Welcome. Thank you for being here. I believe we have the technology ready to launch. Thank you for the staff who've been helping us. This is the session that we think we're attending. Hopefully this is the session that you think you're attending. Adapting openly licensed materials to meet the needs of diverse learners advice from the field. I'm Steel Wagstaff from Pressbooks. We wanted to begin with territorial acknowledgement. All of us are on the panel here are visitors to this beautiful place here in Edmonton. Oops. I have to advance this. No. Well, anyway, the slides that I'm presenting from here are different. We're going to see how this goes, but there was a photograph I took this morning of the Saskatchewan River Valley just walking through and seeing I'm a visitor to this place and we're being welcomed here by very gracious hosts and part of the acknowledgement we wanted to give is that Edmonton, the city that we're in is located within Treaty 6 territory and within the Métis homelands and the Métis Nation of Alberta Region 4. We want to acknowledge this land as the traditional territories of many First Nations, including the Nechia, the Dene, the Nakoda Sioux, the Anishinaabe, and the Nitsitapi, as well as a diverse and abundant more than human community. This is a place that's been a gathering place for many, many, many, many years, and there's active work of reconciliation that's going on here in this place that we're being invited to learn from and then to take lessons from to draw back and take to our home places. One of the things I learned about in preparing to come to Edmonton was the story of the bison. The bison have recently been reintroduced to Alberta. That was part of a really important foodway and a connection to life for the indigenous people who lived here and just in July, the first two bison calves were born in Alberta after reintroduction. That was moving to me. I thought about that and I thought, this is part of a story of reconciliation. I hope that we can attend to the kinds of births and the kinds of return of life to this place and the places that we live and consider our place in a larger community. So I will go to introduce our panelists next. I'm really pleased to be here. As I said, I'm Steel Wagstaff. I am the Product Manager for Pressbooks. We make open-source publishing software and we're headquartered in Montreal. I'm joined for the panel today by immediately to my left, this is a privilege shock. She's the Executive Director of the Rebus Foundation and we'll be speaking to the topic later today. To her immediate left is Marilyn Billings.  She is now a consultant who's working for a group called Rotel and they're remixing open texts through an equity lens and to the far, my far left on your far right in the panel. This is Josie Gray, my friend and Manager of Production and Publishing from BC Campus and that is Amanda Cool. It's the Executive Director of BC Campus. Letting you know BC Campus is in the house. All right. I just wanted to say a few things about the panel.  Who do you want to represent this topic? And I feel really grateful to be in the presence of these women who I admire a lot. I was going to share a poem and embarrass everybody, but in the interest of time I won't do that. But there's a great poem, there's not enough poetry at this event yet, but if you want to look it up, there's a poem by Marge Percy called To Be of Use. And she describes the kinds of people that dig into the work and what work is. And for me, I was thinking about what would make a really nice meal for this panel and these three women are the women that I admire that I think are doing the work. And that poem, Marge Percy's poem, To Be of Use is why I picked them for the panel. So read it, think about it, and I appreciate you being here. And I hope I've embarrassed you sufficiently to move to the next slide. Here's what to expect. We just did the welcome and intros. I'd like to invite each of the panels to come and we're going to talk about framing for the topic and they'll give brief presentations about adaptation. And then we'll have time for a Q and A. I have some facilitated questions and we'd love to hear from you in the room for questions that you have. We have 45 minutes, so we'll try to be mindful of the time. The first thing that I wanted to share is not also on the presentation slides, but let me just tell a story. Okay. Thinking about widespread adoption, we have a resource that's called the Press Books Directory and it's an open, freely available directory of open access books published with our platform. If you go to pressbooks.directory, you could see it or you could see a screenshot. Imagine you're seeing a screenshot of this beautiful looking directory here. And it has around 6,000 books that have been published now from around 160 different institutions who are sharing this work and sharing this knowledge freely. I went in on last Friday and I said, well, what percentage of these are original works and what percentage are already adaptations? And I didn't know the answer when I went in. And about 1,500, about one quarter of the books that are listed on the Press Books Directory right now are adaptations, books that have been cloned or based on something else in the community. And so when you're thinking about, as you're supporting open creation on your campus, a lot of the work is going to be adoption or adaptation of people changing the text and making it either personalized for their instructional needs or the needs of their students or just changing things they don't like and making it better or reviving it or bringing it to life. And so the framing context that we wanted to give here was, I just like don't match at all. So who knows what you'll see next. But adapting OAR, the kind of framing assertion is that it is a viable strategy right now for improving student success at the individual, the course, and the program levels. And there's three kind of frames that we'll be talking about and that you'll hear different things. And so this is a framing question to think about. One of the things that it can do is it can really approve affordability. We all know that's one of the reasons that many people are drawn to open, as well as access, being able to access materials through open licenses when things are free and open. The second thing that adaptation often does is it encourages local perspectives. You've heard about indigenization, you'll hear more about it in this panel in other places, but and there's lots of different kinds of local needs that can be met through adapting text that were written for a dominant perspective or a dominant culture that might not be appropriate to the local needs that you work and teach in. And the third thing that we think adaptation can do is you take work that others have done and you build on it by braiding in or incorporating innovative pedagogies or different approaches to teaching and learning. These are the three kind of lenses that I think you'll hear us talking about and thinking about. And that's really all I wanted to say that a kind of motivation for adaptation.  It'll be a perva. I hope what you see expects it. Altair. I'm short, so I'm gonna move this for a second. Can everyone hear me okay? No, it's lovely. I am speaking to you from a slightly different perspective. As Steele mentioned, I work for the Rebus Foundation and as you can see on the slides here, we are a nonprofit organization. We are a Canadian registered charity that focuses on education, but we look at things from a publishing lens. We offer publisher support. We offer professional development for collaborative open education projects, and our work is entirely mission-driven. We are a charity. We have goals to center student experience, student learning throughout all phases of the publishing and production workflows. So really we're trying to help the open movement grow, but we're also trying to make sure that the field is full of inclusive learners, inclusive educators, and in the past, I would say six years or so, we've really been working with a range of stakeholders in the field. We have worked with colleges, institutions, consortiums. We've worked with boards of education, state systems or compacts. We've also had the opportunity to work with individual educators and individual researchers and scholars. So when I speak to you about OER Adaptation today, OER Creation today, I'm going to try to merge all of these perspectives and share all of the insights and the lessons learned that I have working with projects in different regions, in different disciplines, looking at all of the themes and patterns. So just some context on where I'm talking to you from today. And I think it's helpful to build on the grounding that OER had about adaptation. As we have seen it at Rebus, the adaptation workflow or the process can be very simple. It could be as simple as what you see on the slide there. I find it open textbook. I make changes to it and I use it. And the eye here is a teacher, a faculty member, a subject matter expert. But we found that this is a misconception and many of you know that, that it's only the faculty member who's involved in open adaptation work. We see this misconception, in fact, if you look at open creation grants, how they're structured, these are primarily awarded to faculty and they can be as small as a few hundred dollars and this could range to much larger. But they're really designed and awarded to one faculty member working on a textbook. We have actually been supporting OER adaptation through a program called the Textbook Success Program, which is a year long professional development training course for OER creators and we found through that, that there is collaboration involved. And OER adaptation can be a little more complex. When you start to add more people to the mix, you're more successful. It's as simple as that. And I put on the slide here a very, very simplistic breakdown of the adaptation workflow and how you can add to just the faculty member doing the work. So