Thank you. Yes, like I said, welcome to the basic numeracy online session and remember to complete the register. If you have any questions relating to the technical, the system, UNISA processes, please send an email to CTNTAT at unisa.ac.za. Okay, if you have content related questions where you're struggling with either your BNU module or your QMI module, you can send an email to me, eboy, eboyem at unisa.ac.za. And I should be able to respond or set up a session or respond to your email as well. Welcome. Today is the 15th of August. My name is Elizabeth Boy. I will be your facilitator for the rest of the semester this year. We are not going to start from the beginning because the semester is too short. The first semester we had dealt with some of the content, almost 80% of the content that BNU and QMI requires to give them some sort of an idea or a guidance in terms of how to write or complete your assignments. Or also give you some type of a guidance or assistance in writing your exam. So we covered a lot of content today and because we didn't cover all of the content, so I decided for the second semester we're just going to make sure that we cover most of the content that was not covered in the first semester. I asked Unisa to also share the recordings of the first semester recording so that then you can go and watch them at your own pace. If they don't update them, but I can show, I will show you where the backup copies are and you can go and watch the recordings anytime you want for the majority of the content. What we have covered in the first semester, it is also available online. The way you signed in to the schedule, there is a link that says notes and recordings. If you go to that link, you will be able to access the notes for today and also for first semester. And that will also help you when you're watching the videos, you can follow through the notes. I always use presentations and slides because it's easy, readily available information there. I just write when I need to do some activities. So you will have all the notes on there as well. Okay, so for those of you who it's their first time attending basic numeracy, I just want to orientate you so that you along the way, when we are busy with the sessions, there are no confusions as well because these are skills numeracy training workshops that are not module tutorials and related sessions. So yeah, we deal with skills, how we help you unpack the content in a way that it makes it easier for you to understand and also for you to be able to do your assignment and also to go and write the exam. So with numeracies, it involves being able to think, communicate quantitatively with the information provided to you. We help you to make sense of the information that you have in front of you. And at some point we want to also make sure that you are aware in terms of the spatial awareness, right? And you also understand the patterns and sequences and also recognize some of the solutions where mathematical reasoning can be applied to solve problems. But not only that, we also try to fit it in a way that it also aligns to your module, whether you're doing BNU or you're doing QMI. So I'll give you some tricks and terms and things to help you understand your module better, right? And we're going to follow a structured program where you can look at where you find the notes. There are also two Excel spreadsheets which are our session plans. It gives you guidance in terms of the type of topics that we will be covering for this semester as well. So these are some of the topics that in general in numeracy we would have covered. Some of them we already covered in semester one. Some of them we're going to cover in this semester. So you will see that today we covered in measurement. Next week I think we covered in ratios and percentages. And these are things that we, and proportions and ratios. These are the things that we didn't cover last semester. So we're going to make sure that you also have some sort of information relating to those ones. Okay, so in terms of the numeracy focus, I'm not going to go into details of this. The process that we go through is to identify the skills gap that exists within students who are doing these two modules.  I would look at how, and I was a face-to-face tutor. So it made it easier because I was able to see when I'm explaining some of the concepts in the classroom. I would identify where the students are struggling with and the type of things that they are struggling with. Like for example, how do they do some calculations? How do they use their calculator to make calculations? All those things. So we ended up identifying those skills gap and formulating. Then they become part of the academic or the numeracy facilitation sessions, where we concentrate mostly on making sure that we close those gaps as well. And you will see that most of the time we will use just generic information and we will try to bring it back to your life experience as much as possible if it's possible. And we will also try by all means to visualize it because sometimes it's easy. Some people learn in different ways. Some learn by looking at the diagram and it makes sense to them. Some learn by just looking at the numbers and they can understand what is happening. So we are going to try and make sure that we accommodate everyone as well. So in terms of the process that I normally follow when we do these sessions together, I use the problem solving approach, which is a Newman's prompt approach. This method or this skill, it helps you as a student or as a person to understand what the problem is and how you're going to solve it. So it gives you also some of those steps because if you know the steps on how to solve that problem, then it will make it easier to answer the question that will be given to you. So normally what I encourage you to do is the first time you see a question, read it and read it again, but now when you read it for the second time, try to read it and understand it in your own ways, interpret it in the way you understand it, not in the written English that they have it, but in the rephrase it the way you want to understand what the question is asking you to do. Once you do that, then the next step, you're going to ask yourself, if I know this is the type of a question that I am given, what are they asking me actually to do? Are they asking you to simplify? Are they asking you to describe? Are they asking you to solve something? Or are they asking you to multiply, to divide? What is it that they are asking you? Because all this process of doing all these mappings will help you identify the things that you need because then the minute after you know what the question is asking you to do, then you're going to find ways of how you're going to answer the question because then you're going to use different things because when you were asking yourself what is this question asking you to do, in the same time you will be identifying the important facts and that is very important. Identifying the important facts are if they give you the length, you must write it and say they gave me length equals and the number that the length is. If they gave you the width, the width equals and you write it down then once you have all the important facts that you have looked from the problem that they were giving you, you can also use a diagram to draw that because if you look at the things that they gave you they might say this is a rectangular shape. You can draw a rectangular shape and they will say it has a length of, you can also put the length, they have the width of this much, you put the width, you create this, you visualize it in a way that it would make sense for you to further answer the question that they have asked you to do. So once you have all the important facts you have drawn, you've needed all the help, now you know what you need to do. You also need to make sure that you identify the either, the equation that you need to be using. So for example, if it's an equation or if it's a formula, what kind of a formula did you need to use in order for you to answer this question?  