Good afternoon, ladies and gents, my name is Darren Belly I work for the audit survey. And today's session we're going to be looking at some ideas for fill work using digital up for schools at the end is going to be using on that software. Hopefully you better take some of these and use them please guys if you've got any questions or observations, please pop them in the chat we will be monitoring the chat as we go through this. So please fire any questions at us, the session should be about half an hour 40 minutes, so we need some questions need some time for some questions at the end of anybody's got any. So what are the first guys i'm just going to share the screen with you so i'm going to walk you through how we do some of these things in digital math schools. So hopefully, guys, you can see the digital map for school service on your screen. So we're going to look at a set some products and fieldwork ideas. i'm not going to necessarily categorize these as primary secondary i'll leave it up to you guys to feel where you can fit these in across key stage one to four. But it's all about showing you some of the tools and functionalities within the service that may help you with some file fieldwork ideas now i'm building off the. webinar and parks and run recently where he mentioned fieldwork and has. Alan actually pointed out feel what doesn't necessarily mean being in a field. There are different ways to look at it feel work in the classroom looking at a map or using your own school grounds to explore a location, we can do this to be deemed as feel what we don't actually have to be outside at a particular location. So if you guys hopefully are not all new to digital skills, you have some idea how some of this works, so I will show some examples and how to use some of the functionality. So what we're going to look at is just investigating our own place so i'm going to zoom in on the audit survey HQ to start. So looking at where do I live, where do I go, do I understand my own place so looking at the fieldwork around our location. Can we explore looking at different scales as well using a map so i'm going to use something called what we call a buffer tool. So i'm going to come over to my drawing tools on the left here click on the tool that says buffer and I want to explore first of all at this scale within half a kilometer. Of my locations and this case i'm at the audit survey HQ so this could be your school so i'm going to click on the map and it will draw me this circle with half a kilometer circle. So we can look at this and explore the geography of our place now, as Alan rightly said in his webinar you might have pupils that only travel one way into school. And they never understand what's on the other side of the school location so let's look at what's within a particular vicinity with us in this case half a kilometer. So we can see what this looks like, so if we were to look at our place, can we find how many kind of houses there are can we identify shops can we find green spaces bus stops tube stations now is there a river near us that we can see within a particular distance what type of roads have we got on our location. Are there any map symbols on this particular scale of map we can be looking at so all those things we can identify again around our place. don't worry Sam i'm just going to redo what we did him to do a different scale, so this is looking at half a kilometer. Now, as hopefully you guys know within the digital map for school services are lots of different scales so i'm going to zoom my map out. And look at a one to 25 came up here, and this time we're going to say well if I draw a bigger buffer this time at one kilometer so come into my drawing tools. clicking on buffer this time using one kilometer what does that now look like in our area so looking at different locations, but our place. But exploring what's in that locality so again can we see different building types rivers, this time we can see a few more schools and the locality. Exactly on all those kind of things so wait just to use your own school location to look at the geography of your place, so this could be deemed to be field work, which is a really nice way to use a nice simple tool to show this in a location. Of course, you can mix and match your scales, you can down at down to half a kilometer a large scale to five kilometers a smaller scale and look at all the places this encompasses in your location. So i'm just going to delete my circle off what we're going to do is at this time we're going to use aerial imagery to look at our place. So using a key stage one you know using a real entry to interpret place and location and i'm going to use the map selector on my map here. And i'm actually going to put aerial x on so we've got two choices for aerial aerial and aerial x aerial x just adds the place names and road names, so I want to explore around the online survey location. Looking at the places so i'm going to look at all the names in a location, so I can see this place is called hilly fields and it has certain names. For the roads around here, I can see the buildings, etc, etc, so the first thing I would look at is do the do the roads in our location have a theme. So are they named after different things when we're exploring our place. Where I was brought up all the build all the roads were named after places in the lake district, so we had a window mirror avenue a door and close. Oldswater road all those kind of things to do this, do they have a fee when we're looking at the roads in our location can we use an error was to explore this looking at our locality. Again, do we see lots of houses looking the same do we see lots of green space in our location so looking at what the land is used for and if we zoom in. Can we start to look at the buildings, can we see how many buildings have got solar panels, so could we look in our location and say how many of these how many of our houses i've got solar panels, if it's a new housing estate are they building on the new houses so looking at those kind of things as well.  And I can use a simple measurement tool coming down to the fifth tool down on the left here, and I can measure an area, so we can plot around an area. Working out how big this particular location is when we look at a green space so clicking around on the points can be very rough like so so how big are the green spaces in our location when we look at these on our map. So compare in those two different places so maybe urban rural locations again looking at that field work element. So let's delete that measurement off and one of the really nice things to be able to use with maps are to be able to use images. So we can see some images so i'm just going to turn my OS map back on. So we're going to use some images using the geographic images so using the image search tool here on the left, we can come down to where it says image search.  And it will show me all the images that have been collected through this crowdsourced tool, so we can investigate some of the places we can see on the images here. So let's look at what we got over on the left, we've got the entrance to hilly fields. We can then click on that image and look at it in a slightly more detail looking around these images, we can look at the os HQ. So we can see what this likes and letting it exploring our place looking at our location that nice little field work element just using these fantastic geographic images that we have on the screen here. So i've got one here, so the walnut tree farm here, so this was an image before the pub was built, so this is what it looked like before. And this is how we can then go and collect a picture of how it looks now so using these images to work as well to look at change in a location. So there's lots of fantastic ways we can use these and go into a different location using our geographic images so let's go and explore a little coastal location so i'm going to go off to a place called manifold down in dorset. So i'm going to come in on this nice little coastal location and we're going to zoom in coming down into the beach. Looking at a different place a different location. Again exploring this and this time it's pop some geographic images on. We can see all these fantastic images again, we can explore so we can see things like seawalls so if we're talking about. Engineering in a location or see defenses and we put in we can see the seawall in fact what we're doing our search here is will pop in the phrase seawall and see what images it shows us. So we can see these and again give pupils perception of what these look like so we can see the seawall and the boulders for engineering here so a great way just to use these very simple tools. Around a location looking at our place without leaving the classroom to do a nice little bit of fieldwork and exploring another place using a fantastic geographic images. So let's look at some of the stuff that i've got to look at using your location using some of the tools within did you map for schools. So one of the first ones i'm going to show you guys again this is just using your own school grounds with your younger pupils. Exploring your place or the geography of your