Oops, let me get past the recording. The goal of this session is really to get you started on an individual development plan or if you already have one to make some further progress. I also wanna share a bit of research very briefly about the value of individual development plans and why they're so important to you as a first generation student or really a student from whatever community you're coming from. Let's see, it looks like I froze. We can still hear you though. You can, okay. Well, you know what? I'm gonna share my screen and it's a scary looking shot of me. Okay, let's do that then and that'll be better. All right, so again, as Sam mentioned, I'm the project lead for Imagine PhD but I actually have been for 24 years a career advisor, worked in the realm of professional development at the University of California Davis. And in that role, I've served hundreds of graduate students and postdocs, probably thousands but I've never really counted this up. And so I have worked with folks on their career journey also in working at success in their graduate school program or as a postdoctoral scholar. And I also am someone who did the grad student walk. I was a PhD student in geography and completed my degree many years ago now and I've also been a postdoctoral scholar. So I have been on this journey and I'm really happy to be of any help that I can. My pronouns are she, her and without further ado I think I'm gonna go ahead and get started. So as I get started though, be helpful for me if you don't mind dropping in chat or yeah, chat's probably the best place. Can you tell me what year you are in your program? Are you just starting out?  So if you would drop that in chat that would be wonderful. If it's more accessible, you can also unmute and let us know as well. Yeah, that's whatever works for you, would be great. My dear program, thank you for sharing that, Lenora. Great. Third year, first year, 10th year, no IDP, second year. This is really helpful because we've got a range of folks, first year at all different stages in your graduate career. So that's terrific. The IDP is useful at any stage and if you've never done one, that's not a problem. If you have done one, as you probably know it's an iterative process so we're always wanting to update it and revise it. So a bit about IDPs. So one thing that you'll wanna think about is making a plan of course is an important part of graduate school. And I think we often get stuck in this idea of okay, I've got a list, right? Probably all of you have a list next to your computer or some version of that on your phone that says the things you're gonna do today or you may not be a list person that's okay too. But the idea of an individual development plan is really to think about this over a timeline rather than just in the moment. And that is how it can be most effective for us. So a little bit about what it is and why it's important. For those who've never heard this term before and that's not uncommon. I worked a lot with humanities and social sciences students. And an IDP is often very familiar in STEM which I've also worked with a lot of STEM students. But not so much always in these other disciplines. So the idea behind an IDP is it's a written plan for professional development where the I stands for your unique training and career goals. So these might be if you're a new graduate student, your program goals, the courses you're gonna take, the D, the improvement or maturation needed to achieve those goals or improve those skills. And then a plan, specific steps and goals usually to a timeline rather than just a random walk or the list that we tend to all rely on. So why does it make a difference? I just wanna share a little bit about the rationale behind this. Well, we know that and research has shown that thinking about goals motivates people to pursue them. It also develops specific rather than general goals can help people achieve them. So if you have a very general goal it's easy to get lost in the thought like I'll just make something up preposterous. I'm gonna write my dissertation. Well, that's a goal but that is huge, right? It needs to be broken down much further. And then we also know that having a plan does a couple of things for you. It helps uncover what you don't know which a lot of times in grad school we feel like we need to just know everything and of course we don't all know it. And if you're first generation you may have even less access to that social capital that would help you know that. And so IDPs really help uncover what's called the hidden curriculum in graduate school. I don't know if you've heard this term before but it's the notion that there are rules and resources that you may not know about never having been to grad school or never having had any family member who had been to college or graduate school. So by putting together a plan it can expose those gaps in your knowledge and it can also help your mentors know what resources or information you may need. And then finally it introduces accountability to the process. So if you share this plan with your mentors it gives you a little incentive to get things done. And I'll give an example here at UC Davis we have one of our counselors in the Counseling Center runs an accountability writing group. And it does not focus on the mechanics of writing or grammar or anything like that. Instead it's a group of folks who get together and they commit to sharing a paragraph of their writing or what has happened since they last met. So it gives you a community of accountability. And I think that can be tremendously helpful because sometimes grad school can be very isolating. Now some other research actually around IDPs and career planning they found that folks who do and develop and implement strategies to pursue specific career goals achieve greater career success. And this was actually measurable by salary, promotions and level of responsibility. And further they found that these folks reported greater career satisfaction and rated themselves as more successful than their peers compared to those without a plan. So again, the value of planning is not just helping us get done but it also actually helps us advance and be successful. There was also a study of 7,600 postdocs that found those who developed training plans with their advisor at the start of their appointments reported greater satisfaction with the postdoc position actually measurably had more published papers and wrote more grants and experienced fewer conflicts with their advisors. And I think in some ways this is intuitive because of course if you sit down especially those of you who are new grad students as you sit down with your new professor and work out a plan, you're on the same page and that can be very helpful in and of itself. And then finally from my research realm in 2017, the University of California survey graduate students at all 10 of its campuses and we were looking at what well-being experiences graduate students were having and we found that life satisfaction was correlated with career prospects. Now this may sound, this can be good and bad, right? If you think you know what your career prospect is but it's gonna be difficult that may seem like a challenge but in fact just knowing what career prospect you're shooting for can be extremely helpful in satisfaction. On top of that, we found that satisfaction with career prospects and with mentorship and advising is correlated with being on time to complete the degree. And this again makes sense because if you're sharing your goals and your plans and getting the advising that you need that's gonna help you complete more quickly. Now that being said, I know how difficult that can be because not all of us are in the position that we wanna share our career plans with an advisor if we feel like it won't be well received or welcomed and that makes sense but that I think it's back to the idea that we always wanna have multiple mentors, right? We never wanna have a mentorship based on a single individual because that person can only help us in the ways that person knows. So I would always encourage you in graduate school to seek out multiple mentors and they may be different, right? You may have everything from professors to people in careers, maybe alums maybe fellow grad students. I have to say some of the most valuable advice I received as a grad student was from my fellow grad students and those of you who've been here will probably have a similar experience. Okay, moving on, I wanna talk a bit about Imagine PhD and why we're going to use it because when you go to the tool you'll see that it says for humanities and social sciences, PhDs but what I want you to know is that it's for people who are in all stages of their career. We have undergraduates who use it, master's students, PhDs, people who have gone on to careers and we have people in all disciplines. So a third of our users are actually in the science, technology, engineering and math fields and then about a third of social sciences and a third of humanities also. So and a bit of other disciplines beyond that. So what is this tool? Well, and why am I leading this project? Well, really this project stem out of an organization called the Graduate Career Consortium and this is an organization of folks across the country who provide services to graduate students and postdocs. And so the person I know at your institution is Laura Shram as one of our members but I'm sure there are many others. And we realized there was not a tool for humanities and social sciences at this point that had the individual development plan and had more information about careers. So we said about creating one and our goal was for it to always be free to students. So it's not meant to charge anybody ever and it's confidential. So we also wanted it to be a starting point rather than to sound like this is a fortune cookie or crystal ball where somebody tells you this is the career you're going to do but rather helps you uncover what are the things that interest you, what are your values, what are your skills and how that might make a