You will either do your calculation using your calculator or calculations doing it manually. What I don't expect you to do is read the question, take your calculator and start calculating. That will not help you to understand the process. So we want you to be able to know that you need to do certain steps before you can pick up your calculator and start doing your calculations. Once you have done all your calculations, right, once you have calculated everything, I want you to go back and reflect on your answer. Sometimes in a section like this we're going to do what we call a feedback loop, where we're going to have an exercise where you do your exercise, you have your answer and then we're going to come back and do it together so that we can see and also help others in order for us to be aligned and make sure that we also are validating the answer that we got. And that is the process that you always need to do. Always the minute you got the answer, try and go back and reevaluate that answer to make sure and double check that it is the correct answer. And that is the process that we're going to follow. I know that it took long, but I needed to also explain this because that will be the process that most of the weeks we're going to follow that until the end of the sessions. We will be using this approach. So I know that it might still be fresh in your mind, but you will hear me constantly when we're doing some activities asking you what do you understand that the question is asking you. What are the things that they are giving? What type of equation or formula do we need to use? Then I will say let's do the calculation and then we start doing the calculation. And then I say let's check our answer. Did we do it right or wrong? And those will be the steps that we go into follow. So I'm not going to say it explicitly to say let's use problem solving approach. I will just base it in our conversation so that you get used to and doing this as well. Okay, so that is the end of the introduction. Are there any questions or comments before we start with this session today? Are there any questions, comments? Nothing on my side. Thank you. No worries. Then let's get to it. So today we're going to be looking at measurements. The only tool unit is the calculator. Other than that, you also need to remember the formulas that we're going to share with you and the SI units. You will need to be able to practice that. Okay, so by the end of the session today, you should be able to learn how to convert length of unit, determine the perimeter of different figures, the area of different figures, volume of different figures and also convert from liters to cubic units. So when we convert length from one unit to the other, we always use the SI units, which is the system of instrument unit that we use to convert from one unit to the other. And always the length we always assume or use meters. It's always assumed that for a length, we will always refer to meters, right? So in order for us to move from one unit to the other, there are certain rules that you need to remember. Now, this is your SI unit. They start from millimeters to hectometers or kilometers to millimeters, actually. It starts from kilometers to millimeters. What you need to know is if you're moving from a bigger value to a smaller value, if you're going to convert from a bigger value to a smaller value, you need to multiply by 10. If you move from a smaller value and converting to a greater value, you will have to divide that unit by 10. So you always divide by 10 when it comes to meters or millimeters or centimeters, kilometers, when you move it. So for example, if I want to move from 20 centimeters to 20 millimeters, so where is my 20 centimeters? My 20 centimeters, so moving from a centimeter to a millimeter, it means I'm moving from a bigger to a smaller. So it means I need to multiply by the appropriate value. Alternatively, you can use another mathematical function to change from 20 centimeters to 20 meters. What do we know? We know that 10 millimeters is equals to 1 centimeter, and we want to move to millimeters. So I want to move to my X millimeter. My X is my unknown, my number, which is my placeholder for the unit that I want to move to, and I'm converting from 20 centimeters. And now in meds, to simplify this, because if I know that 1 centimeter is equivalent to 10 centimeters, because I need to multiply by 10, I multiplied 1 millimeter by 10 to get 10 millimeter. And to simplify this, I need to cross. So it means my X millimeter will multiply with my 1 centimeter, my 20 millimeter will multiply with my 10 millimeters. So I'm going to write it right here at the bottom. I'm going to say my 10 millimeters multiplied by my 20 centimeters equals my 1 centimeter multiplied by my X centimeters. So from here, I want to send not centimeters, but millimeters. I want to be left with only the millimeters.  I'm just going to write X and this side I am going to cancel my centimeter with my centimeter, and I will be left with 20 times 10, 200 millimeters. So it means when my X millimeters that I didn't know what those are, I will be able to find it and say that is equals to 200 millimeters. If I don't apply this, I must always remember that to move from a meter to millimeter, I must multiply by 10. So I have 20 centimeter and I need to move to millimeter. So I'm going to take my 20 and multiply by 10 in order for it to give me my 200 millimeters. Because I need to multiply that 200 centimeter by 10 to convert it. And that's what the rule says. If you're moving from a bigger veil to a smaller veil, you need to convert by multiplying with an appropriate 10. Your exercise is to answer number one. We have 250 kilometers to meters. We're moving from a bigger number or a bigger unit to a smaller unit or I can stop right there to a smaller unit. So if I'm moving to a smaller unit there, how many 10s will I have? One, two, three, 10s. Are we winning? What do we know? We know that there are 10 times 10 times 10. There will be a thousand. So there will be from kilometers, 10 times 10 is a thousand. So there will be 1000 millimeters in one kilometers. Sorry, not millimeters, but meters. So if we know that we have X meters that makes up 250 kilometers, therefore we're going to crisscross our X will multiply with one K and 1000 meter will multiply with 250 kilometers. And we're going to divide that by one kilometer, one kilometer. And therefore X one kilometer will cancel with the kilometers. Then we have 1000 times 250 kilometers, which will be equals to 250,000 kilometers. Happy? Let's look at number two. Number two it says we need to convert from a smaller to a bigger. Now, since we're moving from small to bigger, we will have to divide by 10s. How many? We know that there are 10 millimeters, which are equivalent to one centimeter. And here we have 1300 millimeters and we need our X, which will be our centimeters. So crisscrossing X will multiply with the 10, we will have X. And one centimeter will multiply with 1300 millimeters, and we're going to divide by 10 millimeters. Millimeters and millimeters will cancel. What else? A 10 and a 10 will cancel. So it will be one times 130 will be equals to X is equals to 130 centimeter because we are left with only 160 meters. And that's how you convert from one unit to the other on your own. At your own time, you can do exercise number three, four and five. The same concept will apply if we're moving from big to small, we divide if we're moving from small to big, we multiply. A centimeter to millimeter, it is small to big, a millimeter or a meter to millimeter, it is big to small. So you need to remember all that, that when you're moving from one bigger unit to a smaller unit, you divide when you multiply, when you're moving from a smaller unit to a bigger unit, you divide by the relevant 10s. Are there any questions? If there are no questions, then we can move to how do we calculate the perimeter of an object? A perimeter, in a way, it is the distance around the figure or the object. If you are in a house, the perimeter of a house will be the walls outside, you just measuring the walls outside the house. That is the perimeter. And we can calculate the perimeter of a rectangle and the perimeter of a rectangle, like I said, because we're just adding up, the perimeter of a rectangle will be adding all the sides of the rectangle. The rectangle has the length and the width, length and the width. So it will be length plus width plus length plus width, which is the same as two times length plus width to calculate the perimeter of a square. A square has four lengths or four sides that are equal and they are denoted by length. We can calculate the length plus the length plus the length plus the length, which is the same as four times the length. The perimeter of a triangle, it's easy because we just add all the sides. If this has the side PQR, then we just add the side PQR. The only object that when calculate the perimeter is not as straightforward as adding all the sides, because it does not have the sides, it is round in its nature. It's the circle. To calculate the perimeter of a circle, we use the formula 2 pi R, where our pi, you're going to use their function on your calculator. If you don't know the function on your calculator, you must go and look for it. If you are using a casual calculator, your pi will be at the bottom next to the common or the decimal next to the answer. There is a button with x times 10 to the power. It's got a pi function. Pi function next to it. It's written in orange. You will have to press the shift first and then press the pi button. If you are using a casual calculator, you just need to look for the same pi function. If it's written in orange, for casual, you press shift for sharp. Whether it's sharp financial calculator or sharp scientific calculator, you will press second function and you will press the pi button. Just look for that pi button. Do not use the 2 divided by 7. Use the actual pi function when you are calculating.  