Good morning, and a warm welcome to the 19th meeting of the Constitution, Europe, External Affairs and Culture Committee in 2022. Our first agenda item is a decision on taking business and private. Our members are content to take agenda item 3 in private. Our second agenda item is our continued work on Scotland's census. This morning, we have two members of the National Records of Scotland international steering group who are joining us remotely. A warm welcome to Professor Ian Diamond, National Statistician, UK Statistics Authority, and Professor David Martin, Professor of Geography at the University of Southampton and Deputy Director of the UK Data Service. Good morning to you both. I begin with a couple of questions, perhaps. When the Office of Statistics Regulation wrote to the National Records of Scotland on 17 August, it stated that, quote, the disruption caused by the Covid-19 pandemic and the change in both timing and mode of data collection to digital first means that the context of this census is notably different from previous ones. This wasn't covered in your letter to the committee, which we thank you for, but clearly you are very close to this topic. I wonder if you could elaborate on the context and the differences with this census and previous ones, and perhaps I could invite Professor Ian Diamond to go first. You have effectively asked two questions there, if I may, so I will take the second one first and the first one second. Following the decision taken by the UK Parliament to undertake a 2021 census in 2014, it was agreed that, given the improvements in technology and the accessibility of technology, this would be the first digital first census. The Office of National Statistics has put an enormous amount of work into ensuring that it was possible for citizens to fill in their census form entirely digitally and that the forms themselves were digital friendly so that you could very easily, for example, fill them in on your mobile device as well as, if you like, a more traditional computer. That was very successful. I would have to say also that it was entirely recognised throughout that there would be citizens who did not have accessibility to digital means, and so paper questionnaires were also produced. In some areas where it was expected that, for example, broadband use or availability would be low, paper questionnaires were sent out on maps, but elsewhere it was digital first. The paper questionnaires were only used when enumerators went to pick up, when there hadn't been a response digitally and the enumerators were able to say, well, I have a paper questionnaire. That was different, but different only in as much as the questionnaire and the way of filling in was different. Much of the methodology, definition of usual residence and individual level census was, as it has been since 1841, but clearly asking questions which were relevant. You also mentioned the fact that in 2021 the censuses of England and Wales and Northern Ireland were taken place at a time when there had been a pandemic. Again, as I'm sure you're aware, this isn't the first time this has happened. The 1921 census also was, well actually in 1921, there was a short delay because of a big wave of that particular flu. Again, the context was not new. It has happened before, albeit some time ago. We at the Office for National Statistics and indeed my colleagues at the Northern Ireland Statistics and Research Agency looked very carefully at all the preparation, at all the considerations and took a judgment that we would undertake a census in 2021. I have to say, just by way of vision, we make an unbelievably successful census. Clearly, Sir Ian has outlined two major changes for you. If you are talking of the broader context of the census, there are a couple of other factors that you are looking at as if you might not be able to hear me. Are you hear me okay? I'm struggling slightly. Can we have the volume if it's possible? We might be able to fix that in the room. No, please continue. I think it's probably just me. The two lesser factors that I would add in terms of the broader context for the census would be a general societal change towards lower response to surveys, which we see year on year continuous survey response as a gentle steady decline. Also, the circumstances of the pandemic will have meant that people were certainly in the Wales situation, people's lives were disrupted and their working patterns were quite different, many more people working from home. The way in which they might have felt that they should correctly answer questions and those kinds of contextual factors would have been looking quite different by the time we got to the census. The most important trends of the principles Ian's given you, and I completely agree. Thank you. Since I've asked two questions on my first question, I'm going to move to members of the committee and could invite Mr Cameron. Thank you, convener. Good morning to our witnesses. Ian, you spoke about what you saw as a very successful census in the rest of the UK in 2021. The completion rate is about 97 per cent. In terms of the Scotland census, we reached a figure of 87.9 per cent, so just some 9 per cent lower. In Glasgow, our biggest city, we only got as high as 81 per cent or thereabouts. Can I ask your view on why you think this happened? Why is there this disparity? Thank you for the question, and I apologise if I'm simply going to say that I'm not able really to answer that. For the very simple reason that I think it is entirely necessary and it will be appropriate—we did it in England and Wales, and my colleague in Northern Ireland also did it to undertake a lessons learnt and an investigation of what went well and what didn't go so well. I am not aware that that work has been done yet. I have not been asked to review such work, so anything I could say would simply be speculation. I think at the moment it wouldn't be right to speculate. What my view has always been is just at the moment, and given some of the urgency, the important thing was to, if you like, move forward and get to a position where we have really top-class population statistics for Scotland available in the spring of next calendar year. I do think that it is important that an assessment that, as you described, is made. I would be delighted to be part of that if asked, but that is for the Scottish Government. Thank you for that. We are hearing from the Scottish Government next week, so that is something that we could easily take up with it. Professor Martin, for his view, if he is able to comment, I appreciate that you may not want to either. Again, I emphasise that, certainly, the international steering group very much sees Scotland's census as an operation that is still taking place. It is not finished when the count is over. It is not part of our remit to investigate how you have got where you are at this moment. We are endeavouring to advise NRS in best steps to take right now. That investigation needs to take place and has not yet happened. The one thing I would add is that you particularly picked up on, for example, response rates in Glasgow. When you look at census response in recent censuses across the whole of the UK, there is considerable variation between local authorities. Dunlaw's local authorities in England and Wales are also more challenging to enumerate and you see a range of response rates. What you are seeing from Glasgow is disappointing that it was not higher, but it is not in a completely different ballpark to figures that we have seen from other large cities in recent censuses. It is delving into the exact reason how you have got there, something that is yet to be done. Thank you for that. Can I turn to a slightly different question, which I hope you may be able to help with? That is looking forward. What in terms of statistics in particular do you see the impact of there being this difference between the rest of the UK and Scotland? Perhaps Professor Sir Ian Diamond, could you start? If I may, I will describe where I hope we can get to. As Professor Martin has indicated, a census is not simply the initial data collection exercise these days. Certainly that initial data collection exercise is the most important pillar, but it is three pillars that brought together make a population statistics system. First pillar, the census. The second pillar, what we call a coverage survey, where we go back to a sample of post-codes and redo the census and then we link those together to make estimates of the under enumeration. As Professor Martin has pointed out, we expect beforehand that there will be higher under enumeration in those areas which in Scotland would be, if you like, lower on the SIMD. We design for that. After the coverage survey has been linked and we use a system called dual system estimation to make estimates of the missing people and households. We then use administrative data to, as the third pillar, to do both quality assessment and further imputation. The first pillar is a little lower than we would have hoped. We have done the coverage survey and the steering group has been giving close advice on all matters of that. Indeed, when there was some difficulty with response in some areas, I took a judgment that ONS would pause some of our data collection for other purposes in Scotland and some of our professional interviewers went down to help. We have been doing everything that we can to get back to good, but we still now have the administrative data that will be necessary to bring in as well. There are different methods that you use. When we have those three pillars together and there are some proposals around using some quite innovative statistics using administrative data to make estimates, when we have brought those three pillars together, I very much hope that NRS will have, as I said earlier, by the spring of the next calendar year, some really reliable population statistics for Scotland. At the same time, we in England and Wales and indeed my colleagues in Nisra in Northern Ireland are working very hard on moving our 21 estimates through to 22. We have a new method of doing that, which is extremely accurate based largely on administrative data called a dynamic population model. We will then have estimates for 2022, all with confidence intervals and statistically sound, which will be directly comparable with those in Scotland. In summary, I am expecting and hoping at the moment that by the spring of next year we will be able to have directly comparable UK-wide population statistics for 2021. I say that. I am not saying that with complete confidence. Clearly, the work on that third pillar, the administrative data, still needs to be done. One of the