school so a particular favorite one of mine is this one's called what are these okay so taking obscure pictures of things around your school ground. Okay so going to take some very strange angles of pictures or places or things on your school locality. So, can your pupils go out and explore and find these in their low within the school grounds and that locality, or could you get them to actually come in and actually pinpoint where they are so you might give them the map. And you might move your images around so I can drag my markers and my images, maybe put them all to one side and say do you know where these are could we remember where they were on the school grounds, so can we move the images to the right points. But it's just again a really nice way to use your school location. And of course you'll be kind enough to give them the one with the actual images so they can see the picnic bench the car charging point etc etc. So just using your own school locality and another good one for these is collecting things like what different types of animals can we see. Can we see different but do we see birds do we see other different wildlife on our own school grounds. And if we're lucky enough to grab a picture of that, can we link that picture to the map to find where we showed these. And one I've gone out and done in the last couple of days guys using an absolutely awesome image which I will pop into the chat. An app sorry called plant net I don't have any of you guys have seen this one so it's on my iPhone. And what it does, if you take a picture of a leaf on a tree for instance, it will tell you what type of tree is so again looking at all the kind of flora and fauna around your school so looking at the diversity. of the plant lights or trees around your own school locality going out collecting images of these particular. trees using your plant net app telling you what type of tree is and then you can record those and link them onto our map and using the image tool for you guys have not done this we can come down to the image tool here. We can use any one of these markers very conveniently we've got a tree one, so we can click on a map, and then find an image and link it to our map. So again, exploring your own school grounds, and I think this is quite a little neat thing to do to find out the different types of trees, you have in your location. So now let's look at getting out around the school, so then building it from in the classroom to our own school locality and then going out in our location. So we're going to do show you a map here, which is around what we call a symbols walk so this is linking in. Ordinance survey symbols, okay which will find a key stage to and key stage three. So looking and identifying on a survey symbols. So the kind of thing you can do with your pupils, so this is my completed symbols map but I'll walk you through how we do this okay so it's about finding your location. Finding all the ordinance survey symbols that you can see in your locality. And if you come over to the left hand panel guys as a button that says key, so you'll be able to identify what you think those symbols are using the legend and key here on the left hand side. And the idea is for this little bit of field work is you're going to plan a route with your pupils that will take you past as many of these symbols as you can see in your location.  So again, exploring our location with a little bit of field work linking images to symbols. So with our drawing tools guys I'm just going to do this on the side here for you guys are not use this tool, I can use a very simple line drawing tool, and I can plot a route around a location like so. Plotting where we go, and then drawing a route. And as we go on our journey we're going to collect the images of those symbols what we think those symbols represent and then pin them to our map, which is a nice way to do it. There was another way of doing this as well guys if you have in a location where you don't have a lot of ordinance survey symbols. There are some things we do not symbolize. So you could also do a non symbols walk.  So you can do that looking at the things that are not normally seen on an ordinance survey map, but with the same concept of going out and exploring your location to do this, which is quite a nice little piece of geography to do with your pupils at key stage to key say three. So let's look at the next one again linking into field work around the school locality and that's looking at land use. So land use is a really nice piece of geography to do mentioned a key stage to but also very relevant for key stage three and dare I say into key stage four. So let's go and send them back in on the OHQ very quickly before I show you my map. There's two ways you can do this guys you can do this online like we've got here highlighting those particular buildings, but if you do zoom right in on your map. And come to overlays. What we can do is we can create probably the inappropriately named coloring in map, but what this gives us a black and white example of that location. You can potentially print this out with your pupils and they can go out and physically survey and highlight particular buildings in the location with this base map and using it with your pupils that way okay. Ideally we would like you to be able to use the technology to create land use maps collecting data and presenting that using GIS. So let's look at what we mean by land use map. So, I have an example from a school down here in Hampshire. So it's about exploring and looking at what the land is used for in our location. Now this is a really nice piece of geography to getting your pupils outside field work element collecting presenting data. The conversation to have with the pupils is when you create a map you have to symbolize it create a key, how we're going to collect the information to better show people. So as a conversation to have around how we're going to symbolize the information. So this one's about a local area where they just go out and they record what all the buildings are used for based on the criteria that we discussed before you go. So linking that into your geography that way as well. So land use is a really really nice one to be able to link him. Now if we look at another example this may be at key stage three, possibly at key stage for slightly more detail one, this is looking land use the central business district. So going out and survey what's in your local town your local city center, and again looking at the land use creating a simplified key and this time linking images to key buildings in the location. Stephanie just asked how do I find the symbols on an OS map. So if you go to the panel on the left Stephanie underneath my drawing tools the second tool in says key. So this will give you the key for every different scale of map you have on the screen. So we can see the point features of this scale at this one. Okay, etc. So we as you go through the different scales you will see different symbols for those relevant scales of maps.  What you can do bring in some geographical skills we can also record grid references. So if we click on a place. Okay we've got a picture pin here to IKEA so what's the grid reference for IKEA, I click on the map it will give me the grid reference for that location. So using your grid reference skills linking nose in a key stage to or into key stage three again finding grid references of key buildings in your locality. Now somehow advocate that lots of teachers do. When you guys go on a field trip. Why not use digital map schools in the classroom before you go to plan your journey. Look at where we're going to travel to have that conversation with your pupils. Now look at the places will go what kind of places will we pass. Can we see some of the will we see some of the things we're going to. Gonna pass as we go look at the place we're going to visit. You know and then again linking your geographic images of some of the places we may go past we recognize this could we take these offers we go on a little journey to say, I don't remember passing that particular building or that particular location. So using digital map schools to plan that in your that route in your locality as well which is a really nice one to do. Okay guys let's look at another one we can do this so coming back to that theme a little bit of theme looking at land use. Before I move on some was just asked a question can you set it to four six figure good references. Okay, row how this works, the more detailed the map, the more detailed the grid reference will be. So you need to find the appropriate scale for it to show you four and six figures okay now there is a way to round up or make an eight figure six figure is you just remove the last number of each group. So if I wanted to turn this into this eight figure reference into a six figure reference, I would just record it as four one five one one six. You are supposed to round them up, but to make it simplified you can just remove the last one of each set of numbers. So coming back to looking at shops and a locality, how about doing the shop survey with your pupils. So going out and looking at what different types of