All right, good morning, everyone. Thank you for attending this webinar and licensing your research. My name is Courtney Sturtburg. I'm the statistical and methodological consultant with the Center for Open Science. And our webinar is going to be delivered this morning by our guest, Brandon Butler, who is a librarian and a lawyer at the University of Virginia. So just a couple of quick logistical things before we get started. For all of you who may want to ask questions during the webinar, there's a cue and a panel that you can use. And if you click on that, it'll pop up. We'll be able to see your questions more when we're answering them. If anything goes wrong during the webinar, our videos cut out, our sound cuts out, something like that, you can also let us know by using the chat function during the webinar. We'll be watching both of those throughout. So I guess I will hand it off to Brandon now to go ahead and get started. Great. Hello, everybody. I will apologize in advance for my voice. It is failing me slowly, but surely. So contracts are magic, or how and why you should license your research. So here's the roadmap. And as you can see, it's a long roadmap. I have a lot to say. So I hope you will bear with me. I tried and tried to cut this thing down, and I just couldn't do it. So as I say, there's a lot to say. I will hopefully have a few minutes at the end for your questions. And I'll also be trying to watch the little questions panel and see if anything comes up during the presentation. But as you've already seen, I'm having a few tech difficulties. So maybe court me if you see anything, jump in and interject. So I'm going to talk about copyright basics, because you might be wondering, why do I even need to do this? Why is copyright an issue for me? I'll give you some policy arguments about why I think that you should license your research. Why I think it's a good thing for you and for your colleagues and for readers out there. And then we'll finally get to, I think, probably something that attracted most of you, which is the basics about licensing, the different choices that you have. And again, I'll do a little bit of advocacy if you don't mind on why I think going as open as possible is the best way to go. So first, who am I? I am the Director of Information Policy at the University of Virginia Library. I am a lawyer. I formally worked at the American University Intellectual Property Law Clinic, where I and my students represented clients in copyright and trademark and patent litigation and other counseling matters. I worked at the Association of Research Libraries in Washington, DC, where I helped develop national policy initiatives on behalf of libraries. And I worked at a law firm called Dalonis LLP, which was recently bought by a bigger law firm called Coolie LLP. I am a copyright lawyer, but I am not your lawyer. This is not a legal advice session. This is some information that you can use as you wish. And also, by the way, all of this is a little bit US-centric. I'm in the US. I know sort of most of you are in the US, but definitely not all of you are in the US. So when I talk about things like fair use, of course, that's a US-specific doctrine. And I will try to highlight a few other things that are unique to the US and other aspects of the law that might be relevant to other parts of the world. So that's where I'm coming from. Copyright basics. If you write research, you probably own copyrights. Copyright attaches like magic to every work of creative authorship from the moment of fixation. As soon as you put in the paper, the things that you write down, assuming they are minimally creative and the bar is very, very low, as long as you are making some choice in the words you're using and the structure of your expression, the thing you're making is probably creative. There are no more requirements that you register or that you place the proper notice on something when you publish it. All that stuff has been gone for decades now. And copyright, as a result, is really attached to almost everything that we produce. That means that in most circumstances, others are going to need your permission to copy, distribute, or adapt your scholarly works. So who owns copyright and scholarship? In most places, in most cases, the persons who literally write the article or create the any other written representation of information or data is the author for copyright purposes. It's the person who puts pen to paper or fingers to keyboard. So lots of people may contribute information or do work on a project. But the legal author for copyright purposes is the person who creates the document. That is the final condensation of all of that information. The author, in most cases, is not the university, at least again in the United States. Although generally, someone who does something as part of their job, the work belongs to their employer. And research, I think, is, frankly, surely part of the jobs of most research academics. Universities that employ academics in the US, at least, routinely by policy, surrender copyrights back to faculty. And they say, in the ordinary case, you own your scholarship. Now, there are exceptions. If you're doing something that is patentable, where there's potentially a profit to be had from technology transfer, if the university has invested substantial resources, and that doesn't mean they let you use the library. That means they bought you a million-dollar lab. They hired you some lab assistants with expertise. Sometimes universities have carve-outs for that so that they can claim and monetize and control profitable, potentially profitable discoveries and inventions. If this is an issue for you, you will know it.  In the ordinary case, though, you the author are the owner of the copyright. Lots of academics collaborate with other academics, so there can be joint authorship. Again, the joint authors of any work are the two or three or more people who contribute protectable expression to the project. Again, not just someone who monitors the lab equipment. It has to be someone who helps to write or formulate the final written expression of the research. And there must be an intent by all authors that they each be co-authors of the final work. And so this intent can fall apart sometimes, and that would cause people not to be legal joint authors. But again, the key takeaway here is, it's probably not lab techs, probably not. Lots of people who are important helpers, but who do not literally write the research. This may seem a little wonky and abstract, but I think this is, in a way, the most important slide of the presentation. Copyright has a particular attitude toward facts and ideas. Copyright law wants facts, ideas, discoveries, knowledge in the abstract to be free. Once I've learned something, I am free to repeat it. I am free to re-express it and use it in my own learning and research. But copyright nevertheless awards a monopoly on any particular specific expression or selection, coordination, and arrangement of the facts and ideas in a particular work. And copyright protects the specific expression or the selection and arrangement for the life of the author plus 70 years in the ordinary case. So that creates a little bit of a conflict, I think, in a way, in the internal policies of copyright, because the standard containers for knowledge and data are copyrighted works. And therefore copyright de facto, even though there's literally a provision in the Copyright Act that says copyright does not apply to ideas, facts, discoveries, systems, and so on, nevertheless copyright, as a matter of fact, ends up governing the circulation of facts and knowledge because it governs the containers that facts and knowledge circulate in, namely scholarship and the published discoveries of scientists like you guys and other researchers. So there's this tension, right? So one reason to license your research is to help alleviate that tension, right? Why license your research? Well, for readers, when you openly, when you license your research with an open license or any kind of license that tells readers, here's what you can do with my research. It lets researchers in countries or at institutions without massive libraries or journal budgets gain access online, right? When you use something like the open science framework to publish versions of your work, your working papers, post prints, pre prints, when you post those things on the web openly and with a clear license, it tells your readers all over the world that they're free to take and use and understand this stuff without fear, without legal fear. Professionals are another major user of open content. Doctors, engineers, scientists in the private sector, lawyers, these are people who actually are, they need access to the latest research and the latest thinking in order to do good work for real people who need them to be informed. And again, these professionals can't always subscribe to the big journal subscriptions. Lay readers, you know, patients, people who, you know, when your loved ones contract a certain disease, you find that you might get really interested in the cutting edge research on that disease. Advocacy organizations working in Washington and around the world, again, want access to that cutting edge research to support their projects and policy makers, you know? People in Congress, people in key agencies, you know, sometimes those agencies can afford those subscriptions, but often not.  Even large research libraries can't subscribe to everything. Works available in full text on the open web are just more discoverable. They can be full text searches searched and crawled. Again, that really facilitates discovery in an important way. Your colleagues will appreciate it when you license your research. For all the reasons above, plus many kinds of research involve copying, reusing, adapting, existing research. So reproducibility studies, for example, they need robust access to data. They need permission to reuse the data so that they can derive their own results from that data. Meta analyses, again, collecting, comparing, combining. These are follow-up research. This is follow-up research that is incredibly important and powerful and the best way to ensure that the follow-on researcher has full access to your work is to give them a very clear statement and a license that permits them to do what they need to do. Text and data mining, right? Digital humanities is a big thing here at UVA, but text and data mining is useful for all kinds of research. And again, this text and data mining, I argue when the courts have said, is ordinarily fair use in the US, but open licensing can really help give people more comfort and especially can give people comfort outside of the US where fair use isn't available so that they can do text and data mining using your research. And then finally for teaching, posting and sharing scholarship in relevant courses. If I wanna teach my course using the cutting edge discoveries in the field, it's really great if I know I can put these journal articles into my course site for students to read without having to worry about whether I have the right license.  