huge huge for tat now Let's hear exactly what set the has to say Now that we have generated momentum for tat at the consumer level It has become significantly easier to convert wholesalers and retailers to begin carrying our products With proven reorder rates and verified placements in high-profile gas and convenient chains across the united states convenience store chains across the united states Huge huge huge and I believe this is going to be just the beginning absolutely Just the beginning we have established valuable credibility as a serious player in the tobacco industry We're making excellent progress towards our goals for the growth of the tat retail footprint in 2022 between organically adding stores to distributors Approaching retailers directly and making connections at trade shows these milestones so far in our calendar q122 are impressive And we're excited to continue building upon them in an effort to make 2022 Our best year yet and you can see the footprint. It is only getting bigger and If you want a free pack of tat all you got to do is click on free pack at try tat com And you can even order a free pack try it out and see for yourself Try an original try a smooth try a mental So I must remind everyone once again when we launched this in june of 2022 at 41 cents pre IPO Members made 10 times their money when it went as high as five dollars and 46 cents It's now back to the lowest it's been in a year And we believe that this is the time investors should be considering Putting tat on their radar and on their watch list love to know if you agree with me If you like the video smash the like button comment them below share the video everywhere and subscribe big big news for tat And we need everyone to put this on your radar put on your watch list and comment on the video What do you think of this news for tat? We think it's big news. We think it's great news once again tat launches in over 300 stores in Puerto Rico and houston texas and you can see they're putting out a lot of news Again, this is a good sign for tat. So stay tuned. This is rich from rich to be live and i'm out


What's going on guys?  This time we have Spiral Racing League Edition.   A clear disadvantage being Eln only 150 ranked vehicle. As you can see by the speed there everything else is basically a 160 so I'm 10 speed behind which is a lot when it comes to Spiral Racing League.


Sub-casuals, look who's back. That gummy hunter that you know, do you love? The Guernsey County Gobbler, the do time. Here-dee, here-dee. The results of the goblin contest are in and we have ourselves a winner. Paul M. Hold on, my name's Paul. Is this contest rigged? Oh no, it's Paul M. from Cascade ID. Well, at least we know this cat either lives in Indiana, Illinois, or Idaho. We may never actually know. But regardless, here is what we got. This is first place. Clearly, my entries were not taken into account. Err, err, err, err. Err. I don't know why I was excluded from this contest. Otherwise, the two time would be the three time. Where's my ring? All right, let's take this first place call out into the real world and see how that office turkey responds and see if this is actually gonna work.  Game recognizes game. From the two time to now, one time. Paul M, thanks for your submission. Thanks everybody else that submitted. We appreciate you here. Have yourself a great hunting season this year.


