Hello learners, I am Chainika Rai from Padmanand Gohan Borua School of Humanities, Krishnakandar Hendrik State Upan University. This is the second part of the video lecture on the poem Simon Lee by William Wordsworth. In the previous video, we have reflected on the life and works of the poet William Wordsworth. We have come to know that lyrical ballads that was co-written by William Wordsworth and Samuel Taylor Colleridge is considered as the official manifesto of the romantic movement. And this is suggestive of the influence and the greatness of William Wordsworth's poetic creation. We have also come to know that the French Revolution impacted or triggered the romantic movement to a great extent. Like the other romantic poets, William Wordsworth was also very much influenced by the revolution. We have also noted that because of the bloodshed that was associated with the revolution and also because of the related political turmoil, William Wordsworth turned towards nature in his poetry to find solace. So in this video, we shall deal with the poem in details. And also try to comprehend what are the important themes or the issues that has been reflected by the poem. The poem Simon Lee has been included in the lyrical ballads that was published in 1798. Let us look what Wordsworth himself has to say about the Huntsman that is Simon Lee. This old man had been Huntsman to the Squires of Alphoxden, which at the time we occupied it belonged to a manor. The old man's cottage stood upon a common, a little way from the entrance to Alphoxden Park. But it had disappeared. Many other changes had taken place in the adjoining village, which I could not but notice with a regret more natural than well-considered improvements but rarely appear such to those who, after long intervals of time, revisit places they have had much pleasure in. It is unnecessary to add the fact was, as mentioned in the poem, and I have, after an interval of forty-five years, the image of the old man as fresh before my eyes as if I had seen him yesterday. The expression, when the hounds were out, I dearly loved their voice, was word for word from his own lips. Simon Lee was an old Huntsman from Cardiganshire, a county in Wales. The poet narrator tells us that he was once an active and strong man who was a fine Huntsman whom no one could arrive in. Hunting, that is, chasing and killing animals for sport, was a popular hobby among the John Tree and in Britain, hunting mostly referred to the sport of hunting foxes. And Simon Lee was not one to engage himself in farming or tilling. He would rather enjoy in the merrier pursuit of hunting. But as we read the poem, we realize that there is a change in the fortunes of this Huntsman as he stripped of health, strength, friends and kindred and has to live in poverty now where he still wears the uniform of his earlier days when he was an active Huntsman. As feudal master, the men and animals are all dead and he is the sole survivor. Simon himself is frail and weak now, his body distorted and afflicted with ailments. Impoverished and childless, the poet says, his wife is his sole companion with whom he resides in a hut. By the countryside, although he owns a piece of land, yet the irony is that he cannot till it because his afflictions do not allow him to do so. Although they involve themselves very hard, there is very little they can produce. The older Simon grows, the more his arthritis troubles him. So by now we must have understood that even though Simon Lee was very proud of being a Huntsman, yet there is a change in his fortune which compels him to live a life of poverty with his sole companion that is his wife. Interestingly, the poet reveals that one fine summer day, the poet happened to see old Simon Lee to sieve an old tree stumped with a pickaxe, but it was all in vain. His pains-taking efforts were not yielding any results, whereupon the poet offers to help him in his task and with a single fell-shocked splits apart the tangled root. So this reveals that Simon Lee was fragile and weak and his physical condition did not support him to do any kind of hard labour. However, Simon Lee was very much moved by this act of kindness shown towards him by the poet narrator and he bursted into tears, tears of gratitude and profoundly thanked the poet. This act of whipping reveals the innate honesty of the old man and in doing so the poet gives the readers the lesson that men in general have become very pitiless. The poem seems to justify the notion of gratitude against that of cold frustration, that is the belief that one's actions should be based on scientific thinking rather than emotions or religious beliefs. The poem emphasises the contrast between the emotion of gratitude and the idea of rationalism. The tragedy and the informity of old age are the essential theme of the poem. As we have seen, Simon in his old age has been discarded although he had devoted himself wholeheartedly to his duties during his heydays.  The poet draws our attention from the incidents themselves to the feelings which give importance to the action. Here however he includes not only of Simon Lee but also those of himself. The poem is very very thought provoking in the sense that it makes the readers or it makes us think as well as feel how even the humblest incidents of everyday life express the human condition. You are advised to go through the poem and read it carefully so as to grasp the meaning of the poem in a better way. I hope this video on the explanation of the poem shall help you in understanding and attempting the poem in a better way. In the next video we shall reflect on the poetic style and language employed by William Wordsworth in this poem. With this we have come to the end of our discussion. Thank you.