in the discovery phase, you might be working with librarians to help find the right type of resources to adapt. You might be working with instructional designers during the drafting process. Students might come into the picture as you have them review the materials as you're using them in the classrooms or you might reach out to technologists like we have today to help with the slide deck, to help with the formatting and technological pieces of this work. The photo of the book on the slide is an OER produced by Rebus the Rebus Guide to Publishing. It takes you through this entire workflow in more detail and offers templates and worksheets for you all to use and adapt. So if you're a solo instructor attending the session today or if you're part of a larger unit or department trying to bolster the open education initiative at your institution, the guide might be helpful. But I also want to look at that phrase open textbook and ask a question. What if we looked at the bigger picture? What if we looked at adaptation of OER as a more holistic process rather than just making edits or changes to a textbook? What if you sort of step back? What if you start to think about course outcomes? What if you start to think about ways to deepen partnerships? To support students not only in the course through the rest of their degree pathway, but also beyond? So when we think about OER adaptation, I would say we're actually getting a chance to pause and challenge the status quo that we've accepted for so long with the materials and courses that we've been using. And instead we can start thinking about making the ripple effect with edits and changes to our work. We will be talking about the making ripples guide on Wednesday if you want to learn more but if you don't want to, you can also access that OER for free when you look at the slide deck afterwards. This perspective of sort of looking at the bigger picture, looking at the holistic approach is infused into all of Rebus' programs but also into our practices. And I will just say starting with this vision of thinking about the bigger picture of your work, thinking about the why, why are you trying to do it? What are you trying to do? Can make the adaptation process clearer and easier for all of us? So you might say as an instructor, I want to empower students, I want to see how statistics affects our daily lives, I want them to see how statistics plays a role in healthcare, in inflation, in climate change. So when I'm teaching or adapting a statistics textbook or course, I will introduce real world concepts first. I will sprinkle in interactive elements to help students move past maybe an initial fear of math to help them understand how statistics shows up in real life in all of these different places. So thinking about adaptation in the context of broader goals, in the context of student demographics, in context of your regional needs, your students' needs can I think lead to some very surprising results. And on this slide here, I have examples of adapted OER that I would have loved to show you if I had the capacity to do so, but I will talk about them. And if you're curious about any of these, all of the images you can click on with links to the courses and the books that I'm mentioning. So these four books here are all published by Textbook Success Program alumni. Write What Matters is created out of Idaho and it offers a lot of flexibility. It's a modular writing and comprehension textbook that helps instructors basically create their own learning journey. So they, I think if you click on the PDF of this textbook or go to the URL, it is lengthy. It is several hundred pages long and the intention is not for instructors to just plug and play with this book, but rather to pick and choose chapters and sections that they think will help their students write What Matters, quite literally. So it includes new sections on teaching and artificial intelligence that the instructors added this year. The idea is very much use it as you need it rather than use it the way it's been presented. The medical terminology and the public speaking books that you see in the center are projects out of Louisiana. They include a lot of interactive content using H5P, YouTube videos, a lot of other multimedia for students to engage with and the instructors in this case not only put out a textbook but they also created a corresponding Moodle course with the syllabus and the learning objectives and prompts for instructors to think about assessments and to design newer assessments for students to really engage with public speaking or medical terminology in this case in really fun ways. So it was also about creating play and fun as much as it was teaching students that I terminology in healthcare. I don't know much about that. I have an English degree and a publishing degree but I trust the authors behind these books. And the last one here is one you might have heard about this morning in several sessions, the Pulling Together Guides. This is actually adapted. This is the Manitoba and Brandon edition of a series that came out of British Columbia produced by BC Campus Books who you will see around here and a lot of other community members. This I really wanted to bring up as an example of OER that can be adapted for spaces outside of a typical student course. So this is a book that you could use to engage readers with reconciliation journeys, with decolonization journeys. It's a chance to use OER to respond to the current moment. And as all of us are grappling with our own roles, our professional roles or our institutional roles around equity and how equity fits into education or vice versa, how are they in service of each other. We can rely on OER that's been created and adapted to help answer those questions. So I hope that you can actually click through some of these resources in your own time and draw some inspiration from them. But I also hope that this has been illustrative to show you the breadth of OER adaptation. Doesn't just have to be about changing sets of names or examples or questions in a book, it can be much more broader and holistic than that. And no matter how simple or complex you take it, I think it is especially rewarding. So I hope that you give it a shot sometime. And with that, I might pass it to Josie. Hi, everyone. Am I coming through the mic okay? Awesome, thank you. Okay, what am I here to talk about? Very tricky. So my name is Josie and I work for BC Campus. BC Campus is a provincial organization in British Columbia, which is the westernmost province in Canada. And we are funded by the Ministry of Post-Secondary Education and Future Skills. And we work with the 25 public post-secondary institutions in the province in the areas of open education, teaching and learning and other short-term projects. So to give you a bit of background about kind of the open education work that BC Campus does today where we started. In 2012, BC Campus received government funding to create a collection of open textbooks, aligned with the top 40 highest-enrolled subject areas in the province. And that was the start of what was called the BC Open Textbook Project. So this work started out by searching out existing open textbooks that might meet the needs of BC educators. And at the time, there was little to no open textbooks being created in Canada. That's not the case anymore, but at the time, that was kind of the reality. So BC Campus looked for open textbooks in the United States and found a number of textbooks that looked like they would be well-aligned with BC courses, kind of like intro-level psychology and sociology and biology, et cetera. And contracted a number of BC instructors to review these textbooks to get their take on them. And the main thing that, the main feedback that they were giving us was that the textbooks were mostly good, but they weren't really fitting the context that they were teaching in. They weren't relevant to a Canadian audience. And so some of the very first open textbook development work that BC Campus did was adapting these open textbooks to reflect a Canadian context. So on the screen, I have a few of the books that were some of the first adaptation projects that BC Campus completed, Introduction to Sociology, Introduction to Psychology and Introductory Chemistry. And we called them first Canadian editions to distinguish them from the original American texts of the same names. And these ones were all published in 2014, so nearly 10 years ago. These adaptation projects were very focused, excuse me, they rearranged content to reflect the flow of Canadian classrooms and then replaced American examples and research with Canadian ones. And so based on the lessons learned during this work, my colleague, Laurie Asip, wrote the adaptation guide. And this guide kind of talks about what is an adaptation? Why might you adapt and how to adapt? It was published a number of years ago, but I do think some of the lessons learned and things offered in this guide are still useful. So if you're thinking about an adaptation project, you can check this one out at opentextbc.ca slash adapt open textbook. Another thing we've done quite a bit at BC Campus is adapting for accessibility. Now I don't really think about this work as adaptation. I think of it more as remediation, but it's still, it's still same, same. So when you revise an existing open textbook, you can make it accessible by adding things like image descriptions, fixing up the headings, properly formatting tables, et cetera, all to make sure the content is accessible to students with disabilities. So this is something that is enabled by open licenses because there's no copyright restriction. So it's something that we can do with open textbooks. For those who are unfamiliar with accessibility, another resource I would share is the accessibility toolkit at opentextbc.ca slash accessibility toolkit. And our most recent adaptation project and a project that I'm personally really excited about is adapting an introduction to psychology open textbook through the lens