I'll start with my program and basically the Bachelor in Science Computing program is focusing on the basics of programming and this means that basically you'll start from learning your first programming language which in this case is Python and getting the basis of other parts of IT for example the databases some math which will be useful for you in future and also web design and development then in the second semester you'll or like further on you'll go more in depth in the like in studying computing by having courses like algorithms and data structures system designs symbolic computation and also going more in details with databases by studying relational and no relational and no SQL databases also there are two pathways in the Bachelor in Science of Computing and they are the cyber security and the multimedia pathway personally I chose the multimedia application development pathway which basically is represented by like creating games and yeah game designing and I am not sure which courses they have in the second pathway but in the multimedia you'll have to work with a game engine to create games and also some other you'll also study some other apps and the basic 3d modeling also about games so in the last semester where is the computing project which is basically your Bachelor thesis and you can propose which project or what you want to research what you want to do my research is about virtual reality and is basically about creating a virtual reality application so I'll now share the screen with some snippets of like the application which I created using the knowledge I acquired in a park college and yeah so the application is about trading martial arts and the in general like training kendo so as you can see like I applied my knowledge which I acquired from 3d modeling to create the 3d dummy also like the dojo itself but then there is also like some so like sword physical sword tracking like applied and like very yeah so basically also in this application where like some sequences which allow you to train the movements of the selected martial arts and this all like was created like using the knowledge I acquired during my time at park college and the more also the teachers at park college are like friendly and they can help you when you have some issues or you're like having some blockers in the trying to in a subject or something like this yeah and yeah like as I said like they're friendly and they can help you when it is needed also because the park college has like yeah so sorry basically this is it for my part because I guess I'll take too long if I'll go longer and yeah thank you for listening and now I'll pass forward to you yeah sorry jelza okay everyone hi I'm Jelza I'm a student in master's program here in Prague College and I'm on my in my final semester working on my dissertation Prague College offers different kind of programs like if you want to choose a regular program or an intensive program I was enrolled in the intensive program which has three semesters the first and the second semester each of them has three different classes and the third semester is reserved for the final project working on dissertation in the first semester we had three different classes that the first one was with computer networks and security this was basically a more advanced compute computer network terms and we had the we had the opportunity to learn more about switches and and routers and so forth mobile systems and communications this class was more related with physics it had a lot of formulas and math too and the research methods for computing and this this class prepares you for the final project where here you can learn how to structure a document how to write an article how to make a research for reliable sources and so forth and there is an additional class which is not like mandatory it's optional it's called academic support for those students who want to like improve their writing skills or just to learn in general how to structure a report how to deal with references and so forth by the end of this semester we didn't have like a real kind of exams like a question and you have to answer and so forth we had to do real-life examples and then provide a solution for that so like by the end of the semester we are supposed to write technical reports and provide a solution for a specific problem the second semester also includes three classes the first class was was with rapid application development which it was a really good class where you have the ability to learn I would say a platform that is based on rapid that is using rapid application development I used Mendix which basically is a tool that most of the that has predefined functions and most of the things are basically drag-and-drop it's not a code-based platform but is like diagram-based platform and the other class was with IT management where here you can learn a lot of things about the ISO standards the governance in general how do you have to structure your IT in an organization and so forth and the last class was with databases and analyzes which was a really good class where you had the opportunity to learn more about the software development lifecycle for each phase what it does and so forth and also you had the ability to learn more about waterfall model scrum in general and by the end we had to create a database for a specific project in general there are small classes sizes which is pretty good I really loved it because it gives you the ability to interact more with the professor in case you didn't understand something you have the chance to ask again for it and I guess that's it whatever you need there is the student services that can help you if you have a question with the professor they answer you right away with as much they provide you as much information as they can so like the colleagues are pretty friendly so like whatever question you have you can reach anyone and someone will provide you an answer yeah so I can also add that the digital campus is like basically no first I'll go with the structure of the semester of in bachelor program and basically they are yeah three courses like each semester and yeah they're also like optional courses as a gel's I mentioned for and this courses help you with like improving your soft skills and writing academic papers also like we've with the help of a digital campus we were able to study online and like even though like for some people study like face-to-face in class might be like more efficient online like the digital campus and studying online in January at Procology was like was not like a bad experience and it helped to keep like yeah the same level of like study and knowledge gathering and I also I would like to add some helpful information that can help like new students who will be joining Procology the teachers like I had six different classes and for six classes I had five different professors so it basically for each class there is a different professor and also when it comes to the resources Procology offers you like what whatever resources that you will need for me as a as I'm part of beside University we all we are also in role we have access in their databases too so like it's very helpful because every time we have to do research and search for real reliable sources we use that library and another thing is that my whole program was switched to digital campus because of of course the well-known situation of virus but for me it didn't cause any problem the classes were still interesting it's not like there was a lot of a lot of change or something that I couldn't handle or it was boring for me it was like pretty nice the professor managed to handle the classes pretty well even though it was online also I'll mention about their real project so for example the student can work on an assignment for bachelor's program and yeah for the assignment for a course and later on like if they want like they can go further with us with this assignment or basically as some students did for the computer project so they used the they have a bachelor's thesis as a steps like a starting a stepping stone in there like real like life project and then they can continue it to further after they graduate and yeah so like there is no like limitations on like the project which you know I guess we covered everything we are looking forward for you to join pro college and it will be more than welcome