Your radius is the distance between the outside of the other side of the circle to the other side. So from this side to that side, we have what we call a diameter. And a diameter, when it is split into two equal parts, it creates what we call a midpoint. And that midpoint creates two equal parts of which one of them we call it the radius. So you will need to remember that for a circle, we use 2 pi R. Your pi is the function on your calculator.  So let's look at how we calculate the perimeter. So since the rectangle has four sides, two opposite equal sides, so we use the formula. C is equals to 2 times L plus W. And if we need to calculate the perimeter of a rectangle with the length of 80, so we're going to state what we are given, the length of 80 meters, and the width of 8 meters. The width of 8 meters, so there we've got what we are given. And the question is, we need to calculate the perimeter and we know what the formula is. And we can then just substitute because we already identified all the facts that we need to answer the question. So substituting into the formula, we know that formula is C is equals to 2. And the perimeter is always referred to with the C and a C in a way it's also called a circumference. A circumference and the perimeter, one and the same thing when it comes to measurements. So C is equals to 2 times L plus W. Our N is 80, our W is 8, so 80 plus 8. The other thing that I need to pay attention to is to always remember in maths, we use what we call the Bodmer's Rule. If you don't want to apply the Bodmer's Rule and you want to use your calculator and do everything on your calculator, always remember to use your brackets. It is very, very important that you also include your brackets. Do not say 2 times 80 plus 8. It's not going to give you the right answer because the Bodmer's Rule says brackets first, then addition and subtraction comes later, division and multiplication before addition and subtraction. So please remember that you need to apply the Bodmer's Rule. Or if you are using your calculator, always to include the brackets. So 80 plus 8 is the E8, the E8 multiplied by 2 is 76 and the perimeter of this rectangle is equals to 76 meters. Sometimes in your modules, they might give you the units in meters and then they expect you, in your options, they give you the answer in another unit. Therefore, they expect you to know how to convert from one unit to the other, like we did just now, converting from one unit to the other unit. So you must pay attention to the options as well. This is your exercise. And on this one, I'm not going to do it for you. You are going to give me the answer. Can't play the circumference of the following figure. Remember, circumference, perimeter, one and the same thing. An area with the length, or sorry, a rectangle with the length of 15 centimeter and the width of 8 centimeter. You want the circumference of this figure. Let me know when you are done. Yes. Okay. And that is correct. Correct. Yes. Anyone who wants to explain it so that then I'm not the only one. So we are told that our length is 15 centimeter. Our width is 8 centimeter. And we know what the formula is. C is equals to 2 times the length plus the width or breadth, length plus breadth or length plus width. It will still mean one and the same. And 2 times our length of 15 plus our width of 8 and 2 times 23, which is equals to 46 centimeters. That's how you will answer the question. Easy, right? Same for the square. It has four equal sites. And if we need to calculate the perimeter of the square with the length of 80, which is what the formula is. So we know that this length and that length and this length and this length are the same. They are 80 centimeters. The formula is C is equals to 4 times L. So since we are asked to calculate the perimeter and the perimeter is ailing all the sites, we can then substitute into our formula and calculate. 4L is the same as 4 times 80. And that gives us the perimeter of 320 centimeters. Easy, right? I'm tempted to say also do this exercise. It would be quick and easy. Calculate the perimeter of a square with 27 centimeters. A square has four sites, right? A square has four sites. So let's look at the formula. Even if you don't look at the formula, because we are ailing the sites, it's easy. 27 plus 27 plus 27 plus 27 plus 27. So you will add 427. Yes, that's correct. So we know that this length is 27. This is 27. This is 27. This is 27. The formula is C is equals to 4 times L. And therefore it will be 4 times 27, which is equals to 108. So it's written chess. I got a little confused with 4. So I put the 2 instead of 4 and then I got a draw. But thank you for correcting me. No worries, no worries. So for a triangle, it has three sides. So we just use, we add all the sides.  Calculate the perimeter of a triangle with the sides. 10 centimeters, seven centimeters and six centimeters. Just making assumptions. If this is 10 centimeters, 10 centimeters, 7 centimeters, 10 centimeters, I just add all of them. So perimeter, meaning adding all the sides. The formula for a triangle is A plus B plus C or P plus Q plus R, depending on the sides that are labeled. So our C will be 10 plus 7 plus 6, which gives us 23 centimeters. Calculate the circumference of the following figure of this triangle with the sides 33 centimeters, 27 centimeters and 25 centimeters. The other easy one. It's easy when they give you normal figures like this. 85 centimeters. Yes. We know that it's the C is equal to, since I don't have letters on this, I can just add the values plus 25, plus 27, which gives me 85 centimeters. And that is the circumference of a triangle. For a second, a second has a diameter and in the middle of that diameter it's what we call the midpoint distance between a midpoint and the diameter. It's called a radius. Whether I move from here to there, that will still be my radius from here to here. That will still be my radius from here to here. That is my radius from here to there, radius. As long as it's from the midpoint to the side of the cycle, it is there referred to as the radius. And a diameter is made up of two radiuses. To calculate the circumference of a cycle, we use two pi r. Example, calculate the circumference of a cycle with a radius of four centimeters. Oh, sorry, of four meters. Here they gave us the radius. So it makes it easy to substitute. In the exam or in the assignment, they might not give you the radius, but they might give you a diameter.  So we are told what the radius is. We just come and substitute into our formula. C is equals to two pi r. C is equals to two times pi times four. Remember to use the function from your calculator. If you are using, if you are using a ratio, remember it is shift and the button way, it is written EXP or 10 to the power of X, something exponent. There is a pi function there. You must use that. So that will be two times shift pi times four equals. I do get 25.13. Your question, calculate the circumference of this figure with the radius of eight millimeters. So we know that the circumference is two pi r.  R is two pi times eight. And the answer, I don't know what kind of calculators you have. If you're not struggling with your calculators. See, do you have an answer? Yes, I get also 26. I'm sorry, 50.27. And the answer will be 50.27. Millimeters. It's easy when you have normal shapes. When you have what we call irregular shapes. So there we had regular shapes, right? Like your triangle, rectangle, cycle, and a square. Those we call them regular shape. When you have irregular shape and they ask you to calculate parameter. Still the same concept applies because the parameter is adding all the outside. You just add this side plus that side plus this side plus that side. The same on this shape. You're going to add all this side. Even if it's on a five, it's got five sides. You just going to add all the five sides. A parameter means adding all the sides. So calculate the perimeter of an irregular shape with five sides of 14 centimeter, 9 centimeter, 11 centimeter, 18 centimeter, and 7 centimeter. So because it's five sides, I can use this. If this one is 14 centimeter, doesn't have to be like this much. 14 centimeter, 9 centimeter, 11 centimeter, 13 centimeter, and 7 centimeter. With the parameter, I just add all the sides. So it's 14 plus 9 plus 11 plus 13 plus 7, which will give me 54 centimeters. That makes it easier when you have an irregular shape. So now I'm not going to ask you to answer this because it's the same exercise like that. So let's look at when you have a composite site. A composite site is a figure or a composite figure. It's a figure that has two in one or multiple figures that you can see from the graph. Because if I cut this either here at that point, I will be creating two rectangles. If I cut this figure at this point, I might be creating a square. But I'm not sure if this is a square. But I mean, it might be two different figures. So those we call them composite figures. So to calculate the perimeter of a composite figure, it's also still the same applies because it's adding up all the sides. Now the challenge comes when some of the signs are not labeled or do not have values. So from this point to that point, which is this figure, which I can call it X, there is no amount. So we don't know