further problems that we will now need to be looking at is that some of the work, the initial starting point for some of the statistics that we do, assumes independence between the census and the coverage survey. We are expecting that there will be some dependence and we have to estimate that. There is a lot of quite complex statistical analysis still to do in Scotland. The importance of being able to access very good administrative data is absolutely critical. Given those two things, and I am confident of a statistical analysis, then I believe that it will be possible to have UK-wide population data by spring of 2023. David Martin, if he wants to add anything. I suppose that, just for the committee's assistance, there is a broader international context of shifting the emphasis between the three pillars. You have possibly read the report and Ian has just emphasised the initial enumeration followed by the census coverage survey and then the work with the administrative data. What we are seeing is a journey in which there is an increasing reliance on the administrative data sources in producing the complete national population estimates. You are capturing the situation with Scotland census precisely as that transition is taking place. There would be administrative data, for example, in the Northern Ireland census results, which are just being published from 2021, where administrative data has been used to complete the record. Those are known waters internationally, but slightly different circumstances in each of the UK countries when you come and look at precisely how the census balance is working now. Hence, the emphasis being placed on those administrative data now. Briefly, you both referred to or alluded to large cities being increasingly resistant, if that is the right word, to filling in surveys, or many people in many communities being increasingly resistant to filling in surveys. I just wonder if either of you can explain what you mean by that or suggest any reasons for it. Perhaps, Sariah? I hope that you are keeping well. Doctor, I have just started. It is lovely to see you and I hope that you are keeping well. I have not seen you for a while. Could I just start by saying that there are a host of reasons why response rates have been going down in surveys over the last few years. Some of them, people are just not at home so often or so regularly and so it is difficult to contact. Secondly, people do not always see their civic duty as helping with surveys. Thirdly, there are so many surveys that you are never quite sure. I do think that some of the things we try an enormous amount to do is really to impress that these are important government surveys and what they are used for. When you make that distinction, people tend to be more likely to help, but right across the world we have seen reductions in survey response rates and there is an enormous amount of research across the world into how to improve it. Indeed, the UK Economic and Social Research Council just this week announced a really big programme of research in improving response rates and that the Office for National Statistics is going to provide some support in kind to researchers using some of our surveys to do some experiments on how to improve response rates. However, it is a multifarious group of factors linked to lots of surveys, so why should I answer? I am very busy, people are not there when you knock on the door and perhaps a reduction in civic duty, thank you. Again, Sir Ian has given you the principle dimensions of this. As a geographer, one of the things that I have been involved in over time is the process of address listing and looking at the way in which data works for small areas. There is an additional factor that increasingly people live in properties that are hard to access, where there is an entry system very remote from the front door of the individual and it becomes increasingly difficult to deliver direct to the door for surveyors and assess coverage to survey surveyors to gain access to those individual people to work out who is at home. That, of course, is additionally prevalent in large cities and so there are structural address related factors to the way in which people's housing is arranged, in which addition, and he drives that over and above the social component that Sir Ian has just highlighted for you. Thank you, convener, and thank you for joining us this morning. I am going to ask a similar question as I asked to Mr Loh of the National Records of Scotland. In the international steering group's letter, you noted that the census results provided a strong foundation. I am wondering if you can explain to me as a layperson what that means. Perhaps Professor Martin will come to you first. Certainly, so I would go back to our point of emphasis that you are still conducting your census and it is a free pillar exercise. The ideal would be that you conducted a census and you only needed the first pillar because we lived in a theory land where everything was done perfectly and everybody was compliant and every form returned. That is not the world that we live in. The level of response that you have, slightly short of 90% in the upper 80s overall, is quite sufficient for us to be able to build good estimates if the other pillars provide what is needed and there is always a cross-reliance on those. You will not be surprised that the steering group thought hard about those words and is confident that getting an 89% response is a very good foundation for doing the remainder of the work. That was a decision taken in the full knowledge that there would be a lot of groundwork needed on the administrative data and at that point without knowing what kind of success rate we would see from the coverage survey. Certainly, I do not think anybody would be any of us would want to revisit that. We are quite content that that response rate allows you to make good estimates but it is dependent on the other parts coming in and performing in a way that it can stitch together to get the whole. Thank you very much. Professor Diamond, have you got anything that you would like to add? Not really to add but just to say what I said previously that the quality of your administrative data is going to be critical and you should be assured that the statistical analysis that now needs to be done is hard. We are lucky that the UK has developed some of these techniques and we have across the UK that the experts to be able to help and I will be ensuring that the Office for National Statistics is able to provide any support that is necessary. I think that we are also privileged that Professor Brown, who is an international expert, is chairing the steering group and will also provide advice on some pretty hard statistical analysis. Just following on from a point that you made earlier, Professor Diamond, about in 1921 the flu pandemic delayed the census for a while. I am just interested to hear from you if you have any thoughts on what happened in the rest of the world for census and if there was any delays as a result in other countries? It is mixed. Some countries undertook their census during at the same time or indeed in 2020 sometimes. Others, the Republic of Ireland for example, delayed one year so there is no kind of algorithm that enables me to say this is what happened and I am very conscious that every country did as I did with my colleagues in the Office of National Statistics and looked at all kinds of indicators, all kinds of preparation, talked to many people, for example we took advice from the chief medical officer about some issues and came to a judgment. Again, I did not have an algorithm or a computer that told me what the answer was. We took a judgment and then we made a recommendation to our board and our board accepted that recommendation and I believe that it is to be the right one for England and Wales. I suppose that one of the considerations that you would have had was the availability of the resources that you have as an organisation and the other work that you were carrying out at that time because I believe that the structure is slightly different in Scotland with the national records office being much more involved in recording Covid deaths. Our job is to record Covid deaths as well. The weekly production of mortality deaths, very sadly, during the pandemic was a major source for the National Health Service and the Department for Health in England and for the Government in England to make judgments. I had a big team working on mortality statistics and they did a fabulous job, I just have to say that, in very, very, very difficult circumstances. We also, throughout the pandemic, were producing GDP figures, inflation figures were important just at the moment, and of course some of those things had to be changed at real pace. If you cannot go into a shop to collect price data, how do you calculate inflation data? An enormous amount of extra work was done there and certainly we were looking at all those factors as well as our preparation for a census and I would just add as an aside, you may see the Covid infection survey results weekly because Scotland is part of those, we design that, that was set up from scratch to produce those weekly statistics, 150,000 swabs taken every fortnight but analysed very complexly to give weekly statistics as well. So, yes, it wasn't just an organisation doing a census, it was an awful lot of things going on and we needed to keep all those things going on. The nation couldn't exist without inflation figures, the nation couldn't exist without knowing what the labour force was doing. We needed weekly Covid deaths, we needed the infection survey, we needed all those things, the judgment was, we could also do a very, very, very good census and we could. Okay, thank you for that, Professor Diamond, and yes, I would agree that the work that you do is incredibly important as is the work that the National Records of Scotland office does, so thank you very much for that. A way of suggesting the work that NRS does was anything other than incredibly important. Thank you. Thank you very much, convener, and can I say thank you for the briefing that you sent us, which I think has been very useful. Can I ask some follow-up questions about the post-census work that you referred to in the briefing about how you fill the gaps from the higher non-response rate than we had in 2011, and how you avoid errors in the assumptions that are made in the final stage that the pillar 3 you talk about to add value to the census returns that we've already got, and how you make sure that the additional information that you add to the census will actually give confidence to people who use the census, particularly