I have this bar magnet with me. South pole is at the top. North pole is at the bottom. And I have this magnetic compass. I want you to see how the needle of this compass moves as I move the compass down. Right now, these north pole of the needle in red is attracted to the south pole of the magnet. Now, as I move it down, the needle becomes straight. And now the south pole of the needle is attracted to the north pole of the magnet. Now, again, if I move it up, the needle will move. It becomes straight. And now the north pole of the needle is attracted to the south pole of the magnet. Now, let's look at the earth. We know there is a north pole. There is a south pole. The top half of the earth, at least in this image, is called the northern hemisphere. And the bottom half is called the southern hemisphere. And explorers observed that when there is a compass in the northern hemisphere, in the top half, you can say, the north pole of the magnetic needle in the magnetic compass, it always pointed towards the north pole. And when that magnetic compass was in between the two hemispheres, or you can say in the center of the earth, the needle was more or less straight. And when the compass was in the southern hemisphere, or you can say the bottom half, the south pole of the magnetic needle in the compass, it pointed towards the south pole of the earth. But we just saw, this is the same way how the needle of a magnetic compass moves when we move it along a bar magnet. So, does that mean that earth also behaves like a magnet?  I know that sounds insane, but it's true. And the magnetic south pole of the earth, it lies near the north pole, the geographic north pole, you can say. So magnetic south pole of the earth lies near the geographic north pole of the earth. And the magnetic north pole of the earth, it lies near the geographic south pole of the earth. It can be a little confusing, but you can understand it by looking at how the needle of the magnetic compass moves. In the top half, in the other hemisphere, we can see the north pole directed towards the north pole, the geographic north pole. But we know that the north pole of a tiny magnet, like a needle, will always be attracted to the south pole of any other magnet. So the magnetic south pole should be near the north pole. And similarly, the magnetic north pole should be near the geographic south pole. Now, because we're trying to visualize how earth behaves like a magnet, we can also be slightly more accurate and say that the magnetic south pole of the earth does not directly lie on top of the geographic north pole. In fact, it is slightly shifted like this. So just by shifting the magnetic north pole, does not lie directly on the geographic south pole. Lastly, don't think that there is an actual magnet inside the earth, right? The reason why earth behaves like a magnet, it's a completely there are completely different reasons to it. It's not that there is a magnet like a huge magnet inside the earth. That's not the case. Alright, let's try and visualize this again.  So I want you to observe how the small black magnet moves as I move it along the length of this long bar magnet that I've created. So this end right here is a south pole. This end right here is a north pole. And in between, you can imagine these two poles are cancelling each other. So this behaves like a long bar magnet. Now notice, notice how the tiny black magnet moves. So right now, this end is being attracted to the south pole. And as I move it down, notice how it gets straight. And now the other end, the north pole is attracted to the south pole. Again, as I move it back, notice how it becomes straight. And again, the other end, the north pole of the tiny magnet gets attracted to the south pole of the big magnet.


So, what we're looking at here is something that we call schedules of reinforcement, and the idea is that reinforcement can be scheduled at a particular rate. In other words, a rule of how frequently a behavior will be reinforced, if it's reinforced at all. This also includes things like how many times do you have to do the behavior, how long do you need to wait to do the behavior again, to get a reinforcer again. Now, we can think about a continuous schedule of reinforcement, right? So, a continuous schedule would be, if you do something, then you get reinforced immediately for it. Thanks for looking at the light switch. Flip on the light switch, lights come on. So, that's continuous schedule of reinforcement. Every time you flip the light switch, lights come on, or they go off depending on which one is you, how it's working, or which direction you're going. Soda machine, same sort of thing. You put your money in, you get your soda out. Those actually don't maintain extremely high levels of responding. It seems like they do on the surface, but they're actually very weak schedules, and we'll talk about why they're weak here in a little bit. So the ones that maintain the highest rates are intermittent. In other words, if you have to flip that light switch several times before the light comes on, that'll actually maintain more behavior. Think about how many times you have to actually flip the switch, and this is the type of behavior that it's maintaining, right? Casinos and things like that, they're all about these high rates of responding. How many times will you actually press that button on the slot machine? Every time you press that, then you think of that as one response that reinforced you a little bit every time. Well, then at the moment it stopped reinforcing, you'd walk away, right? But with an intermittent schedule of reinforcement, you never know when your payout's coming, right? So there's a lot of different types of these intermittent schedules, so let's go ahead and look at them. There you go, a little sound. You know what, the ratio of schedules, ratio of schedules are really straightforward. We've got two different types of ratio of schedules. Number one, you have a fixed ratio schedule. A fixed ratio is dependent on the number of responses being performed, right? So a fixed ratio is that if you had a fixed ratio four, for example, you would have to make four responses before you received a reinforcer for those responses. And then you'd do four more and get a reinforcer, and four more and get a reinforcer, right? They have a variable ratio schedule, which is where if we had a VR for, a variable ratio for, you would have on average every four responses you'd get reinforced, right? So that VR is going to maintain more behavior because you never know when it's actually when the reinforcers are coming. FRs, right? So an FR produces this very interesting stepped effect, right? In other words, you start this ratio run, right? The moment you start responding, right? Then you finish your activity, okay? That's called the ratio run. So if you have an FR for, you're basically going to be taking a break, doing nothing, doing nothing, and then you're going to start responding, right? Make your response four times, whatever that response is. And then you get reinforced for it, and then you're going to take a break. That break after reinforcement is called the post-reinforce your pause. Sometimes we call it a procrastination pause because whenever you start somebody on a schedule of reinforcement, a fixed ratio schedule reinforcement, they actually wait before they start responding. So in other words, there's a bit of procrastination. The take-home rule to this is if you're working on a paper or something like that, papers are types of fixed ratios. If you think about it in terms of, well, you have to write a five-page paper. That's basically five pages of responding that you need to do in order to receive your reinforcer, which is the grade. But what you see with fixed ratio schedules is that people are with, like, writing a paper. People put it off and put it off and put it off and put it off and put it off. At the moment you start it, guess what? You tend to finish it, or at least that major section that you're working on. So that's one of the applications that we know about with fixed ratio stuff is that a fixed ratio, when the organism or when the person starts that ratio run, the moment they start responding, they tend to finish. So if you're trying to do something with regard to, and you're finding that you're procrastinating a lot, kind of one of the keys is just give yourself any opportunity to actually start it because you'll likely finish it. It's not a fixed ratio schedule. Variable ratio schedules, because you never know when the reinforcer's coming, you don't know how many behaviors you have to do, then that's going to be a strong, steady rate of responding, as we say. All right? The organism, the person will be responding quickly and they will be responding continuously, and they'll be making, they'll be taking very few breaks, if any. A great example, this is the casino. Just go look at people playing this slot machine.  They don't take many breaks. Just kind of keep pressing the button, you know? So that's the idea there is that you're on some type of variable ratio schedule. We also have interval schedules. Interval schedules are a rule that's dependent on one behavior, all right? But it's dependent on one behavior after a given amount of time. So you're going to get reinforced for that first response after a given amount of time has passed. And so like a fixed, a very fixed interval schedule, a fixed interval 10, let's say, is that the first response after 10 minutes is going to receive reinforcement. Then again, it only takes one response, but you've got to wait that 10 minutes. So what you start to see with the fixed interval schedule is this, it's called a scallop, right? So behavior tends to speed up. You get more behavior the closer you get to that interval, that reinforcement interval. So at about nine minutes, the organism starts responding really fast, whatever that is, whatever we're talking about there. So the kiddo will start looking up at the clock. In fact, you guys all do this, you know, in class, you start looking up a clock at the clock right before class gets out. People start packing up their stuff, those types of things. They do all that right before the class gets out, not after class gets out like they should be doing. All right. Anyway, the point is, is that your behavior in the classroom is on a fixed interval schedule. One response at the end of that at the end of that interval will get you reinforced, getting up or packing up at the end of the class is reinforced. It's not reinforced until the end of the course or the day lecture. I guess I was playing around with some of the audio features on this anyway, limited hold, pretty straightforward. This ties in with interval schedules are after given an interval, a response will produce a reinforcer, but it only exists for a certain window. Right. So this is like the buffet, you know, breakfast buffet or something like that. The McDonald's breakfast is a classic example of a limited hold. You can make a response, but you've only got a certain amount of time to make it. So it's 6am to 1030am or whatever it is, you know, so the idea is that there is a hold on that duration schedules performing a given behavior for a duration of time for a period of time. Right. So I think I gave you a bit of an example earlier about working, you know, studying this my studying behavior and then that being reinforced by access to the truck, and access to working on the truck. So I was using the pre map principle, but I was really doing a duration schedule. It was. So I would have to study for one hour or two hours or three hours in order to earn my reinforcers. That's the duration is that that particular thing. It works really well, but you have to have a continuous behavior that you're working with. It can't be a discrete sort of


The Leach Lake Band of Ojibwe has now certified their results for their general election that was held yesterday. The race for secretary-treasurer incumbent Arthur Archie LaRose received 54 percent of the vote over Donald McPhin Seniors 45 percent. In the contest for District 1 representative Robbie Howe received 58 percent of the vote over Rose Robinson who received 41 percent. Incumbent Steve White will continue as District 2 rep by earning 85 percent of the vote over Janice Gale Domen who received 14 percent. Now we have posted all election results along with school board and Leach Lake Housing Authority board members on our website at lptv.org slash news. If you enjoyed this segment of Lakeland news please consider making a tax-deductible contribution to Lakeland PBS.