Hey everyone, last week I took a road trip to Canberra to go to a special event put on by the Canberra Deep Space Communication Complex called Exploring Space, Mars and Beyond. My next few space pods will hopefully be a little bit of a mini-series about what I learned from this event, about the past space probes and the next generation of space probes to Mars. This event hosted five NASA speakers and today I'll be focusing on what I learned from Bruce Bernard, the principal investigator of the next NASA mission to Mars called INSIGHT. This is your space pod for May 27, 2015. INSIGHT is designed to find out how rocky planets like Earth and Mars change from being a big homogenous ball of molten metal and rock into a more layered ball of a crust, mantle and a core. We think this happens when metals coagulate and rain down to form a dense core while crystallization of minerals starts to form a mantle and a crust. By taking a few different measurements on Mars, INSIGHT will allow us to narrow down our models about how rocky planets form. INSIGHT will be measuring numerous things on Mars including the thickness and layering in the crust, the layering in the mantle and whether the mantle is a solid or a liquid and it will also look at the core density and the size of the core and whether it's solid or liquid as well. INSIGHT will also look at thermal fluxes in the mantle and will look at seismology on Mars, that is, Marsquakes. So how will INSIGHT measure Marsquakes on Mars? It will carry a seismometer which is basically a mass on a string. When Marsquakes shake the ground, the distance between that mass and the ground changes and we can measure it. These measurements tell us a lot about the material that the quake travelled through. So if a Marsquake originated on the side of Mars opposite to the space probe, the quake waves will travel through the core and we'll be able to tell what material the core might be made of. Actually, the seismometer on INSIGHT is so sensitive it could detect waves crashing on the California coast as the seismometer was being prepared for spaceflight in a clean room in Denver, Colorado. So what will happen if there aren't any Marsquakes on Mars? Well, the seismometer can also be used to detect tides on Mars. Yeah? There's no oceans on Mars, but there are still tides. Phobos, which is one of Mars' moons, pulls the ground as it passes over the Martian surface and we can detect these changes. This is only a weak force pulling the ground by about one to two centimeters, but as we can accurately measure this distance, it can tell us whether the core is solid or liquid because a solid core will resist the pull of Phobos more than a liquid core will. The other cool thing about INSIGHT is that it will actually place its seismometer on the Martian surface. All the other seismometers placed on Mars so far have had it sitting on the deck of their space probe, so about one meter above the ground. Not so good when you want to take measurements of the surface. A robotic arm will be used to place the seismometer on the surface and then it will also take a protective cover, which is basically an upside down wok and place it over the seismometer to protect it from thermal stresses and from the wind. The second cool instrument on INSIGHT is basically a probe that will hammer itself down five meters into the Martian surface. The probe has temperature sensors every 30 centimeters along its length and will measure the temperature gradient in the Martian ground. This will give us an insight into how fast the heat is radiating out from the mantle. If the temperature difference between one end of the probe and the other is very great, this indicates that a large amount of heat is radiating out from the mantle. So how exactly do you hammer into Mars? I'll let Bruce explain.  It sort of pulls up a mass against the spring and releases it really quickly. This thing goes snapping down with a lot of force. And then of course, if you're just not doing anything else, you have an equal and opposite reaction. But in this case, we put a softer spring up here so when it recoils back again, it slows it down and the friction on the outside of this casing makes it so it doesn't pop back as far as it went down so you get a neck downward motion. INSIGHT will launch from Vandenberg Air Force Base, California in March of 2016 for a September 2016 landing. It's actually the first planetary probe to be launched from Vandenberg Air Force Base. I'm really excited for the launch of this probe and I hope you are too. Let me know what you think about this really cool space probe by leaving a comment below or via social media and consider sharing this video with your friends so we can dig up a little support for this space probe. Thank you for watching and thank you to the citizens of tomorrow for helping to crowdfund this space pod. If you'd like more information about crowdfunding this show, head over to patreon.com. My name is Lisa Stodzianowski and I'm excited about the INSIGHT space probe gaining an insight into the Earth by going to Mars.


In 2007, Nike flew me to Los Angeles to work the first ever Kobe Bryant Skills Academy. Now I had lived in a basketball bubble my entire life, so I had heard the urban legend of how insanely intense Kobe's individual workouts were. So since I was on camp staff, I asked him if I could watch one. He said, sure, I'm going tomorrow at four. I said, but Kobe, we have a camp workout tomorrow at 3.30. He said, no, I'm going at four AM.