When your work is accessible and discoverable to a much broader audience that can really redound to your benefit. You can have a global reach. There's great stories out there about people who put their work up on the web using an open license like CC buy and their work gets translated. And suddenly they become one of the most important researchers in countries they've never heard of, right? Because someone realizes that their research has important implications for a local concern translates that research and it becomes really important. Again, researchers with less access to expensive journal packages around the country can still find you and again, learn about your ideas, cite those ideas and build on those ideas. There are many studies that show that there is an increased impact and increased citations when works are openly licensed. Unexpected readers, unexpected users and even collaborators can come out of the woodwork when you put your stuff out there and let people find it. And finally, and this is something that I think Jeff Spees at the Center for Open Sciences may be one of the most eloquent advocates for, transparency is consistent with scientific values. Over and over again, if you ask researchers, is it important to share your data or is it important that your experiments be reproducible and so on? They will overwhelmingly answer yes. And so open licensing brings your practice into line with your values. So how do you pick a license? Assuming that, you know, licensing is good for you, that it's, if I've convinced you that licensing will help you and that all of your work is implicated by copyright and so it's really important that all of your work be licensed in some way or another. How do you pick the right license for your needs? First, I'll introduce you briefly to the wonderful world of Creative Commons, which is at creativecommons.org. There are actually many open licenses running around out there. Europe has proliferated a few that are especially for data and databases that respond to the situation around databases because there's a special database right in the EU. And so, and I believe also in South Korea. And so there are a lot of different specialized licenses running around out there, but Creative Commons is really by far in a way the leading sort of provider of open licenses. And what Creative Commons has done is really ingenious. They have these licenses that are made for the public for you to use to give a license to the public. And those licenses are written in three languages, right? There are three versions of every license. There's the human readable license language, which really tells you in ordinary words, what does this license mean? There's lawyer readable languages language, which is much more in depth and in detail and technical, but it describes the language in terms that will satisfy a legally trained professional. And then finally, the Creative Commons licenses are machine readable. That is, they are tags that CC by, CC by and C, when these license tags are associated with content, a machine can be trained to read that and treat different objects differently based on the license. So this was, this is a really brilliant innovation that Lawrence Lessay get Harvard, then at Harvard developed or in the 90s as a way to let people make their content available on the internet and affirmatively declare to the public, these are the things you can do with my stuff so that copyright doesn't become a kind of sand in the gears of the internet. So the way that a Creative Commons license works is that it creates a contract, it creates a legal contract between you and anyone who uses your stuff that is posted subject to a license. So when you publish your work online or anywhere with a license notice like the CC by symbol or the letter CC by, then by publishing your work with that kind of a notice, what you're doing is making an offer in contract law language. You're saying, if you'd like to use this stuff, it's available and that offer I should really, I want to really stress for you is irrevocable. That is, once you publish something with a CC by license or any kind of open license like this, you can take it down, you can get rid of the license notice but once the work has been published with that license notice attached to it, anyone is free to take advantage of that version. They can take the CC by at its face and you can't go back to them later and say, no, no, I'm not doing that anymore. It'll be too late at that point. So you do want to consider carefully what you do here because once you make a decision, you're stuck with it for the foreseeable. Now, once you make that offer, a contract is formed anytime someone uses the content in a way that is consistent with the terms. So when I download your paper and I then post it again on my website, what I'm doing is saying, I understand the CC by license and I am agreeing to be bound by it. And courts have enforced these terms. So it's a working system that creates a legal relationship between you and the public. CC zero is a waiver, right? It's ejecting your work into the public domain. I make no claims whatsoever. That means you don't have to give me attribution. You can treat this as if it was written in 1750. And then the rest of the CC products are licenses. CC by is free for all reuses, copying, adapting, et cetera on the condition that there is attribution. And attribution is reasonable given circumstances. But the reuser is supposed to include the CC by license. So they're supposed to say this content is licensed CC by and who was the person who was the originator of the content. So that CC by is the basic license. And then to that, you can add each of these additional terms. NC is for non-commercial reuse. So CC by NC is you can make any use you like so long as it's non-commercial and you give me attribution. CC by ND means no derivatives. In copyright, a derivative work is any new work that's based on a copyrighted work. So a derivative work includes a translation. It includes a sequel. It includes a combination database. So if I take five or 10 databases and combine them into a single database, that new database is a derivative work. So CC by ND would bar people from combining my data with other data. And then finally SA is the share alike term, sometimes known as copy left. That means that anything, you can use this thing, but any derivative work that you create, excuse me, must be licensed under a similar and under the same terms. So it has to be CC licensed with a share alike term. So let me see if I can, there we go. So why should you be fully open? And by fully open, I mean no, none of the non-commercial, no derivatives. Share likes type of conditions. Why should you choose either CC by or CC zero? For data, I think the answer is fairly clear. Data is different. The natural choice for data is CC zero. As I said at the beginning of the talk, the copyright protected aspect of data is thin. So all of the individual data, all of the individual facts in a database or a collection of data are unprotected and the law intends for those things to circulate freely. You didn't create them, they are not expressive. These things should be free to everyone to reuse. The only thing about data that is copyright protected is the selection and arrangement. So the choice of headings, for example, in a spreadsheet, which things you decided to count. That selection and arrangement can be protected, but it's thin. And so what CC zero does, excuse me, in my view what CC zero does is sort of erase that thin layer and let the data free. If instead you ask for attribution, there's a problem known as attribution stacking in databases where as the size of your database grows, if you collect multiple data collections into a single database, it becomes really difficult to properly attribute the underlying data. Say, well, these cells are from this guy and these cells are from that woman and these cells are from this study. It's rather, data is really not the kind of thing that wants to be attributed in that context. So requiring attribution can be a real problem. As I said earlier, no derivatives means you can't combine your data sets, which again is kind of a problem because combining data sets can be a really powerful research methodology. Share alike can be tricky because there are different share alike licenses out there if you use one of the European share alike licenses rather than as Creative Commons share alike license and each of those licenses says you must share any derivatives using this license. They will cancel each other out and you can't create a new derivative work because you can't license the new derivative work with both licenses. You have to pick the one. So the more complex your license is, the harder it is for anyone to use that material down the road. Finally, I wanna make a claim here which is I think that scholarly norms are enough. That is to the extent that you want credit for your work. The scholarly norms about plagiarism, about attribution, those norms are enough I think to keep honest people honest and you can invoke those norms to get the credit that you'd like. I don't think that you would want to sue someone for copyright infringement because they didn't give you the right citation and I can tell you it'd be very expensive and difficult. I think you're much better off relying on shared values. I'll quote Michael Carroll here. Full open access unleashes the full range of human creativity to translate, combine, analyze, adapt and preserve the scientific record. You just don't know what your data can do until you let it free and let people take the maximum advantage of it. If you use limited licensing, you may be inconsistent with other open platforms as well like Wikimedia Commons. The scope of non-commercial can be really tricky. What if somebody needs to fund their hosting costs by putting ads on a page but other than that, it's a free site that lets people get access to research. Do you really want to say that that person can't share your research with the world? And then finally, ND means no translations, no abridgment, no compilations. So again, these things can be real deal breakers for downstream research. I'll say just a word about publishing in journals. Journals are, they recognize that working papers, preprints and so on, that those things are commonly posted. They're often even posted with CC licenses. They understand that in very few journals have a problem with that. And even after, so if you're wondering if you can share the research that you've done that's been posted already, I mean it's been published already, take a look at your contracts and look at these links below, we'll make sure these slides are available to you. Read your contract and you'll find that you can probably share these things in all kinds of interesting ways, but at the same time, you may have given your copyrights away or given an exclusive license to the publisher.  