Everybody forced here ripping 20 22 spectra football hobby 4 box half case number 28 picker team style Blake S. Vikings Brad R. Steelers and Jets Chad S. Chargers Charles K. Washington Chris C. Broncos Edward P. Cowboys Eric R. Patriots Bucks Greg B. Bangles Browns Gregory M. Packers James E. Colts Jason K. Eagles Jeff G. Lyons and Dolphins Joe H. Ravens Jonathan K. Bills Josh B. Raiders Keegan B. Cardinals Bears Kurt W. S. Saints Mark G. Giants Matthew D. Niners Matthew R. Texans Rams and Titans Michael S. Jaguars Nick L. Panthers Patrick E. Seahawks Taylor B. Falcons and Xavier with the Chiefs good luck everybody here we go. Man I've got Curtis Martin neon blue 1950 Jets. Oh I have no idea Byron. Phyllis Jones junior rookie for the Bears. That's something I'd have to look up some sort of comms for. Packers Christian Watson 1 up 35 rookie rising dual jersey and Jets radiant Breeze Hall neon splatter rookie patch auto that is sick. That is pretty nasty. That's like so cool. Part of the New York on the chest there part of partial logo we will get that mag to Congrats Jets. And that's four of eight. Cool of resource with like the. Jerome Ford 51 to 75 Browns. The team names. Yeah like the letters on the front there. Yeah. It's cool looking rookie specters for the Cardinals Trey McBride. 11 to 25. Raiders Marcus Allen 40 of 75 championship gear jersey and Giants rookie auto. That's nine of 10 cave on the bedot. They've on to bedot. Donnie de bedot. One of the names they'll be done the first time I see his last name. I didn't realize how to pronounce it. So I can also spell. And I'm pretty sure Sam laugh at me pretty hard. What did you say. However you pronounce it. 53 is 60 for the Bears houses that are pronounced. I probably said the BDX or something like that. That's probably what I said the first time. Yeah. No. Don't do that. Don't do that. Daven Cook. Eric is a Conma 73 of 99 rookie monumental patch card and Super Bowl auto Ray Lewis Ravens. Sam is jealous of that one. Super Bowl auto Ray Lewis Ravens. Super Bowl auto Ray Lewis Ravens. Isaiah Spiller rookie Chargers 92 of 99. Silver Matt Corral Panthers rookie. Commanders Antonio Gibson brilliant Jersey 49 of 99. And Greg Lloyd 23 of 25 Steelers auto. You got a first box you opened. I mean that's what's up man. It's it's it's worth a good amount especially from like a product like illusions where the box the hot box price isn't crazy. Stuffly a nice hit. That's one of one Kenny Pickett. Oh nice Joe. That's a hustle man.  Guy rookie if you wish Joe and Junior 20 of 60 for the Bears. Bobby Wagner. That's what's up man. J Al. I'm not J. Josh Allen. Josh Allen. High Voltage four colored patch card Bills three of eight J Allen is a Cincinnati Reds prospect. My family you're still not wrong because the name starts with a J. Yeah I'm wrong I'm wrong.  Get your Vaughn. 75 is 75. Johan Dotson RPA for the commanders. Yeah that's not the worst gap of all time though. Yeah you could have said Diva DX or whatever you're already talking about. I could also be saying Funkadelic man. I could also be saying that. Damian Pierce Texans rookie 97 of 99. Rookie aura Kenneth Walker the third Seahawks 42 of 50. Oh nice well I'm sure this break spot was cheaper than that so congrats Joe. Sam Howell 43 of 99 Rookie monumental patch card. You said one of you baby. Jalani Woods 15 of 35 Rookie auto for the Colts. We'll get that one magged for you Joe. We'll get the Louis auto magged. I need to get a bronze one of those. They have Brady's in the homes of those from like older years. Like Super Bowl insert autos that look just like that. But those do pretty well on the on the market. 275 Mike Gasicki Dolphins as you can imagine. They're also a lot more shorter printed than some of the ones like Justin Tucker or Chris Long or something like that you know. Of course. I think they numbered up in flawless last year. I would say was it flawless. I think it was flawless. It sounds like they have like insert Brady autos I think. No in eminence they had them. They're like the 10 I think that hard not the action were numbered. 600 points random to everybody at the ends. Kyle Pitts base and a John Matchy 19 of 60 triple Jersey Texans Rookie. Let's say we've had a good number of the crystal. What does he do? Is he do like this? What is Sam? Oh my God. Somebody's there. Somebody needs to reach out and get him some help. Better help. Tiki Barber. No we're not sponsored. 27 to 40 for the Giants. Tiki Barber. Silver champ Bailey. Commanders. Clyde Edwards Allaire to 99 Max Impact Jersey card for the Chiefs. Oh look at this Super Bowl auto. Mr. Gun Safety himself. Nico Burris. Go Giants. Super Bowl auto. Making that game winning touchdown catch right there. Very nice. Against the New England Patriots. Who were 18-0 on the season up to that point. How does it make you feel? That was a long time ago man. Not really cause there's not much to say. That hasn't been said.  That's that. Sucks. Losing the Super Bowl not fun Donny. I wouldn't know. Were you in the Eagles fan back then? No that was a while ago. 27 to 99 Frank Gord Giants. Silver Matt Jude on for the Pats. Look at this. Look at this. Max Impact. Gold Vinyl 1 of 1 NFL Shield Bantry Tag. Clyde Edwards Allaire. Chiefs. I guess it's not technically called Gold Vinyl. The checklist just says Gold but I mean it's Gold Vinyl. It's Gold Vinyl. And Giants Kenny Galladay 57 to 60 on the auto. Yeah former Steelers 6. How you doing man? If you're looking for like hits in football illusions is really as a really good rip. Usually it's like three autos like a couple Memguards. Sorry I'm just catching up on some of the older chat messages. Josh Allen 31 out of 75. Not Jay Allen but Josh Allen. Mills. 47 to 99. Catalyst Jersey Card Trevor Lawrence Jags.  Matt Corkle. Michael McCorkle Jones. Matt comes from Matt Corkle. This is an actual like middle name. I thought you mispronounced Correll. 9 and 10. Christian Watson on the RPA for the Packers aspiring. That's a good hit there. Green Bay. Gregory M. I thought you were trying to say Matt Corral and then you just pushed your. No Michael Thomas number to 60 for the Saints. Like what? Wavelength Derek Henry 42 of 99 Titans. I wouldn't be opposed to a player like Michael Thomas on the Pats for like a couple years. He needs some dude that's he would be the best receiver on the team no matter what. No matter what anybody says the best receiver on the team right away gets there. Sunday Spectacle 2 of 2. Laundry tag Nebula. Mac Jones. This is a crazy box. Right here. A one of one and a two of two. Which is if you reduce is a one of one or reduce a fraction. Geez. Mag that Bernie Kosar 11 of 60 auto for the Browns. Nebula and gold in the same box is kind of wild. What camera are we talking about Riley? We're fine. We got camera. Layers good. There's a good player. He's a good running bag. Pat Pete 15 of 50 Cardinals. The die cut. Drake London. There will be no London on this track. Jalen Tolbert to 99 triple rookie Jersey for the Cowboys. And Bills James Cook 63 of 125 on the RPA. Nice cook JC number 28. At least he started putting his number. If you're going to do initials you may as well spruce up everything else. What country or area starts with Honduras? Honduras. Made in Honduras. That's possible six. I don't know who's going to trade for D-Hob is a question. Or the same Ravens were the team that was like showing like first interest. I'm sure there's going to be a lot though. He's going to come to fill in beer at Third Street. Oh God. Tyquan Thornton neon marble rookie for the Patriots. He's going to become a role player. Silver CJ2K Titans. McAfrey to 60. Brilliant Jersey Card Panthers. And Wandaille Robinson 13 of 75. Rookie Jersey Auto for the Giants. Giants doing well. Yeah his rookie year was not a good one. He's a solid player but yeah. I remember all of that. I remember all of that. Wandaille Robinson to 15.  Clyde Evans a layer. Oh yeah. That's Wandaille again. Carson Wentz base. We've got Sunday spectacle Justin Herbert 22 of 25 patch card three colors. He said D-Hob would be the third best receiver on the Eagles right now. I don't think that's crazy. Six I was kidding. 10 of 99 RPA Malik Willis Titans. There you go Titans congrats on that one. We don't need D-Hob. That'd be a waste of resources in my opinion. Oh yeah. Getting younger on the offensive line might be the best way to go. Yeah a little bit. Since Kelsey is going to be out in the two more years probably. Kelsey and Lane Johnson too. Oh yeah. He's really older right. 74 and 99 Chris Godman for the Bucks. Or like just you know. Spectrus Rookie Taekwondo Thornton Pats 28 to 50. What's up Synvicta. Debo Samuel to 75 brilliance Jersey Niners. Mike Allsot 44 or 50 auto for the Bucks. What was the what was the hit of the kit. What were they like the five best cards in Victor. Not including a sketch. We're like the best parallels. 75 is 75 CD Lamb Cowboys. Wanda Robbins and Giants Rookie. Number 230 is a Skymore Rookie Rising dual Jersey Chiefs. And Danny Gray 72 of 99 RPA for the 49ers. Yeah Shrew Fletcher Cox a bit older. Yeah. Eagles just got to get refreshed basically. We got Jordan Davis. He said aside from Jordan Davis. Oh. He's getting a little older. I mean yeah a little older. Pudger Cox is older. Barnett's not that old but he's also not the best. He's good. Barnett's kind of. 600 points to everybody. He didn't turn out to be the next Reggie White like you thought. It's always fun when you compare someone to Reggie White and then nowhere near it. Right. The only person that was was like T was JJ White. He's like the only one that came that was that was that guy. He was him. He was he was legitimately him for a while. 600 points. Random to everybody. It's a three way over there and another three six times. Top team gets the points. One. Two. Three. Four. Five. And six. Titans. Two sketches is pretty sick. Got out of five of pit from Game of Thrones. That's cool. Yeah. Hard Grave was doing this one. Oh I've tried to retain Redemption. The Redemption's I'm assuming you're going to be pretty sick cards. Oh Joe Chewie base the 50 that's sick. Point to work that out. Purple Poe. All right. Here we go. Relics we have Sky Moore. Debo Samuel. Justin Herbert. Christian McCaffrey. Jalen Tolbert. Trevor Lawrence. Clyde Edwards Allaire. Sam Howell. John Medchie III. Josh Allen. Not Jay Allen. Antonio Gibson. Erica Zakanma. Marcus Allen. Christian Watson. Autos now. Danny Gray. Mike Allsdott. A-Train. Malik Willis. Nice RPA there for the Titans. You can go ahead. One. I didn't say them. I got a first one. Wanda Robinson. Giants. James Cook. Bills. Bernie Kosar. Kenny Gholiday. Plexico Burris Super Bowl Auto. Jelani Woods. Johan Dotson. Greg Lloyd. Kavon Thibodeau. I should know better for us. Donnie Thibodeau. One of the Dimsdale Dimmodome. Mac Jones on the Laundry Tag. Nebula. Two of two. Go. We got aspiring RPA. Christian Watson. Packers. Number nine out of 10. Just realized that's yours. Number two. Go Pack. Gold one of one. Clyde Edwards Allaire. Laundry Tag Shield. What a cheese. Super Bowl Auto Ray Lewis. You're Raven's good hit there. Great hit there. And a Breeze Hall Neon Splatter RPA for the Jets four of eight.  All right. That'll do it. Thanks again everybody. We've got impeccable up now.