satisfactory career. We also included the goal setting application which is the IDP part of this tool that enables you to map out the next steps for career and professional development. So I just wanted to share with you some of the folks who created this tool some of the institutions rather and University of Michigan is one of them but we had over 80 people from all of these institutions and organizations that basically volunteered to work on this tool to create a resource for you. Now, hopefully you're at a computer, have a phone, have a tablet, something to work with but I'm going to want you to log into Imagine PhD. I'm going to talk more about individual development plans as we go along but if you have not been on the site before please do log in and create a profile. It's a very short process and then hold up there. You'll be tempted to browse around but hold up because we're going to do a couple of things. We're going to do one of the assessments and we're going to do an individual development plan because again, the goal for this brief session is to get you started and have something to take away. So in Imagine PhD which you're logging into there's something called my plan which is what we use to create and your own individual development plan. And this also encourages you to do those specific rather than general goals that we talked about earlier that helps things be more successful. And we really encourage you to think both in the short term and the long term because graduate school can be a lengthy process. And I think some of the folks who chimed in and chat pointed to that for myself it was from Masters to PhD of 10 year process. It was quite long. So the tool actually gives you a seven year timeline to work with but you can always keep adding to that. So that'll be a resource for you. And then we'll talk about career, degree, project and skill goal ideas but you can really use this tool for any of the goals that you may have. And please feel free. If you have questions to unmute and chime in I am getting through this material but I'm really happy to answer questions. And I was telling Sam and Danielle that I'm happy to stay afterwards too if there are more questions but I really want to have you take something away from this opportunity that is the start of your plan. So this is what it looks like in the tool when you've signed up there's this what's called the my plan feature and you'll see at the top there's a big blue button that says add a new goal and that's what you do. You click on that and you add your goal the specifics around that. You can add a date or a date range. This is an old one from what I had before. And if you want it will remind you you can enable reminders so that it sends you an email asking you, you said this is the date of the end of the school or where are you at with that. On the left side you'll see something that says chart view that's more of a calendar view so you can actually see that seven year calendar. So you can either look at it as a list of activities or in that calendar view you can toggle back and forth and you can also check off as you complete these which I don't know about you but it's very satisfying to me to be able to check stuff off my list and to know I'm making progress. And again, you can use this for anything from a course if you want to where your outline is due at this point or a TA ship where you've got to put together the syllabus and maybe upgrading to do that sort of thing. However you'd like to use it you'll see I dropped in a Zumba course physical fitness important and to be to mental health too. So also within Imagine PhD is a list of suggested goals and I'm going to drop in chat the link to this just so you can have it at your fingertips if you want it. Let me see if I can find Chad again. Easier said than done. Oh, here we are. Okay, so I put this in a folder for you and at the end of this presentation I have a PDF of this entire presentation.  I should have told you that earlier but we'll have that available. So this what you're looking at now is a PDF off the site that just has some suggestions for goals and totally up to you if these are ones that you want to work on. I'm sure you'll think of some of your own but you wanted to help people kind of noodle over what kinds of things they might want to add. And as you'll notice these are not all degree completion or career there's also personal development or money or funding goals or skills development. I'm sure that you probably have some in mind that you might think of too in addition to these. Now let's see it. Maybe if I could see a show of thumbs up in the windows here how many folks have heard of SMART goals? Anybody heard this term SMART goals? Okay, I got a thumbs up from Lenora and Shell and Mira. Okay, let's see. Oh, several people. Excellent, that is excellent. But I'm gonna go over it briefly for those who have never heard of it because I think it's one of the things that is essential for success. So I'm gonna get back to where I was. Yep, okay. So if you've heard this term SMART goal why it's important, let me get back to my PowerPoint here. There we go. It's really an acronym. And it looks like I've got right. Sorry, just making sure that you can see the whole screen. Okay, so where S stands for specific. So in other words, what in particular is the expected result? And I'm gonna show you a really simple example of this in a minute. The M starts stands for measurable. So how do you know when you've reached your goal? So what's your standard of it being done and completed? And sometimes it's a deadline but sometimes not particularly with a skills development goal. It may be how well you can do something at that point. Is it attainable? Is it practical and realistic? So my earlier example of, I'm gonna write my dissertation is certainly a goal but it's too big of a goal to really be a SMART goal. It needs to be broken down into attainable portions that'll work. Is it attainable in the sense that you have the agency and the resources to do it? If not, you'll wanna think about what do I need to be able to attain that goal? Relevant, how does it contribute to the larger or overarching goals of either your project or your skills development or degree completion? So again, relevant to the project. And finally, I think in some ways one of the most important parts is when does it need to be completed? So what's the deadline? Because I don't know about you but deadlines can make me anxious. But on the other hand, not having them can really create a situation where what's another month or two or three? So having a time bound deadline is really important. So there are different, I've seen this parsed out different ways. So the A for you, if you've known SMART goals might be something slightly different but this is the meat of it. Specific, measurable, attainable, relevant and time bound are SMART. So my example is you're going to a conference, you need to submit an abstract. That's a goal but it's not a SMART goal because it doesn't have the things we just mentioned. So we could make it a SMART goal by putting a timeline to it and then also putting tasks to it. So by five o'clock Friday the 10th of November I'm going to review the call for proposals and write my 500 word abstract but I'm also going to share the abstract and revise it so that it's shareable, clean up whatever typos or whatever I have in it and then share with my colleagues, my professors to review and then by the deadline for submission of the abstract I will have incorporated their feedback and complete the online submission form. And as you probably know, you never want to wait till the deadline on a form because that's dangerous. But anyway, but by then it would be done. So that's an example of SMART goals setting. So when we think about the make a plan which we just talked about one of the things that can be helpful for us in setting goals is self-assessment is evaluating where we are in the process of our graduate program what skills we might want to develop what interests we might want to pursue. So when we talk about career exploration these are really the, this is really the I guess I would say unending cycle if you want to think about that where you can jump in anywhere but with a self-assessment you can explore your options narrow them, make a plan or you can just start with making a plan then do some self-assessment. So I want to take some of the time we have this afternoon to do one of the self-assessments and imagine PhD. But first I want to talk a little bit more about what these are. So ideally in career exploration you'll want to look at your skills so what are you good at and like doing on a daily basis? And if you're just starting grad school this is what you're here to build, right? You may already have some of these and you're going to hone them or you may be developing entirely new sets of skills that you've never used before. And so that's important to think about. The other one is interest. In your working life what do you spend most of your time on now and how would you prefer to spend your work time? And again, if you're starting grad school this is all something that you're ramping up for this. If you've been here a while you probably have a better sense of do you like TA, do you like to teach? Do you like to do research? Do you like to, you know what is it, you know volunteer with agencies that need your support public speaking thinking about how you like to spend that time when I worked at the career center in the early part of my career I would have grad students come in and say you know, I'm not sure that I have any any skills and like and I'd say, of course you do tremendous skills but they'd also say I just don't know what jobs I'd want is there a list of jobs for an English PhD? And I would say, well there may be lists but what if you're not interested in those things because occasionally I would come across folks who would say, I don't like to do research or I don't like to teach I really never want to teach again. So I would say if there's some magical list of jobs but it