What's up internet? Perhaps the most underrated part of a computer build is the CPU cooler. Malaki yung gastos mo for that really expensive, really fast CPU. But that fast CPU can't go fast if your CPU cooler can't expel the heat that the CPU generates. Sayang lang yung binayad mo para sa mahal na CPU kong hindi naman kaya ng CPU cooler mo. One brand that we really like for coolers is Deep Cool. Over the years, we found them to be excellent performers at excellent value for money. They're not as expensive as some of the premium brands, but the performance of their products is right up there with the premium brands. This year, their lineup has been dominated by the AK line of CPU air coolers. They've since expanded that to include the digital versions. And they've expanded their AIOs as well with the LS, LE, and LT series. We've covered them throughout the year. So this is a sort of year-end roundup. We took a bunch of their AK line and one of their newest AIOs and pitted them against each other just so you can see where, what kind of performance you can expect from each level of their product categories. So we have the AK400, which is a single tower for pipe air cooler. AK500, still single tower with five heat pipes. And then their big brother, the AK620, two tower, six heat pipes. And the cherry on top is the LS720 SE, which is a 360 mm rad AIO. Medyo imba siya to compare it against the AK400 and AK500, but it will be interesting to see it versus the AK620. Our smallest cooler gives us our worst performance, but it actually still is pretty decent below 80 degrees. The AK400 hit a max temp of 78.1 degrees in Cinebench R23 and 74.1 degrees in R24. The AK500 came in noticeably cooler at 76.1 degrees in R23 and 71.8 in R24. What a difference the addition of just another heat pipe makes. The big boy AK620 of course is cooler than both its smaller siblings with scores of 73.1 and 69 degrees in R23 and R24. Honestly, I was expecting a larger separation, difference between the temps of the AK620 and AK400. We might see this if we were running a hotter CPU. Finally, as mentioned, we threw in a 360 rad AIO since people always ask if they should go with air or water cooling. The LS720 SE was actually slightly hotter than the AK620 with a max temp hit of 71.4 in R24. It does take a little longer for AIOs to catch up with heat build up. It's just the nature of the physics of water absorbing heat. In rough terms, though, I'm not surprised that the AIO result is roughly at par with the AK620 and the AIO probably would have slightly better results if we averaged out the temperatures over numerous tests and also tested for the average temp instead of the max temperature reached. In our shop experience, deep cool coolers are always aces and always good value for money. We recommend them a lot. We sell a lot of them, particularly this AK line. And I can't recall any, at least from the AK line, coming back to us in need of an RMA. The AK line also has the AK digital line which look really good. They basically have a readout on top of the cooler so that you can see basic information like what the temperature of the CPU is. They are both functionally and aesthetically pleasing. Your CPU works hard, give it some support. If you're in the market for a third party CPU cooler, these deep cool coolers are an excellent option. Thanks for watching. Pamin saan may nagtatanong kumikilala ba kaming computer shop na trusted yung hindi kalolo ko hin? Actually, meron kami. Full service PC store ang hardware sugar. Nagbabenta kami ng PC components. Nagbabenta rin kami ng fully assembled rigs. We clean computers. Kasama na rin yung excellent cable management namin and CPU cooler repasting sa cleaning. We also clean and repaste GPUs. Nasamakati yung physical store namin and you can also buy from our site. www.hwsugar.ph na 100% palaging up-to-date yung inventory dun. Kung instock yung item sa amin, available yung sa site. We also ship nationwide. Thanks for watching and maybe one of these days, magkita tayo sa shop.


Recent advancements in drug delivery technologies utilizing a variety of carriers have opened up new possibilities in the field of medicine. Mesoporous silica nanoparticles, MSNs, are one such promising material that has gained much attention due to its unique characteristics. MSNs can be easily synthesized from a simple process, making them cost effective. Furthermore, they can be tailored according to the desired morphology, pore size and volume, and particle size. This makes them highly adaptable and suitable for a wide range of applications. Research into MSNs has increased significantly in recent years, leading to their use in drug delivery systems for treating various diseases. Additionally, MSNs have been found to be useful in drug-resistant chemotherapy and antimicrobial therapies. In this review, we discussed the synthesis of MSNs and their applications in drug delivery systems. We also highlight the limitations of MSNs and the need for further research to fully understand their interactions with biological systems. Finally, we summarized the patents related to MSNs for therapeutic purposes. This article was authored by Rieman Orion, Lusha Wainayak, Ashok M. Raichur and others. We are article.tv, links in the description below.


Hello and welcome to the session. I am Deepika here. Let's discuss the question. Write first four terms of the AP when the first term A and the common difference D are given as follows. A is equal to minus 2 and D is equal to 0. Now we know that an automatic progression is a list of numbers in which each term is obtained by adding a fixed number to the preceding term except the first term and that fixed number is called the common difference of the AP. It can be positive, negative or zero. So if first term take progression, so this is the key idea behind that question we will take the help of this key idea to solve the above question. So let's start the solution. Now it is given that A is equal to minus 2 and common difference D is equal to 0. Now according to our key idea, A progression therefore A which is equal to minus 2 A plus D is an automatic progression therefore minus 2, minus 2, minus 2 and again minus 2 are the first four terms of the AP. The answer for the above question is that minus 2 and minus 2 are the first four terms of the AP if A is equal to minus 2 and D is equal to 0. So this is our answer. I hope the solution is clear to you. Bye and take care.


Hello everyone, and welcome to the ETD Formatting Users Group meeting. Sharing this information with you is Sally Evans from George Mason University Libraries. My name is Ruth Lu, and I will be your moderator for the next 45 minutes. A quick reminder before we begin, during the presentation portion, please keep your audio and video muted unless you're presenting or you're asked to participate by the moderator. You may use the chat tab to ask questions, which will be addressed during the Q&A portion. Thank you all for joining us today, and I will turn it over to Sally Evans. Hey, Ruth, I greatly appreciate it, and I appreciate the opportunity to speak to everybody today. For anyone who doesn't know, I'm the committee chair for the Formatting Users Group through USETDA. If you aren't already a member or if you're just interested, please, you can absolutely join us anytime. I'm putting my email address here in the chat. Also, I'm going to be sharing, really, in the slides I'm going to be sharing, and I'll send to John. My contact info is also there. Thanks, John. OK, so with this conference's theme in mind, accessibility, it's something we've sort of talked around in our group, but I wanted to, for the next year, we've talked about a variety of subjects over the last two years that we've been in existence, and we've touched on accessibility a few times, but especially with this conference's focus. I thought it might be useful for us to focus ourselves on accessibility. So I'm going to share my screen. I hope everybody can see it. If you cannot, please let me know. And actually, one second, let me get back here. Sorry, share screen. So you