Let's open our applications and go to the COVID-19 contact registration and follow up, you text that. And the moment you get there, it will bring you a list of all the clients that have been preregistered of all the people who have been entered within the system that you can add on to that. Now, at the bottom of the screen, we have two icons, one represents a list, and then the other one is, we are calling that a carousel. That thing that looks like a flag, so you can touch that and it will open for you your data within, it will open for you your data in a map format. I need to point out that this will still load if you have internet or you don't have internet as long as your records have been pre-entered and your location was on before. And it is also important to note that because of the offline module, these processes are normally faster if there is no internet connection, especially if you're in places where internet is a bit of a problem. So you can recommend for people to switch off internet whenever they want to use some of these features. So this is a representation of all the records that we have entered within the system, that's the list that we had there, and you can navigate through this particular list. It will show you the different records, the moment I scroll through, it will bring me that person along the map. So move it sideways to be able to see those people within that point. I mean, this information, it is something that is collected, you have to define when you're setting up your, when you're setting up the program, you have to define the point when this data should be collected. Sorry, the coordinates should be collected. So as you can see, as I keep scrolling through, I'm able to see the location of each of the TEIs within the system. I'll take a moment to find out whether we are all on the same page or you can just give a thumbs up or a wave to show that we are following the same way together. Otherwise, I could go back. All right, so we have about six people who were saying that we are together. So that is the carousel for us, and it shows us the different people on our map. And since it's a big map, you might have to minimize or in order to navigate through. Additionally, at the bottom for each of the TEIs, there are some attributes that you define to be viewable or to be viewed as part of a list for searching. These records can also be seen there. As you can see, we have the date of birth, the first name, the surname, the system generated ID and the facility that they were enrolled in. So for each record, as you scroll through those details, I will be part of as long as the data was collected on the map. Okay, now how do we navigate? So for example, we are looking at Cynthia Jones, and they are located in that place. So if I want to navigate to Cynthia's dashboard, from this point, I could either go back and search for Cynthia or I could just search that stick person to be able to bring me to, to be able to take me to her particular story. To be able to take me to, sorry, don't touch the stick person, you touch the details at the bottom. You touch the details at the bottom and it will bring you to where Cynthia, to Cynthia's TEI dashboard and you enter the rest of the details that are supposed to appear within that. And if I click on the arrow, it will take me back to the map. So that's how you can navigate from the map to the person's TEI dashboard. Again, we could still use the search feature. As you'll notice, they still search icon here, so you can still search for Cynthia from within the map icon, or we could still use the rest of the feature that Daisy had shown us previously. So here we are known, right now the view is showing us an unspecific person, just all the people that have been added into the contact tracing program. And now let's say we want to see the different, the different map layers within the system. So on the, on the top right corner, and there is the icon for VHIS-2 that represents the layers of VHIS-2 just search that and it should bring you something like that. Those are squares or triangles. On the top right corner, just search that, it should bring you this particular screen. So, as you can see those tick people represent the TEI coordinates that were entered during data entry. And you can change the layers as you wish. So if you say you want to do enrollment coordinates, you select the enrollment coordinates and you click Apply. Now during data collection or during the definition of VHIS, we didn't define the enrollment coordinates, so this is why it is empty. So we can say we want to know the TEI and then the people that they've been in contact with. So the people that have been in contact with will be represented with the purple while the index case is going to be represented with that red icon. So you click on Apply and it will show you a line of people and how they relate to one another or how they've been moving around or how the disease has been particularly spreading. So this is how it should be able to do the contact tracing for you. We went through relationships of contact tracing with days yesterday and the moment we establish those relationships, then the lines will be showing up. So we have a few people whose relationships have been added. Hence this particular, that's why you see very few lines showing up within there. Again, a thumbs up if we are together, if you have managed to accomplish that, just give me a thumbs up or write. Okay, again under the maps layers, we have under the maps layers, we have a satellite view. So this satellite view will change the view of the map, you can select that and it changes it to whatever the app looks like right now. And so we want to look at the heat per player. And you come and click on the apply so the people who are a bit more analytical you want to know how the disease is spreading or what areas are mostly affected. So this is a dummy data so it may not give you a very good impression, but if you want to know, say what areas affected by malaria or areas affected by cholera and how it is cutting across the population that's within, then you can apply the, you can apply the heat map layer to be able to see that and see how the bodies move along. So this is those are some of the layers that have been implemented within the angroid capture. And it is important to note that for this we are looking at TDI and not necessarily per person. So, another thumbs up if we have managed to get the heat map player on our phones, if you have succeeded, perfect. Maybe Emma. Yes, please. Yeah, the heat maps that we're seeing are not like yours. Maybe the instant difference. So I did change the view from street view to satellite view that that was the only difference. Is this what you're seeing. No, I can only see like a hit map under each in each tier tier, not like the ones in the red and then the background is not white for me. I don't know how it looks like for the other participants. I think we are probably using different instances. It could be different instances and we have a different data from the system. I'm using a different instance from what you're using I am not using the same instance as you. But the idea here is the concept, how do we apply this and how do we utilize this. Okay. Yes, it might be different, but that's the general idea. We want to be able to practice this when we leave this academy. Okay, just to emphasize, when you're creating your program, you need to have defined what you want to see. So if you have data elements that are geo coordinates, these will also be added under the layers. If you have, if you have enrollment coordinates, they will also be added. If you have event coordinates, they will also be added as part of the list. So this particular list here is going to depend on how you have defined your program previously and also sorry. It will also depend on the ability of people collecting visa geo coordinates. Again, for emphasis, collecting geo coordinates does not depend on internet. As long as your location is enabled or has been previously enabled, you should be able to collect coordinates for your TEIs. Before you actually, before you can be able to pick those coordinates. So we don't need internet to be able to present this. So we are going to go ahead and search for someone called Baker. I want us to go church, sorry, sorry about that. Let's search for, let's go back to the map. And by the way, that is my location. My phone's location is also here. We are looking at where am I currently sitting. We need to look for, we are going to search for someone called Charles Barker. So let's go to the search menu.  And this is going to be a bit specific so that we get the right person and the last name is back.  That's the last name. So this is that is sorry Carlos Barker. So that is the person we are supposed to search for on the map. So the layer Carlos Barker is located and you can be able to identify Carlos Barker. Now if Carlos Barker had any contacts associated to him or index cases associated to him, you would also be able to represent that on the map but we had known pre entered the contacts for Carlos prior. So within the map section, there is another icon just below the layers map. This one will give you a location of where you're currently at. So it's not giving us a location of Carlos, but a location of Emma apparently moving around. It will give us a location of Emma and where she's currently seated. Yeah, so that's where I am. I'm currently seated and I could further go out of Android or out of VHS to and I access this using the Google maps that is on my phone. Again, to further locate where I am. So that's one of the ways that you should be able to determine location of the fancy things that we are bringing on board for for VHS to. So raise the hand if you have managed to do this from wherever you are. Emma, we want to see your cursor when you point I'm using my phone. I'm not able to show you my cursor, but but I try to give directions when I talk so maybe just to repeat. Okay, let's see if this will work. So we do have here two icons in the corner right here. And the first one is the first one is what we are calling the layers so you can text that the map players, and it will always allow you to it will always allow you to show the. When you check this in the open unfortunately when I try to point then the rest of the other thing fails to work, but I will point then I get out of that. So we do have in the right corner the map player and then we have the donor one. The donor one, this is to get your location. The donor one will get your location, and then this particular one will take you to another default app that is within your phone. I hope that is clear. Here I hope you got that so we have our first option