shops, do we have in our immediate vicinity. So, I've gone to my local local precinct where I live, and I've recorded all the shops. So I want to look at how many of them are chains, how many of them are independent, and how many empty buildings are there. So again taking your pupils out recording what that information is creating a simple key. Okay, simple very simple and easy key, but looking at the different types of shops we have in a location. So can we find them and again you could be linking images of those shops. Is it healthy for our precinct to be having lots of independent shops, or we prefer to see lots of chain shops in those locations. So looking at that in your own high street and recording that information, looking at the diversity of those. And again out in your local central business district or in your tourist location. So maybe looking at tourism and a locality, you could be out collecting information from individuals so why have you come to our town are you here shopping do you live locally collecting information about why people visit you. And then using the text box tool. You can click on a map to record where we spoke to these people. And in your text box, you can record the information that you've collected and add that to your map. So saying we can we spoke to people here they were holidaying etc etc. So linking those kind of elements in. So what we're going to look at now guys is going to go on to one step further, looking at some ideas for using digital map schools for feel we're going to look at data collection. So on the left hand panel, coming down to the six to down you have an option to add your own data. So I'm going to explore a couple of ways we can do this and try and make it kind of user friendly to do this so you as you can see got lots of different file formats here. We've got shapefiles KML GPX, etc, etc. Now I'm going to use to I'm going to use GPX, which is what we can use to collect a route when we're out walking. We're going to do CSV CSV is the use of data tables. And this is collecting data when you're out exploring your location, putting it into a simple spreadsheet and then creating a map from the data that you've collected. So ways we can do this and geo reference the information we have without how to physically doing on a map using the software's capability to do that for us. And on the panel at the top here guys you have the help pages. So I'm quickly going to click on the help pages. So when you're stuck with any of the tools in here, the help pages are there for you to use. Now I'm going to look at adding our own data. So this will give me a very quick explanation of what this is and how I can do it but we're going to walk our way through this. This gives me as it gives me the file formats we can create, and it also shows me how I can create my file using geo referenced information. So when we use this with a particular piece of software, we have to have a geo locator somewhere in the information that we've got. So this can be either a postcode, as it says the Eastings Nordings grid, grid references Latin long. So we need to kind of have one of those to identify place and then we can create this data sheet to collect information, always use the help files if you're struggling guys. Okay. Now hopefully I'm going to show you an example here on the screen of an Excel spreadsheet. Okay, so this is my CSV file that I've created. So I've used an app and I'll pop these into the chat guys now for iPhone. It's a really good app called grid point GB. So I'm going to pop that in the chat. You don't have an iPhone you can use one called OS locate and they will record to either a 10 or six figure good reference so we can collect fairly accurate location based information. As you can see on mine guys I've collected it by grid reference so I have a 10 figure reference for my location. So I went around with my iPhone in my locality. I've recorded just taking a screen grab of where I was stood with the location. And what I wanted to do with mine is I wanted to create I want to collect as well the decibel levels in a location. So the sound in a locality. So another app I used again these are all free guys that you can go and download. So the one I used to record the decibel levels is one called simply called decibel meter. Stephanie's popped a chat in there. One in the chat there. I'm going to pass that one over to Laura to answer. So you can see on my spreadsheet I have two for I have to two columns one says grid ref because that's my location based information. So again it could be postcode is northern that long and then I have to have a label. So my label in this case is the sound the noise level at those locations I was stood at.  They can go out collect where they stood collect the sound levels and look at that around your school location. So what I'm going to do. I'm just going to refresh my map to make sure this works correctly. And I'm going to see if I can load that spreadsheet into digital map for schools. Now schools goes really slow to add to add my own data. I'm going to click browse. And then I've just got to navigate to where my particular file is. So let's go and find my file. There is sound levels so I can click open. Take a couple of seconds, then I get an option to import. What it would do will instantly geo reference those points on a map. So we don't have to physically. Put them in the location. We can use this spreadsheet that we collected a CSV file to load it directly onto our maps are collecting that data around your location. So this one was around about sound levels. This is my location where I live. So where is the noisiest location. Unsurprisingly, it's up here in the location where the busy road is, but looking at those different sound levels in a school environment. What we did in the morning did in the afternoon is there a difference in sound levels around your location, which is the quietest point, which is the noisiest point. And again, using your own school location. Could you collect other data such as temperatures. What are the temperatures summer winter different types of day. Can we can we collect rainfall where that falls in a location so we, we could collect the rain for the locality. We could get wind speeds, all those kind of things we can do around a location. We can collect when you create your spreadsheet. So you've got your two columns. We obviously need to save that. For you guys that aren't experts at using Excel, we need to get a file and save as now this has to be saved as a particular type of file which will explain in the help page. It has to be saved as a CSV comma delimited file. So when you save it, make sure it's this file format that you're saving it to save as an Excel workbook. It won't work within the software. It has to be an ex CSV file that we have to use. But it's a great way just to use your own location and collecting this data with your pupils and going out and exploring again, but bringing in that extra element of using data tables. Okay, you could introduce this at key stage to definitely relevant key stage three key stage four and the sound level one is a good one to do is a group exercise. So you could get all your pupils to go home record the sound level where they were and look at where who has the noisiest location, who lives in the noisiest locality collating this all into one nice spreadsheet. So I'm going to show an example here to key stage four. One is about going out and do some fieldwork so key stage four you have to you still have to do two pieces of fieldwork to contrasting locations, so you could be one around your central business location or your local shops. And then hopefully you will have the opportunity to go out and explore, hopefully a coastal location. So the example I'm going to show on the screen here guys is around a beach locality. This was my own daughter's key stage four field trip to the beach. Okay, it's part of their fieldwork element for key stage four but it's the kind of thing again you could be doing if you go around any beach locality. And this was looking at they had to do it's part of their day out, they had to go and collect the sand heights at the groins in the location. Okay, so they were looking at did the sand heights relate. So observing the information they collect does it relate to longshore drift in this location. So what I did with with this group is as my daughter her friends went around and collected the information. I recorded using the gridpoint GB app, the location of where they were stood. So recorded that location.  