of equity, diversity, and inclusion. This textbook was one of the original adaptations that BC Campus did 10 years ago. So it's almost 10 years old. In addition, there are a number of equity issues in the textbooks that have been identified. And yeah, so it needs some work. But this book still is well adopted in BC, so we wanted to fund a project to update the book and make it better. And so when thinking about what areas of consideration apply when adapting for equity, diversity, and inclusion, we've identified accessibility and usability, student engagement, language, representation, and ways of knowing and sources of authority. So who's being cited? What knowledges are being kind of put forward as legitimate sources of authority, things like that. And I can talk about more of those if people are interested. This project is being completed by a large collaborative team. And having a large team was really important to us for this project because we wanted to ensure it was diverse and had multiple perspectives identified and also adaptations are a lot of work. So we wanted to ensure there was enough resources available to be successful in this project. And so we have people who are coming in from a number of roles. It's not just authors, we also have project managers, librarians, instructional designers, people with accessibility background, and an EDI consultant as well. And so that work is still in progress and we're looking forward to hopefully releasing it in the next year. One thing I'm gonna end my presentation on is one of the big questions that I've had for this project is whether adapting existing OER is an effective way to diversify and improve educational resources or whether it would be better if we started from scratch. Like what's the value in taking a textbook with all the issues I've heard other people identify around working from a textbook and textbook with existing kind of structure and Western ways of knowing is it worthwhile to start from there rather than starting from scratch? So that's one of my big questions. I guess I'm a little taller. Thank you, everyone. I'm here to speak about, oh, sorry. You gotta do both, yeah. Okay, I got it. Good luck. Thank you. Sorry about this, everybody. So I'm here to talk to you about a fairly new project that's been going on in Massachusetts. This is called Rotell, as Steele referred to earlier. It's remixing open textbooks through an equity lens. And it's a collaboration among six Massachusetts public higher education institutions. Three of them are state universities and three of them are community colleges. And it's a U.S. federally funded project through their open textbook pilot. It's relatively unique, or it was at the time that we received this grant. And it is centering equity as a crucial part of the text that the faculty are either adapting or creating. The inclusivity that is important for all of our students to see themselves reflected in the work that's being shared by the faculty member. And accessibility, as have been referred to earlier. In addition, we put out proposals for the faculty amongst all those six institutions. We award stipends to the faculty after they've finished writing their work. And we have a support team that I'll talk about in a couple of minutes. And a lot of training, and with Rebus, their textbook success program, and an industry advisory council, which will take a look at the books after they've been created and see that they accurately reflect the kinds of needs that are out there in the industries in Massachusetts. The assessment part is just really beginning because we have fairly new materials to assess this semester. There are three phases of this particular project of professional development. As I mentioned with the Rebus textbook success program, a lot of writing, publishing support, and then the assessment team will come in later on. So it was really important that we take a look at what we're doing for improving student outcomes. I think that's really an important piece of this whole thing is where we're going next with the project are the students who are underserved and underrepresented feeling like their voices are heard in these texts. And if not, why not, what can we do to improve the text so that they are reflected in there? So one of the things that we talk to the faculty about is the open pedagogical approach and work with them on all of those pieces. The other parts, just ensuring scalability. We have a Massachusetts OER advisory council that's aware of all of the work that we're doing. We're hoping to eventually have this infused throughout all of the public higher education institutions in Massachusetts. And we're expecting a lot of cost savings as a result of this work. So we have a whole plethora of what we're calling end-to-end publishing expectations that are put forward by the Rotel advisory council and the publishing support team to the faculty. And I'm sorry, that graphic is a little bit small. Main points are the faculty attend this, I got to catch up with myself with my slides. Are you close on talking all of the stuff here? Okay, so the fact, we really are requiring that the faculty attend the textbook support project. We allowed faculty in the first round of those that were accepted with stipends to either choose to attend the TSP or to be self-directed. I will just say that was a mistake. They so love what they're doing and they're so passionate about it, they don't realize what they don't know. And so we've changed our mantra and now really require them to participate now that we're on to round three of these grant things. Takes a little while sometimes. But then as the faculty are writing, there are various local teams that are also assigned to these folks who are checking in with them as well as my team, which I'll talk a little bit more about in a second. And then what the publishing support team will do is work with them with their final products and get them uploaded into Pressbooks, which is the publishing software that we're using currently. And the important piece is to celebrate as each one of these gets done, have the institution, have the whole region, the Department of Higher Education representatives. All these people come to the institutions to celebrate this work that's being done so that we can really further engage with everybody on this work. So the publishing support team is the one that I am kind of coordinating, I guess, for want of a better word. I'm the faculty advisor to the Rotals project and I'm the person responsible for communicating with everybody. And that's a lot to do. And I sometimes will drop the ball and have to apologize, but we're all doing our best foot forward kind of thing as we can, but it's important to make sure that the faculty are aware of what the publishing support team might be doing, that the people who are on the local support team, which can include the librarians, the instructional designers, and the other folks that have been mentioned here already are well aware of what's happening with their faculty projects and where they are in the particular lineup of the publication project. We have two content editors. So for those of you who are into publishing, publishing content editors, you know what I'm talking about. They look for the level of the audience. They look for obvious typos for any kinds of like hyphenation problems that might have happened. I mean, really, as well as, you know, looking at the overall how the voice of the text carries forward and that it's consistent across its entirety. A lot of work. I have three minutes left. Okay, the media specialist goes through and does all the interactive elements, all those kinds of things that have been talked about already. The technical editor are really critical. Goes in, looks for the formatting of the entire thing and doing all of those kind of pieces and is the one who does the final upload up into Pressbooks. Then we go in and have a final review with a faculty member, go back through and make sure that all the little last minute problems have been identified. This is a lot of work. Just so you all know, we've started without having this team. So you can imagine what it was like in the beginning. And now I think we're a little bit more polished and it's working. And so we've created this PST showcase of decisions which I could click on, but I'm not really live, so I can't. But you can when the slides are up. So our books, I'm gonna fly through these. These are some of the earliest ones that we did with an example of an early English writing course that this particular faculty member used overweight bodies as a representation that people can identify with in their writing and the reading, writing, and success text and the children, family, schools, and communities. The most recent ones, and I'm sorry for this because a perva fixed my slide, but we're operating on a different slide deck, clearly. I'll be talking about Wednesday afternoon this introduction to cultural anthropology with a couple of faculty members and what's cool about this project is it's across the institutions. One of the faculty members is from a community college and the other is from a state university. And between, it's just, it's marvelous and they're so passionate about this. Another one that has recently come out but isn't published quite yet is the whole child and then social work and practice that I wanted to highlight because I know there's been lots of questions online lists about that kind of thing, that kind of topic. Lessons learned. Use project management software somehow, somewhere, please, to track your work. Otherwise it's a mess. And critically important, meet the faculty where they truly are. Not where they think they know they are but where you can listen carefully to what they're having to say and adjust accordingly and expect setbacks. Whether it's something happening with a project and the faculty member can't complete it, whether it's some other thing that happens along the way, please be kind and be generous with your