doesn't capture your interests that's not for you, right? So we want to have a more personalized experience of that career exploration and planning. And then values, what's the most important in your work environment and why? And a lot of times people hear values and they get uneasy they think this is something to do with my, you know if I have any spiritual beliefs or beliefs about how people should behave and it's not that it's really thinking more about what's important to you. So is it important to you that you work in an environment that values diversity? Is it important to you that it's intellectually challenging? Do you want it to be a very competitive environment? Would you prefer it be slower paced? Do you want to work an eight to five job? Those are all values that you'll want to consider as you're thinking about your career. So imagine PhD has assessments for all three of these today we're going to concentrate on skills but I highly encourage you to do the other ones too. And you can take these assessments as many times as you want it stores your results up to the three that you just did and then the fourth one it starts to kick the old result out. But I think it's really valuable you can go back and look at that and see what you said the last time. So before we do the skills assessment as I mentioned we're going to do in a minute it's going to ask you to select up to 10 job families. So let me skip forward a slide and tell you what we're talking about here. So there are 16 job families in this particular tool and they cover a variety of opportunities from higher ed administration which is what my career has been to faculty to research and analysis, advocacy so you can see all of these and see what they say. So there'll be a brief description of each and you can select the ones that interest you. You don't have to select 10 in terms of the time we have here today probably one or two is great and you can go back and select some others. Now, if you're really clever you probably noticed that, hey wait I believe I said there's 16 job families but there's only 15 bubbles. So faculty is broken into research intensive and teaching intensive. So that's actually two job families kind of packed into one there. And this tool is not just an alt-ac or careers beyond academia tool it's really meant to be to help you with the full array of careers that are available to you as a graduate student. Okay, going back. So this is what you're gonna see. It'll say, it'll give you a brief description of these job families and you can click to save that job family. So again, hopefully you can log in now. Well, wait, hold up one sec. Let me just show you a little bit more and then I'm gonna turn it over to you and give you about seven minutes to work on this. So the skills assessment is gonna ask you to drag and drop these skills into the following categories. I've never done this. I've done this in limited ways. I have more experience with this but still need guidance. I can do this and I can do this well. So as you think about each skill and maybe it's a skill that doesn't really matter to you. It's never, you know, if it doesn't matter it's not a bad thing. You've never done it or, you know done it in limited ways. If you're a new grad student there should be no expectation that you've done some of these things at all or, you know, have done or could do without guidance at this point. So that's what that's going to look like for you. And then let me just, I'll stop talking now. I'm gonna give you seven minutes. So please go on to imaginephd.com, create a profile and then at the top of the screen you'll see that there is a menu where you can select assessments, select the skills assessment and go from there. And I'll be here if you have any questions you can either speak out loud or chat. Okay, we're gonna gather back together and I apologize that my camera doesn't work. I'm really confused that's why but I think the only way I could fix it would be to log out and come back in. So I'm gonna just hang out here and be a dark screen and apologize about that. But anyway, how was that experience for folks? You can drop in chat or was it pretty straightforward? Did you learn anything you didn't know? I learned a whole different bunch of ways I can define skills. Excellent. Can you give an example on or? Yeah, I mean, I think I literally, I think even with some of the ones that were just like research and analysis, like I wouldn't have thought of like comprehend large amounts of information as like a skill that like would go on like, I mean, not necessarily on a resume but would be in like my bucket for things or interpretation of data. I think I have a really broad view of like a lot of those like skill families. So like I think of like qualitative research as like containing like all of those things but being able to disaggregate it, helps me see it as my skills is being more flexible. I think that's great. Your comment goes back to the comment I had about the grad student who came into my office and said I had no skills. And I thought it's so seldom that we unpack our skills in graduate school and we just see these job descriptions and they have like, you know, something very specific but you do have tremendous skills. You coming into grad school with skills and you're only gonna hone them further and make them stronger. And let's see, Kelly mentioned going into chat now that it was straightforward but sometimes a hard time self assessing my strength in that skill. That is a problem for everybody, Kelly. And it's actually why we changed, we had like a scale where it's like, I'm very good at this or not so good at this. And that's why we went to this terminology about I've never done this before or I've done it somewhat. And I think that's okay. I think, again, you don't have to share this with anybody. It's more for yourself assessment to think this is or I think I'm strong in this area or maybe I need a little more work. And I think that confidence grows with time but yeah, so thank you for sharing that. And then here, I hope I'm saying your name correctly. Please unmute if I'm not. It was pretty good help me explore more stuff imagine PhD can give like looking into job families and the resources to improve specific skills for that job family. Yes, that's one of the things that I hope you'll discover too. The job families have a ton of resources which we're not gonna talk about today because we have limited time but if you go dive into those there's everything from tip sheets to example resumes to these job simulations where you can try out skills and jobs. So that's great. Thank you all for sharing those comments. So now that we've done the skills assessment and get back to my deck here you probably see something like this and just realize the ones at the end of the chart that say I can do this well are your strengths or I can do this. These are all strengths. Again, if you're new in grad school you may not have developed these. And as you look at the job families that you selected let me go on to that.  So you can also sort these by type of skill if you choose to do so that. So that's what this slide is showing you but when you look at the job families that you were interested in here's higher ed administration as an example. You'll see that the top five skills are skills that expert rating. So they looked at each job family and determine which skills were essential to that job family. All of them may be used in some way but these are the ones that are most important and they'll compare your answer with what's important for that job family. So then you're able to see where you have alignments. There's also the green splotches that you'll see where there's some misalignments. And what this can help you do is think about well as I'm making an individual development plan maybe I need to get better at navigating difficult conversations. That seems to be important for this job family. So what are my resources for that? Is there a workshop on that? Is it something that I can learn from someone who's really skilled at that? So again, it can help prompt you to think about how you might do your skills development. And then the blue arrow that points to view the full list of skills. Remember you did like 60 some odd skills sorting. So these are only five of them for each job family. So you'll want to expand that so you can see all of them. And then also on the right your answer and the expert rating you can sort by your answer. So you can see the highest ones to the lowest or by the expert rating either one works. So that can all be a tool for you. Let's see, just checking chat. Yeah, thanks Kate for coming, appreciate it. And let's see, going back to our slide deck here a bit more about this and how you can use it. So again, here's one. I picked one that was really preposterous for me. I wish I were good at languages. Oh my gosh, I really wish I had that skill, but I am not. So I picked translation interpretation and key skills for this would as you might imagine be communicating in other languages. So this is to show you, here's a spot where obviously my answer, I don't have that skill if this was a job family I wanted to work in I know I would need to take courses and develop that and do better. On the other hand, communicating content to a general audience is a skill that I have. And so I have an alignment for this job family. So that's just to show you how the results look and what you might want to do with those. Now I want to move on to actually doing the IDP part of the IDP, which is helping you think about your goals that you want to do. They might be degree completion or skills completion goals. And let me see if I can just drop the URL and chat to this particular worksheet. Yeah, so you should be able to pull up a worksheet in Google Docs that you can then modify. So please download it before you modify it. So you're not sharing your goals with everybody unless you plan to. And then what you can do is put in your goals with that be, oops, sorry, degree completion goals or skills development goals. And then on the