which is blue in color. It gives us the map layers and how to manipulate how to get to the heat map or to show the T I coordinates on how to do the contacts that someone has been with. So we have the red icon, the other blue one, this will give you the location of where you're currently as an individual not the location of the suspect case or the contact case. Then at the bottom, the other circle that the other thing that I suckered red, this takes you to the Google maps. All right, so I have to stop that in order to proceed. Okay. So that is how we should be able to navigate out of the app and then come back to the app. All right, I'm going to request the team to show our hands at times up if they've got that particular session before we move on. Okay, we have one time up to three. Perfect. Perfect. Okay, so now moving on the next thing on our agenda item is how to do the analysis. So I'm going to exit this. You can exit. You can exit by clicking the arrow here. This is how you get out so you can always do the back or you can always use the back button or the back feature on your phone to be able to go back to where we started from. So that is always our starting screen. Now, when it comes to the T I analytics, we are looking at the analytics of a single individual. So for people who are, for example, implementing, if you're implementing nutrition, or if you're implementing immunization, or you're implementing TB and HIV, I think there are some, there are some values that you want to monitor throughout the process. For example, people, whether people are growing, whether they are gaining some weight after taking medicine and things like that. So you want to be able to monitor those things. And that is what the T I analytics is all about. You want to monitor the growth of someone based on either service provided or no more growth, like for example, within children. So let's go again to contact tracing. Let's open the contact tracing contact registration and follow up. So touch that. And then you go to the search icon. You go to the search menu. This is our search menu right here. You touch the search menu. On the screen, we are still going to search for someone called Carlos, but we are searching for the same person. So go ahead and look for Carlos. And the surname is that is the. But then you come and search. This is the person we're interested in. So you touch that person to open the T I to open the T I let me open my annotation again. Change colors. So I'm going to be using yellow now. So my menu is a bit hidden now and be able to do that. So at the bottom of the screen. We can see that we have one, two, three, four, we have four things. We have four menus at the bottom of the screen. So the first one is to show you the T I dashboard. The second one. The second one shows us the the second one shows us the the indicators as they are there. And then the third one will show you relationship so that yesterday, and then this is just not for case. So we are interested in the second menu of that. Let me know if you can see that we are interested in the second menu because we are going to be looking at the T I analytics. Thank you very much. So like I said, for this particular. This particular feature, it is beneficial for people who are monitoring clients over time and you want to see growth for improvement within your clients. So if weight gain means less, let's not focus on the obesity. If weight gain means someone is growing up, or it means the drugs are working, then you can use weight to be able to monitor that particular client. And here right here we are showing at the different, the different indicators that have been set up. Again, this feature here uses call numbers so we cannot choose option sets. So in other words, if we are monitoring children, and we're using gene Paul, can you hear me now. Hello. Yes, we can, I can hear. Thank you. So I was saying that we want to monitor the situation so in places where in nutrition sometimes instead of using weight they normally use the more that is the red, yellow, green, those colors, so that won't work here it will. So this feature is supporting whole numbers. So we have a graph here that shows that this particular client in July, there was a 22, and then in July 2021 was a 22 and then in August they were 2021. So depending on how you're monitoring this. It is a good thing or it is a bad thing. And now that is one thing. Then, if you touch, if you, if you, if you do these dots here the three dots there, if you touch those, it will bring you this menu that changes the view of your data. So you can see your data as a bar, as a table or as a single value. So I can do that, and it will change it to that format, or I can come and select you as table and it will bring me that, or I could select as a value, and it will bring that now here you know it is bringing the one value, the latest value or the last value, which is not bringing both values at the same time. Then additionally on that menu you can also filter if you want to see what has been happening over time, especially if you're using a line, and you want to know what has been happening over time, you'll be entering these records over time. Then you can filter, depending on how you're collecting this data, either on a monthly basis, a yearly basis for any other, you can define that. Or you can also filter using all units. Let's say this person has moved from one facility to another, you should also be able to filter using that particular, any of those features for your clients. Sorry, Emma. Please go ahead. I can not see the filters. I can only see the view as far as the view as stable and the view as values. Not the filter by period or by that. Again, a different instance. I think if you're on the demo, you should be able to see that on the commonly shared demo. Those are visible. I'm talking to the participants because I'm connected to the instance for the participants, so it's visible. So you may want to check again, please. Which demo are you referring to? I'll post it in the chat just now. Okay, okay. Emma, you may continue. Sorry. Hello. Yeah, please go ahead. I don't know about that. Internet interruptions. Okay. Just a minute. Okay, the question is there any way you can change what you may want to monitor? The answer is yes. I'm going to explain what you can do with these particular features. Like I was explaining, you might want to monitor weight, this actually also depends on your implementation. So if it's a nutrition, they are monitoring weight. In learners, you might be monitoring someone's performance over time. If you're monitoring growth child immunization, you might want to monitor height and things like that. So what you see in the indicators will depend on what you want to monitor. Another thing to point out is we also monitor, this looks at whole numbers, it is not going to look at the option sets. So for places where you're saying yes, no, or you have any other option, the type of test is RADT, PCR, we cannot monitor that. You will be only monitoring numeric values over time. Alright. I hope I answered that one. So the next is, I hope not people are able to see the different filters, the period and the odd unit, I hope we've managed to access that. And I hope we've been able to determine that. So the next thing we are going to look at are the predefined indicators within the system. So let's go back to our search menu. We are going to, so this next activity depends on the indicators that we say we want to see within the data entry, within the program you can define what indicators that you want to see in the data entry screen. Say you want to see age or you want to see the number of tests that someone has taken and things like that. So for this particular one, we are going to look for someone called Matthew. Let's go back to, let's change the program. We are going to go to the COVID-19 case-based surveillance.  Sorry, my first name is Matthew. And the surname is a maker. So M-A-K-E-R and you start for that particular person. Okay, this is going to be exercise. So let's go look for Matthew maker while I try to sort out the instance I'm using. What's the spelling for maker? Hi everyone. So I'm on a different instance and I can't find Matthew. But we are going to you, let this be practical. So let's go to the COVID-19 case-based surveillance. Look for Matthew, look for Matthew from the COVID-19 case-based surveillance. And once you find him, I think someone already said they found him. So we are going to determine how many tests Matthew has done. So I want you to go to his TEI dashboard. I'm just clicking any person here right now. Let's go to the TEI dashboard. And right where we have the stage three lab results, it should indicate the number of tests that Matthew has had so far. Are we there? Yeah, two tests. So if you click on that and now if you move into the indicator section, it will show you what Matthew has had so far. They are two tests and it will also tell you one was PCR, one was positive, the other one was negative. Just confirm in the charts or with the thumbs up. It is Matthew Maker, M-A-K-E-R. And Matthew is a double T. Okay, if you move into, if you move to the indicator menu, it will show you the different tests and Matthew's tests. So thumbs up if you're there. Okay. Okay. So we have people there. So I hope we've been able to see the two tests that Matthew has had conducted. And it will show you whether they were positive or whether they were negative. So this is how we can monitor, we are monitoring the tests. We can monitor the different situations for that particular TEI. It is important to note that for this particular analysis, it is on a case basis. So do not expect the kind of analysis. Why are we looking at two tables? We have daily number of tests. Total number of tests. I think I'm not sure why we're looking at two tests. So that is why are we looking at two tests, two tables? I hope I don't say your name. Agassim, we will get you a response very soon on why we are looking at two tables. It is also important to note that you can replicate what we saw on the other side for this. I'm going to get for you an answer on why you have two tables that you're looking at. Okay, if we don't have any other questions, if we don't have any other questions, I would like to say that this is the end of this particular session on analytics within the Android capture app. Thank you. Over to you, Khadija. Thank you, Emma. We can take a five minutes break and be back at three five shop. Yes. Yes. Hi, it's Ali. Sorry. I wanted to talk briefly before the break to the participants about the new DHS to academic badges that we have put together at the University of Oslo. Is it possible? It's okay, Alice. It's okay. Okay, great.


