The idea of gaming laptops are finally out into their own. Under the new LLQ name, they can finally flourish and battle the victors' katanas, wards, and everything else MSI can think of at this point. The new Lenovo LLQ 16 has the potential to be the best all-around gaming laptop that you can actually purchase, as the 16-inch screen is great for more than just gaming, while the hardware on the inside allows you to tackle any task with ease. The laptop hasn't changed at all, utilizing the same plastic exterior. The lid has the new LLQ logo, while the chassis itself still clocks in at 2.6kg and a profile of 21mm at the front and 25.9mm at the back. The lid is a bit prone to flex, but the base is waist stiffer, so durability is generally good. It also opens with one hand, showing off the 4-zone RGB keyboard. It's got a numpad, long key travel, and clicky feedback. All the ingredients for a good board. The touchpad has the classic Mylar cover, which mimics glass relatively well, while being accurate and responsive. The port selection spans across the left, right, and back. On the right, there's one USB Type A 3.2 Generation 1 port and an eShutter for the full HD webcam. The back houses the bulk of ports, with two USB Type A 3.2 Generation 2 ports, a LAN port, an HDMI 2.1 FRL port, and the power plug. Lastly, on the left, there's one USB Type C 3.2 Generation 2 port and an audio jack. While we've talked on and on about the display of the LLQ 16, we kind of missed out on the fun, as our configuration comes with the base variant full HD IPS display. It reaches a peak brightness of 347 nights, higher than what most other budget gaming laptops offer, so good job. However, don't expect to tackle any design or create a work with it, as it covers only 53% of the sRGB gamut. Still, the panel is fine for gaming, thanks to the 144Hz refresh rate. With our design and gaming profile, the white and lighter colors become clearer and more accurate, which can still factor in and improve the work of the panel. We'll link our profile in the description. Budget laptop speakers generally don't provide the best sound, however, the LLQ 16 manages to deliver decent quality, with no significant deviations across the entire frequency range. The laptop offers a total of four Raptor Lake H series processors, including the Core Wine 713620H that we have here. Believe it or not, it has the exact same Cinebench and Photoshop scores as the Katana 15 from MSI, which uses the same processor. Overall, we're satisfied with the power of the 10-core CPU. As for graphics, there is the RTX 3050, as well as 240 series GPUs. We tested the RTX 4050, which outperforms the RTX 3060 and last year's IdeaPad Gaming 3 laptop, while being better than other RTX 4050 offerings too. Switching to games first, we tested Borderlands 3, which runs at 74 FPS on the badass preset at 1080p. Next is Tom Clancy's Ghost Recon Wildlands, which is a taxing title even in 2023, running at 63 FPS on the ultra preset at 1080p. The laptop is able to push out these performances thanks to its cooling setup, which has three heatpipes and two fans. In stress tests, the Core Wine 713620H is able to go as high as 105W, while maintaining 70W for more than 15 minutes, like continued gaming. What's interesting is that the CPU puts the brunt of the work on the e-cores in long loads so they clock very highly, which we've seen other laptops do as well, and at least in our opinion it's not the most successful strategy. The GPU is the more impressive of the two, reaching very high clock speeds of up to 2685MHz, thanks to the automatic overclock feature inside the Vantage software. The fan noise isn't very bad, however, it's audible. The external temperatures were the bigger problem as a hotspot of 46 degrees Celsius can lead to sausage fingers, especially during the summer. Despite the larger 80Wh battery pack, the Elok 16 lasts for only 6 hours of web browsing, or 6 hours and 31 minutes of video playback. This is okay for a gaming machine, however, in most cases if you multitask or do more taxing work, the battery will drain quicker. The upgrade ability of the laptop is pretty good, with two RAM slots for a total of 64GB of DDR5 memory in total. Storage wise, there are two M.2 PCIe slots for generation 4 SSDs. As always, we'll have a link to our teardown video in the description, as well as in the pop-up card up top. Lenovo used 2022 as a transition year, finally giving the idea pads a unique visual aesthetic. Now in 2023, the change is fully on, as the LOQ brand encompasses all of its budget gaming efforts. With that said, the LOQ 16 has some stuff to improve on, however, it keeps being a stable base for both gaming and even more, depending on how you configure it. You can check out our full in-depth review on our website, the link is down below.


Well, first of all, what is money? Money is a sign of value. Money is freedom. Money is a kind of measure to check stuff by, and real money is hard to move. Good thing we have it digitized nowadays. Now, digital money. It has no presence in real life, and therefore it's fast, it is weightless. You can pay with it anywhere in the world, you can even pay with it out of this world. And yet, all the different digital currencies are in their way centralized, and therefore controlled by someone. Good thing we have this crypto money. Yeah, crypto money. Fast, weightless, and convertible just like your digital money, but also transparent as in every transaction is known by everyone. Anonymous, as in no account registration, no passport IDs, no social numbers, there's only a faceless account number. Broad-proof, as in no authority could claim the system's bankruptcy and run away with money because everyone's the authority. Decentralized system, remember? So now you know that, use brain, learn fast, evolve.


Felix Ocealia Seym versus Rafa Nadal is a second group stage match for these guys for the 2022 ADB finals. And both guys are coming off disappointing performances in their first matches. Rafa started the year off at number six in the world after missing most of 2021 due to injury. And after winning two slams to start the year and a bunch of other titles, he set it in at number two in the world heading into these finals. Again, it was an injury play season, so Rafa didn't play that many matches, winning 38 and losing six to not as many matches as probably some of the younger, younger guys. But he did make the most of his time on court winning four out of five finals that he played, including the Australian Open, an event in Melbourne before the Australian Open, Acapulco, and of course the French Open, but has been on and off the court with injury since then. His best win, beating the world number one, Novak Djokovic at the French Open in one of the best matches of the tournament. And his worst loss was actually in Cincinnati against Borna Čoric, who was 152 in the world at the time. And we all know Čoric went on to win that tournament, maybe in hindsight not his worst loss, but still, by ranking it as the lowest play that Rafa has lost to this season. FAA started the year at number 11 in the world, and after a late season run, ended the year at number six to get to the finals. His win-loss record for the season was 56 wins, 25 losses, so he was very active on the tour, winning four out of the finals that he played, finally breaking that title drought, winning Rotterdam at the start of the year, and then going back to back to back, winning Florence and Twerpen Basel to really cap off breakout season. His best win of the year was against the world number one, Elkaraz in Basel. He also beat Elkaraz another time in the Davis Cup earlier, just after the U.S. Open, but his worst loss was against the number 205, Van Rijtoven in Holland. Now, Van Rijtoven did have a good season, and ended up winning that tournament, so maybe it wasn't such a bad loss in hindsight. These guys have only played the twice before, with their last meeting being at the French Open, with Felix taking Rafa to five sets, Rafa eventually winning that one at 6-3 in the fifth, but this is the first time these guys will actually be playing on a hard court. If Felix is going to win this one, he needs to eliminate the errors. There were so many errors against Kasparud, he needs to play a lot better and a lot cleaner. The serve was working well though, so he needs to serve well, but he needs to eliminate those errors and even come to the net and be a little bit more aggressive as well. If Rafa's going to win this one, he needs to serve well, but he also needs to eliminate errors as well. That was a big thing that happened with Fritz. The forehand was just completely off, so Rafa needs to find his pace. He might even need to stand a little bit closer to the baseline and push FAA around, because he was getting pushed around a lot against Fritz, and the court speed being fast wasn't very good for Rafa. This is going to be very fun to see, because we did see these guys play a five-set epic at the French Open. Rafa won that one on that day, but it's going to be interesting on the hard courts, the fast hard courts. I'm going to go with Felix. I reckon FAA is going to get the win. I think the conditions suit him a bit better, and the way that Fritz was able to manhandle Rafa in the first round matchup, I think that FAA is going to do the same. Use the forehand, use the serve, and I think Felix is going to get the win. But let me know down in the comments below who do you think is going to win this matchup.