time. And working conjunction with all of those stakeholders that we've been talking about, communicate. Please communicate. That's it. Thank you for turning this on. So we have a wealth of experience from our three panelists and I thank them for their time and their presentation. We have about 10 minutes left. I have some pre-prepared questions but I think your questions would be of more interest. Many of the things that they just discussed today, it's an iceberg that you've had the very tip of it and there's lots more to the surface. There will be lots more time this week to talk about them but we have 10 minutes now. We'd like to invite any of you that have a question that'd like to ask the panel to dive in deeper. This is your time. You can come up to this microphone and then I'll take the microphone and bring it up to them to answer. Please remember, we have 10 minutes and questions should end with the question mark, please. Well, before the question, thanks for the directory steal. I found out in it that St. Louis has adapted my World History textbook with H5P questions. So thanks for that. I guess, how the question, I don't know if it's for you, Aperva, but I do remember sort of I ran screaming from the room the first time. I tried to interact with Rivas because of the high bars that were in place already for, that I wasn't aware of being a subject matter expert on writing history stuff about accessibility and about DEI and some of the other things. And so I guess the question is how are we going to kind of get this message? And maybe it's not just for you. Two people who are trying to adapt and adopt and kind of remix stuff in their own little silos in their universities and stuff, that it might be a good idea to talk to an instructional designer. It might be a good idea to talk to an accessibility person. Thank you, Dan. As I've relayed this up, I think I would add that I noted every one of you talked about the value of a team. Dan's saying, hey, I'm a subject matter expert. There's a lot in this. How do I build and manage a team effectively? I've never done that before. Maybe that's a, is that okay? Add on to the question, okay. Thank you for your question. Congratulations on seeing the fruit of your OER being adapted in new ways. I think you said the word silo and I actually wanna start with the key is in always in giving someone a checklist or a number of things for them to be aware of. As we heard in today's keynote as well, it starts with connection. So how do you make sure that faculty members or people who are trying to do these innovative experiments with teaching and learning and using different kinds of materials, how can they connect with others in the institutional space or outside of it who have maybe done more research here, who know more about things like accessibility or trauma-informed pedagogy, equitable pedagogies. So start with the connecting and as I think all three of us have said, this type of work is far too much for us to take on alone. So we need to abandon the idea that we can undertake this as one human and really remember that human element in all of our workflows going forward and leverage the teams. I think the other answer could be in making sure the message is consistently reinforced no matter what part of the institution or other learning spaces they go to. So if they're going to the libraries, they're hearing from the librarians, remember to keep X, Y, Z in mind and these are the resources you have to support your work. If they're going to another person in the institution, hopefully they're hearing that same message and it is really the onus is on all of us, not on just one of us. And I'm gonna pass it to the other panelists. I know for the psychology adaptation project that I've been working on right now, when we first put out the grant, we hosted a webinar just to people to be able to show up here about the grant, what we were looking for. And then at the end we had a Google doc where we were like, if you are interested and you're looking for people to apply to this grant with, put your name in this Google doc, you can stay in the Zoom room and connect with each other. So that was a way that we were able for people that working at different institutions that didn't know each other to be able to connect and form a team to be able to apply for this grant. So that was one way that we supported people in making those connections for that project. And in addition, in our proposal file that we put out, we asked them who they plan to partner with and we will embellish that as part of the proposal process. So I do recommend that as a step to take. And then you find out where they are with their knowledge a little bit of open education because we asked them if they've already looked and been going through that discovery process that we talked about. And so it really helps a lot to put a little bit of a teaser in the application process itself. Thanks. Other questions from the room? I saw a hand up earlier. Yeah, great. Hi, my name's Shereen Hassan. I'm from Kwantlen Polytechnic University. We just recently published Intro to Criminology and that was funded by BC Campus in the spring. And now me and two other colleagues are going to work on an adaptation of a research methods in criminology and criminal justice. But I'm a little bit afraid of what you've said about how adaptations can actually be more challenging. So if you could maybe expand a little bit on what the challenges are with respect to adaptation compared to creating something from scratch because that had its own set of challenges as you can imagine. And then my next question is, will BC Campus be providing grants or do you see any grants in the future with respect to research methods in criminology? Thank you. Josie, I think we can start with you. I think so too. I pointed at Clint, my boss, because that would be the person to talk to about that. He wishes he was in a different session. So in terms of why adaptations can be more challenging, it's because you're kind of given this framework for something and maybe it works for what you want and maybe it doesn't. And it can take a lot, like editing takes work. And often that's what adaptation is, is editing and to be able to take someone else's words. Sometimes it's like voice challenges, like you want to say it differently and so you rewrite it anyways. With the introduction to psychology book, for example, there are entire chapters that just don't work for what the authors want it to be. Just the framework it's coming from, the research it's drawing from, the language it uses. When they're coming from an equity perspective, there's nothing there in the original book to work from. So they're kind of choosing chapters to start over or to pull from other books anyways. Often another challenge of adaptation, like sometimes adaptation is you're working with one book and that's the book you're making changes to. Sometimes adaptation is more like pulling from a bunch of different places. And so then you're taking multiple different authors' work and trying to get them to fit together in a unified way and that has its own challenge as well. In that last little piece you mentioned, when your copy editor goes to review that book, they are looking for a unified voice and feel to the whole text, right? Unless you on purpose put something into the introduction that tells the readers, the students, whoever else, why it has different voices and different chapters so that they can understand how that is happening. And there was one other point and I can't remember it, so I'll pass it on. If it comes back to you. I've linked to a worksheet in our slide deck that I'm gonna encourage you to look at because one of the biggest challenges that we've seen as Josie was describing, if you're adapting from multiple resources. Don't worry about it, Steve. You stumble across so many. So for instance, if you're doing an introduction to writing course, you might come across 600 textbooks that you're trying to choose from. So we have actually a set of prompts and primers for folks to look at before they start this search process. So it starts with a little prompt that says, if the ideal resource existed for you, how would you describe it? Based on this, what are some key search terms? And then we point to some databases where you can try to find different kinds of OER, not just text. And building some evaluation prompts. Like the editing prompts that Marilyn mentioned all the way to does it align with your course design? Does it align with your course description? Are there topics that are missing? Are you examining the resource for diversity and cultural relevance? So the discovery piece can be a challenge. I think the challenge can also arise when you're making the edits. Where do you draw the line? Where do I say this is finished and I'm happy with it? And this is that ideal resource that I described at the start. I think we all have the tendency to make it as good as it can be for the people that we're trying to serve and the people that we're trying to teach. So it's also reminding yourself that the horizon, that perfect point is gonna keep moving based on where you're standing. So remember that you can always make changes to this in the future, yeah. And back to me. One of the other things that I found them having trouble with is documenting the alternative images they need to have where they found those alternative images because you have to cite all of those. And also any other pieces of things that they brought in because it does get very complex when they're doing adaptations usually. It's not usually just one text they're adapting. They're finding other images they can use because of the equity issues and what they're trying to do for their own local students. So that's really important to keep track of, for them to keep track of. I wanna thank everybody for coming out. I wish we had more time for questions, we don't. If you'd like to see these slides, the link is very small but it's tinyurl.com slash adapt-o-e-g.