what is the distance between that and that. Also from this point to that point, I can call it Y, there is no number. However, we are given some other side. We are given from this side to that side. From this point to this point, we are told that it is 25 cm. And we are also told that from here to there, it's 8 cm. If I extend this, the distance between that point from here to here should be the same as the distance between that point to that point. So it means the distance will be 25. Then it means I should be able to find this missing part Y. So this missing part Y, I can calculate it by adding Y plus 8 should be equals to 25, right? Y plus 8 should be equals to 25. Or Y should be 25 minus 8, because I know what 8 is. Say the distance from here to there, we don't know it's X, but the distance from this point to that point there is 30 cm. So it means if I know the distance from this point to that point and it's 4 cm, I can find my X and my X will be the same as 30 minus 4, because I know the length of this piece. It's 4 cm. So in order for me to add the sides, I know that I'm adding by 30 plus 25 plus 8 plus 4. And I'm going to add my X, which is 30 minus 4. See there. And I'm going to add my Y, which is 25 minus 8. And that gives me the composite figure has the perimeter of 110 cm. Is it right? Yes. Sorry to interrupt, ma'am. I just wanted to ask you. So we're busy with perimeter right now. And perimeter, I'm just wanting clarification on this. Does that mean that we always add, and if we do the area, we multiply? Yeah. So I'm going to get to the area just now. So the perimeter, we add the outside. Okay, thank you. So in the exam, I just used a simple question, right? To help you answer the simple figures. In the exam, you don't get simple figures. You get figures like this. But if you understand the concept of a perimeter, then it should be easy for you to answer this question. The other option here is this is a half a second. It's not a full second. We know that a second circumference is 2 pi r. Since it's half, we're going to divide it by 2 to split it into 2. And therefore, the circumference of this will just be pi r. So in order for us to add the circumference of this whole picture that we have, and they say we need to calculate the circumference of the following figure. Then we go into calculate the circumference by adding this piece that we have, which is pi r plus 6 centimeters, right? Let me remove the centimeters. We will deal with them when we are done. Six plus, we also need this length, which is 4.8 plus. We also need to remember this. It is 2 centimeters. So I don't want the centimeters plus the 6 centimeters. That's again another 6 centimeters. So now, how do I find the radius of this? They told me in terms of this line, the dotted line, it says from this distance to that distance, it is 4 centimeters. So therefore, it means from there to there, it will be 4 centimeters. So my radius is 4.  And that will give you the circumference of this figure. And that will be equals to 31.37. 31.37 centimeters. That is the circumference of this figure. So let's see in the next 20 minutes if we can cover the rest of the other session. We're not going to spend more time on the next one. So we're going to be able to calculate the area of different regular shapes as well, like the rectangle, the square, the triangle, and the pi. And always remember that the area because we are multiplying, the unit will be squared because it's multiplying the units by 2. So you multiply the units twice by itself. So it will be squared. So the area of a rectangle, it will be length times width. And if we need to find the area of a rectangle with the length of 30 and the width of 8, we know that our length is 30, the width is 8. The formula is A is equals to L times W. You substitute the values into the formula and you will find the area will be equals to 30 meters times 8 meters, which is equivalent to 240 meters squared because it is meters times meters. So the area of a square is given by L squared because there are sides. So one thing you need to remember, the perimeter we said is the outside. The area, we're talking about the shaded part, all this red part. Right? That is the area. So we calculate from this end to that end, this end to that end. I never knew that. I never even knew that. If you have been in a house and you bought tiles, you will always remember when you go buy tiles, how many square meters, because they are counting the area of the room. So we use the flat side from wall to wall. So for a square, we use L times L, which is L squared. So if the length is 80 centimeters, it will be 80 times 80, which is 64,000 meters squared. For a triangle, it's different. Your triangle has to have a right angle in order for you to have this height. So they will give you a triangle with a 90 degree line, which creates a 90 degree line, a perpendicular line to where the base is. So if they create a 90 degree here, then it means Q is your base. If they create it here, then it means P is your base. So you need to pay attention to the 90 degree angle. So your 90 degree angle is parallel to your base. Oh, sorry, it's perpendicular to your base. So your height will be the line that creates a 90 degree perpendicular line to your base. And the area of a triangle is calculated by using half times base times height. So if we have a triangle with the base of seven and the height of six, we just substitute into that formula. So if our height is six and our base is seven, you just come to the formula and substitutes. Half times seven times six will give you 21 centimeters squared. And that is a triangle. For a circle, we use pi r squared. So this is for a full circle. We use pi r squared. Remember, r is your radius. D is your diameter. And pi is the function on your calculator. If we need to calculate the area of a circle with the radius of 14 meters, then we just substitute our 14 into r. And we get the area of a circle to be 615.75 meters squared. I'm not going to worry about number A. We're going to do number B. B says calculate the area of the shaded part. Now, this is a composite figure. Why am I saying it's a composite figure?  Because the side of one side of a rectangle is 3 centimeters and the other side is 4 centimeters. So it has two opposite equal sides. And they also gave us the diameter, but not the radius. Because now I'm trying to figure out what am I giving, what are my effects here? So the point from here to the other side, it's got a midpoint of 5 centimeters. So therefore, this is my diameter. So it means in order for me to find my radius, I'm going to say D divided by 2, which is 5 divided by 2, which will be 2.5. So my radius will be equal to 2.5. And that is not the end. They say I need to calculate this shaded area. And this shaded area, so area of the shaded part, is given by the circle, area of a circle, minus the area of my length times my breadth. Because I need to take away this box. In order for me to find only the shaded area, I need to remove the box. And removing the box is your rectangle. So then my pi times my radius of 2.5 squared minus times my length of 4 times my breadth or width of 3. And this will be equals to 2.5 squared times pi. It's equals to 19.63. And I'm going to subtract. They equal first 2.5 squared times pi equals 19.63, minus into bracket 12. Actually, I should have just said 12, because 4 times 3 is 12 minus 12. And the answer we get is 7.63. Sentimeter squared. You must also remember the unit, which are centimeter, centimeters. If in the exam sometime they give you two units that are different, please convert one to the other so that you wake him with the same unit. The last section that we need to look at is the volume. So in order for us to calculate the volume, the volume is how much can we fit into a cube or a cylinder or a can? You know that in a can, how much can we fit? How much drink can we fit into that can? That is the volume. It measures the capacity of the three-dimensional object. So I'm going to look at three of them. The cube, prism, and a cylinder. A cube is a square, a prism, rectangle, and a cylinder is for a circle. Now we're going to use the area and also the height, because if you look at the square, let's take the one at the top. If you look at the square, this square is extended by the height. And it has another square at the bottom, but because we're only interested in the volume, we're going to calculate the area of this, multiply it with the height. The same rectangle is elevated by a height. Same circle is elevated by the height. We're going to use the area, multiply the area with the height. That's the formula. If you forget how to calculate the volume, just always remember only those things. So the volume of a cube will be your L times L times L, which is L times L is L squared times L, which is the height, makes the volume to be L cubed. Now with a prism, then it's length times breadth, remember that is the area of a rectangle, times the height of that rectangle. For a cylinder, you're going to use your area of a circle, times the height. So you can see that it's pi r squared times h, and those are