Hello and welcome. I'm Brenda Haug and I'll be facilitating today's webinar which is about mobile technology training, taking technology training out of the library and into the community, focusing on a cool project called Tech All A Cart. Before we do that, I want to cover a little bit of housekeeping. We're using ReadyTalk and you can use the chat to ask questions, share links, share ideas at any point. So keep using the chat. I see lots of you have already typed messages in there. Also you can put tech issues in there if you have them. We have Sarah and Shab both on the line in chat who are helping with tech issues too. So just let us know if you're having any trouble. If you do happen to lose your Internet connection, like most things, it's just kind of a reboot process. Go back into the email that you received from us and just follow the link back into the room again and that usually should take care of it. If you're using your phone for audio instead of voice over IP, same thing. If for some reason the call gets dropped, just redial the number and usually that works. This session is being recorded and later today we'll send out a link to the recording and we'll send out the slides from the presentation and then any links that are shared today, any websites, we'll be gathering those and we have already a list of the ones that we know we'll be talking about. And so you'll receive a follow-up email today that has all of that information. For those of you on Twitter, the hashtag is TechSoup. So with that, let's go ahead and get started with our content for today. Again, this is a session on mobile technology training and featuring the Tech All-A-Cart program from Puder River Library District in Fort Collins, Colorado. I'm Brenda Haug and I'll be facilitating today's discussion. And Irene Romsa is here. She's our special guest. Again, I mentioned Shab and Sarah are in chat and they can help with questions. And again, feel free to ask your questions at any point. You can see on the agenda, I'm going to quickly talk about TechSoup, TechSoup for Libraries, the Edge Benchmarks. This is part of an Edge Benchmarks webinar series. And then most of the time will be Tech All-A-Cart. And Irene will give us an overview of that project and then we'll have lots of time for questions and answers. Put your questions and answers in the chat at any point. We'll be tracking those and then we'll have them ready for Irene when we get to that part of the session. Okay, we'll tell you a little bit about TechSoup. TechSoup is a nonprofit focused on providing other nonprofits and libraries with technology that empowers them to fulfill their missions and serve their communities. And qualified nonprofits and libraries can request and receive Tech products donated by TechSoup partners like Microsoft, Adobe, Cisco, and Symantec. TechSoup for Libraries is a special part of TechSoup that is focused on the needs of libraries. So the content there is really specifically targeted at the needs of libraries. This webinar today is one of a series of webinars exploring the Edge Initiative Benchmarks. And the Edge Initiative, these are benchmarks that are being developed by a coalition of organizations including TechSoup and also Web Junction, the Public Library Association, several state libraries, and also lots of input from the library community. And the benchmarks will help libraries determine where they stand in terms of public access to technology. There are 13 benchmarks. And today's is focused on number 8, today's webinar. And number 8 is about building relationships to maximize access to technology. And the specific indicator we're going to be talking about that's part of that benchmark is the library engages in technology outreach by maintaining mobile training equipment for library-sponsored technology training in partner facilities. So that is what Irene Ramsa from the Puder River Library District in Fort Collins, Colorado where she manages the outreach department. Irene is here to talk to us about that today. And as I said, first of all she will give us an overview of the project and then we'll have time for questions and answers too. And feel free to put those in the chat at any point. So Irene, are you there? Here I am. Hello everybody. Well, I will turn it over to you. Welcome. Glad to have you here. Thank you, Brenda. So my intent today is to take about 10 or 15 minutes going through an overview of what Tecla Cards is. That way we will allow the most time possible for your questions and answers. And we might have to go back to one of the slides depending if I go too quickly over one of them and there are some questions still out there. So the product or the service we want to highlight today is this new program we are calling Tecla Cards. And with me I brought today of course my star bilingual instructor Alba Williams so she will be available for your questions as well at that time. And let me go here. So who are we? We are, as Brenda was saying, located in Colorado. We grew from a city library, a Fort Collins library into a district in 2006. And now we are faced with the challenge of serving a larger population, a larger square mileage. And we are anchored by three libraries and the three libraries are located in the city. And I wanted to play around with this and try to gauge who we have out there. And my first question for the group would be, do you currently offer computer literacy? And I have two yes options there, yes in English only, yes in English and other languages. Sometimes if you are not consistent or there is no regularity and then no. And for us computer literacy is, we have to find a common definition and for us it's allowing people to understand those computers and how to use them. So let's jump into that question screen. And how about I will take this to give people a few minutes to tally up. You can see there that people are voting. So Irene, do you want me to go ahead and skip to results? Yes, let's see what we have. The person who just talked, I don't know if they are going to. Who is Bobby? Bobby is one of the people at the webinar. Yeah, Irene. Yeah, so it looks like lots of people offering computer literacy, quite a few in other languages besides English too, and some doing it sometimes and some who aren't yet. So let's take a look at Irene's slide. Okay, so I see then that the majority right now is offering classes in English. And for us here at Puder Libraries we are offering in English and in Spanish at the time because of the demographics of our population. And here we go now onto, I hear some feedback.  Okay, so for us we are teaching in English and in Spanish. And when we became a district, which is what I was telling you before, we created also the outreach department. We had a couple of staff members, me included, who would individually do outreach out there, but there was no department or no formal programming budget for us. But in 2011 our department was created. So we are very, very new to the game. And we were created with the mission of delivering off-site library services to the underserved. We pulled staff from other areas. And in total we have three full-time staff members in the outreach department. So relatively it's a very, very small department for a staff of 190 people. At this time for our district we are the smallest unit, I think. And we divide our efforts, resources, staff time in the following areas. Our major focus is in early literacy. And then right behind it is digital literacy. And of course we also have the homebound delivery services under our responsibility, all the volunteer management piece, and community engagement, which is something that we are looking to grow. What was the situation that brought us to this discussion, this thinking of the creation of Tecalacart? We found ourselves when the department was created that we were tasked with being the library representative outside of the library buildings. And we had more areas to cover as a district, but no new libraries were going to be built. We are a library that does not have a bookmobile. And talking about computer classes now, we started to see what was going on there. We referred a lot to ALA and their statement on the transformation of libraries. And they talk about how libraries in the future will be a key player in digital literacy. They think that that's the niche where libraries are going to be and remain relevant in the future as we face all these challenges and the questioning of the role of libraries. So we took that, we grabbed that, and that's why we took the banner of digital literacy as one of the main tenants for the work of outreach. And we saw in that area that some participants in our classes were feeling left behind in the large group environment. And we also saw that for our Spanish computer classes, we were suffering of low participation and low retention in comparison to the English-only classes. And because our task was to serve those who were underserved, our initial reaction was to look into those people who were not benefiting of the programs and services that were being delivered inside of the libraries. And we also found as we talked to people that our locations and the scheduled classes did not work for everybody. We were hearing that over and over again, especially when we were trying to find the poorest of the poor asking them, why are you not coming to our classes? We are offering these classes in Spanish. We would get that a lot. They have two jobs, then they come home and they have kids to feed and they have a husband to take care of. So life was just coming in the way of them acquiring that knowledge that they were aware they needed and wanted. Okay, now who are the underserved? We use that word a lot here in outreach. And for us, our adaptation of the definition is that the underserved are those who cannot access library services. It could be because of their distance from one of the three libraries or because of language barriers, or they have limited mobility and cannot come into our building. So we are looking to serve them and amongst them we find a homebound. We find students who cannot get a ride to the library on their own. We find immigrants. We find all the outlying communities that we serve and that are taxpayers. We find the seniors. We find those who are of low income. Now a question back to you. I see that more participants have joined. And to continue asking the question, I'm not assuming that all of you are libraries. So the question would be, do you do that role of outreach? Do you look into delivering services outside of your physical building? And if you do, who does that? Is it a task for any of your staff members? Or nobody does that? Or you have an assigned department or staff member to do that? Or a combination of all of the above? And I see you voting already. Okay, this is actually comforting to see your responses. And we see that leading, we have a combination of the above with a little bit of whoever wants to do it. Any library staff person can go ahead and go out and start engaging people for the delivery of services outside of your buildings. Okay, is that enough time, Brenda? Sure, I think so. Okay, so some combination of the above and now I reveal to you my answer. For us, it is the same. As I was explaining, we are a very new department. We've been around for barely a year. And we have staff in our district who will be celebrating 20 years of service this coming month. So you can see how we are a somewhat old institution with this new challenge of what is this outreach department supposed to be doing for us. So we have still a combination of outreach staff who will be going out there, but we also have some staff like the teen librarians going out and engaging the teens in the middle school. And I think that for us, we still have a lot to figure out. We are in that road right now. And the key I consider is to balance the concept of wanting that embedded librarian out there being relevant to the community, but also with the desire of being intentional, strategic, and intensive in our outreach. So how to balance those two is something that is an ongoing conversation for our district. Now let's jump into the concept.  