What's up everybody, Jason here for JaspysCaseBrace.com, 2021 Flaws Collegiate Football 1 box break, Pikachu number 5 just sold out for a random number block for the Jaguars, Foraners, Jets, and Chiefs. So there are 10 spots in this format, works just like any other random number block but for only these teams above. Everybody gets a random number from 0-3-9, of course, these are examples. We go by the first number on the left side of the serial number dash, so here's the dice ruler, here's the customer names, Gale down to Matthew, then we got 0-3-9. Let's roll it and we got ourselves a 2 and a 6, 8 times, 1. Honestly Adam, what I know of is that PSA does not take into account the print lines because that has nothing to do with us, that is straight from the factory, so they do not dock any points for print lines and you can actually see a lot of 10s that have print lines because it's kind of unfair, right? Why do we have to be a fall for this, right? So they don't really dock points for that, print lines that it is per se, but I guarantee you a PSA time with a print line compared to a PSA time with no print line will sell for much better though. But from what I know, PSA does not dock any points for print lines because that is out of our control. 8 times, Gale down to Mark, 2 and a 6, 8 times, 8 times, 1. Oh yeah, some of them will get 8, but I don't think we have to assume it is the print line, you know, it could just be those other factors, you know. I've seen many kabooms with DIN corners too, you know, not in perfect condition for sure. I guess it just depends, right? It depends on the grader I guess, right? But I think that you have to take into fact too. The one thing about kabooms is that like the way it is the surface of it, I've seen some pretty bad surfaces on kabooms. So obviously stuff like that, well, you know, obviously that's different. That is the condition of the card. When handled, placed into a pack, you know, vice versa, alright, so there we go. So again, this is for the 4 team R&B. Gale with 4, Matthew with 5, Derek any one of ones would be yours, Gale with 9, Luis with 6, Matthew with 8, Nicholas with 2 and 3, Mark with 0 and Mark with 7. So yeah, that's what I meant to say Adam, it's hard to judge from the surface, for sure. So again, unless we have one of those microscopes, you know, whatever the hell they use to look up and see what is the defect or what is a, or sorry, what is like docking points wise for surface grades, then it's kind of hard for us to see. Alright, so there you go guys. This was for the Jacksonville Jaguars R&B. The next one was down to one left. So once we sell that out, we can do the next R&B to sell off the break. So I appreciate you guys. Good luck everybody. There's the numbers.


The hospital is the place that I think of the most when I think of the downs, the really negative side of not managing sensory environments because the hospital is supposed to be a place that you go to when you need help, when your health is in difficulty. And a lot of autistic people will actually put off getting help for stuff because they know that they're going to have to go into a hospital. Got those aspects of the fluorescent lights, the reflective floors, the scented cleaning products, the coffee lounges, the busy waiting rooms with no opportunity to the beeping machines. There's so many aspects to to that environment.  Like, yeah, just being in the presence of a hospital is is a lot to deal with, let alone if you are having a medical procedure.


My name is Nicholas Schluter as it says up there. I blog at SimpleTree. I work at Ride Charge. I'm a software engineer there. I've been enjoying Rush, the Ruby shell lately, so I thought I'd kind of share some of my experiences with you. First of all, it's not... It's not the band. That's what it's not, first of all. It may be the real-time Sawyer, but it's not the band Rush. It is a Ruby shell with Ruby syntax and idioms written by Adam Wiggins of Heroku. It's got all the Ruby goodness from globbing to arrays to enumerables to anything you can love about Ruby. Hopefully you'll love about Rush as well. It's really, really easy to start using Rush. You have to gem install it and then type Rush on the command line. Just as a way to read this presentation from Q-on-R, any time you see a dollar sign, it'll be the Rush shell. At the bottom here, it's on the Rush shell. You say Rush home and that's your home variable, but as you can see, there's one thing you have to get over in Rush that is different from most shells, and that is that there's no working directory. So you don't CD somewhere and then do your work. You have a variable and you have two variables to start off with. You have home and you have root. Home, as you might imagine, is your first home directory and root is slash. And then from there, you can assign it to, you can go home, then whatever you're working, your working directory you want to get to, and that's sort of how you operate in that directory, is by kind of square bracketing to that directory.  So this is going to be sort of a theme throughout the rest of it. You're always going to be sort of operating on Rush directory instances, rather than working with like paths to things or in working directory. So it's kind of a hassle to always go home, mydev, github, rushmate. So what you do, like I mentioned earlier, is you would assign it to a variable. So from here on out, rushmate is that path. So you could just do rushmate.ls from here on out and it really shortens things up. And rush is a shell and it's a command line. You can do a lot of the same things you can with bash or zshell or whatever you use. But I was going to kind of go over some of the rush equivalents to things you're probably used to, like renaming a file. In rush, you have your rushmate, which is a directory instance, in my case, this is the variable I assigned in the last slide. So my directory rushmate has app models, rushmate.rb. So from there, if I want to rename that file, I would just call .rename on it and then pass in the new name of it. So you're always dealing with sort of instances of things rather than sort of a working directory. So your working directory is basically you have instances of everything and they're always in memory. So you always have like all your 10 directories that you normally use. You can just assign those to variables and they're always sort of in your working space right there. Duplicating a file, it's basically copying in the same directory. If you decide you no longer want straight text of readme, you make it a markdown file and it just duplicates it with all the same contents and it's copying the same directory, you guys understand it.  So in this case, other project refers to another rush directory instance. So you're copying it from one rush directory to another rush directory, which is, you're always dealing with these rush directories no matter what you're doing. You don't deal with full paths that often. In this case, I want to move the readme file to the desktop, so I just say file.moveTo and then home is one of the built-in variables and then desktop is off of home on the Mac. Which, since there's a Mac talk going on now, I assume there's no Mac users in the room. I was kidding. So if you wanted to write a file in rush, you just grab the file you want and then you do .write and pass in a string, just like Ruby. Exactly like writing a file in Ruby. You get an instance of that file, you write it and it's there. And then to read it, you do .contents. And this is just all pretty much boilerplate stuff of like how you interact with rush to do things that you already probably know how to do in bash. This is where rush really starts to get interesting for me is Ruby's file globbing is pretty cool and to be able to use that in the command line is a big win, I think. So here's a basic glob. You just say the directory and since you have square bracket glob, just like dirt globbing, and then you say, you know, star, star, star, star, rv. You get all the Ruby files and then they're returned to you right there. And what you can do with that is where it becomes fun. Just globbing isn't that great. But when you say I want to open it in my editor of choice.  