Hi everyone, Joe for jaspyscasebrakes.com coming at you with 2020 Panini Immaculate Soccer. This is pretty exciting. One box, random country break number one. With a little bit of break credit being given away, any card counts as a hit. So if you don't get a card, basically you'll be part of a randomizer, 50 bucks of break credit being randomized as the break, it's winner take, all, Beckham has autographs now, all becs. And Maradona autographs, Phyllis, Thierry-Henry, Ronaldo, Lukaku, Messi, this stuff is En Fuego, it's pretty nice. Everyone gets a random club or country examiners, if we pull a posted card on the checklist shows the card going to Chelsea, we'll go to Chelsea. If we pull a posted card on the checklist, we go buy group break checklists, okay. That sounds good. There's IAX on top all the way down to Wolves, so we all got all that copied right here. And thanks to all of these folks right here for getting into the action. Let's roll it, let's randomize it. Three and a five, eight times for each list, one, two, three, four, six, seven, and eighth and final time, right, three and a five, eight times, there's eight right there. We've got Nick all the way down to a handful of Josh's, all right, three and a five, eight times for the clubs and countries, one, two, three, four, five, six, seven, and eighth and final time, after eight, we got Man City down to Tottenham Hotspur. All right, here's how it shakes out for everybody. Nick with Man City, Matt with the United States, Bernard with Valencia, Derrick with Newcastle, Spiro with Switzerland, and Aston Villa, Bradley with Germany. Bayern Munich goes to Pascal, Liverpool, that's my club right there, that goes to Mark, Brian with West Brom, and Sheffield, Josh with Real Madrid, Brazil, Burnley, and Ajax. We got Mark with Southampton, Anthony with Wolves, Josh with Olympiacos and Leeds, Bradley with Dortmund, Brusa Dortmund, Dayton with Barry Saint-Germain. We got Megdi with West Ham, Josh with Portugal, Brian with Atletico Madrid, Nick with Italy, Argentina for Megdi, Brian with Man United, Alex with Inter, Bradley with Uve, Brian with Chelsea, Josh with Crystal Palace, Josh with Proust with Crystal Palace, Josh E with Fulham, Ryan with Spain, Pascal with Brighton-Halabian and Benfica, Josh with Arsenal, Bradley with Everton and Josh with the rest, Leicester City, Barça, Columbia, and Tottenham Hotspur. Let's sort these by column B by team, and let's box these up right here. And what else do I need? Oh, I need that, do we link the checklist in here by chance? No, let's go to groupbreakchecklist.com and let's grab the immaculate soccer checklist, right? We're going by this checklist. Boom, there we go. Oh, no, this is a, there we go. So that's what we're going to go by and while you're considering your teams and trades and looking at the checklist, let's flip screens for a second. Here's a fresh case of immaculate soccer and let's see which box we're going to do. So there's one, two, three, four, five, and six. We're going to select a die, roll the die, and then whatever number we get, that's the one we're going to do. And it's going to be four. So it's going to be the top box right there. Any trades? Anyone need to see their list of teams again? Here's the bottom half of the list. All right, no, maybe not. All right, let's roll. TWC trade window closed. Let's print and rip. We've got immaculate soccer, sort of arsenal colors, maybe on the 10. All right, good luck, everyone. Two pages. I want this on one page. We'll use this blank card right here to hide the hits a little bit. Let's keep that checklist handy, too. Yeah, there we go. All on one page. There's the final printout right there. All right, first one is for Man United. Dean Henderson to 99. There you go, Man United. That'll be for Brian Croft. I think he's behind Dada Dehea. And then Man United keeper. There's Ruben Loftus-Cheek to 99. Fulham, that'll go to Josh Edelitz. He's on loan from Chelsea. We got Kim Colstrom, 49 out of 50. Going to Arsenal. That'll be for Josh Edelitz. Nice, Josh. That's from Sweden. We've got Brilliance Relic, Paolo Di Bala, 96 out of 99. Argentina, nice one from Megdi. Oh, remember, as you saw in the item description, we've got two different styles of breaks for this. We've got Random Club and Country, and we also have a random number blocks. Those are all coming from the same case. Nice Di Bala. We've got Andre Schurla for Germany, 70 out of 99. It's pretty solid. Modern Marx autograph in his national team gear, Bradley Kirby with Germany. A couple more here we have a triple auto, 18 out of 35. Alvaro Morata, Jauh Fielish and Koke. All-Atletico Madrid, Brian Croft, last spot, Mojo. That is awesome. It's a nice team, too. That is strong. He's a big young star right there coming up the ranks. For Portugal, nice. And the last one here is Eden Zeco. Remember Eden Zeco? He's in his Man City gear. 18 out of 99 for Manchester City, Nicoba with the Eden Zeco. And there you go, ladies and gentlemen. There you have it. What a break. Those hits were just marinating in there. So thanks for getting into this, everybody. Really appreciate it. That was one box, Random Country Break number one of the brand new 2020 Panini Immaculate Soccer. More in the store, jaspyscasebreaks.com. I'm Joe. I'll see you next time for the next one. Bye-bye.


So, this school has been about research, right, hands-on research, and we're all about doing research because that's a very important part of our professional lives. But for many of us, the vast majority of us, right, we also wear another hat. We're educators, right, we're teachers. We certainly have been part of the educational system as being educated students, but also if you're even at a graduate student level, you're teaching perhaps, teaching laboratories or recitations or you will be doing something like that. So it's important for us to talk a little bit about education. So the first thing I want to talk about is to say something about what our experiences have been. And probably the first thing you think about if you're reflecting about on your own scientific education has been the way you learn science. One major way you learned it was doing what you're doing right now, sitting in a classroom listening to a lecture, right? So in fact, and not only that, perhaps if you are not just sitting there as a student, but also if you're engaged as an instructor, you stand where I'm standing and you've engaged in something like presenting a lecture. So countless times I can tell you that I've, you know, gone to the board and say started talking about, to a classroom of students about some topic like Newton's second law, right? So I'll write it down and say f net equals m times a or if we want to write it in a sort of relativistically correct way, we can write it as the time rate of change of the momentum. And I'll say to my students, well, we can even rewrite this a little bit and say that this change in the momentum we can think about is equal to in related form of quantity called the impulse, right? And what it says is that if I have some object that has some mass, some constant mass, and I can rewrite this as m times dv, then what this, I can still rewrite this and say that if I have some object that has some mass, m, and in fact, if moreover I say that this force is push, net push on it is constant and constant, then the, fading in and out, say something about, right, then however I apply that push or pull, right, the object will undergo the same change in velocity, right? Okay, and I could go on and on for 50 minutes or however long, right? And I could, if I'm a good instructor, I would stop at this point and ask, are there any questions, right? No questions, so I'm very satisfied. I have communicated this important idea in physics and I go on about my business because of course everyone in the class has learned this very, very thoroughly. Well, this is not a lecture about science, it's about the way we communicate science and in fact, in talking about the lecture, the traditional lecture, which is the dominant mode which I would venture all of us have learned science, by which we have learned science, we can ask how effective is that method of teaching science? So I'll tell you a story. So Carl Weiman, who is a Nobel Prize winner in physics, he received the Nobel Prize for the experimental realization of Bose-Einstein condensates, is no longer an atomic physicist. He is a full-time physics education research researcher and he is now currently at Stanford. So before he moved to Stanford, he was teaching a class, introductory class, talking about a different topic. He was talking about acoustics and in particular what he, in the course of his lecture, and he gives very, very clear lectures on the course of the lecture, he talked about this, the notion of how the sound from a violin, where that sound comes from. And he stated in during the course of his lecture that in fact, the sound from the violin while it's driven, the violin is driven by the vibration of the string, what one actually hears is this sort of resonant response of the violin itself, the wooden part of the violin, and predominantly the vibration of the back of the violin. So he said this very clearly and he moved on with his lecture. But he did an interesting thing. In about 15 minutes after he asked this question, or he stated this in a way which I just stated it for you. He asked the students the following question. The sound you hear from a violin is produced, all right, mostly by the strings, mostly by the wooden back, both equally, none of the above, okay? So the question is, I'm not gonna ask you this question, I'm gonna ask you this question. What percentage of the class answered the question correctly, okay? Now, each of you has a little device, which is a means by which you can respond to this, okay? And actually if you're standing, you can grab one, there's some of the seats here. And what you do is you can fold this in quarters, right? And you fold it in a way which produces the answer to the question that you want to display. Now, at this point, what I'm gonna ask you to do is not talk with anybody, you just have this in your own mind, right? The way we're gonna do this is the way we're gonna do this exercise a little bit later. When I count to three, I want you to, you know, think a little bit first, but take and fold the paper up such that when I reach three, you will all at the same time raise the card and display your answer in front of you, right? So I can see, okay? And so what I'm gonna do is I'm going to do a kind of poll of the class that way, okay? So the four responses are, if you think 90% of the class answered the question correctly, which is that the sound you hear from a violin is mainly produced by the wood, vibration in the back of the violin, you choose A. If you think 60% of the class said, got that answer correct, then choose B. If you think 30% got the answer correct, choose C. And if you think 10% got that answer, answered that question correctly, choose D. He stated this very explicitly in class and then 15 minutes later asked the question, this question about where the sound of a violin comes from, 15 minutes after having told the class explicitly the answer to that question, okay? So, on the count of three, everyone raise their card to their chest or so, one, two, three, okay? So what I see, I'm just gonna give you a poll, the dominant answer is C. I would say there are probably the next between D's and B's, right? We have optimist back there is an A, few optimists. But mostly I would say half the class is choosing C. Here's the result. Answer mostly wood by wood in back 10%, okay? Now you might think, well, these were freshmen, right? They don't know very much or they weren't paying attention. So he's repeated this experiment. But in a different audience, with a different type of question. So the setting of the question has to be a question whose answer is not intuitive, right?  