Live from San Diego, California, it's theCUBE. Covering Cisco Live US 2019. Brought to you by Cisco and its ecosystem partners. Welcome back to theCUBE. Lisa Martin with Stu Miniman, day three of our coverage of Cisco Live. We're pleased to welcome to theCUBE Keith Griffin, principal engineer, collaboration from Cisco. Keith, good morning. Welcome. Thanks for having me. So lots of announcements this morning, or this week with respect to collaboration, cognitive collaboration, WebEx intelligence, a lot of WebEx users out there, walk us through WebEx intelligence. Sure, WebEx intelligence and cognitive collaboration, it brings together a set of underlying AI and machine learning technologies. We loosely break them down into four areas. Relationship intelligence, which is where people insights would set. Computer vision, where we would see our face recognition and name labels for meetings. Multimodal bots and assistants, where we would have our WebEx assistant offer and audio and speech technologies, where we've got some interesting features like noise detection in meetings, when you get those like annoying dogs barking in the background when you're having your meeting. And also something that we were just about to release, meeting transcription, so that you can no longer have to take meeting notes and our intelligence platform will take the notes for you. All right, so Keith, Lisa and I did Enterprise Connect earlier and it's amazing some of the things that are happening. You talk about cloud and AI coming into meetings. Part of me is a little worried. I worked in telecom back in the 90s and it feels like in many ways in the last 20 years, we haven't gotten beyond the, okay, the first 10 minutes of the meeting, let's make sure everybody's in. Are the right people talking? Are the right people muted? I mean, the machines are going to make this real easy for us so that we can stop the human people messing it up, right? Exactly, and one of the things that's interesting about that, well actually, one thing I'll say is that I also came from telecoms in the 90s. I've seen that journey all the way through and I'm still six to eight minutes late for meetings when I start them and I'd love to blame the technology and lots of people do, but let's face it, hands up, we're factors in this as well. We have the most amazing non-cognitive features like one button to push, a single green button, I just have to push that to start the meeting. But guess what I have to don't do? I don't push the button because I'm setting up my laptop or I'm taking my code off or I'm generally getting settled in. So the technology assistance at this stage is really good and what we wanted to do was look at how can we take the friction out of joining a meeting even when we've got such a simple experience and we found that things like WebEx Assistant where I can just speak to the system definitely does that. It speeds the access to the meeting. But one of the things we tried out with WebEx Assistant which we're just about to release was called Proactive Mode. The Proactive Mode is where I don't even have to say, okay, WebEx joined the meeting. It says to me, hey Keith, looks like you're ready to start your meeting. Will I get it started for you? I simply say yes and while I'm setting up my laptop, taking off my code, we're right in and getting the meeting going. And that was something we came across during our early field trials and we saw a huge adoption from customers. So we got right on developing that and it's going to be available soon. One of the things that Stu mentioned, we were at Enterprise Connect a couple of months ago. One of my favorite keynotes, she's so animated and as she was on stage yesterday, she announced people insights a couple of months ago. Let's kind of dig into that as the relationship intelligence. What does that mean, what does that enable and how is that an enabler of reducing friction? Yeah, it's really on multiple levels I think. There's the before the meeting experience and then during the meeting. So one of the things that we found through a survey that we just recently completed was that, I don't want to misquote it but there was a healthy percentage of people, I'm going to guess it, about 14, 45% that spend a significant amount of time before a meeting, googling and figuring out who they're meeting with to try to find out more, to have that connection when they get to the meeting. So what if we could just dynamically do that and there was no need to go search or spend time ahead of the meeting? So that's one area of friction reduced or removed so you can go right in there and you've got that personalized briefing for the meeting itself. So what do I see? Is this, I'm logging into WebEx or is it before the meeting and what kind of information about the person I'm talking to does it populate for me? Yeah, so in the meeting itself on your roster you can click on a new icon that's beside the participant and you can find out public profile information about the user that's on the meeting as well as their corporate directory information if you're in that organization and also news about their company. So I would have the latest Cisco news and just a general description of what our company does and if I'm meeting with somebody else they see that about me. They see my education background and anything else I choose to offer and choice is important. The fact that me as an end user I'm in control of that. I'm in control of that data. I can edit it, I can hide it, I can delete it. I think that's really critical in this era of data privacy and machine learning centric solutions. So that's how it happens in the meeting itself and we're looking more also at personalized briefings and looking at how we can bring that forward and also looking at areas like how we could bring that into the video experience. You don't want to clutter the video experience with all of this information but it would be nice to have something more than even a name label which is useful to have maybe a title or a role or something like that. So we're looking at bringing that across the entire portfolio. All right, so Keith you brought up data privacy. Wanting to talk a little bit about some of the other products outside of just you know the base WebEx when you talk about things like facial recognition. Where is that today? We know it's a hot button topic. You know what are you seeing and what are the requests you're getting from customers? Yeah, we're pretty close to being able to release face recognition for name labels in meetings and the goal of the feature as the name suggests is just simply to put a name label on the user so that you have that more personal connection in the meeting. We're taking our time with the feature because we want to get the data privacy right from the beginning. It's not something I feel that you can add afterwards. You have to have a strong data privacy posture right from the beginning. So the types of steps we've taken are to make sure that this is a disabled feature so that an IT admin must opt the organization in and then individual users must also enroll and that enrollment step does two things. One, it gives us a picture so that we can calculate the mathematical representation of the user for that matching but also it offers the user the opportunity to consent to their face being used in the system and that's really critical again back to that point about users being in control of their data and at any point they can go back to that and decide I want to add a new photo. Maybe I want to do something like a photo with no glasses or with glasses or with a beard or without a beard to make the system more accurate.  Keith, just a follow-up on that. Maybe give us what differentiates WebEx from some of the other solutions out there when it comes to security and data privacy. So a lot of new players out there, how does Cisco look at themselves versus the rest of the show? Yeah, there's a lot of differentiators, probably longer than we would have time for today but if I take face recognition, for example, a lot of those user controls are really critical and important. The way that we can leverage the devices as well as the cloud I think is a really critical aspect of that. If I think about something like our noise detection which we haven't talked about from a data privacy point of view we do that in the device or on the WebEx client not streaming to the cloud and the idea is to reduce that creep factor at every aspect that we possibly can. So addressing data privacy mitigation at every single point, there's no single solution I think for it. So when you combine the user controls where you implement the feature, how you implement the feature and you roll all of that up it becomes a fairly significant differentiator. I did a session here yesterday where it was exclusively on data privacy and I couldn't even present my slides it turned into an interview. I just stood and answered questions for 40 hour because people are so interested in this but the feedback that I got was our posture on data privacy is something that makes the solutions deployable for enterprise customers and it was great to get that feedback. We've worked hard on it and we'll continue to do that. I think it's something that we actually need to lead with as much as the features themselves. So as we look at the WebEx platform and all of the expansions that Cisco has done one of the biggest complaints with collaboration that we all have as workers is this overload of collaboration apps and switching back and forth between WebEx and Slack and email and text and all these things talk to us about what you guys have done to mitigate that and make WebEx a more broad portfolio that will be a greater facilitator of less friction in collaboration. Well that's a really interesting area to talk about because there's two ways that maybe I would look at that. One is that from a platform point of view I think it's no longer good enough to just have phenomenal video and phenomenal audio and phenomenal share. We have to make sure that we've got these intelligent and contextual experiences woven across that and then that would bring me to the second part which is invisible AI. It's making sure that these experiences are, the user doesn't have to do anything to access them that they just show up like meeting transcription. So if I go back and look at a meeting recording afterwards and all of the notes are neatly organized and on a panel on the right hand side that's AI at work invisibly for me and when I go back to review that I've got everything I need but I didn't have to go do something to make that happen. So we're trying a lot to focus on these invisible cognitive experiences throughout the platform. Yeah, Keith, how about the ecosystem? You know Cisco talks a lot about its partners here. I went through the