second page of that form if you printed it out to be on the back of the form you'll see that there is language about the milestone activity and the date. So what I'd like you to do here is pick one goal. Now it can be one of the skills that you just saw that you want to develop or it can be a degree completion goal. You know, maybe you're just starting out, maybe you're in year seven or eight and you're thinking about, I really need to do X or Y and Z. So again, I'm gonna give you five minutes so this is really a quick work part but to grab one goal and map out the activity for that. So whatever is top of mind for you what seems important. So let's go ahead and get started. And again, download that form so it's on your computer. Okay, so hopefully you've started on that. If you have even one goal that you've mapped out and done the smart goal setting, right? The specific, measurable, attainable, realistic and time bound, that's fabulous because if you have not done an IDP you have now started one. And so what I wanna talk a bit more about how that can be valuable and what you can do with this tool. So the worksheet is helping you identify these skills and really the brainstorming part of it's super important. So I've seen people do this different ways like map it out on a whiteboard or on this sheet of paper or however that works for you. But one of the things I found extremely helpful is sharing it with your colleagues and mentors for advice because that's when you help solidify those goals and think about, you know, to I think Shell's point like sometimes it's impossible to break down these huge goals, but as you talk with other folks that can help you really conceptualize that and think about how you can make that work for you. But one of the most valuable things about having this worksheet or putting together an IDP is being able to share it with your mentors because resources come your way. In other words, it's very easy to be in a grad program for a year or even a number of years and not know which questions to ask and then not know what you need. So the IDP can be an invaluable tool for that. The other thing you want to think about is how you hold yourself accountable. So that's great, you've got a plan but what can work in terms of accountability? I would say with projects asking a mentor friend to meet with you at the milestone deadlines. My major professor did this with me. He would say, okay, here's the deadline. We're gonna have coffee that day. And he didn't mean that as a threat that sometimes it could feel like, oh my goodness, well, okay, so that then has to be done but you can do this in an informal way where you just say to somebody, I need to have this paragraph done for the abstract and I need it on this date. So I'm gonna create a meeting with you so that we can meet and I can actually check that off my list. For skills that's a little trickier they aren't always time-based, right? I mean, you try to put a time but it's more general in notion. This might be thinking about how you will assess when you've accomplished the skills development goal. So is it a series of workshops? Is it in terms of language being fluent or just reading ability? Whatever that might be thinking about how you will hold yourself accountable in that sense. And then with IDPs, I think the mistake people make with them is as we do sometimes with the resume or CV we wanna take that out once every two years and then update it. And an IDP is a living document. So it is only as good as what you put into it and you will want to share it, implement it and keep revising your plan. So put the plan into action, review it regularly with whoever, if you're not comfortable reviewing it with your professor find another mentor or colleagues and you don't have to sit there with a piece of paper if you know what's in it, you can also share it that way. It can be informal. It doesn't have to feel like this big formal process and then revise the plan as necessary. Again, this is getting back to the idea you check things off, but also things change. For me, my study site changed. I had two study sites for the dissertation and one proved to be impractical. So we ended up changing to a different one. Well, that needed a whole new set of plans. I did survey work, so where was gonna go how that was gonna work, that sort of thing. And then you will hear people say do an annual IDP? Well, I agree, but a lot happens in 12 months, right? Like, I don't know about you, but that thing would look completely different and be so much harder to work on. So even better is at least quarterly during the year or even more often than that. So again, it's an opportunity to check things off and make progress. So I also want to mention to you some other IDP tools because imagine PhD is, I'm biased, so I'm a fan. But if you were in STEM, also one that's been out there quite a while is my IDP. And when I share the slide deck, all of these are hyperlinked so that you can go to these different sites. My IDP covers a lot of the sciences, not so much engineering and not health sciences as thoroughly, but it can be useful. It also does the three assessments. They have their own versions of the assessment and they have their own careers that they map to. There's a brand new one called FAS IDP, which is public health and social sciences and it concentrates on those fields and is one that you can again go look and see what resources they have. And then finally, Chem IDP is the chemical sciences, everything from engineering to physics to that sort of thing. So that may be one that's of interest to you if you're in any of those disciplines. And then finally, I just wanna give you my contact information and answer any questions you have. I hope that you'll continue your journey with your IDP and share it and I think great things will come of that for you, but please let me know if you have any questions. And I think I'm gonna turn off my slides to see if that will maybe get my camera back. Well, let's just see. Or not. I am the mysterious box, but I am here and happy to answer questions. Thank you for your comments. Yeah, thanks for the comments and chat too, I appreciate it. So as y'all gather your thoughts, we've placed our evaluation survey in the chat. Could you please just do me a favor and open the link so that you have the tab ready and waiting for you so that we can continue to improve our programming for you. Yes, does anyone have any questions for Teresa? Teresa, I have a question. So how much time do you think we need to dedicate to developing our IDP the first time? I would say, I would set aside at least 90 minutes to get started. And I think that question may also depend on where you are in your grad career. So it might go quicker earlier in your career because you're concentrating at the beginning on your courses, when you're gonna take them, what you need for those. But I would always set aside that much time and then to revise it, it really depends like depending on what projects you're tackling. But what I just encourage people do is not to look at it as a chore, but as like a form of self-care. That's what I, you know, where you can map out what you need to do and really see what resources are missing. I can't tell you how many times I've talked to people and they, once they share the plan, it's more apparent what they don't know. And I think it's important, you know, it feels a little vulnerable not to know something, but that's how you get that hidden curriculum, that information from other folks. So share with who you feel safe with and then you can progress to share with your, you know, your faculty mentor if you feel a little less safe with them. Thank you. Sure. Another question. So if I placed in my skills development goals, goals that aren't academically specific, but are more personal, are those goals that I also share with my advisor or am I only sharing my academic goals with my advisor? So I would share with people those goals that you need either accountability for or you need help with. And so my example earlier was about career goals. I've advised grad students who have a career goal, they don't think their major professor would support. And so that might not be the person that you share that goal with that may feel like a personal goal to you. Again, the purpose of the IDP is to get support and resources. And so I never, I don't like this idea ever forcing anyone to share something they don't want to share. I think that's counterproductive. And in fact, with my IDP, some of the science grants require people to do that IDP and then share that they did it with their advisor, but they quickly learned that they could not ask people to share all the results. People were very sensitive about that. So I would say the other thing that is valuable is not to share everything at once. Like, can you imagine any advisor is gonna be overwhelmed if you share your seven year plan in every detail? Pick the piece that you need to share and you need support around. Okay, thank you. I appreciate that. Sure. And if no one has any other questions, I have a final one. What if we're not hitting our deadlines? How do we navigate the IDP if the milestones, they may be being accomplished, but perhaps not by the deadlines that we have set. And maybe we're just feeling the IDP is reminding us of the failure that we're experiencing. Oh no, no. Yeah, that's a great question, Sam. So when I'm not hitting my goals, I think about why. So let's see, Kelly said, I feel that especially after COVID delays, well, that's right, COVID has delayed your progress. So rather than it being a bludgeon or something that makes you feel bad about yourself, that's not how I would use it. I would think, what's holding me back? What's holding me back in this particular area? And sometimes when you ask yourself that honest question, it's different for everybody, but it may be you don't have the resources you need. It may be there is illness in the family. It may be that you're not feeling enthusiastic about this part of the project. Asking yourself that can kind of uncover maybe where your roadblocks are. So rather than us beating ourselves up for having roadblocks, how about if we just uncover them and think about what does that say in the larger picture and is there something I need to do about it? Is it, you know, I don't know about you, but I TA'd a lot when I was a grad student. And so it cut down on my time to do writing and research and I realized, why am I so slow? Cause I'm TAing every minute, right? So I needed to carve out some space with other resources to just have time to write. So maybe asking yourself those questions from a place of kindness rather than condemnation. Thank you very much. All right, so that's the time that we have today. Teresa, I wanna thank you so much for sharing both your time and your wisdom with us. And I thank you to our audience members for your participation and your presence here today. Teresa has left her contact information and please again, reach out to our evaluation survey so that we can continue to improve these programs for you. Okay, thank you. Thank you.