Well, that's where the sound comes from. So if you ask a similar type of question, which you can state the answer explicitly, and yet it's a little bit non-intuitive to a different venue. Let's say an audience of graduate students and professors at various colloquia, which he's given at different universities. What percentage, 15 minutes later, state the fact, 15 minutes later, ask the question, what percentage of the audience do you think got the answer correct? 10%. So this is a very robust feature that even if you state something in lecture, something that is not at the level of obvious and is that everyone whose their intuition would immediately come to, but something that could be stated explicitly but strikes one, new learners as somewhat counter-intuitive, a large fraction of the audience does not understand or learn or remember that even just a short time later. So this points out actually a shortcoming that is not really often realized by lecturers. That when you are lecturing, and for you, the explanation as a lecturer, seems perfectly clear, there were no questions in the audience. So it must be that most people understood what you say. That's in fact a major fallacy, that in fact it's often the case that during just standard lecture, where this audience does nothing other than just sit and listen, that the audience is very passive, a large fraction of the audience, a large amount of what's communicated in the lecture is not understood or remembered. Now, there are ways to improve that. Here's one way. Here's one way to improve the retention. And this is by a technique which is called peer instruction. It falls under a very general category of what's called interactive engagement. How many have heard of peer instruction? Raise your hand. OK, we have a few people. So let me give you a little example of how this process works.  We gave the mini lecture. Gave a mini lecture on Newton's second law. In particular, talked about this form of Newton's second law in the impulse momentum theorem. Change in momentum is equal to the impulse, the product of the net force times the change in time. So you present the material like you would in a lecture, but you don't keep going on for the entire lecture. You stop. The next step is the following. You pose a question. So here's another question. We're going to use our cards again in a moment. But the question's the following. So I have two disks. So you can imagine those are on a table. So look at a table from above. The two disks are identical in mass. What I'm going to do is, in this case, have these two disks start out at rest. They're on this table. The table is very smooth. It's frictionless. Starting at some instant, apply a force. So the red arrow represents a force that you're applying to those disks, each disk. It's the same size force, the same direction in both case. It's applied a little bit differently. So the top guy, there's a string wrapped around the edge of this disk. And so the string then is attached to, let's say, someone who's pulling on this with some force, which is represented by that arrow. The direction and the strength, the magnitude. The second case, second disk, identical disk, identical pole, same direction, same size. But the force is attached to a string, which is at the center of the disk. Start at t equals 0. Both are at rest, and then start pulling. There's a race. And that's the question after some amount of time. Three seconds, let's say. Which of these disks is winning the race? A, the top guy. B, the bottom guy. C, both travel the same distance. D, can't determine need more info. So that's sort of step two of peer instruction. Now, step three, each of you are thinking about this situation. You select an answer, and you vote. But no talking. So here what you're doing is you are coming out with your own answer based on what we discussed in the lecture that immediately proceeded and come up with an answer. So I'll give you a minute or so to think about that. And I'll flash back to the question. OK, so I'm going to cut this off a little more quickly than I would in my typical introductory class. And now what I'm going to ask you to do is vote. Same way we voted before. Don't talk to anyone next to you. You're going to on the count of three, take your card.  And I'm going to then survey to see where we are in the class for this on three. One, two, three. Very good. All right, now put your cards down. Now, the next step is why this is called peer instruction. Turn to your neighbor and compare your answers, and try to convince your neighbor, if the person here or she is different, that you're right. So go ahead. Start talking to your neighbor. Yes, yes, yes. He was Jennifer's here? OK, so I'm going to cut off the conversation for now. But let me just say, this is very typical when you do this in the classroom. People are talking or saying, no, I'm right, no, I'm right. And this sort of thing, you're arguing back and forth. So now, what happens next? Next step, after you've discussed this with your neighbor, the next step is to vote again. So I'm going to then tell you, give you the sense of whether there's been any change before or after. So same thing, fold up your card. If you have the same answer before, put the same answer up.  So again, we're going to do this on the count of three. One, two, three. OK, good. All right. So let me tell you a little bit about what I saw. So I'll go flash back. And this is pretty typical. I would judge from the first initial response that the two popular answers were B and C. Roughly an equal proportion. There were fewer for A and almost none for D. After the discussion, what I saw was fewer B's and more C's. C is the correct answer. Let me explain a little bit about that, just to debrief and say why that's the case. So here's the last step, which is you look to see about student difficulties. We really visit the topic. We would spend more time. In this case, I see there's some, I might lecture, there are still some people who are unconvinced. So I would say a little bit more about this. So the key thing is to look at this impulse, Newton's second law in this form. So we're looking at this change in the velocity. And in particular, these do this start at rest. So you're looking at what the speed is. The speed at some, let's call it the start at t equals 0. So this would be at some t, starting with t initial is 0. This would be some speed as a function of time. If they're the same mass, the disk would experience the same force, the same net force. It was frictionless. The only force was that force represented by the red arrow. It was in the same direction, same length, same magnitude, same net force, same mass for the same amount of time. That must mean that any instant in time they have the same speed. Well, if you start at rest, they both have the same speed at any instant in time. They both must travel the same distance. That doesn't mean they have the same motion. As you could clearly see, there is one has this additional rotational character. That's because the energetics are different. But we're talking about Newton's second law, the dynamics. And they must both travel the same distance. So that's the process. The key thing here is, let me say a little bit about why one goes through this sort of, let's say, extra procedures. What happens?  What does slowing down do? It reduces, we'll call, the cognitive load. So it turns out, this is a fact of human learning, ballot biology, that our short-term working memory, that is, when you're listening to someone or you are learning something new, what you are first in the process of learning is you are taking that information into what is called the short-term working memory. That has limited capacity. You can only take, your data rate is only so large. And many experiments that have demonstrated this in human learning. So what you do is you focus on fewer topics. The second thing you do is you make it active. And this is another aspect of human learning. The more you engage with the topic, converse with your neighbor, the better you're able to learn. So this idea of, when you're an instructor, and again, many of us think, when we're instructing, the key thing is, I've got to know that physics right, have to explain it clearly. In fact, teaching and learning is not just about the content. That's important. But there is this other very interdisciplinary aspect of the how people learn, cognitive science, which comes into play, which most instructors of any sort, any science and engineering, really of any academic field, often fail to appreciate. So what we're doing here and what these sorts of techniques do is they take results from cognitive science and apply them in a particular discipline in the process of teaching and learning. And that's something that in teaching and learning in the United States and many countries, this is becoming more widely appreciated. There are greater efforts, greater and greater efforts to be more explicit about not just the content part, but also including, at the same time, weaving together the important aspects of how people learn to make these sorts of ways of learning more effective. Now, let me show you some data, okay? This is from Eric Mazur at Harvard, who introduced this technique. And this again, this is from the 90s, basically, this sort of when this first came out, measured by some a test, it's called the force concept inventory. So it focuses on mechanics, Newton's laws, and measuring basically what's called the gain, they gave the test beginning of the term, gave the test at the end of the term, same test and ask the question on average, how much better did the students learn at the end versus the beginning? If they started out with some score and then they learned everything perfectly, that means they would have a gain of one, okay? In a typical lecture, what you see is there is basically something like a 20 to 30% gain over the baseline, okay? And this corrects for the fact that you have students of differing abilities. So you normalize the fact that you are looking at from where they start and how much they have to go to learn to get perfect learning, okay? And this sort of result independent of the sort of incoming skill of the learner, what you see, this idea of the traditional lecture, typically something like a 30% gain. With this sort of active learning peer instruction, you can improve that to something like 50 to 60% or more. And this is in a particular subject in introductory mechanics, but this is a result that is pretty robust with respect to active learning in physics. This is more data, it's a little difficult, not doesn't follow Tufti's, you know, optimal way of presenting the data, but I'll explain to you, this is basically a summary of hundreds of different, or tens at least, of different classroom environments at the high school and college level, traditional versus interactive engagement of some type. And what you see is