the formulas that we're going to be using. So let's look at, before we look at how we calculate this. When it comes to volume, sometimes they will give you the figures in meters and millimeters and centimeters, and then you need to convert it to liters. And that's why you need to know and remember the conversion table. It is very, very important. You need to always constantly remember that one liter is equivalent to 1,000 centimeter cubed, and it is equivalent to 1,000 milliliters. So one liter is equivalent to 1,000 centimeters, is equivalent to 1,000 milliliters. So therefore it means centimeter cubed is equivalent to millimeter. I don't understand anything you say. I'm not good. So you need to always remember that a liter is made up of 1,000 centimeter cubed, and a milliliter is the same as your centimeter cubed. Otherwise you can also apply any of the units changes because you need to be able to convert, if they give it to you in meters, you need to be able to convert it to liters because we're talking about volume. It's always measured in liters and milliliters. Okay, so let's look at these questions. We'll see how far we get because this is the end of the session. A circular water reservoir has a maximum capacity of 10,000 kiloliters and its diameter is 30 meters. Now if you look at the two things, not in the same units, right? So it means we need to do some conversion. So we have kiloliters and we have meters. So going back to the table, we need to look for kiloliters and meters. On this one it didn't even give me the kiloliters and meters. Kililiters and meters. So we will have to convert our meters into liters. Let's see, one meter, 1,000 meters is equivalent to one kilometer. But that is not equivalent to... Let me just double check something. Overlook, right? One is there, I think, called kiloliter. Is that not show? No, it's not there. I don't know this, don't worry, you're not alone. Okay. Because we need to convert meters to liters. So the only thing that weighs me off is this kiloliter. What is a kiloliter? Can I assume that in terms of kiloliter will be equivalent to... What's kilo? Kilometer. So kiloliter. Kiloliter. Kilometer. Kilometer is KM cubed. And then what is kiloliter? Let's Google that. I'm going to waste more time with that. There is Google. Kiloliter. Let's convert kiloliter to meter. Kiloliter to meter. Because it will be easier if I work with a meter cube to meter cubed or centimeter cubed. So kiloliter, one kiloliter is equivalent to one cubic meter. One cubic meter, right? That's what I get. So it's the same as milliliters. So no, one kiloliter is equivalent to one cubic meter. She's centimeter cubed, right? Yeah, it's the same as milliliters on the conversion chart you showed us before this page. So let's go there. So we set one cubic meter is equivalent to one milliliter. So that's what I wanted to find out. So now we know that this is the same as milliliter. Milliliter, a thousand milliliters. But here we have meters. We need to convert meters to centimeters. Because this is the same as 10,000 centimeter cubed. So we need to convert this to centimeters so that we work with the same unit, centimeter, centimeter cubed. There will be one and the same. Now, they want to know how deep it means height, right? So we add the volume of this circular reservoir, which is pi r squared times height. And we are told that the diameter we need to convert 30. So that's the other thing we need to convert 30 meters to centimeters. So that is the length conversion. 30 meters to centimeters. So we have 30 meters because it's from big to small. We multiply by 10. Therefore, it means it is similar to multiply by 100. We multiply by 100. It should be 3,000 centimeters. So now, if we know that we have the 3,000 or 300. I think it's 300. We multiply by 100. So it's 30. No, it's 30 meters to centimeters. So we multiply by 1,000. Yes, it's right. It's 3,000. So now, let's write this. When I write it, yeah, at the bottom. So V is equal to pi r squared times height. Sorry for interrupting. So because the diameter is 30 meters now and we get it on 3,000 centimeters. Do we divide it by 2? Yes, because we need to find the radius. So the radius will be 3,000 divided by 2. Which is 1,500.  It's 10,000. We're going to use the same unit. So it's 10,000 cubic meters. So it's 10,000 is equals to pi times 1,500 squared. And h is what we don't know. So dividing this side by pi of 1,500 squared. And divide this side by pi of 1,500 squared. So this side and that will cancel. And you'll be left with h of equals to 10,000. So we're going to use calculator. So we have 10,000 divide by pi times 1,500 squared. And the height is equals to 0.0014. Am I calculating it right? I got 0,0014147106. And this will be in centimeters. So if I need to convert it back to meters, I need to divide. Divide. Because we multiply, convert from is 30 meters equivalent to 3,000 centimeters. And that's 30 meters is equivalent to 3,000 centimeters. And we divide the bed by two, which is 1,300, 1,500. If we convert it to meters. And did we convert correctly? 1 cubic meters is equivalent to 1 milliliters, which is equivalent to 1 kilo liters or 1,000 kilo liters. It is equivalent and we said. Ma'am, there was another conversion table that you showed us in the beginning of the session that showed us how to get from millimeters to centimeters. Yeah, but yeah, so when we get from millimeter to centimeter, we divide by 1,800. When we get from centimeter to millimeter, we multiply by 100. That's why we multiply 30 by 100, 3,000. So now we're going to convert from centimeters back to meters. Yes, now I am. I don't want to go back there, but I want to double check the cubic, this kilo liters. Yeah. Right. So we said one kilo liter is equivalent to 1 centimeter cube. Yeah. That's why we said. No, sorry. Go back to Google. So it says one kilo liter. So if I have 10,000 kilo liters, it says it's equivalent to 10,000 cubic cubic meters. Oh, cubic meters, not cubic centimeter. I think I wrote the cubic wrong. Did we do the whole summer wrong? Not really. So what is, how do we write cubic meter? Cubic meter is m cube, right? Yes. So it means yeah, we did this one wrong here. It's one m cube. So if it's one m cube, oh yeah. One m cube is equivalent to 1,000 liters. Then if 1,000 liters is equivalent to one meter cubed cubic meters and therefore then what will be? And we know that one liter is equivalent to 1,000 centimeters, right? But not to centimeter cubed, but not to meter cubed. So we need to be able to convert from meter cube to centimeter cube. How do we convert there? Let's see. Meter cubed, centimeter to centimeter cubed. So one meter cube. Okay, I've got it. One meter cube is equivalent to a million. It's equivalent to one million centimeter cubed. Okay, so it means we need to go back there. We didn't do the conversion right here. So this should be equals to a million centimeter cubed. Centimeter cubed. And therefore it means yeah, we divide it by a million centimeter cubed. And that's hence our answer here will change. This will be a centimeter cubed and this will be centimeter, oh sorry, inside. Yeah, it will be centimeter, then it will be squared. And that will convert to centimeters squared and it will say three minus two will be centimeters. So if a, that's why, and in the exam you will need to know these things by how to convert from one unit to the other, which is very difficult you can see. So I wish you all the best of luck. One million divided by, one million divided by times 1,500 squared, which is then equals to 0.14. And this will be in centimeters. And if they want you to bring it back to meters, then you will say it is equivalent to if we take it back to meters. So this will be centimeters to meters. We got the answer of 0.14. It will be 0.0014 height, which will be very small height. Okay, so that is how you, oh no, no, I didn't divide by a million, sorry, I bet, what's wrong with me. So that won't be one zero comma because I didn't. Ma'am, how did you get the loss or how are we going to convert it from the centimeters to the height? Because it's, wait, let's get the answer right because I also got the answer wrong now. So the answer should be one million, not 100,000, but a million divided by pi times 1,500 squared. And then the answer is... Yes, I did get it right, sorry, my bad. Yes, you did, 0.14, right? Yes. So that's the answer, 0.14. Yes, so it will depend on whether they did ask you that the answer in the options is it in centimeters or is it in meters. So if it's in meters, then you just convert it to meters because it's height. Height is either in meters or centimeters. Oh, okay, okay, I get it. Okay, thank you so much, ma'am. No problem, you are welcome. And that concludes today's session. The next session we're going to be dealing with ratios and proportions. If you have any questions, feel free to ask. We are over with 10 minutes. I just want the conversion tables to study them. Is there any way I can get those? They are on the notes. Just stay on the line right now. I just need to stop the recording. Stay there. Let's close the recording before Melissa kills me.


