In the spirit of my ancestors, I greet you in the tradition of call and response through a single, yet powerful word that means to be at peace. Please repeat after me. Ho-tep. Ho-tep. Ho-tep. Ho-tep. Ho-tep. We have just wished each other to be at peace. Yet we cannot attain that peace while we struggle with the question, is ours, is your mathematics, obfuscating or liberating the minds of young learners? In 1947, my Morehouse College and Alpha Phi Alpha brother, Reverend Dr. Martin Luther King, Jr. once stated, "'It seems to me that education serves a two-fold function to perform in the lives of people and in society. One is utility, the other is culture." He went on to say, "'At this point, I often wonder whether or not education is fulfilling its purpose.'" Now, we ask this question all the time. Raise your hand, at least for me. I know I've asked this question a lot. Raise your hand if you've ever asked this question. Now, people online, feel free to tap in the chat, yes, or a hands up emoji or whatever the case may be. But I imagine many of us have asked this question or I've heard this question as educators. Why do we have to do this? Why? That's a very good question. We're gonna look at talking about using applications. Utility and culture to help better explain why we teach the things we teach and what kind of revolution we want in the classroom. Using the students previous experience and their cultural expertise. Here's some responses that I've heard as well. Because I said so. It'll help you later in life. You'll need to know it for the next class. And then a pretty gruesome one, I think. Stop asking questions and just do it. Can you imagine someone saying that to you while you're curious about this topic that you're covering? I can understand that feeling as well. So, how do we inspire a revolution and mathematics education? Well, we're gonna look at the building blocks that Brother King shared with us. Utility and culture. So, we see that for utility, one of the things that we can look at is exposing students to the applications of mathematics. In front of you, you see the work of Sir D.R.C. Thompson, a mathematical biologist that used transformations to help explain differences between similar species. Imagine our students describing, explaining evolutionary jumps or determining a pattern when a species reacts to stimuli and then passes that reaction down to the next generation. Sounds pretty amazing to me. These fish, I don't know what's going on with these fish, but here they are. So, real quick, we see someone on the left using mathematics in the field, well, in the water. And then on the right, we have some peculiar math teacher. I don't know who it is, but some peculiar math teacher trying to sail a ship that's already been wrecked. I don't know who is who between the two, but I imagine you can determine who that is. Definitely the one on the right is not me, though. Just saying. So now we look at culture and how it fits with education. Right, we think about how culture fits with education by saying culture is developed and perpetuated through people that share their experiences, their stories, their wisdom, their food, music, religion, and any new artifacts that are added to the culture as time progresses. Utility and culture add that. They give you that opportunity. Specifically with culture, giving students the chance to be the expert when viewing the work is one way we look at sparking a revolution. Culture is also a lens that students can use when they are spreading their culture's viewpoint to others and an attempt for them to comprehend the student's perspective. It's not always going to work, but students being the cultural experts gives other students and the teacher an opportunity to learn. So here we see the co-creators of the self-determination theory talk about autonomy and how it's perhaps the most essential of intrinsic motivators. So I bring that up because we want to be able to share with our students that what you have to say is important. Your viewpoint is important. We must have it. We know, like our youth and ourselves, we have this background expertise. We have this background perspective. We have these memories. We have these skills and we should be able to bring that into the classroom. It's not always going to be the case where we can use it every single time, but giving students confidence and pride in their culture, their identities, alongside allowing them to spread their culture's viewpoint as stated before is a building block that we must use. So with culture, we're gonna switch to teacher mode here. Don't worry, lock the doors. Don't let them out. Don't worry, don't worry, it's okay. So this is from one of my geometry activities. We were using transformations. You know, good old transformations. We talk about reflection, rotation, dilation and translations. But I did it in a different perspective. So I talked about how we wear a mask in the pandemic and we wear it so we are protecting ourselves and others. But let me introduce you to a different type of mask that is also used for protection. In 1895, the African-American poet Paul Lawrence Dunbar wrote the poem, We Wear the Mask. Now, you can see part of it is up here