the areas that you referred to about the lower response rate areas, and how you make a calculation both on the geography of those areas and the different groups of people that haven't filled in the census, how you avoid errors there, what assumptions are made, and then to think about how you make sure that there's not a bias in that assumption. You talk about this, it's really useful in terms of which groups might have been excluded, and Professor Martin talked about difficulty of access to buildings. There's also buildings that are quite easy to access but incredibly low results. So just wondering what your perspective is on how you get that right for the people that will rely on using the data in the census going forward. Maybe Professor Martin, do you want to kick off because you mentioned that issue about access. I live in the city which has got loads of tenement flats, so we've always got access issues but the big place I visited with the enumerators, what struck me wasn't the access, it was the massively low turnout. It was less than 50 per cent and that was in the boost period after the census had officially been finished. So there's a very important issues that you raise and of course they are also well recognised within the statistical agencies because this is inherent to the census process. It might be helpful if we can explain a little more about the way in which the coverage survey works and the admin data are then brought into play. Before the census is conducted, the NRS will have conducted an exercise which effectively classifies areas according to how hard we believe they'll be to count, a hard-to-count index is actually called that. It's based on what we know to be the drivers from the census response in the past, so we know the kinds of factors about the sorts of housing, maybe areas with lots of students, maybe areas where there are a language obstacles, if you like, all of the characteristics that come together to make it difficult to get a response and it's quite strongly aligned with Scottish index multiple deprivation but it's not just deprivation. That information is used to very carefully stratify the areas which are targeted in the census coverage survey in Pella Tw, so that much more emphasis is put on going back to those areas where we know census response will be difficult and so there are five bands in the coverage survey and there's an indication of the emphasis. 40%, the easiest 40% of the country, if you like, goes into band one whereas the hardest 2% goes into band five, the ones which are given that extra emphasis, so there is 20 times more effort in terms of the intensity placed in going and surveying those more difficult areas and that is then spread across in Scotland's case on the council area. So the coverage survey is aiming to go back, it's only quite a small sample, but to find where have we got under response in census, can we find the same people who responded to census when we go back again and it gives a very good picture for the way in which different neighbourhood types in different council areas have actually responded, so it gives us quite a detailed matrix of the under response. Now if the coverage survey had very high coverage that would allow us to do the estimation and indeed the correction, but certainly what we're looking at here is that that will tell us also we need to bring in the administrative data because the administrative data will often tell us about the presence of addresses from which there has been no response even though there's plenty of administrative evidence that there are people as a household to their individuals living there and that then will feed into the estimation of the total numbers before the adjustment is made. So the CCS and the administrative data are very targeted on precisely that question and avoiding bias in designing the system to avoid bias and not just filling the people easy to find because the point that you raised is very central to the way in which that system is designed from the start. Okay thank you and Professor Diamond did you have a comment on those issues about how you avoid bias in those low response areas? Firstly I agree with everything Professor Martin has just said but I might just add a couple of points if I may because your point is really about bias in many ways and one way in which bias can come in the statistical analysis is if people who do not respond to the census are more likely not to respond to the coverage survey as well we call that dependence and that if you have dependence then that can lead to bias in your statistical analysis or in the analysis which leads to your estimates. We recognise that indeed Professor Brown who chairs the committee and myself and Owen Abbott who is also on the steering group wrote a paper about this and an issue in 2006 and one of the ways in which the administrative data can come in in the way that Professor Martin has just described is to help us to estimate that dependence and then to adjust for it and so that I think that is incredibly important. The second thing that is important to do which we haven't talked about yet but which where the administrative data are really important is in communal establishments and that's particularly the case in terms of shall we say student halls of residence or care homes and it is very very important to get good administrative data there so that you don't get biases that come in through underestimating your populations in what we call communal establishments that there are only a relatively small proportion of the population but if you don't get them they're an important part of the population. Okay thank you and do you have a sense you did research you say looking at previous census data do we have a sense of differences between this census in 2022 and previously in 2011? Well I think one of the challenges that we face and this is why you know I've said very clearly I'm pretty sure we can get some really great estimates but one of the challenges that we face is that when you design anything as a statistician you know if you were to ask me to design a survey to estimate the proportion of something my first question would be what kind of proportion do you think it might be because the sample size and the overall design will be based on that estimate so the aim in Scotland was to aim for 94% overall and so the design initially was for a 6% under enumeration. As you get more what that does is potentially increase your confidence interval and as I said the other day to someone you know as you get further out and we're not too far out but as you get further out the confidence intervals as you can see my hands don't go like that they go like that and further out than we are in Scotland they become as wide as an owl trots wingspan and so you have to be aware you're losing you're not you're not getting bias I've talked about bias but you're losing precision but but I think we're in a position in Scotland where yes we're going further out than we want to yes we are having less precision than we would have estimated but we are still in a position if we can control for all the biases to be able to make estimates at a level that has been done elsewhere in the world and indeed there are you I could think potentially of some places which have had had bigger problems than Scotland is facing at the moment so this is this is not impossible it's hard Scotland now has some of the best people in the world advising it and as long as the administrative data are good we can control for bias we can maximise the precision of the estimates and we can get to a place where you have really good useful population estimates which are comparable with those across the UK that's great and will the administrative data be published separately or does it get integrated into the final sense of results so that people can see the transparency of it it's integrated because that clearly there are ethics and privacy issues that are taken into base so the transparency I would expect you know this is the matter for LRS but I would expect the transparency is in a very clear exposition of the methodology but not in the if you like publication of data which would impact on ethics and privacy okay thank you very much thank you convener in the written evidence we've received in terms of international approaches to census taking that the use of administrative data as you've highlighted today is ideally used as a process for quality assurance of the final census outputs however you've said that the use of administrative data in Scotland's 2022 census is central to the final quality of Scotland's census clearly as we've heard this has been necessary due to the low response rate of the census which meets this target and the community coverage survey which also missed its target does relying on the use of administrative data in this way fall short of international best practice and perhaps start with Professor Ian Dimond I don't think it does you know both Professor Martin and myself on a number of occasions this morning have pointed to the fact that we are still doing a census in Scotland and certainly the word quality assurance actually can lead to further adjustment so for example in the census of England and Wales in 1991 administrative data were used to identify that the census itself had missed quite a large number of men aged between about 20 and 34 and so using those administrative data as a basis an adjustment was made to add in more men and the final results were then following the so it wasn't just if you like quality assurance though but yes you started as quality assurance but then identified there was a problem the problem was solved by a further adjustment the overall numbers were then based on administrative data and in that case the census because we didn't have a coverage survey in those days so this would not fall away from international best practice there are some suggestions about bringing some of the administrative data into linking into the coverage survey that would be I think innovative and exciting but not against international best practice but Professor Martin will probably have a view as well. Thanks Professor Martin. I was just pausing waiting to be unmuted there I perhaps I can illustrate this for you I recall a presentation which I gave in 2017 to a group of young social scientists at a summer school or something of that kind and I was invited to talk about international situation looking forward to the 2021-22 round of censuses and actually produced a slide which effectively plotted different countries and demonstrated that all of them are moving on a trajectory which began with reliance on a conventional enumeration