should be able to see it now. Let me know if you cannot. OK, that's all right. OK, baby chat. OK, great. Everyone see it. Perfect. All right, fantastic. So if anyone has any questions throughout, if you don't wait for me to say, do you have any questions, I will. But if you have any questions, please feel free to unmute, raise your hand, put it in chat. And Ruth, if you happen to see any questions or comments in chat before I do, I'm going to try to keep my eye on it. But if you could catch me and just let me know. All right, so for accessibility, and especially in the minds of formatting, it's an especially salient point. Because what the formatting users group does is discuss literally formatting and how our documents are set up, and that extends to a variety of topics, margins, spacing, font size, tables, figures, et cetera. So with that in mind, accessibility reflects directly upon us and vice versa. So with that in mind, I was thinking over the next year, with this approach in mind, integrating accessibility into formatting and with ourselves as the university, I'm sorry, the university, as the USEGDA formatting users group, are we recording? We make sure we record. And if we could start recording if we are already, that would be fantastic. Yes, we're recording this. Fantastic. I thought we were, but just in case. So in the next year or two years, I was hoping that we could really focus on accessibility and integrating it and using it to participate in forming formatting decisions. There is no way we've talked about this, and there's no way that we could ever set a universal set of universal formatting guidelines for everybody. That's not possible. I mean, we've talked about it before and it's a nice idea, but I just don't think that that could ever, ever happen. But we can, as a group, I feel, come up with at least a version of suggested policies that these and people who do our jobs can use just as a set of suggestions. It's, again, not or like a set of guidelines. So I'm going to talk a little bit more about each of these topics in a bit, but I'd like to start by identifying issues. This is not something that we have to do today, but identifying issues, finding people either within our group or outside of our group who know more about it and who can assist us, having them provide us with information, set goals for where we want to go, and create a plan. So with that in mind, so first, identifying issues. If anyone has any thoughts today about something having to do with formatting and accessibility that you are especially concerned with, either things I mentioned before, margins, alt text, spacing issues, anything like that, let me know, because that's something I would like to do is group these issues into topics and discuss those over the next year for how long it takes. Anyone has thoughts today if you would like to put it in chat, please do. And if you want to join our group, please do. And once you've joined, then I'll be happy to share our group page in Google Docs. So I'd like to identify issues. Then once we have identified the issues and grouped them into topics or decided that one issue is a topic itself, I'd like to try to find experts who can come and speak to us at our bi-monthly sessions. We meet every other month on the second Wednesday of the month at 2 p.m. Eastern time. So that could be people within our group, especially from attending one of yesterday's sessions. I know that Kim Fleshman has a lot of experience in this, and she's talked a lot about accessibility in our groups. I know that this is something that Valerie Emerson is very dedicated to. Terri Eckhart-Grain spoke about it in yesterday's session yesterday. So whether it is people within our group or people outside of our group, for example, maybe members of the ADA office at your school, maybe people who have experience having done this at their own schools if they aren't already a member of our group, maybe they would like to come and speak to us. So that's something to keep in mind. Then once we've found the people to speak, set the topics, found people to speak, then invite them, have them actually come and share their information with us and tell us what they've learned, what they know, and what we need to know. And a lot of us may already know everything we need to know about accessibility and formatting, and that's great. And if you do, tell us. And if not, we need to learn. So and that brings us to the setting goals. After we have come up with the ideas and that can be a building list of ideas, it's not a static list. It's not something that we set in the beginning or talk about again. New things can come up as we have sessions and people coming to address us and give talks or panel discussions, whatever works best. And so once we have decided what we need to talk about, who can talk about it, coming in and sharing it, then we can talk about what we want to do from that point. Again, this is, do we want to try to come up with a list of suggested guidelines? Do we want to publish anything? Do we want to set up panel discussions, best practices? So and then once we've decided what we couldn't do, free and plan and go from there. So and this is all, not theoretical, but this is all just a loose framework for what I would like to see us do for the next four or two years or whatever in order to best assist our users, to best assist our students who are writing theses and dissertations and one another in creating a more useful, helpful set of guidelines, terms, resources for people who are already checking for a meeting, but who could be contributing to it in a way that is more inclusive. So with the concrete steps, free to list topics issues, establish a schedule of bi-monthly discussions, if anyone wants to volunteer to speak at these discussions and or invite people to do so, set goals, a set of guidelines, panel discussions, best practices, so far. So if you are, and after I go through this, I'm going to open this up to the floor. I'd love discussion. That's one of my favorite parts about the formatting users group. If you are interested in joining, if you're not already a member, please email me, S-Evans13 at gmu.edu. That's S-E-V-A-N-S, the new world's one three at gmu.edu. Again, all meetings are virtual. They're held every other month at 2 p.m. Eastern time on the second Wednesday of the month. That's, we had a different date in the past, but due to a conflict, my schedule will be switched around. I'll be sending out the Zoom invite for the next year at least after today's session. And if you do have any questions about our group, what we do, et cetera, I would love to hear from you. So these are my thoughts for what I would like for us to potentially do over the coming year, especially with what we're focusing on within the conference. So I am going to stop sharing and open this up and hear from you, or I could keep talking. Anyone who knows, I'm really good at that. Thank you, Sally. I didn't know the meeting existed, so this is for information. Thank you. I hope you can make it. And I saw Emily Flynn said, Ohio Links EDD Council put together a shared document of local policies about several different topics, not just accessibility. The purpose is the same as what you're talking about here, providing as a starting point for new local EDD administrators to think about and get inspiration from insetting or revising their own local policies and workflows. We can certainly share the topics that we address to present on it sometime. That would be wonderful. Yes, absolutely. That would be great. And Terry says, integrating the actual writing guidance of writing by the committee chair with the final product in terms of effective communication of research, organization, purpose of tables, purpose of illustrative material, et cetera. These are tied together and can be addressed during the research stage through the write-up. Yes, it does involve content, but also how that content is communicated. Let's try and get some faculty writing experts in the mix. Absolutely. Do EDD administrators think about metadata? I do, because in addition