show floor, collaborations of big space there. Talk a little bit about the expansive ecosystem that the products is built. Yeah and one area in particular that has come up in the last month is that we were able to open source our MindMelt platform. So we acquired the company MindMelt two years ago and built WebEx Assistant using their phenomenal conversational AI platform and then took steps in Larissa Horton's group to open source that and make it available to developers and I saw some examples of that yesterday on the show floor. Really amazing what people have done where they've taken WebEx Assistant and combined it with bots and assisted technology that they've built on top of the MindMelt data science platform. So I was amazed because it wasn't so long ago when we did that and they have solutions already. So yeah, really interesting first step but there's a lot more we can do there. I'd like to see us taking WebEx Assistant and offering extensibility beyond just the MindMelt open source. I would like to see us look at a multi-assistant strategy which we've got where we could potentially integrate with some of the consumer systems that are out there, consumer assistance in particular. There's a lot that we've done but I think there's a lot more that can be done in the bots and the systems space. When we look at all of this innovation, the waves of innovation that we're writing, we're in the DevNet zone, Siziwi talks about the waves of compute, mobile edge, AI everywhere but also this demand for connectivity, the expansion of 5G that we're expecting, the adoption of Wi-Fi 6, how are some of those waves influencing how cognitive collaboration at Cisco is being developed? I have never talked about that but what I would say is that it comes down to one thing or maybe three things, data, data, data, right? That all of those systems produce lots of data. AI and machine learning lives on data. It's data and algorithms ultimately, that's what it is. It's, you know, there's tons of algorithms out there but those areas that you mentioned, those waves, they all produce lots of data and as long as we can act on those with data privacy in mind and provide compelling features to customers, I think that it opens up just way more opportunities and what we've done up to this point with Cognitive is really first step type stuff. As amazing as it is, a lot of it is based heavily on supervised machine learning. I think getting to unsupervised learning, reinforcement learning and acting on those larger data sets is going to bring some really interesting solutions in the future. So Keith, look forward a little bit for us. But you know, all of this machine learning and AI has caused a real growth in some of the, in the breadth of the portfolio. What's exciting you that kind of the next six to 12 months? What spaces should we be keeping an eye on in your world? One of the areas I've been working most closely on is meeting transcription. And again, it's a tip of the iceberg type solution where we've got the meeting notes and that's great. But I really want to imagine where we could bring that next. So notes are great. But if I didn't have time to go to the meeting and I didn't have time to listen to the recording, probably not going to have time for 30 pages of notes. But what if I could get insights and actions? What if I could have WebEx Assistant help me with that where I say, okay, WebEx, what actions did I get on the 10 PM meeting yesterday that I missed? That to me is an area that I think it's not, it doesn't just personally excite me from a technology point of view, but I think it has far reaching impacts for users. And it's in approximately that timeframe. It's in, this is not five years away or 10 years away, we're getting there really quickly. So that is the one area that I would really pick out right now because it gives us the baseline to integrate with a lot of the other cognitive offers we have and really go somewhere with that. I would love that, you're right. I mean, who has time to listen to a recording, let alone read a transcript. Right? So that's something to look forward to in the future as well as next time you'll have to come back and give us an example of a customer that has, whether it's a bank or any type of other organization with a lot of workforce, distributed workforce and some of the big benefits all the way up to the business, the top line that they're getting. So we'll have to look for that for next time. I'd love to do that. Keith, thank you so much for joining Stu and me on theCUBE this morning. We appreciate it. Thanks for having me. All right. First to minimum, I'm Lisa Martin. You're watching theCUBE Live from Cisco Live, day three. Thanks for watching.


Hi, I'm Zor. Welcome to Unisor Education. I would like to present you a couple of problems related to vector arithmetic, like addition, multiplication, the constant, etc. Now, these problems are quite trivial, but I would like to use this opportunity to basically tell about certain standard symbolics which are used in the vector arithmetic. So, what I will be using for vectors are usually lowercase Latin letters with arrow or just a bar on the top, depending on, and if this is a vector, then in its tuple representation, I will try to use the same letters as coordinates with indices. This is a three-dimensional tuple representation of vector B. Now, another thing is lengths of the vector. Now, the lengths, I will use double bars. That's the lengths. By the way, sometimes the lengths is called a norm. Norm of the vector. Now, this is the term which is borrowed from a little more abstract concept of vector spaces. So, norm or lengths, just exactly the same, so I will use it. Obviously, in this particular case, I can always say that this is a three-dimensional length, so a norm of the vector B expressed as an algebraic expression of its tuple representation. In this case, it's three-dimensional coordinate system. All right. So, that's all about different symbols which are used. Now, let's just do the problems. Okay. The first problem. Let's consider a vector B with tuple representation V1, V2. Let's say it's two-dimensional. Actually, if it's three-dimensional, it would be exactly the same. Now, let's consider the vector which is the result of multiplication of this particular vector V by some real number K. Now, what happens with coordinates? Well, the theorem states that coordinates are also multiplied. So, multiplication of the vector by a constant results in the tuple representation, multiplication by this constant, every component of the tuple representation. So, every coordinate of the vector. Now, let's just consider this as a geometric problem. Okay. This is my coordinate system and this is my vector. So, these are V1 and V2 coordinates of this vector. Now, if I multiply it by, well, let's say in this case, a positive constant first, what happens? Well, direction is the same of the result of the multiplication by the constant, but the length is increasing by that particular number. So, let's say K is something like 2, for instance. It doesn't really matter. So, this line goes twice as long. Now, what are the coordinates of this next vector? So, if this is V, this is KV. So, from 0 to A, from 0 to A is V and from 0 to B is K times V. Now, it's quite obvious that triangles A1, A2, B1, B2. Triangles OAA1 and ODD1 are similar, obviously, right? Because we know that the triangles are right triangles, right? Because this is right angle. Now, this angle is retained. It's common. It's shared. Because when we multiply the vector by some number, we retain direction. Direction is an angle. So, the angle is exactly the same. It means another angle is also the same. So, two right triangles with the same angles, they are obviously similar, which means that everything is proportional. Now, since the proportion of the hypotenuses is K, it's exactly the same proportion of Kegitus OAA1 relates to OAD1 as OA to OB. So, this is exactly the same. Same thing with Kegitus AA1 relative to GB1. So, the same coefficient of proportion analogy exists for the length of the vector itself, which is hypotenuse, and on each Kegitus, which are coordinates of the top of representation. So, that's why it's true. Now, for a negative K, situation is absolutely the same, because all it does, it just reverse the picture towards the other direction. So, if this is K, this would be multiplication. I mean, if this is V vector, then this would be a multiplication by negative. And since direction is changed on the opposite, these angles are still the same, which means that, again, the triangles are similar in the proportion analogy between the lengths of the hypotenuses would be exactly the same as the coefficient of proportionality between the Kegitus. And obviously, if this is positive, then this is negative. And that would signify that the same sign of K is the coefficient of proportionality between the Kegitus and Kegitus of these triangles. So, positive or negative K, everything is exactly the same. It's all similarity of triangles. Now, what happens? OK, so we have actually found that the multiplication of the vector by constant is basically reflected in the top of representation as multiplication of each component by this particular constant. That's that. Now, how about the lengths of the vector? So if you will take the lengths of this vector, which is the result of multiplication of the vector V by K, that's the new vector. And what's its lengths? Well, we know that the lengths of the vector multiplied by a constant is supposed to be, obviously, longer by that particular constant. Now, the only thing I cannot really write this way because K might be negative. So this is a true length. So this is all the positive thing. So we cannot just have playing K. We have to play absolute value of K. So absolute value of K times norm of the vector V is the norm of the vector KV. So that's the second problem. So multiplication by a vector by any real number results in the lengths being multiplied by absolute value of that particular real number. That's the number two problem. OK, now what happens with co-ordinates of the vectors when we add them up? Let's say you have two vectors. V and W in tuple representation. And again, I'm using two dimensional case because it's easier to draw. Basically, it's the same for any dimension. So what happens with tuple representation of the sum of these two vectors? OK, let's just write the answer. Now, the tuple representation of the sum of two vectors is sum of the corresponding co-ordinates. Now, well, this is for three dimensional case. Now, we have two dimensional case. How can we make sure that this is true? Well, let's just go again geometrically. So let's say we have vector V and this is vector W. Now, when we want to add them up, you remember the rule. We take the vector W and we