and nothing else and was moving towards more and more use of administrative data and indeed there are plenty of countries which we have seen over the last two or three decades who have effectively shifted from a conventional census enumeration at all to producing their population statistics entirely from administrative data augmented bus of surveys and actually we in the UK and the three UK censuses are somewhere in the middle there with a hybrid model here which has been using administrative data perhaps at the aggregate level for example how many school children is a school census show us there should be in the small area how well does that match with what we have from the census record to increasingly using the administrative data in your own terms from this committee to fill gaps I perhaps give you one example which is not been mentioned because obviously surprisingly people often leave young babies off census forms especially the under ones people don't necessarily read the instructions and internationally recognised nominant we don't ignore that fact the birth registration data has routinely been used to take a look to work out where those people were missing a couple of decades ago might have been simply a quality assurance process it would now be seen that if we know that those are missing then those births should be used either directly or indirectly to adjust the estimate and fill in those that are missing and increasingly the same would be the case with students and as Serion has mentioned people in communal establishments so the use of the administrative data in various ways it's a transition from quality assurance which says this has worked well but there's an individual group that needs adjustment to seeing the administrative data as part of the whole design and that would be characteristic of what we see going on in many countries there's lots of axes so it's not a simple linear process but the general trend when it's using the administrative data increasingly is a clear international phenomenon. Thank you that was very helpful Professor Martin and perhaps I'll stick with you just in an international context is there any evidence that inclusion of what may be deemed controversial questions in the census impact participation and ultimately completing of the survey? I'm not sure that we could you could say that there's any kind of clear body of evidence that you could say oh yes this is the thing is that countries surprisingly ask different census questions so questions which would be considered acceptable in one country and maybe not acceptable in another and the vice versa which is fascinating and otherwise easily explainable and so individual censuses in individual countries often have a controversial question or two but there's not I can't I can't think of any particular body of evidence I'd certainly refer you to Sir Ian as well here where the the success or otherwise the census has been nailed to oh you've got the wording wrong from that question the reality is that most population members tend not to be very engaged with the debate about the questions and as we've seen they become aware of it when the form arrives they largely fill it in without reading the guidance now that is not an investigation specific questions in Scotland it's not something which the international student group have been tasked to or have been looking at but I wouldn't generally consider that the choice of wording in the questions is one of the major drivers of the census response. Thank you that's very helpful Professor Sir Ian Diamond do you have any thoughts? Yeah no no no very good question and were I teaching how to do a census as I did for about 30 years I would say be careful not to have sensitive questions and there are a number of questions which have been tested in England and Wales particularly around income and there's always been a big user demand to ask income on the census and the obvious financial statistics in the 1990s and indeed 2000 did a lot of experiments to see whether it would potentially impact on response and the judgment and I you know that the evidence was mixed and the judgment was not to ask income and one of the things that the government have asked the obvious financial statistics to do is to produce income estimates using administrative data following the census and that is something that we intend to do. In the other way following the initiation of the Scottish Parliament the 2001 census in Scotland the MSPs were concerned that the initial plans did not give you the opportunity to put Scottish in as your nationality and so at the last minute the then Registrar General's office of Scotland had to reprint the census forms in order to give the option of writing Scottish because it was felt that that might that not having an option might impact on response but I don't know of anywhere where a question can be definitely seen to have impacted on response but could I add one further point I'm really sorry during the evidence that I have given you this morning I think on two occasions I have indicated that the results should be ready in the spring of 2023 I've been informed while I'm here that the current expectation will be one year after the finish of collection so I just would like to clarify that point if I may I'm sorry I was led to something else I now have clarity I apologise if that is something that I've said it I just wanted to clarify that thank you thanks for that clarification on your contributions back to you convener thank you very much for your evidence this morning I wondered there's been a few of the more subtle questions about what might influence people doing it and one of the things that you mentioned earlier on was the number of surveys that families are receiving and I just wondered if you is that surveys from local government from government or just general surveys that are coming into people's families and when we might know what policies policy decisions could have influenced the return because of that I'm thinking of participatory budgetary surveys that now go out regularly from councils that may not be happening elsewhere in the country oh we've lost Serena again please yep sorry yep no the point I was making which I don't know about you convener but I rarely get through a day without two or three survey questionnaires hitting my inbox or I'm asking and some of them are asking my views on something I might have done recently some of them are asking me my views on who I might vote for in a future election and I believe that that is leading to a kind of survey fatigue and that is why the point you make is unbelievably important we need as a government and this is something that the Office for National Statistics put a lot of effort into is to have impeccable public engagement so that people are seriously aware of why their data are being why their opinion is being asked for how it is going to be used and we can and I believe incredibly important that we have feedback you said this we did that you're really super important and I think that is important because when we talk to people you know if we just say will you fill in our survey it appears and I've done this so many times whereas actually if we say look this survey is a government survey this is what it's going to be used for this is how it will impact positively on your fellow citizens potentially your neighbourhood or whatever and it's incredibly important we have these data then people say I'll take part no problem there are still issues with making sure that you have contact particularly with those most marginalised members of society but it is very much about ensuring that people know why you are answering the other point I would just make which comes back to the point right at the beginning about digital services and that is that we were incredibly impressed in England and Wales that we had a much higher digital uptake than we were expecting particularly amongst elderly people you know we were expecting that elderly people might be digitally challenged I have no evidence for what I'm about to say but it may have been that spending a lot of time on zoom with grandchildren or something had meant that they were made able to engage digitally and I think that is potentially important for the future I'm looking to my colleagues I think that that's exhausted our questions this morning so thank you both Professor Sirian Diamond and Professor David Martin for your attendance at the committee this morning and we now move into private session for our final agenda item thank you


Hey Clay, how much did the elements tonight play a role in those wild pitches?  We're all pitching in it. It's learned how to uh, to adjust with them and make pitches when you have to. I mean those elements definitely not ideal, but um, you know, like I said, you know, we're all playing the same game in it. If we're how to adjust and, um, you know, make pitches into your job with what you have there. How frustrating is it to have that happen in that situation when you're, you're just one strike away from essentially sweeping the series? Definitely. Um, you know, you're one pitch away there. And trying to go the comeback sinker away. Um, I think I just got a little bit too much around it. Um, it didn't really come back and it was a little bit of a yank. Um, and it got past Gary.  You got to miss down. Um, so it's a pitch that, uh, um, you know, if I execute, obviously it's a, it's a serious sweep there. Hey Clay, you mentioned how you yank that pitch. I mean, does it, how much harder does it get when there's, you know, the runner on third like that with, with things at stake?  You get worried about a ball getting past somebody, you know, with the pitches that you're throwing.  Um, no, um, not necessarily. Um, you know, trust Gary by there. Um, it doesn't really change your approach or, um, what you're trying to do. Um, you definitely need to know where your misses are, but your misses aren't really something that you're, um, you know, you're, you're thinking about. So, um, it's just a pitch that, like I said, that I think I just got a little bit too much around and, um, you know, as a yank and didn't really come back. And I know the team is the whole, you haven't been here the whole year through a lot of the ups and downs that they've had. Um, you know, in the clubhouse tonight and stuff, how hard is that when you guys come off after a loss like that tonight? As far as you know, just talking to some guys, there's definitely been a little bit of a roller coaster.  Um, so it's just another, another blow off the take and keep moving forward.  It's a big day. Um, and it's a win. You know, we need to go out and get tomorrow.