All the hits into open to vi buffers. Or if you do .mate, it creates an ad hoc project with just those files in the project drawer. So you can operate, you can search and replace, find, do whatever you normally do in textmate with your, but just on those files. You can operate on the results straight in rush. You can say, get me all, and this is an example I have of like a legacy Rails project. You can say, get me all the RHTML files and rename them to html.erb files. And you can do this because you can just each, like any other enumerable, you can call .rename on each file and then gsub with regular Ruby gsub, which is pretty powerful. So anything you can do basically in Ruby, you can do just like, huh? Did somebody have a question? Okay, sorry. So yeah, so anything you can basically do in Ruby, you can sort of do in the rush command line. And it's really powerful because Ruby is really powerful and that's why we're all here. There are, like I said, there's straight up arrays, so you can reject things, you can concatenate arrays, and you can operate on the results of those all right in line. So anything you can do in an array, you can do on these results sets, and then call .vi or .mate or .you know, anything you can do. I use rush on the command line some, but embedded in other things more often. Like, and in this case, you can see that if you put this in any file, you can, you just require rush and then you put this in any file. Anything where that comment is acts exactly like it's on the command line in rush. So you can, you can, you can embed it in a Saki task. And what I've done, what my use case was, I wanted to say, I want to know about all the R docs of local gems on my machine. Just so that I can look at all the versions of R docs or if I don't have internet connection, whatever. I wanted all the R docs locally. And so what I've done is I made a Saki task called R doc local. And the contents of it are less important than the fact that it's just five lines of code to find all the index files of your R docs, all the gems. Then you make some HTML out of it, write it off to a file, and then open that file in a browser is, is the idea. And that's, that's, I just got every line. You find all the files, make HTML out of it, write it to a file, and then open it. And the results are pretty cool.  And then from there, you can click on any of them and get to the R docs of your gems. And it's all local. It runs really fast. But that's, that's all handy. And you could have done all that in Ruby, obviously, but you'd have to require different things and, you know, look every, it's, it's just all this stuff is sort of mixed in and works like you're on the command line. And it's, it's a lot shorter for me to write it this way than it would be to use straight Ruby. Another thing that rushes is really good at is, is helping you refactor or, in some cases, you know, doing some of the operations for you. You can search for, you can, if you've globbed to the files that you're interested in, you can search for anything using normal Ruby regular expressions. So you can say, find in these set of files, find any reference to rushmate.  And it, it, it highlights the hits, how many files matched and how many matching lines there were. And from there, you can, you can still use that and you can still call all the normal things off of that that you could before.  You can just, you can keep kind of chaining this together to build up a, build up your, your search results that's however you want. And, and then if, and you can use the normal gsub across files, across projects. So when you do this, you know, glob, you can say replace the contents. Anytime it says, anytime you find this regular expression hit, replace it with this string. And it's, and this is like a, a project, search and replace. It's, it's one line of code. It's, it's really the equivalent of doing this in other things on the command line is a little bit worse, I think. So this is just really, a really powerful way to do refactoring. Let's take a little bit more complicated example of what you can do with refactoring. Let's say you have this line of code scattered throughout your project. It's user to authenticate password user.   Well, because swap parameters is, it's not that fun to do by hand and it's not that easy to do otherwise. But you can sort of do it with, with the power of gsub in Ruby. You can say, find all the project files and replace it with, this is a little bit of regular expression magic that you have to sort of go through.  That's essentially what this does, project across the whole project. Processes. Another thing that is very common on the command line is PS dealing with processes quite often. PSing is not that fun to do sometimes with like looking for a specific process and finding a process ID and operating on that process. It's, it's a lot of, I guess, said, maybe an awk. I'm not really good at it. That's why I like rush. So what you can do after you get the process. So at the top thing, processed up filter, it looks at the command line, it finds the Firefox process. It returns the first instance, the first process that matches that. I should back up just a second here and say that processes is a, is a method in rush that returns all the processes. And lets you, and mixes in a filter method onto that array. And lets you sort of filter those processes based on command line, memory usage, process ID, user, CPU usage. You can sort of filter on all the, all sorts of different things. And then once you have a process, it becomes trivial to ask it questions. Like, are you alive? How much memory are you using? What's your process ID? How much CPU are you using? And if it is Firefox, eventually you just call kill on it, because it's taking too much memory from you. And in a real world example, along the same lines, this runs in my chron tab. It runs every night at midnight and checks if Firefox is over 400 gigs of memory, kills it and restarts it. It's not as, it doesn't hit as frequently after Firefox 3, but it still does hit. And I still get to work if some warnings, and it has, you know, Firefox is quit unexpectedly. Would you like to restore your session? And you restore it, it's fine. Everything goes back to normal. But, so what happens in this thing, just to give a quick rundown of this, is I say filter the processes, find the Firefox process, check if it's over 400 megs of memory, and then grab the command line that it was using, kill it, and rerun the command line in the background using bash.  I, it's, these are really simple, small examples. There's lots of examples on the rush site that are, you know, good as well. Rush also helps you with your permissions. It's a little more verbose than, than bash. I still tend to use chmod personally, but this is very readable. And so a file, this is a file instance now that we got, like, the readme example for. So it's project square record readme is a file instance. And then from there you, you have a dot access that takes a hash. And you can just tell it with the user or the group, or the user and others, a group and others can do. And then you can query it for its boolean status, basically. Whether or not, you know, can a user read, can groups read, world read. And that's, it's, it's pretty straightforward. It's just permission stuff. And Rushmates, it's still a .42 release right now. So it's not everything you might want to do on bash you can't necessarily do, but you can always call bash from your working directories and pass in your, so this would run rm-rf.inside the working directory Rushmate, which you most likely don't want to do, but you could do it if you wanted to. Another interesting feature of Rush is that you can, you can, you can be on your local terminal, shell locally, and you can act on any other server across a, across a sort of bridge. So the way you do this is you establish which box you want to talk about. And then you say, on that machine, you know, look at the revision of whatever that server is set to and print it out. And this is all right on your own local terminal that you can do this. And I always caution people using this because it opens a, it starts a mongrel listener on the remote server. So I would, I always caution people to use it in production, to use it with caution in production, I should say, caution people to use it in production. But so I think it's interesting. I don't use it all the time because I don't like, I don't use it in production, but it is interesting and it's cool to be able to use it on QA and other machines to sort of query, query things on the server. And when you have a remote, that refers to slash, like root does on your, when your own machine. So when you open a box, it refers to slash. As in bash and other shells, you usually have a big RC file or a login file that has a lot of aliases and paths and other, other things set up in it. And you can do the same thing. You can set up all your working directories or your instance variables you care about by saying, all right, in, in set up, whenever I start rush, make sure you assign this directory, assign this remote box. It's just a really convenient way. You don't, you're not going to have to do that, get down to your main project. I have like 10 directories I use all the time and I just put them in my, in my environment file and it's, it's good. It's set up and ready to go. In this, you can also add commands to rush in your environment. And you can do this by saying, just define a variable. And this, now anytime you're on the rush shelf, in mine, because I have this in my back, in my ENV file, you could say, cheap backup and then pass a rush directory in. And it's, it is exactly what it says. It just renames or duplicates the file with .back basically. It's cheap. It's, it's throw away. It doesn't, you know, solve a lot of problems, but it is so cheap to do that you just define it in there and forget about it forever. This is a very interesting thing about Rush. You can extend how, you can extend the glob, the arrays that get returned from glob, so that you can say, you know, on that array, like there's a .vi and a .mate command, you can add your own commands that, that operate on the directories or files. In my case, I added a .coverage that calls rake coverage on my, on my directory. So now I say rushmate.coverage and that just runs rake coverage and it's just a simple throw away thing. But now any, any rails or Ruby