We started Aspen Medical in 2003 and it came from the Tony Blair was going to completely revolutionise how healthcare was delivered in the UK and they were really looking for new ideas and new companies to help provide new services. Our very first contracts were with the NHS clearing massive surgery waiting lists in the north of England and at the same time rolling out the very first commercial field hospital for a government anywhere in a combat zone. We do some fantastic programs here in Australia. Two that I'd like to call out is Rural Locom Systems Program, a program where we're bringing services to the rural community that allows those practitioners to be able to take leave and further their education. Really important the other one the Remote Area Health Corps is bringing services to the Indigenous communities in the Northern Territories. Aspen Medical has its headquarters here in Canberra where we have over a hundred staff and about 2,000 people worldwide operating in 16 countries around the world and then we'll have another 10,000 staff on call if required to support those contracts. We always try and employ as many local people as we can as I often say we're exporting Australian know-how to the rest of the world. What I enjoy most about working for Aspen Medical is the variety and challenges that come with managing multiple brands across the Aspen Medical Group. I also love building key stakeholder relationships across different cultures around the world. Aspen Medical has used a range of services that come from government. The Export Market Development Grant helped to give us the wherewithal to be able to travel overseas and grow our export market and that's really really important not just for Aspen Medical but for Australia. Wherever we go they see that we are exporting Australian compassion around the world. We always promote Australian-owned Australian name. What I really love about what we do at Aspen Medical is we deliver care into areas where it's most needed. We have a strong belief you can make a profit but you can make a real difference in the community and we like to reflect that every day in the work we do.


There's a lot of things to be afraid of people, a whole lot of things. POOP! Ha ha ha, gotcha! Hey, alright, how's it going? I have been on TikTok recently and I've been seeing a bunch of different TikToks about a bunch of different kinds of phobias. So today, I wanted to look at some of those phobias and maybe see if I have a phobia of some sort. I have a few in mind that I'm going to do. I guess I would say, hey, uh, warning that we're going to be looking at a bunch of different phobias, so. So here are the most common ones. Again, I have ones that specifically I want to dive into, but it's been interesting seeing these pop-up TikToks. So there's social phobias like anxiety I have, and especially after these past couple of years, I've definitely developed a little bit of social anxiety, not as much as I would call it a phobia, but I definitely have a bit of social anxiety and anxiety in general. Agoraphobia, the fear of open spaces. This definitely, does this translate? Does this include open water? Because I think that's a different thing. Acrophobia, fear of heights, that's pretty common. We have pet, petromorhanophobia, the fear of flying. Phosphophobia, obviously, fear of enclosed spaces. Is arachnophobia not on this, the fear of spiders? I feel like that would be like the top one there. I want to dive into some different phobias. If you have any phobias, let me know in the comments section below. But one of the things that came up that I want to look at is called megalophobia. This is a type of anxiety disorder in which a person experiences intense fear of large objects. I saw a video come up on my favorite page that was like trigger warning megalophobia. I was like, I don't know what that is. Then it played and I was like, oh, I don't have a phobia of this, but this is definitely unsettling. I love how it's a Reddit about megalophobia, but it's only going to show things that would trigger people that have megalophobia. This TikTok of these giant places, that's a boat underneath. It's hard to get a sense of scale. I saw a scale of this the other day, which they compared like these offshore oil rigs to different buildings. And I never, I knew that they were gigantic, but I didn't realize just how gigantic. So like, here's an oil rig. I don't even know what that is. Two towers in Malaysia. Like it's insane. I mean, it makes sense because they're in the middle of the ocean, but you only see this top thing. So it's like, okay, that's big. But you don't think of how far down that could, like how do they even build something like that? Oil rig, basin, transport, that's insane. What is this? What is this?  Oh, and it just goes on seemingly forever. Wait, this is real? Hold on, I saw this the other day and I thought that this was Photoshopped. How big is this? It's the third tallest statue in the world. See, it's one of those things where it's like, I'm not afraid of it, but it's like unsettlingly huge. Especially with something like that, where like it's not just a structure or a building. Like it looks like a person, it's a statue. Compare, size explorer. Okay, here we go. Here's this versus, let's do something that I've seen before. Did I have, I'm actually, okay. So this is not nearly as big as the Empire State Building. Okay, in my mind, this was like the size of the Empire State Building. Still like unreasonably large and like nothing should ever be that big. What is, oh, it's just a train. That's horrifying. That is so horrifying. So did they put a plow on the front of the train? Or did they just let the train go? Oh, I guess they just let the train go. What is that a comet? What is the Rosetta comet above Los Angeles? I live here. I don't like that. So this is one of those things where it's like, why would you do this?  Windmills are unbelievably, like, oh my God, they're so big. I was reading a thing. Hold on, how to transport wind turbine blades? Cause they're so big and they're one piece. So it's like incredibly hard to transport because it's not like you could go around. You have to take specific routes that are more straight because it's not like you can make it like a 90 degree turn with, I don't know how big they are, like 200 foot wind turbine blade. Each blade is 116 feet. That's so big. Banana for scale of the earth. What is happening? Oh, that's how big the banana is. It's really scary. Actually, I really don't like that. Small dot is mercury in front of the sun. The sun is really big. This, I saw this. This is such an unsettling picture. Oh, it's so big. What is this? An impure super star destroyer compared to Manhattan. These aircraft carrier, why would you do this?  Like, even if it's docked, I'd be like, if this thing starts to move, there's nothing, I will be crushed. That's probably why, why Siren Head was so popular because people are like, this thing's really big and it's super unsettling. Oh, oh, what? I like, if my mind couldn't. A full-size school bus. This is a school bus next to a haul truck.  It's not even as tall as the wheels. I mean, they're back a little bit so I'm sure it's about as tall. That's crazy. Oh, these, oh, these chains are so big. Oh, oh, whoa, whoa, whoa. Oh, it moves really well but in a way that it doesn't, like I don't like. Okay, let's go to a different phobia. Let's go to a different phobia, different phobia, different phobia. This is the fear of open water, terrifying wave created by ice falling into the ocean. Oh, you're done. Oh, you're done. Oh, you're done. Oh, my God. People who just like looking at cool ocean pictures. Here's point Nemo, the spot furthest away from any land point in the world. You're closer to astronauts aboard the International Space Station than humanity. Really? Oh my God. That's a good point. I'm not afraid, like when I'm in the ocean, I don't necessarily know if I'm afraid of sharks because I like sharks and I respect sharks a lot. I'm afraid of the unknown, you know? And the unknown might be a shark. Like this is kind of horrifying. Yeah, this. So this is what I'm talking about. I mean, this is kind of okay because there's something surrounding him but just out there.  Exactly, exactly. Adorable water puppy. Yeah, I'd rather, I would rather swim next to a shark than just be out in the open. Ugh! Whoa, that's so cool. That's crazy. Where is this?  Is that real? Where is that? See, that's what could happen.  I don't think. I mean, they definitely don't want to because they krill. But you sure can fit in its mouth. That's the thing too. It's like, we can fit so many of these fuckers in the ocean because it's so big, you know? What? No, God, what the fuck? Poor game idea, explore the bottom of the ocean and discover ancient creatures and outer-worldly fossils, no combat, only ominous feelings with the morbid curiosity while it lies beyond in the dark. This is a brilliant idea for a horror game. Somebody make this. I would love to play it and I would hate to play it. Subnautica was horrifying because it was the open ocean. I'm downloading Subnautica again right now just so I can go out into the open ocean. I want to just go to Google images real quick and look at Megalophobia. Oh yeah, I saw this. That's great. It's just so big.   Jormungander. Ugh, crazy. Ugh, jesus. This. Oh, this is a horrible image. I don't even know what that is. Oh, is that a sunfish? This isn't a Buddha statue.  Oh, see this? This guy? Oh, see now it's dark. What hit the ship? Oh, god. Oh, it's so large. Oh, it's so long. It's so large. See, and we're not even that far down. I just remember seeing a reaper. Reaper Goliathon, is that what it was called? I don't remember. And that's the thing is I don't wish to remember either. And it just goes down. Oh, there it is. Yeah, this is just kind of the worst thing ever. Just the worst. Oh, god. And like it doesn't even want me. Oh, to be wanted by a reaper Leviathan. Why is it glowy? Is this rare? But see, it'll take me 25 minutes to get back to the surface. Horrible, horrible, horrible. I'm gonna end this here. I basically just talked about big things in the open ocean. I didn't really talk about much more other phobias, but what else is there? I don't like feet. Thank you guys so much for watching. Let me know what you think the scariest thing in the world is. And I'll see you later. All right, love you.