5 Things You Can Overcome If You Prepare Your Lesson Plan A lesson plan is a teacher working document which serves as a step-by-step guide that provides a detailed description of a course or what the students are supposed to learn and how effectively it can be done during lesson time. Over time there have been lots of description as to what a lesson plan should look like or how a lesson could be planned. It is very important to plan a lesson because it is very difficult for inexperienced teachers to be flexible in a lesson without a teaching guide. However, planning a lesson should be carefully done so as to avoid making the teacher less flexible to meet up with the needs of the students. 1. Structure, Timing, Objectives We cannot try it on directly to answer the question of why it is important to plan a lesson without actually showcasing how a lesson is planned. However, there is no specific way in which a lesson plan should be written down as it could take the form of jot notes and formal plans. At the end of a day it is always paramount for a teacher to find a way to put down a plan and try as much as possible to keep it simple, allocate time for each activity, pay attention to lesson structure and also try to make sure each and every activity is directed at achieving an end objective in a much flexible and adaptable way. Thus the teacher when making a lesson plan has it as a duty to take into consideration language points, which shows the theme around which the lesson is centered and how it fits with a lesson at hand. 2. List of Materials The teacher also has to make a list of teaching materials to be used during the lesson, which is why it is said that lesson planning is not only about drafting jot notes or making formal plans. It also requires checking to see if all the equipment needed for the lesson are available and working. It also requires checking on seating arrangements and if the board is clean. However, the teacher in making a lesson plan must take into consideration anticipated problems generally faced by the students and teacher as well. According to this, in making a lesson plan, there must be a procedure or a method the teacher would use to achieve the objectives of the lesson. 3. Lesson Flow The teacher needs to start the class with greetings and warm up at the engaged phase of the lesson in order to motivate the students. Timing at each stage of the lesson should also be taken into consideration providing time for the teacher to students' interaction as well as students' to students' interaction, especially at the interactive phase. Students' evaluation should also be of paramount importance in lesson planning through the use of tests, worksheets, etc. to know the level of ability the class has with the topic. Teachers and observers' names, date, time, number of students and class level are also very vital components of a lesson plan. 4. Understanding Goals Looking at why lesson planning is important, lots of reasons have been brought forth to this effect but it would be worth mentioning just a few key points amongst which are the fact that planning a lesson is important because it helps the teacher to maintain a smooth running of the class without deviating from the topic at hand thus writing down what you expect the students to achieve by the end of the lesson and how you intend to make that possible helps the teacher to stay focused. 5. Kane, Saw, Concord Furthermore, lesson planning is very important because it helps the teacher to be organized likewise the students and like the saying goes failing to prepare is preparing to fail thus an organized teacher will always be able to deliver a lesson within a given time frame successfully. However, adaptability is also welcome as a teacher responding to the needs of the students can adjust the time allocated for a particular activity. In addition, lesson planning is very important in that it boasts the teacher's self-confidence because preparing a lesson helps the teacher to know what to do and at what time to do it. This helps the teacher to avoid mumbling or being stocked and not knowing what to do or say at any given moment. Lesson planning is also paramount importance in that it helps the teacher to determine the level of acquired skills for each and every student which helps the teacher to know how to tackle key weaknesses or problems faced by the students in the lesson. More so, planning a lesson helps a teacher keep records of work done, materials used which in turn could be of help to another teacher. Learn how to design your perfect lesson plan taking a TEFL course today. Conclusively it is only credible to say a lesson well planned benefits both the teacher and students. It also allows for the smooth functioning of the classroom and appropriate management of time and resources. Speak with an ITTT advisor today to put together your personal plan for teaching English abroad. Send us an email or call us toll free at 1-800-490-0531 to speak with an ITTT advisor today.


This video demonstrates how to perform a basic search in a library database. Library databases allow you to search for articles in magazines, scholarly journals, and newspapers. The database I will be using is called Academic Search Complete. It is a general interest database, so it will have articles from a wide range of academic subjects. Before you begin your search, you will think about your topic and come up with keywords related to that topic. I am interested in affirmative action, so I will type that in the search box. Before I hit search, I want to show you some of the options available on this main screen. You can see that the default is for the full text box to be checked. When this box is checked, only articles that are available in full text as opposed to just the article abstract will come up in the results. Okay, I'm going to hit the search button now. Wow, the database found over 5,000 articles. I'd like to narrow that down a bit, but first let's look at the results a bit. Most of these are academic journal articles, as you can see by the academic journal icon next to the title. Academic articles are written by scholars, professionals, or other experts in a field. Anything with periodical next to it is a magazine article. Now let's look at how to narrow the search a bit. Over here on the left side of the page, you'll see Refine My Search, which offers many ways to narrow the search. First, I am interested in finding only academic articles about my topic. To limit to academic articles, you can click the box for Peer Reviewed. Peer Reviewed is another term for academic. I want to know what the scholarly literature from the last five years says about affirmative action. So I'm going to limit the date range to 2014 to 2019. This narrowing brought the list of articles down to 318. Scrolling through, I can see that my search successfully found only academic articles. I'd like to take a look at one of these articles. I'll open up number three. I do this by clicking on the article title. On the next page, you can see who the authors are, the journal the article was published in, and you can read the abstract. Once you determine it is an article you'd like to read, you can open the PDF of the article here on the left side of the page. From here you can print the article, cite the article, or copy this link to access it later. To get back to the results page, click on the results list link in the upper left corner. And that's how you perform a basic search in a library database. Thanks for watching.