And so for the things that you've already published, you'll really have to look at your contracts and do your research. See what you can do. And finally, you have to really know your funder obligations. Many funders require certain flavors of open access. And so again, before you choose the license, talk with your funders to see what license they prefer. There's lots of great further reading on this. These are just a few resources. And again, these slides will be available to you. Michael Carroll's research and writing on this is really, really good. The Authors Alliance portal is really, really good. And the Digital Curation Center is great about data, although it also has a lot of stuff about European stuff, which might be less helpful for US-based researchers. And with that, maybe I should see. We have literally like one minute. I told you it was gonna be long, but we can see if maybe there are a few questions. So I see one question. What license would be equivalent to the Green Open Access, which many journals do offer? Do I need to license a Green Open Access article? That's a really great question, Eva. And what's interesting is that Green Open Access, which is for folks who haven't encountered that term before, Green Open Access is self-archiving, right? So the publisher publishes a final version, but they allow you to put a version into an institutional repository or a disciplinary repository. And the truth is that I think for many journals, they will not allow you to make a version that you put into a repository. I'm not sure whether they will allow you to license that version or if they'll only allow you to post it there. That is, the version is there, people can download it, but I'm not sure whether those contracts typically allow you to, whether those contracts typically allow you to then place a license that gives other people to make additional uses, right? So the publisher is happy for the article to be available, but they want it available only in certain places. And if you read those contracts carefully, they also require you to provide attribution to the publisher and a link to the original published version. So you really have to look at your contract and see what the contract allows. But on the negotiation side, when you start talking to people about, excuse me, when you start talking to publishers about the terms in your contract, that's something you could bring up. Once a publisher has said they want your article, you have some leverage. And at that point, you can say, well, I would like to make my pre-print or post-print version available with a CC by license. And you can push for that as a term. And some publishers will accept that. And then David Norris asked, should computer software code be regarded as data or like other kinds of writing? It's a great question. What, how should software be regarded is a real hairball. I don't know exactly, that there are many opinions, but I'll tell you how it is regarded in the US. Software code is treated as a literary work. So it's subject to copyright. And it has, but I'll tell you also that software is similar to data in that it has what we call thin copyright protection. Because so much of software is utilitarian, right? It's functional, it has to do something, and copyright is not supposed to protect purely functional aspects of software code. Courts have really shrunk the scope of copyright protection for software code so that only the most, only the expressive or creative aspects of software code writing, and I'll leave that to your imagination. I don't know exactly what that is, but when something is necessitated by the functionality of the software, courts will tend to say that you can use that, you can reuse that without causing a copyright question. Software is often subject to patent as well, and the patent is actually, up until recently, patent has been a more, the more common way of protecting software than copyright. Can I talk a bit about fair use? I could talk all day about fair use. So could I use journal abstracts in the back end to improve my public databases search engine results? Is that fair use? You know, the fun thing about fair use is that anything you do on the back end, that is the ways that you use text to train a computer, for example, it sounds like you're saying, could I train my, the way that Google does, right, to train its search engine to recognize certain things, or to train my search engine to find things so long as it's not actually revealing the entirety of the work. The courts have said loud and clear that that is fair use. And so if you wanna crawl journal abstracts and then create a search engine that says, you know, this is the journal you're looking for, and then links to where the journal lives online, in a legal location, by the way, if you're linking to illegal locations consistently, that's damaging. But if you wanna crawl journal abstracts and make a search engine out of that, then I would say you would be in pretty good shape in terms of fair use. That's a classic example of search engine fair use. All right, great. Thanks for all the questions. Before I end it, I just wanted to show you all, if you are interested in putting licenses on your content, how you might go about doing that. So as Brennan mentioned, oftentimes you're sharing your content in some sort of public repository. So things like science frameworks, Manoto, FigShare, many of these repositories will allow you to put licenses on your content. And I just wanted to really quickly show you how you could do that on the open science framework. So this is an example project I have. There's this license component, or this license section right here, if I click on this, I'm given some options on what licenses I can give it. Unless it automatically come up or some of the ones Brennan talked about, the CC buy for code, somebody asked about. Many people will oftentimes put an MIT license on their code, which is kind of the CC equivalent for code. It's a very open license that plays well with others, but I can choose other things and put a particular one if I want. So I'm gonna put a CC buy license on my project. And then if I want to, if I go into the data component of my project, I can actually put a different license on that. So if I wanted to put a CC zero license on my data to make sure that that was really reusable, I could do that, thinking kind of the other parts of the project under that CC buy license. And so then when I make the project public, it'll be clear to those who wanna reuse that work how they would go about doing that. All right, so I wanted to thank everyone for coming to the webinar today. Thank Brandon so much for presenting all this great information. This will be posted online after the fact. We've been recording it, so post both the recording and then put a link to the slides if you wanna look at those great resources for further readings after the webinar. So thank you all so much for attending. Thanks everyone. Bye.


Today's subject is a little bit more on the serious side, as it stems from an article I just read recently about a young child in Taiwan who was partaking in a judo class and he has unfortunately passed away as a result to injuries sustained in that class. And from what I understand from the story is that the child was enrolled in class, his uncle was trying to demonstrate to the kid's mother that the kid is unsuitable for judo. And during the class, at some point, from my understanding, the kid mouth off, maybe he called the instructor a name, well, the instructor decided to have a classmate throw him repeatedly until he began throwing him himself. Now, what's upsetting is this kid did not receive any training yet, did not learn how to break fall, did not learn any conditioning, this was his first day in class. And because the instructor felt that he was slighted and that he was insulted, he decided to punish his kid by throwing him multiple, multiple times. Now, unfortunately, the kid got more and more injured, he started to complain of a headache, begged for them to stop, started throwing up, and it got to the point where the kid passed out. And the instructor even accused the child of faking being passed out. Now, I'm not sure who else has read this article or familiar with the story, but I personally have a real problem with this. And I think it's worth having a discussion to set the boundaries and discuss on what appropriate contact in the martial arts is and isn't. Some people believe that martial arts should be all out hard conditioning, while others feel that their children shouldn't so much as break a sweat and you have every level in between. And honestly, that's fine. That just means that there's a lot of options for everyone out there and lots of different levels of interest. But somewhere in that mix is a very fine line of what contact is okay and what contact is not. And while it might be a small step to cross over it, it's a giant leap into a bad situation. If the school is a school for fighting or self defense, then I personally think there should be a high level of conditioning. I have seen children go through rigorous training that toughens them up and then completely lets them hold their own in competition. There's no question. There's a huge difference between a student that is conditioned and knows how to take a hit and a student that doesn't. I get it. I agree with it. But at what point does it cross that line? For those of you familiar with White Bill Zach, he's the other mastermind behind this channel and he's been featured in a few episodes. Well, he and I sat down and we discussed this topic at length and we tried to discuss, you know, where this line is and we basically agreed on it comes down to intent and consent. When an instructor or classmate is rough with you, what is their intent? Are they trying to help condition you and give you resistance?  I have worked with several teachers and classmates that hit hard and when we work with partner drills, the expectation is for me to take a hit and hit hard in return. The intent there is to help condition each other. The consent is also that we are both in agreement that there will be pressure applied and that we're going to take some hits. And that's fine. We both understand the intent so we give our consent. But when does it become a problem? When the intent becomes malicious and or when you lose your ability to consent? And that is when your right to say no is taken away. If we're doing a drill and it becomes too much for me, I should have the right to ask to tone it down or take a break. It doesn't mean I'm entitled to take it easy while others work hard and it could result in me getting kicked out of the school if they feel I'm not committing myself to training. And that's fair. I still had my right to consent. But if I feel it's too much and I ask for a break or to lighten up and it's refused and a drill continues or even ramps up, then you have now taken that consent from me. This holds true with adults, but it is especially more complicated when it comes to children.  