So this is a really quick video to show the concept of parallax in action. So I have a water bottle and then I've got a nice little border on my wall just as a reference. If I shift the camera position over towards one shoulder or towards the other shoulder, even though the water bottle doesn't move, it appears to move relative to the background. So as I shift compared to the background, there are different things behind. Now this is if the water bottle is up close to me. If I shift the water bottle further away from me and I shift back and forth from one shoulder to the other, it still shifts relative to the background, but it's a much smaller shift. I could do this outside if it wasn't raining and show you that you can see the same sort of effect with a tree or other object that's far away. That depending on how you view it, the objects which are stationary appear to move relative to the background stationary objects simply because you're viewing perspective. Now while this may not be incredibly useful for measuring the distance to a water bottle inside a house, it ends up being very important and very efficient way to measure the distances to stars that are close to us compared to stars that are far away. You'll get the chance to do more parallax experiments in the rest of this lab.


My name is Melania Muka. Most people like to call me Mel. I'm okay with that. I'm an international children's social worker and I have joined WesaSex in July 2018. Since then I've never left WesaSex. I would say my mother is my role model. I grew up seeing how passionate she was in helping people, putting a smile to people she always wanted to share with those less fortunate. That's when I grew passion in working with the less fortunate, the vulnerable ones, and bring that smile on their faces. Hence I become a social worker. Social work is a helping profession and within social work the main aim is to restore social functioning to the less fortunate one, the vulnerable ones, and it always makes me happy after every encounter with the service users when they appreciate the effort that we put in creating those relationships, meeting their basic needs as well as their complex needs. I always tell myself that I can serve the world but every person that comes through me, I mean the world to them. I'm not a big city lady even when I wasn't working in South Africa. I always prefer to work in the peripherals and also I prefer quiet areas to raise my children because as a social worker I would also want to know my children I will take care of so that I'll be able to go out there knowingly that I don't have to worry about my kids and then I become the best social worker that I can be and I love the nature and we are surrounded by the south downs and also the ocean. When I am stressed I know I can just go down the beach take a walk and meet many people so the environment suits my needs and that's why I love it here. I said it was a good experience more than what I was expecting because coming from another different continent to another obviously we'll be expecting to see different things and the most thing that I liked about is the environment which was so friendly and I never missed home that much because of the welcome that I received and also what was positive for me is the working environment. My manager at that time ensured that she surrounded me with people that I can shadow which made it easier for me to settle in and adjust as well as personally to ensure my family we also will take care of. What I love most about my job is working with people. I'm a people person. My attitude towards people is always to hold them with high regard and when I'm working with service users I'm not looking at the person because of what they've done. I accept you as who you are because it's one of the principles of social work acceptance and non-judgmental attitude. I always respect my service users when they feel that respect coming from me they also respect me in return and then we work together it gives them that power that they can be heard and they are the masters of their own lives they know what they need to do so when we are working in collaboration with each other and there is that much respect we always get positive outcomes and that's what I like most about that because at the end of the day we want what's best for our service users especially the children


Yeah, the first open mic. It's awesome. They've also paired up with Mountain Music Exchange to give away a Epiphone Westpaw guitar.  It's the first one, so they're trying to, you know, work the bugs out, get the kinks out of the blanket there, so to speak. We just we just want to see who would come out and then eventually maybe have a full band open mic type thing.  It's also a good place to go to meet other musicians. You're gonna be in a room full of musicians, so I know that that sounds like, to me, it feels like a lot of pressure because people are looking at you and judging every move you make, but it's not that way, especially in the music community we have here. People are more encouraging and they want to help you give you a hand to pull you up and help you get to that next level that you want to be on. We're proud to be members of this community, so we want to do something to give back. A bunch of us that work here, local artists, so this is pretty cool for us that we get to put this on. Singers can make guitar players, songwriters can meet other songwriters, drummers can find bass players and have a rhythm section or you can find the whole band here that would not have existed without this event otherwise, so it could be really easy for the next big thing to happen because they met here at Open Mic Night. There's a great opportunity here for that, so we need to cash in on it, I feel like. So it's a really good thing and it makes me happy to be a part of it. This is my way of whether or not I make it big. Maybe I can say the next Chris Stapleton started here.


Discover Dar-e-Salem via boat of peace. Dar-e-Salem, Tanzania's largest city and commercial port, emerged from a fishing town on the Indian Ocean coast. Traditional residences of local and other Tanzanian tribes have been recreated at the Open-Air Village Museum, which also accommodates tribal dancing. It's part of a national museum, which has exhibitions on Tanzanian history, including anthropologist Louis Leakey's discovery of human ancestors remains. Dar-e-Salem is a rich blending pot of old cultures and modern lives. It is a developing port city and commercial center for most of Eastern and Central Africa. Dar-e-Salem, Tanzania's former capital city, has been shaped by Middle Eastern, European, and South Asian influences. It is still the location of much of the government administration and the home of many British and German nationals. Tanzanians speak two principal languages, Swahili, which is based on Arabic and Bantu, and English, while a variety of dialects from local ethnic groups are still spoken today. Here's a Dar-e-Salem travel guide to assist visitors learn more about this important section of Eastern Africa, which has a unique mix of coastal resorts and industrial ports of call. Africa Reloaded is a reimagined version of the continent of Africa. Join us as we travel through Dar-e-Salem in search of its hidden gems. A brief history of Dar-e-Salem, the legally footprints, an ancient path of hominid footprints measuring about 80 feet and estimated to be around 3.6 million years old are one of the most amazing discoveries of the 20th century. These bipedal prints were a significant archaeological find in 1976, and they revolutionized our understanding of human evolution. The footprints were kept when a strange mix of a volcanic eruption, rain, and ash fall captured them for all time to uncover, accessible from Dar-e-Salem in northern Tanzania. Dar-e-Salem has historically been a center of trade due to its attractive position and natural harbor on the eastern African coast. By the 15th century, Europeans, Germany, and subsequently Great Britain had identified the eastern coast's importance as a crucial port for Central Africa. Tanzania was formed in 1964 when colonial Tanganaka and exotic Zanzibar combined to form Tanzania, and the long process of relocating the capital to Dodoma began. Dar-e-Salem is Tanzania's largest city, and it is expected to grow even more in the future. Cuisine and nightlife. Dar-e-Salem cuisine includes delicacies such as Nayama Choma and Miss Kaki, both grilled pork dishes. Nayama Choma comes in a variety of flavors, but goat is a local favorite. The meat is grilled and served with what appears to be spicy chutney or salsa, as well as fresh lime. Long cabbages of meat and vegetables, like as carrots and onions, are served on massive barbecues, frequently street-side, with plenty of butter and fluffy garlic naan, which is baited in ovens that resemble large, heated urns. Chili paste and spicy curries are also popular. Fresh fish dishes abound in the coastal region and reserve islands. The many international culinary selections reflect the diverse influences on eastern Africa, thus while East African, Indian, and Zanzibari cuisines are more frequent. Anything may be found in central Dar-e-Salem. The downtown area has a western vibe, which is reflected in most of the nightlife and music. Oyster Bay is a posh area north of Dar-e-Salem with a strong British and German flavor. Beautiful white sand beaches, hotels, restaurants, art, and music on the warm Indian Ocean give it a resort feel. Techno clubs are also available for younger visitors. Exit the urban area for a more authentic taste of Tanzanian life. The Swahili-based Emsasani Peninsula has evolved into a lively, urbanized destination with resorts, shops, and live music. For live music, DJs, and pub food, head to Mikkachani's old Bagamoyo Street. Beach parties organized by local hotels and restaurants keep Mikkachani active. On Saturday and Sunday evenings, this neighborhood has a lively, enjoyable vibe. Look for Bongo Flava Music in Dar-e-Salem, which is a prominent Tanzanian interpretation of hip-hop and R and B. Tourism in Dar-e-Salem. The Dar-e-Salem Marine Reserve System is a marine reserve off Dar-e-Salem's coast. The reserve consists of nine deserted islands, Bungoyo, Ambaria, Pangavini, and Funguyasini to the north, and Inner and Outer Makatham, Inner and Outer Cinda, and Kendo Island to the south. The reserve's objective is to safeguard numerous critical tropical ecosystems, including core reefs, mangroves, and sea grass beds, and is attractive to snorkelers, divers, and sunbavers. This is a fantastic day excursion for both residents and visitors. Many artifacts can be found in the National Museum, including artifacts excavated from the Olduvai Gorge, where historic relics like the Letali footprints were discovered. Here is where Mary Leakey discovered the Australopithecus Boise skull in 1959. Find out when the museum's dance performances are taking place for a special treat. These popular shows showcase Tanzanian culture's indigenous dances, costumes, and colors. Bagamoyo, approximately an hour's bus ride north of Dar-e-Salem, is a great place to visit if you're looking for ancient ruins. The Kaol ruins, with two mosques and tombs dating from the 13th and 15th centuries, are located here. The Botanical Garden, which sits peacefully along Garden Street, was founded in 1893 by German planners. Weather in Dar-e-Salem Because of its proximity to the equator and the East Indian Ocean, Dar-e-Salem has a tropical climate. The weather is often hot and humid, with an average maximum daytime temperature of 90 degrees F in January. In July, the temperature dips slightly to an average of 8 to 4 degrees Fahrenheit. Dar-e-Salem, like many other tropical cities, has two distinct rainy seasons, long rains in April and May, and short rains in October and November. Economy and Infrastructure Dar-e-Salem is Tanzania's most major commercial and political center. In comparison to other sections of the country, where roughly 65% of a population leaves in rural areas, the city has a significant concentration of trade, other services, and manufacturing. Small shops abound in downtown, many of which are managed by traders and proprietors, whose ancestors hail from the Middle East and the Indian subcontinent, regions of the world with whom the Tanzanian coast communities have long had economic ties. Dar-e-Salem is undergoing substantial growth and redevelopment. The 35-story PSPF Twin Towers are the city's and country's second-highest structures. The city faces serious infrastructure issues, including an out-of-date transportation system and electricity rationing on occasion. Government The town was incorporated as a municipality in 1949, with four honorably selected town counselors electing a mayor. Until June, 1996, Dar-e-Salem was controlled by the Dar-e-Salem City Council of a main policy-making body in the city, according to Association of Life in African Cities. Popular responses to the urban crisis published in 2001. Paul Makanda is the commissioner of the Dar-e-Salem region as of 2017. Dar-e-Salem, also known as the Abode of Peace, is one of Tanzania's most interesting city and the greatest place to invest. Everything is within your reach. Whether you plan to vacation or invest here, Dar-e-Salem has it all. From delicious cuisine to exciting nightlife and profitable economic opportunities. Thank you for taking the time to watch this video. We hope you enjoyed it. For more content on this channel, please like, share, and subscribe.