Sailors assigned to the submarine tenter USS Frank Cable participated in an open ocean torpedo recovery exercise with Helicopter C Combat Squadron 25. The submarine USS Michigan fired the training torpedoes at sea where the Helos picked them up and dropped them off for the Frank Cable Weapons Department to process for reuse. Us being able to flush weapons out here actually helps all these submarines in this area. We need to be able to flush chemicals through that weapon to prevent any corrosion, any damage to the inside of the weapon so it can be rebuilt properly and prevent hundreds of thousands of dollars worth of damage. This training exercise is a part of Frank Cable's larger goal of maximizing and expanding capabilities at sea and ashore. Petty Officer Zach Shea, USS Frank Cable.


Welcome to the anxious morning every weekday morning will take a few minutes to go over important lessons that you can use in your anxiety recovery journey The anxious morning brings you support education inspiration encouragement and empowerment Read or listen quietly on your own time free of the endless noisy scroll of social media Use the information to help you along the path to recovery from panic disorder Agoraphobia and other anxiety problems for more visit us at the anxious morning calm Yesterday, we looked at the common mistake of confusing fearlessness and courage We saw that being afraid is not the opposite of being courageous We learned that being courageous means being afraid but acting anyway The idea that a frightened person is automatically not courageous is an error This error gets corrected quickly when we start to do the work of recovery How does recovery correct this error and teach us about the true nature of courage and being courageous? It teaches us this part of the lesson by forcing our hands at first We wait to feel brave before doing the difficult scary things that we must do in order to move forward We wait and we wait then we wait some more Yet the feeling we are after never arrives We stay put hoping for the day when the fear will subside so we can take those first steps But the waiting proves fruitless the fear remains despite the effort we put into wishing it away Reading about recovery talking about recovery and asking questions about recovery We worked so hard to intellectually and emotionally soothed the fear so we can move forward yet. We remain stuck No amount of hoping wishing thinking reading discussing or mindset engineering helps The world continues to pass us by while we remain frozen in place Frustration may set in we may begin to doubt our ability to ever take those first steps or to recover at all If I can't be brave if I'm still so afraid then how will I ever do this? The endless analysis and questioning all leads to one conclusion Wait, so I have to do this while I'm afraid Here the lesson is revealed Recovery forces our hands. It does not permit progress via thoughts or words. It demands progress via action Recovery remains disinterested in our desire to not be afraid Then it gets right up in our faces and tells us that being afraid is not only unavoidable but required It informs us in no uncertain terms that acting while afraid is the way out Damn recovery. Why must you be so cold? One of the great paradoxes of recovery is that we must do things we think we are incapable of doing So we may learn that we are in fact far more capable than we thought This applies to being courageous when we take that terrifying leap of faith and act even when afraid The first lesson of courage is revealed to us It's only in the doing and the facing of the fear that we find our bravery I say often that this is a bad deal, but this is the deal that we have when it comes to finding your courage This unfortunately rings true If you are afraid and you are feeling that you possess no courage Know that in many ways courage is something we learn more than something we have We act when afraid we find success and our courage grows. This is how it works You are not weak. You have merely not practiced flexing your courage muscles Tomorrow we'll look at why acceptance is not a universal life strategy Hey, if you're enjoying the podcast and you'd like to get a copy of it delivered every morning into your email inbox Including a full text transcription head on over to the anxious morning dot email and sign up for the newsletter And if you're listening on iTunes or Spotify or someplace where you can leave us a rating or review Take a moment and rate the podcast and maybe write a small review. It really helps us out or just tell a friend about us Thanks a lot


Please join in a moment of centering silence so we can be fully present with each other this morning. Let's get musically present with each other by turning to the words for our in-gathering hymn, which you'll find inside your order of service. Happy New Year and welcome to the first Sunday service of the New Year here at First Unitarian Society, where independent thinkers gather in a safe, nurturing environment to explore issues of social, spiritual and ethical significance as we try to make a difference in this world. Speaking of things that are different in this world, I'm Steve Goldberg, a proud, wildly entertaining and adorable member of this congregation. And I'd like to extend a special welcome to any guests, visitors and newcomers. If this is your first time at First Unitarian Society, I think you'll find that it's a special place. And if you'd like to learn more about our special congregation and our buildings, please join us for the fellowship hour right after the service. Speaking of the service, this will be a great time so that we can hear the service uninterrupted. If you would silence those pesky electronic devices that you just will not need for the next hour. And while you're taking care of that important task, let me remind you that if you're accompanied this morning by a youngster and you think that young person would rather experience the service from a more private space, we have a couple options for you. One is our child haven in the back corner of the auditorium. And we have some comfortable seating right outside the doorway in the commons from which you can see and hear the service. And as you know, one of the reasons we can hear and see the service is that it's brought to us by a wonderful team of volunteers whose names I'm going to read right now so that you can thank Mark Schultz for handling the sound system and Smiley for being our lay minister. Penny Morey for greeting you this morning as you walked in the doorway. And Smiley, Doug Hill, Sam Bates and Elizabeth Barrett for serving as our ushers today. And let's also thank Richard DeVita and Gene Hills for providing the much appreciated hospitality and coffee a little bit later on today. You'll be happy to know that there are no announcements today. So that means you get to sit back or lean forward to enjoy the service and help bring in the new year in style. And you'll enjoy the service. I was here for the nine o'clock and I know that today's service will touch your heart, stir your spirits and trigger one or two new thoughts. We're glad you're here. We give thanks for the blessing of winter, season to cherish the heart, to make warmth and quiet for the heart, to make soups and broths for the heart, to cook for the heart, to read for the heart, to curl up softly and nestle with the heart, to sleep deeply and gently at one with the heart, to dream with the heart, to spend time with the heart, a long, long time of peace with the heart. We give thanks for the blessing of winter, a season to cherish the heart. I invite you to rise in body and spirit for the lighting of our chalice. And please join me in repeating the words of affirmation printed in this morning's program. Each morning we hold out our chalice of being to be filled with the graces of life which abound, air to breathe, food to eat, companions to love, beauty to behold, art to cherish, causes to serve.  Whether we deserve them or not, we cannot say. They are poured out. Ours is the task of holding steady the chalice of being. And now on this less than inclement January morning, please turn in exchange a warm greeting with your neighbor. Please be seated. And I would now invite any children in our midst to come forward for the message for all ages. Either children or people who are feeling particularly childlike this morning. Hello, good morning. Good morning. You have the key to the kingdom? So once high up in the mountains there was an old hermit who lived in a rocky cave. And this hermit's cave was colored by the end of a rainbow. And every day the hermit would sit on a rock and he would watch the colors play over the valley and disappear into another land. Now one day a young man appeared on a silver horse and he stopped beside the old hermit and said, old man, I'm looking for the end of the rainbow. And the hermit smiled at him and said, where the colors touch my cave, that's the end of the rainbow. Well the young rider was shocked looking at the hermit's barren home, didn't have hardly anything in it. He said, but I live at the other end of the rainbow and at the other end of the rainbow there is this mansion full of treasures. What treasure lies at this end of the rainbow? Peace and happiness said the old hermit. And the young rider was profoundly disappointed by that answer.  