Children are not usually capable of making the same judgment call of what they can or cannot take in terms of conditioning. They all think they're invincible. As the adult, it is your judgment to decide what is safe and appropriate. There are far too many stories of instructors around the world striking their young children and students with full contact. I saw a clip that I'm not going to name or link to that showed an instructor sparring a child that looked younger than six. This teacher, and I use that word questionably, was sparring that child with the same speed and force he would an adult. He was kicking to the head full contact. He was throwing techniques, all that spinning strikes.  That is not okay. I have sparred our young students before.   Deliver light and slow techniques to them so that they have to, you know, research and react and work around them, but not so much that you're going to make contact and you're going to put them in the hospital. There's a lot of common sense that goes into this and that any instructor worth their salt should understand where that line is. Of course you want to push the kids boundaries and condition them and teach them how to persevere, but it's never okay to take out your personal grudge on them. That child in this judo class was wrong on both counts.  His intent was not to teach the boy a judo lesson. He wasn't even taught the proper falls yet. His intent was to show the boy who was boss. And it was about ego and establishing dominance. It had nothing to do with teaching the martial arts. That intent was malicious. Also, once the child begged for it to stop and said he was dizzy and started throwing up, that is already far past the point it should have gone. That poor kid had his right to say no taken away from him. This was not martial arts conditioning. This was outright assault. Striking a child because you are mad and want to exert control over them is not acceptable. But it goes beyond working with children.  He was a friend of my teacher and he taught a different art, but he had lost his location so my instructor invited him and his handful of adult students to share space with us at the school. He was a higher rank and he would often teach our class and share techniques, which was really cool. And he would often choose me to demonstrate on, which was even cooler. I personally find it an honor to be the Ukei for an instructor. In Kempo they say, feeling is believing so I like to experience the effectiveness first hand. I was the highest rank at that point in time so he chose me a lot, which was fine. Until it was becoming clear that he was demonstrating it a few more times than was necessary and he would often veer from the lesson and apply other unrelated techniques on me. After a while I got the impression he wasn't choosing me as a respectful Ukei but rather he was expressing his dominance. I was the highest rank so he had to exert his dominance over me. It became even more apparent when he started abusing his own students. He would strike them and berate them in class and constantly put his ego over the lesson. His actions were about making them submissive to him rather than making them better. Eventually they all left him and his reputation was getting around. I myself eventually just stopped going to class on the nights he was there because it was obvious he was more interested in hurting and dominating us than teaching us anything valuable that we could use. And even his own students their techniques were poor. We were doing warm-up kicks one night on the pads and one of our white belts corrected one of his green belts on performing a round kick who didn't even seem to understand the basic mechanics of it to begin with.  No, I'm judging you based on how your students perform. I already expect you to kick my butt but if your students can't even do a basic kick well that says a lot more about you as a teacher.   My instructor trained MMA fighters. I took class with them and I sparred them. They were very tough but they all knew that line and they never crossed it. Conditioning and drills even hard contact was all about improving each other's fighting. They didn't have to break each other's ribs or hurt each other on purpose to make a point and they still went on to win local competitions. There are boundaries that you shouldn't cross and as an instructor especially in America you need to always be aware of those boundaries. This also includes inappropriate touching. At a school I taught at several years ago we had an assistant instructor that had to be spoken to a few times. When the kids were in their horse stances he would walk around the room and test their stance by taking his hands and squeezing their thighs to see if the muscles were tensed. I honestly don't think he meant anything wrong by it but it looked bad and there's just some ways that you do not put your hand on the child. He was also demonstrating the stance in class once and he asked one of our female instructors to assist. She took the stance and then without asking he just lifted up her pant leg and began to run his hand along her calf and squeeze it to show the class how the muscles were in play. Not okay. He put her on the spot and if he truly felt that it was necessary to demonstrate it that way he should have asked her first to see if she minded giving her her chance to say no. Needless to say he didn't teach her all that long. So I'm sorry if I'm getting a little heated or a little bit passionate about this topic. There's not too many issues that I take a hard stance on but when it comes to abusing students and overstepping your authority and being a bully and hurting other students I take great exception to that so I thought that was worth talking about today and if any of you teach or help teach classes please be extra aware of the contact that you make with your students. I believe that strong contact in class is good and conditioning is very important but you have to be aware that there's a very fine line between what is okay and what isn't. If you don't understand or respect that line then quite honestly perhaps you shouldn't be teaching. So for all of our teachers and students out there where do you draw the line? Have you had an experience where you felt that the contact was not appropriate and what advice can you give other viewers who might be in the same situation and aren't quite clear on how to handle it? If we can work together and prevent at least one more of these situations from happening then this discussion will have all been worth it. Thank you so much for watching.


I saw firsthand the brutality of the apartheid police, the arrest, detention of students, the torture, the killings that were taking place. And the moment that really made me very angry was when the police officer chased a pregnant student down an embankment and as she fell he beat her with his bait. I felt a sense of helplessness, a sense that I couldn't help her, I couldn't help myself. It was that moment that triggered me from realizing that I had to do something and that made me realize that I wanted to be a human rights lawyer. Growing up in South Africa in an apartheid system that was riddled with injustice from the time you were born until the time you died.


What comes to nursing school explained and this new video series about care plan help? Now most of you in nursing school are going to have to write care plans or concept maps or case studies about the patients that you encounter in clinical and these can be sometimes very time-consuming and tedious, but I want you to think about Considering this as a very good learning opportunity in order to be able to Connect the theoretical knowledge that you already know from lecture to the patient that you encounter in clinical And that's exactly what your professors want to see now This care plan help series will specifically focus on the lab results that you're going to encounter in clinical And how you can relate that to the specific patient care scenario now? certain lab tests always assess a certain thing so for example White blood cell count assesses for inflammation and infection so the things that we assess for for a white blood cell count are always going to be the same We're going to check their temperature and their vital signs and so forth And you can see my other videos while I go into more details about that So what we check is always the same But then you just need to be able to apply it to the specific patient that's in front of you and make it personalized and Individualized so that your professor knows that you are able to apply that knowledge and tie it all together And this care plan series help help with care plan series will hopefully help you accomplish just that So check in the next few weeks for the new videos coming out where I analyze each single lab result the most common lab results and kind of help guide you through Analyzing the care plan and the patient Lab values and relate those to nursing considerations So stay tuned for those videos coming up and I hope you enjoy it Please give me a thumbs up if you like those videos and I see you soon right here on nursing school explain


Hi shipmates. This is Acting Secretary of the Navy, Tom Harker. I recently put out a video encouraging our sailors and marines to break the silence on mental health. I asked those who've had a positive experience with mental health counseling to tell their story so others can see that there is nothing to fear and a lot to gain from speaking up. So today, I'm going to start with my own story. There were three times in my life that I've sat down and spoken with a mental health professional. Once was when my parents got a divorce. Another was during my own divorce. I know many of you have gone through similar experiences in your lives and I can tell you firsthand it helps to talk with a psychologist to remember the clergy. I've done both. The third time was connected to my service in uniform. It was February of 1993. I was serving on board Coast Guard Cutter Dauntless when the Haitian ferry vessel Neptune capsized with nearly 2,000 people on board. What began as a rescue operation soon became one of recovery. Over the course of the 36 to 48 hours after the ferry boat sank, we took on board the bodies of over 80 drowned men, women and children. After an experience like that, no one wanted to talk to mental health professionals. We just wanted to go home. But I'll always be grateful that the Coast Guard made sure we received counseling. They flew psychologists, psychiatrists and clergy down to Guantanamo Bay, gave us the opportunity to process what we had seen and talk about it. It was the most important port call I've ever had. And I'm convinced it continues to help me to this day. In the course of your service, you may see and experience things most Americans won't even think about. That's what you volunteered to do and I thank you. But don't shove those experiences away. Reach out. Talk to somebody. We have mental health professionals, chaplains, counselors and others available and ready to listen. So let's keep the conversation going. Look out for yourselves and your shipmates. And if, like me, you've benefited from counseling in the course of your life or service, please consider telling your story as well. Thank you.