Adulterant, an adulterant is a pejorative term for a substance found within other substances such as food, fuels or chemicals even though it is not allowed for legal or other reasons. It will not normally be present in any specification award-declared contents of the substance and may not be legally allowed. The addition of adulterants is called adulteration. The most common reason for adulteration is the use by manufacturers of undeclared materials that are cheaper than the correct and declared ones. The adulterants may be harmful or reduce the potency of the product or they may be harmless. The term contamination is usually used for the inclusion of unwanted substances due to accident or negligence rather than intent and also for the introduction of unwanted substances after the product has been made. Adulteration therefore implies that the adulterant was introduced deliberately in the initial manufacturing process or sometimes that it was present in the raw materials and should have been removed, but was not. An adulterant is distinct from, for example, permitted food additives. There can be a fine line between adulterant and additive. Chickery may be added to coffee to reduce the cost or achieve the desired flavor. This is adulteration if not declared, but may be stated on the label. Chalk was often added to bread flour. This reduces the cost and increases whiteness, but the calcium actually confers health benefits. And in modern bread a little chalk may be included as an additive for this reason. In wartime adulterants have been added to make foodstuffs go further and prevent shortages. The German word Ersatz is widely recognized from such practices during World War II. Such adulteration was sometimes deliberately hidden from the population to prevent loss of morale and propaganda reasons. Some goods considered luxurious in the communist bloc such as coffee were adulterated to make them affordable to the general population. The adulterants added to reduce the amount of expensive product in illicit drugs are called cutting agents, deliver addition of toxic adulterants to food or other products for human consumption is poisoning.


Good afternoon, everybody. Bonjour tout le monde. Have any of you ever wondered what it's like to work in a field of science, math, engineering, or technology? Est-ce que vous avez déjà demandé ce que c'est de travailler dans une domaine de science, mathématique, dégénierie ou technologie? So welcome to Curiosity on Stage. Today we're going to have an interactive presentation where you're going to learn all about what it's like to work in these fields and why these jobs are important. Bienvenue à Curiosity en scène. Aujourd'hui vous allez voir une présentation interactive et vous allez apprendre ce que c'est de travailler dans ces domaines et pourquoi c'est important. So today we have our guest, Pablo Castro. He's going to talk to you about artificial intelligence, and he is an engineer for Google Brain. Locknut Aventé, Pablo Castro va vous parler au sujet d'intelligence artificielle. Il est un ingénieur logiciel pour Google Brain. Thank you. Bonjour tout le monde. Hi everyone. As it was mentioned, my name is Pablo, I work for Google Brain in Montreal. Bonjour tout le monde, mon nom est Pablo, je travaille pour Google Brain à Montréal. Je vais parler un peu de l'intelligence artificielle aujourd'hui. I'm going to talk to you a little bit about artificial intelligence today, which is what I work in. So the first thing we should ask ourselves is what is intelligence? There are a lot of different definitions you can find online, but one that I like quite a lot is this one at the bottom, which is the ability to acquire and apply knowledge and skills. Donc d'abord il faut se demander c'est quoi l'intelligence? Il y a plusieurs définitions qu'on peut trouver sur l'Internet, mais un que j'aime beaucoup c'est la définition en bas ici qui dit c'est la capacité d'acquérir et appliquer la connaissance et les aptitudes. Donc on va continuer avec cette définition. Avec cette définition, nous pouvons parler de la généralisation. Donc nous apprends à faire des aptitudes comme de manger avec des couillères, les céréales que nous sommes bébés, et après que nous sommes plus vieux, nous pouvons manger la viande avec une fourchette, mais on n'a pas besoin de réapprendre comment on doit manger. Et la connaissance qu'on apprend, quand nous sommes bébés, nous les pouvons appliquer comme adultes aussi. So as babies we learn how to eat cereal with spoons, and when we're adults and we're eating steaks with forks, we don't have to relearn how to eat, we can just reapply what we learned as babies. And this is what we're able to do really well as humans, just generalize very well from one situation to unseen ones. And so where is all this intelligence coming from? It comes from our brain. Where does our intelligence come from from our brain, from our brain in the head? The brain is composed of 100 billion neurons. The neurons are very small things that are generated and transmit electrical signals to the neighbors, the neighbors. So each neuron is connected with other neurons, the neighbors. And transmit the electrical signal, the neighbors decide or not to continue the electrical transmission. And from that, all the neurons in the brain are able to communicate. So it forms a very complicated and very big neural network and all of that is in our brain. And that's what we can have with our intelligence. So the brain is composed of 100 billion neurons. These neurons are these tiny things that are emitting electrical signals and they're connected to other neurons, which are their neighbors. And so when a neuron sends an electrical signal to its neighbors, the neighbor can decide to continue that electrical signal or not. And you continue on this way. And this is how all the neurons in the brain are able to communicate with each other. And this is what gives us our intelligence. So it's a pretty simple idea, but the brain is also very complex. And so this is what serves as inspiration for deep neural networks, which is what the main component of artificial intelligence, algorithms, and methods that we use today. So the brain is very simple, but at the same time, it's very complicated. It's the inspiration behind the network of deep neurons that we use in our algorithm of artificial intelligence and the method of artificial intelligence that we use today. So how can we transfer a brain, the idea of a brain, into a computer? How can we transfer this idea of a brain and put it into a computer? So we do this through programming. That's what I do as a software developer. So what is programming? Some of you may know, some of you may not know. It's a lot like Lego building. So you know how to build Legos. You take these simple blocks, they come in a box. They're separated. They're different colors. And then we can start putting things together. What is programming? Programming is a lot like building with Lego that everyone knows. Lego is a small block of colors. When you buy a Lego box, all the blocks are separated. And you can start combining them to build things more complicated like an app. We can combine them to build things like train tracks or a train station. We can take all of these more complex things and then combine those as well to build even more complex scenarios. We can combine the little Lego to create more complicated things than before. And we can continue to combine, combine and finally build a very complicated thing like a whole city. So we started with the Lego very simple. And with the combination and the construction of more and more complicated things, we can finish with a very complicated city. So we can start with very, very simple blocks and combine them to form more complex structures and combine those to form even more complex structures and end up with something very complex like a village. So programming is a lot like this. We're just taking blocks and combining them in smart ways and combining those new blocks in smart ways. But we obviously don't do it with Legos. We do it with programming languages. So programming is a lot like Lego. We combine simple blocks to form more complex objects. Then we combine these more complex objects to create more complex objects. So programming is not done with Legos. We do it with programming languages. So a language that I think is very good for children to understand how we do programming is the language of Scratch. Scratch is a block. Even like Lego, each block is an operating system for the computer. Like moving or choosing a color or repeating the actions. So Scratch is the language that I'm going to use to demonstrate how we program like Legos. And this is a programming language that's great for children to learn about programming.  So things like move, pick a random number, repeat, etc. And so we can combine these blocks much like we do Legos to build more complex structures and then combine those structures to build even more complex structures. So we can combine simple blocks with Scratch to create more complex objects and then we combine them to create more complex objects. Like for example here, we have a program that my daughter does at Scratch. It's a game called Balloon Pop. So the idea of the game is that you have balloons that show and the purpose of the game is to break all the balloons. So you can see that there are a lot of blocks here on the right that are much more complicated than when they're completely separated. So here, this is a game that my son built in Scratch. It's called Balloon Pop and the idea is that you have these balloons that come up and you have to pop them as they're coming up. And so you can see he combined a lot of these simple blocks to create more complex blocks and then combine all of those to create this even more complex thing which is this game. So this is basically how programming works and this is what we do at Google. But obviously we don't use Scratch. We use more sophisticated programming languages like Python which is a very popular one and we use TensorFlow which is a library we built specifically for designing artificial intelligence algorithms. So at Google, we don't use Scratch but we use another programming language called Python and also TensorFlow that we developed for the development of artificial intelligence algorithms. So it's the same idea. We combine simple blocks to create more complex objects and we continue like this until we finish with a program, a very complicated algorithm. So here it's an example of a block a little more complicated that we can do with Python and TensorFlow. So this is an example of a little bit that's not too complicated block that we use with Python and TensorFlow and so we combine a lot of these blocks to create even more sophisticated algorithms. So if we come back to our inspiration, the brain where we had all these neurons connected to each other that's what gives humans intelligence and we want to use this idea to create artificial intelligence. So let's go back to the inspiration for our algorithm. The brain and all the neurons and the connections of the neurons are the networks of neurons that give us human intelligence so we want to build a network of artificial neurons to create artificial intelligence. So we can do this with the programming language Python and TensorFlow creating blocks for neurons and combining the neurons to create more complicated networks. So we will start with simple blocks we create these simple neuron blocks and then we combine them with Python and TensorFlow to create a more complicated network and thereby creating a digital brain for us. So this is a simple example of a neural network that we can create this is just a cartoon of what a neural network that we create looks like. So you have different layers each layer has a bunch of different neurons each of these black dots is a neuron and so we