directory I want to run coverage on, I just do that directory.coverage and it's, it's a, it's just, it's just there. You can also add, and like I said, you can add more commands to this file and I added a little shortcut to redefine star, star, slash star, the glob that I've been doing the whole time, .rb, that is called Ruby files. And it's, it's a named, it's basically a named glob in this case. And it's actually longer than actually globbing straight, straight out, but it's more readable and easier to type. I'm like, I'm right there. I have, I have a text mate example and it's going to be a little bit text mate command specific. So if you're not really familiar with them, just bear with me and I'll try and explain it. But in, in text mate, I, in Ruby when I'm writing Ruby code, I name my variables the same as the class a lot of times, like user variable refers to a user.rb class usually. And I, and I often think to myself, wouldn't it be great if I can just, you know, and ID my way to this file with a command click. And I sort of did that with, with, with a rush and rush mate as an extension. So what it does is you type a file, it looks in your project, finds a file with the same name.rb, and then either switches to it or prompts the user if there's multiple hits on that file name.rb. And it's, it's really simple to write. You'd think it'd be a lot of code, it's like 10 lines of code. It, and you could do all this with a text mate command in Ruby, but like project directory on the, on I guess the third line is an environment variable that text mate exposes that returns a string. Whereas I wrap that and I said, return me the rush directory instance that that string refers to. And then from there you can glob, just like, like normal. So you could say project directory, find me the current word.rb and then, you know, check if there's multiple, open it up in text mate. Basically it just switches to it or prompts the user basically if, if there's any, sorry, if there's any, like if there's multiple it prompts the user and user selects and then it switches. Just like the example here. In this case there was two. There was one in models and there was one in shudda, the plug-in. I ran super short. Okay, so the takeaway of this is that anything you can do in rush you can do in Ruby basically. It's just, it ends up being a lot shorter and there's a lot of mix-ins and there's just a lot of shorter things in there that make it easier for a user to do without requiring things requiring file utils, this and that. It's all sort of mixed in for you and really, you know, one-liners easy to comprehend. Any other questions? You were first. Go ahead. There was this notion of being able to sort of almost come out of a remote system so you could copy things from one system to the other much the same way you could copy a file from one directory to another. There was an invent? Plan nine. So the question is, does rush do that? Yeah, does rush make it? I mean I guess the correct Ruby code to do it but I'm wondering if it was already built in to be able to copy things from clearly to not have to make instincts between copying a file from one directory to another of a local system and copying between say two remote systems. That seemed to be crazy useful for society. Okay, so the question was in plan nine there was this idea of mounting a remote system and sort of copying between them via like other remote systems or local systems and does rush support that? I don't think it does at the moment. I'm not sure how hard it would be to implement. I'm sort of just a fanboy of rush but I don't think it does at the moment. It might be possible though. I don't know if Adam said he might be able to show up. It does support that. It does support that. Well there you go. It supports that already. Problem solved. That's where it will be. Okay, so what's the next question? Regarding that remote, is there the assumption that the rush gem is installed on the remote machine? I think yeah, that's the assumption. Any other questions? Can you run most of this on Windows as well? Yeah, I think I'm pretty sure it works on Windows. To air handling and dealing with return codes. From BASH? Yeah. I think it assumes a return code of one and I'm pretty sure that's the case and it's zero? Zero, okay. And it's sort of, I think it assumes the return code of zero. I'm not, I haven't run into too many issues. Like get status sometimes is giving me some issues when I was running the get command, but yeah, I think that that's its approach. Dan, you mind what? You embed a search in a embedded thing. What would you do, Rebecca? Right, the search does, the output is the, I think it's just an inspection of the array. That's what the output is to rush. What you would get return if you embedded that would be an array, I believe, an array object. Where do you get it? You can get it at, You can su gem install rush, or you can get pull it, but gem install is just simple. I can't get that, yeah. Paging? I don't know. I'm not sure. I don't think so. Is there any other questions? SUDU, I've experimented with it. I've had, I haven't really gotten it to work very well. Maybe I just don't know the tricks to it, but when I tried it, it wasn't prompting for password and things like that, so I don't think it supports it quite yet. You can also pass a user into bash, and I think it'll run as a different user. I haven't really used it too much to tell you exactly how it works, but you can pass a user into bash. The command. Any other questions? I think you have a break now, so enjoy your break.


It's the breakfast on plus TV Africa. We had straight to a second conversation. At this point, we'll be bringing your updates and sports world. We have Monday Thomas, a sports journalist joining the conversation. Monday is good to have you join us on a Friday. Good morning and a happy weekend to you. I hope this weekend is going to be a fantastic one as we get to talk sports. Okay, so let's sit on this particular northbound. We look at the local league. Let's come back home. The Nigerian professional football league with Revers United topping the chart. Do you see them standing a chance to win in it this season? With 13 games to go and of course it will be so much in a hurry to say that Revers United of course won the league, made the four points clear. You know in the Nigerian professional league, for you to be four points clear this season, it means you've done a lot. They might not be champions just yet, but they've shown the champions credentials and what I mean by champions credentials, they've lost just two games this season. In 25 games, they've lost just two games this season. They've conceded the least number of goals and that speaks so much about their defense this season. And also talking about the administration. They're coaching a crew that comprises of coach Stanley Aguma, prolific manager and the former Aimbaman Fattayo show. This combination has proven to be one of the best combinations as far as coaching crew is concerned right here in the Nigerian professional league. And we also talk about other departments like the striking force. We have Isha Rafiu, who is currently the leading goalscorer in the NPFL this season with 13 goals. And we also have another player who is also on double digits. So it's not only one department that is working for Revers United. Jijioki Akuneto scored 10 goals as well. So it's not only Isha Rafiu is getting the goals. Every department is working. And that's why I say that they've shown great titles credentials and I think they deserve to win the title this season. It just has to be this season because it's just a season that everything is working well for the pride of Revers. And on the pitch of play, they are playing fantastic football, I tell you. So about which of the leagues would you say has been standing for you? I mean following the game so far? The leagues that has been standing for me? Is that the question? The clubs in the leagues. Okay, okay. It's a fantastic one. I mean knowing that the season started with people having so much expectations from the reigning champions, which happens to be Akua United, but they didn't start the season so well. But it's not completely done and dusted. That's why I'm saying, oh, don't reverse United at a four points clear. 13 games ago, it's not yet over. But they've got title credentials. They also have other teams. Fidelity Lechiko of Plot 2 United are also going for that title. So it's not yet over. But when you took a look at the numbers, Revers United have been able to keep a great away form because this is what wins you the league. How strong are you away from home? Because of course in Nigerian football, you always have the fans backing you at your home team. But when you go outside of your combat zone, what happens away? Revers United have been able to establish this domination away from home, or this dominant away from home. And how about other teams? Akua United with the new coach, Ayo Yeni, they've been able to play six games on beaten. So they are right back at it. The title race is still forwarded taken. But right now, I think for me, Revers United have shown the potency of winning this particular title. But I'm not convinced it's over. It's quite interesting. One thing about the MPFL this season is that we should of course keep our eyes for some surprises because it's not yet over. Akua United have an eye on the continental places, although they are outside the top four right now. But before the end of the 13 games that we have to play, I think we'll see some changes. But for the top sports, I'm giving my final verdict that it's going to be Revers United winning the title. Okay, fingers crossed, let's see who becomes the best. The best will always win. Away from that, let's move to boxing. And of course, looking at boxing, first you find Tyson Fury beating Delian White to that one with an uppercut six round and getting it done to actually retain the title of the heavyweight. What are your thoughts? Did that come to you as a surprise? Or did you see that happening? Absolutely. I mean, it's a game of boxing and it's also a game of sport. And before you go into any sporting action, you need to take a look at the numbers that Tyson Fury has already provided.  