again, there's this gain, this is perfect gain up here, this is 80%, 100% would be here. Again, what you see is typically in a traditional lecture, pre, the gain you see is in that sort of 20% range, but with this active learning, it's clearly typically generally larger. So this is why in fact we see in classrooms in the United States, this effort to engage or use interactive engagement techniques is very common. There are classrooms which are, instead of using cards, they're outfitted with wireless sensors or actually smart phones, students vote with their smart phones, but this sort of process of stopping the lecture, posing a question, having students interact, this is a very common thing, and it has data that shows that this improves learning. Let me stop at this point and see if there are anything, any questions or any comments about this? Yes, you're welcome. So, yeah, right, so you're asking the question if you actually looked at individual learners, what you're saying is that there may be many or perhaps a majority of people who will definitely gain, but you may see a substantial number of people who actually regress, right? The answer is that that doesn't happen, right? If you actually look at individual learners, there's a distribution of gains, they all gain, and basically they shift, okay? So that's the sort of general result. Yeah, okay. Yes. So the data that we have that's most extensive are for typically in the undergraduate level for mainly introductory courses and not to say that everyone gains, but the vast majority of people perform better. So are you saying when you're engaged in this, you actually at the end of the semester do worse than at the beginning? I see, well, this is that, yeah. So I'm not, yeah, yeah, but, right. So what I say, okay, what I want to say though is that in these sorts of measures, it isn't the case that you see, if you look at the distribution, there is a substantial tail that falls below zero. Typically, the shift, there's a distribution that all learners, even at the sort of lower end of the average, will be shifted away from zero in the positive direction. So that just to say that's the sort of typical result. Yes, Bruce? Yes, Bala. So lots of things do happen. So for example, the question, you can ask a question that is too obvious, right? Or on the other hand, it can't be too hard, right? And sometimes when you ask the question, the students as a whole, for example, the sort of situation where you don't see much of a change is where you have a large fraction of people who really don't understand. So asking a very difficult question, a question for which they're not prepared for, you won't see much change. In which case then, you learn from that though. So you've given the lecture, but now you're gathering feedback on where your students lie. So there are a couple aspects to it. It's not only the peer instruction, where students, so the idea behind peer instruction is that students can often explain the concept better than the instructor because they're newer at coming to an understanding of that concept. Whereas an instructor has learned that, has become what we call an expert, and has forgotten how to explain it in a way which new learners can understand. So that's the idea behind the peer instruction. But at the same time, in stopping the lecture and asking these sorts of questions, you're also gathering data as an instructor to determine whether you have to spend more time on this topic, whether you can move on something along those lines. Mesh, just a second. So what is the evidence that that works? What is it? So the issue is, this is the, so what one has to do, it's okay, let me say something and we'll step back. Obviously people are successful at learning, right? Almost independently of what you do, right? So the fact that you have people who are successful, I mean that says that they certainly sort of maybe in spite of the circumstances rather than in support, that the sort of learning environment was supportive of that, but maybe more that they learned in spite of the learning environment. The issue is, it's first of all, there's a distribution of people that have different people, have different ways, this is a technique that is better for some than others, but I would say push back to you, you can't look at and say, well, obviously in the, let's say you're Russian schools, you have very successful people who've learned a lot, right? But you haven't asked the question, how representative is that of that group that passed through that system? Okay, so this is what I would push back at and from my reading that most, so I would say the comparisons that have been done are compare what is done, what is learned in some traditional setting, traditional lecture being that setting and then try another technique like these interactive engagements and do a differential measurement, right? And in those cases, I'll finish, let me finish, in those sorts of cases what you see that some of these techniques are an improvement over what is the status quo. I'm not aware of anything of the Russian school, yes, yes. That's what this is actually, so let me explain the measurement. This is the typical way in which you do this assessment is day one, students step into the course, you provide them with this set of questions, okay? Typically multiple choice and those sorts of questions are, questionnaires are called concept inventory, so they're typically multiple choice, typically more conceptual in nature. At the end of the term, okay, end of the semester, you give them the same question, right? The same questionnaire and then what you do is you compare the difference in that case, okay? So, and the question you might ask, well, if you give them the same thing, you know, does that mean that you're just there, they've seen it before? So, there have been many studies on that effect and it turns out that the fact that they see the same set of questions at the end of the semester has no effect on the effectiveness, the validity and reliability of that sort of measurement. So, but it is longer term. Now, you could ask what happens still longer and there have been studies and there is, as well known in cognitive science, something called the power law of forgetting. So, when you leave a course, you do, and you're not actively practicing, you do start forgetting and it's basically has a kind of power law behavior. So, it will, you will have decay afterwards. So, you're sort of measuring the best case situation here unless the learner continues to engage with that material actively over a longer term. Gordon, cultural. So, this work which started in physics in the 90s has been reproduced in many other science and engineering disciplines and essentially you see the same kinds of results. The control is, so even, so it depends on the level of control but there have been studies which even control for instructor effect. So, for example, you have instructor will teach course traditional and then we'll teach next same semester on student populations where they're incoming, let's say, controlling for GPA and things like that. Again, you get the same kind of measurement but it turns out instructor effects are often, particularly in large courses, very small. In fact, it really doesn't matter to a large extent in a very large lecture course. So, but those have been tested even controlling for instructors. Okay, good, good questions. Pietro. And then, yeah. Yeah. Yeah. And then it already has a 5%. Yes. And then there's a. Ceiling effect. Yes. Yes. So that's what this gain that we're doing here is a normalized gain. So what you do is when they come in, if they're Harvard students or if they're students at, let's say, a local community college, you give them the test to begin with. That sets a baseline. Now the gain, the largest potential gain would be the difference between a perfect score and that incoming score. That's the denominator. Then the numerator is, look at their score coming in, going out, take the difference, take the ratio. And it turns out that, unless you have a really very narrow range, but for practical purposes, Harvard students and, let's say, community college students, you can put the data on the same plot and actually see that essentially gains this notion of the normalized gain in traditional, somewhere around here, an interactive engagement, clearly above. So you can do some controls like that. Other questions, Nirmal?  You, as an instructor, though, you see, oh, they're still struggling with this, then you change your plan to focus more on providing additional examples, additional questions. So that's how you sort of dynamically determine that, depending upon the response in the class. Yes, so for example, in a typical lecture, you might do this, let's say, the cycle would be something like 15 or 20 minutes, you made two or three of these in a typical 50 minute lecture. Yes, so that is, so this is an issue that this sort of technique is, because when you're in a lecture, you typically don't have your students, I mean, that's what out-of-class activities and working on the quantitative problem solving is for. So this is really much more focused on conceptual, but the key idea from the education research literature is that too often, students can do the procedures, but then when asked to understand what the underlying idea is, they are unable to explain that. However, if they have a better conceptual understanding, that helps them actually become better quantitative problem solvers. So that's why in the lecture, the focus is much more on this sort of conceptual. That's sort of the appropriate setting for that. Other questions? Good questions. Okay, so I am running long on this. I just want to say a few things about one more thing about this is sort of an example of some things you can think about doing immediately in your own setting if you're an instructor. There are resources which I'll point you toward which give you some examples of how to make your instructional environment more engaging, more active, and I'll point you to those resources. Let me say something a little bit more, a couple more sort of big picture ideas. There is a whole field of study which is education research, and in particular in physics, there is a subfield known as physics education research. And a number of departments in the United States have people who have PhDs who focus on how one can improve ways of teaching and learning of the subject of physics. So people do, you know, write research proposals, they write papers, they do research in the context of the physics department. So the upshot is that this is not some kind of, you know, opinion, but it really, there is a theory evidence behind this. It's very different from the sort of kind of hard science that we typically think of in physics. Even compared, let's say, I would say biology which is very, very complicated. It's, you know, how people learn. It's very much a very challenging subject to explore, but it does provide some very valuable insights that one can use in the classroom. This notion that teaching isn't simply just explaining. And the thing that we're touching upon here is this idea that as an instructor, you forget that you went through the struggles of learning that material long, long ago, and you were at a very different place. You have an understanding that you've come to that is in some sense very distilled and actually in some ways quite removed from the experience