Welcome to NTN Nightly. I am General Norville. This edition stops stories. Saint Lucia Distillers displays confidence in the economy with a $30 million expansion project. The Unthink Thought Festival examines the applied theories of Sir Arthur Lewis and meet the winners of the World Forest and Water Day competition. Prime Minister the Honourable Alan Chastney has hailed a multi-million dollar expansion project by Saint Lucia Distillers as a clear indication of the resilience of the local private sector and the island by extension. Speaking at the official opening ceremony of the new facility, Prime Minister the Honourable Alan Chastney stated that the occasion offered an opportunity to take a pause and reflect on the impact of COVID-19, not just on a personal level but on the business community and the country. Noting the positive strides taken since the pandemic, the Prime Minister indicated that one should look forward to the future with optimism. Honourable Chastney welcomed the US $30 million expansion describing the project as appealing. The journey started many years before I know you came to Saint Lucia but we're very happy that you decided in 2016 to make Saint Lucia part of your history. And I want to thank you personally that despite what was going on with COVID and the clear reflection that many people must make in terms of do I continue to invest? I continue to achieve the levels of excellence that I saw in your facilities in Martinique and continue that journey here in Saint Lucia. And I want you to know that I'm certainly not one person. I am one person who does not take your commitment and your continuation for granted. I want to thank you very, very much. Noting the timeliness of the project, the Prime Minister explained its impact across the sectors. He added that given the direction in which the country is moving, there are significant benefits to be had. This project is special for Saint Lucia because it crosses three very important sectors. Agro processing and I know that we're starting to plant back some sugarcane and that's a very good sign. Manufacturing in terms of processing and then tourism. And then underlying those three things are two very separate markets. Our domestic market and what we call OECS and CARACON as well as the international market and our tourism market. And this is our journey. This is what Saint Lucia has recognized that in order for us to reach the economies of scale to succeed on a global basis, we must blend those three components. Honourable Shasne announced plans to take advantage of the waste from the distilling process. This he said will benefit not just the company but the island as a whole. And I have recognized that there is a substantial part of your input that is going to waste and that is the energy that you're creating from the distilling process to begin with. I was very heartened to see that Barbados recently announced that it reached an agreement with its electricity company. That electricity company now will be focusing on the distribution of electricity and no longer on the production of electricity. What does that mean for manufacturers? So all of a sudden an output of your manufacturing process that is going to waste not only potentially can supply the energy for your plant but also to be able to supply a cheaper source of energy into our own network. And until we're able to cross that hurdle, we genuinely will not be successful to the extent that we are. So a valuable input is the energy that is locally produced here and it needs to be part of your process. I assure you sir that my government continues to work to make sure that we can follow suit with what's taking place in Barbados and hopefully very soon you will also be able to now benefit from being able to provide your own energy as well as selling energy into our grid. Other manufacturers and plant operators will also be able to benefit from this initiative. The legislation to support the move the Prime Minister explained is underway. Prime Minister of the Honourable Alan Chastney reaffirmed the government's commitment to creating a facilitating environment where all sectors are able to thrive. The life and work of Sir Arthur Lewis is being celebrated by the institution named after St. Lucia's first Nobel laureate. Sir Arthur Lewis received the Nobel Prize for Economics in 1979. On Tuesday 15th June, the Sir Arthur Lewis Community College hosted what it dubbed the Unthink Thought Festival which discussed the economic theories posited by Sir Arthur Lewis. How many more reports? The Sir Arthur Lewis Community College successfully hosted the Unthink Festival on 15th June 2021. The thought festival aimed to promote regionalism and global competitiveness in the Caribbean. The Unthink Festival was held in commemoration of the 30th anniversary of the passing of Sir Arthur Lewis. The virtual event consisted of a series of panel discussions including an open session which focused on Caribbean futures. So the key point is that to encourage the region to think forward but also for developing countries as a whole. That's what the pandemic tells us that we need to do now. And that's why we constructed the idea of the Unthink Thought Festival. We've brought together a stellar cast of thought leaders from around the world and from within the region. And we are hoping that the audience will be delighted by their key provocations today. The topic of particular importance discussed by the presenters was the significance of regional integration to the group of the Caribbean nations. Professor Avinash Basad, Chairman of the Karakam Commission on the Economy, highlighted a shift in the regional development over the years. Back in Sir Arthur's day, we were the fastest growing region, developmentally one of the most successful by the 1960s, 70s and 80s. And then something happened, then we seem to get stuck. Now we are one of the slowest growing regions in the world. And all the consequences that lead from slow growth, we've become as a result of slow growth, one of the highest indebted regions in the world. Highly indebted, slow growing. We are giving up many of the gains and social economic gains and development gains that we have made earlier. Jonathan Joannes is the managing director of First National Bank. He encouraged participation among countries to attain regional growth. I think if we take the time out to realize how powerful collaboration is as opposed to competition, we will see how the sharing of best practices makes each country, each bank, each business, each citizen a lot better and a lot stronger. The sharing of assets to benefit all, knowledge transfer and forming consortia where we can. I know we have this deep yearning to remain independent and to maintain our identity. And believe you me, the journey to form the consortia to acquire RBC was struck with this idea of remaining indigenous and keeping our own unique identities. But there are mechanisms that allow us to be independent and cooperate as though we are one. Other topics explored during the Sao Paulo's Unthink Festival included climate action, fourth industrial revolution, creative futures and youth and social entrepreneurship. From the Government Information Service, I'm Humedy Mark. Regional law enforcement is encouraging communities to establish neighborhood watch programs and parents to be more involved in their children's lives to reduce the potential for deviant behavior. This call to action came out of a regional community policing panel discussion hosted by the Royal St. Lucia Police Force from the GIS Studios, featuring virtual presentations from the Belize Police Department and Acting Inspector Roland Kobler of the Royal Barbados Police Force. Referencing alarming rates of violence in schools across the Caribbean, Acting Inspector Kobler explained the risk factors associated with deviant behavior among school-aged children. He suggests methods that parents can utilize in dealing with their children to avoid such outcomes. These include modeling the appropriate behavior each and every time as I said before and I'll say again, children mimic what they see. Of course, observe children carefully for troubling behaviors. Once you pay attention to your children, then you will see when they are deviation from that expected behavior and then you'll be able to identify troubling behaviors and try to give early interventions into situations as they arise. Of course, take an active role in your children's education. Encourage them to go to school and learn. Encourage them to desist from getting involved in violence or any activity that will disrupt them from getting a strong education. Yet to know your children's friends and family is very important that we know as parents who our children are spending time with. It places the goal and the company that they are keeping. And of course, you need to monitor and supervise our children. It's important that we monitor them and have an understanding of their internet use. Of course, you need to check their bedroom because there may be times where they'll be struggling with issues of bullying. But because we're not monitoring and supervising, they may take a little weapon from home and then hence violence at school will occur. And of course, you also have to look for scenes of other paraphernalia such as the use of