I mean, it shouldn't come as a surprise to anybody. He was the favorite in that particular game. I mean, that particular bout and he showed his dominance in the sixth round, knocking out Delian White in one of the blows of the center, one of the uppercuts of the center. And we heard from Tyson Fury, he was given credit to his trainer coach, Shuga. I was saying, Shuga, I've got to thank you for making me one of the greatest boxers in world boxing. I think he's a fantastic boxer and he by no means didn't come as a surprise to me. But the question a lot of people are asking, I mean, why is he retiring? Why does he opt to retire? I mean, he needs to take on Anthony Joshua for the comeback rematch. I'm like, it's his life. Okay. In his court yesterday, he said, I am happy that I have my friends. I have my health. I have my family. So now it's all about him. He has been involved in 33 bouts. He's on beaten. He's undefeated. So he can now step aside for other people. Are you not saying sometimes you need to leave when the ovation is the loudest? And I'm thinking this is what he's trying to do. And this is what is best for him. Take a look at the price money he cut away in that six round knockout of De Leon White. $33.6 million. What else do you want him to do? He's got lots of money. He's got his health intact. And this is the right time for him to say goodbye. But you know, the intrigue of boxing, the fascinating thing about boxing is that when all boxes come off from retirement, so we shouldn't completely believe him. But the argument she didn't retire or she did not retire should be out of everyone's league because it's his life. So he can do whatever he wants to do. I will certainly await his return, but we should give him the benefit of the doubt that he wants to hang in his gloves. He has the right to do so.  But let's quickly look at what this means now for you, Usek and Anthony Joshua for the next fight. Okay. It's certainly going to be another battle for supremacy. And I think Anthony Joshua has a lot to prove. He has got a lot to prove. I mean, no one really will judge him. No one will really come against him for losing against Tyson Fury. Of course, Tyson Fury had more experience than him on the night. But I think against Usek, he's got also, he's got an upper hand. Although for me, there's absolutely no favorites for that particular one. I wouldn't think Usek is better than Anthony Joshua and I wouldn't think Anthony Joshua is out there. Don't you think that you're just being patriotic? Maybe you're just being an Nigerian now, knowing that everyone would always want to root for Nigeria. I mean, especially when you're not an Nigerian. So Anthony Joshua. I'm not doing that. I'm not, I'm not absolutely not doing that because I think Usek also is a big buster when it comes to the boxing game. I mean, he's, he's done greatly studying in the States in the Olympics. He's done greatly in his country. He's also done greatly internationally. Of course, there was a time Anthony Joshua was also in the limelight, but it seems to be a game where once you lose, you seem to be at the back of everything. After losing to Tyson Fury, a lot of people started saying he needs to go back and work on his punching game. I mean, his jab game is a little bit poor, but I'm thinking he has done that and will certainly wait for his next bout and see how much he has improved. I wouldn't completely say I'm supporting Anthony Joshua against Usek because he's a Nigerian. Of course, we should be patriotic, but we should also look at fact as well. So quickly, this might just be the last one on the table, as we call it of the UF Champions League. So far, how would you rate the performance? I mean, the clubs looking at all of the games that have been played Monday. First off, permit me to start with that game that it's on arguably. Okay. Can I go ahead? Why not? Go ahead. Okay. Okay. Permit me to start with that seven goal classic that we saw at the ATF stadium.  That is the kind of game you would expect in a UF Champions League semi-final game. And of course, Manchester City and Real Madrid brought the shield. I was very much impressed, but I'm not impressed with the defending of Real Madrid. They are very poor in the back, but you've got to give it to them. The attack force is devastating. Vinicius Genio and Karen Benzema, who is currently the highest goal scorer in the UF Champions League with 14 goals. And he has now scored 40 close goals for the first time for Real Madrid since Cristiano Ronaldo left. And it's quite fantastic for Real Madrid with having this number. Karen Benzema, who is one of the contenders for the Ballon d'Or this season. But when you take a look at this pep site in the return leg at the Santiago Benaval, knowing that at the Santiago Benaval Chelsea scored three times, and they don't even have that free-flowing football as Pep Guardiola side Manchester City. So at the Santiago, it's certainly going to be another goal reign. It's certainly going to be another goal reign. And I'm thinking Manchester City will be able to score more than Real Madrid. So I'm seeing Manchester City in the finals. Before this, I was not in support of the All-English final, but I can see it's happening. In the second leg of the game that we'll see at the Estadio Salomeco Stadium in Spain. Yes, that big club from a small city in Spain where Villarreal will host Liverpool for the second leg. We saw the first leg. Villarreal were trying to resist Liverpool, but of course you know how great Liverpool is. They were able to break that resistance and scored two quick fire goals in the second 45 minutes. Unai Emery said something that in the second leg that it's going to be very difficult. He said they will suffer. He said Liverpool will suffer. And so we should expect a cracker. I'm not completely going to give it to Liverpool, but we should expect if Unai Emery, a European specialist, is saying that Liverpool will suffer, then we shouldn't doubt him by any means. He's got the ability to make Liverpool suffer on the night. So I'm not going to completely, I'm not going to predict that game. I'm just going to watch it and see what happens because I have absolute faith in Unai Emery and I believe that he can cause an upset in that particular picture. But I think Manchester City already in the finals. So would it be too early to begin to predict, you know, Liverpool and the Champions League at this point in time, defending again? I didn't get that question. Would you think it would be too early to begin to predict for Liverpool looking at the Champions League? Yeah, that's right. It is to be so early because with Unai Emery, Unai Emery is not a manager who talks a lot. I mean, if it comes out to say that Liverpool are going to suffer, then we should wait for it. Fingers crossed. We should wait to see Liverpool suffer. I'm not saying Liverpool might not win, but Unai Emery says they are going to suffer and I think they will. All right, Monday, it's good to have you join us this morning and being part of the show. We do appreciate you. Thank you so much. Monday on a Friday. Thank you once again. It was fantastic being here. When the producer told me the show was going to be 30 minutes, I was a little bit excited because we still have some NBA players to talk about. I mean, if there is time, I don't mind. But we've been prompted to go because we have to take the news at nine o'clock. Thank you so much. We appreciate your time. And that's the size of the conversation. Spots update coming through. Fingers crossed.  We'll definitely be here to bring you up to speed with all of the developments in the sports world. Justin, it has been fantastic. It has been a very wonderful Friday, if I may say, if I would. But thank God it's Friday, like we always say. And thank you to all of our viewers who have watched the show all through Monday to Friday. We promise to return again on Monday. And indeed, enjoy your extended weekend for those of you who will be holidaying Monday and Tuesday. So you have all of the weekend Fridays on a Sunday, Monday, Tuesday. But hey, we'll be here for you. My name is Justin Acadone. And if you have missed out on any part of the conversation, it's all right to follow us on Facebook, Twitter and Instagram and do subscribe to the YouTube channel where Plus TV Africa and Plus TV Africa Lifestyle. I am Messi Brooke. We'll have a great Friday.