of novice learners. So the more as an instructor, as an expert in the content that you're aware of that, and you try to bring in techniques that help make the material more explicit for new learners, help new learners talk to other new learners because they can help explain the students understand the concepts in ways as an expert that you have a difficult time remembering that you may have known long ago, but now you have forgotten. So this, having that awareness is really an important aspect of incorporating these techniques into teaching. I'm gonna say, I'm just gonna skip actually ahead since we're running away. I've got a huge number of slides here, but I'm just gonna jump to the end and point to some resources and some further reading. So where can you get more information about this? This is, I posted my slides on the Google Drive, but there are in physics a number of different, the technique I've talked to you about is interactive engagement. It's just one of a number, many of which are materials you can find discussions about these different techniques on a website called Compadre. And then in fact, there's a larger body of material beyond physics in what's called the National Science and Digital Library. And here are the websites that lead you to that. If you wanna know what other people are thinking about, this is, I wanna point to a couple of reports that are really well worth reading. So recently MIT did a sort of big examination of how they're teaching and how their education, how education MIT is being done. And they have a number of very interesting ideas of what the future of education looks like. This is really well worth reading. But what I would say one thing they miss that isn't on this report is this notion of learning is not just learning the content which we discussed, but there are other aspects, skills that are really important that make you more effective to enable you to take that content and apply it in your careers, in your everyday lives. We've experienced some of that already here and that is the focus on communication. That's an aspect which is known as interpersonal skills. Those are crucially important for your success along with your understanding of the content. There's also a discussion of intrapersonal skills. And those are the kinds of skills you have internally and that would be an example of which is perseverance. Another example of a concept known as metacognition that is thinking about your thinking, taking a step back and reflecting on where your limitations of your thinking lie and using those reflections to improve your understanding. So those sorts of additional skills inter-intrapersonal skills as well as the sorts of things we think about, the cognitive problem solving and all woven together with our individual, the studies of a particular discipline or content. So this report also on the drive talks about the importance of those and it's worth reading. And finally I will mention one other thing is a book which I find very interesting and it talks about the importance of culture. And just say one punchline about this that oftentimes when we are engaged in business or in students in the classroom we have one job which is for students to do the learning but there's this other job which goes unvoiced but is very important and that is students or if you're in a career in business trying to cover up your mistakes or trying to manage your perceptions of yourselves or students aspect, the worry not just about the learning but also about the grades, right? In some sense that often, that second job if you will oftentimes overwhelms the first job. This book talks about how that sort of division is really inherently a problem of culture and suggests again based on science a different area of psychology, adult developmental psychology in ways in which that sort of divide can be closed. And so I recommend that. Unfortunately it's not on the drive but it's a book recently put out by two Harvard psychologists, well worth reading and I'll just leave you with a final message that being active, engaging and having your students be active in research as well as in teaching is an important thing and so I encourage you to try a hands-on approach to teaching as well. So with that I'll stop. Thank you for your attention.


What's up everybody, Jason Rajasby's CaseRays.com. We're doing a quick little R&B filler for 2020 Paninian Case Football This is a four box picker team number one R&B for the Chargers, Panthers, Rams, Steelers, and Eagles And again works like any other random number block break on our website, but only for these teams above That hits that come out in picker team number one So again everybody gets a spot Random number from zero through nine and as an example if you get randomized block three you will get all teams Above with three being the first number next to the dash on the left side. So if we hit a Steelers, Chargers, Panthers Eagles Rams card, and it's zero number 243 out of 299 that will go to spot 3 13 out of 99 goes to spot 3, 3 out of 25, 43 out of 49, 93 out of 99 and so on Number three block would get that car. Our redemption cards for any of these teams that pop out will go to spot zero automatically Even if we know it's a one-on-one it'll still go to spot zero and any non-numbered cards are randomized to the group Which there should be at least one base card. I think that's not numbered So we'll randomize those in like one lot So here you go. Here's the dice roll. Here's the customer names and numbers Let's roll it and we got ourselves a one and a six seven times. Good luck one two three four five six and seven Phil down a Greg seven times one two three four five six and seventh and final time Seven times zero down to eight So if we have zero Matthew with five Ryan with nine Donnie have one any one of ones for these teams will be yours out with six Doing with three Matthew with seven Adam with two four and Greg with eight So there you go Now in a separate video guys I got to do one more RMB for this random number block and then after that we'll start the break guys. I appreciate it


Do you want to level up as a junior designer? In this video, I'm going to show you how to supercharge your career and take it to the next level. Yep. I'm Chris. I went from zero experience to head of design in four years. From a digital marketing freelancer earning minimum wage to a head of product design for Thailand's first FinTech Unicorn earning six figures. In this ADP list mentoring session, I'll share my secrets for UX designers career growth. Stick around until the end where I share how juniors can use workshops to supercharge their career. I was asked by a ADP list mentee, do I have any advice for junior designers that are self-taught? We touched on these topics. I'll just quickly talk to you about my journey and then we could break into how you can get there. So I have no design skills, right? So I didn't start from a design background, I didn't start from UX background. I'm a business major. I basically just loved it, right? So when I found it, I was like, okay, what's more? So I went down the rabbit hole that you're going down now where it's like, all these things, how does it work and where do I fit in? I think eventually I found something that was really strong that I did is I could basically design a product really, really quickly, skipping a lot of the UX parts. But that's basically one of my superpowers and how I worked with people really well. It could be like, okay, you need a product, let's do it, right? And then I would figure out how to get there. But the earlier my career, what I did was like, I got a job at a company and I was in charge for designing their products. So I had a lot of practice, right, of actually just the UI stuff. But then I was like, actually, we're not doing this properly. There's a bunch of UX stuff that we're leaving out. So I try to do that as much as I could. We grew the team to five people, but we still weren't good enough based on what the industry said. So then I found another job and this was one of my best jobs that I had because they were very skilled, right? So I had mentors at work that could show me these things. What frameworks and methodologies should I learn? First step is learning the frameworks and methodologies. Like let's just say personas or heuristic evaluation impacts an effort prioritization matrix or some of these things that are baseline UX things. Figure out what framework you need and when. And this stuff I'm still learning on because there's so many different frameworks. So really it's just kind of honing in on the framework thing. At the beginning and then trying those frameworks within the projects that you are at work and really not asking permission, right? So let's just say your boss says, yo, we need to design this mobile app. Okay, here's some basic information. All right, do it. You don't want to jump straight into UI. You're gonna be like, okay, well, what framework do I need? First is always the persona. How do I understand that? Okay, actually, even before the persona, let's just do a workshop because I have no idea what you want me to do, right? So there's a whole framework around a workshop and then you just follow kind of intuition and experience of the frameworks that you want to try and you want to use. And the best framework out there in my career is Design Sprint, right? There's a book called Design Sprint. It's free online, at least you can find out. But basically it puts the whole sort of product design process without any research into your hands. Why this is good and why companies love it because they don't need to spend extra money to do research, right?  So you're like, okay, I can do that. So then it's a step by step process. It's so easy, man. As soon as you get it, you can basically fast track to designing products based on assumption because most of the products in the world are based on assumptions. But the good thing about this is you're spending minimal time on design and assumptions and you're actually putting it and getting real valuable feedback. I think that's really the loop that people want to go through. So yeah, that's where I worked and then basically from there on other parts of my career went. When should you start freelancing? As a junior designer, what I did early in my career is not only did I find work in something that paid me for design, right? I got paid for design. That was always one of my goals. I was like, I'm gonna get paid for this. Awesome. I'm doing what I love and I'm getting paid. And then I found out different ways to fast track my experience because my work would be designing this sort of HR solution. That wasn't really what I wanted to do. So then I found and I freelanced as much as I can for I wouldn't say that much money but I did like extra projects on the side to try different things that work wouldn't let me try. I basically just kind of super charged my experience by doing that. You can do that through free work, friends and family want a website done, mobile app, whatever, right? You can find it in your network. There's always someone that needs UX. There's always someone that needs design. So you can always find that. And if you're willing to do it for free or for really cheap, you can fast track your experience and then you can put that in your portfolio. Things you want to try because maybe a client's like, I really don't know how to do this. Please show me. Then you can be like, okay, well, I've never done a designer sprint before but this person's paying me to do a design sprint. Let's do it. And then there you go. There's your first sort of case study of doing it. What type of company should I work for? Find a company with great culture and good design processes. So the companies you can work in on another note, it could be like product companies and agencies. I would advise you to do both, right?  