already and we see that it says we wear the mask that grins and lies. It hides our cheeks and shades our eyes. This debt we pay to human guile with torn and bleeding hearts we smile and mouth with myriad of subtleties. Why should the world be over wise and counting all our tears in size? Nay, let them only see us while we wear the mask. Now, many of you may understand the metaphor behind wearing the mask as uncovering our feelings, our emotions and hiding from the world what you're actually feeling with a facade, with a mask that says, I'm okay, think about that. Raise your hand if you've ever done that. I'm doing it right now actually. So, but one of the questions that comes up with this activity is how do students choose to bring to life the mask that they've been metaphorically wearing? Another question is, where in school do they feel safe in taking that mask off? So, we know this feeling, we relate to it. But maybe not everyone relates to it or perfectly understands it. So, this artifact from 1895 and now we're looking at almost 130 years later, not everyone might not understand that. So, here's a contemporary artifact that may be more helpful in comprehending this poem. This is a meme, if you've never heard of a meme, memes convey so many perspectives, ideas, thoughts. Yes, we know that the phrase, there's a thousand words in the picture. But look at this picture, look at this person. Usually it's meant for fun, for laughter, I get that. I use it all the time too when people talk about my team, the Dallas Mavericks, I understand. Sometimes it's good, sometimes it's, I turn off the internet, okay? But this person, look at their eyes, look at the tears, potentially the rage, the pain that they are feeling, that they're covering up with this smiley face. Think about how our students do that. Think about how we do that. Do you have a safe space to take the mask off? Do you have someone you feel safe with to take that mask off? That's important for us to think about. Okay, we're still in class. Don't try to get up, don't worry, it's all right. Security, get that one, I see you. So, here are the four transformations we talked about briefly. The first one, we can see that's a reflection. The second one, we can see that's a translation. The third one, we can see a dilation. And then of course, the last one is a rotation, all right? So, these are all transformations. And when I think about these, of course, the geek in me, I see some geeks out here as well, this is what pops in my head. I couldn't help it, sorry. Just to make sure if you didn't hear that, yeah, that's the transformers, that's right. Shout out to the 80s transformers. So, here are some artifacts that my students made in some previous geometry classes. And this is how they brought their metaphorical masks to life. Along with the poem, the full poem is there as well. If you haven't read it, I encourage you to read it. Paul Lawrence Dunbar, we wear the mask. So, as a teacher, I can understand the feeling of a class slipping away, letting students lead with their ideas, with their thoughts, with their experiences. Some of us as teachers, oh my God, they're going wild. No, that's okay. It's normal for students to be very active. It's not chaos. I think some people label it as chaos. I don't think it's chaos. I think it's the universe finding form. And with that, we know that some things are going to work and some things, not so much. But it's important for us to remember that we must disrupt the mathematics classroom. And one way to do that is to disrupt teachers being at the centerpiece. We must step aside and we must allow students to be the expert. We must allow them to lead with their ideas, with their perspectives. And we also must recognize that teachers don't have all the answers. We can't. There's no way teachers can have all the answers. But if we allow students and their colleagues to join in, they're more likely to develop solutions, potential solutions with collaboration and with a multitude of expertise coming in with those students' backgrounds. So remember, disrupt what we normally do in the mathematics classroom by having teachers at the centerpiece. They can't be that always. It's just not right. That's not how we should be able to educate our students. Allow students at the forefront. Give them opportunities for leadership. Give them opportunities to be the expert using their cultural backgrounds, using their cultural lenses. Imagine the confidence and pride they have when they explain, this is what I understood from that, based on this, this, and this in my background. And finally, we're here to inspire a revolution with utility and culture. We're also here to let our students know that we believe in them, that we love them. And for them, they need to learn about their background and about who they are. And with that, the revolution can begin. It starts at the beginning with know thyself. If you know thyself, you know what you want. You know what you believe, you know what you can attain. And we remind them not to let anyone take that from them. So, I'd like to close the way we opened. Please repeat after me. Hold tip. Hold tip. Hold tip. Hold tip. Hold tip. Hold tip. Hold tip. Thank you.