illegal drugs. And being constantly monitoring and supervising our children will play a critical role in reducing some of the liquid and violence behavior experienced in our schools. At the community level, Inspector Zenubio Cook from the Belize Police Department illustrated the significance of a neighborhood watch group to deter crime and violence, enhance the quality of life and improve relations among neighbors. Firstly, we want to recruit and organize as many neighbors as possible. We want to walk into the neighborhood and organize. Let us schedule a meeting, very, very important. Also discuss community concern and develop an action plan. And again, whenever we have our meeting, those who are not privy to attend the meeting, they can actually get the information by way of being a part of the WhatsApp group and other means of communication. But definitely it is very important to share this information. That was Inspector Zenubio Cook of the Belize Police Department. The regional community policing panel discussion is airing throughout this month for an NTN and can also be viewed on the Government of St. Lucia Facebook page and YouTube channel. The Department of Forestry held a prize-giving ceremony for the winners of the World Forest and Water Day competition. The Facebook photo competition was held in conjunction with World Water Day and World Forest Day 2021 celebrations and formed part of an effort to raise awareness of the importance of protecting our natural resources. To qualify for the competition, persons were required to photograph themselves in an ecosystem and give a brief description of how it contributes to their life. Chief Forestry officer Oluin Donnelly highlighted the role these activities play in raising awareness of the increase in deforestation as well as contamination of our natural resources. He commended the participants on the involvement in safeguarding St. Lucia's ecosystems. The forest is not only there for our survival. We don't exist in isolation of the wildlife, the other resources that depend on the forest. We all form that network where we depend on each other within that brother ecosystem. So the wildlife as well, they depend on the forest and sometimes when we destroy the forest, we destroy wildlife and ultimately we would be destroying ourselves. Director of the Water Resources Management Agency Jason Ernest encouraged the participants to continue their efforts in sanitizing the public on the importance of protecting our natural resources. I also see you guys as being ambassadors, so for your households, for your family, friends and for your communities to spread the message that we need to continue to protect our resource because it is very finite in St. Lucia. It's limited and we should be aware of that. We realize that right now you see that there's a lot of indiscriminate dumping of waste and refuse into our water systems and this is where our water supply comes from. So this is very critical that we protect it. World Forest Day and World Water Day is two of the days where we can look to raise the awareness and sensitize persons as to the importance of what is going on. A first and second place winner was chosen from both the north and south of the island resulting in four winners total. The winners of the World Forest and Water Day competition were awarded prizes that included Samsung tablets and cell phones sponsored by the Southeast Coast Project. From the communications unit of the Ministry of Agriculture, I am Anisia Antoine reporting. This is NTN Nightly. Up next, Primers Hutchingson with the NTN Reveille of New York. Welcome back. We join Primers Hutchingson for the NTN Reveille of New York. Thank you very much, General. Thank you to the University Department for the information on Government Settlement GIS on the National Television of the NTN Reveille of New York, Primers Hutchingson. Come in la guerre, Empowers Babono, enchimé, pour trouver l'école première, nouveau. Sa enchimé de réalité comme la tenue et en cérémonie, pour marcher officiellement placement pour bâtir l'institution de l'éducation Nef Salat. Projet assayant qui a coûté 7.6 million dollars à bas finance gouvernement Settlement GIS égocie bag des affaires de développement caribable à CDB qui a supporté construction Salat. Nécol Nefs, la Pounifie et Gasson, sa c'est l'école Pounifie et Gasson, en la guerre, qui a une grande chambre à terre et qui a un haut-gouillon qui a coûté qui a éporté 4 chambres pour le son. Il a gagné un bibliothèque, il a un laboratoire pour étudier le computer, qui a une chambre pour le son de musique avec ses chambres à terre qui a éporté 4 séparations pour le son, il a une chambre pour les étudiants posés, une chambre pour les institutaires, il a une étudiante à l'école et un bureau pour le principal de l'école la même. Il a une chambre pour un ballet à l'école, pour éviter un maximum de chambres pour l'éducation de l'éducation de l'école. On s'adresse au sérémonie à un premier ministre de l'Éducation. Alain Chassner a déclaré qu'il n'y a pas besoin de l'éducation c'est pour y nécessaire, pour y donner toutes ces facilités qui sont idéaux pour faire, pour goer et cacher les couilles eux-mêmes. Premier ministre Chassner a renforcé l'importance aussi pour les institutaires et les capacitaires pour étudier ces étudiants en façon de direction, de technologie. Excellent Premier ministre Chassner. C'est une situation qui c'est qu'on lavé la main, si cet étudiant l'école a pas ni capacité et capacité de technologie pour instruire ces étudiants. C'est pour raison que tout le genre et que ce soit étudiant en face au salar. Construction l'école a été un huit temps à aux auteurs de Cyclone Thomas qui devalusait plusieurs écoles. Et par conséquence, finesse qu'il était déjà en place pour bâtir l'école tenue pour servir plus tôt, pour rencheser l'école au salar. Minister d'affaires à l'éducation, Dr. Gil Rigobo Dickey, l'École de la guerre qui a ni capacité pour pas seulement résister pour Cyclone mais aussi pour embrasser de l'éducation qui a amé ces genres-là et puis toute la capacité s'éveille pour prendre l'avantage de l'éducation qui a existé présentement. Vos positifs, à qui parlez-moi, pour Paris Babon, on va abuser Kiel Joseph. Merci à ses parents en commun la guerre pour l'éducation, mais aussi conseillers pour toujours supporter et engager en activité l'école-là. Il m'a dit que pour supporter ses institutaires à façon pour aider ces programmes qui caillent l'école-là et pour faire ici, c'est à tout clair. Gwek, ça c'est Gwek pour Company Construction and Industrial Equipment Limited qui a bâti l'école-salar, ça c'est Reno Kajada. Fécur point qui, la plière, qui a posé un type of blame pour qu'il n'y ait pas huit ans et pour qu'il n'y ait pas huit ans pour sa vitesse pour finir pour le salar. Des lotes l'école qui a trouvé bénéfice à bâtir le salar pour aider à renforcer capacité d'éducation, ces institutions. Ça c'est Produce Construction Services Limited, CEContois, pour bâtir les chambres-nefs à l'école Methodist, Gordon and Walkout Memorial qui a coûté 6.6 million dollars à construction and industrial equipment limited qui a bâti on aussi à l'école Première Vit Bouteille qui a coûté 4.6 million dollars. Les cultivataires et les femmes à payer j'ai trouvé conseils pour faire ce qu'ils ont établi en place pour protéger les produits qui j'aient m'attréter avant un cyclone passé. C'est Chef Officier d'Extension qui a conseillé eux pour faire ça. C'est donc Monsieur Communual Jebatis. Il tout est nécessaire pour ces femmes à protéger les produits et bien d'un wé qui j'aie bon pour écolter si la nuit un cyclone. Chef Officier d'Extension qui s'est fermé ça a récolté c'est d'un wé qui j'aie m'attréter et placer à des plats qui ont bien protégé à l'école c'est pour dire pas qu'à payer s'il n'y a qu'un cyclone et qu'il faut que ça vend après un mauvais temps à passer. At least il paraît tomber et prendre un de l'eau ou il paraît prendre l'eau parce qu'il casse les couilles c'est ça. Ça a aussi fait c'est mettre un storage si on n'a qu'à vendre ça a acheter ça a bon c'est pas ça ou ça vend mettez-moi avec acheter l'autre manier pour disposer Officier d'Extension Monsieur Chébatiste Ca a aussi conseillé Fama Légime qui casse avec Greenhouse pour prendre bonne precaution aussi si un cyclone Si l'un de cyclone vend assis ou point de marche pour tirer plastique c'est Greenhouse c'est Greenhouse c'est un païsole tout de suite il vend viner c'est pas de chaï c'est pas de chaï c'est dommager c'est Greenhouse c'est ça pour faire espérer beaucoup de plastique ça où c'est faitsemblant c'est fait Treat educación For those of you who can learn I'm not teaching during this time I teach To greenhouse farmers to get greenhouses For those who basically are doing they save but but I did I took a little change quests know what it is there were We also have a marketing board. We have a marketing board that assists us to make a storage, so that we can make a storage with whatever we need. I would like to thank all of you for the invitation. I would also like to thank all of you for the invitation. Thank you very much. That brings us to the end of NTN Nightly. Join us next time at 7pm with a repeat at 7am. You can also catch up with us anytime on the Saint Lucia Government, Facebook page or YouTube channel. I am General Norvel.