Hello, good evening students, can you hear me? Yes, so where were we in the last class? I think we were doing pH calculation, right? Common eye and effect we discussed. Mixer of acid and base, have we discussed that? Mixer of strong acid and strong base. We'll wait for a couple of minutes more, they haven't joined yet, let me drop a message. Okay, so last class we had discussed, the last thing we're discussing was the pH of calculation, like calculation of pH, okay? And I've given you one question in the last, that is the calculation of pH or H plus concentration of 2.1, what is the answer for that? All of you have done, like it was this, if pH is equals to 2.1 we have, what is the H plus concentration here? No, 80 is not correct, the correct answer is 79, 80 minus one, what volume is added? If you look at the question, Anusha, what volume is added? Final volume is 80, but the answer would be V2 minus V1. Yeah, so you see if the question is given like this, suppose pH is given, and you need to find out H plus concentration. This you can find out without any anti-log value, okay? How you see, just need to know three values of log, like we know log two is equals to 0.301, log two is 0.301, log three is 0.477, log five is 0.6999, log seven is 0.84, approximation we take here, and sometimes log three is also written as 0.48 for calculation. This is also written as 0.704 calculation, okay? So you must know these values, at least the first three values must, you have to memorize them, okay? So you must know these values, at least the first three values must, you have to memorize this first three value, two, three and five, okay? Now you see this pH is given, pH is equals to 2.1, which we can easily write three minus 0.9. Why not, why not this two plus 0.1? Right, that you will understand. Why I'm writing down this you see here, if I write 3.3 minus 0.9, further we can write it as three minus three into 0.30. We know the log term of this, right? Log expression of this, three minus three into log 30, 0.30 is log two, which further we can write three minus log two to the power eight, sorry, two to the power three, okay? So this further we can write log of 10 to the power minus three. I'll take one more minus sign here. This is nothing but three minus log eight. So further we can write log of eight into minus, if I take common, eight into 10 to the power minus three. This is minus of log this. This is pH on the left hand side. So pH is minus log of H plus. So if you compare the H plus concentration equals to eight into 10 to the power minus three, okay? If I write two plus 0.1, then 0.1 we don't have the log expression for this. Hence I write here three minus 0.9, which we can further simplify this. Did you get this all of you? And then you can use M1V1 equals to M2V2 to solve that. Seven into 0.3 if you write, then it would be seven into log two. Yes, that way also you can do. That way also you can do, you can find it, okay? So basically you should know these three four values. And when you get this kind of question in the exam, you can easily do this kind of calculation by these values. If it is not possible, then log anti-log value will be given in the question. No, this two, three log value you should know, Shiddish. Log two, log three, log five, at least you have to memorize. Okay, next. So we'll calculate now pH in different, different condition. Next write down pH of the mixture of strong acid, strong base, strong acid and strong base, okay? See when you have acid and base, so obviously both will neutralize each other, right? We know the reaction of acid and base, they'll give salt plus water, okay? So equal equivalence of acid and base reacts and it forms salt plus water. So this kind of mixture that you get or solution that you get, okay? The property of that solution, whether it is acidic or basic, it depends upon, it depends upon that what is the equivalent of acid or base you are taking. Suppose I am taking the acid of normality NA and volume BA, for base it is NB and volume BB. So there are three cases possible here. Case one, if the number of equivalents of acid NA VA is greater than the number of equivalents of base. Since acid is more over here, so obviously the base is, base will be the limiting reagent in this case and we'll get consumed completely and it gives acidic solution because we have some amount of acid left, acidic solution. Okay? If you have acidic solution, then concentration of H plus would be what? It depends upon the amount of acid left, which is NA VA minus NBVB divided by, divided by VA plus VB. This is the concentration of H plus and once you know the concentration of H plus, you can find out pH as well. Any doubt on this? Okay. Case two in this, that the number of equivalent of acid is less than the number of equivalent of base. Exactly opposite here. So this acid would be the limiting reagent and the solution is basic. And when the solution is basic, we'll get OH minus concentration. It is NBVB minus NAVA divided by VA plus VB. Okay? So once you get OH concentration, you can find out pH from this, sorry, POH from this. And then we know pH plus POH equals to 14. So we can find out pH further. Third and the last case we have in this, number of equivalence of acid equals to the number of equivalence of base. So in this case, we have complete neutralization, complete neutralization, okay? And the pH of the mixture would be seven. Obviously we are assuming 25 degrees Celsius, pH is seven. Yeah. Okay. You want me to go back? Which phase? So one second. This one. Now look at this question. Calculate the pH of solution, pH of solution obtained by mixing, by mixing, excuse me, 200 ml of 0.0 molar, 01 molar, H2SO4, 300 ml of 0.05 molar NaOH solution. Try this question. What is the answer? See, we have acid in base. That is H2SO4 is mixing with NaOH. Anyone got the answer? No. Okay. Try. Is it pH or I'm getting two different answers. Okay, see what we'll do here. We have acid H2SO4, correct? It's a, it's a molarity is given. Molarity is 0.01 and volume is 200 ml. So volume, you don't have to convert into litre. Okay, you'll get the same answer. For NaOH, the volume is given. Molarity is 0.05 molar and volume is 300 ml. Okay. So since we need to find out a number of equivalents, so we need to find out normality. Normality of acid is molarity into N factor. So molarity is 0.01. N factor for H2SO4 is two. It is 0.02 normal solution. Similarly, for base, molarity into volume again, N factor here, N factor for the base is one only. 0.05 into one to 0.05 normal. Then we calculate NAVA. NAVA is equals to 0.02 into 200. It is the number of milli equivalents. So we have four milli equivalent of acid. If you talk about base NBVB, we have 0.05 into 300, that is 15 milli equivalent of base. So obviously, which one is the limiting reagent here? Limiting reagent is the acid because it is lesser, right? So it is the limiting reagent, LR. Hence the solution is basic. OH minus concentration would be 15 minus 411 divided by 200 plus 300, 500. So it is 2.2 divided by this, 0.022. OH minus concentration. What is POH for this? What is POH? You can take the help of calculator and tell me. Yeah, yeah, yeah, tell me. 1.657, okay. Is it 1.657? Yeah, 1.657 you are getting. And then pH would be what? This is the answer, any doubt? Okay, next you see. Acid base mixture we had discussed. We can also have, we can also have the mixture of acid only, right? On pH of mixture of strong acids. So only acid we are mixing here, okay? I'm taking the example of two acids here, right? HA1, HA2, two acids we are mixing, HA1, HA2. This one will have some normality, some volume, right? This one will also have some normality and some volume. So the total, because this two, suppose we have separately. Now, when you mix this two in a separate V curve, right? So here the total number of equivalents would be what? N1V1 plus N2V2. So the normality would be or H plus concentration here is N1V1 plus N2V2 divided by V1 plus V2. If you have more than two acid present, more than two acid present, then we can have one more component of equivalents, N3V3. That