can take an image and our program can convert it into neuron activation so basically the picture can tell which neurons it wants to activate in the lowest level and those neurons that get activated send an electric signal to the neurons in the layer above it and those neurons then decide whether to continue sending the transmission to the layers above and so on until we reach the topmost layer where we only have two neurons and these two neurons for this simple example where we're trying to classify whether the image contains a cat or a dog whichever of these neurons gets activated that's what's going to tell us what the neural network thinks. So here we have a drawing simplified from a neural network that we can build in the computer so for this example we want this network to classify images as dog containers of dog or cat so images with programming language can transform the image into neuron activation so we have different levels of neurons each black dot is a neuron and the image activates some neurons in the lowest level these neurons that are activated transmit the signal to the neurons in the higher levels and the neurons in this level can decide if they want to continue the transmission or not and in the end we end up with two neurons one neuron represents a dog the other neuron represents a cat so we can transform images like here into neuron activation and in the end with one neuron at the highest level which tells us if the network thinks it's a cat or a dog if it's an image of a dog and the network says yes, it's a dog we can say yes, bravo network you have well classified that but the network says a cat we will say it to the network no, it's not good you are wrong, it's not a dog it's a dog so you have to change something to not be wrong so the network can change the connection between the neurons to not be wrong and classify correctly and we do that with several images and this is called the network training so with a lot of images after that the network can classify correctly if it's a cat or a dog so here if we figured a bunch of images for instance if we here we give it a picture of a dog if the neural network classifies it as a dog we're going to say great job continue doing it as you're classifying it but if it says it's a cat we're going to say no, you're wrong it's not a cat, it's a dog so you have to change something in your network structure so it's going to change the connections of the neurons a little bit so that it gets it right the next time and we do this multiple times with multiple images so that after that it learns to classify things quite well so let's watch this in practice these are some tools that we built at Google that kind of demonstrate what this means so this is a network that's already been pre-trained to classify pictures but I'm going to train it to classify different facial expressions so this network is already trained but it's not trained with my face so now I'm going to train it with different expressions so I'm going to start with a smile and that's going to play birds so I'm going to keep my smile ok so it can classify that now I'm training to smile you can classify that right now I'm smiling but if I don't smile it still plays the bird sound because that's all it knows how to classify it doesn't know any other answer so now I'm going to train it to do something to detect something else so I'm going to make an angry face and see if it can differentiate so pretty quickly it can differentiate between the two expressions very easily it can detect the difference between the two expressions so I'm going to add another one that's going to be a crazy one so you can see it can learn to differentiate these things very quickly and I was able to train it really quickly to do these things so I'll turn this off now I'm going to stop this I'm going to show you another demo it's called Quick Draw so this is another demo called Quick Draw what this is going to do is it's going to try to it's going to ask me to draw something and it's going to try to guess what it is I'm drawing in this demo I'm going to draw an image and the program will try to detect what I'm training to draw so this has been already trained on other people drawing things and it's not only learning how to detect by what's on the screen but also how I'm drawing it so which lines I draw first so this reason is already trained to detect the images but it's not just the drawings that are in the screens it's also in the order that I draw the lines it gives a lot of information so now I have to try to this in there and seesaw so now I have to draw a seesaw and see if it can detect it within 20 seconds I see a shoe or a rifle or clarinet or toothpaste oh so it didn't get it so let's try it with cactus I see a guitar or die being bored sorry I couldn't guess it okay so this one detected it well let's see tractor not very good drawer no not very good sorry this sound is a bit too late so a hand or sky scraper so I know it's better I see river or the great wall of China so I know it's hand I see glove or shoe or pond or shoes or the great wall of China I see bottle cap no okay so it also depends on how good a drawer you are on the screen so it depends if it's a good drawing or not but we have this demo the explorer tech after when I'm going to finish you can go to play with that it has several other demos that you can play so we're going to have these demos and explorer tech in the back after this talk so you can play with them and you can go to this website with google.com yourself and play with a bunch of other demos so I hope that this shows you that artificial intelligence is useful for many practical and sometimes economically beneficial things but it's also very useful for fun things like what I've shown you today and these are some of the things like fun things and art and creativity so I hope that you can see that artificial intelligence has these applications for really practical things and also for economic reasons but it also has these applications for more fun things and more creative that's what for me is the most intriguing thing about artificial intelligence the application to creativity and art so you can play with them you can go play explorer tech after this if you want and if there are any questions there's a microphone over here I'd be happy to answer them if you have questions I'd be happy to answer them thank you very much so don't feel shy especially kids if you have questions I have a question actually about what type of education someone would require to have a job like this most of the people that I work with have computer science background so most of us study computer science to work in artificial intelligence you generally will have done some type of graduate degree in computer science itself we have a lot of people that studied math we also have people that studied physics so it's not a strict requirement to have studied computer science but it's generally what most of us studied that studied something very different but they were just so excited about the stuff that they taught themselves and they just demonstrated that they're really great at what they do so it's not a strict requirement but that's generally what people end up studying well thank you very much and we'll be at explorer tech if you want to play around with these tools


library building. Seeing a quorum of the Jones library buildings and facilities committee. I'm calling this meeting to order at 903. So let's see, let's perform a sound check to make sure everybody can hear and be heard. Farah. Yeah, George here on the move it didn't hit the North Amherst Library outside. Alex Lefebvre I'm here and Sharon is here as well. So pursuant to chapter 20 of the acts of 2021, this meeting will be conducted via remote means members of public who wish to access the meeting can do so by clicking on the live link to this new meeting that can be found in the public meetings calendar on the town of Amherst website or by dialing in by phone. The public is able to comment during the public comment segment of the posted agenda by raising their hand. This meeting is being recorded and will be posted on the library website. See, I've learned to change that at the last minute. Okay, so first order of business is the minutes of June 21st. Anyone make a motion to approve those minutes. Make a motion to approve the minutes. Great. Second. Second. Lovely. Any questions, comments on the minutes? Okay, hearing none. Farah, how do you vote? To approve? Yes. Yes. Sorry. No, that's okay. I'm not rolling on all cylinders. I haven't had breakfast yet, George. Yes. And Alex votes yes. The second order of business that we have looks like we're going straight to public comments. I do see that we have three people in attendance. One of which is Nate Malloy. I don't know if Nate is going to be pulled in later, but if anyone has a comment they'd like to make in the public, now would be the time you can virtually raise your hand and we'll bring you in. Okay, seeing none. We'll move on to the next item of the agenda, which is the Community Preservation Act Agreement. So there was in our packet a Community Preservation Act grant agreement. This is with respect to the million dollars that the Friends of the Jones Development Committee applied for, for special collections as part of the library project. And before hearing a motion, I actually have a couple of questions. And since we have Nate with us, maybe Nate's the person who can respond to that. So I'm hoping Nate can hear us. Welcome. Yes, I'm here. Ben, Ben Breger might be here as well, but I can, I'll make up some answers. I don't, he's not in the audience. Okay, all right. So, so I just, my question was, I mean, what was sent over to us seems like a pretty standard agreement for accepting CPA funds and, you know, indemnification language and how the invoices are to be paid. And, you know, when we took, when we received money relative to the chimney, etc., that made sense. But this situation is rather unique in the sense that it is, the project is being run by a town committee at this point, not a library committee. The invoices are being paid by the town finance director after approvals by a town committee. And the trustees have already signed a memorandum of understanding with town that we will pay the funds. So I'm, so this, this doesn't feel like a document that's, it feels like a standard document that's not representative of the sort of unique situation that we're in. And I'm wondering, because we have the MOU, like, do we need to be signing a document? And if so, we'd have to make a lot of changes to this one to sort of make it look like what's really happening.  It's just a, you know, it'll be considered the contract between the town and the library so that we can encumber the funds to be paid out. And if, you know, it may not be representative of the process for this project, I wouldn't, I mean, I wouldn't be too hung up on the language, because I don't think we're going to withhold funds. So we just want to make sure that it's worked or formed based on the scope that was in the CPA proposal and what was funded. So, you know, it's a, it was pretty generic, but for special collections.  So it'd be something similar and it could just be that, you know, the OPM provides, like a cover memo or cover letter, which is very brief with payment requests saying that, you know, this, you know, this has been spent on special collections, whether it's, you know, a design piece or construction, because I don't, you know, I don't think the work is going to separate it out as that on a schedule of values.  