Hi, I'm Tech Sgt. Amanda Ramsey. I'm an IDMT, Independent Jimmy Medical Technician and Paramedic, currently assigned to the 3032nd Expeditionary Medical Group. Today we're going to go out and do outreach. So how about you come along with me? And we're going to go out to Red Horse, check on a few people and give some shots. But Red Horse is really good because they only have like six people that are due. I just come out here to check on them just because it's part of the outreach, like let's go to these guys because they're way over here. They don't have access to medical, like everybody else on the LSA does. Who wants to come to the doctor at lunchtime? Not me. So this just makes it more accessible to them and they can stay out here and work. What I love most about my job here is getting out and talking to people and seeing what they need that I can help them with. Or if I can't provide that medical treatment or whatever, I can get them in contact with the people that can. So it's getting out of the med group and going out and checking on them while they're working. And that's probably my favorite part about this job. It brings medical care to them at the work site versus trying to get off of work. And that puts the time back into whatever mission that they're doing. It's less time that they're away from that job and they can continue to do that job.


In this video I will distinguish between innate and adaptive immunity. Inate immunity refers to the defense against infection that we are born with, and while innate immunity responds quickly, it is not specific for a particular pathogen. In contrast, adaptive immunity recognizes antigens associated with specific pathogens and forms an immunological memory. The innate immunity includes surface defenses. For example, the skin forms a physical barrier to pathogens. Even as we are breathing and draw air with pathogens into the respiratory tract, there is hair at the entrance to the nasal cavity that can help to filter pathogens out and serve as another surface defense. And then the respiratory tract is lined with a mucus membrane that secretes mucus. Mucus can trap pathogens, and mucus also contains defense proteins that can help protect against infection. There are also internal defenses that are part of our innate immunity, and this includes leukocytes such as mast cells and basophils. Mast cells are found in most connective tissue and can respond to infection, releasing inflammatory mediators such as histamine that will then stimulate inflammation to bring more leukocytes in to help defend against infection. And basophils also provide a similar function, releasing histamine to activate the inflammatory response, although basophils are found circulating in the blood. Natural killer cells are a type of lymphocyte that's part of the innate immunity, while most lymphocytes, the T lymphocytes and B lymphocytes, are part of the adaptive immunity. Natural killer cells can recognize viral infected cells and stimulate apoptosis of those cells in order to prevent the virus from spreading. While natural killer cells defend against viral infections, they're not specific for any particular virus. It would be the adaptive immunity that would respond to a specific strain of a virus by recognizing antigens associated with that virus. The natural killer cells instead recognize chemical signals that are associated with a viral infected cell in general, not a cell that's infected with a specific type of virus. There are also defense proteins. The complement system are defense proteins circulating in the blood that can bind to molecular patterns on the surface of pathogens, such as bacterial cells, and then form a membrane attack complex that will punch holes in the membrane of the bacterial cell, leading to the death of that cell and marking that cell for other defense mechanisms, such as phagocytic leukocytes. So, leukocytes that can perform phagocytosis also work as part of the innate immunity. These leukocytes will bind to pathogens and engulf the pathogens, then break down those pathogens to destroy the cell and protect against that infection. So, while all of these defenses of the innate immunity are quick to respond and help defend against infection, they're not as effective as the adaptive immunity can become. The adaptive immunity is a little slower, but when the adaptive immunity is activated, it can produce a coordinated response against a specific infection and develop immunological memory so that on a second encounter with the same pathogen, the immune response is more rapid and more vigorous, and ideally, we can become immune to that pathogen so that we won't get sick at all, even if we're exposed to it.