So first of all, before moving into each and every component of search engine, I would like to present an overview of what exactly our problem statement is, what this search engine is basically doing and how different components are interacting with each other. So like everyone here, like Maximum of you all might have experienced this, like IoT Bombay X platform already, it is based on Open edX, so it already has an inbuilt search feature, like a search engine is there where you can search anything and you will get the result. But then what is the motivation behind building the search engine upon that? So the platform of IoT Bombay X that provides the search engine that is not efficient and it doesn't search everything that we put into it. So like basically we have two kinds of database, one is MongoDB and one is MySQL, currently in this IoT Bombay X server. So that initial IoT Bombay X search engine just searches from that MongoDB database and what we have tried to build and partially succeeded into it is that it crawls or searches into MySQL as well as MongoDB, both databases. So this is the basic workflow or the component interaction into our project. So as the previous group explained about different instances of the IoT Bombay X, so that is same like those three or more are the IoT Bombay X instances. And then in that dotted square is what we have built. So first of all, like what will be input to the search engine and what will be output out of it. So any user who is going to use that search engine, like it's very basic, he or she will search anything, anything what he or she wants to and the result will come from the database itself. So first of all we need data for those results. So what we are doing is we have a crawler for that. So we need two types of crawlers, one for MySQL and one for MongoDB. And the specialty of this is like it is not happening sequentially. Like one crawler will go for MySQL, crawl everything out of MySQL and then post the data to elastic search. Then another crawler will go to MongoDB. So it is happening parallelly like this is the threading part, which will be explained by my friend later. Like everything is happening in a parallel fashion, like crawling of MySQL is also happening at the same time and at the very same time crawling of MongoDB is taking place. After both the database have been crawled or it is also like that, at the very same time of crawling itself we are posting that data to the elastic search. So elastic search is the search, like is the basic or the core of this project like what we have used to search into our database. So at the time when we are crawling everything, it is getting posted to the elastic search and then we are getting that result into our front end. So for the demo purpose, we have included only three indexes in the elastic search as of now, but if we want we can easily increase it. So indexes are nothing but database itself. So one for the content, enrollment and interactions. It will be explained later. This is the searcher, like from here itself the search will start. Any user will type the search and then we'll get the result out of it. We have also integrated cache into it for obvious reasons. So like whenever a person is searching anything, first of all we have the data into elastic search. Elastic search will perform its operations and will give the result to the searcher back. So these are the components that we'll have and all these interactions are happening with the help of Django REST APIs. So now Harsh Mohan will continue further. So as already explained, for any search engine to function, the first thing that it will need is data. So IT Bombay X has data stores for it. For example, the MongoDB database stores the course content and also the Discussion Forum data. Also the events are stored in log files. The MySQL database will store the student information. So these constitute a huge amount of data, so which needs to be filtered so as to answer relevant query. To facilitate this, what we have done is we have divided the search into two types. The first type is based on operator and data store, we have divided the searches into two categories. The first category is a content-based search that will give a output based on the content of phrase you type in. For example, give me all the courses related to pointers. So the pointer is the content which you are searching in the course. In that case, the data stores comes out to be the MongoDB database. The second type of query that we are doing is the query-based searches. For example, give me the course having maximum number of enrollments. In that case, we have an operator added to it, which in this case is maximum. And then there will be a data store. For example, we want to answer for enrollments. It has to be a data store, which will be the MySQL database. So in order to facilitate this, we have made two types of, we can say crawler. The first is MySQL crawler, which will crawl the MySQL database and bring out useful information for it, which we'll explain next. Then will be the MongoDB parser, which will facilitate the content-based searches. So MySQL crawler, as I said earlier, it forms the backbone of query-based searches. So what it does is it filters out useful information so that it can be used to answer relevant queries. So this component itself is made of two parts. The first is Apache Scoop, and the second will be a form of Apache Hadoop. So the function of Scoop will be to import the required data from multiple IIT Bombay instances and transfer it to the HDFS system so that a map-reduced program that has been written in accordance with the operator will function on the imported data to give out the output, which will be stored in Elasticsearch and will be used later to answer the queries. So here we'll give an example. Suppose the query that needs to be answered is, give me the most interactive of courses. So here, there are two things, the most. This most word forms the operator. That means we want to give the course which has maximum number of interactions. And the second is the course. So interactive course. So we want to find out the database where interaction and courses, interaction versus courses are stored. So the first thing we'll do here is Scoop will import the course versus interaction data from the databases which we identified as courseware student module, which is a MySQL table. The next is we'll write a map-reduced program to perform in accordance to the operator. Here we calculate the course ID versus the number of interactions. And that is the map-reduced algorithm to perform the same. At the very left end, you can see that there are multiple instances which has course in accordance with the number of interactions in them. So as the map-reduced works on key value pairs, so first of all, it attaches a value to each of the key in the map stage. In the suffer stage, the similar keys make a list of the values. And in the map stage, all the values are added together to give the course versus the number of interactions. This was all about the MySQL crawler. And now the problem would be that, suppose there are some changes, interactions will increase, enrollments will increase. So we need to crawl it at regular intervals. So for that, we have written everything into a script and we have scheduled a script so that it performs from time to, it runs time to time according to the schedule and stores the relevant data. Now, he'll explain about MongoDB parser. Hello everyone, I'll be explaining the MongoDB parser and you can see as my friend has already discussed, the work of MongoDB parser is to parse the content of every course stored in Mongo database. So in the picture, you can see that it shows all the collections of the Mongo database. So the content is stored in four collections, that is the module store, module store.active versions, module store definitions, and module store the structures. So there are two versions of the courses. One is the new version and one is the old version. The old version is stored in module store only. And the new version is collectively stored in the other three collections. So the technology used by Mongo for querying into the Mongo database, and natural language toolkit for processing the sentence and word. Moving on to the structure of the courses. So as there are two versions of courses, so the structures are different. The old version of course has a tree structure as you can see. The course is as the root node and followed by chapter, then sequences, then verticals, and there are four leaf nodes as HTML problems, discussions, and videos. So it will be more clear with examples. So this is an example of a chapter. And you can see the pointer in the children part you can see. There are few URLs and every URL point to a sequential. As you can see in the category part, there is a sequential part. So moving on to the next example, it is an example of a vertical. And you can see in the children part there are a few URLs, which points to the leaf nodes like HTML and problems. Moving on to the next example, that is an example of a leaf node that is HTML. And you can see inside the definition part, there is a data. And in the data, against the data, a hypertext is stored, which is generally the content of this of the subsection. And we are interested in this content. So there is another part called the metadata. And inside the metadata, there is display name, which is actually a short description of the subsection. So we are parsing both the things. And so moving on to the structure of the new version of courses. It has a structure like a link list. And there are, as I have already said, there are three collections. First one is the module store that active version which stores an overview of the course. And then it is module store the structure of the course. And then it is module store the definitions which actually contain the definition or you can say the content of the course, or the subsections. So it will be more clear with the examples. So this is an example of an object of module store that active versions. As you can see, there are a few descriptions only. The main thing that we are interested in is the published branch. Again, so object ID is stored, which is actually the address of the structure of the course stored in module store the structures. Then moving on to the module store the structures. Inside it, as you can see in the first one is the ID which is the address I have just shown you. Then inside the block, there are a list of JSON objects. Every JSON object represent a subsection of the course. And as you can see, the type of this subsection is course. And this was the same example. And as you can see, another object is there, and the type of that object is about. So another field you can see is definition, against which another object ID is stored. Actually, this was the address of the definition of this subsection, which is stored in module store the definitions. So moving on to the module store definitions, you can see again, there is a data part. And inside that, there is some hypertext, which is also the content of this subsection. So now, coming to the working of the MongoDB parser. There are two modules, one to pass the old version and another to pass the new version. For the old version, what the parser do? It collects all the distinct name of the courses. Then it collects all the nodes of the course tree. And then it collects all the content of every node. Then it processes the content with the help of analytical libraries that is removing the HTML tags. Then tokenizing, then removing the punctuation, then removing the stopwatch, and then stores it into Elasticsearch using the store API created. Then for the new version of courses, again it collects all the distinct courses from the module store the active versions. Then searches for the public ID in modules to the structures. Now we have the structure of the course. Then for every subsection, it collects the content from module store the definition. Then again it processes using analytical libraries and store it into Elasticsearch. So now Mohan will explain about threading. After crowling and parsing, we are using threading. Now threading is used to store MongoDB data and pass the data into Elasticsearch. So here we are creating threads for one instance. MongoDB data parser, number of enrollment and number of interaction. Here we are creating for threads for each type of data. Now Elasticsearch will explain why. So in Elasticsearch what we are doing is that all the pass data is passed to the Elasticsearch with the help of threads. So we have all maintained the two APIs basically to store data into the Elasticsearch. Also we have maintained three indexes in the Elasticsearch, which is course content, course enrollment, and interactions. So course content is from MongoDB and enrollment and interactions are from MySQL database. So whenever the thread is called it just costs the store data API and then the data is stored in the Elasticsearch. That's what the structure of the index which we have maintained in the Elasticsearch. So we have our demo ready. At first we are trying some absurd searches. And then I'm trying to show the full text search in which is supported by the Elasticsearch. This is just an example of edX demonstration course and we will just take some random text and that will be searched. So we are just taking this learning sequence, a text which is present in that demonstration X. And we are searching for that text now. So what we are getting is that we are getting the URL of that course. We are getting that course from the search result. But two results. Sir, as we are doing the full text search, so it is learning sequence. Then the word learning might have occurred in some other courses or sequences. Both are courses. Yes, both are courses. This particular text can be written in any object. Are you searching for objects also or just the courses? Sir, currently we are just searching for the courses. That's also included in our future scope. Okay, that's okay. So if you are searching for something, if I am searching for something and that is there in course description, title, any of the object related to the course, and discussion forum. Yes, sir. So while we are parsing, we are just considering all these things and we are just- Including discussion forum? Yes, sir. So if I search something, you will search in discussion forums also. And all the courses in which discussion forums, this word is present, you will bring those courses also here? No, sir. Discussion forum, no. Okay. Okay. So only course description, course title, course objects. Done. Then it's okay. Because if it will be discussion forum, then the result will not be useful. So we are using that for another purpose. So like we are searching for the minimum enrolments, the course in which the enrolment has been minimum. So we are just getting that. Or like enrolment word has been occurred in some other courses, that has also come. Now I'm just trying to show that your minimum interaction thing. What? Minimum. Yes, that's what we, that he explained, tried to call that operators. Sir, rather than writing, they have some buttons or- No, not button, something. So let us say somebody is searching for minimum, some important word. Minimum possibility. Minimum possibility. What will happen then? If currently we haven't implemented the minimum possibilities thing, so it will do a full text search. It will find that possibilities, it will search for the minimum and the possibilities word throughout the path data. No, no, my concern is different. So for example, minimum is the filter. Yes, sir. Minimum enrolment is the filter or minimum is the filter? Minimum is the filter. So I'll- So now somebody is searching for minimum possibility. Okay. Okay, and that text can be there in many courses. So your system will assume minimum as filter and search for the possibility or how it will work. Sir, it will do both. Both, okay. It will first search it as a filter but it won't find the possibility in the mapping area. So it will just leave that. And then it will do a full text search for the entire minimum possibility thing. I see. So can we replace this filters with slash filter, like slash minimum? So by putting some symbol in beginning, it will be very easy, convenient. Any more questions?