to doing the formatting, I'm also the person who uploads all of our, definitely our theses into our institutional repository models. So I've worked in the libraries and I'm a librarian, so I definitely think about metadata. And I'm sure other people definitely do as well. I'm almost positive Valerie Green does. I thought I saw a hand up. I may be losing my mind. Yeah, it was me. Oh, hey, Valerie. Yeah, so I just wanna say, I've been thinking about this a lot. I've been thinking about how we currently format our ETDs. And I thought making our documents accessible is really a wonderful opportunity to rethink our format. Yeah. To look at all the pain points that students encounter when they're doing the formatting. I think, and I can only speak for GW, but there are certain formatting parts of the document that are pain points. And we can iron those out and at the same time, make it easier for the students to format their document. Yeah, absolutely. And if we can build in things from the, if we can build things in from the beginning, then it may be less painful for students as you were saying to just work it in as they're working in everything else. So yeah. No, I think definitely so. So, great idea. So yes. And actually I'm gonna go ahead and share. I'm gonna dip out in a second. If people want to discuss anything else, not dip out, but I'm going to pull up the share Google Doc. So if anyone does have any thoughts about, items for discussion in the future, for topics we want to discuss regarding accessibility and formatting, please add that to the list. And again, this is our university, I'm sorry, I keep saying university, USETDA formatting users group. So let me go get that and I'll be right back. And in the meantime, discuss amongst yourselves. And here we see in the chat, TM said we talk about metadata when students are uploading to the repository in conjunction with our library, scholarly communications office. That's great. And if anyone else has any suggestions, absolutely please share in chat. And I'm gonna be in chat shortly. This is our formatting users group document. It's a Google Doc. So you can absolutely get it. You can absolutely add to it, even whether you're a member or not, we hope you will be a member, but I'm going to share that page now, one moment. And I'm gonna start a new heading for, let's start a new heading for today's discussion. And we do have recordings of past sessions, hopefully most of them are still available. We do have past recordings and all of our notes are here, so absolutely please check with those. And I'm going to put this in. All right, so new heading. This is a new heading. All right, so if anyone would like to share anything in here, please do, oh wait, actually, I just realized I'm not even at the end. I don't know why there's a break there. That's a formatting problem. Sorry, just kidding. Okay, there we go. Cool, so back here to the chat, we'll stop sharing. Oh, Emily, Emily Red has a question. Yes, please, Emily. Hi, I work for ETSU, East Tennessee State University, and from the very beginning we've had a, this is not accessibility related, sorry, just wanted to throw this out there. We've had a blend of, for our templates or for our formatting, we've had a blend of grad school guidelines and departmental guidelines like APA, MLA, et cetera. And recently I've discovered that more and more of these guides, APA's always had their formatting very clear for headings and table and figure captions, but recently like CSE and MLA and ASA are now jumping in in their style manuals and giving suggestions or sometimes even, this is now what you need to do. And I didn't know if anyone, there's a lot of you, well, because I've been looking into that, that don't incorporate this blend.  So for those of you who do, it's kind of the Wild Wild West, it's all over the place. So I just didn't know if anybody is noticing this and is it creating templates to support these varying? That is a great question, Emily. And I also, that briefly to this, we're not going to focus entirely on accessibility. We just want to work, that's a, yeah, it's not like all other formatting guidelines are going away. We're still going to, you know, formatting in general, formatting issues. We're here as a resource one another who do our jobs to get help for formatting. So yeah, I'm sorry if I was unclear. We're not going to just throw all other formatting issues out the window and just focus on accessibility. This is just sort of a rival for the next year or so. So yes, I can speak to that. I'm sure others can too. So, and I saw that at least our guidelines open it to the students and committee. We just required them to be consistent. I see Terry, you had something. Yes, hi. I was just going to say that recently we've had a few different individual programs like exercise science, pharmacy and pharmaceutical sciences. Reach out to me because the program directors at the previous institutions had a different way of organizing, you know, that was just different from our format. And we found it pretty easy to accommodate them because certain elements are just universal from the ever present margin settings or, you know, size of type or size of font. And so what their requests were, were more in line with having students produce a manuscript and then having the traditional chapters, you know, literature review methods, et cetera, all be included as appendices and they would just have one chapter. And really as long as the front matter is the same and they have the inclusive list of references and it's just a matter of what makes sense for their program and how their students are going to be, you know, continuing on into that profession. But I think that question of hybrid styles or mix and match does address accessibility because a part of accessibility is just, is your average user going to be able to easily access, read and understand? And that includes navigation, you know, consistent structural styles. And so, you know, maybe in some cases, because we've struggled with this, right? We have, you know, people who are in fields that are using APA, but then they're using our default template and then they're getting confused and then they're mixing and matching. And it just makes more sense to have them continue to adhere as much as possible to their disciplinary styles, you know, because for their future readers, that is, that's the expectation, right? Of how material is presented. So I think that does speak to accessibility. It doesn't require a screen reader, right? It just requires a person's having read, you know, extensively and an expectation of how that material is going to be presented. So they can easily navigate and they know where to find things. That's my input. That's where we come from, where we're coming from with allowing, you know, students to continue to write in their own style because they're going to go beyond their programs and continue to write and publish, you know, in these styles as well to not have them disrupt that. So, but what I'm finding with the heading levels is we also, ETSC wants to be consistent among its students and not have the papers be so all over the place. But I guess that, and I'm thinking this through as we're discussing, that kind of goes back to the front pages and we have an end page. We have a beta at the end where that's the bookends that can be consistent and what's in the middle can be more, okay, this is helping.  And also, there are various excellent comments in the chat. So check those out too.  