We have asked two educators to give us glimpses into practices within their environments. And in that, we're going to start with Corinne Gannon first, who is the principal of early learning for Edmonton Catholic schools. And she will be followed by Barb Reid, who is the executive director of getting ready for inclusion today. And so I'm going to turn the mic over to Corinne to get started. And then we'll take a bit of a break, not long, just enough to change PowerPoints and then we'll bring Barb on. Great. Thank you so much. And it's a pleasure to be here. So I have 15 minutes, so I'm going to talk really quite fast and go quite quickly through some slides, because I also have a few video segments that I want to share. So my purpose here today is to share with you a little bit of our 100 Voices Programming in Edmonton Catholic schools. Now for those of you that don't know, 100 Voices is a pre-kindergarten program for three and four-year-olds. And we began it about five years ago, and prior to that we had three segregated sites for early learning for pre-kindergarten. And they were known as the hand-in-hand programs. And what we learned from those programs is that we certainly honored early intervention and pre-kindergarten from those experiences, but we very much embraced the whole action on inclusion movement. We are a very inclusive school district, and 100 Voices is very, very inclusive. So it's community-based, all children are welcome, and we provide services for all those children and meet the needs whatever those children may have. Five years ago when we began 100 Voices, we had about 54 children registered in those programs, and this year we have over 1,000. So it's certainly a program that is growing and continues to grow. So the philosophy of the 100 Voices program very much focuses on brain research, very much supports action on inclusion, embraces the kindergarten program statement. We are also very regio-inspired. And quite frankly, if you take the elements of regio-inspired philosophy, it very much is in sync with the kindergarten program statement, as well as 21st century skills, which of course supports and comes from action on curriculum. Now I'm going to show you a little video, and this video is from our 100 Voices video series. There's a few of our segments that are actually also posted on our district website, which is ecsd.net. So this particular introduction to 100 Voices, you will also find on the website under Early Learning. So here we go. It's just a little overview. To the wonderful world of early learning. Come on in. We'd like to welcome you to our early learning program, 100 Voices. This is a program in our school for our three and a half to four and a half year old children. It's a program where children lead the way. It's a 21st century learning environment. It explores the child's interest, the natural curiosity, the sense of wonder in an environment where the senses are stimulated and children experience the wonder of opening human potential. Really what we had strived to do was to create something that was completely out of the box. We wanted to envision programming that was unlike other programming that existed for young children. And so we engaged in a process of critical reflection. We had a wonderful opportunity to attend an international study group in Italy. They've evolved programs there over 50 years. And we've taken the programs in Italy as an inspiration for our 100 Voices programs. At first I was struck by the fact that actually this whole child-centered philosophy isn't new. It just reaffirmed how positive this type of philosophy and programming where it could take us all. And it impacted myself and my colleagues so much so that we knew that this was the route that we had to go. This whole notion of kids coming to a box, being all taught the same thing in the same way, expressing themselves in the same way is of the past. 100 Voices program is an early learning program that follows the regio-philosophy, engages in in-depth projects, and allows for learning engagement for all students. It is a program that is based on inquiry, investigation, and discovery. Looking at the child as a protagonist, they are the main character in my classroom. There is a variety of children that enter our classroom. Children with very special needs could be in speech and language, could be their fine motor or gross motor skills. And it could be children who are just ready to come and make friends and socialize and grow emotionally and socially. So there's a wide gamut of children and they all need each other and learn from each other.  It's the starting point for our children. They come in very young. They have their mums and dads with them. And I think when we welcome our youngest children, we welcome their families. The main thing I think 100 Voices is, is children learning from children. It's really looking at the teacher and the child as a researcher and giving them the skills to reflect on their learning so that they can continue to learn in a world that really is not yet defined for all the years to come. I've mentioned briefly how regio-inspired philosophy is very much in sync with 21st century learning. So what you would see in a 100 Voices program is certainly inquiry, creativity, documentation, which also weaves in assessment in multiple ways. Partnerships with our communities, family involvement is a huge component. Environments, which we talked about earlier this morning, high quality environments are critical. And 100 Voices comes from, it's inspired through the 100 languages. And that's multiple ways that children can express themselves and multiple ways that they learn and multiple interests. So very much personalized learning. And this is from Laurie Malaguzzi, who was the founder of Regio. And he just speaks to what those 100 languages are. And he also speaks to how schools and the traditional way of programming very much rob children and how we can be very detrimental to kids' learning if we don't do it in the right way. So we have taken to heart the learnings of the brain and are always hungry to learn more pieces. And very much the brain research that we hear about and that we learn from our experts do very much influence how we program.  And brain research is really supporting the notion that the brain can change and the brain can grow in different ways from a learning perspective. So we definitely don't want to put kids with a particular label and keep them there because that can also very much influence how we work with kids and what we expect of them. We can grow smarter and teachers don't like to hear this but we do remind them that with poor quality environments we can actually damage a child. And, you know, I remind all of the administrators in our district and this is where early learning can be very influential. You know, when we talk about programming and philosophy and early learning when we talk about brain research, it's not just for our children who are three to five to six years old. It very much influences all of the grades. So we are always telling our early learning teachers that in many ways you are curriculum leaders in your schools. You are leaders on inclusion and you are leaders on curriculum. We have been very fortunate in early learning in our kindergarten programs to be part of a pilot called the I which is early years evaluation tool that we use. And it's a screening tool that really makes teachers very proactive in identifying needs with kids that can trigger funding rather than spending months and months and months of our therapist's time in assessing and diagnosing children so that we can put services in place. Rather, we have been most fortunate to be able to look at it proactively, identify needs but not necessarily diagnose and put services and supports and create high quality environments for all children in an inclusive way with our program. So we certainly hope that that kind of a pilot can continue because it has been instrumental as far as making a difference in the inclusive classroom with providing services at the very beginning rather than that whole traditional notion of assessing and stereotyping kids. Very negative. So all of our programs very child centered. Very much teacher as facilitator. We certainly don't advocate for kids sitting on the carpet for 20 to 30 minutes and doing worksheets all in the spirit of getting ready for grade one. We celebrate our faith, of course, being a Catholic district. Power of environment is critical. Bringing in natural materials and living things and actually going outside as well as part of the program. Designing provocations which is critical questioning, critical thinking and also really looking at the teacher and the child as researcher. We've had all kinds of funds recently with iPads. We're not only are we seeing how they're an invaluable assistive tech tool but also how they're an invaluable tool for both the teacher and the child as a tool for research and documentation. So easy to get language samples and for kids to video each other and record each other and play back and see themselves how they're learning and growing. So it's a very powerful tool. Being involved in in-depth projects and investigations and really listening to what the children's interests are and where they want to go. And of course being very language rich and creating meaningful opportunities to communicate. Observation and documentation, of course, very important. And celebrating culture and family. Over half of our children in our 100 Voices programs are ELL children who are ELL. And of course action on inclusion, very instrumental with what we have been doing in early learning. We have as part of our multi-disciplinary team, speech language pathologists, occupational therapists, physical therapists, family school liaison workers, behavior specialists, psychologists, fine art specialists, and of course our early learning consultants who are here today. We very much use the model, a pyramid of intervention where we're looking at broad-based supports, meeting the needs of all kids, that's very much universal designs for learning as well. And then of course as children need it based on their needs and their programming, small group and individual programming. We have been very fortunate to have created some broad-based strategies as well with our multi-disciplinary team, which I'll talk a little bit more about later. This is a video that captures a little bit about what our multi-disciplinary team does in classrooms. And we're going to see if it works. I'm going to do a little bit of risk-taking here. Must have got it from my father, I guess. I have my fancy hat on and my fancy scarf, my sunglasses, and check out my fancy purse. We have fabulous support in the classroom. We have a speech language pathologist that helps to guide us in how we can best help the children who are having struggles with certain particular aspects of speech, whether it's their receptive expressive language or even articulation of sounds.  