How narcissists see you. They see you as an extension of themselves. They see you as a part of who they are, rather than a separate person with their own wants, desires, and needs. Because they're emotionally stunted at the development of a two-year-old child, they can't distinguish other people from themselves. So they expect you to reflect back to them what they want and how they want to feel. They expect you to give them their worth by giving them attention and validation. They expect you to provide them with a sense of self. They don't see you as a separate person with their own problems or dreams. They see you as an object that exists to serve them. They see it as though you exist because they exist. They can't comprehend that there could be another reason why you exist. They assume that you exist to take care of them because they have an undeveloped mind. They never separated from their parents and develop their own identity, which is why they lack a stable sense of self because they were never given what they needed when they were children, which left them unable to progress mentally. And that is why they cannot see you as a separate person. That is why they are unable to relate to you. They see themselves as the only thing that matters. So they just see you as a tool. As someone who is too gullible and naive to know that they are being used. The only way they can experience you is by what you can do for them. They expect you to exist for them. They expect you to cater to them and take care of them and to follow the existing plan guidelines and directions at all times so that they can prove to themselves that they are special and important because everything they do is just for themselves. They don't really care about how other people see them or what other people think of them. All they care about is how they see themselves. So people are just the supporting roles in their movie while they are the star of the show. But people who don't know them tend to have more value in their eyes because your value is based not only on what you can provide to them but what you reflect back to them about who they are. Narcissists are in denial and they want everyone else to be in denial by reflecting back to them their support of their false image so that they can continue denying reality. But the Narcissists still see these people as being in perfect or faulty. As though something is wrong with them it irritates the Narcissists when these people deviate from their direction but this is destined to happen quite often with them because Narcissists have unrealistic expectations but they don't care. They want what they want. And they need what they need. And if you're meant to care about them then they expect you to take care of it but offended when you question them on it or when you have needs of your own. They can't accept it when you ask them for anything because in their minds you exist to fulfil their needs and that is your only purpose in life. It's like they are the child and you are the parent even if you are the child of a narcissist they will still expect you to take care of them because they are unable to take care of their own needs so they expect other people to do it for them but when other people inevitably fail due to their unrealistic expectations the Narcissists gets mad they feel hurt and betrayed they feel disappointed and then they want revenge because they want what they believe they are entitled to they believe that you owe them they have no way of getting what they need on their own so all they can do is throw a temper tantrum or give you the silent treatment or they may just ghost you because they're always under the control of their own emotions and needs even if they don't express them to you and then again they will always show you who they are they are bottom feeders they are losers who profit from the fortunes of other people they prey upon and indulge in your base qualities so that they can attempt to advance from their low status and value thank you for watching if you found this video helpful please give it a thumbs up share your thoughts in the comment section hit the subscribe button to receive the notifications if you would like to support the channel you can donate at payborderainy.naxabiver you can book a one on one with me on my website it's NAXABIVE.UK thank you for watching and I'll talk to you soon


Commodity money is money whose value comes from a commodity of which it is made. Commodity money consists of objects that have value in themselves in intrinsic value as well as value in their use as money. Examples of commodities that have been used as mediums of exchange include gold, silver, copper, salt, peppercorns, tea, large stones such as bright stones decorated belts, shells, alcohol, cigarettes, cannabis, silk, candy, nails, cocoa beans, calories and barley. These items were sometimes used in a metric of perceived value in conjunction to one another, in various commodity valuation or price system economies. Commodity money is to be distinguished from representative money which is a certificate award token which can be exchanged for the underlying commodity, but only as the trade is good for that source and the product. A key feature of commodity money is that the value is directly perceived by the users of this money, who recognize the utility or beauty of the tokens as they would recognize the goods themselves. That is, the effect of holding the token for a barrel of oil must be the same economically as actually having the barrel at hand. This thinking guides the modern commodity markets, although they use a sophisticated range of financial instruments that are more than one-to-one representations of units of a given type of commodity.


So, we are going to be taking a tour of the Patent Professor building. Come on, let's go. Here is the conference room. This is where all the meetings and the different in-person conferences go in. Here is the lobby of the Patent Professor. You wait for when you get caught up. We have different patents, so I'm over here. Let's go downstairs. We'll take a tour of downstairs building. Alright, we're in the elevator going down to the first floor. We're going to check it out. Come on, let's check down. We're going to check out the sign. Follow me outside. Here is the building of the Patent Professor, owner of John Resby. Let's check out some of our members here today with us. We're going to see John. John, can we interview you? Tell us a little bit about yourself, John. I'm a Patent Attorney. I'm the founder of the firm. I love coming to work. I love working on inventions, seeing new ideas and helping protect all the ideas that our clients have.