Well over the years that young rider became a very successful and rich merchant, a storekeeper. And now he had enough money to buy and to live in the rainbow mansion and he filled it with even more treasures. He now had a lot of money and a lot of possessions. He wasn't happy. And one day he was sitting in his big office and he remembered the hermit years ago and what he had said. Well perhaps he can bring me peace and happiness which I long for so much, the young man said to himself. Well the hermit did not want to leave his cave but when the merchant asked him to come, the hermit put on his best rags and he walked to the other end of the rainbow. And the merchant was really pleased to have the old man here in the comfort of his big mansion and he gave him the best room in the house with a bed of sheets that were made out of silk. But the old man laid down on the bed. He wasn't comfortable lying on these wonderful soft silk sheets and so every night that he stayed there he would slip away into the garden and sleep between the big roots of a friendly tree. And the merchant also offered his guest the richest foods that he had to eat and fine wines to drink. But the old man, he didn't like these either. So instead he would go out and he would pick fruits and vegetables from the garden and he would drink from this little stream of clear cold running water. And the merchants, he invited all of these great thinkers and important teachers to the rainbow mansion to hold conversations about important things with the old hermit. But the old hermit wasn't interested. He was a simple man and he crept away to talk to the creatures who visited the gardens. And the great thinkers and these important teachers were so busy trying to impress each other they didn't even realize that the hermit was gone. One day the merchant went for a walk in the garden and he found the hermit sitting under a gentle tree talking to the animals. Old hermit, the man asked. Why do you not sleep in the beautiful room that I've given you? The bed is so soft and the sheets are so cool. And the hermit replied, all my life I've slept out here in the arms of nature. I do not fear the darkness, the nighttime whispers help me to sleep better. The merchant didn't understand any of this. Why don't you eat all the excellent food and the drink that I've offered you? The hermit smiled and said, by eating very little of simple foods I can taste the goodness that grows from the earth. And the clear spring water doesn't make me feel all giddy in the head so that I say things that I really shouldn't. The merchant was puzzled by these answers and he asked again, well why are you talking to all these simple creatures ignoring the wise men that I have brought to have conversation with you? And the hermit looked at the animals that were gathered around and said all the creatures of the world have something important to say. They're not fools just because they live so simply. After this last answer the merchant went back to his office. I asked that hermit to come here to bring me peace and happiness and he just tells me all these things that I really don't understand. So after a while he called the hermit into his office and he said, hermit, let me tell you, I want you to bring me peace. Can you bring me peace? No, said the hermit, I can't bring you peace. Can you make me happy? No, I cannot make you happy, the hermit said. Why not? said the merchant with a sad expression on his face. And the hermit looked very closely at the merchant and said, peace can't come from me. Peace has to come from within you because peace is like a seed and you cannot force it to grow into something that you want it to be. You just have to give it love and freedom so that it can grow outward into something beautiful and pure and only then when that seed has matured will you find true happiness. The merchant was silent after he heard these words and then he asked, well, how do I start? How do I go about this? The old man smiled and said, well, the first thing you can do is let me go back to the cave where I belong. And so the hermit was allowed to go back to his cave and so he would sit beneath the falling colors of the rainbow and with a satisfied smile he would look across that broad valley to the other end of the rainbow and he knew that the seeds of peace had also begun to grow there. So that's our story about the seeds of peace and perhaps you will learn a little more about happiness and peace in your classes this semester. We're going to sing you out to those classes with our next hymn, number 164. Thank you for listening. Please be seated. This time I would invite you into a period of meditation and inner communion. For many of us, life may feel like a roller coaster ride, rising and falling, circuitous, but with enough plateaus to provide temporary respite to our way to the finish line. And there are times perhaps when we might prefer a long, quiet highway to all the shaking and the swaying, the slow climbs and the sudden descents of this carnival attraction. But then we'd probably end up profoundly dissatisfied. Relieved of its contrasts, life loses much of its savor. If our spirits have not been depressed by grief, they will probably never be stirred by compassion. If our teeth have never chattered with cold, the touch of a warm southerly breeze would not delight the skin. Without the trepidation that accompanies a moonless night, sunlight spilling over the eastern horizon would not uplift our spirits. Is it not naive to insist that paradise is that place of perennial peace, perfect order, undiluted comfort, a place where no one calculates wind chills or measures the heat index, where compassion is superfluous because everyone is sufficient unto him or herself? But is it this innocent yearning for a life free of dissonance that keeps us frustrated with the human condition, impatient with winter, allergic to discomfort? So instead, let us revel in the energies issuing from our glorious earth and with open hearts receive all that life hands us for the blessing that it is. May this day be for us heaven enough, or it may be the only heaven we will ever know. Let's continue on in a moment or two of silent reflection. Blessed be God, man. The following selection was composed by Steve Gardner, a resident of Billings, Montana, a personal reflection. As a beginning author, he writes, hoping to gain advice and inspiration, I attended a state writer's convention. The week was capped off with a closing banquet at which awards were given out for fiction, nonfiction, poetry, and several other categories. And then came the highest honor, the Hang Fire Award. The master of ceremonies read the winner's name and a short, energetic woman dashed to the front in victory while everyone gave her a standing ovation. Now the Hang Fire Award, the emcee explained for the sake of newcomers like me, that award is given every year to the writer who has received the most rejection slips. Seriously? I couldn't believe that this woman was so excited to be the most rejected writer in the state of Montana.  If she has the most rejection slips, she probably sent out the most pieces of her writing. Well, I got it. But I still felt uncomfortable that they had singled this woman out for her failures. Well, over the year that followed, I had a few articles of my own published in the local newspaper and in regional magazines. And so I went to the writer's conference again the next spring and I actually won an award for photojournalism, after which I continued working on my writing, increasing my productivity and reaching out to larger markets. And as my correspondence with various editors increased, I created two file folders, one for my acceptance letters and one for my rejections. And of course, the second folder grew much faster than the first. By the time I attended the Spring Writers Conference again, I had received 75 rejection letters, enough to make many a writer reconsider his or her passion. And yet I had also been published in the New York Times, the Christian Science Monitor, the Chicago Tribune, other magazines and newspapers. And the joy of occasional publication somehow balanced the sting of reject. That year, I won the Hang Fire Award. I was the most rejected writer in the state, and now I finally understood. The second selection is from the Dalai Lama. A couple of words of introduction. An internal source of happiness closely linked to an inner feeling of contentment belongs to this sense of self-worth that we have. And in describing the most reliable basis for developing that sense of self-worth and with it happiness, the Dalai Lama offered this explanation. Now suppose he said, I had no depth of human feeling, that I had no capacity for easily creating good friends. Well, without that, when I lost my country, becoming a refugee would have been very difficult for me. There was a certain degree of respect that was given to the Dalai Lama in Tibet, and people related to me accordingly, regardless of whether they had any affection for me or not. But if you see yourself first and foremost as a human being within a human community, as I did, then you share a bond that is strong enough to give rise to a continued sense of worth and dignity. And that bond can be for you a source of consolation that you might lose everything as I did. Generally speaking, the Dalai Lama says you have two different kinds of individuals. On the one hand, you have a wealthy, successful person surrounded by friends and relatives and so forth, but if that person's primary source of dignity and self-worth is only material, then so long as his fortune remains, then maybe he can maintain a sense of security and happiness. If that fortune should wane, there is no other refuge for them. On the other hand, you can have a person enjoying comparable success and status, but at the same time, that person