is the only difference. So once you get H plus concentration, you'll get pH again. Okay, now do this question. The question is to calculate pH. And what happens here? We are mixing H2SO4, we are mixing H3PO4, we are mixing HCL. The data are given over here. H2SO4 is 100 ml, 10 to the power minus 2 molar. H3O4 is 200 ml, 1.5 into 10 to the power minus 2 ml. HCL is 200 ml and 2 into 10 to the power minus 2 molar. Try this one. If required, you can take the help of calculator. Okay, I got one answer. It is less than two, I guess. Could you check your calculation once? Okay, yes. See, here also what we do. I'll write down the number of milli equivalents directly here. Number of milli equivalent. If you talk about H2SO4, the number of milli equivalents would be its molarity, and the number of milli equivalents would be the number of milli equivalents. If you talk about H2SO4, the number of milli equivalents would be its molarity into n factor, this is normality, into volume. If you talk about H3PO4, what is the n factor for H3PO4? Tell me the n factor for H3PO4. Yes, n factor is 3. Okay. If you talk about HCL, we know n factor is 1. So it is 200 into 2 into 10 to the power minus 2 into 1. This is what I got, H plus concentration. Now pH would be what? pH is minus log of H plus. So that would be 2 minus log 3. Okay. log 3 value is 0.48. 2 minus 0.48 is 1.52. I'm getting the answer. Tell me what mistake you made. What approximation, Anusha? It's that calculation. No, you see. You're getting simply 9, 2 and 4, and then we add it. Direct one. Okay, anyways, the answer is 1.52 in this. Similarly, if you mix strong base, then the solution will be basic. You'll get OH minus concentration. See next. pH of the mixture of strong base. Suppose we have two bases, I'm assuming. Exactly same. We have BOH1 and BOH2. Right. If it's normality is again the same, N1B1. Normality in volume. Here it is N2V2. When you mix the two, right? So here the number of equivalents would be N1V1 plus N2V2. Okay, N1V1 plus N2V2. Total OH minus concentration equals to N1V1 plus N2V2 by V1 plus V2. This is the formula of OH minus concentration. Then we can find out POH and next pH. Yes, you can find out. If they ask you morality, you can find out from this. We know normality. We know volume. Obviously you can find out morality easily. Okay. Fine. Now next you see, these are the very direct questions we have. Okay. The next one is more important. And for here on words, you have to analyze a bit. Like what is the condition we have that you need to understand. The condition is pH of the solution of weak acid. pH of the solution of weak acid. Okay. Suppose we have a weak acid, say CH3COOH. When it dissociates, it forms CH3COO minus and H plus. So it is what? It is the partial dissociation. It is a weak electrolyte. So it won't dissociate completely. Okay. So at time T is equals to zero. If we assume C0 and zero. So at time T is equals to T equilibrium suppose when it is maintained. It is C minus C alpha. This is C alpha. This is C alpha. Any doubt in this? Any doubt here? Tell me. Yes or no? Okay. So KA would be what? Since it is an acid. So KA stands for acid. It is a concentration of product that is CS3COO minus into H plus divided by the concentration of reactant CH3COOH. Correct. CH3COO minus. Concentrate C alpha, C alpha for H plus. So it is C square alpha square C into one minus alpha. And we get KA is equals to C alpha square. Assuming what? Assuming one minus alpha is almost equals to one. The dissociation of acid is very weak. Okay. This is what we are assuming. So from here you see because you see we need to find out as pH, right? So for pH we require H plus concentration. H plus concentration is C into alpha. This is what you need to find out. C alpha. So we have C alpha square equals to KA. So what is C square alpha square? It is C times KA. So C alpha is equals to the concentration of H plus equals to C times KA. Concentration of H plus is this. What is pH minus log of H plus minus log of C into KA into log of A into B is log A plus log B. So pH is equals to minus log C minus log KA. Right. So the other it becomes pH is equals to one second at a CL5 is equals to this. So it should be root under of I missed a root over here. Right. We should have root under of it. Okay. We'll do this again. So this would be equals to minus of half log of C into KA. Okay. So what you solve this you will get pH is equals to half of this is a formula of pH of solution of weak acid we have. Yeah, I'm going back one second. Okay. See the condition you must take care of condition is pH of the solution of weak acid. Okay. So weak acid K is the equilibrium constant for weak acid. So that K will be given. Okay. And C is the concentration of acid that you are taking. Sometimes they also ask you to find out the degree of dissociation that is alpha alpha is equals to the formula we have already seen alpha is equals to KA by C root under of it. Right. So sometimes they ask you to calculate alpha as well. Look at this question now. Calculate the pH of pH of 10 to the power minus one molar CS3 COOH weak acid whose K value is given two into 10 to the power minus five. Also calculate also calculate the pH of 10 to the power minus five molar CH3 COOH solution. Done. Okay. See one thing here when you have this expression correct. We have done one assumption over here we have taken all of you must take care of it. This is the assumption we have here. This assumption we can take under only one condition when alpha is very small in comparison to one very small but what like what should be the minimum value of alpha. Beyond which we can consider this particular assumption. Right. So you need to first of all understand this if we can have this assumption if we can take this assumption then only H plus concentration is this and this formula is correct. Right. Which means this formula this two formula is correct. Only when only when we have this assumption which is one minus alpha is almost equals to one. If this assumption is not true then this formula and this formula also not valid. Okay. So in that case what we need to do if that assumption is not true then what we need to do if assumption is not true then also we have this expression correct. No. Like we can write always k a is equals to c alpha square divided by one minus alpha. So this relation is the true always whether the assumption is there like after this only will take the assumption. After this only we assume one minus alpha equals to one so k is equals to c alpha square and we get this an entire number. So till here it is correct without any assumption. So if we are not able to take this assumption then we need to solve this quadratic to find out alpha. So we solve this quadratic will get alpha and H plus concentration is c alpha always that you see here H plus concentration is c alpha.  This gives you exact calculation actually in order to calculate alpha we take this approximation. If you can't take this solve this quadratic get the value of alpha substitute here find H plus and then ph this is what we need to do. Did you understand what I said just now. Yes we are assuming that we are assuming that because if you do the exact calculation it won't affect the difference affect the answer much difference is not that great no alpha is already small to get the approximate answer we can do that kind of assumption. But if you want to calculate the exact value you can you have to solve the quadratic there's no other way we are doing this assumption because when you solve quadratic and when you do this assumption the difference we are not getting that much very small difference we have there. Hence we can do this assumption but like I said assumption we can also do under a given condition otherwise we cannot take this assumption in that case we cannot use the formula of ph that we derived just now then we have to go with this formula directly c alpha you find out H plus and then ph. So what is that condition you see how to how to how do we get to know this fact that we need to take that assumption or not what you do here it's a method