And then we managed to be able to upload that into did you map for schools. So we could make a map straight away for the students on the information they've collected so collecting measuring information and then presenting that data, showing the heights of the sand level, so that was a location so could they make that correlation between longshore drift based on the sand heights at these locations. So you can collect lots and lots of data when you're in the field. And there are some secondary sources you can go and collect data from as well and use within the same way. So what are going to do next guys the final little one we're going to show here is this is using a GPX tracker. So this is collecting group information. So I used a file. Sorry, an app called very simply called GPX tracker. And again guys it's free to download. So you can go and download this onto your iPhone or into your smartphone. And what it will record it will record your journey as you travel in a location. So again using our add data tool. I can link this in. Now this is really nice guys because it's going to link into lots of things looking at travel and transport, those kind of things around fieldwork. It could be our roots to school if we all mapped our roots to school. We're looking at fieldwork we're looking at the safety of our roads. So those kind of things could we look at traffic calming measures can we identify busy roads can we work out how far people travel. So again around the field of your locality. Or if you guys key stage three key stage four if you do Duke of Edinburgh, it could be recording the lengths of your journeys. And when you do your badges you have to do 1619 or 23 kilometers so you could be recording these particular journeys. So I'm going to come over to add my own data again. I've done this earlier on to click on browse, hopefully go and find my GPX file. So which is this one here. So I'm going to click open. I'm going to click import. So it is here's my walk around the audit survey building. Now, it does look like I was slightly drunk as I was wandering around here, but that's the difference between the resolution actually of our data. There is an option to use open street mapping that I would suggest you use that one that's the most accurate one, but it portrays that route on my map so we don't have to plot this, we can show the route that we travel on. So here's your location. And of course using your drawing tools guys. You can also measure your roots. So wherever I click on the map. It will give me the length of that journey as well. So I said linking into your roots to school as a class exercise, looking at your location of those traffic calming measures. It could be just your walk around your school grounds your school location can be recorded as we go show this on a map. And I said links into Duke of Edinburgh. So there's lots of ways and and some of the technology we can use the digital maps digital schools that will link into lots of really nice fieldwork you can do with your pupils. And as Alan said fieldwork doesn't have to be in the field. It can be just in the school grounds or just using a map with your pupils to explore place and location. So I said guys going to be about half an hour we've been half an hour. And my suggestion is well guys go and look at the geographical associations website. They've got lots of fantastic ideas for looking at fieldwork both primary and secondary, as do the Royal Geographical Society. So those two websites I was going to have a look they've got lots of resources you can use there. We also have some links on our website. So I'm going to show you this on the screen. So you can go to the homepage on digital map for schools. And if you come into helping resources and the learning resources. You guys might not know these here. So again you've got primary or secondary. Let's quickly look at primary. We can see all the resources but we can also select by different categories and how we want to use these. So we're looking at geographical skills and fieldwork. We've got a whole host of little booklets here that will look at some of those fieldwork elements you can use with your pupils. These are all free to use guys to come and have a look at these see if they're relevant for your location and you can be using these as fieldwork ideas with your pupils. And the last thing I'm going to say guys. On the sixth to the 10th of June. It is National Fieldwork Week. So look out for something from the from the geographical association. They will be doing lots of stuff around fieldwork how you can engage with maps and mapping. Again using some of the stuff we've done here your own grounds getting out and exploring a location. So be lots of ideas coming out from the GA's website on that week. Lots of guest speakers lots of people tweeting about it. So keep your eyes open for that. So guys said we're going to be a half and we've been half an hour bang on the case of shiny some examples. So you can take some of these and use these. I'm quite happy to now hang around and answer some of the questions that we've got in the chat here. So looking at these we've got one from Rosa can you make the text on the screen bigger please okay so we can do that so whenever we had a text label. When we originally add a text label. We can dictate how big or small is so I can say I want it to be a certain font size. Let's make it 72. And let's type something in. And it should be nice and big and bold on our map.  He says and now it's not working of course because I'm live on a demo. Okay we should be able to click back on your label here we go. And then change that font size if it's too big too small to show on your map so we can do that quite straightforward and quite easy. Karen said do you deliver training in person we do do training Carol and the same for anybody who's interested in whole school training sessions. I will pop my email address into the chat any of you guys are interested in hosting session for your staff please drop me a line that doesn't need to be a minimum of 15 teachers but if you can accommodate 15 teachers and drop me a line and we're quite happy to talk about how we can do this. Somebody asked do you do these apps create a CSV files you need to write the values or and create a Excel spreadsheet. While I would say to that one is you have to create this spreadsheet yourself. Okay there are places you can go and download data. A couple of favorites of mine are the USGS website and the police website, but to create your own data you will need to record this yourself. The simple thing to do if you're recording your location, take a screen grab. Put that on your phone so you don't have to write it down, you can just take a screen grab with your information and then use that to populate your spreadsheet or your CSV file and use it that way. Okay, so any other questions guys. If not, I'm going to hand back over to just say that's a couple of questions coming in. Fantastic is some great ways to do that. Yeah I can show four and six figures again so there are a couple of options for four and six figures. So we do have a good reference tool so if I zoom and map out. What I'll actually do is I will show you the national grid overlay first. So one of the really nice things we've got is to be able to show this grid and grid reference skills. So using the overlay tool here on the left, I can actually turn on the national grid system. So where we get these points and coordinates from. Okay so we can see the overlay the grid here and the grid locations. And this time if we pop in a postcode so I'm going to go back to the US HQ. And what it will do is overlay my six figure grid. So I can show this on top of my map so you can see I've got my six figure grid around the location. And also importantly it tells me which 100 kilometer grid square I'm in. So first with our British national grid system so you can go along the corridor and up the stairs to collect your grid reference data. And I said there is a grid reference tool, but the only thing to be wary of is the accuracy of the map. The more accurate that is the more accurate the grid reference will be. So if you come out to this scale where it says 100 meters in the bottom right hand corner. You will then get a six figure reference if you scale it back out to us to a smaller scale you will then get a full figure reference so you can play with those different scales. So where as you said can I view your recorded webinar is going to be posted out to the malaria in a couple of days. Yeah, a few days after the event so it will be likely if not next week will be the other. But yeah we will be sending them to all of our registrants. Okay guys I said we're happy to hang around for the next 10 or so minutes if anybody's got any questions. Thank you so much for watching guys hope you found that useful come along keep looking at the webinars we've got posted on the website for ideas and keep your eye out for the webinars that will be running in the future as well.