So, this is just a sort of example for this ligand receptor binding. You can use a similar approach for different problems. For example, if you think of this let me come back to this RNA polymerase process. So, this is the whole transcription and translation process we are just interested in this RNA polymerase. And again you can calculate this P bound right as a we calculated the entropy, but now if you said that when this RNA polymerase ok. So, let me just say this little clearly. So, let us now consider a similar problem for this RNA polymerase binding. So, I have this one I have this 1B DNA which has these sites right. I forget about the physical 3D structure of the DNA and I consider that this RNA polymerase can come unbind and it can sort of hop around this. Maybe this site is a specific site. So, this is the site where it wants to go unbind. So, it has some energy for going and sitting on this on this specific site let me call it specific, but it can also bind non-specifically to this sequence ok. So, it can bind weakly to this other other sequences over here and let me call the energy for that as epsilon non-specific ok. Again it is an approximation in that energy will depend on the exact sequence that you have, but let me say that all sequences as long as it is non-specific binding will have some energy epsilon NS. When it goes and sits on the site that it wants to so that it can start feeding the gene that energy is lower and that I will call as my epsilon S. And then again we will do if you do the same business that you have NP number of polymerases, you have N number of available sites and so on. You can calculate what is the probability that an RNA polymerase is going to be bound specifically to this site and that is again going to look very similar. So, that is again going to look very similar to this whatever expression we had. So, again if you calculate what is P binding. So, this I will leave because it is exactly the same sort of a calculation P bound is going to be P which is the let me call it NP by N e to the power of minus beta delta E by 1 plus NP by N e to the power of minus beta delta. So, exactly what we had, but now delta E is the difference between the specific binding energy and the non-specific binding energy. So, epsilon specific minus epsilon. And again if you go back and look at experimental data for different sort of proteins binding on this DNA. So, this is lack protein in E coli, this red curve, this is T 7 I think is a bacteriophage. So, this is another polymerase which is the blue one is a polymerase that is found in the bacteriophage T 7. So, again these are experimental measurements of the probability that this polymerase molecule is bound in two different organisms as a function of the number of RNA polymerase molecules. And again you see that the curves look exactly as would be predicted by this sort of Langmuir absorption isotherm. You can read off what would be the values of this delta E's, what is the difference in the specific versus the non-specific binding energies for these different polymerases in different organisms. So, it is true that these are very simple calculations, but even so you can often look at experimental data and get some information out about the underlying biological system using these very simple models like this. If one can of course, build more and more complicated models, but what I wanted to show at least for today was that even these simple models often can be used to interpret real experimental data. So, we will continue with this binding with a little more maybe little more biologically complicated models where you can have multiple ligands and so on and so forth different complications which we look at this is nice. So, I will just take two minutes to describe this. So, you know that inside cells hydrophobic interactions are often a large or hydrophobic forces are a large or often a very important factor which determines for example, even structure of protein folding and so on. This lipid bilayer formation where you keep the hydrophobic tails inside and the hydrophilic parts outside and so on. So, what is the origin of this hydrophobic forces you can think of them in terms of a sort of entropic picture very hand waving picture, but nonetheless. So, here is water right H 2 O the orange thing is the oxygen the white ones are the hydrogens. The oxygen forms the hydrogen bond with a hydrogen molecule of a neighboring water right. So, here is one oxygen here is the hydrogen of a neighboring water molecule it forms a hydrogen bonding between them and similarly. So, whenever you have an oxygen next to a hydrogen you can form a hydrogen bonding often you will find this sort of a tetrahedral structure tetrahedral symmetry. So, this sits at the center of the tetrahedron and these are the four vertices of the tetrahedron due to this oxygen binding sorry due to this hydrogen bonding. So, now you can think of this that let us say you have a C of such water molecules which are arranged in this sort of a tetragonal structure. So, if I think of this water molecule at the center it can form. So, this form sits at the center of the tetrahedron and it can form these oxygen molecules depending on which way they are oriented can form hydrogen bonding with waters at the other vertices of the tetrahedron right. So, these are the six possible confirmations depending on which way your oxygen molecule oxygen bonds point. So, here they are pointing along this axis there one is pointing along this one is pointing along that and so on ok. So, these are the microstates in some sense corresponding to this hydrogen bonding network or this hydrogen bonding tetrahedral ok. For this one water molecule which sits at the center of this tetrahedron ok. So, you can say that the number of microstates that are possible. So, each of these confirmations is a microstate for that water molecule right. So, I can say that the number of microstates in this case is going to be 6 ok depending on which way this water molecule is oriented is that clear. So, now let us say that you place you replace a water molecule and you place a molecule which does not like to form a hydrogen bond right. So, let us say you replace at any one vertex. So, let us say you replace at this vertex instead of a water molecule you place a polar molecule which should not like to form a hydrogen bond. Then what could happen if there is no water molecule on this vertex then this configuration is no longer allowed because it cannot form a hydrogen bond there is no water here. This configuration is not allowed that configuration is not allowed is that clear. This out the central oxygen cannot form a hydrogen bond with the water here because there is no water here it cannot form a hydrogen bond with the new molecule here these ones are still fine because here this oxygen is forming a hydrogen bond with the water which is present there that I have not replaced. So, if I replace the water molecule by a new molecule which does not form a hydrogen bond at any one of these vertices ok, then I reduce the number of available conformations from 6 to 3 right. So, in this new case you can call it omega nu I have only 3 available conformations. So, by introducing a molecule which does not like to form a hydrogen bonding I have reduced the number of available conformations from 6 to 3 again this is very simple to take it with a pinch of salt, but still the basic principle is this ok. So, if I now say that therefore, what is the change in entropy right what is this delta s that delta s is k b log 6 minus k b minus k b log 3 right which is therefore, minus k b log 2 per molecule of water that I have replaced ok. So, this is k b log 2 per molecule of water that I have replaced by this new molecule which does not like to form a hydrogen bond. Therefore, the total if I want it the total free energy cost given that I had replaced n such molecules would go roughly as n k b t log 2 ok. This n is in some sense ok. So, if you are faced with a mixture of hydrophobic and hydrophobic molecules and water what it would like to do is that it. So, this delta g is something like n k b t log 2 where n is the number of molecules which share an interface with water right. So, what it would like to do then is to minimize this number of n right if it wants to to minimize its free energy it would like to minimize the number of contact points of this molecule with water which is what this hydrophobic interaction does right. So, if I think of lipid membranes or whatever or vesicles it reduces the interaction of these hydrophobic parts with water. So, that this n this effective n which is the number of hydrophobic molecules which come into contact with water that gets reduced and therefore, that stabilizes the structure ok. So, the heart of it is this sort of you can think of it is this again of course, a very simple way, but you can think of it as this reduction in the number of available microstates when you place a hydrophobic molecule over here ok. You want to reduce it reduces the number of available confirmations and therefore, that has a change in the free energy. So, even this hydrophobic forces which are this fundamental forces you can think in terms of this changes in free energy of changes in entropy that are associated with the change levels ok. I think that is all I have yes that is all I have. So, again these are the reference chapters from Nelson and from Phillips and of course, please if you have forgotten please read up the stat mech part. We will be using a little more stat mech as we go along today was very simple ok.