Framing the topic on my views is that it's really about moving from your research topic or your research question or your research specialty into a more global topic that includes social interests. That's something that is not only of interest of course for your peers or for your specialty but that could be of interest for other parts of society. Ideally that could be of interest for everyone. But it doesn't have to be a core interest for everyone, but at least of interest for society. So very often it's about opening your topic and thinking so first of all why is my research important? What should I do it? I'm aware that sometimes it's a cruel question but for a researcher to ask this, but asking yourself in which ways is it important beyond me, beyond us researchers. Does it sometimes it's by itself important, sometimes by itself it can seem a bit too specialized, too narrow, but it contributes to a bigger picture and then it's about opening the scope once again and thinking what is the bigger picture to which my research contributes to. It's also about thinking about how other people may relate to this research and they may relate because the topic touches them, moves them or strikes them but it may relate also to other means. For example, is there anything in your research that relates to cultural works, to books, to movies, to series? Is there a video game that you could link a successful video game that many teenagers are playing or have played that in some ways can echo your research? If there are these means, you can really use them as a way to engage with the audience. And last, it will also often involve you in a slightly intimate and sometimes introspective journey, asking yourself what is my most memorable moment in my research? Did I have any memorable moment in my research and if the answer is no, well, I let you draw the conclusion of this but ask yourself, are there any memorable moment, moment I have been moved by my research and that might be when I wrote an article but that might be when I did an experiment, that maybe when I met someone, when I was in the field outside and something happened, when I suddenly understood or when I got this result, any memorable moment that can be very anecdotal. It can be a moment near the coffee machine with another researcher or it can be just meeting someone from a community you are studying and suddenly having a discussion when this is something you remember. So coming back to you intimately as a person, what does move you? Why did you start working in that research or why do you still do it today? What still moves you or what moments have suddenly moved you and maybe justified while you are doing this work? These tiny bits of more personal elements are very good starting point either to build up a big engagement action or to include and add in an existing action to make the things much more engaging and much more lively. It's not only about knowledge, it's also about you as a researcher and your intimate relationship with your work and with what you do. So you'll have a bit of time to explore these questions. I just would like to give you three very simple examples to make things clearer. If you have seen some of the masterclasses of some of the broader sessions that has been organized by EXITE regarding public engagement, in one of them you had a researcher from the Europe European project and Europe is a project that studies polycyclic aromatic hydrocarbons. So and all the researchers, 16 PhD researchers from these networks, mostly astrophysics, but also astrochemists, toxicologists in biology, we're studying these very types of molecule called polycyclic aromatic hydrocarbons. So obviously if you just say my specialty is polycyclic aromatic hydrocarbons, this is not the best way to frame your public engagement action. And mostly you will even in a social context, if you're having a dinner with someone and you just say this, the conversation will start to be difficult and you might have an awkward moment. So they started to reflect what could you tell about these types of molecules that are called PAH? How could we talk about them? How could we present our research? And of course we could speak about the chemistry of these molecules. But another aspect is that they were studying this molecule in space and the possible presence of these molecules in the interstellar medium, meaning just the big void that there is in space, which is full of molecules here and there, mostly hydrogen, but also maybe possibly some of those types of molecules and some astrophysicists are studying this. So they also speak about these molecules as a pollutant on the Earth. And the last is one of the hypothesis, which is still a hypothesis, nothing sure yet, but that it's in discussion in the scientific community is that a hypothesis for the origin of life on Earth could be the presence of these molecules in space coming on Earth. So they have plenty of ways to tackle this. For example, the origin of life would be a very nice and strong element, although the reason they didn't choose this one as their core topic is that they felt not comfortable by the fact that it was not a fully validated hypothesis, but something that was consensus among the scientific community. But still they could have taken this, the path, the origin of life, and especially because we are not sure. And I would like just to stress this aspect for all of you, if there are some elements where you are not sure about your research that are still an issue, something in discussion in the scientific community. This is something extremely interesting for the audience. A very, a trap we often fall into is we want to present sure knowledge and we are not presenting sure knowledge we are presenting research. So it's mean knowledge in becoming. So, telling about something that is actually a hypothesis that is actually debated doesn't tell people that that your research is weak, it tells people that your research is dynamic and alive and often it's more something that triggers their interest because, oh, we're not sure yet so I'm witnessing something that is being happening. And I don't think if you frame it properly that it will be seen as oh researchers are not sure yet so that in your research is not not interesting, which is often a fear we have, and I think not to justify the one, especially for these kinds of topic. So what they chose here is they focused on on PA H in space and they thought, well, we are looking for the presence of these molecules in space with astrophysics with various instruments, various experiments. So we are actually cosmic carbon hunters, we are looking for these cosmic carbons in space. And several of them were video game players and they thought that that reminds me one of the most famous video game which is space invaders. So what they did is in Bristol, they did several actions with one very prominent one was in Bristol, where they went into a big shopping mall, very popular shopping mall, and they managed to rent a room in the shopping mall space, and they entirely build an exhibition from scratch themselves and they build the exhibition together with some support of course from from other actors but they build it themselves the researchers, and you can see here lots of activities on the downside part on the down part where you can see, for example, people can play with little objects to make molecules and understanding what are these kinds of molecules, they were designed a range of activities all tackling their research, but all designed in a way as you are into an arcade game room. And that was the way that they could integrate their activity into this, this shopping mall. Let's, I wanted to tackle different topics so this one was more in towards the natural sciences. Let's see one that is closer to the social sciences. If you tackle homeless people and there are people people tackling homeless people here in Bristol as well. And how could you tackle it well first of all, homeless people are people. So you can tell the stories, and this would be a very nice angle, or someone also a researcher said well it could happen to you this being homeless so that's a very strong way to involve people telling them. Maybe we can look at at homelessness as look at what could happen to you and experience what could happen to you went and fit closer to homeless people. Another angle would be to say, we can have a look at life on the street, what is the experience of living in the streets, not only the bad one but also is there a kind of a flink in homelessness people what are the social links you have you have no lens or is there some kind of support one through each other. What is it living in the street. And another element is that is the social invisibility homelessness is something that we can study, but most of all, do not see it much, even if it's very present in our cities and places. This idea of social invisibility was quite interesting also and in, we ended up with having this in the Bristol Center with a curious. How do you become invisible and you will meet some people working with homeless people and wondering, how do you become invisible, but maybe not in the way you thought. And actually in the Bristol Center, there is a whole part of the exhibition called how do you become invisible, and you can see different aspects aspects of becoming invisible through optics and aspects about social invisibility. And with this element. So I think this is a very unusual and nice take on homelessness rather than frontally talking about homelessness talking about invisibility and then moving into homelessness thanks to this. And I wanted one last example so we have technical natural sciences social sciences let's see one example from the humanities and the arts.  