Right, so we're in the same situation. We have bookends pages. We have a series of front pages. We don't have anything at the end. We just have a series of front pages that are supposed to be uniform across the disciplines. And then, for example, our engineering school has a set format they're supposed to use. Education uses APA. Our Columbian College is whatever is appropriate for your field of study, where it gets, and it does start to get complicated when students decide, well, I wanna put my references at the end of each section. And that I think could pose a problem for accessibility if we're talking accessibility. So there's not even any, there's a potential for inconsistency even using a same writing style because they want to put tables and figures and references at the end of each section or chapter. So we don't have a problem with it as long as it looks uniform and consistent throughout the entire document. But I, and that's an interesting question. Does having this self-contained chapters, tables and figures and references cause any kind of accessibility issue? I just thought about that. And the other thing that occurred to me is, are the styles in accessible format?  I don't know. I was just gonna say, thinking about that in reading the chats and hearing what everyone else is saying. Excuse me, won't be doing it Mason. The rule over time has just, I mean, the first rule we have about thought slash text is it has to be black. It has to be readable and your committee has to approve it.  You probably want to stay away from parchment and papyrus, which is kind of weird. But otherwise, I mean, if you wanna use papyrus, it's readable and it's black. So go ahead. Beyond that they can do whatever they want to that, but they just have to stay within our rules. The margins have to be the same. The first level heading is the one with the most rules. It has to be centered. It has to be a certain amount of space from the top edge of the page, certain amount of space below it. Otherwise, the rest of them heading, section headings, subsection headings and so on, left justified or centered, bold, italic, anything, different sides, that's fine. And I always try to stress that with students. Most of the time just our template is set up in time to be Roman, but that's just arbitrary. And I try to stress that it's just arbitrary. If you don't want it to be times to be Roman, you can change it, but most people just stay with that. But with that said, and I get this question a lot from the students who use APA, is a lot of people assume that the template, our template is already set up according to a specific style manual and it is not because my department works with every department on campus and everyone uses something different. So with that in mind, people are welcome to set their headings, section headings and so on to match APA or anything else. So what I always tell, this is mostly an issue we have with the APA students. So there's nothing against APA or the students who use it, but I don't really, I personally, and I'd love to hear from anyone else, don't ever seem to have this issue with anyone who uses any other style. It just seems to be APA. Most of the rules dovetail with, most of the rules within other citation styles, MLA, APA, Chicago, whatever, dovetail with our rules very well. But I mean, there are some times when it does fly in the face of it, I know, for example, we require all figure captions to be below the figure. And I know that in the last round of APA's update, they now place at least the figure label above the figure. So that does fly in the face of it. And when I tell some students who use APA know per our rules, all figure captions have to go below figures, you would have thought, I told them that they have to like shooting, I don't know, shoot a pigeon in the face. It's, they freak out. Like it's okay, you know, when you go on and publish something in a specifically APA journal, you're welcome to do whatever they tell you to, but for our rules supersedes theirs. And they are very strict about it. The fact that our margins are not set the way APA is the APA students often, not all of them, but many of them become very concerned that we are not adhering to APA, which we're not going to. So, but anyway, so that's what I wanted to do. Yeah, Kim. Well, I would say also we have the same thing. APA allows for orphaned headings now and we don't allow anybody to do orphaned headings. It's too difficult for me to figure out, are you trying to follow APA when the MLAs and the Chicago's and the ASAs and the ACS's aren't doing that. So, but what I was trying to go back to is somebody had mentioned, is APA format accessible or is Trayvian accessible? It's not their format that makes it accessible. It's the way you tag the document whether it be in Word or in the PDF version. So if you're tagging the first level headings, if you're consistently tagging your other levels of the heading, second, third, fourth. So as they're all coming up, so the screen reader will say heading one, chapter one, this is your story, heading two, introduction, that kind of thing. That's how the document is being electronically tagged to let the screen reader read that information that makes it quote unquote accessible. Yeah, yeah, that is a really good point. Thank you, Kim.  Yeah, we're a little bit different. So we have our front pages, which they have to follow the formatting rules. We have the margins, the page numbering, they have to follow those rules. But whatever happens with APA within the body of that document, as long as it conforms to APA, we're okay with it. Yeah, yeah, and then the big rule I tell everybody, when they ask me what I'm checking for, and this is, I just say, I'm never looking at your content. Even if you are writing about something that I'm interested in and or knowledgeable about, I am never ever going to comment on your content. What I'm looking at is to make sure that the parts of the document that you have to have are there, they're in the right order, the margins are correct, the headings are placed correctly, your pagination is correct. If you have tables and figures that they're listed and labeled and captioned correctly, that's what I'm looking for. The example I often use is it's like a house. All houses have to have doors, walls, and ceilings and floors, but my house is going to look different from yours. And as long as it stays within the rules, your house can be pink stucco, I don't care. But it has to have those elements and that usually works. So Terry said, we can't even get faculty of follow APA much less enforced than what their students, it's sort of bizarre to me. I'm just concerned with consistency in the container. Yeah, exactly. That's what I'm looking for. I don't care if they use, and then the people will often ask me, are you going to check to make sure I'm adhering to APA or whatever? No, I'm not. For one thing, there's always going to be that one professor that doesn't care what version of APA is out there now he wants to use for and that's the way things are. So yes, I'm not going to check for any of them because again, my department works with everyone and I'm not going to drive myself crazy making sure that all of your citations are set correctly. That is your committee's job or yours. Yeah, and again, actually Terry said, my answer to that question is I no longer work for the Writing Center, unfortunately. Our Writing Center doesn't do that. I'm honestly not really sure what George Mason's Writing Center does. Every time I'd prefer a student to them or ask them something, they say they don't do that. So I'm honestly, they don't do, they don't help with checking to make sure you're adhering to a style manual. They don't, I don't know what they do. So anyway, anyone finds out, let me know. So yeah, really Terry, seriously. Like I've sent students to them who need help with checking to make sure that they're adhering to APA, they don't do that. They do not do, they don't help with just general proofreading, they don't do that. They definitely don't do reference or research, they don't do research questions. That's, and the librarians don't either. I mean, no, I'm kidding. The librarians absolutely help with research question. And I'm a librarian, so yeah. But the librarians do that, but they don't help with like setting up, making sure that the reference isn't set correctly. Again, I don't know what the Writing Center does. Oh, I do. I know I constantly contact the Writing Center and I just ask them what they do and I'm still not sure what it is. Sally? Yes. I might mention that we've had an issue on our campus recently. In fact, I just got out