Agencies, you go wide in terms of problems. Find a company that gives you the tools to be better, they have things in place. They have a good design culture and that you could then be like, okay, this is how it's done. And then from there, you've done a bunch of stuff and then you've learned what good design culture and processes look like. Then you can start to mess around with what you see on the outside, right? But the first part where you are in your career now is really learning frameworks and experimenting with ones that you think are good and you can do it really well. That's where you are in your career. Once you can do those things, then you can sort of apply to that other company that does things really well in lots of different areas and you can sort of add value, right? You can come in as a lead or as a manager. And then from there, you learn their toolbox to add to your skill sets and then you can then run your own thing using everything you learn from your previous history. So like that would be my journey. I think this is what online courses and boot camps don't go deep on. I mean, they give you like end to end, but they don't value the frameworks as well as they should be because what framework gives you is a mental model of how to solve problems. They just like solve the problem. And you're like, I don't get it. Like, when do I use this? When do I don't use this? And it's like, there are key situations where you should use it and there's ones that you don't use it. To learn the framework correctly, you should be teaching your colleague. Be like, okay, let's just say you want to be expert at heuristic evaluations, right? So do that a couple of times. Do multiple projects. Figure out what works, what doesn't. And then be like, okay, man, like if you want to do it, I'll teach you. So then that forces you to really think about what you're teaching and how to use it. When do we apply these different frameworks and methodologies? This is where framework comes in, right? Okay, so first, it's like all about understanding the problem, right? Whether it's research, whether it's speaking to people, whether it's interview surveys, workshops, personas, whatever it is I need to do to understand the problem. So that's where you kind of display your framework knowledge. And then it's like, okay, so now I kind of have a rough idea of what it is and I have some artifacts. I can then play in my playground. I could IDA, I could whiteboard, I could bring people in, I can do co-design, whatever the brainstorming part of that solution is. I could paper prototype. And then it's like, okay, now I need to execute this. How do I get feedback, right? And there's only a few ways that typically our industry gets feedback, right?  There's only a few things to do, but then like you get that feedback and you say, okay, well, what do I do next with that? Do I need to fix it? Do I need to completely pivot? A lot of people will, you know, follow the design thinking framework, but really the steps can be reduced. And yeah, you just have to figure it out. The best answer that any designer gives you is, it depends. When they ask you like, what process do you follow? It depends. Where are we in the phase of understanding the problem? Where are we in the product cycle? So you can just start asking them these questions, like, you know, give me an example and then you can kind of like tear them down because it's one of those questions that don't merit that much value if the problem isn't defined well enough. And just to basically kind of like, oh, do you know that you need to do research? Do you know that you need to brainstorm? Do you know that you need to test? Do you know you need to get feedback? Yeah, I know all of that, right? So that's basically what they're testing you on. So you can just say what I just said, or it's like, here's how I do it, right? Like, I know what I need. So here's how. And then you can kind of like map out each phase of the process given your understanding of the process. So workshops basically, you trying to get people into the room and collaborate together, get knowledge that's already existing about the product or the problem to agree on some things that we can go forward with, right? So first is around, what problem are we trying to solve? Because everybody has a different problem. Marketing, product, engineering, design, business, they all have different problems. Business has a, I wanna make money problem. Engineering's like, I wanna design systems that are better, product is like, I want the most users.  And then, you know, through prioritization, it's like, okay, well, what's the most important problems we wanna solve? And then it's also, you know, bringing out assumptions. Like, okay, so you wanna design this product. Who's it for? Marketing might say something different because they have buyer and customer personas, whereas UX has UX personas, which is different. For example, your mom might be paying for your university course, but you're the one, you're the user. You're the one going to the university course, right? And that happens in all sorts of products, right? So these personas are fundamentally different.  Also our assumptions of that it will be successful. Our assumptions that we would use a specific type of technology. Our assumption that it's gonna be responsive versus a native app, right? These are all the things that we need to understand before we start designing, right? And then it could also be bringing people into your process. With design, it's fundamentally collaborative. We do not have all the answers. What our job is to do is to get the answers, right? So what a better space than get everybody in the room and say, okay, guys, give me your answers to the problem in different ways. And then we can agree on which ones we think are correct. And then I can then take that idea that you guys have and then put it into something tangible, like a prototype. Otherwise it's difficult. I think we've all worked on products where, you know, the product manager says this and then you go design it and then the engineer is like, no, this doesn't work. Or it's too hard, right? So you're trying to bypass that by doing it before, right, doing all this upfront discovery work, right? So there's a lot of different types of workshops. But fundamentally, the outcome is the same, right? It's like getting a better understanding from different perspective in order to execute the design process. So a lot of times when I do workshops, it bypasses all research we research after, right? We say, okay, if you guys want this, we can do it. And then we do it. And then we're like, okay, now it's time to figure out if our guessing or assumptions were gonna work. Why are design workshops so important to a designer's career? If you want into supercharge your career, running workshops regularly with CEOs or people on your team, like start from people on your team, even friends, but up to like executive levels, that's where you're gonna make the most money, guaranteed. And let me tell you why. It's because basically you've moved from execution to strategy. Why workshops is like that? Because what you're saying is like, oh, you have a problem. I can strategically help you guys get to where you wanna go. Whereas if you're just doing design, you're always the guy seen at the end of the funnel, right? You're the last one they involve, right? So you wanna be at the beginning to do this. I think, yeah, my go-to advice is for people that wanna climb up and be seniors is to do workshops. The absolute easiest one to run is brainstorming workshop. Let's just say you have all this understanding and research and personas. Even if you don't have that, you know what you wanna design. You're saying, I need to design an app, a chat application, okay, cool. So let's bring the people that are close to design or on the team. Okay, let's brainstorm how a chat application works and what features you need. So it's simple, right? Everybody just draws stuff, writes stuff. And then you can do it in literally 10 minutes. There's a design activity called crazy eights where you come up with one minute per idea. And by the end, you have eight ideas. If you have 10 people in the room, that's 80 ideas. And that's the simplest running that workshop. All you need to do is give some real easy instructions and why you're doing what you're doing and how to do it.  So I started consulting a couple of years ago and in my consulting life, I used to, no, well, I did freelancing throughout my career, but in my consulting life, I've never designed products, right? Like I'm only the guy at the beginning to bring everything together. There's someone else designs it, right? That is better use of your time if you just wanna be in and out.  A lot of people say yes, but more people say no, right? Like you're not gonna be as good at the tools. So eventually you're gonna have to move to be more strategic anyway, right? And the closer you are to the people who make the decisions, the better you can influence them on the way you think about design or anything. So it makes sense. It's not that I don't enjoy, you know, UI and actually physical design, but eventually the best use of your time is to kind of put those things in place to make the designer's job easier.  Yes, get really good at your craft, but realize that your job won't always stay the same and it will morph into this kind of more strategic role. And I found I was just better at that as well. So there are plenty of like graphic designers and artists and UX designers that just like to work on the product itself. I'm not one of them. And you know, if you work for like a Google, so let's say Google pays their engineers really well and the guy who basically invented Gmail gets paid a million dollars a year, okay? Design doesn't have that at the moment, okay? If you're a designer, your top barrier in terms of being an individual contributor, the one designing a product is probably like, I don't know, 200K a year or so 300K, let's just say 300K a year, right? So design doesn't have that, but as a design leader, the ceiling is way more, okay? So you can work for like a 10,000-person company and be the head of design or VP of design and you could actually earn that without being in the product. I haven't seen individual contributors in design earn as much money as their engineering counterpart, right? And that's just the reality of how the industry works. It probably will change, but I don't think it will change in the next five to 10 years, I could be wrong. So we wanna future-proof our careers in that way as well. I'm getting, I'm saying this to excite you, but there's of course a lot of work in understanding frameworks and UI design to get there. But the earlier you do workshops and stuff, you can figure out if you like it or not and you can start to build those strategic relationships. If you need some career coaching, let's set up a call. Link in the description. For everything else, hit the big red button. Bye!