Oké, who's afraid of ARIA? On the slides is ARIA Stark from Game of Thrones looking very frightful, frightening. Oké, I'm Rian Rietveld almost. I'm a senior accessibility consultant at the level level. And I'm also a teacher at the level level academy where I teach all stuff accessible. The slides are on slideshare.net. Rian Rietveld. And I've got a code pen made for this. That's on codepad.io slash Rian Rietveld. Because I'm going to give some live demo screen reader stuff. Wish me luck. Oké, in this talk I'm going to explain what is ARIA. The first rule of ARIA. And if you are like me, I'm a developer and I like examples. Copy, paste, tweak. So I've got four examples of how to use ARIA the right way. And after that I will give you some good resources. So how you can start from there. So what does ARIA mean? W-A-I dash ARIA. That's the official name. W-A-I stands for Web Accessibility Initiative. That's a working group from W3C. And ARIA stands for Accessible Rich Internet Application Suite. So it's actually ARIAs, whatever. And this is the definition. ARIA defines a way to make web content and web applications more accessible to people with disabilities. That's a very broad definition. But what it actually is, it's all about giving feedback. If you are blind, you cannot see the screen. So what's happening on the screen? What happens on a page? What does it mean? How can I interact? But first rule of ARIA. I guess. Don't use ARIA. That sounds very contradictory. But it's not. And I will explain you why. Don't use ARIA to fix meaningless or incorrect HTML. If you say our accessibility is wonderful because we put ARIA on all the things, that's not the right approach. I will give you an example. Hamburger menus. This is a way to do a hamburger menu. About 50% of developers think that. You have a div. You give it an ID, for example, menu to put a JavaScript on. You give it a name menu and div. It works for you. All the JavaScript is written and it works with the mouse.   And the div is skipped. A div doesn't get the keyword focus. Okay, then you add a tab index is zero. It gets keyword focus. But the JavaScript isn't fired.  Roll is button. ARIA press is true or false. And then it actually works. So you have to put all that extra stuff in. But actually HTML5 has this wonderful element called button. So don't use this. This is wrong. Use a button. Because then you get all functionality for free. This is right.  Always go for HTML5 first. Learn HTML5 deeply before you learn ARIA, before you learn JavaScript. Because that's what interacts with your browser. Your browser generates, that's what interacts with your user. Your browser generates the HTML5.  So that must be correct. And that's what interacts with all the devices. And we get more and more devices interacting with your website. If you use code, semantic HTML5, then it works. It's all about feedback, ARIA. What happens on a page? What does it mean? How can I interact? Oké, I will give you four examples how to use ARIA in a good way. And the first one is ARIA expanded. Is something open or is something closed? If you can see, you can see that menu is open or closed. Or if you have an accordion that is open or closed. If you cannot see, it has to be announced to you. And that you do with ARIA expanded. En nu komt de demo. Wish me luck. Oké. Can you see the HTML? Or must I enlarge it? Who cannot see it? Is it good enough? Is it a bit larger? Oké, my glasses also. Can you hop? Better? Oké. We have a button. En de button has the ARIA attribute, ARIA expanded. En it sets to false. Below that there is a list. And the list is hidden. With the HTML5 hidden. You can use CSS, display none, whatever suits you best. And this is the JavaScript that belongs to it. You can all do that much better than me. I'm not a JavaScript programmer. But this is the basics. You have to toggle. You have the list. You set an onclick. And that listens. If the list is open or closed. And it toggles. So. And this is how it's done. And now I'll fire it. Command of 5. Voice over on Safari. Code paying. ARIA. Window. Board focus. A screen reader before. Oké. This is voice over. That's built in in the Mac. And you can use it the best with Safari. It's a very simple screen reader. But it's very good for testing. So. If I could focus on the ARIA expanded. List. Collapsed button. And now it announces. It's a list. It's a collapsed. And it's a button. So. If you interact with the button. Something expands. List. Expanded button. If I press it again. List. Collapsed button. So this is very useful if you have for example. A menu. And says collapsed. And you press the button and it's expanded. Then the blind user knows. Oké, if I tap further. I tap through the menu. If I choose not to open the button. I can tap further. For example to the content. So it gives extra information. Of what you can see. To someone who cannot see. So. This area expanded. If you want to. List. Expanded button. List. List 4 items. Bullet 1, bullet 2, bullet 3, bullet 4. Visited link. Back to home. So you give the user control. About what to read or not. Oké, I'll stop the screen reader. Voice over off. Area expanded. The next one is area live. Tell me what's changing. If you can see. You can see what's changing on a page. But if a page reload. Then you know oké. Something new is coming. But if you have a change without a page reload. For example if you have search results. And you do a search. And dynamically you show the search results. Without a reload of the page. If you can see you see oké. New search results. But if you cannot see. It has to be announced to you. En dat je doet met area live. So. Area live. For example. This is very brief. You have a submit button. And if you press it. It says changes. Saved successfully. You can see that. But a screen reader cannot. Announce it. Because it is not in the area live region. So you have to add an area live region. An area live region. This is the area live. Can you see this? This is the button. Submit button. And this is the area live region. It says area live polite. You add that div. And then the screen reader listens. If there are changes in that div. And you have two area lives. You have area live polite. Then the screen reader waits. And you have two area lives. And then the screen reader waits. Until announces. Until you stop interacting. And you have area live assertive. Then it is in your face. Immediately for example with severe errors. So. How does that sound? I will reload the page. Screen reader. Voice over on safari. Code paying. Submit. Now because of the area live. The screen reader announces. Changes safe successfully. So what should you announce? If there are new search results. Don't announce all the new search results. Because that's very annoying. You have to give the user control. But what you can do is for example. There are new search results. Or there are 24 new search results. Or there are no search results. Find another keyword for example. Edit text. Area live equals polite. Content selected. Voice over off. En dan in WordPress we have. Thankfully. The JavaScript method. WP Ali speak. That's built in into core. And you can use that. In handbook. Accessibility handbook. Oldwordpress.org. Is completely written out. How that is done. There is a link in the slides afterwards. I have a demo of that. I can show you how it works. This is a demo by Sami Kayone. And what he did. That's a filter. And there are cities. You can select a city. And below that he shows. For example, contacts in that city. Okay. Now. How does that work? Voice over on Safari. Wordpress speed. Menu. Tick. Heelsinki. Okay. I'll select contacts in Helsinki. Select city. Pop up button. Filtering contacts was successful. Sami chose to have a message. Filtering contacts was successful. So you know there are new search results. What you do as message is up to you. You have to say, okay, I will place myself in the search. In the position of someone who is blind. What information should I give? You can give other information. We have three contacts. But you can also say a filtering contact was successful. That's up to you. So. Voice over off. I will do an inspect. Of the code. I'll show what happens. You have to say if you can read this. I'll show what happens. You have to say if you can read this. That's div. Can you read this or enlarge it? Can you see this? Yeah? Okay. So. What the function does. The function does it adds two divs. On the bottom of your DOM. And it says a div. An area life is polite. And you have a div. Area life is assertive. En dan. With the JavaScript method. You can actually fill. That area life with what you want to announce. In this case. It's in the area life polite. It says filtering content was successful. And then because the screen reader listens to both. Divs. The assertive and the life. If there's a change in one of the divs. The screen reader will announce it. So that's area life. I will give the resources a link to the handbook. And there is a full explanation on how to do this. Okay. Area label and the screen reader text. Class. What you hear is what you get. I will give you a short demo. And then explain. These are four links. Are they large enough? Yeah? Okay. There is one without an area label. There is one with an area label. There is one with an area label. Edit my awesome post. But beware. There is also one. Delete label. Delete link with edit my awesome post. And there is the last one. That doesn't you lose area. But you use CSS. Okay. I will let you hear it. Voice over on Safari. Code pay. This is just normal. Edit. But if you cannot see. You maybe don't know what the edit is about. Maybe it's from the content in the layout that you know where the edit is from. But if you don't know that because you cannot see it, it's just an edit. So what you can do is overrule the link text with area label and give it an edit my awesome post, for example. Link. Edit my awesome post. So it still shows as edit. But it announces for screen reader as edit