This first case is a 60-year-old man with a mass in the face, particularly in the nasal cavity area. Here's an axial T2-weighted image on the viewer's left, a coronal MRI, T1 contrast-enhanced image. There is a large mass filling the left maxillary atrium, spilling over the infundibulum into the hiatus, semilunaris, and truncating the angsinate process, which isn't seen. It extends all the way up into the ethmoid area, and it has a somewhat unusual convoluted appearance on the axial projection. You know, the differential diagnosis of tumors that occur in the maxillary atrium are pretty limited. You know, the most important one would be squamous cell carcinoma. And that's going to be very difficult to differentiate from its look-alike, the inverting papilloma, and of course they are related. About what percent of inverting papillomas actually have squamous cell carcinoma? Yeah, you'll read that the number with squamous cell carcinoma is about 11%. Our experience is it's a lot more frequent than that. I would say 50, 60 even. So it's a very serious problem and an important point to bring up if you're making that diagnosis of that connection between the two. I think what tends to happen is these are very difficult, inverting papillomas, which this by the way is, are very difficult to diagnose on nasoendoscopy. So you fish around for a while, you might find it, you take it out, then it comes back, then it comes back again. So the recurrence rates are extremely high. And eventually, probably one of the reasons why that number of 11% is low is these degenerate into squamous cell carcinoma. Now some of the checklist high points are whether it invades the foramenal valley, which we don't have time to show in this particular vignette example. You also want to look at the floor of the orbit, which is not invaded in this case. You want to look at the floor of the anterior phos of the cranium, which is intimately involved in this case. Inverting papillomas tend to be epicenter right over the unxinate process because they start in the nasal cavity along the lateral mucosa. Not in the maxillary antrim, where 85% of all squamous cell carcinomas are found. So a few tip-offs that you're dealing with, a large inverting papilloma as opposed to a squamous cell carcinoma. First on the axial T2, it's a very convoluted looking lesion. Some people describe this as a cerebraform appearance. Second, a squamous cell carcinoma, unlike an inverting papilloma, tends to grow into and through the lateral maxillary sinus wall and through the inferior orbital wall. It may go into the cranial fossa. It grows through the foramenal valley, which this one didn't. And about 15 to 20% present with lymph nodes in the jugular digastric chain or the retroferringial space, which this patient didn't have. So those are some of the checklist tip-offs to differentiate squamous cell carcinoma from the cerebraform inverting papilloma, which is epicenter right here and is a diagnosis in this case. Sound good? It does. And just to kind of boil it down, you know, we're in surgery, so we're not big on things like knowledge, so I try to limit those things. So there's two things I remember about this diagnosis. Dr. Palmer has mentioned them both. Location, un-synched process is going to be in the middle beatus, focused there, and also cerebraform. So I always think of this one as it's the brain that got shoved up somebody's nose. Okay? So you want to limit your, don't patch yourselves, okay? Be like us in surgery. And this is an excellent diagnosis to make, as I say, not always that easy. And it does look very cerebraform here. It looks like some gyri and sulci here, which is a real tip-off to the diagnosis, inverting papilloma.


What's up everybody? I'm Melissa with Oxmoor Auto Group and today I'm out here at Oxmoor Toyota with our three used vehicles of the week. This week we have three Dodge muscle cars for you guys to check out. So up first will be this vehicle on my right. This is a 2016 Dodge Challenger RT Scat Pack. That exterior color is granite crystal metallic clear coat. This vehicle will have about 27,684 miles on it. On the interior it comes equipped with the 6.4 liter V8 engine with a top speed of 170 miles per hour. Would not recommend going in that quickly, but it is an option. Those 20-inch alloy wheels, keyless entry, Bluetooth backup camera, and of course a clean car fax one owner vehicle. That interior color there was red and black and this vehicle will be online for 41,000. Up next is a 2016 Dodge Challenger RT. That exterior color there is bright white clear coat. This vehicle will have about 78,346 miles on it. On the side there are those 20-inch alloy wheels. On the interior this vehicle will come equipped with the 5.7 liter V8 Hemi engine. This vehicle is also a six-speed manual. It comes equipped with the keyless entry, Bluetooth backup camera, and a clean car fax. That interior color is black and this vehicle will be online for $27,121. Finally is a 2020 Dodge Challenger SXT. That exterior color there is green at pearl coat. This vehicle will have about 11,130 miles on it and it comes equipped with the 3.6 liter V6 engine. Those 17-inch alloy wheels there that Kenny just did a nice close-up on. Keyless entry, Bluetooth backup camera, and is a clean car fax one-owner vehicle. That interior color is black and this vehicle will be online for $28,180. If you guys are interested in any one of these or have any questions for us, you can find us online or give us a call. All of that contact information will be right up here on the page. Thanks so much.


Hi, Hamza. Hi, Jeremy. How's everyone doing? Good evening. Good morning. Good afternoon. Depending on your time zone, how's everyone doing? Hi, Dustin. Hi, Dustin. I'm live to just, I know the CPA exam scores were released, and I wanted to check with everyone to see how's everyone doing. If they received the score, hopefully they passed. If not, if there's anything I can do to help, that's why I'm here. So I'm open. We have already five attendees. Hopefully we'll have more. But please, if you have any questions, I would greatly appreciate it. Hi, Travor. I'm doing great. Thank you. Thank you. I'm tired, but it's a long day, but it's great otherwise. I hope you're doing well. How's everyone else is doing? We already have nine people. Let me check my Facebook. Make sure I'm live on Facebook. That's good. And LinkedIn is working. And I'm assuming YouTube is working as well. Let me check YouTube as well. Just give me one moment. Seems it's all working well. So if you have any questions, please feel free to post or ask. Is anyone here studying for the CPA exam or an accounting student? If you're a CPA exam, which section are you studying for? What are you using? Are you having any difficulties? Do you have any general questions about what you should do starting 2024? Because at this point, most of you are going through the last mile for 2023. I will wait. Let me check YouTube just in case I missed any comments here. And that is working life on YouTube as well. Good. Good question, Travor. Good question. If you can study 20 hours, Travor, that's great. If you can study 22, that's even better. If you can only handle 18, that's great as well. So is it adequate or not? Yes, of course it's adequate. Obviously, if you can put more time, it's better. But if you tell me I can study 15 hours and being more efficient, then you'll study 15 hours and become more efficient. Travor, what section are you studying for and how are you? Could you take me through your day? How are you studying? So maybe I give you some tips, save some time or being more efficient. Hamza is waiting for the audit score. Excellent. We've been working together, I believe. Hamza, I believe you are a subscriber to my website. Your name sounds very familiar. Destin Karim, what should I do? I want to begin studying in the next few weeks. I'm sure, absolutely. Which section are you studying for and what are you using? Good. NY, you passed BEC, that's great. And you took FAR yesterday. I hope you passed FAR, but don't worry. If you don't pass FAR, you will retake it in 2024 and it should be, in a sense, easier. Annie has taken BEC on December 8th. Could you tell me how are you studying for the exam? Annie, what resources are you using? Okay, FAR. Is it FAR 2023 or FAR 2024? Now, because we are going to be going through this 2023, 2024 till December 15th. I'm assuming you're studying for 2024. That's what I'm assuming because you are going to be studying starting soon. So I have enough time. Which one should I start with first? If you are waiting for 2024, definitely FAR. You would start with FAR 2024. FAR 2024, definitely. I failed BEC, already a clear drag. So I can give BEC to enroll. Perfect, so you failed BEC, but you're not here. That's why I can give BEC. C-A is Sean. I'm trying to follow. You failed BEC, but clear drag. So can I give BEC in the old syllabus? If you could still take BEC by December 15th, I strongly suggest you do so, absolutely 100%. If not, there's no new syllabus. You have to take the specialization rather than BEC. If not, my credit will lapse. I'm not really sure what you meant. If not, my credit will lapse. What I suggest you do is Sean, because I think I'm going to need, if you don't mind Sean, I'm going to share with you my calendar. And I want you to just make an appointment because I believe I'm not be able to follow what you tell me. Maybe I can help you if we have a one-on-one meeting exactly what you are trying to do. So just give me one second here. I'm going to post my calendar for you. There you go. Copy. I'm going to paste it here. I'm also going to paste it on LinkedIn, in case you want to have one-on-one, because I believe that's much easier to figure out what you want. Excellent, Dustin. 