Oh, darling, it's so much better. They'll work with the class, so they're learning already now what can I do in terms of speech to infuse it into the philosophy or the projects that you're doing. We have an occupational therapist who comes in and she does amazing stuff with the children. Gives us, both her and the speech pathologist, gives us resources of how we can incorporate those skills that she's been teaching us into our lessons. So not only is it just a lesson that they come in and work with the students or the students that actually need the support, but it benefits all the students. We have behavior specialists that come in that help us with certain situations with children that we might need some guidance with. Who can meow like a cat? We also have adaptive physical education consultant and she shows us all of the fun, gross motor movements and fine motor movements as well with the children. Provides us a wealth of ideas of games and various opportunities for the children to live actively. Right, what are we going to do today? I wonder. And use our... I love it. We are going to use our imaginations. In terms of fine arts, we have Heidi who comes in with art. Amazing has inspired me in so many ways just in terms of getting away from craft and going into creation. You can talk inside. Can you hear me? And I can see you. And that's a huge part because a lot of times I find that the students, when I ask them to create, it's almost like they don't know how they're like, are you sure I can do this? What are the steps? And giving them that ability of being, go ahead, you can create something with these materials. What do you think? Once again, deeper level thinking. So our speech and language pathologists regularly visit our classrooms. As do our occupational therapists and the other specialists on staff. And one of the pieces that we have really zoomed in on is broad based strategies. And those are strategies that come from each discipline that very much meet the needs of particular children that might have particular challenges in any of those areas. But they're also just absolutely excellent strategies for any child. And this was actually a short-term objective in setting the direction. And we're pleased to have more or less completed these strategies, although they'll always be revised and continue to evolve. But we're fortunate to have established a partnership with ERLC where these broad based strategies will be posted on their website, along with some video segments that show them actually being modeled in the classroom. So that will soon be coming out. And one of the key pieces of those broad based strategies are really building capacity with the classroom teacher. Our therapists really, we do really try to have them look at the classroom teacher as their first client. Because it is really through the classroom teacher that those strategies and the different strategies that that child needs for their programming will be incorporated into their program every day throughout the day, both at school and at home. So it's really building capacity with teacher and parents and educational assistance. As well as, of course, modeling and working with kids in the classroom. So we look at fine motor skills, gross motor skills. We have many pieces of resources that inspire children to actively move in the classroom, as well as outside, of course. We've been having lots of fun lately with our behavior specialists. They've been teaming up with our occupational therapists. And that whole world of sensory is really becoming that much more actualized in the classroom, as far as having a significant impact on children, particularly with behavior challenges. We've also been doing lots of professional development with our educational assistants as well. And we've created a new role in our 100 voices program that we're quite excited about. It's called an early learning facilitator. We have a certified teacher in all of our programs. And many of our programs also have an educational assistant. But all of our programs now starting this year also have an early learning facilitator. And that's a person who is a partner with the classroom teacher. They're not a certified teacher, but they have at least a minimum of a two-year early childhood diploma, along with some experience working with young children. And we're finding that support person together with the teacher is increasing the quality of programming that much more. So we're very, very excited about that piece. And look forward to Grant McEwen continuing to graduate those people who have those early childhood diplomas. We're also constantly challenging ourselves to diversify our team. And we are finding that, you know, and it's that whole personalization of learning, is that kids have different interests and different things work for different kids. Fine arts is a wonderful way that kids are expressing themselves and that we can inspire children. So we've brought on board to our multidisciplinary team, a down specialist. We piloted it last year and have now brought that person on full-time this year. We have a fine arts specialist who you saw in the multidisciplinary video and an environmental specialist that we've also added on this year to help the consultants with their work in classrooms. Now this is a little segment and it doesn't really do justice to some of the work that our therapists are doing. We're constantly challenging ourselves to find new and innovative ways. I mentioned briefly before iPads. We are finding iPads. Press that button a little too fast. Hi everyone and welcome to this video that will hopefully demonstrate just a few of the ways that the iPad is impacting the speech and language skills of our early learners here at Edmonton Catholic. As we strive to support all children with broad-based inclusive speech and language strategies, our practice has naturally moved us into the classroom learning environment. The iPad is such an engaging tool for so many learners. In this clip, I'm working with two children. The one on the left is an English language learner, and the one on the right is working on pronouncing her S sounds more clearly. Remember how we said that last time? Oh, I love you. Even in this noisy, distracting center-time classroom, the iPad keeps them so engaged and focused. They successfully learn the words to talk about what they're doing. All of our therapists do all of their intervention inclusively right in the class. We forbid pullout. It's very much based on the functional context. With iPads, we have found children who have autism responding very positively. We have found children who have been mute in the classroom, having wonderful conversations with the iPad and with Talking Tom, and so on. We are really finding that as another way that we can get children to respond and grow. I've talked a little bit about universal designs for learning. The power of play is a very integral part of our programs as well. Love the book by Stuart Brown that talks about play personalities.  We certainly don't want our behavior to become fixed, as we learned this morning. We have many family programs in our early learning. Last year we had over 10,000 people participate in our family program, so that's parent and child together in different learning opportunities.  We do programming at school that's outside of the instructional time, as well as in different facilities around the city. City of Edmonton is a big partner of ours. Final thoughts, my time is running out. This particular video segment is not on our website, but the other two that I shared, the first one that I tried to share, you can certainly take a look at. Once again, that's on ecsd.net. There's another segment on that early learning site that involves multiculturalism. And these are some final thoughts from some of our people in the classrooms. When I first started education, I thought children were children. They play, they enjoy, they laugh, but I didn't know how deep they can actually think. And I think the 100 Voices program gives them that credibility. 100 Voices, I find, I can really go with the children and explore their curiosity. We do have a curriculum in the back of mind. We're not just going whichever way we want to. We do have a purpose in mind with what we're doing. The philosophy of this school is 21st century learning. And a lot of people will look at that and say, oh, it's technology. But it's really not, because right now we're preparing them to be the citizens of tomorrow. Tomorrow's going to look very different than our world today. As the 100 Voices program began to impact in terms of the visible presence, the hands-on project-based work, the documentation, all of the dimensions of the program, I think emptied into the corridors and now in the halls and throughout the school. It's really showing the teachers in other grades what learner engagement looks like through the lens of a very young child. And it's something we want to see happening through all of the grades in our school. It's about inquiry, it's about curiosity, it's about wonder. It's hard to imagine that they're only four years old when they exit my doors. I would not want to be doing anything different. I come to work every morning with a smile on my face. This is the best place to be in the world. As a job, I don't consider this my job, I consider it part of my lifestyle.