attach it at the end of the vector V by a parallel shift, forming the parallelogram. So this is A, this is B, this is C. So AC vector is exactly the same as all B and this is W. Now, let's think about co-ordinates. This co-ordinate A1, this is B1, and this is C1. Now, obviously, since we took this OB and parallel shifted to AC, then the co-ordinate of the OC would be greater than co-ordinate of A by the co-ordinate of the OB, right? So the co-ordinate of OB, the x co-ordinate in this particular case, is OB1. So what I'm saying is that OC1 is equal to OA1 plus AB, sorry. OC1 is equal to OA1 plus A1C1. But A1C1, this one, it's projection of this particular vector, HC, onto the x-axis, which is exactly the same as projection of OB, right? So that's equal to plus OB1. This is the same vector as this one. So projection of this vector onto the x-axis, which is A1C1, is exactly the same as projection of this vector on the same axis, which is OA1. And this is, obviously, OA1 is projection of the vector OA on the x-axis, which is V1. And OB1 is W1, projection of the OB of the vector W on the x-axis. So OC1, this is an x-coordinate of the sum of these two vectors, right? I didn't draw the sum, but this is the sum, right? OC as a vector is equal to OA as a vector plus OB as a vector. So that's what it is with x-coordinates. Now, projection onto y-axis is exactly the same. The same logic, every single is the same. So that's why the projection on the y-axis of the sum of two vectors would be sum of its projections. So when you sum two vectors in their table representation, you just add the corresponding coordinates. But by the way, the first problem was when you multiply vector by constant, you multiply corresponding components of the table representation. Now, when you add two vectors, you correspondingly add coordinates in the table representation. So it's a very, very natural and very easy to remember rule, basically, right? All right. How about difference? OK. I'm sure you expect this, which is absolutely correct. Now, I could probably prove it in many different ways, but let's say, for a second, if v minus w equals u, what does it mean? It means v is equal to u plus w. So u has to have co-coordinates u1, u2. This is w1, w2. And v is v1, v2. So u1 plus w1 should be v1, which means u1 minus w1. Now, u2 plus w2 should be equal to v2. Therefore, v2 minus w2 is equal to u2. So that's one of the ways to do it, purely algebraically. In other ways, just to draw a picture and you will see, basically, that it's exactly the same rule. As we used for addition, it would be applicable to subtraction of two vectors without going into many details. If you have these two vectors, this is v and this is w, then v minus w is this one, right? This is u equal v minus w.  That's right. Now, if you compare the co-coordinates of these points, the projections of these vectors on the x-axis, for instance, then obviously, if this is a and this is b, this is b1 and this is a1, then obviously, if you subtract from o, b, you subtract o, a1, you will get a1, b1, which is projection of this vector onto the x-axis, which is its first x-coordinate and the top of the representation. The same thing with y-coordinates. So either we're algebraically or geometrically we can prove it. OK. Now, from these two previous problems, I would like to prove this subtracting a vector is exactly the same as ending the vector which is opposite in direction in the same as length, which is multiplication by minus 1. Addition of this particular opposite vector. So it's like with numbers, right? 5 minus 3 is exactly the same as 5 plus minus 1 times 3, right? Which is minus 3. Now, with vectors, it's very simple actually to show. Well, one of the easiest way, for instance, OK, let's consider co-ordinate representation, top of representation. Now, what do we have in this case? Well, the representation of this is v1, v2. This is w1, w2. And the difference we already know by previous problem is v1 minus w1 and v2 minus w2. Now, what about this? This is v1 v2 plus minus 1 times w1, w2. Now, this is, as we know, multiplication by a constant results in the multiplication of each component in the top of representation. So it's exactly the same as minus w1, w2. Now, when you add these two things in the top of representation, coordinates are added together. So v1 is added to w1 and w and v2, same thing. Well, as you see, we have exactly the same result, which proves that subtracting a vector is exactly the same as edging that vector multiplied by minus 1, or if you wish, edging the opposite vector. The last problem is this one. The length of the sum of two vectors is less than or equal to lengths of the 1 plus lengths. Well, let's just consider this from the geometric perspective. We don't even need coordinates, let's frankly. Because this is the v vector. Now, this is a w vector. This is a v plus w vector. What does it say? That the length of the sum is less than sum of these two lengths, which is a triangle inequality. It's inequality, which is known for all the triangles. So geometrically, this is basically obvious. It results from the triangle inequality, which we learned before in the corresponding chapter related to geometry. But let's think about, can we do it algebraically? Not because it's better, but it might be really interesting to approach it not from the geometric perspective, but from the algebraic perspective, table representation, and expression of the lengths in terms of table components. Actually, we can do it. It's a little bit longer, but I think it has certain value just because you will familiarize yourself with manipulation with table representation. So let's say these are table representation, and I'm talking about two-dimensional case. That's easy. Now, the table representation of v plus w is v1 plus w1, v2 plus w2. Now, how is a norm or a length of the vector with coordinate x1, x2 expressed algebraically? Well, you know it's this one. That's Pythagorean theorem, and we spoke about this in the corresponding lecture about lengths of the vectors. So what's this length? Well, it's a square root of first component square, which is v1 plus w1 square, and v2 plus second component square. That's on the left. That's what we have to prove. And this one, that's the lengths of this vector in table representation. Less than or equal to lengths of the first one plus lengths of the second one. That's what we have to prove. Now, well, let's see if we can do it. If we can do it algebraically where all numbers, v1, v2, w1, w2, are just real numbers. So this is a pure algebra. Prove this particular inequality. Well, let's see if we can do it. First of all, everything is positive here. So if we will prove instead of this, if we will prove the square of this, it will be the same, right? It's equivalent. We're talking about lengths, so everything is positive here. This is positive, and this is a risk particularity of the square root. All right, so let's square both sides. This square would be everything without the radical, obviously. And I will open up the parentheses. It would be v1 squared plus 2v1, w1 plus w1 squared plus v2 squared, 2v2, w2 plus w2 squared, right? That's on the left. And we have to prove that this is less than or equal to square of this, which is square of the first one, plus 2 square root of their product, v1 square plus v2 squared, w1 squared plus w2 squared, plus square root of the second component. That's what you have to prove. OK, now, obviously, we can reduce by this, right? Everything goes out. And I will also reduce by 2, because here 2, and this is 2, and this is 2. So what's remaining is v1, w1 plus v2, w2. That's on the left. Should be less than or equal to square root of.  That's what I have to prove. Again, let's just think about everything positive. I don't want to worry about the negative signs. Let's consider everything is positive. It's just easier to do it this way. So consider we are only dealing with vectors in the first quadrant, because everything else would be exactly similar. It's just easier for me to go without thinking about not exactly being backward compatible. But in this case, if everything is positive, then I don't have any problem with it. So let's square it again, both sides. So on the left, I will have v1 squared, w1 squared plus 2w plus 2v1v2w1w2 plus v2 squared, w2 squared. Less than or equal to this. I will not change anything. I will reduce something, I guess. This one, and this one, this one, and this one. So what remains? This, this, and this. And I will transfer this to the right by subtracting from both sides 2v1v2w1w2. So what I have is v2w1 squared squared plus v1w2 squared squared minus 2v1v2w1w2. And it should be greater than equal to 0, right? I just wrote it from right to left. So this is on the right, and this used to be on the left, but I put it also on the right with this minus sign. Now, what is this? Is this right? No, v1w1 minus v1w2 squared of this, which is this, minus 2 product, which is this, and squared of this, which is this. And this is an obvious inequality, because this is a square, so it's greater than equal to 0. Now, so from something which I have to prove by squaring a couple of times and reducing whatever is necessary, I came to an obvious thing. Now, is everything reversible? Well, almost, because as I said, in a couple of cases, I said, OK, let's just not think about negative sides. I probably should go much more rigorously if I would really want to prove it in all the general cases. I can start with this, and then gradually go backwards and reduce whatever the different cases of negative coordinates or something else. I probably could have done it a little bit more rigorously. But in any case, what I would like you to see in this particular case that I have used a purely algebraic approach to something which seems to be like a geometric problem, blanks of the vectors. In any case, it doesn't really matter that it's much longer. It's not for achieving the results. The purpose of this is not really to prove. I can prove it geometrically much simpler using the triangle inequality. But then again, how do they prove the triangle inequality? I mean, that's also a separate theme. So that's why it's always interesting to approach the problem from different sides to get the same result. So this is a mental exercise rather than something which you have to remember, anything like that.  And it doesn't matter how you use it, what you use it. It's all the same.  Well, that's it for today. These whatever six problems are very, very easy. They're basically based on definitions of whatever the concepts we were talking about.  They are presented on the website unison.com. If you will go to Vector's pot and the topic is vector arithmetic, that's the problems where these problems are presented to you. So thanks very much, and good luck.