2024. Becker and your syllabus videos on topics which I don't understand well. Annie, if you are using my YouTube, which is great, but I'm not sure if you're aware of my website or not. Let me show you what I suggest you do. And this is for Annie. I'm going to share my screen and share the entire screen. There we go. Got it. So what I suggest you do, Annie, you want to take a look at my website, and I do have a better course for audit Becker courses for BEC, for FAR. I missed which one you are studying for BEC. So if you're taking BEC, in addition to the lectures, they are organized just like Becker. Let me show you. And you have extra multiple choice, extra exercises. I show you how to solve simulations. The course is set up just like Becker. So just like B1M1, B1M2, B1M3, then you'll have a comprehensive test. Now within each of these sessions, you also have quizzes as well, structure, so on and so forth. What I'm going to do, I'm going to also send you this link. And you can start your free trial. So there is no risk. You can start the free trial. Try it for two days if you like it. If not, that's fine. Let me remove this. And let me see. Jeremy, I'm finishing the degree. Will be a candidate in 2024, but your lectures were really taught me accounting do you have any tips so I can start studying? Right. Yes. The key to pass is understanding the material, Jeremy. Eventually, I'm assuming you're going to work for the CPA for most likely you're going to get back as your CPA review course. But what I suggest is you supplement with my course. The key is to understand. Once you understand, you cannot memorize for the CPA exam. There's so much material. So as long as you understand the material practice, you retain. So it's understand, practice, retain. I love this. You understand it? Understand, review, retain. Understand, review, retain. That's the key. But once you get closer, obviously you could reach out and we can have a one-on-one meeting to give you a little bit more of advice on this. But that's my advice to you. And I suggest you start with far. If you're starting 2024, start with far. Other than I set on December 15, I'm studying at night two hours a week and 10 hours a week. And I'm starting to focus on the lecture, the MCQs and SIMs because limited on time. For more, I understand you're limited on time. Again, I don't want to keep asking you questions, but I'm going to tell you what I think. Are you understanding the material? If yes, great. How do you show that you really understand the material? When you need multiple choice questions, I wish you can tell me how much you are scoring if you can type it in the text now. If you are scoring, if you are scoring between 75 to 85 or more and you understand the concept and you understand what you get wrong, then you are in good shape, then you are on the right track. Whether you're going to have enough time or not, it's a matter of time. Since you are under limited time amount, here's what I suggest you do. Record your notes. Everything that you learn. This is my cell phone. Record your notes on your cell phone as voice notes. So if you commute to work or listen to your notes, when you wake up in the morning, you're getting ready to get to work. Listen to your notes at night during the evening. You're going to sleep. Listen to your notes. It's going to help the retention. The understanding is one. I can help you with the understanding.  Although it may take 10 to 15 minutes extra to learn something, but once you learn it, you're good to go. And my course is aligned with your CPA review course. I'm assuming you're taking backer. So record your notes. All the problems that you get, all the questions that you missed on your phone and listen to that in this way, because you're under time pressure, you can save time.  Use your cell phone as your voice notes. I hope this helps you more. I'm thinking about taking TCP. I work in taxes. Of course, it's the natural thing to do. If you work in taxes, TCP is your specialization. If I will not pass, which one should you suggest? Excellent question. Actually, I'm going to have it. I'm going to make a quick video tomorrow, answering your questions any, but I'm going to answer the question now. You take bar, B-A-R, why? Because if you're studying for BEC, you already studied 50% for bar. Everything that you're studying for, we have everything. 50% of what you're studying for BEC will be on bar. Let me list the topics, managerial accounting, cost accounting, economics, finance, corporate governance, all of them will be on and risk management. They're all will be on bar. Therefore, what I naturally, you should take, you should be, you should take bar. Excellent, Ishan. Make an appointment and we'll talk. Then what do you suggest, which one to take if I did not pass BEC? Okay, I answered that question. Good. Jeremy, you're most welcome. Travore, that's good. 70% to 80% is your in good shape. Make sure you understand the remaining those 20% to 30% that you missed. And those are the one you should record on your phone because you missed. You want to know why you missed and keep repeating them. You got to use this phone because you're under time pressure. And please reach out to my website. Let me share with you my website. And let me share the website. So Travore, if you're taking audit, I'm sure you'll take backer, go to my website, backer audit, and I will help you with the understanding part. So it may take, it may take you 10, 15 minutes, 20 minutes later, when you go, for example, over quality control, engagement, acceptance and planning, maybe an hour more than backer, but that hour will put that topic to sleep. Okay. Thank you, Travore. I appreciate it. Take a look at least. You have two day free trial. Give me a chance. If not, you can cancel. That's fine. Jeremy, your videos help a lot. Very detailed. Thank you. That's the key. I'll take my time, help you understand it, because once you understand it, the key is understanding, the CPA exam questions are not difficult. Now, why can I say this? Because I have previously released AI CPA questions. When I look at these questions, they are basic questions, but they are framed in a way to trick you. But if you have a basic understanding of the topic, you will be good to go. And that's why I sell the idea that understand the topic, and it will be easy, because the exam really tests your basic knowledge. That's what they try to test. They don't go in depth. They test your basic knowledge. Do you think they will reduce the score release timeframe in 2024 later on? If I have to guess, I would have to say yes. This is really annoying for everyone. I mean, it works for me. The longer it takes a student, that's fine. I'm okay with that. But yes, my assumption is at some point I will have instant grades. I'm just making this wild guess, because with technology, I don't see why the reason they need to wait is this. Let me just explain why they need to wait. Because when you receive your CPA score, if you look at that report, it's always they're telling you your score is comparable. Your score is comparable, weaker. And I forgot the other one. Maybe someone can remind me. So what they're looking for, they're looking to see how well everyone scored in this period before they determine the score. And now it's going to take them longer to study those questions.  But I don't work for the NASBA. I'm not a member of the AI CPA. But if I have to guess, I would say they will. Actually, it is automatically, it goes and it gets recorded. It will be on LinkedIn. It will be on YouTube as well. So it's automatic. I keep it stronger. That's the third one, stronger. So it's like you're stronger to what? You're stronger compared to someone else. That's why they don't give you the score immediately. They will wait until they see the performance of everyone. Then they give you the score. And that's the reason why they do it that way. Any questions? Any comments? I see 10 people. How to comment on the live session. You are commenting now. I'm assuming that's what you're asking, Mohammed. How to comment? You are commenting now. I can see your comment. So you can comment. You can ask questions. It's an ACCA related question. I see one moment here. I am not familiar with the ACCA. I am not familiar with the ACCA, unfortunately. I would love to, but I am not. So I cannot answer any of your questions about the ACCA. That's my answer here. I see here some comments on YouTube. I don't see them on the screen. I see all of them. I just did not see how. ACCA questions. Yes, I am not familiar with that. Based on consolidation. Go to my YouTube or website. I am not going to be able to answer any consolidation questions now. Make sure you know your consolidation. Where to start? Well, depending on when you are taking the exam, if you are taken in 2024, I would say I would start with four. Is it valuable to listen to all the lectures? Good question, Brevor. If you are getting 70 to 80 without listening to all the lectures, that's really good. I have heard of a matter of jumping right into multiple choice, but it doesn't really seem to make sense to me. I like to know the background. Brevor, thank you. I am going to go on a short lecture here. Yes, and I know who does this. I know which providers recommend this. I am going to use the word garbage. It's useless. It's a strategy. I'm going to explain why. And I hate when they tell students to do that, because the MCQs are to test your knowledge. They are not to help you learn the material. So when students use their MCQs, and a learning for a learning objective, what they did is they lost the effect of those MCQs in a testing environment. I would rather that you did not mention it, Brevor. It's really ridiculous. Brevor, let me ask you this. How would you prepare for the specialization when no multiple choice already exists from the AI CPA? So if someone says, OK, I'm going to use my multiple choice to prepare for the information systems and control, and there is no AI CPA questions previously released, how are you going to learn this through the multiple choice? This method used to work, study the multiple choice when the exam was paper and a pencil. Now the exam is adaptive. At least the current exam, the future exam in 2024, they said they're removing that adaptability version. Studying with the multiple choice, you're really using those multiple choice questions rather than using them to test yourself to know whether you are prepared or not. You're using them to study. I like to give this comparison for the multiple choice.  