So Taylor computer classes through a small mobile computer lab which would be flexible, which would give us that rapid response that we wanted, that responsiveness, that the community so much desires, especially in our target population. How did we do it? What steps did we follow? First, we did the ask slash sell. That is, I had in my mind something of what I wanted for this program. But then I had to force myself to not tell people what they need, but actually ask people what they need. And not to promise anything until I heard from them. So the ask is an important part of the actual implementation in my mind. You are asking and at the same time you are selling. And it also helps to calm the critics. We did get many questions like, so you intend to take all this expensive equipment into the poorest of neighborhoods and in the middle of the night. Well, that was a valid question, but let's not kill the idea yet. It was still being presented as an idea. I still had to hear from many people. I asked fellow librarians. We went and asked the community, those people who would register into one class and not attend the second one would come and ask, why are you not coming? We did find out that computer classes were valuable to them. They understood the need. They could see it around them. They could see that they cannot even apply to McDonald's without doing it on the computer. So they were aware of the need, but life was coming in the way. They had very valid reasons. Our library had already tried to resolve some of these by offering childcare in some of the Spanish computer classes. But this was proving to be a little bit difficult to sustain to hire a second person during the classes to just take care of the children. So that answer of the people actually helped us. I interviewed several families at their home. I didn't make them come into the library. I actually visited them. And it wasn't one of those visits that I saw that the children actually went into their bedroom and played and did their homework. And I was able to chat with the mother for almost an hour, uninterrupted. And I think that really was revealing to me. I was able to have a meaningful conversation. The children were still at home. They were safe. And that's when the idea started taking shape by thinking I could have been teaching a class in this last hour without interruptions and having the full participation of the family. So that started shaping the program. I didn't have a full answer in my hand when I started out with the questions. We also asked vendors. I went to our current cell phone vendor, which is Verizon. Started talking with them, starting to see their coverage. I looked at other competitors. And I identified that Verizon was the one that had the best coverage in our area. And by having a conversation with them, they were also interested and gave us a unit, a loaner unit. And they let me take it out to the field for two weeks. And I drove all around our district just testing reception, Wi-Fi reception. So that helped a lot to give a little bit more security into the program. I had to go and ask, slash sell with our potential funders, and see if this was an idea they would be willing to back up with their money and their support. And I also talked to other agencies, mostly the university. We are a university town, so I tend to go there a lot just to brainstorm. And I kind of throw through the idea of their way to see what they thought. And in all of this, the aim or the foundation was to provide a service that would give us portability, flexibility, but at the same time it would be safe and sustainable. So the next step after asking and talking around town with everybody was to go into, here goes my next one, lining up with resources. Once we decided, yes, this is something we do want to pursue, we had to start lining up the resources. We are recipients of a BTOP grant. So I had already had a preliminary yes from them on the purchase of the equipment because I had had some savings on the original purchase of equipment and talking to them about the why of this new program. They were willing to support this new pilot. Talking to the friends of the library who is the agency that helps us a lot with the funding of our programs. Management team had to be behind it. Of course, the IT department, which I needed for procurement and for the prepping of those computers to have them go out. And something that I don't want to oversee is having the right instructor. For me, this was the deal breaker. We needed someone who would be a good community worker because I can teach how to teach computer classes to many people, but how to go out and be in the field was the key element. So we did have that. So that also gave me the comfort that we could go ahead with this project. What was I looking for in the instructor? Someone who was bilingual to reach that target population. Someone who was friendly because she was going to be going into the home. So it's someone that the family will be willing to open the doors of their intimate home to on a regular basis and pretty much welcome to their family. So friendliness was crucial, extremely flexible, and very competent. And flexibility is actually not a strong enough term. I was going to be asking this person to live out of a luggage, a piece of luggage, and her own vehicle go into the mobile home parks and use her evenings, use her weekends to teach others. It's something that I must say no one or our instructor wasn't comfortable with at the beginning, but with time it's proven to be very, very rewarding. So it wasn't a little bit challenging, but it was fun, it was something as a manager that I wouldn't ask someone to do something I myself wouldn't be willing to do. So I kind of had tested that and I thought, hey, this is something that is doable. So I felt a little bit comfortable with asking somebody else to jump into the boat with me. Now you've heard me mention Btop. How many of you know what Btop is? Let's run that little poll again, Brenda. Perfect. I suspect that most of you heard about this webinar through Btop then. Okay, perfect. We have Btop recipients, people who have heard about Btop or public computer centers is another term being used out there. And some people have no clue why I've been using Btop and what that is. So let's get us all up to speed quickly. All right, to advance, so I can meet my goal of 50 minutes talking and then questions and answers. Well, we are a Btop recipient and it's a federal program. And for our state, the state of Colorado, we were fortunate enough to have the state library really lead in this and start contacting libraries in our state to join them, or for us to join rather, in a joint program and grant seeking process, which we were able to attain with the support of the Bill and Melinda Gates Foundation. So this was crucial for our program. We considered Tecalacart to be a baby of the Btop grant. Now going quickly into the startup costs, here you see a listing of what our mobile lab is. It's basically six laptops with windows, office, and a projector, a screen. Very important, a hotspot. It's a Verizon one that reaches most of our district. And then luggage and outlet strips. I love advertising, so we included a promotional flag because it's important for us that wherever we are, people know we are the library and that we're there for them. So when we're out of the building, this becomes a little bit challenging. So that was there. We also have some promotional stickers all over our equipment and some teaching supplies. So for us, this was the basic budget of what we started working with. It was around $4,000. And to that, we add some ongoing expenses, which I would say are very, very low for the amount of population we're able to reach.  It's minimal. Here we have Alba again. This picture is from last Friday. After I took her to the BTOP conference in Colorado Springs, she got into her car when we returned to Fort Collins and went into a mobile home park late at night. You can see there it's night. And the equipment is right there in the back of her trunk and she's pulling it out. And I bet it's some family member from the participants taking the picture of her. So thank you, Alba, for being such a trooper. And then launch. We are still talking about the steps of how we did all this. And launching is very important because I am a business administrator and I love planning. But I've tried to control myself through the years and not spending too much time in planning to the point that I won't take the jump or that leap of faith. So I try not to think too much about it. Once I was confident that it was well-received and people were behind it, then just launch. Things won't be perfect, but you just have to take that jump. So we launched. We started small, which was part of the keys of success. If something were to go wrong, it was small enough that we could control the damage, per se. So we started small, one, two families, or two groups. And these were groups that were known to us, the participants, the first participants, they were referrals or people who just heard of it through word of mouth. So if something went wrong, they were aware that we were just trying our best to deliver improved and increased services. So they were going to be kind to us. And they were. And we started off by screening. Visiting the homes, I did the first home visit before sending Alba out on her second home visit to make sure that the house presented the conditions. We are looking for at least a table, a dining table where we can set up five computers around that table for it to have enough electrical outlets for it to be clean enough to have that table assigned to only learning during that time for the children to be at a level where they can entertain themselves through their homework or play on their own and for the family to be receptive and for the environment to be safe. So we were able to find that out through this first visit. The first visit is not called a screening, but rather we call it this a meeting where we will discuss what is it that this group wants. What are they looking for? What do they need? How many classes will that require? What's more or less the level at which each participant is at? And we take down the names of who will be the participants for that class. And then we sign a contract. You have a little image there, but it's also one of the attachments to this webinar. The contract in English and in Spanish that we signed with the families where they are committing to present all the conditions for us to come in and give the class. So we are both committing to something when we sign that contract. We are constantly in this launching stage looking for opportunities to grow and serve. So it started as something where we would go into the house to provide that training, but from that day when we started in February it has become so much more. We are going to after-school classrooms or groups. We've gone to evacuation centers. We've gone to parks. So we are constantly keeping our eyes open to find and identify those opportunities to serve. We do assessing and tracking, and of course reporting and sharing is very important. And I cannot say enough about the Colorado Initiative, the Colorado Public Computer Centers. They have been such an ally and an inspiration in this effort. They, through this joint grant, have arranged with library research services for a survey to be filled out by participants every time we finish a class. And that just provides me so many statistics. It allows me to sort by place or location. That means TecalaCard is not our only location where we provide computer classes outside of the library. We have established public computer centers at three fixed sites. One is a church and two are community-slash-daycare centers. So TecalaCard was a third solution we were trying to create. So it allows me to sort. It gives me demographics of female, male, ages, their level of knowledge, why they want this class. And it allows me this survey tool that Colorado Libraries has created with LRS to also