We just want to make sure that there's some confirmation that work was done according to the CPA proposal. So, yeah, I understand what you're saying about how it's really going to work, but, you know, really we just want some proof that the work was done and that the library approves of it and then we'll pay it. Yeah, and that all sounds great, but when you say, I, so my prior history was in malpractice, so signing documents that aren't representative of agreements, I like, I literally can't recommend to the board that we do that. So if it just, like, you know what I mean? Like if the document is, the whole reason for contracts, as you know, I've said this before, the whole reason for contracts is when things go sideways, you go to the contract and so signing a contract that nobody intends to follow, there's no reason to sign a contract in that case. So can we then come up with either a contract specific to this or can we come up with maybe another MOU about how we handle the payment so that you guys can follow it? I mean just something along the lines of what you just said would be great and I would no problems. Sure, yeah, I mean do you have the version, do you have the CPA agreement in a Word document and we could just track change it and you could, you know, just change the payment section or something. It's not just the payment section though, Nate, it's the whole, it gets into the whole thing like there's an indemnity clause and again, we're like it's who's paying how's like literally every aspect of this language is you'd have to rewrite most of it and I think it would be far more cumbersome to try to finagle what we're doing into this document and again I'm like happy to do whatever needs to be done I just think it's gonna be a lot more work to try to and we already have a memorandum of understanding with the town saying we're gonna pay. Yeah, so let me, you know, right, you know the Comptroller Sonia would and you know accounting and Sean would want to look at it too so I can reach out to them and just ask if there is a simpler agreement we could get in place. You know the restriction that those trustees have already signed is in place so you know the big usually with CPA funds the you know it's really important it's trying to get a restriction on the property which we already have and so we don't need to get a new one. Exactly. And really it's just then you know right how do we process these payments so we'll need a document, you know some type of contractor document that's signed by the library in the town so we can encumber the funds that's I mean that's really what accounting we'll need so as I can just ask them what they need what you know what what would suffice. Yeah and I would actually really love to hear if you could check in with Sean because I mean as far I mean tell me if I'm wrong Sharon but Sean's paying the bills so right so I think like checking in with Sean about what makes sense and what's actually happening and again this is because the friends of the Jones right are the ones who applied for this so technically like I don't even like I don't know whether it goes to them and then we send it or whether it just goes directly like yeah. Was it the friends of the I thought it was the Jones not I don't know we'd have to I mean to look yeah yeah I'll have to look I mean they're the ones who did the application but I'm sure the trustees ultimately had to sign off on it but right so that's why I think the contractor probably would be with the trustees or you know whoever would sign something this will call it a payment agreement would be the trustees in the town and I would have and in Sharon we'd have to check too like I don't know I don't even I don't even know like how the funds go like I don't know who the CPA would issue would they issue it to you know I mean so I just think all those details need to be worked out yeah so and then we just formalize it and then we sign it. So what we've been doing is the friends just pay the town directly but as far as the bills so the OPM would say yep here's the bill this this work has been done Craig would sign it I would sign it Sean McGona would sign it and then town accounting would pay that bill directly to the contractor. Yeah for CPA it's kind of interesting you know we'll enter into a contract with the entity that applied you know typically like a property owner or you know LLC or non-profit or something but then sometimes we'll I guess tricky sometimes we'll pay the vendor directly then but then the vendor you know needs a W9 it becomes you know part of the town kind of record and we've been trying to get away from that but the irony is most places apply for CPA funds because they don't have the cash flow to pay for the work and so then how can they pay for the work and when we then we reimburse them right so non-profit asked for 300,000 to do some work and then it's like oh well you know take out another loan for 300,000 but then we'll pay you back right away and it just so you know it's kind of strange the idea is that they are applying for these funds because they just don't have that money to do the work and so you know sometimes we'll say well approve the payment from the contractor we'll write that entity a check and then once the check's received by you know the non-profit entity they have to act on it and then pay the contractor the problem there is it could take you know the town 30 days to make a payment right you miss the payment cycle and then by the time you get money to write up contractor so there's a lag there and some are understanding and sometimes it's like you know do you really want to wait 60 days for a payment so let me talk to Sean which to me even more makes me want to talk to Sean but because at the end of the day like the trustees have said you know by the time this is over in five years we will have given the six and a half million which is inclusive of you know right the CPA funds and how and when Sean wants to receive them is really up to the town not and we've said we'll give them as we receive them which you know we get the first half million that we just wrote a check for before so yeah this I really feel like this needs to be driven by town and then we'll happily I would imagine sign off on whatever makes the most sense for for the town finance department so yeah I mean typically like I said we don't pay and you know we pay for work reform the town will pay for work reform please you don't like you know forward it you know a cash advance or anything and so we just did this with Valley and we had a you know further 132 North Hampton Road project East Gables and you know they you know it was a half million in CPA and we they just invoiced us for all of that with one invoice it's not you know it's simpler because it's just you know the town and Valley but you know they've incurred the cost they met the requirements of what the CPA agreement said and you know we just they just send an invoice and we're the town will process it you know it is different with the library I think it's I'm assuming it's a borrowing so then we also you know I think it was we'd start drawing on this fiscal year FY 23 so you know it's like once we start the question is like if you don't think you need it for next fiscal year then sometimes it's better not to start the borrowing you know and let it let it go for two fiscal years and and Sean got the schedule because we get we get money from the mblc after certain milestones and so there is a whole schedule of anticipated borrowing and when money will be paid and so again going back to you know sitting down with Sean and and probably our opm and just figuring out what makes the most sense and then putting I don't think it's complicated I just think we just need to figure out sort of what the pieces are and then writing agreement that matches that and then we'll go ahead and you know right so again so you know what precipitated this happening is originally you know I think Sharon reached out and said we may need confirmation that the town's money is available or as a I don't want to say a match but that there's commitment from the town the library to be able to apply for or receive other funding for the project and so you know I drafted maybe an award letter which sometimes we send out and sometimes you don't when CPA funds are allocated and so I think there had been a generic email from Sonya you know the other year but it wasn't you know it wasn't signed so then we're thinking okay could the town manager really that's the position authorized to say the funds are available and so you know it goes back to we can work on this agreement you know and we can try to figure out something really simple that works and then the question also is if you need some you know something in writing and signed by the town stating that the funds are available or committed or something for um you know for other funding just let us know there's a draft letter that I you know I think I shared with Sharon at one point and you know we would just have to make sure that that's accurate and then we can have the town sign it and provide it so that's really why this started right and then I said oh well if we're starting this we might as well just get the CPA agreement signed too because you know it's just easier to get it done with sure sure okay did anybody else have any questions comments thoughts okay Nate thank you very much for attending and appreciate um yeah appreciate as always your attendance and flexibility around unique situations yeah I know that yeah I know it is it is and every time every time there's something different I work with first time home buyer programs just a quick anecdote and you know one wants to refinance and then they said oh we're doing this and you know there's a new situation for the program and it's like the town never likes to subordinate agreements but it's like your banks will say well we're not going to you know have a 50,000 top $50,000 of the town be above you know a refinance on a house and so then you know it's been weeks of going back and forth in negotiations and it's just yeah you know it's funny that if you're not really flexible then it's like it's just won't make things work so it's great that we have good staff and I've been reaching out to Sean and others about this other one too a lot just getting advice because we need you know we want to help people and make it work so yeah well appreciate it yeah I'll reach out to Sean we'll see how this can I mean maybe I'm hoping it's just like the one page CPA agreement then yeah great one's been voted everyone you know it's not like there's a question about supporting the project so it's really just how do we satisfy accounting exactly exactly all right we look forward to the whatever whatever comes our way that that you're able to to work out with with Sean and Sonya and everyone else in town so thank you great yeah thanks for being responsive to our need to have a document that you know so we can apply for other grants so appreciate it thank you Nate thanks all right so the next item on the agenda is the North Amherst Library Building project George are you giving that because you're standing like outside I mean I could because we have all these great visuals as long as I don't lose service again so where we are at right now everything is out of the Montague Road property and either in the new temporary space or in storage and we also did a lot of weeding so everything is in here the IT has been mostly set up we should have phones by the end of the week and we just this morning received some shelving which I will be assembling today I know there's no staff scheduled to be in the building today but hopefully tomorrow when they come in they can actually start shelving some books so that's a wonderful thing we have not heard the only other things beyond that are signage and positioning the book drop outside the space and we are still waiting for confirmation that those site plant because they had to be a site plan change so we're just waiting for confirmation that that has been approved by the town and that is being orchestrated by Arthur here at the Coles property he's he's