of a meeting just now concerning this issue. And we've had a, what I would call a formatting revolt on campus. Ooh, Terry. And some students, a few students and a few faculty. I'm more stressed this is just a few students and a few faculty, but they're kind of a squeaky wheel. They garnered the attention to the Graduate Studies Council and they have obtained permission in order to not follow our formatting guidelines. Okay. This is to me as a disaster. We have answered that by saying we will not post your ETDs online relative to our repository or ProQuest. And they'll be cataloged in the library and they'll sit in the library just like the old paper ETD set. Because, but this is kind of revolt against the whole ETD process is why I read it. And it's a real problem. Sorry, go ahead. It's a real problem. And I want to say, I'm not sure if anyone from BYU, it looks like Denise Stanton from BYU is here. Denise, remind me, didn't one of the programs at BYU also do that? They just decided they're just not doing it anymore. Yes, though we do still require that they have the preliminary pages. But yes, they have revolted. They have their own style. The whole college has their own style. They're doing their own thing. But the compromise is that they still had to do the preliminary pages like everybody else did. So the first four pages that they have an acknowledgement have to be the same. And then the rest of it can be however they want to have it. Yeah. But do you post it as an ETD or you just take it out of the circulation? No, they're posted as an ETD. Yeah, we decided not to do that. That we're gonna leave there. But if they wanna take their thing and go back to the paper world, they can do that. And if it's because it doesn't look anything like our ETDs do today. And we have, if you look at our ETDs, they're phenomenal. And they don't look like a lot of ETDs because they look like a more professional publication for book. Well, we also have a lot of students who put their published articles as chapters, right? That's their ETD. That's their dissertation or a thesis or a different chapter or different published articles. So again, that doesn't follow the natural ETD as what it used to look like. So we're okay with that as well. As long as there's a pool of contents with bookmarks that we're okay. Yeah, we've actually gone back to putting those articles rather than in chapters, they have to put them in the appendix, which is, you know, extra material. And if a student wants to exhibit what they've published, they exhibit it in the appendices. And then their voice is in the body chapters. And we reserve the body chapters just for the voice of the student. Yeah, we've really helped you out to do that. Oh, Larry, you have a couple of questions from Lily Compton. Are your policies not set by your graduate council? And Terry also asks, does it appear to make any difference when you... Oh, I'm sorry, I was... John said, Larry, what is their justification for not following the guidelines? Lily asked, Larry, are your policies not set by your graduate council? And Terry asked, does it appear to make any difference when you are a public versus private institution? They're taken before the Graduate Studies Council and they voted on that. And they voted to go ahead and have this, allow the College of Medicine to go ahead and have this extra methodology set up and not follow the formatting guidelines that we provide for the ETDs. In reality, when you go through, for example, we just went over the guidelines today, the formatting guidelines for the new policy. It's not really a new policy. It's an optional thing that students can use. And we have to allow it to be optional across campus. I can't also isolate it to one college because we're a centralized graduate program rather than a divided graduate program across campus. And so the Graduate Council voted on that and they did approve it. And so we're going ahead with it, but they said, fine, we can go ahead with it. That's versus we have such a tremendous face on the public relative to our ETDs. We do not wanna see this mess put over there with those ETDs that ends up being improperly formatted and puts a really bad picture for the university. So we've kind of isolated those manuscripts. We've relegated those over to a different storage area so that they won't go out.  And that's kind of the way we've handled those. The Dean was very adamant about that. We can't contaminate work that we've done for the last 18, 20 years and mess it up with this. We're not gonna go back to the paper cave and I agree with that. We can't. So Larry, what is their justification why they need to buck this trend or the guidelines? Well, it was their objection. Yeah, what specifically do they need to do differently? We're expecting too long the format. And when I go through the formatting step at a time and I just posted that in a file, our quick guide, by the way. When I go through that and then look at everybody else's guidelines, except maybe for the University of Illinois, the Champaign, Urbana, which is really abbreviated, they all look about the same. It's just that I think what they're really objecting to is we are really strict with our reviews. When we say that headers must match, in other words, if it's a subheader, a header, or a protection header, or whatever, they all must match. You can't have different styles with headers. And you enforce that. And it's that type of thing that they really get upset about because they'll make these mistakes over and over again. And some of the students are really, you know, get bullheaded about it. And they will literally almost refuse to correct anything. They'll get to the point that they will send us the same document back for another review and they haven't made any changes in that document. It's essentially the same document that they hope we don't really look at it for the second time. It's crazy. Oh, that's happening today. You know, it's to me, I think the dean made a mistake. He should have stood up to this and he should have said, no, you know, we're not changing any of the formatting on campus. This is it, but now he's opened gate. So we're there. That's really upsetting to hear.  And a person who's sort of one of our interim associate deans actually just walked up and told me to my face her exact words were, quote, I just think what you do is worthless. And then she went on and on and she said, I think your job is worthless. And I think everything you do is worthless. And I think that the only purpose you seem to serve is delaying students from graduating. And I, my blood was boiling. And I told her, well, I said, actually I'm going to a conference about this. It's an entire profession. And I said, there's a reason we do this. And I said, don't you want your students work to look professional and polished? And now she just reiterated that I am a worthless employee, apparently. So it's really upsetting to hear that this seems to be a universal sentiment among people who don't really know what they're talking about, honestly, but... Yes, you're absolutely right. Now on our campus, I can understand part of that attitude. The reason that attitude exists is because when a faculty member submits an article for a journal for publication, that journal or that publisher has an army of editors behind them that do all of the formatting, okay? They just have to get the content, the science to the journal. And then the formatting is done by the journals. Exactly. We can't afford to do all of that on our campus unless they want to pay us $1,000 per ETD, which is what it costs oftentimes to publish under journal, okay? And they have no interest in listening to that at all. They could care less. Yeah, that's awesome. Yeah, that's terrible. Like I can't believe what many people in the chat are saying that that's just terrible and really unpleasant. And I've run into that every now and then. And fortunately, faculty for the most part supports my office and supports what I do. Students often will say this is pointless. And we actually did, I noticed the comment from John Fudor in the chat and thinking about this discussion, we actually had a session in the formatting users group a few months ago that I think I'm pretty sure exactly what I called it, but I think it was like formatting and nihilism. And it's sort of, it's something that I struggle with. And it does come sometimes. And we talked about this at the link. When people say, why does it matter? What do you tell them? And a lot of the things we've talked about today are why it matters. You want to achieve a sort of standardization.  