All right everybody, welcome back. It's Veronica Howard. Let's talk about time-based schedules. Now time-based schedules are pretty confusing for folks and these are always misrepresented in interest-like textbooks. So take a little bit of time with this because I promise this is a place where a lot of people struggle and I don't want that to be you. When we're talking about time-based schedules, let's begin with our interval schedules. In a fixed interval schedule, the reinforcer is delivered for the first response that occurs after a period of time has elapsed and that period of time is the same every time. So it's a two-parter. You have to have a period of time that elapses or passes and then you have to emit a response and that first response is going to contact the reinforcer. A variable interval schedule is similar. You've got a period of time that's going to elapse or pass, but what makes a variable ratio or excuse me, a variable interval schedule different than a fixed interval system is that the amount of time can be longer, sometimes shorter sometimes, but on average it's around whatever your VR number is. So forgive me, I may unintentionally sometimes say variable ratio. In all of these scenarios, I'm going to be talking about interval-based schedules. Fixed interval three seconds, for instance, means that three seconds have to pass and then if a response occurs, it contacts reinforcement. A variable interval three means that or variable interval three seconds means that sometimes it's going to be five seconds and sometimes it'll be only one second, but the period of time has to pass. In that period of time you cannot earn the reinforcer, but once that period of time passes, if you emit the response, you will contact the reinforcer. What's special about interval schedules is that there's always the possibility that there are going to be some responses that do not contact reinforcement. Remember, if you respond within the interval, no reinforcement. Because there are some responses that will not contact reinforcement, all interval schedules are intermittent schedules. Some responses will not contact reinforcement, so bear that in mind. Let's talk about what these look like. So remember that when we're looking at patterns of behavior, we're typically looking at something called a cumulative graph. What I'm showing you on the screen here is what the two different categories or types of interval-based schedules look like. In a fixed interval schedule, it produces a very consistent scallop pattern of responding, and what that looks like is as the interval begins, right after the reinforcer was delivered, we see very little responding, almost like a post-reinforcement pause. But as the opportunity for reinforcement gets closer, we see that the learner responds more and more quickly until the reinforcer is delivered and then we have a break. So we have this kind of scalloping pattern until the reinforcer is delivered. This is what a fixed interval schedule looks like. A variable interval schedule, just like the variable ratio schedule, it was very consistent and smooth. A variable interval schedule will again produce a super smooth pattern of responding, very consistent, very robust. And the thing about a variable interval schedule is because it's so unpredictable, because it's so kind of removed from each specific response that the learner emits, the variable interval schedule is the most resistant schedule of reinforcement to extinction. This schedule of reinforcement is going to continue to help the learner emit the response in the absence of very, very lean time. So if you want this behavior to maintain for a long time, use that variable interval schedule. There are some general benefits overall to using interval-based schedules. Remember they're intermittent. So that means that using an intermittent schedule of reinforcement, generally speaking, makes these schedules more resistant to extinction. We see that there's decreased reinforcer ineffectiveness from satiation. So interval schedules by the nature of the fact that they are intermittent, we're less likely to satiate the client on the reinforcer. But interval-based schedules, again, because they are intermittent schedules, they're really, really bad for shaping or teaching new behavior, because there can be some responses that don't contact reinforcement. And even if it is the correct target response, if it occurs within that period of time, that blackout window of the interval, it won't contact reinforcement. So we could miss or lose some target behaviors that we actually want to reinforce if we're using an interval-based schedule. Instead, if you're teaching a new behavior, use a continuous schedule reinforcement. And just like with our ratio-based schedules, if you lean out or if you increase the requirement for reinforcement too quickly, we can see ratio strain. If we were to go, for instance, from a fixed interval three seconds where, you know, after the three seconds occur and we emit the response, then we earn the reinforcer. If we go from a fixed interval three second out to a fixed interval three hour, then the learner is probably going to contact extinction. We're going to see that the response dies away very quickly. So when you're leaning out your schedule, go slowly, work over time, be patient. Interval-based schedules are also pretty confusing because people have