handling that part of it so once that's done we can have the book drop outside and we'll have signage and it'll all be wonderful so yeah I think that's where I'm at I don't know if that's Sharon has anything to add to that or not no just you know the mill district has been awesome they've been so patient and staff are really excited to get in there it's going to be a very cool space there's more space there's seating you know that space for the computers lots of parking and it's just what the mill district has there for families it's just one big playground actually and it's just lends itself beautifully to story times and things like that so we're we're excited to open yeah any Barron do you have any questions comments I had one I know that the district one neighborhood association Dona has I think in the press release they had talked about wanting to participate in opportunities around programming and I guess I just want to know is there a timeline if people are wanting to volunteer to help with programming or help with story times is there how much time does the staff need to settle in before they can then sort of take volunteers to help them with things yeah I don't know so our head of branch services Petra pendroff just started what two weeks ago something like that so she you know she's going back and forth between the months in and the mill district and they're all going to do it together you know so staff are really you know becoming one and stay tuned okay they'll make all sorts of announcements when they're when they're ready okay great okay so are we going to open if we don't have all of our shelving yet if we get the signage and the book drop will we just open with some some boxes or are we waiting until we get the rest of the shelving from town or what's do we have a glanner on that shelving just got here this morning so I I don't know right I don't think so but I don't know if we'll be able to get more so we just don't know yet so if we can open with what we have we will yeah and if if you know if we can't get any more shelving then we'll put the rest of the books in storage okay got it good okay all right I think the last item on the agenda is topics not anticipated by the chair oh no that's not there but I don't have any topics that I didn't anticipate so yeah anything else or is that it okay we did have a leak in special collections not a leak an hvac problem no that's unanticipated again because the ac um yeah one of the you know as we all know there are three units above special collections storage and one of the units froze up and of course proceeded to leak water but no water got into special collections itself we had a tech there yesterday we thought out the unit we have it running they've pressure tested it and it seems okay but we are watching it daily just to make sure that there are no issues oh and I think this is the one unit that we haven't outright replaced mechanical parts on yet sorry okay so far so good keep us keep us in the loop and thank you George for you're welcome working at multiple buildings simultaneously and and and limping that system across hard you have a question yeah this is about Jones Sharon do we have any idea of possible places for temporary locations for the Jones yes we we received we have a couple of ideas and I'm not sure that uh I'm not sure that it's ready to be shared only because folks have reached out to us and now the opm needs to analyze and I I'd hate to say oh here's possibility and then for everybody's hearts to get crushed okay so um we'll see but we are I don't it's what I have received is not enough square footage rise so we still are looking for more possibilities whether it's office space or really spaces to put the books you know the for adult circulation that kind of a thing so if you know anyone or do you have a hand up or are you no I don't have a hand up tell if you're shielding yourself from the sun yeah I'm shielding from the sun yeah okay good all right um then if no one has anything else yet another quick building some facilities meeting so thank you guys so much thank you 26 thanks have a great day bye


Adding. When you're adding two numbers it really depends if they have decimals or not, but you're lining things up based on their tens, right, based on their position, right? So let's say we're adding two, five, seven, six, plus seven, four, two, right? I'm covering, I know you said adding you're okay with, but subtracting is just adding negative numbers. So we'll cover adding and then we'll flip it for the subtracting, right? If you're adding these two numbers, then what you do, this is the one positions, the tens, the hundreds, the thousands, you line them up according to their position, right? So if you're going to add these two numbers, you go to five, seven, six, and that's the two, four, seven, right? Four, seven, four, two, you line them up. When you're adding them, you add. Six plus two is eight, seven plus four is eleven. If you get anything over nine you've got to carry over to the next level because that's ten plus, right? So four and seven is eleven. You put the one here and the ten goes up here and then you got six and seven is thirteen. You put one here, three. So that's adding them. Now what if you had decimals in this, right? What if this was two, five, point, seven, six plus seven, four, point, two, right? Same digits, but a decimal added, right? Then what you're really doing is you're adding based on the decimal. You're lining up the decimal because that is exactly what you were doing here, right? You're lining up based on the decimal, but the decimal is invisible because we don't have anything past the decimal, right? So the decimal for these guys is here and here and here and here, right? So we're lining up on the decimal. So if you're doing this, you line them up, point, seven, six plus seven, four, point, two, right? Now anything in the decimal that you don't have numbers for, like this goes two decimal places. This only has one decimal place. So what you have here is really just a zero, okay? It's an invisible zero.  Place your decimal place there, right? Five plus four is nine. Two plus seven is nine. Wow, cool number. 99.96. Easy peasy, right? Let's do subtracting. Subtracting. So let's assume we're subtracting these two numbers again. Two, five, seven, six minus seven, four, two. Okay? So again, you line them up based on the decimal. The invisible decimal that we had here is also present here, right? Because these are the single digits. These are the tens, right? The hundreds and the thousands, right? So when you're subtracting, you want to line it up with the higher number, the bigger number up top, right? With adding it doesn't make a difference. With subtracting it does. You want the bigger number up top, two, five, seven, six, and you're going to subtract seven, four, two, right? And what you do is you go six minus two is four, seven minus, seven minus, six minus two is four, seven minus four is three, and then you're going to go five minus seven, but you can't take seven away from five, right? So whenever you're subtracting, when the above number, right, is smaller than the lower number, whatever you're taking away from the above number, what you end up doing, you're borrowing one, you borrow a ten from the next number that's higher up, right? So it's not really a ten for this one, it's a hundred because this is the hundredth position, so you're bringing a thousand over, but think of it as borrowing a factor of ten, right? So seven minus, you know, seven minus five, five minus seven, you can't take seven away from five, so you borrow one from the two. So the two becomes a one and five becomes a fifteen. So borrowing one from the next number up means you're adding ten to this one. So fifteen minus seven is eight, and then you have a one here. So the answer is this two Hickey right here, okay? Cool? So that's this one. Let's do this one, but subtraction, right? Let's go four, let's go if it was two five point seven six minus seven four point two, right? Again with subtracting, you need to line up the decimals, right? I like the decimals bigger so you see them, gotta be pronounced, right? So you're gonna line things up with the decimal, but the rule stands when you're subtracting numbers, when you're doing them this way, you put the bigger number up top and subtract the smaller number, even though we're going against or not against but sort of manipulating our first mantra in mathematics which is the sign in front of the number goes with the number, right? But this is a sort of a mental note that you're going to make because what you're gonna remember is if this was 25 minus 74, then you're subtracting a bigger number from a smaller number, your answer is going to be negative. So automatically you should remember that your answer is going to be negative because you're taking away a bigger number from a smaller number, right? But we still want to make the bigger number digit-wise anyway on the top. So you're not gonna write this as two five point seven six plus seven or minus seven four point two. You're gonna write this as seven four point two minus two five point seven six. Okay, now remember this is a flip of what this is. So what we're gonna keep a note of, a mental note of, that whatever the answer is that we're gonna get here is gonna be negative, right? If you want smaller numbers, look at this. Let's assume we had here, that's four, let's go five, or in a side, right? If you had three plus five, that's an eight, right? If you have five plus three, that's an eight, right? Now what if you had three minus five, and what if you had five minus three? Well five minus three is just two, we know that, right? But three minus five, we should notice by now, the answer is negative two, but if you're gonna do the subtraction like this, which you need to do when you're dealing with bigger numbers, you need to put the bigger number up top and subtract the bottom number, and remember, mental note that the bigger number was negative, so your answer is going to be negative. So what you're really doing is doing this, you're going five minus three, that's two, but two is not the answer to this, because the bigger number was, the bigger number was negative, so the answer is really negative two. Okay, you make a mental note of it. That's exactly the way you're gonna treat this.  