Well you can speak of course about the history of poetry and language, you can of course think that poetry can be beautiful you can also be awful and and that's also interesting. And start from this which is a classic view that many people have about poetry. You can also ask the question crudely is poetry useful or useless. What is it useful to. And in that discussion that may bring you to the question well poetry useful because it's kind of medicine it's a maybe for some people it's a medicine for the soul or for the mind. It's useful in this way. And you may end up with this activity, which is from kill University which was a poetry and prescription.  An ambulance that will go into festival places cities, and this if you go into this ambulance you will see a whole design with skulls jars and medicine like things and books of poetry of course. So you will have a nurse here that will speak with you and have a consultation with you to see how you are doing and what's what's what is going on and this nurse will give you a prescription, a poetry prescription of course. So you will be prescribed to read specific poetry works to be better. And I think that I once again a very nice take on poetry, raising in a subtle ways, very strong questions about our relationship to poetry. I'm aware that that here in in our group we have some people with various very various research questions some in law some in humanity some in natural sciences. So these are just three simple examples and now it's going to be up to you to work on yours. So the questions you must ask yourselves I put them here again. First of all why is my research important in general. How does it relates to people's life. Does it contributes to a bigger picture. How does my research resonate with cultural works with books movies series games and are there then more intimately most more memorable moments that I lived with my research of people that were memorable with my research. And if we speak about people, we are very inclined to speak also about stories. What stories are there is there are some underlying stories of specific people of specific things happening into my research that I can then I may use. We are going to move on now we will discuss a little bit with about the audience. So choosing your core audience. The first thing I would like to stress here in this title core audience is that by the word core, I mean that you don't have to choose just one audience and exclude all the other ones. You can have one core audience and include plenty of others if not everyone else as well. But it's if you you will find it's often extremely useful to define one core audience and that will help you choose your action targeted and that will even give you some ideas that you might. Instead of being left with a I have to speak for everyone and that's not very helpful to you to design the action. It's much more helpful to know I have to speak to teenagers, because if I know I have to speak to teenagers my question is what interest teenagers. What are teenagers watching as movies as series or as books. So, if I, if I decide my audio core audience I certainly have ideas on how to approach my topic and translate it into public engagement. And then I can open it so it's open to everyone, but this will be helpful. The other thing is that there is a very strong saying in the public engagement community which is, there is no such thing as the general public. And I think this has never been true that there is a general public, but obviously in these last years with the development of social medias of groups, groups of interest, this has even more strongly became true with more structured groups of interest groups of identities group of practices. So, there is no no such thing as others of the general public. Whenever we design a public engagement action, there is always the first temptation which is my action is for everyone. We all want to be for everyone and that would be great. But once again, even to reach everyone. Let's start by focusing on someone on a core group first. So, we are never for everybody. And I would like just to, to do a little, just a little, just a few elements here. There is another issue in wanting to be for everyone, every time, which is that we are never for everybody and that that's fine. It's impossible to be for everybody to be to design an experience that everybody will feel inclined to come in feel welcome in like and joy feel they are speaking to them. This is almost never the case for everyone. But very often when we design an experience and think it has to be for everyone. We often rely on classical rules to make it very open to a lot of people to the largest majority of people, which is great. The issue is that the people who are not included in this vast majority are often the same actions to actions. So that means if we all build public engagement actions that are always for everyone. We actually always making public engagement actions that are for the same group. And even if it's a very large group, it means that there are smallest group that are excluded from public engagement actions and we have some great studies on this. If you want to look into it, I'll send you in the resource sheet with elements, but you can look into Emily Dawson's work. She's a researcher working on exclusion in public engagement practices. And there are several other works as well that are extremely interesting in showing us how by with these very wide open experiences, obviously everyone isn't fully included. And if you have a different culture, if you are a migrant from coming from someone else if we have a different type of experience in your life as a person in your family on your identity, there are some elements that sometimes are not for you. And if we don't pay attention to being inclusive of this group, they are always the same ones who are not included and that ends up that when we are doing our actions, even though we are bringing great things to society, great knowledge, great links to researchers and engagement and research. If it always benefits the same groups, we are also unfortunately reinforcing inequalities. So it's very, it's a very good practice to focus. And if you have an equality concern to focus on specific groups, whom are relevant and whom you specifically want to ensure engaged in your action and to make something specifically for them. And then the other ones will probably get included as well and come, but try to focus. So that's where the inclusion part, we can speak more about inclusion if you'd like, because that's a very important part in public engagement. Now, as I said before, it's all it's far more efficient and helpful to actively choose and target a specific audience. So when you want to choose your topic, what we did just before, or when you want to choose your partners, or when you want to choose your practice of public engagement, maybe a conference is great from one audience but it is absolutely the wrong one from another for another audience. When you want to change the environment, the setting in which you really public engagement should you do it in a bar, should you do it in a swimming pool, should we do it in the university. It depends a lot on the audience on the core audience and if you want to say I'm for everybody. Well, not everybody likes swimming pool, not everybody goes to bars that everybody goes to university so it's much, much more simple if you have chosen your audience. And of course, the last question is, how do we define an audience group and there are several ways to do this. So we will not do any course on segmentations I can, I will send you all some links on segmentations but it can be very very simple. If you were to define an audience group, can you write in the chat how you would define an example of audience group that you may focus on or that another researcher may focus on. Can you give me examples of research groups of audience groups that you think could be relevant. How would you define them. I'll write it in the chat for now. ICT developers. So this could be, this could be an interesting group. You can indeed define a group and audience by saying I'm going to engage with a specific type of occupations of people who have the same kinds of jobs. The ICT developers are working the same field of ICT globally. And these are, I'm going to engage with the ICT professionals. Children, children is it would be a category as well. Obviously, I will, if you tell me I'm going to engage with children, I'm going to ask you to be a bit more specific because a 13 year old child, a 10 year old child and a six year old child have extremely different needs and would need usually quite different public engagement actions. So yes, children would be a category, but once again, I would be more a bit more narrow and specific in terms of age groups. Visitors to a science museums, people already interested in science. And this could be absolutely a group. Definitely. So marginalized minorities, refugees, LGBTQI, racialized Muslim communities. These are also very clear groups and see how these immediately link you with possible partners, forces you to go into specific settings. So if you choose a very specific group like the Muslim community, you know that you're going to have to partner with a Muslim community that everything will have to be framed according to this. You have a specific