Since 1995, we have had three big earthquake. 1995 in Kobe, 2011, so Tohoku. And two years ago, Kumamoto earthquake caused heavy damage to cultural heritage, including the castle, temple, and shrines. It became affecting archaeological heritage management underground as happened previously in Kobe and Tohoku. And very unfortunately, yesterday, we had a big earthquake in Hokkaido. So you know, Hokkaido is a northern island. So we have had four big earthquakes last 25 years over the country. So it looks there's no safe place in Japan. And I'm wondering what will happen next. So besides earthquake, we have had typhoon last Wednesday, so two days ago. And it affected the Kansai Airport where I left just one day before. So I can't go back to this airport. So that's a very serious problem for me now. And it affects all the UNESCO World Heritage Site. So it is said that 20% of all earthquakes in the world occurred in Japan. And 70% of active volcano are concentrated here. Exposed to natural hazards, that column is quite high. And accordingly, its world risk index, 13.5, is several times as much as the European country, except Netherlands. Here in Spain, WRI 3.2 looks rather safe. Sometimes I feel this disaster prone environment might have fostered over many years Japanese characteristic sense of life and beauty, including transience, impermanence, and the perseverance. It was the Hanshin-Awaj earthquake in 1995 that Japanese archaeologists became personally strongly conscious of the theme, disaster, heritage, and archaeology. At that time, we are involved in a variety of activity to support archaeologists in the devastated area. In my talk, firstly, I will review what happened particularly for cultural heritage after the Great East Japan earthquake in 2011 and how it was rescued and researched. And then I will consider a model of disaster led by Kyōji in Japan. And finally, how Japanese are Kyōji can contribute to the study in the field. Let's go back to the 11th of March, 2011. The biggest earthquake ever recorded in Japan occurred off the Sanri Pacific coast with a magnitude of 9.0. The earthquake hit the birth area covering parts of the Tohoku and Kanto region, stretching more than 500 kilometers from to the south, Iwate, Miyagi, and Fukushima prefecture suffered particularly severe damage. The following tsunami, a tidal wave, reached more than 30 meters in height in some areas and spread more than a few kilometers inland from the coast, destroying virtually everything, people, cars, and structure, primary schools along the way. Almost 20,000 people died or have been lost. To make things worse, the Fukushima number one nuclear power station was catastrophically damaged and had since been causing serious radiation contamination resulting in the evacuation of the residents. This will be presented and discussed by Yoshio Raita. Definitely, the damage caused by the disaster is worse since the World War II. Damage caused to the cultural heritage is also very serious and wide-ranging. It's far more severe than in 1995. Speaking only of devastated national culture properties, more than 700 such properties have been damaged, including five national treasures. The stone wall of many castles and fortresses were damaged and numerous stone monuments in temple and shrine cups. The total loss of damage to architecture heritage is the most severe in the tsunami-devastated area. For instance, in Iwanoma City, Miyagi Prefecture, the half of the city area was flooded and the temple and shrine along the coast were completely swept away. This is Rikuzen Takada Museum in Iwate Prefecture, which was completely destroyed. The disaster also took the lives of all six members of the museum staff. Next through, rescue activity was very active in many areas across the devastated region. In total, 7,000 people joined in the rescue efforts at 90 locations over two years. There were mainly two large rescue groups. One was organized by the government, the Ministry of Culture Affairs. The other was a voluntary network led by university teachers and museum curators. This network was initially established by the historical societies in the Kansai region in response to Kobe earthquake of 1995. And the network has now spread over at 25 prefecture through several disasters. It has taken a long time to complete the rescue of tangible cultural properties, but the phase was shifting from the initial cleanup to the relocation, reconstruction of village and town programs concerning the protection of underground cultural property were becoming increasingly acute and demanded urgent response. The reconstruction design inclined towards the location of the population of the devastated coastal area to the surrounding hill as they are free from future tsunami threats. However, it is no easy task as we remember that there were over 6,000 archaeological sites in Miyagi and 13,000 in Iwate prefecture, especially in the Sanriku region, more sites are located on the hill than coastal plain. And the presence of many undiscovered states is also expected. Some mass media reported on this issue, archaeological sites on hill would be an obstacle to relocation. In April 2012, the Agency of Cultural Affairs issued a notice regarding cultural properties management related to restoration and the destruction associated with the Great East Japan aspect as they did in 1995. It consists of four articles, but the point is encourage speedy excavation so as to not delay the construction works. And the active dissemination of research results to local people and the developers. As a practical mean to undertake the necessary excavation, Iwate Miyagi Fukushima prefecture Board of Education, as the Agency of Cultural Affairs asked other local governments for the archaeological labor force. And from April 2013, a total of 60 archaeologists were sent to engage in excavation prior to the reconstruction development of towns. I was one of them working for Fukushima in 2013. The Agency initially planned to continue this support system for three years, but extended it in order to meet the demand from local governments. Seven years have passed since the quick. And most of the excavation project have finished except in Fukushima. During that period, more than 500 archaeologists in total were sent to the affected area. It was said that excavation area in Tohoku region after the Great East Japan was expected to be 10 times bigger than that in 1995. For instance, the Iwate Prefecture Center for Archaeological Heritage excavated 170 square meters in total prior to reconstruction at 30 sites, only in 2013. This is one of the largest excavation before the relocation project, the Nidadate medieval fortified village site. Minami Sanriku town, Miyagi prefecture. The tsunami washed away the entire village as a foot of the hill. And despite the immediate issue faced by archaeologists, archaeology investigation was surprisingly carried out in almost the same way as they had before the earthquake, thanks to the reinforced archaeology management and efforts by the stakeholders. Numerous discovery had greatly altered the understanding of the local history and the public, are often invited to open days. However, despite the large amount of efforts, much still remain to be done in respect to the publication of excavation reports and the utilization of finds. I want to turn my talk from heritage issue to archaeology. Since the quick Japanese archaeologists, particularly in the Tohoku region, have worked hard on research and re-examination to find traces of past earthquakes and tsunami and have tried to utilize such information for public disaster prevention as a duty of the profession. Behind the scene, they worried about whether or not they properly disseminated information about past tsunamis. Let me give an example from the Kutsukata site in Sendai city. The site is located 4.3 kilometer from the present shoreline. They found 2000 BP party field and a layer of white and covering the field. They carried out a number of drilling to confirm the horizontal distribution of the sand and the continuity of deposit from the inland limit to the paleo shoreline of 2000 years ago. Through the thorough research of the deposit, including grain size analysis, they finally determined that the white sand was definitely tsunami deposit and then conducted further research to compare the scale of the 2000 BP tsunami with the 2011 tsunami by measuring deposit in adduation distance from the then shoreline. Finally, the research clarified that the same scale 2011 tsunami also occurred 2000 years ago. They also found three historical well-known tsunami altogether at the Takase site, 200 kilometers west of Kutsukata. I remember that in 1996, one year after the Great Hanshi-Awaji earthquake, we aided earthquake traces announced with the cooperation of 150 archaeologists from all over Japan. It covers all the traces of the past earthquake excavated nearly 400 sites. However, as time passes, the attention and interest directed to earthquake has fizzled out and the message we managed to bring through the mediation of archaeology have been forgotten. However, in April 2014, the National Research Institute for Cultural Property decided to create a database of all the traces of natural disaster across the country from excavation reports and set up a network of experts while developing research methods and the technology over the following five years. I really hope it will go to the next step in establishing a system where any discovery of disasters is recorded and automatically reported to the National Storehouse for the sake of disaster prevention and risk management. Then archaeology will be accepted as a discipline more relevant to contemporary society. For this goal, gearcheological training that is ability how to accurately read the path from the stroller should be emphasized more in Japanese archaeology, I believe. So let me show you another recent activity associated with disaster reduction. Last December, the National Museum of Anthology, Osaka, created and opened a database of tsunami monuments which warn of past tsunamis and often stand where they were originally elected. The purpose was to warn people not to leave lower than the location of the monument. The earliest one date back to the early 80th century, one characteristic of this database is that anyone can add new data so as to encourage the public to contribute to the project. The data now includes 358 entries from 12 prefectures. The final issue concerning archaeology and heritage after the quake is the preservation of memorial building or structure to commemorate the disaster. Who can or should decide on the preservation memorial structure after the great disaster? Does the decision right with local residents, the local government, or even the central government? The people concerned with managing heritage should observe how new heritage is being created as once we did for the Hiroshima Peace Memorial. I would like to conclude my presentation. I mentioned four topics, rescuing heritage and rescuing underground heritage and researching plus disaster and creating new heritage. They are examined and studied separately when back in now offices, but actually closely associated with each other and were dealt with together occasionally successfully at other times consecutively in the field. I was wondering what we should concisely call this package but nothing has said before, so nothing create a new term, disaster red archaeology after the better known notion of developer red archaeology. I know what I discuss here cannot be confined to the field of archaeology but I feel the term describe the good role that archaeologists can take after the great disaster. From the investigation of true power and the mechanism recent earthquake, a number of seismologists and the greatest geologists argue that Japanese archipelago has entered the phase of increased seismic activity. Disaster red archaeology would be a fatalistic subject and should be considered as a kind of public archaeology for archaeologists living in disaster prone country like Japan. This is very challenging but it would be an opportunity to promote a number of aspects of contemporary archaeology. We call for the cooperation, collaboration of archaeologists across the world. Let's get together. Muchas gracias.