Now remember, anything after the last digit, after the last decimal point, you can add a zero if you don't want to have an empty spot there, right? Because what you're about to do is do this, you're gonna go six, take six away from zero, well you can't take six away from zero, right? Zero minus six doesn't work, because zero is zero, zero is a smaller number, six. So what you need to do is do exactly what we did here, is go to the next number and borrow a ten value, right? So ten comes over, ten plus zero is ten, so now you're gonna go ten minus six is four, and then you go to the next number, you go seven minus, one minus seven, well you can't take seven away from one, it doesn't work. So you got to go to the next number and borrow one. So you go to the four, make this a three, so you're always kicking it down by one, the next number when you borrow it, and then you're adding the ten to one which makes it eleven. So usually you're just adding a one right in front of whatever that number was there previously. So eleven minus seven is four, put your decimal in place, and then you're gonna go three minus, well you take five away from three, same problem, right? So what we need to do is borrow one from the seven and turn the three into thirteen. So if we take one away from seven, that becomes a six, and this becomes a thirteen. Thirteen minus five is an eight, six minus two is four. Now the question is, is twenty five point seven six minus seventy four point two forty eight point four four? Well it's not because this is the bigger number. This is negative seventy four point two, so we know the answer is negative. So that becomes your answer to this subtraction. I went through this pretty fast our childhood days, but the foundation, the step-by-step process is there. Does this help you out? Does that make sense? Do you have any questions regarding this? Or anyone else for that matter? Because what I'm gonna do is, we're gonna go through the speed of Gonzales to a certain degree speed of Gonzales, right? We're doing the subtraction, we've done the addition, we're gonna do multiplication, and we're gonna do division. Okay awesome on the target age. We're gonna do division, and before we go into talking about how to move around an equal sign, we're gonna do what the little segment that we need to do, because all you need is addition, subtraction, multiplication, and division to be able to do personal finance, investing, to calculate return on investment. Crazy, right? You do need exponents as well for compound, but we'll wait up on that. Okay, so I'm gonna take this down. So that's subtraction. Let's talk about multiplication. Let's talk about multiplication. Now the first thing you have to understand about multiplication is, multiplication is an extension of addition, right? We'll multiply the tops and bottoms with 10s to remove decimals. Yes and no, right? If you have an equal sign, as long as you do it to both sides of the equation, you're okay with that, right? Because whatever you do on one side, you can do to the other side. But if you're simplifying, you can't just multiply the numbers by 10, because you're kicking up the numbers by magnitude of 10, right? So you're not going to get the final answer, right? The legit answer. By the way, gangs, apologies about if I don't catch them. Thank you for your follow-ups. Thank you for the subs if you're subbing, and thank you for the follow-ups when I'm not catching them. Technically, I'll multiply by one. Okay, it might be making it a little bit more difficult. 10 over 10. Sure, but it's extra step work that you need to do. Once you start doing and adding and subtracting with decimals and whatnot, it just becomes routine, right? That extra step might help you out initially, but in the long run, you're going to eliminate it. It's like having training wheels on a bike, right?  But once you learn how to ride a bike, those training wheels really slow you down. Yeah, I just like to do things in a weird way. So, okay, no words, no words. So, check this out. Let's do multiplication. Multiply. Okay. Now, look, multiplication is an extension of addition. One thing I keep on saying is mathematicians are some of the laziest people you meet in the world because they like to simplify things. They like to make things speedy on Zala, so they don't have to spend too much time processing simple information. They want to move on to more complicated stuff, right? So, they've come up with shorthand and all this jazz, right? Slick, Mick, how are you doing? I feel like math is, in my school, was more about solving the problems and not learning why I was doing all this. Yeah, it's, they weren't even teaching you how to solve problems.  Do this, do this, do this. You get this. And they don't even tell you to look at the final answer to say, does that even make sense, right? Which we will be doing. Which we will be doing, right? Now, take a look at this. Multiplication is an extension of addition.  What's four twos out of together? Well, four, six, eight. That's eight, right? But a simpler way to do this is take your addition symbol, rotate it, right? Take your addition symbol, rotate it four to five degrees. You've got a multiplication symbol, right? That's what multiplication is. The symbol represents. And what that means is you're, you're adding the same number multiple times, right? That's what the definition of multiplication is. So, instead of writing 2 plus 2 plus 2 plus 2 is equal to 8. I can go 2 times 4 is equal to 8. Which really means add 2 together four times, right? That's all it is, okay? That's what my experience is about. Think of that, right? Multiplication is not something magic, something really necessarily novel that's been introduced in mathematics. It's just a faster way of doing addition, okay? As far as how to multiply, you do it this way. Let's assume what was the last number we have? 2, 5. I forgot what it was. It was 2, 5, 7, 4. No, there wasn't 7, 4. 7, 2, I think? Or something else? Let's go 3, 2. Times 7, 4. Something, something. 1, 2. 1, 2, right? No, that was too big. I think it was only three numbers we had. 4, 2, I believe, right? I'm pretty sure that these two numbers are up. Okay. Now, if you have a 3-digit number multiply, sorry, 4-digit number multiplied by 3-digit number, this is what you do and this is the process that you do for any digit number multiplied by any digit number. And before we do this one, let me give you a quick little, and first of all, you need to know your 10 by 10 multiplication table. So if you don't know it, learn it. Your 10 by 10 multiplication table, learn it. 1, 2, 3, 4. And then 1, 2, 3, 4. Learn your 10 by 10 multiplication table. It will save yourself a lot of time, a lot of headache. Okay, really essential. If we're doing this type of multiplication, I'm assuming you know your multiplication table and we have a full blown video out there, ASMR math video out there talking about the multiplication table. It's like an hour long or 40 minutes long or something like this of how to... I don't even know if it's about memorization. It's basically putting it into your algorithm, your program, to be able to know how to multiply, right? Seriously, I can't emphasize this enough. The first thing I tell all my students, learn your multiplication table, right? M-I-1-3-5. Thank you very much for the Twitch Prime sub. Okay, really gang. Just go chicho multiplication table. Okay, the video will pop up. Learn it, learn it, learn it. Okay, now just imagine if we're multiplying three, four digits with three digits. But before we do that, let's do two digits by one digit or two digit by two digit. So you see how the process works, all right? So here's question one but let's do a simpler one first. Let's do question two first, right? Let's assume we have two, five, three. Actually, let's go two digits. Two digits times two digits, right? Math is good but A plus B equals C is hard. A squared plus B squared equals C squared. Kenny, Kenny Roberts, are you talking about Pythagoras theorem? Exponents kicks it up a notch but we'll talk about it. If not in this live stream and in another live stream, if we're going to build basic algebra as our uncharted ace wants, we'll get into exponents maybe even in this one, right? So if we're multiplying, you'll line them up again on top of each other, just the same way you did addition, subtraction. But with multiplication, it really doesn't make a difference if the smaller number of is up top or the bigger number up top. Ideally though, put the bigger number up top, right? 25 times 12. With multiplication, what you do you do this. You go this multiplies all the digits there and that multiplies all the digits there. So two times five is 10. You put the zero here, you put the one up top. If you get any number above nine when you're multiplying two numbers together the 10th value kicks up, right? Two times two is four and then you add the top number which makes it five, right? Now think about this. What's two times 25? It's 50, right? But you're doing it piecemeal. And then you move on to the next number, one, right? Now if you're in this position and by the way with multiplication and addition and subtraction it's ridiculously important to line things up properly. Mathematics is about symmetry, really. Line things up properly. That's the way mathematics was developed to be extremely visual. Any language is very visual, right? So someone, if someone asks you to spell the word apple, right?  That way that person can read it, right? If someone says write down the word apple you're not gonna go apple because it's visually extremely difficult for your mind to process and we come up with languages to help us to process things faster, to retain information, right? To be able to make connections. So you want to make it easier for your mind to be able to do things instead of harder for your mind to be able to do things, right? Keep this in mind. I've seen a lot of people do a lot of mathematics where they're extremely messy. It's the equivalent of writing apple in that chaotic way. It's like no, no, no, no. First order of business, learning multiplication tables. Second order of business, tighten up your work, right? Line things up properly. When you line things up properly we've already done the two multiplication. Now we've got to go to the one. And as before this number multiplies that number and that number. But because this is in the 10th position when you go one times five you don't put it here you put it here and that's a five. And what people usually do you add a zero here, okay? Just to remember that you're starting in the second position, right? So one times five is five. There is no carryover so this one is no longer there. You have to make a mental note of that, right? And then one times two is two and then you draw the line and what did we say? Multiplication is really addition and the addition does come into play in multiplication. Here when you get down to this level you're at these numbers. Zero plus zero, zero, five plus five is 10. You put the zero here, carry the one and that's three. So 25 times 12 is 300, okay? Let's do the bigger number. Two, five, three, two, times seven, four, two. Same process, okay? Two times two is four. Two times three is six. Two times five is 10. You put a zero and carry the one. Two times two is four. Add the one you get five. Is that cool? The process is the same, right? I'm just doing a little bit faster, right? And then you move on to the four. But this isn't really four in terms of value. It was 40. It's in the 10th position. So because we moved here, you line this up. When you multiply the four times two, the result comes here. But when you moved over one, put a zero there, put a place marker there. So you know where you are, right? You don't want to, when you're doing mathematics, when you're doing algebra, you want to reduce the amount of information you have to retain in your mind. So I always say use the pen and paper as your assistant, right? Make notes on the sides of whatever it is that you're doing. If you need to remember where you are and what you need to do next, right? Putting a zero as a place marker guarantees that you don't make a mistake to go four times two is eight and put the eight there. Because that's already taken, right? So four times two is eight. You put the eight here. Four times three is 12. You put the two here and you carry the one. Four times five is 20. At the one, you get 21. And then you carry the two on top, right? Because the one's gone, right? Four times two is eight. You add the two, you get 10. Cool? Now we're into the third number. Well, if we're into the third number, that lines up here. This and this are going to be zero. Then do your multiplication. Seven times two is 14. You put the four here. You carry the one. Seven times three is 21. At the one, you get 22.  Seven times five is 35. At two, you get 37. Seven and you carry a three. Seven times two is 14. At the three, you get 17. Two. And then what do you do with these numbers? Ideally, ideally, you're lining everything up properly. Really, line everything up properly again. It's visual. Mathematics is visual. People, I've seen people do this. When they're doing this part, they got five, four here. Five, zero, six, four. And then you got zero, eight, two, one, zero, one. And then they got zero, zero, four, two, seven, seven, one. How are you gonna add this? Really? How are you gonna add this? If you need to add these guys, it's the same numbers.  