technology that's absolutely possible as well. Policy advisors. Yes, policymakers can be a group you want to engage in girls in order to promote STEM studies. Yes. Here again, girls is a very wide category so I would advise to so I think it's a very good start, but I would advise to be a bit more specific on when you think about girls, is it going to be about girls who are 15 and can be about their younger girls when they are seven years old and when they are building their first relationship to science. So maybe choose a little bit more closely. Better millennials. Absolutely. So this is once again a quite wide category. And so I would be a bit more specific but that's a very good, very good point because when we say that age group we think also about their current practices in terms of for example digital practices, social media practices, and obviously that pushes us to say okay I'm interested in millennials who use social media so I'll design mental image directions on social media. Family members who are in charge of sorting household waste very nice. So this is this will look for families will look for families and we'll talk about waste. So that would be a great group patients absolutely top managers once again we have the specific job position so that could be in different types of companies but a specific position that would be absolutely possible. So as you can see here we have very different types of categories some are about the occupation, the work, some are about the age group or the gender. Some others can be also about socioeconomic background or about the identity as an LGBTQI person or as a refugee, someone who has experienced something something specific because they are a refugee or because they are the patient of a specific disease. It can be also other kind of things, you can also go to just be having an interest in ecology and the environment, people having an interest in biking, people who like sports, people, so you can speak about interest you can speak about activities people who actually do kayaking or judo, you can speak about opinions and views on the world, people who are, for example, we just spoke about the far right and the fascism, people who are just extremely striped by the far right fascism and want to react against this people have the specific view on the world and who are touched by a specific issue. So, these are as well groups and they can be very interesting groups, if your research has a link with that interest to look for this group and to connect with a partner that has access to this audience. So, how do we choose our audience, we for this, we will have to ask the following questions and bear in mind that once again, it can be, we can choose by demographics, meaning by age groups, socioeconomic background gender and elements like this, but we can also choose by psychographics by interests, activities, opinions and views and other elements like this things are quite open. The reason you may ask yourself are, once again, who is relevant for my research, who is in some ways linked with my research, who could contribute to my research, maybe they will have some ideas opinions views that could be beneficial to research, but all of course, who will also be interested by your research. But then, we can open it a bit more, and we can ask yourself with whom would I like to share my research and that can be quite personal. It can be because you think it's important to tell them about your research, but it can also be just because you'd like to meet those people and you are ready to do some efforts, because you think for you that this has a strong meaning or just as I spoke about migrants and or LGBTQI people, if you are moved by this question, maybe this is the group to whom you are ready to make these efforts and I think that is for me as well, this is a very valuable element. If there is a personal motivation in the researchers, we should use this, because this is will fuel the action and will actually support it to be better. With whom would you like personally to go and share your research for professional reasons or personal reasons. There is a wider question which is who is around, and that much may seem very anecdotal, but many of the engagement actions begin like this, to be to be honest in practice many of them begin because there is a school close close to my place, or I was in practice in tennis and there was this tennis groups of children and I thought maybe I could tell them about my research, so sometimes having a look who is around is a good start as well. Who do you have access to already, if you do an activity, if you have an interest, do you have access to specific groups already, can you use them for first public engagement action without too much efforts, and if it works well then you can do a second one with more time, it's difficult to reach audience. With whom would it be meaningful and motivating for you. And also speaking about inclusion, who does not usually have access to this kind of knowledge experience and you may want to be the one who makes the difference. So, I let you think about this. Once you have decided your audience you will you will think okay I am not alone with this audience, I will need support and I can have support. How do you need access to, this is the question you should ask yourself. Do I need access to what kind of infrastructure, what kinds of audience, what kinds of skills, what kinds of support. For example, do I need science engagement professionals to help me design my actions. And luckily there are plenty of universities you have some professionals that are some whose jobs is to support researchers in science engagement. If you all have this, well you have science centers and museums and the good thing is that you have here, Marie from excite from the European network of science centers and museums who can help me help you find your closest science center or science museum or science engagement association or any science engagement professional close to you that can help you in your action. You have Slovenian people in the room, and we you have here a photo from Hisha experiment off, which is an outstanding truly outstanding science center in Ljubljana who and they are fantastic not only for the exhibition, but also for the science show they run a science festival a science festival every year in Ljubljana and often in other cities of Slovenia as well. So when you work with them with your local center they could integrate you, not necessarily for an exhibit but also for a day of conference and action, going into a city and making a small center in a classroom which is the thing they often do, doing something in the science festivals there are plenty of ways to get involved with them. So I urge you to get in touch with the professionals because they also know the field very well, they do not only have access to skills but also to possible places and communities so these are truly truly important resource. So do you need access to some specific people some communities or some groups, either for the audience or for support. And for example, this is an example I like very much from an organization called the human library and the principle of these libraries that just like in the library you would come and borrow a book here you will come and borrow a human being for 15 minutes, and you will have a conversation with that human being for 15 minutes. So for example, you will come and say they will say today is the human library. And we have today to you can borrow someone who say I am an obese I am a refugee I am a body body someone who but modify my body. I am a homeless person, and you will borrow that person for 15 minutes and have a conversation and the whole goal of this obviously is to understand how the person you are meeting is way beyond the stereotypes you may have according to these kinds of people. And what you think a refugee is might be extremely different to what are actually refugee, what background they have what experience they have. So you will meet someone and that may open your views and it's all based on conversations of 15 minutes with people who have a label but often have do not fit the stereotype linked to this label. If you want to make something like this regarding your research, you will need some of these people that are related. So you will need them to support you and to be with you in this action. Communities if you want to, to work with a specific community will probably need to the community leader organizer and discuss with them how you can work together. You will need access to public spaces or places or services. These are examples from fun palaces here in Bristol, you have people in the Wellspring surgery so surgery where people get received treatments and see doctors and you do have consultations. And they are here painting some bikes, some city bikes that are free for everyone to use and that are being painted with health related messages. You can see the Bristol ferry I told it, I told about it last time as well, or up there also some young people working on with researchers on the impact of smoking. And if you want to have access to these places to a school to a surgery where you have patients to do an activity with them to a ferry transportation, you will have to find the related partners as well. So a lot will be about building a strong partnership to have the right setting to have access to the right audience. Here, you'll see this later a bit more commonly but you can see a wide range of possible actors that you can partner with, whether it is businesses, whether it is social enterprise NGOs, or the public sectors, policy makers, and how you can partner with them and have either skills or infrastructures or advice, or sometimes credibility so that people will get interested. Thank you very much for your participation in the session. A few questions for you for this week. First of all, in the topics audiences and partners you have already identified you find any alignment, anything that strikes you that maybe could be interesting and that could start the idea of the possible action. Is it easy at this stage? Is it easy to partner with these kinds of partners or is it difficult? Are these audiences hard to reach one or easy to reach one for you in your particular situation? So what seems easy or difficult to you? Can you have some first conversations about this, about just what you have imagined today with one of your peers, with the researchers that sits in the same office as you or with someone else at the coffee machine? Or can you discuss it with a non-researcher, maybe even with a potential partner, not sealing any deal for now, but just telling them, no, I thought about doing your public engagement action. Do you think I could do this in your supermarket? Do you think I could do this in your shop? Do you think I could chat with your community and see if we could do something together? So do you think this week you could think about these alignments, find what seems easy or difficult, and have a couple of conversations just to probe a little bit, feel a little bit where the difficulties lie but also where unexpected opportunities may arise?