my awesome post. I will show you the code later. But beware. It overrules completely the link text. Link. Edit my awesome post. You see. Delete. But it announces something different. And now you can use CSS. My awesome post edit. I want you to notice. My awesome post edit. It's the other way around. It doesn't work. Okay. Voice over off. I'll show you the code. A bit enlarged. Can you already see it? Okay. The first one is just an A normal with the href edit. And the second one at the A, at the anchor you add area label is and then with the text. And it completely overrules. In the last one area label edit text and it overrules the delete. But then there is also the screen reader text class. With the screen reader text class this is a CSS and it looks like this. Then you can hide something from vision but you can let it announce for screen reader. You make it very small. You give the height is 1 pixel. And also width is 1 pixel because if it hasn't got a height a screen reader doesn't announce it. Margin minus 1 pixel. Position absolute. And that's the reason why Safari mixups the order. And you give it a wordrappist normal. And wordrappist normal means if it's Safari sees it's a very small space like 1 pixel. En we gaan de letters 1x1 En als je de wordrappist normaal dan is het een normaal woord. En dit is hoe de screen reader text lijkt. Je hebt een edit en dan heb je een span met de class screen reader text en dan mijn awesome post. Dus dit is wat is aannounced de span en de edit. Je ziet alleen de edit maar mijn awesome post is ook aannounced. Als je een area gebruikt en een label of de screen reader textklaas gaat naar je, het is op jouw situatie maar bewaren als je een position absoluut is, Safari mixes het op. Het eerst zegt mijn awesome post en dan edit. Het is heel ongelooflijk. De screen readers zijn niet perfect. Dus dat is de area label. En dan de laatste example area described by en area labeled by. Hoe voel ik deze vorm uit? Oh, de demo, ja. Als je bijvoorbeeld een vorm met een naam en een input field en je hebt wat extra informatie onder dat. Dat is heel speciaal. Like, please give your first and last name. You want to add some extra information. You want to give the user to fill out the form. But if you have a screen reader you tap from focusable element to focusable element in a form and then the extra information isn't announced. So they miss on vital information. How do you solve that? There are two different ways to solve that. With area labeled by that replaces the label text. An area described by that adds content to another element. For example you can add that to your input field. I will let it read. Voice, name edit text. We start here. Selected. Please give your first and name. Edit text. Name edit text. This is just normal. And the text below is not announced. Please give your first and last name. So now is the label replaced by please give your first and last name. And the last one, area described by name edit text. Please give your first and last name. Then it announces the label and it waits a bit. And then announces the area described by. Now is that done. Voice over off. So this is the first one. You have a label and a name. An input field. We all know now and everybody does this from now. If you have an input field you also have to have a label. And the label is connected to the input field by the ID of the input field. So you have an input field with an ID that's unique for the page. And a label with a 4 referring to the ID. That's the correct way to do it and then it's announced properly. Ok. Then you use label by. The text you have you want to announce with the label. You give an ID. You give an ID description 1 in this case. And then with the label you say area labeled by and you refer to that ID. It works the same with area described by. You have a P with an ID. In this case description 2. And here in the input field you add area described by and then you add the ID from the message you want to announce. So there's two different ways you can do that. I will show you how it works again with the screen reader. Aria name Without Please give your first and last name. Now it's replacing the label. Name Please give your first and last name. Now it's announced with the input field. Voice over off. For examples. So this is to give extra information to people who cannot see. What's happening on a page. This is not to repair en to fix broken HTML5. Ok, resources. These are the specs. Wai area authoriting practices. They are rewriting the specs. And this is very good news because the specs were actually unbreedable. But now they are giving examples good practice and more better text. So I'm really proud of that. They're really doing a good job in the W3C. So if you were burned out on the specs. I think this I cannot handle. Please go back. They really improved them. Then accessibility team has done a lot of work to give good reasons on the accessibility handbook. On Make Wordpress.org. And we've got examples of area of good HTML5 about the CSS class. And there's also a good documentation about the WLE speak method. In the slides there are links to these pages. And then there is inclusive components by Hayden Pickering. And Hayden has done a lot of research with different screen readers with different browsers on how to make inclusive components. Like how to do a tooltip. How to do a carousel. How to do a slider. How to do a to-do list. It's a book and a website. I would really recommend it. Here is using HTML5 and CSS3. And add area to that. So if you want good examples buy that book. And there's the DQ University. They have a website with free widgets and code examples. So read that. Take advantage of that because they also do excellent research. And if you want to study further Mike Gifford has a GitHub repository and with all kind of courses. Free, paid online, in-house there's a wealth of different courses you can take. So if you want to study further this is a good point to start. So I want to end my talk with a quote. Make it work before you make it nice. Thank you. Questions. I had so many questions but a few that came on mind was just a couple I'm going to ask you. Are all screen reader texts in English? Does anyone work to translate those? To localize them. Because it's text. So text must be also in language. And my other question is are screen readers the browsers of five years ago are they all different? It seems like every time we try to solve some issue it will work in two of the screen readers but not in the other one. And how do you solve that problem? Actually now we I'm sorry. He's asking I screen readers just like browsers from the past like they're all different. Yes they are. So I actually choose a few to test with and discard the rest. NVDA for windows JAWS for windows and voice over for the Mac. And now you have a new one, a narrator for edge that can do a little bit stuff. It's not so sophisticated but all the rest I just discard because it's not doable otherwise. And also you have to voice over you have to test with Safari because in Firefox voice over announces nothing. JAWS you have to do with I think internet score 11 I'm not sure about that but you have to pick the right browser also with the right screen reader. And that's making life not very more difficult. Sorry. I can't give an easy answer on that. I have a question over here. Thank you. Do you have any suggestions on convincing a larger company to invest in ARIA and more accessibility on the website? Google is deaf and blind and there's everything you do for SEO for accessibility is good for SEO Google can index your page much better if it's accessible. There's a legal consequence if you don't make your website accessible there are legal consequences especially here in the US. On the website from the W3C there's an excellent article about that about a case business case for your accessibility I will share that on Twitter. Yeah. But there are various reasons. Yeah. There is a user interface where there are controls in a sidebar and manipulating those controls updates the content in the main body of the page. How can we let users or screen readers know that that content has changed and how to I guess jump from those controls to the content to see or to hear rather that changed content. If you give the controls a good heading so that's really easy to jump to a heading and when you change something in the controls there is something changing in the results just new results found or the filter I don't know what it is. But do you need to have a way to jump to the content after it has changed? No, in the area life you just change you say what has changed but if there are headings or focusable elements they can switch between that control that you can link stuff together hardly no screen reader supports that so area controls is not really something to to use but people navigate with links and with headings so if both have a good heading they can jump from heading to heading Is that a good answer? Is there any penalty or conflict for using area hidden on items is it visible? Area hidden hides from a screen reader Is there any penalty to that even if you're remaining it visible to the scene public? Well