look at the outcomes. So although I am not the person who's out there every week with the families or with the participants, in the comfort of my computer at home or at work, I can see how many participants were there and what they thought of the class and what benefits it's bringing to them. So from February to September, the program started in February. We've provided 53 classes. We've had 208 participants. And the average satisfaction is of 90%. And all this is data that I would not have had if LRS wouldn't have been working with State Library for that. These are the phases. This cannot be tracked by LRS, but we try to track it as well. As you can see, the environment is very, very small. And here I want to go back to the point of why I need it as an instructor, a good community worker. Not everybody feels comfortable working in a space where they have to clear the table. They have to work around dirty dishes and a very tight space. And it's not your typical library classroom environment. You have to be very flexible. And you have to fit in with the group. You have to just be one of them and be sharing at a colleague, at a neighbor type of model for teaching, a facilitator model. So that's some of our classrooms in the homes, mobile homes. Most of them are mobile homes. And what else can we do? As I was saying before, we've been able to go into festivals. We've been able to do remote library card sign-ups with the mobile lab. We have been able to visit after-school programs. One of the pictures you see there was a C++ programming class for teenagers. We had no idea what that meant, so we were able to find someone in the community who was willing to teach that class. And it was a very, very good class according to what the survey brought back. We can go into classrooms. We can go into businesses. You see a boardroom there. And that is the boardroom of the water district where they used our computers for one of their meetings. And most importantly, which has brought us a lot of good press and good feedback has been the response to emergencies with a high-park fire that happened here in Colorado. We were able to respond within 24 hours and be there at the evacuation center, helping all the evacuees connect with the Red Cross, being able to register and connecting with their families, which was so crucial so they could report that they were safe or where they were at. We were able to respond because the tool was there. It was flexible. It was safe. And it was portable, which allowed us, and we had already been training on this flexibility since February, so responding to this fire was just one other program for us and did not present that much of a challenge. So one last question before we jump into your questions is, I just want to gauge again, what do you think? Is this something that you have already been considering or something that you could apply in the next 6 to 18 months? Okay. I think that we have a crowd of people who are already thinking about it and just are in that perhaps ask-slash-sell stage where they're checking other libraries, other agencies to see what they're doing, what could be tweaked. Some are not sure. Some no answers. Okay, so we've got a tie between those who think they can do it in the next year and a half and those who are quite not sure yet. Perfect. Now let's jump into my answer. I have responded to that question as well. My answer is, I'm not sure. We have the first lab, but we're still in that stage of launching. And if you recall, we're still in that stage where this has been called a pilot program. So what's next? What we have next is we need to regroup, look at all the data, all the wonderful outcomes we've gathered in these months and assess what's the next step for us. We know that mobile learning is here. It's here to stay. The idea where it's going, which is now it's going to increase. And we know that this program fits just right with the trend of mobile learning. However, what's next for us is something that we are still discussing. We are very, very pleased with the results. We're very encouraged, and we are convinced that we are addressing issues of the digital divide by bringing computers directly into the home, directly into the Astroscope program, into that boardroom. And as I was preparing, I love this website, SIGMobile or mobile, however you want to pronounce it, where they talk about the tyranny of geography being done with by this mobile learning, by this revolution of wireless systems, of cellular systems, and mobile computing and communications. And I think we're right there. We don't know exactly where libraries are heading, for sure, or where mobile technology is heading. But this gives us, we have already one foot in there, and this gives us an advantage. So we're encouraged. We're going to go back into that stage of selling and of asking to try to make this a permanent program. We had about $3,000 of savings this year. I was saving that money in case I needed maintenance or replacement of equipment. I didn't know if all of a sudden, we were going to be hijacked and the equipment stolen. So we saved some money there. And now we are investing that money for a second lab. I have a little bit of limitations with instructors. I need to find the right profile for this to work. So that is a little bit of a limitation on my side. And we need to find a way if the district as a whole wants to absorb this program of how to bring this into our regular budget and planning system, and maturing from a pilot into a full, recognized, and mature service of the Puder River Public Library District. So that was my quick presentation. I am very antsy to hear your questions. This is a copy of the agreement. We signed with the groups. And let's hear from you. Okay. Let me read you some of the questions we've been receiving. I'll just put that one up first while we're doing this. Okay. So I understand that you have Ava with you too. Is that right, Irene? And Ava is the instructor? Yes. Alba is our bilingual instructor, and she's right here next to you. Okay. Got it. Okay. Some questions about going into the home. Is it just one staff person who goes one at a time? Yes. In the beginning, in the first few classes, I did the screening, and once we were comfortable, then Alba is just one instructor. So far, I feel comfortable with this model because we've had referrals by agencies telling us, these people need this class because they're trying to access a healthcare service or something, and they don't have the knowledge. So they are referrals to us. And when we visit the home, we're able to gauge that level of safety that we feel. And my instructions to Alba have now been, if you feel the slightest doubt, it's a no. You are empowered to not go and serve a group if you feel uncomfortable. You want to add something, Alba? Yes. Hi, everybody. I just want to let you know that the first assessment that I do, I usually go into their houses, and I still not promise them that I will come to their houses. So we meet either in a community place. I get their phone number, their name. I set up a meeting time. I let know my supervisor about that. And then when I do go into their houses, it's not the first day that I start with a class. It's an assessment about how the house looked like, where am I going to be projecting, where can I put my screen, where can I put the projector. We talk about some rules. I see if the place is nice for me to be there doing a class, teaching a class. I encounter places where they do not have an elevator and they leave on the second or third floor. So that usually is a process of elimination. So I ask them if there is another community place where they will be able to go. And I try to be more flexible in finding time and places and do more and one-to-one to those specific people. And I know this is just the first question, but I wanted to add something more, because that was one big question that many people had. And I just wanted to add that for us as libraries, this is a very new concept, a librarian in the home. It raises just big questions and red flags, but I wanted to tell you that in that ask-slash-sell process or stage of the program, I went to other agencies who have been doing this for decades or centuries, health services, social work. They have been going into the homes, nurses on their own, females to do home visits. And they have reported that that has been the most effective way of connecting with families. So that was part of the asking. I went to those who are already doing this to get engaged if this was something we could do. How often would you say that you decide that after the screening you decide it's not the right environment or it doesn't feel safe or for whatever reason it's not going to work? What percentage of the time do you think that's happening? So far it hasn't happened. We've done all the classes except for once, and all that's going to share that one. The only time where I decided I wasn't going to go to that house was because I wasn't willing to take to the third floor on the stairs a full model lab. But we checked with the apartment building if we could use a rec center, so we used that place to top the class. That was the only time I actually say no to a home, but we still did it in their home environment place. And that's something also I want to add. I've told Alba that another option is always if there's a group and they are all organized and ready to receive a class, but they do not present the right environment, you can always schedule that class inside the library. Book one of the study rooms and have that class at their own time on the day they decide but at the library. So there's always options. Okay, great. Thank you. Let's take a look at the other questions we're getting. Some questions about the technology that you use, and people are very interested in the hotspot. Does that work well? Does that give you a strong enough signal for internet training? Yes, we are learning too. Remember, it's a pilot. The great thing about pilots is that we can make mistakes and correct and receive not much criticism. So at the beginning I thought I was going to go fancy and I went for one of those phones that at the same time will give you Wi-Fi or it's a hotspot, and it could feed up to five computers. After four months I realized I had made a mistake. That was not working. We did not need a phone. And I thought it would be good to have the instructor with a phone in case you needed to call or something. But that was not necessary. She has her own phone. So I went back to Verizon and we moved into a hotspot, a mobile hotspot only, not a phone. And we also discovered that they had improved the technology and now the unit that they gave us, it's only a hotspot and can feed up to 10 computers. It does it beautifully. And the coverage is great. That's something that you need to do. You need to go into the different websites and look at their coverage maps to see which one presents or looks the most promising. But then I really recommend request one of those loaner hotspots and drive throughout your district or your area. What I had is Pandora. I had Pandora on my iPad connected to the mobile. So whenever my music would stop, I knew that that was a spot that had problems. Okay, great. Did you consider tablets or would you consider tablets as you think about the future? Yes. Yes, okay. I would love tablets. It's incredible how technology is advancing. Back in February, I was not that convinced. Now that I see how technology is advancing and how some families are opting for tablets, maybe not the iPads, but those cheap $200 or even $99 Black Friday tablets, they are finding, especially those who are low income, that that is a viable solution for their families. I am very interested in that model, and we have heard of other libraries that are going to go that route with this mobile lab. So if I had the money, I would definitely have a second lab, and it would be tablets. Okay, also a question about the classes that you teach. I know the forms that you shared with us, and they were attached to the reminder email that went out today, and then I'll also