Welcome to this video. Today you're going to learn the difference between have no plus now and don't have plus now. Of course, I'm Jennifer from jforestenglish.com and this channel is dedicated to helping you sound like a fluent confident natural English speaker. Now before we go any further, make sure you subscribe and hit that bell icon so you're notified every time I post a new lesson. Now let's dive in with this video. Today you're going to learn the difference between have no and don't have. So let me give you an example sentence. I have no time. I don't have any time. Now both of these examples have the exact same meaning. We're talking about the existence of time and we're making it negative. So we're saying it doesn't exist in this specific situation. Now when you look at the sentences, you'll notice that the grammar, the sentence structure is very different. The standard way to form a negative is simply to use the second one. I don't have any time. That's probably the one that you're most comfortable with. Now I get questions a lot from students because they hear from native speakers on tv movies or outside of the classroom. They hear native speakers forming negatives with have no and saying I have no time and they're confused by the grammar. So let's make this nice and easy for you. So remember the meaning is the same. We use have no plus the noun when we're talking about desires, emotions, attitudes and concepts. So you can think of time as a concept. But let me give you another example with a desire or an emotion or maybe even an attitude. I could say my boss has no patience. My boss has no patience. Now remember have no of course or verb is have we need to conjugate it with the subject.  So I need has my boss has no patience. I could also say my boss has no idea. That would be a concept. My boss has no right a concept. My boss has no confidence. That could be an attitude or an emotion. So other common things you could use happiness, peace, joy, any sort of skill as well. So in that category of nouns, we can use the structure have no. Now we use our standard structure don't have plus a physical noun. So anything like pens, papers, scissors, a computer, a phone, all of these are physical nouns. They're not concepts. They're not emotions. They're not desires. They're physical. So we can use this structure and I would simply say I don't have a pen. I don't have scissors. I don't have paper, right? Now of course we can absolutely use don't have with the concepts, the desires, the emotions. My boss doesn't have any patience. That's absolutely correct. So remember that don't have is the standard way to form a negative sentence and have no is an alternative way that's only used in specific situations. So the one specific situation is when we're talking about desires, concepts, emotions and attitudes. Now another time when we can use have no and the noun is we want to emphasize it. We want to make it a lot stronger of a statement. So I can use money as an example. Now money is a physical possession. I can feel it. I can see it. Not like patients, which I can't see. I can't feel it's just a concept or an attitude, but money, I can feel it. I can touch it. It's physical to emphasize the statement. To make it more dramatic, I could use have no and a physical possession. So I could say I have no money, which emphasizes it. It makes it stronger than saying I don't have any money. I have no money. So you might hear statements like this when you really want to emphasize that you don't have it. Now, although you can use have no with physical nouns, you know, you have to think is it common to emphasize that you don't have a pen? Like would it be common to say I have no pens? I mean, I guess depending on context, it could be acceptable to emphasize that you don't have a pen, but really it's not something that you emphasize that you make more dramatic. So just keep in mind that the standard structure is don't have and your noun, but we can use have no and a noun. We use it in two specific situations. We commonly use it with concepts, feelings, emotions, desires or attitudes. And then we can use it with physical nouns when we want to emphasize that physical noun. So now it's your turn to practice. I want you to leave three sentences. One using have no and a desire and attitude or a concept. Another one just using your simple don't have and a physical noun. And your third one, I want you to use have no and a physical noun, but a physical noun that you want to emphasize. So choose that noun carefully because remember, would I really emphasize that I have no chapstick for example. So think carefully about which physical noun you want to use and make sure it makes sense to emphasize that you don't have it. So leave those in the comments below. If you found this video helpful, please hit the like button, share it with your friends and of course subscribe. Now before you go, make sure you head on over to my website, jfordesenglish.com and download your free speaking guide. In this guide, I share six tips on how to speak English fluently and confidently. And until next time, happy studying. All right, awesome job learning this alternative structure that native speakers really love to use, but on very specific situations. So make sure you practice, leave those examples in the comments below and I'll see you in my next video. Bye.


And now it's time to have a look at our first grammar unit. Grammar, in its widest sense, is the structure of a language. We, as speakers of the language, can structure our language without a problem. However, as teachers of the language, we need to be able to better analyze the grammar and the grammar that exists within statements that we make. These basic parts of grammar are called parts of speech. Each part of speech has a certain function within a sentence. Our example sentence here is, My older brother lives in Tokyo. Each one of these words is a certain part of speech, which we'll have a look at in just a minute. But let's just think about the words within this particular sentence. We have my indicating whose brother it is. We have older indicating which brother it is. The word brother indicates the person in the sentence that is doing the action. Lives is the action within the sentence. In introduces the place of the action. And Tokyo indicates the actual place of the action. Listed here are some of the more important parts of speech. Many of these categories have subcategories that we'll get into in a moment. But for now, what we'd like for you to do is at the end of this segment, pause your DVD. When you do so, try to list at least two examples for each one of these categories. If you're stuck or unable to do so for any one of these categories, that's okay, as when you begin the video again, we will look at each one in detail. Let's begin our examination of parts of speech with nouns. Nouns are our naming words. They name a person or people such as Jack, Jill, brother, prime minister. We have a place or places such as kitchen, Tokyo. Things are the things around us. Pen, light, camera. We have our concepts and ideas. Beauty, democracy. These people, things, places and concepts fall into two basic subcategories. Those subcategories are countable and uncountable. As their name suggests, the differentiation here is whether or not we can count our nouns or if we cannot count them. We have our countable nouns. Dogs, pens are two examples. The very nature of the words means that we can count these nouns, one dog or five pens. Then we have our uncountable nouns, the nouns that cannot be separated. Music and bread. It's important to notice and be able to identify the difference between countable and uncountable nouns as often this dictates the rest of our sentence. We have to use certain words with countable nouns and certain words with uncountable nouns. I can say I have many dogs in my neighborhood or I have a few pens here. However, if I want to talk about music or bread, I need to use words such as I haven't much music at home or I have a little bread. Because these nouns are uncountable, we cannot normally pluralize them. For example, I cannot say I have many types of music at home. Further subcategories of nouns include common nouns, proper nouns, compound nouns and collective nouns. A few examples of common nouns would be brother, city, street. These nouns are not typically capitalized unless they come at the beginning of the sentence. We have our proper nouns. A brother has a name like Tom. Tom needs a capital letter. It is a proper name. You have Tokyo. Tokyo is the proper name of a city. And Downing Street. Downing needs the capital as it's the proper name of the street. We also have our compound nouns. Compound nouns put two nouns together in their thought of as one. They can be listed as two words, a hyphenated word or one word such as lifeboat, bookcase, car park. We also have our collective nouns. Collective nouns are the nouns that group individual things or people together. Family is one example. Family groups together relatives. We also have herd, a herd of cattle. Another example would be a pride, a pride of lions. Moving down our list of parts of speech, we have our verbs. The first big difference between verbs that we need to look at is whether it's an action verb or a state verb. Our action verbs as the name suggests means that we typically can see these things in action. We can see people working and we certainly see people going to various places. Now we have our state verbs. These are basically indicating a state of being. Two examples would be seem and have or own. We have a sentence such as he seems angry and I own my house. You can't actually see the action happening even though those words are used as verbs. A very big differentiation between the two here as well is state verbs typically don't take the progressive or continuous form. That form is the verb plus I and G. As I said before, he seems angry. It would be very awkward to hear someone say he's seeming angry. Additionally, own. I said I own my house. It would seem very awkward to hear somebody say he is owning his house. However, these action verbs do often take the I and G form. We can easily say they are working or they are going. These are the progressive or continuous forms of the verb. We'll get into that when we talk about our various tenses. Another important type of verb is the auxiliary verb. More commonly referred to as the helping verb. These verbs aren't the main verbs within a sentence, but they help us form various structures. For instance, they can help us make questions. If I ask the question, do I live in Tokyo? Do is the auxiliary verb. It's helped me form the question. It helps us form negatives. If I said I do not live in Tokyo. Again, it's helping me form the negative statement in the auxiliary verb there is do. It helps us form the short answers. If I were to be asked, do you live in Tokyo? I can form the short answer, yes I do. Here, the auxiliary verb in the short answer must reflect the auxiliary verb used in the question. It also helps us form our tenses. Many of the tenses will use these auxiliary verbs. Particularly, we have our continuous tense and our perfect tense. There are additional tenses that use auxiliary verbs. We'll get into that when we talk about our individual tenses. Another important aspect of our verbs is that they generally tell us what tense the sentence has been formed in. Take for instance the verb to live. We could use it as live or lives, living or lived. I live or she lives in Bangkok, meaning the present. I am living in Bangkok, still the present. Or I lived in Bangkok, meaning the past. Another difference with our verbs has to do with whether or not the verb is regular or irregular. With the regular verbs, in order to conjugate the verb into the past, we simply add ed. We need not do anything more. I worked yesterday. I played football last Saturday. It's always the ed form. With the irregular verbs, in order to conjugate or change the verb into the past, we have to change the word completely. Or