Man, that's a nasty way. Your mind just becomes confused, right? When you draw the lines, it's pretty straightforward, but you're not going to sit there and draw lines to line things up all the time, right? What you need to do is line it up right off the get go. Four plus zero plus zero is four. Six plus eight is 14, and that's a zero. It doesn't change anything. So 14, you put the four, carry the one. One plus zero is one, plus two is three, plus four is seven. Five plus one is six, plus two is eight. Zero plus seven is seven. One plus seven is eight, and that's a one. 2,532 times 742 is, you can put a little commas here if you want to be able to read it properly, 1,878,744, right? Easy peasy. Now, what if this had decimals? Let me take these off so we don't get them confused as decimals, right? What if this had decimals? Okay, what if this had decimals? Let's assume this guy had decimals. When you're multiplying numbers, you don't have to line up the decimals the way you did when you were adding numbers. When you're adding numbers, you need to line up the decimals to be able to add them and subtract them. You need to line up the decimals when you're subtracting numbers, right? Remember, the bigger number is always on top. Keep a mental note which number was negative. If the bigger number was negative, your answer is going to be negative. If the bigger number was positive, your answer is going to be positive, right? When you're subtracting numbers. So if you have decimals in your multiplication, you don't need to line up your decimals. You just add the total number of decimals at the end and place them there. So for example, what if this was 2.5 times 1.2? So this was 2.5 times 1.2. They line up, but that doesn't matter to us because we're not lining up the decimals. What we do is we add the total number of decimal places we have. Now, this confuses some people. When I say you add the total number of decimal places you have, you're starting off at this location, the position where you're right beside the ones, right? And you're going, okay, if the decimal was there, that's one, that's two decimal spots, so you add two decimal spots. So 2.5 times 1.2 is 3.00, which is just three, right? Let's add the decimal spot instead of adding it here. Let's add it here and here. So how many decimal spots do we have? If it's 0.25 times 0.12, we have 1, 2, 3, 4 decimal spots, right? Well, over here we multiply them without the decimals. We don't care, right? If we take these decimals away, right? And then we have four decimal spots.  We don't have any more numbers, but we do another jump. We put the decimal there. If we have any blank spots, we put zeros, okay? So 0.25 times 0.12 is 0.03 and you don't need these two decimal spots there because zeros after the last digit in a decimal is unnecessary, right? So let's add decimals here. Let's assume this was 2.532 times 7.4, right? So we don't need to redo our multiplication. We don't because we didn't have to line up the decimals, right? If we're lining these up if we're adding, then this would have been 2.532 plus 7.42. You line them up, right? But that's not what we're doing. We're multiplying. If we're multiplying, we multiply the numbers as if there was no decimal, and then we count the number of decimal places we have total. Let's check it out. 1, 2, 3, 4, 5 decimal spots, right? So we start off where the decimal place is. So we go 1, 2, 3, 4, 5. 2.532 times 7.42 is 18.78744. Is that clear? Does that work? I hope so. Does that work on charter days? And anybody else? Any questions regarding this? Yes, that is a massive help. Awesome on charter days. Thank you very much for the follows gang square 1996 and those are some other follows that pop through, but I didn't want to break the train of thought on there. So appreciate the follows gang. Let's go to dividing. And once we do dividing, we're going to go to return on investment in personal finance so we can set up our work that we're going to do when we talk about investing in comic books in four days. Let's do division. Let's do division. Very nice. Division is just an extension of multiplication, which is an extension of addition. So they teach you everyone. They even taught me. This is the way they taught me. They said this is addition, this is subtraction, this is multiplication, and this is division. What they didn't tell you was all of these things are really just addition. Right. Subtraction is just adding negative numbers. Right. Multiplication is just multiplying, adding the same number multiple times. And division is the flip of multiplication. Right. Because for everything you can do in mathematics, you can undo almost. Okay. That's not the way it works in the physical world. Right. Try to break a glass cup. Right. Very difficult to put it back together. Right. For everything that is done in the material world, you can't necessarily undo. In mathematics, it's beautiful. You can almost undo everything that you did. I have forgot everything in mathematics almost. Micro, micro twist. I was good once upon a time. I'm horrible. Brother or sister or micro twist. One of the reasons I got into teaching tutoring mathematics was because I was very disappointed that I forgot a lot of mathematics that I had already learned. So I got into teaching mathematics as a hobby to relearn my high school mathematics because I really didn't want to lose that power that I had. It's like practicing a natural language that you might know if you speak more than one or two languages. Right. You need to practice it to retain the ability to speak it. So I got into tutoring mathematics to make sure I didn't forget how to do my mathematics because I knew it was ridiculously important in the real world. Right. Craft or how are you doing? Welcome. Welcome. Now let's do division.  I go through periods where my spelling is good and my spelling is bad. How are you doing? Division. Let's assume we have the following. And by the way, gang, division is really just about fractions. Right. But what I'm going to do right now is I'm going to teach you long division. Okay. Because fractions, when we get into fractions, we're going to talk about prime numbers and prime numbers we're going to do in another step. I just want to teach you the process of long division right now. And the reason I want to teach you this is because a lot of people say, oh, you don't need to learn long division. A lot of, a lot of teachers actually, you don't need to, a lot of math, a lot of people to do one. You don't need to learn math, long division. I'm like, dude, learn long division. It's an exercise for the mind. It's good for the brain. It's like doing pull-ups and chin-ups. Okay.  You haven't done anything. Okay. I said, if I do the entire book and pass all the tests while I pass, yes, he said, I finished the entire mathematics a book in one month and pass all the tests. Yeah. And if you're in school and if you've been through school, you know that they take 10 months to teach you some things in their earlier years, things that, especially mathematics, right, that you could probably do in a month. Right. In grade 12, they take you, they take about 10 months to teach you something that you could learn in about two months. Okay. So if you bunker down and, you know, there's pluses and minuses of going to school, there's social activity, this, that, that, that, that, that, all that jazz.  You can go and challenge tests and get stuff done. Right. And gang, don't forget, Friasage, Friasage, Friasage. Julian Assange is a publisher and journalist that has been crucified for trying to bring transparency and accountability of capitals, power to humanity. For more information, see wikileaks.org or check out our Julian Assange and Wikileaks playlist on sensor two. Let's do long division. Let's just, we had this two, five, three, two over seven, four, two. We wanted to divide these two numbers. Okay. And I'm going to do the basic long division right now. We're not going to go into the other more intricate stuff that can happen. It's because, as long as you've got the basic long division down, you're money, right? You're gold. If you're going to do this, the way you lay it out, and again, mathematics is very visual, lay it out. And actually, I should do a simpler number first, by the way. Let me do a simpler number first. Let's assume, so this is one, let's do question two first. What did we have before? 12. I want to do two, five, three divided by four. Let's do that. Okay. So 253 divided by four. This is the way you lay it out.  Laying down L with the pointer sticking down, right? You put the four on here. You put the two, five, three here. Okay. Give yourself enough room. And when you're laying down the work, again, talking about Apple, if you're going to write the word Apple, right? You're going to write it like this. You're not going to go forget about the chaotic letters all over the place. You're not going to go like this. That's just hard to work with Apple, right? Be consistent in the spacing of the letters you put down. Be consistent in the spacing of the numbers you put down. So you give yourself enough room to maneuver, right? You want to be able to do things in there. You don't want your numbers to be staggering at different lengths and different spaces, right? You don't want to go two, five, three, two. You don't want to write 2,532 like this. It just doesn't, because when you're trying to even add, what are you going to do? You're going to put your seven here and four and two here. But why would you do that, right? Be consistent. Make it easier for yourself, right? This is how you do Long Division. You look at this number and you're dividing this into this whole thing. So you look at the first number. You go four, the, does four go into two? Does four go into two? Four is bigger than two. So it doesn't go into two. So if it doesn't go into two, you can put a zero there, but you don't need to. You just go to the next number and you put those numbers, two numbers together, and you treat that as a 25. And you ask yourself, how many times does four go into 25, right? Six times. So what you do is you put your six above the five because you're using these two numbers, right? So how many times was four going to 25? Six times because six times four is 24. So what you do as soon as you put a number up top, you bring this guy and you multiply these two numbers and you put the number there. Okay. And what you're going to do now is subtract this number from that number. So minus five minus four is one and two minus two is zero and you don't have to put the zero down. And then what you're going to do is you bring the three down. So as soon as you get down to this number, if this number is bigger than that number, you did something wrong. You didn't take this one high enough, right? Let me show you how that works just before we move on anymore. I'll put those numbers back up again, right? Let's assume you didn't know your multiplication table, right? And you ask yourself, how many times was four going to 25?  Again, learn your multiplication table and make your life easier, right? Let's assume you didn't know your multiplication table, you asked yourself how many times was four going to 25? Five times, right? You go five. Five times four is 20, you put the 20 here, and then you subtract these. Five minus zero is five, two minus two is zero. You got a five here, but four still goes into five. So you have no need to bring down another number. So you just broke division, right? You don't, you can't proceed here because that number is bigger than that. So what are you going to do? You can't go, oh, four goes into five ones, but where are you going to put the one?  You haven't gone to the next one. So now you got to go plus one here.  