What your silence does to the narcissist the narcissist needs a reaction They need some form of emotional response They need to know that you're still going through it They may even try to read your body language and facial expressions To see if you're happy angry or sad Because they need a reaction They need to know that their actions or words Are having an effect on you and when they know that it is having an effect on you They will continue to intimidate you Until you finally snap and react to them, but sometimes When you give the narcissist your silence, they will often go silent with you They will see it as a competition They will see it as a game And in this game, they will expect to smash you to smithereens Because this is their playing field They've had a lot of practice And they believe that they are the master of their craft While you are the student You're just learning what you know from them But they will see it as an insult that you think you can use their own tactics against them As though you don't recognize how powerful and intelligent they are As though you think you can do it better than them Because the narcissist will give you the silent treatment forever If that's what they have to do Especially if they know that it's making you miserable But if you give the narcissist your silence It is going to affect them Because they can dish it out But they can't take it Narcissists are very weak and fragile people If you reciprocated anything they've done to you Back to then It would drive them insane They wouldn't know how to deal with it And that's why they dish it out to you Because they already know that it's something they wouldn't be able to deal with But when you give the narcissist your silence You need to be unworried and unconcerned You need to take away your emotions Because the narcissist will be looking for a clue That they're having an influence will affect on you But you have to give it to them Before they can use it against you The power is in your hands You have to weaponize them You have to make it possible for them to inflict harm on you By revealing your emotions to them But if you withhold that from them There's nothing they can do It will leave them in a state of confusion They won't know what to do next You just need to take away your emotions You need to act dull and uninteresting Be evasive Be boring And then you will repel the narcissist They won't want anything to do with you They will just go and find someone else Who is more exciting to them Because they're not getting anything from you You're not giving anything to them So now there's no reason for them to keep you around Thank you for watching I hope this video varies in it with you Please like, comment, share and subscribe If you would like to donate My PayPal link is in the video description Coaching queries You can email me at coaching.natsifybirdacademyuk Thank you for watching And I'll talk to you soon


Now let's look at a few more examples that are a little bit more involved and maybe a little bit more complicated. So our order here is insulin 3 units per hour. Our supply is insulin 200 units in 300 ml of normal saline. Again we want to know how many mL per hour we're going to give the patient. So I'll start by again what I'm looking for, milliliters per hour equals the milliliters I have given you are this 300 per 200 units. So I'll write the 300 mL on top per the 200 units. I need the hours on the bottom. So what I have here is three units per hour. So I'll write the units on the top, the hour on the bottom and I'll see where I can cross can. So units per hour. What I'm left with is milliliters per hour which is what I'm looking for. So now all I have to do is do my math and this comes out to 4.5 milliliters per hour. Next example, so now we have heparin 12 units per kilo per hour and the order, the supply is 25,000 units in 500 ml. Patience weight is 185 pounds and again I need to know how many milliliters per hour I'm going to administer for this patient. So what I'm looking for is milliliters per hour, excuse me. And so I have my milliliters right here so I'll write those on the top, 500 milliliters by 25,000 units. Again I'll write out the units. Then I'll have my units per kilo per hour. When there are something given with two times the per, then those whatever is beyond the slash goes on the bottom of the fraction. So in this case I'll write 12 units because that's where I need the units so I can cross-cancel them and then I'll write per kilo and then I'll just write slash. Now I can get rid of my units here, now I have the kilos in the hour so the hour is what I need, the mill is what I need, but I have the kilos now how do I get rid of those? I have the patient's weighting pounds given by knowing my ratio 2.2 pounds to 1 kilo. I'll start with getting rid of the kilos so I'll write 1 kilo per 2.2 pounds, kilo cancels out, kilo cancels out. I have milliliters per hour but I also have the pounds here on the bottom. So the patient's weight is 185 pounds which I can put over one. I can cancel out the pounds and now I'm looking all my units are gone. What I've left with is milliliters per hour which is what I'm looking for over here and now I do my math. And this ends up being 20.18 which typically but again refer to your rounding rules for your school 20.2 milliliters per hour. And then this is probably the most complicated example that you'll ever see. And if you go very methodically about it by applying this information that we've done in all these examples you will not have trouble solving this problem. So we have dopamine. Dopamine is 3 micrograms per kilo per minute. I also apply this dopamine 200 milligrams per 250 mL. Patient's weight is 190 pounds and I'm looking for mLs per hour. Now the first thing that I would advise you to pick up here is the difference in units. So we have micrograms and milligrams and in order to convert this we're going to refer back to our micrograms per milligrams right here. So we'll have to also convert minutes to hours and pounds to kilos. So let's look at this. So we're looking for milliliters per hour so I'll write that in the front here. My milliliters are my 250 so I'll write those on the top 250 milliliters by 200 milligrams. Now rather than starting to mess around with any of these other things not knowing what I should put in the numerator or denominator I'm going to go ahead and focus on getting rid of my milligram measure here because I sure don't need that in the front here. And I know that my conversion ratio is one milligrams to 1,000 micrograms, milligrams cancel. Now I have my micrograms here and I can use this fraction here to cross cancel. So micrograms, three micrograms per kilo per minute. Remember just like we had up here if there are two fractions they both go on the bottom. So I have the kilos and the minutes here on the bottom. So now I can cross cancel my micrograms. Now I have to left my kilos and my minutes. So the kilos let's focus on that first. I know that one kilo is 2.2 pounds so one kilo per 2.2 pounds kilo and kilo. And then I have my minutes here and I know that I have 60 minutes per hour. The minutes will have to go on the top and the hour on the bottom. So minutes cancel out again. So now the only unit that I have left here is my pounds. And in order to get rid of that I plug in the patient's weight which is 190 pounds. And I know that I can put that over one. So these cancel out. So now the most important thing is to go back and double check that everything that needs to be crossed out is crossed out. And really all the units that I'm left with here is only the milliliters per hour which is what I'm looking for.  I have left my hour and my milliliter. And now I do my math. And this one comes out to being 19.43 which will round down to 19.4 milliliters per hour. So looking back at this by the principle of cross-cancelling the numbers as well as units and memorizing our ratios here we can apply this to any math problem. Keep in mind always start with what you're looking for and then cross cancel the things that you're not looking for. Circle to make sure that what you're looking for is what you're left with. Especially in this example down here where we have several different dimensions here that everything needs to cancel itself out so that we're left with our units per hour, I'm sorry milliliters per hour that we're looking for here. Also look back and see if it makes sense. Again if dopamine came back to infusing at 0.032 or 743 milliliters per hour that just doesn't make any sense. Typically any kind of drips will be a one or two digit number so like in the singles or 10 digits or anything in the pediatric range will typically be there as well. Again if it's NICU medication it might be like 0.3 milliliters or something to that effect but for the most part it really needs to make sense. I encourage you to apply this principle to any kind of math problem no matter how simple or complicated and really if you follow this very methodical, this very methodical way you are really going to not have any trouble with any more dosage calculations. I hope this helped you in solving your math problems and dosage calculations. Please leave comments below. I'll be happy to review those and also any suggestions you have for me. Refer to my channel Nursing School Explained and I have more videos coming up there. You are also welcome to leave comments regarding topics you want me to review in the future and I'll be happy to address those. Thank you for watching Nursing School Explained and good luck on your math calculations and dosage quizzes.