that we use to solve this first of all you calculate alpha which is k by c root under of it and we get this value by assuming 1 minus alpha equals to 1 only but in this fact expression if you substitute the value of k and c if alpha you are getting less than 0.1 if alpha is less than 0.1 then we can try it 1 minus alpha is almost equals to 1 we can say alpha is very small in some book they have written here 0.05 as well right that also you can keep in mind if it is less than 0.1 1 minus alpha equals to 1 means we can take the approximation then if alpha is greater than 0.01 so 0.1 in this case we can't take the assumption we can't take the assumption and we need to do the exact calculation yes understood this is very important okay when to take alpha and when when to take that assumption and when not to take the assumption now coming back to the question the question is we have CS3 COOH and it's k value is given 2 into 10 to the power minus 5 k value of CS3 COOH and first case the concentration is given 10 to the power minus 1 molar so what we'll do we'll find out alpha first alpha is equals to k by c root under so k is 2 into 10 to the minus 5 what we get here 1.414 into 10 to the power minus 2 which is 0.01 we are getting this is less than 0.1 hence we can assume 1 minus alpha almost equals to 1 so under this case all the conditions are valid we can directly use pH formula pH is equals to half of pKa minus log c okay pKa value is 4.7 minus log c is log of 10 to the power minus 1 that is 1 1 plus 4.7 is 5.7 5.7 is 2.85 by 2 okay so pH for this one would be 2.85 this is the answer of the first part of this question tell me any doubt in this pKa we haven't discussed I told you know like pH is minus log of h plus so pKa is minus log of k this is the formula we have any doubt in this no okay now the second set of data we have k is same only k a is 2 into 10 to the power minus 5 but concentration is 10 to the power minus 5 it is given okay so k alpha is equals to root under k by c once again root under k by c which we can easily find out 2 into 10 to the power minus 5 so obviously when you solve this you will see that the value of alpha is greater than 0.1 and hence we cannot neglect alpha we cannot write 1 minus alpha equals to 1 this we cannot write then what to do in this process in this case we need to write down the expression of k a which is c alpha square by 1 minus alpha then we substitute the value of k a c and find out alpha 2 into 10 to the power minus 5 c is 10 to the power minus 5 alpha square by 1 minus alpha 10 to the power minus 5 and minus 5 will get cancelled so alpha square plus 2 alpha minus 2 equals to 0 solve this value and solve this quality and tell me the value of alpha here yes what is the value of alpha you got 0.414 2 will get cancelled and alpha is equals to 1.732 minus 1.732 I am getting isn't it 0.732 I am getting okay 0.732 we have then h plus concentration because for ph we require h plus concentration it is c into alpha c value is 10 to the power minus 5 into 0.732 so ph is equals to minus log of h plus this would be minus 5 minus log of 0.732 tell me the value of ph in this yes what is the answer yes tell me what is the value of log of 0.732 log of 0.732 is less than 1 it is negative of 0.135 and hence the ph value is 5.135 this is the answer we have understood so you understood what we need to do first of all you calculate alpha by k by c root under if the alpha value is coming out to be lesser than 0.1 then we can assume that 1 minus alpha equals to 1 and the formula of ph is correct in that case alpha is degree of dissociation situation like chemical equilibrium we discussed no alpha is the degree of dissociation out of one mole how many moles reacts ph cannot be negative Anusha negative ph if you take the log of h plus is positive negative concentration does not mean anything that's why you see when we solve this quadratic we are taking this positive value negative we are not taking we are ignoring this because negative concentration does not mean anything there is no any significance for that okay so you won't get any negative concentration condition you must take care of this is what we discussed about weak acid solution okay weak acid solution okay next sorry okay next condition you see we are considering dissociation of water we are considering


It was a time where, you know, we're playing Sacramento Kings and it was my birthday and I'm just being aware of going at it in this game seven and That's when I actually felt like I had a superpower Damn, this what might be feeling like when you like it was that where the game moving really slow And I'm seeing people move fast, but everything moving so for me. That was probably the it moment while I was like


United States, and Mrs. Reagan. Ladies and gentlemen, the national anthems of Canada and the United States of America. Prime Minister Mulroney, today we offer you a heartfelt welcome. It's always an honor for any president of the United States to sit down with a leader of the people of Canada and in a school. Nancy and I are delighted to see you and Mila again. Our citizens have grown to expect positive relations between Canada and the United States. However, I would suggest that we must never take our friendship for granted. The United States and Canada are poised to negotiate an historic new trade agreement. Our goal is in a core that could well be heralded on both sides of the border as a landmark accomplishment, a cornerstone for future prosperity. A new economic arrangement between Britain. But here again, let us not lose perspective on the importance of our relationship. We are still each other's largest trading partner. The commercial, protecting the environment, as one would expect when two countries share a 5,000 mile common border, is also a matter of great significance. Environmental issues, especially those dealing with air pollution, are serious challenges. Today, we must build on what has already been accomplished and bring these issues closer to resolution. Canada and the United States have been cooperating to make this a more prosperous world, and also to make this a safer and peaceful world. Who can to ensure that it remains fully capable of accomplishing its mission into the next century? If all its members carry their fair share, NATO will be able to preserve the peace, which is, after all, its primary mission, and which is, after all, the responsibility of all free people. If together, it's to build a better world. And in this noble endeavor, let us pray that the citizens of our two countries will always be on the same team, freedom's team. Mr. Prime Minister, welcome. That owns our travail. Thank you, Mr. President. Monsieur le Président, it's good to be with you again. And I want to repeat now that harmonious and fruitful relations between Canada and the United States are a top priority with us. With that in mind, we agreed from the beginning that it would be useful, indeed, indispensable for us to meet annually. And so we met one year ago in Quebec City. You remember? Un air de consultation et de coopération, de cordialité, et des gares mutuelles entre les deux peuples qui se tiennent en autestime. Canadians and Americans, though different in many ways, share many of the same values. These meetings will provide a bilateral agenda, not all of them near resolution, by any means. But let me say first, Mr. President, turn away, one another's largest trading partner. But we don't take one for granted any more than the other. Friends stay in touch. And partners have to work at it. President Reagan and I stay very much in touch. And we're working very hard to assure that our trading partnership continues to grow on the basis of mutual interest and mutual trust. And that there won't be straight talk, even among the best of friends. It is precisely because we are friends that we speak so frankly and so clearly to each other. Delighted to be here with you today, with you and Nancy. We very much look forward to our meetings and just getting to get it. Thank you, sir, and thank all of you. I don't really like this mystery.