certainly we cannot simply add ed. So go goes to went. I went to the store yesterday. And speak goes to spoke. I spoke at a conference last Saturday. The list of your regular verbs are in your materials. I suggest you take a look at those to identify them. For your students, there is no easy way to understand these. They simply need to be memorized. When changing the form of our verbs, there are a few patterns that we have to keep in mind. First of all, we have our one-syllable verbs, which follow a pattern at the end, consonant, vowel, consonant. In this instance, we have to double our final consonant before adding ing or ed. In two-syllable verbs, such as occur and happen, we have to be focused on where the stress in the verb comes. Here we've got occur. The stress is on the end of the word. Here we've got happen, where the stress is at the beginning of the word. When making these changes for the stress at the end of the word in patterns consonant, vowel, consonant, we double our final consonant before adding ing and ed. However, here, where we have the same pattern, consonant, vowel, consonant, yet the stress is at the beginning of the word, there is no doubling of the final consonant. Now, we go back to our one-syllable verbs, the end in y. Here we have a consonant before our y, as in cry. In here, we have a vowel before the y, as in play. In this instance, with consonant y, we only add ing to crying, but we have to drop the y and add ed for crying. However, when there's a vowel before the final y, we need not do anything. We only need to add ing or ed. Moving further down our list of parts of speech, we have our adjectives. Adjectives modify or describe nouns. Basically, they give more information about the noun. Here, we've used a noun such as chair. It can be any old chair. It's only the noun. If we want to describe the noun, we need to use an adjective before it. So, I could say I have an old black leather chair. Here, we have to be concerned about the adjective order. In this instance, I started with age, as age typically goes before color. And then I used a color to go before the material. This is a certain pattern. Depending on the adjectives you want to use, you always have to use certain patterns to which you'll need to be aware of when teaching your class. Another way to describe a noun is by showing possession. We do so by using our possessive adjectives. Earlier, we used the example of chair as the noun. We talked about it in terms of age, material, etc. Now, we could add words such as my, your, his, her, its, our, and their, also to describe the chair. It's my chair, or it's her chair, or it's our chair. These are not to be confused with possessive pronouns, which, of course, we'll get into in just a moment. When forming our comparatives and our superlatives, we always have to be concerned with spelling patterns. With one syllable adjectives, such as fast and old, where we have two consonants at the end, we simply add our E-R or our E-S-T's. However, with one syllable adjectives, where the pattern is consonant, vowel, consonant, we have to double our final consonant before adding E-R or before adding E-S-T. Now, with two syllable adjectives that end in Y, we drop our Y and add I-E-R or I-E-S-T. However, with all other two syllable or three syllable adjectives, we don't simply put E-R or E-S-T at the end. We'll typically keep the adjective as the same adjective, here modern, but in order to make the comparative, we'll add more before modern. And when forming the superlative, we'll put the most before the adjective modern. And finally, when looking at our comparatives and superlatives, we must be aware that there are some irregular comparatives and superlatives. Two of the most common are the adjective good, changing to the comparative better and to the superlative the best. We also have the adjective bad, changing to the comparative worse and the superlative the worst. Now let's move on to our adverbs. Rather than describing nouns, our adverbs describe our verbs. There are four types of adverbs when describing verbs. They are manner. These describe how things are done. Two examples are quickly and cleverly. We have adverbs of place describing where the action happened. Two examples are here or there. We also have adverbs of time describing when the action happened. Two examples being now or recently. Finally, we have our adverbs of frequency telling us how often the action happens. Two examples being often or never. There's also another type of adverb, but here we're going to describe adjectives or other adverbs instead of verbs themselves. These are called adverbs of degree. If we were to take the adjective intelligent, we could easily say, he's very intelligent. She's really intelligent. They're quite intelligent or he's extremely intelligent. Now for other adverbs, we could use the adverb quickly. He ran very quickly. She ran really quickly. They ran quite quickly or he ran extremely quickly. There are other types of minor adverbs. I suggest you take a look in the book for more information on those. Moving further down our list of the parts of speech, we have our prepositions. Prepositions show a relationship between a noun or a pronoun and the rest of the sentence. We have three main categories, time, place, and movement, as well as a miscellaneous category that doesn't fit the other three. Here we can have prepositions of time, before, during, in, at, or on. If I said, I work at eight o'clock, I'm showing a relationship between the time eight o'clock to the rest of the sentence. We have our prepositions of place, in, at, on, under, and between. If I said, the book is under the table, I'm showing a relationship between the table and the rest of the sentence. Then we have our prepositions of movement. These show movement towards, from, to, or through. I could say, he walked through the park. I'm relating the park to the rest of the sentence. Finally, we have our others, of, with, for, etc. I could say, this is a gift for Gary. Again, I'm showing a relationship between Gary and the rest of the sentence. Of course, the prepositions listed here are just a small example of all the prepositions. For an exhaustive list, I suggest you look in the materials or certainly go online for all of the prepositions in the English language. And now let's look at the pronouns. Simply put, pronouns take the place of a noun. We have various types of pronouns. They are personal pronouns, which can either be subject or object. We have reflexive pronouns, relative pronouns, and possessive pronouns. With our personal pronouns, we have to decide whether it's the subject or the object. The subject is the doer of an action, whereas the object is the one that receives the action.  In the sentence, Greg hit Pete. The subject of the sentence is Greg. Therefore, I would say he hit Pete. Or I could put a pronoun in for the object of the sentence where Greg hit Pete, now I go into Greg hit him. With our reflexive pronouns, these are the actions that we do on to ourselves, whether if we're speaking about ourselves or somebody else. So I could say I'm quite happy with myself, or I could say you seem quite happy with yourself. Our relative pronouns basically help us add more information about the subject of the sentence. So I could say Lake Michigan is a place where I go sailing every summer. Now let's take a look at the possessive pronouns, but we'll do so by looking at also the possessive adjectives. Now let's compare our possessive pronouns to our possessive adjectives. Listed in blue are the possessive pronouns, listed in black are the possessive adjectives. We can easily identify which is which by keeping in mind what our adjectives do. Our adjectives describe our nouns. Therefore, our possessive adjectives are describing the noun and followed by a noun. This is my pen. However, keeping in mind what the pronouns do, they take the place of a noun, our possessive pronouns do exactly that. It's mine. And one more example of this would be it's your pen and it's yours. And now we'll have a look at both the infinitive and the gerund. The infinitive is the word to, followed by the base form of the verb. We'll typically use it after a verb, specifically verbs like want or hope. We can make statements like I want to go to the beach. We also have our gerund. Our gerund is a verb followed by ing, but specifically used as a noun within the sentence. We have a verb plus a gerund. I enjoy playing poker. The main verb is enjoy, and although playing looks as if it's a verb, it's actually used as the noun within the sentence. We also can use it with a preposition followed by a gerund. How about going to the beach? We could also put it in the front of a sentence. Smoking is bad for you. Again, the verb plus ing can basically act as two things within the sentence. We have got the gerund, otherwise the noun in the sentence. Smoking is bad for you. You've also got the verb plus ing in the present participle form, wherein it's the main verb of the sentence. An example thereof would be, I'm not smoking. And now we'll have a look at our articles. We can divide articles into these groupings, indefinite using a or an an. Definite using the. And often times, referred to as the zero article, is actually the absence of an article altogether. With the indefinite article, we use it in a non-specific way. This is a pen. It's one of many pens. When using the definite article, we use it in a specific way. This is the pen I'm using. We also use the indefinite article when mentioning something for the first time. I have a boy and a girl. We use the definite article when mentioning that same thing an additional time or any additional times we mention it. So I have a boy and a girl. The boy is eight and the girl is six. With the zero article, we don't use an article at all. We use it to talk about things in general or when we talk about all things together. So here, I would not use a or an and I would simply say pens are used for writing or children go to school. When looking at our articles, we have to remember that they always precede nouns. When looking at a versus an, many people consider this to be a differentiation between spellings. The noun will either start with a vowel or a consonant. More accurately, this should be described with how the noun sounds. Does it start with a vowel or a consonant sound? Let's look at the two words hour and university. While hour starts with an H, it actually sounds like it starts with a vowel sound. The resulting sentences are I'll be there in an hour. Again, that's an hour. University starts with a U, a vowel. However, it sounds like it starts with a Y, Y, university. However, when we write it or when we say it, we say it with an A, the A article. An example sentence could be Cambridge is a university in England. And finally, let's take a look at our conjunctions. Conjunctions are linking or joining words. For example, and but and or. Take these two sentences. Independent clauses, I like fish, I don't like shrimp. We would use but in here that we could easily make one sentence. I like fish, but I don't like shrimp. If I wanted to say that I like fish, I like shrimp, I would simply say and I like fish and I like shrimp. Or could be used in giving choices such as in the question, do you like fish or shrimp? Here's some tips on completing your parts of speech worksheet. When providing examples for each part of speech, five one word answers will suffice for almost all of them. However, we'll need to clarify this for the gerunds. This is basically due to the fact that what you've written can either be used as the main verb in the sentence, that would be the present participle or can be used as the gerund. For example, the word playing wouldn't be enough as it can be used both as the verb or the gerund. So an example sentence such as I like playing poker would suffice rather than simply the word playing. When identifying each part of speech in the sentence, be aware of how that word is used within the specific sentence as many words can be used in different parts of speech.