attach them again. You have those in both English and Spanish, and you shared those with us on those list, different classes. But I'm curious, what's most popular? What classes are you teaching the most, Alba? Yes. First of all, some of them are computer comfort. Mostly of the people I go to their houses is the first time they are taught in a computer, is the first time they are seen in a computer in their own home, and they wanted to learn how to use. After that, they want to learn about Internet. They want to learn about how to search for different websites. And one of the most funny ones is, they want to learn how to use Craigslist. Because they can find stuff. They can sell. They can find jobs. They can find places to leave. So that is one of them, Internet 13. And for social media, they like Facebook and Skype. How about job searching? Is that things related to job searching or resume writing? Are you seeing that as a big topic or not really? Yes. One of the big topics is actually learning how to do resume in Microsoft Word, and then how to find websites where they can apply for a job. So it is usually Job 13, one of the most hot topics they wanted to do, but my problem I encounter is some of them do not speak English, so some of the jobs that they can apply are limited. Okay, thank you. And Irene, there was a question about the survey, and if there would be a way to share the questions that you asked with the survey with everyone. Do you think there is a way to do that? I'm sorry, can you repeat that question? Yeah, there was a question about the survey, and I pulled that up again, that survey that you have everyone complete after they take the classes. Is there a way to share that with people who are attending today share the questions that you asked? Yes, definitely. And I must say that I did not design that survey. It was designed by our Colorado State Library, but we love it, and it is available in English and Spanish. So I will just quickly email them and make sure that we can share it, and I will definitely add it and send it your way. Okay, great, thank you, and then I'll include it as part of the resources that we send out after today's session. Okay, what other questions do we have, or do people want to share some ideas for what you're thinking about doing too? Let's see, I see one question I missed on safety. Does all the call in when she is leaving? As you arrive and leave training sites, do you check in with anyone else? Not really, I don't usually check in with anybody else, other than my husband and my babysitter. But yeah, I think it would be nice if I can shoot a test message and say I'm here in this family. We actually keep track of where I am going every week, every hour, so we have a spreadsheet where I'm completing that before and after I go. So the hours are already set, and the contract is sent to my boss, so she knows the specific where I am, and of course it would be nice an idea to shoot a message saying I'm leaving, but yes, it will be something to consider, I guess. But I think we build so much as a relationship with the families and the people that were meeting that I feel really safe every time I go. Sometimes they even feed me. They always feed her. I've taught lots of classes within the library, and people are so appreciative. I'm sure for this level, I'm sure they're triply appreciative. That's great. You may know of other sorts of things like this happening in other libraries too. I read in all of us, I'll let you share. I see that we have Jean Whitehorse who's also participating today, and she's on the Navajo Reservation in New Mexico, in the New Mexico area. And they have something called Fast Forward New Mexico Program, and they provide computer training on the Navajo Reservation, and Jean's training is in the Navajo language, so we can include a link to that in the resources too. I've seen someone asked in the chat about jobs and whether that was a hot topic. I've seen some libraries. I think it was Gwinnett County in Georgia, and they have a bus-sized mobile lab with 13 computers, and theirs is focused on jobs. They have a job center, and they have three job coaches that go along with the lab. I know there's some things happening with that. Part of other libraries, the Houston Public Library has a mobile express, and that has 13 computers, or 13 desktops, and seven laptops. So lots of different interesting things happening. In Lexington, Kentucky, their mobile lab does all kinds of training throughout the community, and they received an award for work with Second Chance, which is a program for ex-offenders, kind of a rehabilitation program. State Library of Ohio has a mobile tech training center. It's a big 35-foot bus that goes all over the state, and people can request that too. So lots of interesting things happening. Have you heard of other things?  No, actually, what we heard was a lot of questioning, and people just wanting to make sure that we really, really wanted to do this. So from what I know, I checked with universities and tried to check all over the place from what we know we didn't know of any other library going into the homes. We had heard of people going into the business place, or into an after-school program, but not all the way into the home. So I don't know if this is a new model. We are still working on it. If you hear of someone who would love to chat with that person, I see a couple of questions. One asking, how long does the class last? In our contract, we tell them that the classes will last two hours. I have to make it worth the trip for Alba, so it's a two-hour minimum. And we can offer up to five classes of their choice and negotiate it with Alba. So it's five classes each one two hours. Another question there about the brand of my luggage or my case. I started off with the fancy hard case pieces of luggage, and it just lasted about three, four months, and then it gave in. So my second case was a Peloton. I think it was one of my explorations that didn't go that well, so I would recommend going with the professionals with the Peloton. I did not want to do Peloton because it was heavier than the others. It was bulkier, but it's going to last. It's going to last, and it's going to be worth the investment. A good question about how people can continue what they've learned after the classes. Do some families get Internet access in a computer at home? Do you find, or are you encouraging them to use library computers? What happens after they are done with the classes? Well, after they are done with the classes, some of them usually, they want to learn about Facebook. So we make a Facebook account called Tech of a Card where they can reach me anytime and just post a couple questions, and I am able to answer them in my spare time on my own time just as a hobby. Another thing is, we do have the public computer centers set up around the neighborhood, and we have our library. So I encourage them to come over to the library to try to use and ask questions. We always have somebody friendly to answer any questions at any of the libraries or sometimes even at the public centers. And they also, they can retake the classes with a different family or come over to another classes that are being offered at the library. It's not that we limit their service. It's an ongoing so they can come back to me anytime they can request again after a while and see, but they at least have to have two or three different persons that weren't in their initial class. And another thing that I usually encourage them is to go to different places, to try out and see which one fits the best for them. And with Black Friday coming up, some of the questions were, oh, look at this ad. Can I buy this? Can I buy this other one? But I always tell them, I can't tell them which one to buy. I tell them to go and try by their own time and see which one fits the best for them. What percentage of attendees are women? Probably like a 90% of them. And sometimes they have their small newborn coming over and being there by. Sometimes they bring their older daughter and they take turns about who is going to take care of the other small children that are around or help them with the homework. Yeah, usually I do have more women coming up than men. Do you issue library cards during the classes if needed or wanted? Yes, I actually have my own kit to sign up for a library. I actually, one of the classes, I forward them to hear about the library services and how they can learn different things through our database and how they can use our services from their own home. And that is where the tablets come up handy for them to learn and know about it because then they are able to use the library any time. And I also encourage them to look up for the program. And I give them homework so their homework is to look up at the library website and come up with something that they need to tell me for the next class so I know they are actually using a computer. Great. So this agreement that you shared with us already is one in English and one in Spanish. This list, I think it's six different classes, and then the other is also a line on that. Is this the complete list of the classes you offer? Is that right or different options? No, on the other we actually fit in what they wanted to learn. This is the basic or most popular that after we did a survey is what we come up with. But a lot of people want to learn about different things that are not listed in there. Okay, well we are reaching the end of our session. Again, we will be following up today with resources. So we will share the Puda Rivers website and then we have those sample forms from them. We've got a few different other examples of library mobile labs. So we will share those. And then some resources have been shared throughout the day. So we will share those too. And then Irene has graciously offered to let me include her email address, and is happy to take questions that way too if people have them. But I want to thank you both so much. This has been great. This has been really inspiring. This is from outside of the box thinking, and I'm glad to have learned about it myself and to be able to share it with other people too. So thank you so much, Irene, and thank you all but two for being here. You're welcome. You're welcome. Thank you for inviting us. Our next Edge webinar will be on December 4th, and that one will be on Tech Savvy Staff. How do you get your staff feeling comfortable with technology? And we'll have Penny Talbert and Stephanie Zimmerman from Pennsylvania joining us for that one. In the follow-up message today, I'll include a link to register for that one so that will make that easy. I'm going to take ReadyTalk, who sponsored today's session. And as we leave, you'll get a link to an evaluation form. And if you can use that to let us know how today's session was, your thoughts on it, and how we could make future sessions better too, or what topics you'd like to see us cover, anything that would be useful in that way, we'd love to hear that. So please take a minute and fill out the eVal form, and we hope to see you at another webinar soon. And thanks again to Irene and Alba. Thanks to Sarah and Shabtu for capturing the questions for us. That helped a lot. All right. Goodbye, everyone. Thank you.


Hi, I'm Ishan, this is Ashwin and we are making a multiplayer snake game inspired by those little games in the Nokia phones and I'm winning the current test run of this. Ashwin's lost. Talk about it, talk about how you built it. I don't know man, I forgot. I was checking out this library called easeljs for canvas and yeah, I just thought I'll try something in it and we came up with a fun constraint wherein you have n-1 cherries, so you're always fighting for limited resources. So that's how this game came about and so far it's, we have not made it such that you can die, so the snakes are immortal, you can just keep eating cherries and keep getting bigger. No one dies. Yeah, that's what we have so far. Yeah, you can sleep in that oven, so it'll bring in more levels and stuff and so on. Excellent. It has been a constructive night. Yes, it has been a good night.