what's going on guys video lesson number two what do you do after the pump is over so um and how do you know when the pump is over so this is one of the most important things in trading for intermediate level traders i would say a lot of the times right people are able to determine when a breakout is happening and they're able to trade these explosive moves to the upside with decent comfort and um you know it really all just comes down to the ability to identify the trend right right now obviously we we had a lot of triangle breakouts that occurred here and that's you know pretty simple because once you get your pump and it's holding you can see a lot of bullish price action on the order books it's generally pretty easy to get in for a long and get some profit right on leverage or not you know um but basically you know we haven't seen really many large pullbacks on the way up here you can kind of see that uh overall it kind of just kept flagging and then breaking out some more flagging a little bit break out some more flag again and then break out some more right so it's been a relatively easy trend to trade from december to january and i think with uh how the markets are moving now after january is over things got a little bit harder so i wanted to talk about you know sort of when to let go of the pump right um like when to determine uh when it's time to just stop trading for a little bit now that you've made some profits so here we're looking at the daily chart okay so the daily chart is one of the most important charts for knowing when the trend is over and knowing when to stop going long and so is the weekly chart so basically you're going to need to use these two charts combined to really figure out when it's time to take a step back you know uh you've made some good profits like five six figures let's say just from trading this pump right um you need to know when to let go so you don't give any of that market money back to the markets and that is what this video lesson is all about so um let's just start with the weekly chart uh so you can see i have this blue line set here um that's going to be the seven EMA so the seven day moving average or seven period moving average uh so in this case it's the moving average of the last seven weeks um you know from where it is currently at so basically you know here you can see that we had a extension of 100 above the ten dollar mark right so the EMA was at ten dollars price was able to reach 20 so that's around 100 um on a two billion dollar asset uh it was around four or five billion actually during the time that it was up here so you can kind of uh measure overextensions based off of market cap um so for an asset that's relatively new um and it is uh being pumped for the first time essentially uh these you can give a little bit more room to when it comes to determining your overextension level so uh generally i would give like 50 or 60 percent before i would take profit and let go of uh believing that this pump is going to continue but here since it's never been pumped before and um we're coming off of a one-year long bear market the pumps are going to be a little bit harder but 100 above the seven EMA on the weekly chart is absolutely just insane in terms of like the amount of overextension that's occurring there so you know you can kind of keep your threshold uh around you know 60 60 to 70 percent for these smaller tokens that are around like one to three billion market cap um another general rule of thumb is to look at the daily chart so this is kind of how you zoom in right um you can see for the past about maybe that's around 30 days um almost actually it's 25 days we have not had many green days uh it's been a lot of choppy price action so um as if you were to have just used the overextension method and followed it with discipline um you could have just backed out taking your profits and chilled and waited for the price to come back to this EMA line before determining what you're going to do next so if you have the patience and conviction to wait 20 days without trading again after taking you know 30 to 100 grand profit uh for the last two weeks before then my friend you are starting to understand how to trade crypto but if you're not able to do that and you're not able to wait and you're constantly looking for trade oh I need to trade I need to trade I need to trade I had some guys DMing me saying like hey man why aren't you alerting trades like I pay for this group like why aren't you alerting trades um to see that's the thing about trading is you really gotta time it in crypto um you can see most of my trades they're generally um pretty large and when I do start trading we start hitting multiple wins at a time but um until we see those opportunities we're not going to make moves and try to attempt to beat the market when it's uh in this range right here um so you can see like it's just really not a great range to try to um make profits so you can see like this range right here is just this is not where you want to trade uh at all that's complete chop and that is how you burn your bleed your profits out um you want to trade ranges like this where it's just going to a chad candle every other day so this is the moment you want to trade and once things are over you're gonna have to take your money and sit back relax for a little bit and wait for things to chop out you could go you know as far as until next month that's the whole thing here so you're really gonna have to keep an eye out I would set some alerts but uh generally you know the weekly chart is what you want to use for if there's an overextension but here you can see that uh there's also for the daily the overextension requirements uh in terms of percentage are a little bit lower so you can see 20 versus 14 that's about um you know 20% potentially 30% of an overextension so the daily chart candle overextension requirements are a little bit lower but you can see that uh when it happened over here um the high was around 13 44 and the EMA was around nine dollars so um that's around like a 40 to 50 percent overextension so like for the daily chart it's generally around like 30 to 40 percent but since we're trading explosive asset like apt that hasn't worked before you're gonna even want to give it a little bit more room I'd say like 20 to 30 percent on top of your um original requirements um so yeah I mean that's pretty much how you milk the market right so you basically just need to have the uh perspicacity to see the breakout coming off of a bottom on a token that just hit the market that has a lot of hype a lot of highs around it so you wait for it to hit that bottom um well especially post IPO right so post IPO there's generally like a dump on overhyped coins because people are buying it early they need to get screwed first and then it's gonna come down then the real pump's gonna happen so um for me it was more about seeing the bottom out on sold because a chart like this is a lot easier to read on a bottom out uh relative to BTC so you know when when you see major dumps like this you generally just go long because the price is too cheap and the chart looks too good um and then you know when that bottom out occurred it's actually when this market started going up at the exact same time so that uh and then the fact that apt was you know a asset that was a l1 competitor to soul at a time where sam vape and free had just gotten locked up it was kind of primed to have the narrative there but um yeah I mean even that I'd say we chop around here for a little bit potentially dump down to like 11s or 12s at the lowest and then probably see some upside continuation on this token but uh other than that yeah um we could have waited you know we could have saved 26 days of downside chop like imagine if you're losing like just a grand or two a day that's a lot of money just because you're trading a chop not getting good uh a good spot to risk your money essentially that's all I've got for now if you liked what I have uh have to say here uh join us in the crypto chat at CryptoTraders.com if you're looking to trade stocks and options uh sign up for Xtrade.net so this concept applies to any type of trading um in penny stocks too you know mid cap stops stocks with catalysts they'll also have moves like this it's not only crypto tokens uh any two billion dollar asset coin can can go up um 700% and I'm just kidding that is generally a crypto thing but that can definitely happen in biotech and uh specific industries in in the stock market seen so I'd say these charting techniques are applicable to any format of trading as long as it's uh assets that are around you know 500 million to 5 billion um basically mid cap explosive momentum trades and yeah that's all I've got so join us at Xtrades.net CryptoTraders.com hit the like and subscribe button um you know support our channel support what we're doing here we're creating a new generation application for traders so support what we're doing and we'll see you in the inside the discord