And then this is now six. Oh, confusing, confusing, confusing. You got to take it to the max right off the bat, right? Know your multiplication table. How many times was four going to 25? Six times. Six times four is 24, subtract. Five minus four is one, two minus two is zero. Four doesn't go into one. That means we got as close as we could go without going over 25, and you can't go over this number, right? Now you need to borrow a number. Bring the three down. Four goes into 13. How many times? Four goes into 13. Three times, right? Three times four is 12. Cool. Right? You subtract these numbers. Three minus two is one. One minus one is zero. You're done. You don't have any more numbers here. So this is what you could write down right now. You could write down 253, 253 divided by four is equal to 63, and the remainder is one. Some people write it like this with a remainder of one. That's when they're just teaching you at the beginning stages. Yo, Graham, how you doing? That's at the beginning stages of learning division. You learned this in the first few weeks, a couple of months, and then you don't do R1 again, right? Or you can go at 63, and one is left over. One divided by four. So 253 divided by four is 63 and a quarter, which basically means, by where are you doing, which basically means four goes into 253, 63, and a quarter times. Now, if you want to represent this as a decimal, this is what you do.  Poop, right? There's something we can do though. We can take, we can put a decimal here, and as soon as we put a decimal there, it's sort of like putting a decimal here. And as soon as you got a decimal there, you can just add a zero, because a zero after a decimal really doesn't change anything. So there's a decimal here now, you can bring the zero down. Four goes into 10 twice. So you can put your two up there. Four times two is eight. You subtract, you get a two. Well, four doesn't go into two, but we already placed our decimal, and if we're in a decimal position, right? Then you can add one zero for every time you reach the spot, the bottom part. Okay? So you can only do it once per rotation when you hit here, right? So the zero comes down and you ask yourself, how many times does four go into 20? Well, four goes into 20 five times. Five times four is 20.  Once you get zero, that was it. This thing went out of focus. Let's see if it'll come back. It came back. If you want, here, let me do this. Let me write this clear so you see the process, right? So we're at 20. Five times four is 20. Subtract, you get zero. Once you get zero, that's as far as you've got. You've gone. You don't need to go anymore. So 253 divided by four was 63 with a remainder of one. That's where if we stopped at this position, or 63 and one over four, or 63.25. That's what it is. Now, let's go do this. Any questions about this, by the way, on charter days or anyone else? If not, we're going to do the long division for this. Let's check this out. Seven four two, and we're going to divide that into two, five, three, two. More difficult. More difficult division, no doubt, right? But you're going to ask yourself, how many times does 742 go into two? Well, it doesn't go into 25. It doesn't go into 253. It doesn't. 742 is bigger than 253. So you've got to go all the way in, all the numbers, right? How many times does 742 go into 2,532? You can do approximations, right? Now, forget about the 32. Just call this 2,500. You want to get close but without going over. You can call this 750. How many times does 750 go into 2,500, right? Because if you're kicking this down by 32 and kicking this up, you might go over, but at least you're going to get close, right? Three times. Let's check it out. So Laugh Out Loud Tony says three times. How many 742s are there in 2532? Laugh Out Loud Tony says three. So we're using all of these numbers. So the three we're going to put on top of here, and we're going to multiply three by this. Three times two is six. Three times four is 12, two and a one. Remember, this is like doing multiplication, but on top of each other, right? 742 times three. Three times two is six. Three times four is 12, one. Three times seven is 21, 22. So this is two and two, right? Now, just for the exercise of it, just for the exercise.  We're just going to do it here. Let's assume you went over, right? You picked too big of a number, right?  Let's assume you picked too big of a number. Let's assume you picked four. Four times two is eight. Four times four is 16.  Four times seven is 28. Plus one is 29. You've got to subtract this, but wait a second. 2,968 is bigger than 2,532. You're not going to do that. It's too big of a number. It's like prices, right? You went over. Oops, right? So if you went over, depending on how much you went over by, you might have gone over by a lot. In this case, we only went over by one. So we're going to kick it down to three, right? And if you go down to two, right? If you thought it was twice, then the number when you subtract it was going to be bigger than this number, and then that doesn't work because we already talked about it, right? So it's three. Three times two is six. Three times four is 12, and a one. Three times seven is 21, plus one is 22. Subtract. Now you're doing subtraction. Two minus six. Well, you can't take six away from two, so you borrow one from the three. Turn the three into a two. Oops, into a two. That's another reason you're going to give yourself space, right? Because you're going to be doing things inside here. So that's a two. And the 12, two becomes a 12. 12 minus six is six. Two minus two is zero. Five minus two is three, and two minus two is zero. So we're out of numbers, right? This doesn't go into that, rightfully so. So right now we could write our answer like this. Two, five, three, two, divided by seven, four, two, is equal to three, and because we don't have any more numbers to bring down, 306 over 402. And you can reduce this fraction, by the way, and we could have reduced that fraction as well, but we're not dealing with the reducing fractions yet until we get into fractions of prime numbers, right? So that's one answer. And again, you can reduce that fraction. Two goes into both of them, probably more. Now what if you want it as a decimal? As a decimal, we don't have any more numbers to bring down. So we're going to put a decimal here, and we're going to add a zero here so we can bring it down. Now you ask yourself, how many times does 742 go into 3060? Well, we already multiplied it by four, so we know what that came out to 29000, or 2900 something. So we know it's going to be four. Four times two is eight. Four times four is 16. Ring the one up. Four times seven is 28 plus two is 29. Zero minus eight, it doesn't work. Convert this to a five, make that a ten. Ten minus eight is two. Five minus six, it doesn't work. You've got to borrow one from the zero, but you can borrow one from a zero. Zero doesn't have anything to give you, right? You've got to go to the next one. So you're going to borrow one from the three. Three becomes a two, gives one to the zero. Zero becomes a ten. Well, now you can borrow from the ten to kick the five into 15. So ten becomes a nine, and the five becomes a 15. 15 minus six is nine. Nine minus nine is zero. Two minus two is zero. But you don't need the zero and the zero. It just confuses things, right? Take it out. Take it out. Well, we did it right because 742 doesn't go into 92, okay? We're on this side of the decimal location, right? So that means we're going to add a zero. How many times is 742 going to add the zero here? 920 once. Dolphin, how are you doing? You're going to put a one here. One times that is just 742. Again, you're subtracting it. Zero minus two doesn't work. Borrow one from here. This becomes a ten. Ten minus two is eight. One minus four doesn't work. You borrow one from the nine. Nine becomes an eight. One becomes an 11. 11 minus four is seven. Eight minus seven is one. Cool. 178. What do we do? Borrow another zero. Borrow. Add another zero. How many times is 742 going to 1780? Twice. We'll put a two here. Two times two is four. Two times four is eight. Two times seven is 14. Subtract. You can't take four from zero. You borrow one from the seven. This becomes a ten. Ten minus four is six. This is a seven. Seven minus eight doesn't work. You borrow one from the seven. Seven becomes a 17. 17 minus eight is nine. Six minus four is two. Two, nine, six. Cool. Should we continue? You can borrow another zero. Zero. Oh, so close. Look at this. 2,960. This is 2,968. Well, we know it can't be four because four will be too high. So how many times does 742 go into 2,960? Three times. Three. Let me put a barrier here. Three times that is the same thing as this. Two, two, two, six. Subtract. Six becomes a five. That becomes a 10. Four, three, seven. Oh, so close. No cigar. And so on. And you can do this until you find a pattern. Or if they say, hey, they want the answer to this to two decimal places. If they want the answer to this, you put a little approximation sign. You go 3.4 two decimal places. If you're going to round to two decimal places, you go to the one afterwards. If that number is five or more, you round up round the one to two. But it's not. It's two. Four or less, that remains the same. That's the decimal version of that. Does that work? I hope that's clear. I understand it, but we'll need to practice it. Yeah. With long division, it takes practice because it incorporates everything. You're doing multiplication and you're doing subtraction, which is really addition. Square, 1996. The unique thing why I love math is answer is always same, but the path is different to achieve it. That's where the fun is. Yeah. A Vedic math freak. And there are multiple ways to get to the same answer. And multiple ways you can manipulate numbers to give you a certain perspective on a certain situation, which shines a light on certain things. And we're going to talk about this tomorrow, by the way. Okay.


It's raining between us and that wreckage or whoever's coming after us, right? Okay, what else are we doing? We're going to move out of a pull-up site. Let's say we do leave that pull-up site and come back, right? We're going to bid the director to move in. Out of four or nothing? He's running up and down right now. The last person who gets that point, thumbs up to him. Along the train, the front guy can probably move. The front guy can probably be more of a navigation guy.  Now, once he's come across, okay?


My non-firing hand is on his shoulder as a signal. Training is definitely going pretty good. I'm getting a lot of these guys integrated. We're trying to mix up the Georgians and the U.S. soldiers. You do the training inside the building. You can only fit so many personnel inside the building. So we try to do it to where it's transparent and all personnel can see what's going on inside the building. Scan lobes? More or less, this kind of training is universal. So them watching the U.S. guys do it, who can understand it, it gets them involved and they can pick it up a lot quicker. Weapon down, weapon down! Yeah, I love it. I love them out. There's always different ways that you can think about entering your room. Their room's the same, so it's fun to think about. Start scanning once again, alright? That's the biggest thing for me, is just sharing experiences, sharing different techniques that we use. Alright, so two gives the squeeze to one and on that squeeze, they move into the building. We gain the experience of working with our partner countries where we might be battling something like a language barrier and we're working out those problems now so that when the time comes that we have to go downrange and we do have those stumbling blocks, we already have tactics and techniques to be able to push through that. For the sake of this, I think we'll go and intermingle with both countries and then we'll run a stack of four. Any questions?