if you decide a screen reader user doesn't need to know what's there you can hide it with area hidden but the penalty is like do you mean legal penalty or? No, I mean just is Google going to penalize you and why you're taking this whole text you're showing it to these people Google doesn't know area yet I don't know I'm not an SEO expert so I can't answer that Hello, thank you for the wonderful session When coding hyperlinks should I no longer be using the title attribute? Yeah, a title attribute should die Yes Because you only give the information about the title attribute to someone on a desktop with a mouse and someone on the tablet doesn't have it and screen reader users are not consistent of announcing area of title attribute some do, some don't some replace the text with it some announce it double so if you have a consistent user an accessible tooltip for example, or an area label if you want to replace it and make it more clear for the screen reader user Is that as easy as if I've been using title tags doing a global search for place and changing title to something else well title attribute if it's an additional to the link text well it may be sometimes it's just additional or some new information it depends on how it's how it's constructed in your case you can use area label to completely overrule it and give all the information in the link text and keep the visual link text the same but if you have or you can have an accessible tooltip instead of a title attribute and if in Haydn's book from Haydn Picker inclusive components there are examples of accessible tooltips Thank you Hi Are there any methods for delivering the area code in the HTML only to screen readers as opposed to everyone Sorry If you're outputting the HTML with all the area labels and code only the screen readers can use that Is there a way to deliver the HTML Well you can use maybe CSS to expose you know what I'm saying is like a sighted a person who can see has no use for area so why is the code being delivered to them in the HTML is there a way to split it so that sighted users get non-area HTML and why would you split it to make your code cleaner lighter pages well I think you have to offer the DOM to everyone it's not like you have to have this site is for blind people this is for normal people like this is very insulting I think I think you need to code properly So you're saying that's not a suggested method No, I think you have one DOM and you offer every functionality to everyone and some people can see a user screen reader so they have also the extra information so it's not like one user of more people having the advantage of that so I would suggest one DOM it's also easier maintainable I think Ja, that's why the questions Thank you


Do you think LaShawn is going to be the step up in his plays? LaShawn will be prepared. I'm not worried about LaShawn. He'll step up and he'll do a good job. Obviously, I don't like losing Malcolm. I don't like losing anybody ever. It's always tough when you lose a starter. It's even tough when you lose a backup.  It's never going to change. It hasn't changed in all the years I've been around here. I mean, you always end up losing some starters and backup guys got to step in there, and I feel very confident with LaShawn. Are the things LaShawn maybe takes out of the Tampa game that will help him here? Sure. I think anytime just getting in the game and having some experience and playing in the game, it's always a good thing. So I think, yeah, absolutely. I would agree with that. I think he'll, just having played in that game will help him play in this game. It wasn't the smoothest or, numerically, it wasn't the most effective performance, not just him, but on Evans, generally speaking, you guys. On Evans, you mean clear back to Tampa Bay? I'm sorry? Yeah, I think you said last week. No, in the Tampa Bay game. Oh, when he played in Tampa Bay? Yeah, it's totally different type of receivers, though. You know, he really can't compare those. I don't think he can compare those two. It was different with, it was even different game plan and calls and stuff. So I just don't think, I wouldn't compare what happened in Tampa Bay to what can happen in Kansas City. I wouldn't. Have you got any sleep preparing for this, this offense or what stands out? It's, it's, it reminded me of going out in the back yard and playing when you were a kid.  And he's an exciting, dynamic player.   You know, they look like a group that's having fun on offense. You know, they just go out and they could play. I see number 10 going in motion and skipping. And I mean, it's like, hey, we're just out here. We're having fun. We're playing football and doing what we want to do. And it's kind of, you know, hey, it's actually fun preparing for him. It is. It's a big challenge. And sometimes the more of the challenge, the more excited you get as a coach to prepare for things like that. And basically, you know, they got a lot, a lot of weapons and a lot. And they are a very fast, fast football team. So, but it's fun getting ready for him. It really is. Do you have to go on expecting the Holmes not to have any limitations? Oh, yeah. You know, the way I would look at it is, you know, they're having a good year. They're a very good football team. They're looking ahead to the future and this whole season and getting to the playoffs and doing all those things. And I would expect that they're not going to put him into a situation that would ever be in harm's way. I mean, they got a lot to look forward to like we all do.  You can't just all of a sudden tell a guy that's used to doing all this stuff going there and hey, don't do that. It's a natural instinct. You can just tell the way he plays.  I don't think that would happen. So they are who they are. I don't think they would play him if they had any reservations about him being able to run or move around. What, I guess when you prepare against Mahomes, he makes no look passes. He keeps plays a lot. You know, with 65 yards down the field, as a guy that plays in the second area, what do you preach to him this week? You just got to be disciplined. You know what this is? This is going back to college and I told him the very first day this is assignment football on defense. It's assignment football.  I mean, you could not just go back there and just hope that this was going to happen or play this. You had to play assignment football. You got to be where you got to be. And if it's a front, you got to be in the gap you got to be in. If you're in zone coverage, you got to be in the zone you got to be in. If you're in man coverage, you better keep your eyes on your luggage and stay with him. And so to me, this is a defensively, this is an assignment football game for us on defense. Is there anybody else in the league though? Are they unique? Yeah, but I mean, you know, talent-wise, I mean, our man down there in Texas, you know, in Texas in Houston is pretty good quarterback and move around too and cross headaches and do impromptu things. That's the stuff that probably is the hardest thing is just, you know, how do you, I can't tell you if he's, how do you practice looking one way and throwing the other? You know, how do you practice some guy throwing left-handed? I mean, you know, that's just the stuff that's what I'm saying.  You just got to be, you just got to do your assignments. You got to be able to handle the motions, the shifts, all that kind of stuff, which we do every week, but then when you got a quarterback that's more elusive, it becomes even more of a challenge.  Like, a lot of times we'll catch you sitting up in the box, the cameras will catch you. Do you keep a pretty even keel most of the time? Do you get upset? Well, if I say a 40-yard run, I get real upset.  That really kind of doesn't bother me if Coach's long enough and Coach's in the secondary long enough that those things don't bother me. If we have a missed assignment, you know, it bothers me, but at the same time, it's over with and it's done as a coach. I got to move on and call the next play, because if I let that bother me, then it's going to bother me on the next play, then that's not fair to the team. You don't break a pencil or tear a sheet of paper or anything? Well, I'm not saying that's never happened, Jim, but I'm just saying, you know, really just, you got to learn over the years that you're not helping anybody by doing that. You know, I might do it after the series, after, you know, we're on offense, but you know, I hope that over the years that I've matured to where I can kind of just let it go and get on to the next play. There are bees that don't get a lot of attention. Obviously, McCoy's been there, done that kind of guy. How dangerous are they? Well, they're dangerous because there's more than one of them. You know, they all can catch the ball. They can all do those things. Played against McCoy a lot over a lot of years. You know, they're, by committee, they're really, they all are good. They're all good, and I think sometimes they're kind of overlooked because of all the other speed guys on the outside and Kelsey and the quarterback and all that kind of stuff, but they get excellent running backs.