All right, so this is the stoichiometry retouching session number one that I did on Monday the 27th after Thanksgiving break as we prepare for the retake on the stoichiometry test which will be on Wednesday. You do have to attend one of these unless you are in vocational classes during the second half of the day in order to be eligible to take the retake. So this is what I went over basically. Kind of a way to take some of the thinking anyways out of solving these stoichiometry word problems. I think a lot of the issue is that you see the question there and you don't even know where to start. So I came up with this set of three tables to help guide you through the process and I think if you practice this enough times between now and Wednesday you'll get used to the way the process goes and you'll be able to figure out where to start where to end what steps to do in one of these stoichiometry problems. First thing you get to do is that in a fire given in your unknown in your question and that involves looking for the six key words that I talked about in class. Those six key words are grams, liters, moles, molecules, atoms and formula units. Those are the six key words we look for when reading a stoichiometry question. Remember some of these can be abbreviated moles could be MOL and I know a lot of students are getting that confused with molecules. MOL means moles no matter what any time you ever see it. Liters with an L usually capitalized doesn't look like a one and grams with a G. Those can be abbreviated so if you see the abbreviations those count too. So I've got this example question here. If you have 3.5 grams of iron four sulfide to work with how many liters of oxygen would you need for a complete reaction? What you do is you just go through and look for the key words. When you see them you underline it and any number and substance associated with it and again you scan on. When you see it again another one of those words you underline it and any number or substance associated with it. Bottom line is one of those should have a number one won't. The one with the number is the given. The one that does not have a number the numberless one is the unknown and you use the given and the unknown to determine how many steps you're going to do in the problem and what steps to do. First thing we do is look to see the number of times you underlined moles. Over here we underline grams over here we underline liters. We didn't underline moles at all. We underlined it zero times and that means it's a three-step problem. I would then go on to figure out what steps I have to do. If I had underlined moles twice in other words both of these are moles it's a one-step problem a mole ratio problem. If I underlined moles one time there would be a two-step problem.  No moles three-step problem. So now I'm going to figure out what those steps are going to be. For that I move on to these tables. First table tells me what I'm going to start with. What step I'm going to do first and it's all about what the given is in. I look back here the one with the number in it is my given. My given's in grams. So I know the first step in my problem-solving process will be to do a mole mass conversion. The next table tells me where to end the process. What my last step is going to be. The first table is the first step. The second table is the last step and now I'm looking at the unknown. To see what unit that's in I go back up to my question here. My unknown is in liters. Because my unknown is in liters I know I will end with a mole volume conversion. That'll be the last step I did. So the question is what do I do in the middle? When doing a three-step problem you always do the mole ratio conversion to step two. So I know my first step is a mole mass. My second step always the second step in a third three-step problem is mole ratio and my third step in that problem would be to do a mole volume. Those are the three steps I'm going to do to solve that problem. Now we have to remember our equivalences because we need equivalences all the time when we do this stoichiometry. Whenever I'm doing a mole mass one mole of my substance is equal to the formula mass or molar mass as it's sometimes called in grams. When I'm doing a mole volume one mole of my gas equals 22.4 liters of that gas. When I'm doing a mole particle and that is when you're doing the mole molecules mole atoms formula unit one this one here one mole equals 6.02 times 10 to the 23rd. And then finally mole ratios when I'm doing those blank moles of the given equals blank moles of the unknown where you fill in those blanks with the coefficients. So you look at your balanced equation you get the coefficients out of that balanced equation. So again in solving this problem I've already decided that this is a three-step problem and I've decided it's a three-step problem because my given is 3.5 grams of iron for sulfide. Now should I panic if I don't know what iron for sulfide is? Absolutely not. When you look up at the balanced equation there's only going to be one thing that has iron and sulfur in it that is iron for sulfide. My unknown was the one that had no number. Blank liters of oxygen. And if I forget what oxygen is again I just look for it in the balanced equation up there O2. By the way that equation was not balanced. The coefficients are 8, 11, 2, 8. Once that equation is balanced that's a pretty good balancing problem there. Lots to think about. Lots to do in that one. 8, 11, 2, 8. Those are my coefficients. They're not on the paper already. Again I looked at these. Nothing was in moles and when nothing's in a moles it's a three-step problem. And I know automatically my second step my middle step in a three-step problem is mole ratio. I just need to figure out my first to my last. My given was in grams and when your given is in grams you do a mole mass conversion first. My unknown is in liters and when my unknown is in liters I do a mole volume conversion as my last step. So for the mole mass conversion one mole equals the formula mass. I'm always starting with my given. So it's the iron for sulfide. You calculate the formula mass and if you calculated it's 119.99. I'm not going to calculate the formula mass. If you need help calculating formula masses go back and watch my video on formula mass. Start with my given. 3.5 grams FES2 the iron for sulfide times and then the conversion factor. Because I was given grams I have to take the grams from my equivalence and put it on the bottom and I take the one mole and put it on top. I do this for unit cancellation. I need my grams to cancel out. So it's 35 grams times 1 divided by 119.99. Now obviously I can ignore the times one part. Any time I have one in one of these conversion factors I can ignore it. So all I'm going to do here is divide by the 119.99 and the reason why I divide by it is because it's on the bottom. So 3.5 divided by 119.99 is rounded 0.03 and I'm not even bothering with significant figures here because that's not important at all. We're not scientists here we're just trying to learn stoichiometry. I want to get these problems set up I don't care about it really. So 0.03 is where I'm rounding that because that's an easy place to round it. Step two mole ratio and again for mole ratio the equivalence we use is blank moles of the given equals blank moles of the unknown. My given is FES2. My unknown is oxygen O2 given unknown. I find them in the balanced equation to find the coefficient to stick on them. FES2 has an 8. O2 has an 11 and those numbers come in from the balanced equation. This answer carries over from the first step times in the conversion factor because I'm starting with the iron 4 sulfide the FES2. I have to put the iron 4 sulfide the FES2 on the bottom. It's all about unit cancellation. I'll put the 11 moles of oxygen on the top get those moles of FES2 to cancel multiply by the number on the top divide by the number on the bottom. So 0.03 times 11 divided by 8. I'm rounding. 0.04 and again notice I'm writing down the units and the formulas with everything. I'm not skimping. I'm not cutting. I'm writing down everything and you should too. Step three the final step we already decided is a mole volume conversion because we need liters. Whenever doing those one mole of your gas equals 22.4 liters of that gas. I can carry over the answer from the previous step and moles and moles. They're all the same. MOL. We don't abbreviate molecules. If it were molecules I'd write out the word molecules. The moles of oxygen so I put moles of oxygen on the bottom. The 22.4 liters on top moles cancel. I ignore the one 22.4 is on the top so I multiply it. I get 0.896 and again I'm just going to round to 0.9 liters of oxygen. Again it's a thought process. You've got to figure out where to start and where to end and maybe those tables will help you. I don't know it's a shot. Give you something to look at while you're practicing and then once your practice is enough you'll get it and when it clicks it clicks. It's one of those things where once you know how to do it you can do it. Now I'm not going to go through the other two step by step. I want you to practice those so if you have not done those yet then stop the video.  Watching me do this doesn't mean you can do this. You got to figure it out. You got to struggle with it. You know if you're not struggling you're not learning. If you're doing something in class and it's easy that means you probably already know how to do it so you're not learning. If you're struggling you're learning. So work at it, struggle at it and try to get it. Once you're done come back and watch the rest of this video. Now I'm not going to work these out. I'm just going to run through them real quick. There's my second one. My second one again I didn't have any moles in it anywhere. My given was in liters and my unknown is in grams. So I know this is a three step problem and again the mole ratio is always in the middle. My given was liters so I know my mole volume conversion goes first. My unknown is in grams so I know I end with a mole mass. Now you can see all the math involved. With a mole volume it's 1 mole equals 22.4. With a mole ratio it's blank moles of the given. The given was oxygen equals blank moles of the unknown. So too and again if you don't know what sulfur dioxide is you look at the equation at the top of the page. It's the only thing with sulfur and oxygen in it.  The formula mass of sulfur dioxide is 64.07 and again if you don't know how to calculate a formula mass go watch my video on formula mass. There is the answer to the second one. This one's a two step problem. I have moles for my given. I have grams from my unknown and again when we look back at the table if one of them is in moles it's a two step problem. And now we can use those tables the way that they're supposed to be used to figure out where to start and end. Because my given was in moles because my given was in moles I know I start with the mole ratio problem. The mole ratio step. My unknown is in grams and because my unknowns and grams I end with the mole mass conversion. So again those little tables will tell you where to begin and end your two step problem. If it is a one step problem it is mole ratio. Bottom line. Moles first if you're given moles you do the mole ratio. There it is. Blank moles of the given. The given is Fe2O3 equal blank moles of the unknown. The unknown was FeS2. Work that all out. You'll be in moles of FeS2. Then we do a mole mass and again one mole equals the formula mass and once again if you don't know how to do a formula mass go watch my video on it. Always setting up for unit cancellation in these. So this is the head moles here. I put moles in the bottom. I didn't cross them out that time but again it's all about the unit cancellation. Moles, moles, FeS2, FeS2, all that stuff cancels out. We got to make sure we do our cancellation and our setups. I have one more set for you tomorrow. I am not going to post a video on tomorrow's sets. I do need to see some more people come in here because you do have to attend a session to do a retake.