So a lot of the higher administrative folks that I talked to ask, well, why do you need to do formatting? And I say, well, there are some practical considerations such as finding that's why we have specified margins. If you don't do formatting, you could get a submission with the table that runs off the page and you're only gonna get half of that content because when they get to the end, they will just submit anything. There are some people who will just submit anything, which is... Oh yeah, yeah. I mean, left to their end of it. And I would say this is something who can lean in this way personally. Like left to your own devices, most people will do as little as possible. And if there aren't standards put in place in some way, and depending on how strict they are, if there aren't standards put in place in some way, it'll be all over the place. And one of the reasons that... Excuse me, within our institutional repository, there is a specific ETD section. There are other sections within materials, within colleges and schools, within departments, et cetera, that collect all kinds of things within our IR. But for the ETDs, it's a specific section. And we don't ever collect within the ETDs. And this is for me, almost. We don't collect capstone projects, anything else, because what will happen is if they're not set up according to our guidelines, which is fine because they don't go through the format review, they're in a different path. So if a lot of documents that end up looking completely totally different from ETDs end up in the ETD section, then it will be a constant battle for, why can't I just do that? So we keep them separate because they have to look a certain way. There's going back to the house metaphor, you can go a lot of leeway within the parameters, but you have to stay within certain parameters. Right. And probably the argument we can make going forward is our documents need to be accessible. Accessibility in terms of formatting. So we need to have some basic formatting in order to be accessible. Well, these that are coming out of this new methodology that we just adopted today are going to be totally inaccessible. If they're not looking at accessibility, they could care less about accessibility. And if they went out on the network, that could be a real problem. Yeah, it could be a real problem for the university. Absolutely. So I don't want that to happen. Yeah. Yeah. And at least the church understands that, you know. And that's good that we don't have to put those things out there. Yeah. When I, I'm also a one woman shop, but I do formatting workshops to teach the students what to do. And I always like to use that quote from Coco Chanel, dress shabbily, they remember the dress, dress impeccably, they remember the woman and tell them in a way, you know, think about your research that way. And that if you could have discovered a cure for cancer for all we know, but if it is hidden beneath this awful formatting where you have four different fonts and you've got no page numbers, you haven't labeled any type of user figures, stuff is running off the margins, whatever, then no one's going to take you seriously. No one's going to be able to find it. And also for them to remember, this is supposed to be the crowning achievement of your academic career.  So it would be like showing up. And I was telling them, it's like showing up to a job interview for a tenure track position wearing a Budweiser T-shirt and flip flops. Are you going to get that job? No, you need to wear a nice suit, you know. So that's how I've described it to the students and they usually are like, oh, I didn't think of it that way. And that's always like at the very beginning when I do workshops and I've just tried really hard to convey that this isn't just like meant to be torture and me to like, you know, cackle maniacally in my office, I'm not going to let them graduate. Like this is actually meant to help. This is, you know, I like Jerry McGuire, help me, help you. We want you to graduate, but we want you to look professional and we want the school to have a good reputation. And we want the students to have a good reputation. And I think with no standards, then you just have chaos. And I think, you know, like you're all saying, like you also delve into some serious legal issues, potentially by not making it, at least presenting the possibility of it being ADA accessible. So there is a lot that goes into it. And I just think it frustrates me. These students decided they want it hidden. So that's fine. If they want it hidden, then it'll be hidden, but it's kind of in the face of an ETD program. Yeah. It is. And one quick notification. We are at time right now. We're actually slightly over. Timekeeper says we can have maybe a couple more minutes. And this is a great conversation. I don't want to stop it, but instead of stopping it, just see us in, let's see, November for our next session and join the listserv. So, and I've already gotten a couple of requests to join. So thank you all. And I hope anyone else who has not already joined, please let me know. So join us in November. That'll be, I think, November 8th at 2 p.m. Eastern time. That's a Wednesday. And we'll keep the conversation going. And if you do, if anyone does, I mean, a lot of things come out of one session that end up informing the topic of another session. So sometimes we have set topics, other times we have created topics. So thank you all for this excellent discussion. And I hope to see you again soon at our meetings and later today. Thank you all. Have a good rest of the day. Thank you so much, Sally, for such informative session. And yeah, thank you all for sharing your expertise, achievements and struggles. And next up we have session 10 and 11 going on concurrently in respective breakout rooms at 2 p.m. So we'll see you here on Zoom.


In Boston's South End neighborhood more than 20 artists at SOA open their galleries to the public on the first Friday of every month. According to a SOA spokesperson, first Friday attendance has been low and this December's first Friday was no exception. So there is absolutely no crowds. I feel kind of sad for the artists because there's so much to see and so much talent here but all the rooms are empty. Suzanne Schultz represents emerging artists who rely on in-person visitors and passers-by to gain exposure and sell their artwork. In my experience it's all about foot traffic because the galleries don't attract as many people as other venues. I decided to utilize alternative venues as I call them working strictly with the luxury market, retail stores, furniture stores, hotels, restaurants. Where I felt the foot traffic was more and having a heavier foot traffic led to more sales for sure. One of Suzanne's clients, artist Joel Van Patten, has changed how he markets himself using social media. Since March he said he spends two to three hours a day on social media, more than four times longer than before the pandemic. I think that that's a big benefit right now. This is being up there more, having more product, more engagement, spend more time to it. Mainly on Instagram and Facebook and that's honestly where I find the majority of my businesses through those two channels. Even though this first Friday was part of SOA's Christmas event, the south end holiday stroll, the markets were still largely empty. Schultz said this will be her last time participating in first Friday and she won't be renewing her galleries lease at the end of December. She hopes that her vacancy will bring new life to SOA. For BUTV 10, I'm Daphne Mark.