no frame of reference for them. They're very difficult to understand. We often don't think about them in our day-to-day life because we kind of lump them into this idea of deadlines. We like to think of them as deadlines, but they're not. Let me tell you the difference between an interval-based schedule and a deadline. I think even Miller uses this example. Congress has to pass all of their bills before they go home for summer session. So there's this idea that the frequency of bills produces kind of scalloped pattern. So if it's scalloped like this, does this make this pattern of passing bills? Is this interval-based responding? Well, no, because remember what I said was Congress has to pass those bills before they go home. So they have a deadline. They have to do it before the response. And we said that an interval-based schedule means that a period of time has to pass. And then when there is a response, it earns reinforcements. So this is the opposite. You have to do all of your responding before time ends or you won't earn the reinforcer. This is something else. This is not an interval schedule. This is a deadline, also known as a limited hold. Another example, placing bets at a race track. If you were to call your bookie and say, I want to put 10 on gold thunder, you cannot place bets after the race begins. You cannot place a bet on a sporting event after the sporting event begins, which means you have to place your bets before an arbitrary time passes. You have to do your responding before. This produces a scalloped pattern just like submitting homework right before the deadline. You see all of your responding, but you see the increase before the deadline passes. This is not an interval-based schedule. Interval says during this period of time, any responses will not contact reinforcement, but the first one emitted after will contact reinforcement. That's interval. This has a deadline. If it has a deadline, it is something called a limited hold schedule. A limited hold schedule is one where the reinforcers only available for a period of time before the deadline occurs. After the deadline, any response will not be reinforced. So our Congress example, this is a limited hold schedule, not an interval schedule. Another example would be studying for the exam. You can study up until the exam, but continuing to study after the exam is not going to pay off because the opportunity has passed. You can't place your bets after the horses are released because the opportunity has passed. These are limited hold schedules because they have that deadline. An interval-based schedule is the opposite. The reinforcer is available only after the interval has passed. Any response that occurs before the interval has passed will not be reinforced, whereas in a limited hold schedule, you have to respond before the deadline to earn the reinforcer. So remember, a limited hold schedule is one that contains a deadline. Let me give you an example of something that truly is an interval-based schedule, and I hope that this will help. So imagine that you cannot complete your quizzes for class until after I post them, after I make them available. In this case, if you log on before the quiz is available, you can't take it. You can't contact reinforcement. And those are based kind of on a weekly schedule, right? I say that I'm going to try to close them by a certain time, but if you log on too quickly, you're not going to be able to see them. It's only after that period of time has passed that you can contact them, because in our case, I don't have a firm time when they're available. This is probably a variable interval schedule where sometimes you log on a little bit earlier, you see them. Sometimes you log on a little bit later, you see them, but you can't predict how quickly they're going to be available. In this case, we're looking at a variable interval schedule, responding too quickly, logging on too early before the quiz is available. You can't contact it, you can't earn the reinforcer. It's only after the period of time has elapsed that you can contact the reinforcer that is an interval-based schedule. As opposed to you have to respond before the deadline passes and you earn the reinforcer, that's limited hold. In an interval-based schedule, you have to wait for the time to pass for the opportunity for reinforcement to make itself available. These ones are pretty challenging, but I want you to be able to tell the difference between these because they are important. Functionally, what they look like is very similar, but it's just a question of where do you see more responding. In any kind of deadline schedule, you're going to see a very steep scallop right at the end. We all do it, and what I want to leave you with is that stuff is natural. We often get down on procrastinating, but I want you to know that it's a very natural, very human response. It's a result of a limited hold schedule. Everybody does it. If you understand that deadlines do that, though, if you understand that that is the pattern of responding, that that particular schedule is going to do, then you can change the environment to decrease the probability that it will occur. Now, coming back, we'll talk about the difference between, and how can you tell the difference between? Are you looking at a ratio schedule or an interval-based schedule? But thank you so much for joining me. I'll see you next time.