And you cannot have good job if there isn't a meaningful career-building opportunity. You know, what we mean by common good is actually as important to think about. You know, if you look at dystopian pasts and presents, you see societies that are segregated into detached elites and masses of people who make no meaningful contribution to how the society is organized, governed. If we go to a two-tiered society where only a small fraction of the population have meaningful opportunities and have high status, and the rest are not capable of making a similar economic and social contribution and don't have similar high status. And I think the crux of the matter is to create good jobs, because I think good jobs for a large fraction of the population, for example, for people without a college postgraduate degree, without specialized skills, I think is the most important channel via which societies in the post-war era have been able to erase social hierarchy and create a common good around which people came around. And you cannot have good jobs if there isn't a meaningful career-building opportunity. And all of these actually emphasize that good jobs are more than just economic constructs. They are part of the social fabric of society. They are critical for making people feel that they are playing a useful social role in society. In the 1980s and the 1990s, companies start making more money, but they don't pay more to their workers, because why should you share those rents with your workers? In fact, the opposite, companies and managers become very handsomely compensated precisely when they are cutting wages and employment because they are reducing their labor costs. And this went hand in hand with a very different trajectory for technology. If you look at the data, and I have done quite a bit of this in my joint work with Pascual Restrepo, for example, you see a lot of technological change, of course, in Europe and in the US in the late 1940s, 50s, 60s, early 70s. But this technological change, though it has a lot of automation in it, some jobs, machine tools, then other functions in the back offices are starting being automated as early as the 1950s. It is also going hand in hand with other technologies that are increasing worker productivity, creating new tasks, new opportunities, new occupations for workers. And then from the 1980s onwards, you see a sea change. There is much less of the technological changes that are helpful for humans, but there is much more automation. Again, robots, AI, software are the tip of the iceberg. If I go back to my simple perspective of French insurance markets, we observe, I would say, a temptation of precariousness and de-qualification of jobs. With two main causes. The first is the temptation of low-cost insurance. It has existed for decades, but it's the consequence of a lower family budget. The second cause is digitalization. Of course, it depends mostly on companies and on corporate choices you have to make. Good companies can make better jobs. It's something obvious. It's something very simple, but it's something we have to be reminded of. We have a social responsibility. We have the possibility to create our own positioning through quality jobs, quality service. That's what we do today through training, through promoting long-term careers in companies. I know it's not the hype, but people who are faithful, who stay a long time in company because you train them, you trust them, it makes a good service.


Here is yet another rotational and translational equilibrium problem. What we have is a ladder that is leaning against the wall and we're going to assume that there is no friction from the wall on the ladder but there is friction from the floor and we are interested in calculating all forces that are acting on the ladder. As usual, we will start by drawing the free body diagram of the ladder.  So I will have something on the wall here and something on the floor here. So from the wall we get a normal force from the wall that should go straight away from the surface, so to the left. Let's try this a bit better, so we have force from the wall. Then from the floor we have a vertical force which is actually just a normal force, so I'm going to call it vertical force and then I have a friction that will keep my ladder from sliding away. I'm calling this one the horizontal force. Then we're still on the planet Earth, so I have gravity coming directly in the middle. So this is my free body diagram. The coordinate system is already given, so the coordinate system is X and Y as such. For the pivot point, my unknowns here are my force from the wall, my vertical, my horizontal force. So the pivot point, I can actually choose whatever point I want, but if I put it where I have the most unknowns I hopefully get the most easiest equation. So I'm going to choose my pivot down here. If you think about it, if the wall would not be here my ladder would actually rotate and fall around this point. Most likely I will need to calculate torques, so let's look at my angles. So if this one here is 60 degrees that means this one here must be 30 degrees and that means this one here is also 60 degrees. As I'm going to be needing much more space, I'm making my free body diagram a bit smaller. Just leave it up here. Now I'm going to start with my set equation. So in set direction, set direction, my sum of all torque will be zero. Now which of the forces around my or which of the forces can create some torque around the pivot point? I have only two, gravity and the force from the wall. The vertical horizontal forces cannot cause any torque because they are acting on the pivot point directly. So I have the torque from the wall and I have the torque from gravity must be zero. Then once more, if I have something that turns it counterclockwise and take s plus and clockwise is minus. So my force from the wall is pushing it counterclockwise, so plus the torque from the wall and my gravity is going clockwise, so torque from gravity is negative. Zero, so I have the torque from the wall must be equal to the torque from the gravity and the torque from the wall will be my force from the wall times my length of the ladder, so times two meters, times sine of the angle, so times sine of 60 is equal to my mass, so five kilograms times ten meters per second square, gravity, times the lever, so the mass, the center of mass in the uniform ladder should be one meter from my pivot and the angle which I have up here should be 30 degrees. So if I'm putting this here, I have times sine of 30. Now I can solve this for my normal force. I'm sorry, my force from the wall, which is a normal force. Which should be equal to around 14.4 Newton's. I'm gonna try to make this smaller, so I get more space, because next I'm gonna do my y equation in y direction. I have the sum of all forces in y must be zero. What are my forces in y? My forces in y are my vertical force and my gravitational force, and that's it. So I have plus my vertical force, minus mg is zero, therefore my vertical force is mg, which is equal to five times ten is 50 Newtons. This one also has a final answer. So all that's left is my x equation. Some of all forces in x must be equal to zero. In x I have my horizontal force, which is actually friction force. I have the force from the wall and nothing else. My horizontal force goes to the right, so plus my wall force is negative, so force from the wall negative is zero. Therefore, my horizontal force is equal to the force from the wall, which is 14.4 Newton, and that's it.