So I don't really like to usually flex about all the really expensive places that I go to But I just went to one of the most expensive places in Perth The petrol station


Yesterday, President Trump released an unprecedentedly detailed plan on how to address the long-standing Israeli-Palestinian conflict. Both the content and context have provoked diverse reactions and raised many questions about whether this plan has the potential to bring the parties closer to peace. This is the latest. I'm Lucy Kodza-Elepo. Was there anything new and surprising in this plan? I think the plan took some people by surprise in the sense that it did nod towards a two-state framework. This is something that had not necessarily been taken for granted. It was a plan that is weighted very heavily in favor of one side, specifically the Israelis. And not only is that the case in the substance, but what was laid out yesterday suggests that the Israelis are able to start immediately implementing the vision and moving towards what they are promised by the plan. At the same time, the Palestinians will be given four years to meet certain preconditions in order to move towards what is promised them at the end of the process. What are the positions of Israelis and Palestinians on the plan? Well, as mentioned, the plan does lean very heavily in favor of Israeli positions. It provides Israel the ability to maintain sovereignty over all these settlements that currently exist, the Jewish settlements that exist in the West Bank. And not only that, it actually gives Israel the ability to annex those territories immediately and start implementing on that final vision. It also has given Israel full control over an undivided Jerusalem as its capital and given Israel full security control throughout the West Bank. What that means for the Palestinians, of course, is that there is less for them to gain in terms of territory in a future Palestinian state. At the end of a four-year process, if the Palestinians meet certain conditions to include a demilitarized Gaza, ending support for terrorism, implementing various governance reforms, at the end of that process, they could be looking at a state that really is land that circles around these areas of Jewish settlement that have now been officially recognized as being part of the state of Israel. This is safe for the Palestinians. They did not see this plan as favorable towards their interests. At the same time, on the Palestinian street, on some level, what you're seeing is a little bit of a shrug for some Palestinians who are saying this has really been the de facto reality for a while, so this doesn't necessarily change anything about our daily reality. What about the international community response? So this is an important question. Typically, when we say international community in this context, we're talking about those actors who've been working with the U.S. alongside the U.S. over the past number of years, trying to bring about to mediate a negotiated solution between the Israelis and Palestinians. Their responses have varied. You've seen a spectrum of tepid support for the U.S. effort to put something forward and bring about a new initiative. You've seen a reaffirmation of long-standing positions. And we've seen affirmative urging by the parties, by the international community, that both parties Israelis and Palestinians see this plan as an opportunity to come to the table and negotiate. So we're going to be watching over the next weeks and months to see how much capital any of these states want to place into pushing the parties towards that goal and working with the U.S. to try to make this plan something that has legs as a diplomatic tool for sparing progress on this conflict.


Look up the word Rambo in the dictionary, and you'll find it means one man army You got one last chance to rethink this.  With Rambo on your side.


English Video Lesson 3 Plastic Bottles for Light This lesson will give you listening and vocabulary practice through a video. Topic Plastic Bottles for Light Look at the picture. Think about the topic. When you see the title in the picture, what comes to mind? Plastic Bottles for Light Prepare to Watch Pre-listening Questions What would you do for light if there was no electricity? How can people save money on costs of power? What are alternative sources of energy? Take a few moments to think about or discuss these questions. More questions. In America, the light bulb is often used as a symbol of creative ideas for inventions. What are some creative ways to produce light? How can waste materials be recycled into something useful? How can people produce light out of plastic bottles? What do you think? Be creative. Feel free to pause the video and take more time to discuss these questions. Think about the topic. What vocabulary words might you expect to hear in this video? Make a list. For example, light bulb, solar energy, recycling, inventions, matching exercises. Can you guess the meanings of these words? Booming, slums, bleach, mount, hut, adhesive, solar, prototype, charity. Feel free to pause the video if you'd like more time. We'll come back to these vocabulary words later. When you listen to the video, see if you can hear any of these words. You might want to watch the video twice. Once for the main idea, and once again for details. Ready for the video? Get out a piece of paper and pencil so you can take notes. Click the link below for the video. Title. Plastic bottles go solar. From. Global ideas. Stop this video, then click on the link below for listening. It's in the description. After you finish watching the video below, come back to this one for comprehension questions. Ready? Click on the link below. How was the video? Take time to summarize the video in your own words. Talk to a partner and tell him or her what you learned. Pause the video if you'd like more time. Check your understanding with comprehension questions. In a moment there will be a comprehension quiz. Would you like to watch the video one more time? Click on the link below to watch the video again, or wait a moment for the comprehension questions. Take the quiz. Comprehension questions. Answer each question true or false. Number one. Most people in the Philippine slums use candles or kerosene lamps for light. Two. Both the economy and the tourism industry are growing in the Philippines. Three. More than 25% of the people in the Philippines live in poverty. Four. Mr. Diaz is the only one producing plastic bottle bulbs. More questions. The water keeps the lights clean and clear. Six. Countries in Africa are already using Leader of Lights plastic bulbs. Seven. The man who started the project wants to make a lot of money. Eight. Plastic bottle bulbs cannot provide light by themselves at night. Nine. Globally, more than a billion people live without electricity. Feel free to pause the video if you'd like more time. Answer key. Number one. True. Number two. True. Number three. False. One in five or 20%. Number four. False. Many others do this business. Five. False. The bleach does. Six. Not yet. There are plans for the future. Seven. False. He wants to make a difference, not a profit. Eight. True. Other additional items are needed. Nine. True. Talking time. Discuss these talking points. What was your impression of the video? How did the man do to improve others' lives? How did their lives change with the invention? How can useless objects be recycled for good purposes? What ideas do you have for helping improve the lives of others? Be creative. Pause the video and take some time to discuss these questions. Matching exercises. Can you remember these words? Pause the video and take some time to review these words. Answers. Booming. Thriving. Becoming economically successful. Slums. Very poor areas of large cities. Bleach. Substance used for whitening. Mount. Put or get on top of something else. Hut. Small house or shelter used by poor people. Adhesive. Glue. Something that sticks things together. Solar. Related to or derived from the sun. Prototype. A model version of a new or future product. Charity. For the purposes of helping the poor. Expressions from the video. What do you think these phrases mean? Alterior. Motive. Works like a charm. In the limelight. Raise awareness. That's where. Something. Comes in. Alterior motive. Hidden purpose. Motivation or plan. Works like a charm. Functions perfectly. In the limelight. Getting a lot of attention. Raise awareness. Increase public knowledge about a topic. That's where. That's where. Something. Comes in. The way in which something relates or can be used. More speaking practice. Role play with your partner or teacher. Number one. Pretend you have a creative idea for an invention. Tell your partner about your idea and let him or her ask questions. Pause the video to discuss this topic. Role play two. Discuss with your partner the steps for making your invention or something useful. What materials do you need? How will you create the product? Pause the video if you'd like more time for discussion. Role play three. Talk to your partner or teacher about ways you can help people who are less fortunate than you. Again, pause the video if you'd like more time. Feel free to discuss this topic more with your friends or classmates. Remember to use some of the vocabulary and phrases that you learned from the video. Thanks for watching. Don't forget to click the thumbs up button below if you like this video. And please submit your ideas for more videos like this. Check out our websites for more information.