And thank you for your remarks, Paul. Now, to move on, I would like to introduce our keynote commencement speaker, Sheldon Danziger. Sheldon is the president of the Russell Sage Foundation, the principal American Foundation devoted exclusively to research in the social sciences. Sheldon is one of the nation's leading scholars on the causes and consequences of poverty and inequality. He was also on the Ford School faculty for many years and recognized with the university's highest honor as a distinguished university professor. And yet for all of Sheldon's renown as a scholar, his career as a teacher and a mentor are just as central to his legacy. For 25 years, he led pre and postdoctoral training programs here at Michigan that were designed in part to bring much needed diversity of backgrounds and disciplines to the study of poverty and social welfare. Those former students are now successful faculty leaders themselves, training and inspiring their own students at colleges and universities around the world. Others are employed at foundations, think tanks, research firms, nonprofits, and government agencies. When Sheldon retired from our faculty a few years ago to take his post at Russell Sage, dozens of his former students eagerly planned and participated in a major symposium in his honor. And when I looked around the room that day, it was clear that Sheldon's commitment to mentorship and teaching had changed the face of poverty research for generations to come. Please join me in welcoming to the podium Russell Sage President, Sheldon Danziger. Thank you, Dean Collins, for your kind introduction. It's wonderful being back at Rackham with Provost Courant and my former colleagues, faculty and staff. I'm particularly honored because I think I was here for Susan's first six Ford School graduations in it, so it's particularly appropriate that I'm here for your last one. As I heard her remarks, I thought, gosh, she's got some of the same things in her talk that I have in mind, but she's so much better at getting it across. So I'm gonna talk today about why the evidence-based, nonpartisan public policy analysis that's a hallmark of the Ford School education is more important now than it has ever been in my career. I wanna start and congratulate the graduates only once, Paul did it twice, but the BAs, the MPAs, the MPPs and the PhDs, and I know how special this day is to the students because I taught here for 25 years and I know that you're relieved that you no longer have exams and papers, but I also know that you're proud of your accomplishments, but that the proudest people here are your parents, grandparents, relatives and friends, and I know your parents are particularly delighted that they won't get another Michigan tuition bill. The Ford School faculty and staff has been said, but I'll say it again, are remarkable people. I know the faculty not only spend time in the classroom, but also outside mentoring students, and I certainly know about the long hours, the writing instructor and career services offices and the other Ford School staff focus attention on Ford School students. I know that you as Ford School students get much more attention than do students in other programs on campus and almost anywhere else in the country. So again, as Susan said, one of the highlights of my career here is to look back and see many of the students I taught in leading positions at universities, think tanks, government agencies, and in the nonprofit and private sectors. So to turn to my remarks, and it builds on some of the things Paul said, is that at the Ford School, rigorous policy analysis is the order of the day. Students learn, I have three things, they learn other things, but three key things that are emphasized. First, all public policies have cost and benefits. Some intended, others not intended, and it's difficult to sort them all out. And one of the things you learn is to how to start the process of doing that. You also learn that private markets sometimes fail and that sometimes those outcomes can be improved by government interventions. You also learn that sometimes government interventions fail and they can be improved by private sector options. But the key lesson is that evidence matters, that you can't make good policy choices by invoking theories or ideologies or alternative facts, that almost all policy changes have winners and losers and you can't pretend otherwise. In other words, there are no magic bullets. So I wanna give you an example of how public policy has evolved in the poverty area, an area that has been contentious for many years and suggest how a Ford School education can help you think about moving forward. So I'll start in 1964 with a quote from President Johnson when he launched the war on poverty. He said, we cannot and need not wait for the gradual growth of the economy to lift this forgotten fifth of our nation above the poverty line. We know what must be done and this nation of abundance can surely afford to do it. Shortly thereafter, his administration launched and implemented major efforts that it's hard to think of our world today without them. Medicare, Medicaid, Head Start, Job Corps, grants for college tuition, safety net protections for the poor, food stamps, increased minimum wage, increased social security benefits. Each year, tens of millions of low income, elderly and disabled Americans benefit from these and other social policy programs. There's a long tradition of research which continues to evolve that emphasizes that these programs deliver significant benefits to those who receive them. They reduce poverty and economic hardship in the short run and they improve the education and health outcomes of their children in the long run. Despite the research, a view remains widely held, best exemplified by a simple sentence from Ronald Reagan in the 1980s, quote, the federal government fought the war on poverty and poverty won. But if the research evidence says that the safety net works, but the conventional wisdom doesn't accept that evidence, why is it that poverty remains high? The simple answer is that it's the economy that's changed. And the economy changed drastically in the 1970s so that a rising tide no longer lifts all boats. We're living in an era of inequality where economic growth no longer trickles down to the poor or even to the middle class because most of the economic gains of the last 30 years have been captured by the economic elite. There are a lot of causes of this, also a long research, globalization, labor saving, technological changes, declining unions, and changing corporate employment practices have all combined to hold down the wages for workers without a college degree. However, even though the effects of these complex economic, social, and political changes are evident in the research, politicians continue to claim that magic bullets exist, that they'll increase economic growth and lift all boats again. The magic often involves such things as reducing taxes on the rich and reducing government spending for the poor and the middle class. Some people have even claimed that tax cuts will unleash huge economic growth that will pay for itself. I'll give two recent examples. The recent attempt to repeal and replace the Affordable Care Act, the research analysis of the Congressional Budget Office and other nonpartisan organizations showed that the American Healthcare Act of 2017 would have had more than half of the tax cuts go to families with incomes over a million dollars and the Congressional Budget Office estimated that within a decade, 24 million fewer Americans would have health insurance. That doesn't sound to me like a policy in which a rising tide will lift all boats. Just this Wednesday, the new administration put out a one-page proposal of more than five trillion dollars in tax cuts. A group called the Committee for Responsible Federal Budget, which includes former government leaders and senators from both political parties, wrote, it seems as if the administration is using economic growth like magic beans, the solution to all of our problems. But there is no golden goose at the top of the tax beanstalk, just mountains of debt. The Ford School, as I said, teaches students to reject magic bullets and evaluate the evidence. This may be a pipe dream in today's political environment, but you're just starting your career. And as Susan said, it's now more important than ever to take up the challenge of your Ford School education. Let me suggest a recent example of where I used my Ford School education to try to do something like this in the public arena. A few years ago, I was invited to join a nonpartisan task force, which was convened by the Right of Center American Enterprise Institute and the Left of Center Brookings Institution. When we joined, we were asked to take a pledge. Quote, we understand that the need to compromise and work together means that the final report is unlikely to be entirely acceptable to anyone. It wasn't easy, when we first started meeting, we argued and interrupted each other. We were fortunate that a psychologist was leading the group. And one of the things he did was always have a start at lunch and work through dinner. And at about five o'clock, he brought out the Scotch and the wine. And while people were getting their dinner, they talked about their families. And it actually got to the point even though we disagreed, we liked each other. We issued a report called Opportunity, Responsibility and Security. You can go to the website of either AEI or Brookings and take a look at it. We began to move forward when all of us agreed that there were three shared values that people on both sides of the political divide could endorse. And we were gonna use those values then to look at the evidence and come up with our policy responses. The first was non-controversial, nobody disagreed. I suspect nobody in the room would disagree. Quote, all Americans should have the opportunity to apply their talents and efforts to better themselves and their children regardless of the circumstances of their birth. The second, we all agreed, but it was the one that was the most important to the conservative members. Quote, all Americans have a responsibility to provide for themselves and their families to the best of their abilities before asking others for help. The third was more important to the progressives. Quote, all Americans are entitled to a basic level of security against the vicissitudes of life in a nation as rich as ours to a baseline level of material well-being. That echoes the Johnson statement that I read to start. We ended up concluding that we had to both promote personal responsibility and to ensure that individuals would be able to take that responsibility by having jobs available. Again, the report says we can't assume that enough jobs are always available for those who need them, especially for the hard-to-employ, those facing barriers to work, those who lived in depressed regions of the country such as rural areas and during economic downturns. None of us would have come up with the recommendations on their own. There are many other recommendations on family policy changes, education policy changes. You wouldn't want me to spend more time and go through all of those, I know. The conservatives preferred a greater emphasis on the poor taking personal responsibility. Progressives preferred a greater emphasis on raising the earnings of poor and low-income workers. We felt that if you could take a secret vote in Congress, you would get more than 60% of Republicans and Democrats to agree on our conclusions the way we had come together, the way Susan remarked that President Ford was famous for working across the aisle. Unfortunately, such willingness to compromise is rare today and at one time it was business as usual, but that's what a Ford School education teaches you to do. Careful policy analysis and thoughtful dialogue are what represent a Ford School education. So again, like Susan, I want to encourage you to go out and pursue rigorous research to document domestic and international policy issues that are ripe for change and to think about all the costs and benefits of the various solutions. We, who are in the closing decades of our public policy careers, need you to take up the challenge for the next decades. We need you to engage in and contribute to rational and civil dialogue in public and private realms, to write about these issues in the media, including social media. Social media doesn't have to emphasize alternative facts. Ford School students can blog about real facts to get involved in your community, to participate in politics, and even run for elective office. It would be nice to come back in the future to a Ford School graduation and find out that the University of Michigan had a second president who was a Michigan alum. Because of what you've accomplished at the Ford School, I'm confident that you are ready for the task of taking up these grand challenges. So once again, congratulations to the graduates, their parents, relatives, and friends. I'm honored to have the opportunity to address you today. Thank you.