Okay, we're back at the, towards the end of the day here in San Francisco Live for the HBase Conference, the first inaugural conference for HBase. I'm John Furrier, the founder of SiliconANGLE.com, SiliconANGLE.tv's exclusive coverage of the Hadoop ecosystem, and we're proud to be here. John Shea, is that right? Yep, John Shea. Shea, I've butchered it a few times. Welcome back, so you work for Cloudera, I know that because we work together, although I didn't work for Cloudera in the same office. What employee number were you? I'm number 15. Yeah, you're close, okay. So you're under 20 in the early employees? Yeah, definitely. Todd didn't know whether he was a 10 or 11 or 12. I guess, you know. He's like a 10, I think. Like a 10, yeah. So you've been there for a while, so tell me, what do you think of what's going on right now? Just on a personal level, the ecosystem, you're heavily involved in the community, you oversee a lot of the development early on, and now you guys have hundreds and hundreds of employees. How do you, what's going on? I think like, you know, we're here at HBaseCon, which is kind of like, HBaseCon is kind of, HBase is kind of like the next system that's built on top of Hadoop. Like we started off with Hadoop, focused on the core storage and processing platform. And now we're focused here today on HBase, which is kind of like this system that gives you this real-time reading and writing and random reading and writing, which basically is going to open up a whole new set of applications that you can deal with at this big data level. And I think that one thing that we're seeing a lot of Cloudera is, all the Cloudera customers are using HDFS and MapReduce. But I would say a very large percentage of our customers are looking to HBase to solve that next set of problems. Now that we can store all the data, now that we can process all of it, some of these jobs will take hours or 15 minutes or a large amount of time before you get an answer. And the next kind of levels, like how do we get answers in milliseconds? So someone asked me, coming back to my Catholic roots, but they asked me, John, what's the whole eternity of big data relative to the ecosystem? Is it HDFS, MapReduce, and HBase now? Or is there other elements? There seem to be, those seem to be the core coming together. Is it four or is it three? I mean, I think most people who are users of the ecosystem are probably definitely using HDFS, definitely using MapReduce. I think more people will probably come into a hive or a pig necessarily before they come to an HBase. But, you know. HBase is scalable. HBase is scalable, HBase is scalable.  But if you're thinking about, serving real live traffic, HBase is potentially an option for doing that, whereas you would never consider using HDFS for that. And if you want to potentially get up to the second counters and statistics, people like Facebook and people like OpenTSDB, use HBase so that they can get up to the second or up to the- What's OpenTSDB? OpenTSDB is an Open Time Series database. And it's a project by one of the guys at Stumble, Benoit. He goes by the nickname Suna, TSUANA. And they basically use it to run all their metrics, application level metrics. That's an open source project. It's an open source project. It is, I believe it's GPL licensed, but it runs on top of HBase. So it's built to take advantage of what HBase can do with real time reads and writes and efficiently stores metric information, be it host level or application level, and presents visualizations so that you can actually see what's going on. Low latency or- Low latency. You will see basically up to the hundreds or tens of milliseconds ago, as opposed to having to wait for a hive job to come back after 15 minutes. So I mean, that's definitely kind of a use case. The Facebook guys have talked about something very similar, they have their own internal version of a system similar for keeping track of internal Facebook application metrics. And even their health management for their internal clusters. So what are you working on right now these days? Because I know you had multiple roles and you've been doing a lot of different stuff, project-wise within Cloudera. What's your core thing now that you're working on? So these days I primarily focus on HBase, and up until recently I've been primarily focused on kind of a combination of two things. A lot of what has happened is because we have this large uptake of customers and users, HBase is a little bit more immature than in HDFS or MapReduces. So there are problems that come up and because this is a production system and because it has essentially these high availability requirements and low SLA requirements, we need to be able to bring a system that goes down back up as quickly as we can. So I've been working on a lot of repair tools to make it so that the amount of downtime. Within HBase, not HDFS. Within HBase itself. Got it. We want to minimize the amount of downtime that's necessary due to let's say a bug or something funny happening in HBase. They still happen rarely, but when they do happen we want to be able to recover from them quickly. So that's been a good chunk of my time. Another part of it is going over these customer escalations is trying to find out potentially what some of these problems are so that we can solve those things more quickly. And then I guess the other major thing is Clonera has been growing. It's been growing pretty quickly. This year in particular. This year in particular. Throttle up, throttle that hard. Yeah, I mean and what we've really been able to do this year is like bring on a lot of new engineers. A lot of new support engineers. A lot of new people who are gaining expertise in the system. So actually a lot of my time is spent helping these folks come up to speed so they can do mentoring. And training, right? Training. Ramp up. Making tools so that they don't have to be as expert as like a committer on the particular project would be. And that's, it takes time, it takes effort. But it also makes it so that we can better serve our growing number of customers. How is the HBase community right now in terms of actual committers? How's the size? Is it still a small kernel and it's growing pretty rapidly?  But they're doing a lot of some good work there. So yeah, right now we have the community. The core community is 18 committers and PMC members. So that basically means that this group of 18 people essentially are the folks that are controlling the direction, the releases, and where HBase is going. I think two are at StumbleUpon, three are at Cloudera and one of them is myself. There's five or six at Facebook, one at Twitter, one at Trend Micro, one at eBay. So basically a lot of the companies I'm mentioning are obviously like major users of the system or providing support for the system. If I wanted, as we're, I've seen for our SiliconANGLE project, we're investing in HBase and a variety of other projects. We're totally into it and Hadoop, thanks to you guys and Mike and Amar and the whole team over there. It wasn't for you guys, we wouldn't be doing it, but we're going to start hiring engineers now. So this is kind of a use case that's just not my challenge, it's other people want to contribute. So I want to hire guys that can be contributing to the open source and really in an authentic way and really get behind it. What's the process for that?  We've seen that with other failed attempts. Legitimate startup and or mid-sized company or maybe even a large company. How do they ingratiate into the community? Yeah, so I mean, I think the easiest and most obvious way is sign up for the mailing list and start helping other people and kind of use the experience that you've gained from using the system and, you know, ask questions, answer questions. And, you know, we've definitely given people commit bit who are just helpful in the community and try to, you know, answer difficult questions based on their experience, right? The next level is to get involved with development. Like, you know, it might be that, you know, if we gave a better, like just as an example, if we gave a better error message, you can write a patch that will fix that error message so it'll tell me something actionable to fix whatever this symptom that I'm seeing.   That's good citizenship right there. That's absolutely a good citizenship. It is a great way to figure out how to do patches and how to, so it's a typical earn your way into a very collaborative way. We're a friendly bunch.  But once you have that process down, then like, you know, you can focus more on getting a better into it. We use a lot of sports analogies here in the queue because we call it the ESPN of tech. Yeah, so this is kind of the hazing. Well, no, it's more a combine workout too. Like, well, hazing is once you get into the club, I guess, or the fraternity, but really it's more of show your skills and be a professional and, you know, just be honorable and show your muscle, right? I mean, demonstrate what better way than just write code, right?  I mean, there's, it's pretty much any time, like the people we look for in committers are making good technical contributions, are helping people in the community. And they're also, you know, agreeable people and people that we can trust, you know? And when I say trust, it's like, you know, I have the commit bit and I actually have the right to modify anything in there. But like, I'm only gonna modify and commit code changes to areas that I understand well, or unless I get like a second opinion from the person that I know knows that section well. Like, and, you know, that's kind of like, there's these guardrails and you know what your limitations are, and maybe you'll grow into some of these other areas over time, but, you know. Three strikes, you're out of philosophy almost, right?  Because I think as long as the net effect is a positive. Okay, being a heavy, heavy commit bit and being on the one of 18, the power 18, Karitsu there, what's going on in terms of timetable? What's the mindset of the group? Obviously, be cautious, do the right thing, but also, just some pressure to, you know, ramp up and get this thing going. The demand is obviously high. Here at the HBaseCon, it's sold out and there's demand.  You could say it's their own agenda. You know, from my point of view, I'm at Cladera. I support a wide variety of customers and many customers. So from my point of view, I'm going to spend my time focused on correctness and focused on making it so that it's easier to support and operate because that is what relieves stress for my shoulders. Yeah, yeah, yeah. You know, different folks like maybe the Facebook guys, they'll just avoid certain features altogether and focus on performance of one particular part because that's what makes their application hum. You know, and other people like the Salesforce guys, they really care about their disaster recovery story. So they're going to invest there. And overall, like, you know, everybody in the community can provide feedback. And there's going to be some general, like- This is special isn't based on their interest, right? Yeah, yeah, yeah. Your agenda. I mean- They got to pay the bills. There's basically, this HBase project is, you know, the system is giving you these capabilities that you couldn't have before. And, you know- What have you learned over the past two years in particular with the HBase evolution? Because, you know, projects can get traction and become a lightning strike and grow in a mega way like this one is. What have you learned personally and also within the group? Yeah, so I mean, I've been involved in other projects in the past. And like, I think I like the way the community in the HBase project acts. You know, I mean, in general, we're pretty good at getting to a consensus. We are, we like each other as people for the most part. I'm most of the days, right? I don't mean that in any bad way. Yeah, I know. You know, like I'll go have a beer with half, like most of the guys were in San Francisco. I was just being crazy, just no problem, just joking. But like, I mean, we all kind of know that like, you know, everybody has their particular use cases that they're trying to get out. And like, and sometimes they overlap and sometimes they don't. And like, you know, sometimes we have these existential questions. What is the goal of HBase? What is the HBase gonna be in a year? What's it gonna be in two years? And what are kind of certain priorities?  Facebook is gonna push on certain things. Stumble's gonna push on other things. At the end of the day, it's an open source project. It's in the open. It's out in the open and like, you know, I think at the end of the day, the things that Stumble and Facebook and Salesforce and eBay are trying to solve with it are the things that like, Cloudera has to care about because some of these folks are our customers and all these folks are in the community with us. So like, you know, if there are certain things that they're less interested in pushing on, that's important to us, we'll push on them. Like an example, one thing that's gonna come out in the 96 version of HBase, which is probably six months from now, I'm guessing, whatever, it's like, you know, we've done a big push on wire compatibility so we can get the upgrade story better. And if you went to someone that earlier talks today, this is a pain point that Facebook has mentioned. This is a pain point that, you know, we care about because of a lot of our customers are concerned about it. It's a pain point that everybody has. But at the end of the day, it's not, you know, it's a lot of work to get this done. And, you know, one of our guys, Jimmy Xiang, has kind of taken the lead and kind of pushed that and helped coordinate a lot of the other guys who are interested in working with it. You know, it's great because we're working with the Stumble guys, we're working with the Hortonworks guys even, we're working with all kinds of folks to get this, you know, set of functionality pushed through so that, you know, next year when we start upgrading from HBase, it becomes a much easier path without having to deal with downtime. Well, congratulations on all your success. It's great to know you and I wish I could stay in your office now, you have more space. And I have an office space now, so it's great year and a half to get to know you on a personal level and watch you guys grow. As a company and individuals, it's been fantastic. Cloudera is a rocket ship and you guys doing some great work. And I think you guys have managed the balance of the integrity of the business and also the performance of pushing the code out in a good way. So congratulations. High availability tools, making HBase recover faster. It's great stuff. Thanks for coming on theCUBE. Appreciate it. And we'll see you again soon. So we'll be right back with our next guest right after this short break.