Welcome to the 2pm update here at TFNN with me, David White. What do we have? Well, the Fed minutes are out. I haven't seen a big move here. Let's take a look. Ankle's moving a little bit. See what else is happening here. 4,012, not much of a movement. Not much up, not much down. Pretty much where we were before the announcement. So it'll take a little while to go through all that, but at the moment not an instant reaction that I can see. Other things going on. This morning we had a little bit of rain with the Fed president James Bullard coming out and saying that he wanted the rates maybe not eventually higher than what they were projecting which is about 5.5%, but getting there a little bit further or faster. So looking at that, everybody kind of had a little bit of a down move this morning on Bullard's discussion. As we go into the rest of the week, we'll see what happens when they get done reading the whole thing. Tonight after the bell we've got TJ Maxx and Baidu, that was today. Thursday morning we have Alibaba and Moderna in the morning. And then Thursday night we have Square, bookings.com, Intuit, Melee, and Autodesk Thursday night. So we're going to probably, we'll probably see a lot of people try to make a lot more out of the minutes than was there. My guess is by the time we close today they'll forget what happened at 2 o'clock and we'll be back to whether or not earnings are actually something that we should really be leaning on.  It's down about 13%. Symbol on that is Keys. The big winner is Pan W, E-A-N-W, up about 1%, we're back to just a point. The reality is that navigating financial markets can be risky.


Everybody for us here ripping five boxes of 2022 leaf metal draft football hobby for Jonathan s Here we go. John. Good luck, buddy. Five boxes here. Let's see some some buckeyes for you and big rookie names as always pickets Zappies some lobbies All right, don't work too hard on these Sean. All right You got a tenacious D auto Derek Stingley jr. Two out of five God tie fry Fogel auto six of 15 Donnie Mitchell Don't as it a Donald. No, it's a Donnie isn't a Donnie Mitchell seven out of 15 Stay pride auto a breeze haul draft-bound auto nice breeze. Good box here nine out of ten and Ending with a nice one as well Malik Willis auto Malik 18 of 40 a very good first box That is Auburn legend Malik Willis Good stuff. Good first box a Jordan Davis auto 19 out of 20 armed and dangerous Tyler van Dyke auto numbered five of fives printing plates Auto Rocco Becht printing plate auto one-of-one state pride auto cave on tip-a-doh 14 of 15 and a Joe Montaigne Two good boxes going here 21 of 40 on the Montaigne. Yeah, all right. Gotta keep it rolling now Okay, third box Evan Neil with the red ink interesting Evan Neil four of ten Zebra Stripe Kate Aughton Box tied in there three of five Kate Aughton Box tied in there three of five Kate Aughton These are pretty solid this year a Sam Huard Sam Huard auto 28 of 30 Yeah, Travis. Yeah, Sam Huard. Next up is a Trent Mcduffie tenacious D auto five out of 20 and A red wave auto Kenneth Walker the third four out of four in the kw three Kenneth Walker looking good looking good this year Kenneth Walker looking good on this break, too All right pink wave auto CJ Williams four out of 15 CJ Williams touchdown Kings Mojo or snake Jeremy Ruckert one of five lot going on in this parallel here looks like snake skin looks like mojo Nice record another zebra this time. It's Austin Stogner. See the Arkansas receiver. I think five of five I'm not too in tune with Collegiate football Austin Stogner Five of five armed and dangerous purple auto Ty Simpson five of 15 a Travion Henderson wave auto 17 of 30. There's a buck eye Travion Henderson Pretty good running back Maybe maybe the Bucks take it this year. Maybe the Bucks are taking it this year them and Georgia seem to be the best teams above everybody else so hopefully they're in the Hopefully they meet in the final together All right, last one here.  He's he's the guy He is the guy for sure. Well, what is he two more years? I think jacquari roberson on the auto 29 to 30 that the zebra this time is Tyler Goodson three of five and a Gold vinyl looking to Kobe Dean. It is a one-of-one Second round pick for the Eagles and the Kobe Dean on the one-of-one It's not top. So it's not a super factor. I guess a gold vinyl maybe Awesome looking card. I wonder why it's so red It's probably red because of the Georgia colors there. There we go. John. Congrats, buddy That was honestly really good Here we go, man. We'll get those out to you