The great resignation, the challenge of talent retention in a post-pandemic labor market. A major problem facing human resources departments in many professional services organizations in Nigeria today must be what could be described as a fluid and unstable workforce. Indeed, a new buzzword that has crept into the lezicon of the workplace is the great resignation and unflattering term for the widespread trend of employees living their jobs in the post-COVID-19 era. A number of push factors are causing employees to reconsider a long-term vision with their employers. Top amongst this is what is now popularized as the Jack Baas phenomenon. One social commentator aptly described it as a verb that became a noun. Many young professionals are living the country in droves for Europe and North America to either follow their education with a view to settling down in their host countries, at least in the meantime, or take advantage of lucrative immigrant programs, strategically structured to cause a brain drain in emerging economies such as Nigeria's. On the other hand, rising cost of living and inflationary trends is causing a lot of employees who otherwise would have stayed in their current employment to seek better opportunities elsewhere. According to a recent survey by Price Waterhouse Coopers, a global financial and management advisory organization, 71% of the global workforce will resign in the next 12 months if employers refuse to raise their pay. In the reference report, one out of five employees in the 44 countries surveyed said they will leave their employment if their employers refuse to raise their pay. Against the backdrop of the fact that this report was released in June 2022, it could be said that the findings are rather prophetic as far as recent trends in the labor market can be relied upon. But beyond the economic and Jack Baas factors, a huge chunk of employees are also leaving their current employment in search of career fulfilling elsewhere. According to the PWC report, 69% of the employees surveyed said they were leaving their job in search of fulfillment. This may be in the form of taking over new roles that would motivate them for more productivity or taking up opportunities that align with their long-term career goals or passion. In the end, employers, particularly those in the professional services space, are the worst for it. Disruptions in operations having to hire, induct and orientate new staff is putting pressure on human resources managers who are not certain when new hires will make another move. To address this awkward labor trend, employers must begin to place a premium on their people and make deliberate efforts at talent retention. Whilst it is not considered that this would not totally obliterate the need for employees to move, however, it will significantly stem the tide and allow for movement shaped by other factors. It would also allow for proper skills transfer before employees move unlike what obtains today when some employees have had to leave their jobs without adequate notice. Last year, a leading Nigerian law practice announced huge pay rise and allowances for members of its large team in a bid to tackle this problem. Other leading law firms and organizations have had to review working conditions and pay packages at the turn of the new year as a deliberate measure to guarantee talent retention. It, however, remains to be seen whether this effort would yield the desired result. The COVID-19 pandemic and its attendance economic crisis has greatly influenced the world of work in many ways. In a sense, this has led to an interesting dynamic in the workplace. Businesses looking to bounce back from the losses of the pandemic are, unfortunately, met with the labor force looking for better and all improved economic conditions to meet rising costs of living. Under these polarized conditions, loyalty often takes the back seat as employees prioritize what some employers might describe as selfish interests. Yes, every birth situation is not without its positives. As skilled professionals continue to leave their employment, a door of opportunity opens to a large pool of unemployed workforce who are looking to kickstart their own careers. As one analyst put it, this may be the best period for you to get hired. So I just saw comfort. I just saw that comfort is joining us from the United States. And as fast as I can recall, the last time I was on this program, she was in Abuja. So I don't know if the subject of my pitch today is actually me. It's a case study. It's a case study. I want you to talk about one case study. So you think I have Jaffa? What? Your graphical vision says you're not just a student. No. I mean, I'm not Jaffa. Honestly, I love Nigeria. Despite everything, I honestly love Nigeria. And tying it into what you have said about the post-pandemic labor market, the positives for me are what we're doing now. As you said, I'm in the US, but I'm on the show. You see, it's helped us all businesses as much as possible to leverage technology. So I don't have to be in the office anymore to be able to, you know, what do you call it, speed my skills, put in my best, or what have you. I would say that the issue for me of retaliation now is actually the positives that technology has brought. These days, all you need to do is to probably sing well. You know, do a skit here and there. And you are willing in some millions to remodel. Have you considered this? So all that burning... All that midnight burning can do now. As you can see now, all you need to say is own some small talent or no talent. The right word or the right topic. And you become something. And I think I don't think that that's even more of the layer now that is dealing with people, but seriously, how are we going to deal with inflation, rising costs, and standard of living when there is a commensurate pay? And what do you want the business also to do because they are going to the same market that their talent are going to? So I don't know if the death here at this point, the businesses have to thrive. They have to survive. They need to between talents. But the businesses are affected by the same thing that the talents are affected by. So I think this is what the World Economic Forum really needs to at this point look at and say, are we doing the best that we can for the citizens of the world? Remember, this is not just Nigeria that is even affected by this. It's really the world over. It's human beings who are taking these decisions, who are putting these markers, who are causing these things to go up and down. At what point are these same human beings who are the hemophagists going to actually look at the citizenry of the world, the human capital of the world and say, do you know what we need to give them will break over to you? Absolutely. I know during the time of Obat Zando, when Obat Zando was president, I think I was in secondary school at that time. Yeah, when Obat Zando was president, and eventually a drug came breathing that period before it got worse towards the ending of Good Luck Jonathan's presidency. You know, things got beginning to get worse at that time. See now, during this period you could see that Obat Zando time, after that was military 1999, you see that Nigerian citizens had the opportunity of going abroad to study, maybe for their masters. Most times they come back home, they get a good job here. Even Nigerians that study here too, they get a good job here, with good pay. They rise through the hierarchy of their career, and they do very well. But the moment it got towards the ending of Good Luck Jonathan's presidency, every time, it became worse. Everybody is leaving. So I believe if we get it right, this way, this way, until things begin to take shape, some of these guys that left come back, they want to come and look for a good opportunity.  So I think as much as I want to agree with what you just said now, I also want to digress a little bit. I want to go with comfort. To shape everything is actually technology. Just like you said. So you see, during the pandemic, people had ample time because all those time you spend in traffic, you move from A to B and stuff like that, you can actually stay at home. People have ample time to use the internet to say, okay, I want to learn one or two things. I want to listen to one or two things and begin to discover, self-discover which they don't have time because of the nine to five activities they do. So they begin to say, okay, I'm working as a customer support. I could be good as probably a financial analyst.  And they begin to equip themselves in such skill and there is no environment. Probably they are working in a place, do not give them that kind of environment in terms of capacity building and what have you and they have to move out. They have to change course. The internet is meant to have one skill you have to communicate and also transit business. Just like you said, there are people doing skit and they are making millions. They are discovering their talents. That's number one. Another thing you should also look into is the business owner. Yes, comfort, you are right. You said the business is also playing in this inflation market and how do they want to make money when the market is already high cost and stuff like cost of living. But then we have a lot of opportunity that the businesses today are not thinking of how to use technology to solve problems. They are still seated in the normal modern brandy of how business is being run. You sit under AC, you make policies that do not work with what the reality is.  See staff that has this capacity, build them up, expose them to human capital development. Then, just like you said, some government officials are sent to human capital development trainees and what have you, but now do we have them again? There are a lot of things that are wrong and I think we should be looking forward to using technology to marry a lot of things. See, identify these issues and bring them in. Yeah, absolutely. I agree that internet is also a factor in this whole dynamic, but beyond that, I think the root cause of this has to do with global recession. Over the last couple of years, the global economy has been on decline and you see its manifestation in issues of this kind. Businesses are able to fully operate. Some have had to downsize their operation because they cannot be able to make even.  And also the situation in Russia, Ukraine, is also not helping matter because you can see that they also contribute to, in a large scale, to declining global economy. Should we not say, sorry to cut in, but should we not say the normal way things are being run is already at the peak that we need to seek another alternative to run in the world, in the entire world, right? Another way to run business. It's not just what we can say, but I just think as the global economy improves, ultimately well-being and cost-of-living conditions would naturally improve. And also the factors that influence some of these decisions, these movements across jobs, to an extent reduce, so that businesses can be able to function optimally. The wider the movement, it will not be sort of, it will not be japa-induced movement.  More of a career informed decision. Comfort boots is next after the break.