Well, hi there, it's Sandy Allknock Artist and Paper Crafter here with a quick video to create seafoam using Zig Clean color markers and the new stamp from Ellen Hudson called Inner Mermaid. And it's got a mermaid tail, it's got some seashells and things, but it also has some fun sentiments that are unblast to use. And what I've done is stamped the mermaid tail, but I wiped off before I finished stamping, I wiped off that end so that she can be kind of diving into the foam and then I have my sentiment down below. And I'm taking advantage of the fact that I have dry markers. And I've done a little bit of this before on YouTube, so if this is not a new technique to you then I apologize, but I thought it would be a great use for this. I'm going to create a couple of, I guess, shapes of white color. And white has color in it, yes it does. If you're talking about something like this where there's a lot of foam on it, then there's going to be some dark shapes you need to create to look like there's white. And I'm using the side of the brush marker and kind of sketching over the top of the rough watercolor paper. And the rougher the better for this particular technique. But notice that I don't get much color out of this 036, it's about dead. So in order to get some more color out of it, I can dip it in water and get some more color. And it doesn't get a lot more color out, but it helps me to spread it more. And now I'm getting a little softer of a look, not that sharp hard edge, but I like the two of them together beside each other so that I get both the soft and the hard edge for my watercolor. And I'm using a bunch of different colors as well. You can use any blues. I've got them listed on the screen, but you can use any of them. You can leave off the darkest one if that scares you. And just throw in some shapes. And I'm making almost scallop shapes in a couple of areas, and then leaving some white areas. Don't try to fill in every square inch, or then it'll look like she's got blue foam. But you want to have enough so it looks like there's shadows behind each one of the poofs of foam. And you can even use a duller type of blue. You can use grays, lots of different ways you can do that, and mix the colors together. I'm using this color to kind of mix a few of those darks together as well and soften up some of those areas. And it's like the easiest thing in the world to do once you realize that you just need to put down some color and not fill the whole page. The stopping is the important part of this because it's really easy to go just slightly too far. So I'm going to finish up with a grayish color on the very outside and then start to work on my rainbow mermaid tail. And I'm going to use a couple of different colors on her so I can go from green out of the tips of her little tail and then start moving down. I do make a mistake in here, but I'm going to let you see the recovery of the mistake. I use this 05 too, which I think of as like best yellow ever because it's like my favorite yellow color. But that color is going to mix terribly into that lemony yellow color. So I used a regular yellow to blend that in and then started moving down into the reds and the oranges and stuff down below and I even had to go back in with that yellow again and smooth some things out a little bit and then work my way back into the tail. I didn't use too much of the blue, just a little bit enough to tie it to the rainbow and then went right back into the greens and start working my way down into the lights and then let that light color sort of fade off into the rest of that seafoam. So super easy and super quick to do for those of you who like to make really fast cards. This one is an easy one and then I just trimmed it down and stick it onto a panel and called it finished. Very sweet, very summery and hopefully a good treat for World Watercolor Month. So all month long I'm on Instagram and Facebook doing little 30 second videos. Be sure to check those out and I will see you again in a couple days with another new video for World Watercolor Month. Thanks so much. Talk to you later. Bye.


Guten Morgen OpenStack Berlin. I'm Joseph Sandoval. I am with the Adobe Advertising Cloud. I'm a SRE manager there running a team that has open infrastructure at scale of 100,000 cores. I've also part of the user committee as well as been part of this OpenStack community for over five years now and I've truly enjoyed being part of this community and what it brings. One thing about the OpenStack community that in the foundation that I've really truly appreciated is how they have shown their commitment to diversity and inclusion with various programs. These programs are so important and key to the health of our community as they really help connect people to the technology, especially individuals who you know we find that they are on the you know underrepresented or the marginalized and so by having these programs as candle outlined it really helps to restore kind of really a balance that's needed in our communities. Especially now as we're hearing so much in regards to diversity and inclusion, it's like a topic that is very hot in the tech community and even for myself I'm very passionate about it because in my career and coming from a very non-traditional background from a family of farmers and being able to make this transition in the Silicon Valley into a career in technology I find that I'm very passionate about it, but you know it was recent that I was at an event a couple weeks ago where there was an interesting way that a young woman really contextualized this for me and I really thought about this a bit and that's in regards to when we think about diversity and inclusion and she used the phrase balance and belonging and what I thought was so good about that is because when you think about balance and we just look about our day-to-day life we don't think about gender diversity, we really just think about it's a natural order, there's a balance out there as well as that environment of belonging or creating that and why it's so important with community because often times there's individuals like myself and other minorities or gender minorities that they often struggle with finding their place and feeling like they belong and that's why mentorship is so key and it's been one thing that really had helped me because I wouldn't be standing here today if it wasn't for three individuals who helped shepherd me, guided me and helped strengthen and hone my skills so that I could know that I had a place and that I belonged in communities like this I think about that a bit and here I am 25 years in my career and I didn't realize that there was a common thread that carried through these three individuals were women who really looked after me, they looked at the internal individual and they saw that there was a lot of potential and as well as helped me to realize that I had something to contribute so you know we think about now how do we continually shepherd this, how do we continually grow it and especially in the work that I've been doing with not only within OpenStack because one thing here at the Summit is a great opportunity, you know as an operator I think it's really important to be mentoring and sharing what you learned and I've done that with two different teams, one where we had demos at Tokyo where we were showing what we were doing with Kubernetes with the Crockhunter demo as well as recently as last year about how we're running lean infrastructure at Adobe Advertising Cloud. Similarly mentorship is also key with the programs that have been outlined and for myself I've been using OpenSource as a way to help especially when it comes to individuals who have a non-traditional background. We're seeing a lot of individuals like now wanting to be a part of this and what I've found is that sometimes you kind of reach challenges about how do you get some individuals into these companies or even getting into that door and that's why I started realizing that OpenStack is a strategic platform that I believe is going to enable diversity and how I've been using it is really helping individuals that I've been meeting and mentoring and bringing them along and pointing them in directions of OpenSource projects that I think like hey you should get involved here and they can learn and they can really find a place within those communities and it gives them the technical acumen so that they can be able to succeed and find their ways because the one big challenge that we're still seeing is that there's a leaky pipeline of individuals of trying to find their ways in. So that's why I feel like it's very important for us as the OpenStack community when we get new members we have a lot of great programs that really help support individuals coming in this route and they'll be able to help teach them and help them to grow and when you just think about mentorship the one thing I can honestly say with the mentorship that I've done within OpenStack or even within the work that I've done even outside of it is that oftentimes it comes in various forms and that's really where I really had to come to realize is that not all of us are in a position to fully dedicate ourselves sometimes we're so busy that it could seem challenging but over the years I've realized that you can deliver it in a lot of different ways just recently I had a chance to connect with my hometown and it's a little small farming town in Watsonville, California it's just a community of farmers and I've had a chance to connect with an incubator there where they asked me to participate and what I found was that just having an opportunity to just sit down and just you know having a lunch sharing what I know my experiences and similar to what I had been given I found that if I just can really help them feel like hey you could have a career in this you belong in this community we need your voice how impactful that can be as well as that there's other things that we can do where I had an individual who reached out to me and we connected and I dragged him along to my meetups I had him come to my standups but I really wanted to show him that you know you this is let me take some of the magic away from what this is and help them to see that you know he's so he's getting close to being able to be in that position as well and so with the programs that we're outlined there's many ways that you can participate as well sometimes it may seem like a big commitment but with OpenSat cohorts you could break that down but it's a really one of those chop wood carry water type of things and there's many in this audience I know who are doing this and the one thing I could just say is just show up and support these programs these programs need you thank you