Once you shoot that bullet, you cannot use it. So what's happening when you use the multiple choice to study, then you don't have another multiple choice to test yourself and you lost the effect of that multiple choice because you already know the answer. The purpose of the multiple choice is to help you confirm whether you know the information or not. Not a learning method. Not a learning method. So that's why I'm against this idea. I explain my reason and I agree with you. It doesn't make sense at all. And the other thing is the assumptions that we're making is you have enough multiple choice questions. Let's assume this theory is correct. Yes, this will work. So what we're saying is you have enough multiple choice questions to cover all the topics from all angles because if you learn one multiple choice question about a topic and they give you the topic in a different format and you don't know the theoretical background, that's it, you're done. Back in the past, the questions that they use, they would use the same questions and your questions will not be adaptive. Once they give you that pencil, once you have the pencil and a piece of paper in front of you, the questions don't change in the sense they are not adaptive. But on the new exam, once they know a topic, they move on to another topic and once they know you don't know that topic, they will keep testing on that topic. So if your multiple choice strategy did not cover those topics, you're in big trouble. For 100%, I stand behind my argument. Thank you for giving me the chance.  I'm bad-mouthing the strategy. That's all what I'm saying. My strategy is understand the material. I will answer that question. Yes, my strategy is, how do you know? Okay, I was going to answer that question, but I'll answer it in a moment. I just passed the EC, but failed order with 66 in the same testing with them. What should I do? If you passed the EC congratulation, either try to take audit again this year or keep it for 2024. It doesn't make a difference. You have the EC, you have plenty of time to finish all of it in one sentence. How do you, if you memorize memorizing information or understanding? Good. If you know, if you can explain yourself the wrong answers, why they are wrong, and if you can explain yourself why the correct answer is correct, voila, you got it. That's how you know. If you could explain it to yourself, you're good. You're not memorizing, you know. Because if they change the question, they framed it differently. You know why it's right, and you know why it's wrong. This is how you know. And Travor, don't get me wrong. After understanding, if you can memorize, it's perfect. But first, you gotta understand. Any other questions, comments, anything? Please. That's why I am here. Let me look at my chat, in case I missed anything here. And how do you know you understand something? That's another common question that I get all the time, is can you explain it to someone? If you could explain the concept to someone, you understand that. That's the key. How would I study for everything? Good question, Kevin. Excellent question. How would you study for everything? First, you gotta ask yourself, you gotta ask yourself, why did I fail? I know that you would say, how do you know? You should know why you failed audit. You should know which topic you saw in the exam, and on that exam day, when you're sitting in that seat in Pro Metric, you were kicking yourself, and they had why did I learn this topic better? So let's just say you identified three topics. Three topics. And for the sake of simplicity, internal control, assertions, and evidence gathering. Three topics. Internal control, let's say sampling. The third one is sampling. So what you would do, if you know, these are the topics that you struggled with, and you should know, Kevin, which topic you struggled with.  So you should know why you failed. If you know why you failed, what you need to do is, okay, I need to go back and make a list of those topics and start to tackle each one of these topics separately until I get it right. And Kevin, here's where I'm gonna invite you to my website. What I do on my website is I explain the topic. I'm not sure which course you are taking, whether it's Becker, with Glyne, Miles, or whatever, whoever you're taking it with. I can go in there and explain and help you understand the topic. Once you understand the topic, you'll take your multiple choice down. You check it. You move on to the next topic. And how do you know you know it better? Just, if you tell yourself, oh my God, I know this much better than before, and that's it. You improve from the prior take. This is how you would do it. Again, the assumption is, you know what you are weak at. If you don't know what you are weak at, then guess what? You gotta start from the beginning, if you are not prepared in the first place. But I hope, Kevin, that you can identify three to five topics that you are weak at. You focus on those. Meanwhile, you don't ignore the other ones. You can take in multiple choice of doing the other ones, the other topics, but you focus on, oh, I mentioned sampling, internal control, and whatever the third topic is, just for the sake of illustration. What are common pitfalls you see in students that pay an audit? Good question. Usually, an audit, what they do is, most students, they would say, the complaint on audit is, I'm down to 50-50. And usually, on all the exam, you should be down to 50-50. Audit is analytics. When you prepare for audit, once you know the material once again, they're testing you on the basics. Common pitfall. I'm trying to organize my thought. I don't think I'm doing it properly. You've got to know the material, because in most questions in audit, there's going to be two choices that don't make any sense, because think about Trevor. Think about the person that's writing the question. The person that's, it's easy to write. It's the easiest thing to write the correct answer. The most challenging thing for the person who is writing questions, which I do sometimes for my own company, which I do in this, is writing the incorrect answers. Because you don't want the incorrect answers to be obvious. But sometimes you have to write two incorrect answers that are so obvious that if the students know anything about the topic, they should be able to eliminate. So common pitfalls is not written the question properly. When they're asking you for the best answer, sometimes in audit, you have more than one option correct, but they're asking you for the best. Be careful and select the best. So you got to read all the answer choices. And sometimes what is not, they're asking you that's not the correct option. Make sure they're asking you for the not, because we like to see the correct option and if we see the correct option, we may check it. So be careful about those when it comes to audit. And audit is application. There's some memory memorization, but mostly application. So you got to understand audit. Once you understand it, as I said, it's easy to eliminate two choices. And with 50-50, you can, you can get the other, the correct answer, 50-50%. Don't take chances. Understand it and you will be fine. Not sure if you covered high PR, but you discussed the new material that's being added to the CPA exam for 2024. There's so much material PR and I get the question every time, and what I do every time now is I prepared my YouTube playlist about the changes. Let me get you the YouTube playlist about all the changes for the exam. So I'm going to share the playlist here on the chat. I'm going to share the playlist on LinkedIn as well. Oh, and I've been ignoring Facebook. Let me see if there's anyone Facebook. Not many on Facebook. That's fine. Yes. So I, so what I did is I shared my YouTube playlist about every single change on the exam. So you can look at this playlist. How about time management during the exam? The more prepared you are than what, the better you're going to be in time management. What do I mean by this? The sooner you can finish the multiple choice, the sooner you can get the simulation, because the simulation I believe they would require more time. And then some questions on the multiple choice questions. If you really understand the concept, and I know this is, I'm not exaggerating. And the reason I, I'll say I'm not exaggerating because you can go and see my review of the AI CPA questions. Most questions you can answer in 10 to 30 seconds. Most questions, I'm not saying every, but most questions, if you understand the material, you can answer in 10 to 30 seconds. If you're finding out you're taking more than a minute on a question, take your best guess and move on. And this is what I would suggest. I don't spend too much time on a particular question. But if you understand the material, you should even computational questions. There's a lot of computational questions. You don't even know. You don't even need to actually do the computation. You could eliminate two choices immediately. And we're just with eyeballing. You can select the correct answer. Again, I cannot emphasize this. I cannot, I cannot show you this now. I know I'm inviting you to go to my website, but if you go to my website, I have, I go over AI CPA, AI CPA previously to these questions and I show you that technique of, look, those answers are so obvious and they're wrong. This is the correct answer without doing any computation. So the more prepared you are, the more confident you are, simulate the exam, sit for four hours at a time and take questions until you are comfortable. Simulate in an exam environment. The more prepared you are, the better you are going to manage in your time. That's my answer to you. Any other questions, comments, anything? We're up to 30 minutes. I'm gonna, I'm gonna once again, invite everyone. I'm gonna share my website to check out my website. Again, there's a free trial. I mean, I just did this. It took me some time to be able to provide a free trial so you can go and try it. I'm so confident if you're studying for the CPA exam, you're gonna love it. It can help you tremendously. It's gonna help you understand the concept. I have questions, extra questions to help you. Meanwhile, I'm always here in a sense that I post on almost daily basis. I post at my gallery. Reach out what need be. Good luck, everyone. Study hard, CPA exams worth it, and stay safe. Goodbye, everyone. Good night, or good morning.