is warm, affectionate, and has a feeling of genuine compassion. And with such a person, there is far less chance of becoming depressed if the fortune disappears. So here you can see the very practical value of human warmth and affection in developing and maintaining that important sense of our own self-worth. Michael Scherer's theme for the week was, I knew immediately one of the songs that I needed to sing. Not unlike the story for all ages. Stumbling on the old wise one in the woods. This is a song that invites us to consider not only what our goals are, what our aims are, but what our motivation is. Why does we want a particular thing? As I was walking down the old I came upon a place where that one road turned to two. It seemed as though I did the best I could to not have any gone wise man on. He turned his evil mind in one sight. And for the question I said, surely you must know where the goal that I now travel will take me away. He said to me, yes, babe, I'm sure if I won't smile to wait for the next time I The question was not clear to hear. I turned around to ask him, found he was no longer there. I thought, baby, as I got down on my knees. Soon the fire burned my hands and the wind blown through the trees. And he said to me, yes, babe, for the one next to mine. But I come back to the path that's for me, it's the only way. No time to see the answers that I need, the highs and lows I find. He said to me, for the one next to mine. For the one next to mine. Compliment to the theme and to the message this morning. So recently I came across an essay on Alexander the Great, an essay that was written by the imminent American man of letters, George Steiner, back in 1991. And Steiner's review of the 4th century BC boy conqueror's riotous life, that review captured my attention because it deviated in several notable respects from the more admiring accounts that we encounter in today's popular media. Now George Steiner, amply supported by contemporary scholarship, Steiner says that the closest parallel to Alexander that we find in western history is none other than Adolf Hitler. Now perhaps temporal distance and historical myopia have served to moderate this ancient potentate's image, but apart from the raw, unrestrained power that he wielded, there wasn't really very much to admire about Alexander. Now as a military commander, the Macedonian had no peer. He was crowned king as a teenager, and by the time of his death at 32 Alexander had conquered territory stretching from the Nile to the Indus River from the Balkans to the Persian Gulf. But as George Steiner points out, success, military success, was achieved by means of an utter ruthlessness and an overweening ambition that undoubtedly hastened Alexander's demise. He may well have been poisoned in the end by members of his own entourage. Now as a youngster, Alexander studied with Aristotle, one of the ancient Greek worlds wisest and most ethically astute men. But this didn't apparently make much difference in the path that he followed. With success on the field of battle, his ambitions soared ever higher. His armies spent years on the march, and Alexander ignored repeated pleas by his weary battle fatigue commanders to pull back to be satisfied with their already immense gains. He purged his leadership court, eliminating any officer who questioned his decisions. Steiner observes that hysteria and morbid distrust of all who drew near him came to possess the Macedonian's fevered mind. And so few lamented his passing. And for several centuries after his death, Alexander was regarded as a tyrannous aggressor, a foreign autocrat who imposed his will by violence alone. Alexander the Great. He was a larger-than-life figure, but his early death should not be viewed as tragic.  Perhaps this ancient story can serve in our own time as something of a cautionary tale, for although there has been no one remotely like Alexander since Adolf Hitler, his malady is still a familiar one. A steady stream of revelations about sexual misconduct by men in high places has been pouring out in recent months. Women in all walks of life have complained about the liberties such men have been taking with other people's bodies. Some of these miscreants, like that ancient monarch, seem to have regarded their predatory practices as some kind of personal prerogative, the status perk that they were meant to enjoy.  What's truly alarming about these reports is their ubiquity. As the emergent hashtag me too movement has made clear, this sort of abuse and exploitation has been practiced by office holders in both political parties by a wide assortment of professionals by men of various races and religions and ethnicities. And if nothing else, this spectacle would seem to confirm Lord Acton's famous dictum that power corrupts and absolute power corrupts absolutely. And to the extent that success in business, politics, sports, entertainment, even journalism does give an individual increased leverage over others the temptation to exercise that heady power inappropriately grows accordingly. Now sexual misconduct aside, power can also foster that dangerous belief that one need not answer for their behavior. That power inoculates a person from accountability. U.S. presidents are particularly prone to this illusion sometimes letting power go to their heads and they have to be brought up short witness the inglorious endings of Lyndon Johnson and Richard Nixon's administrations. The power of the office can be seductive as George W. Bush put it early in his administration. So why do you explain why I say things? That's the interesting thing about being president. Maybe somebody needs to explain to me why they say something but I don't feel like I owe anyone an explanation. So why do so many powerful people act as if their moral compass had developed a malfunction? Well, some of them may indeed be sociopaths who have spent their lives striving for power and influence as ends in themselves overtly charming oftentimes cleverly manipulative as they climb the ladder of success once they have arrived at the top rung the masks come off and their hidden authoritarian impulses come into full view. Now evidence suggests that sociopaths are born not made. That they come into this world lacking that crucial part of the brain that triggers an empathetic response and without the ability to experience and to enjoy fellow feeling sociopaths tend to objectify those with whom they interact using those people as pawns to secure their own advantage. Now this is not invariably the case of course. If a person has been exposed to and internalized the appropriate social and ethical norms those sociopathic tendencies can be mitigated. But sociopaths are predisposed to use power and often to use it inappropriately. But there's other evidence that suggests that power itself can have a transformative effect that is very similar to sociopathology. Several decades of research by Datcher Keltner of the University of California at Berkeley suggest that when people acquire power something does shift in their mental makeup. They act he says as if they had suffered traumatic brain and brain injury. When people are successful in gaining power they may, Keltner says, become impulsive more less risk aware and like sociopaths less adept at seeing things from another person's point of view. In related research Jonathan Davidson has identified what he calls a hubris syndrome in persons who have successfully acquired and held on to power for an extended period of time. Left unchallenged or unchecked such power holders begin to feel genuine contempt for other people. They lose contact with reality. They engage in restless, reckless behavior and they become increasingly incompetent. This warping of the personality is then one of the real perils that can attend success particularly if it leads to how. And yet we can point to plenty of highly successful people who have been able to keep a level head and to continue leading caring and empathetic lives. So how do they avoid the pitfalls that I've just described? Let's consider Rebecca Solnit. Solnit is a prolific author who is these days much in demand as a social commentator. And Solnit recently penned an article in which she highlighted some of her own personal struggles with success and with growing celebrity. Now at some point as she's climbing the ladder she realizes that she needs to take a step back down and look at herself more candidly and what she saw when she did that was not very pretty. As she was increasingly in demand Solnit noticed that her feelings toward other people had begun to change. And she was experiencing this chronic sense of urgency and so other people were in her way they weren't letting her get done what she needed to get done. She says I began to believe that my needs and my rights mattered more than those of these other people. She was in this kind of self-absorbed state of entitlement and other people were becoming increasingly bothersome. But Solnit recognized that this newfound callousness on her part was violating her professed ideals and the values with which she had been raised. As my own status has risen she writes I have come to realize that the force you need to resist is yourself. It may well be that when a person experiences a great deal of socially sanctioned success when they build on it, when they invest in it they also become less self-aware. They're so preoccupied with the care and the feeding of the public persona that they look increasingly outward rather than inward. And so it did take a concerted mindful effort on Rebekah Solnit's part to correct that imbalance and to bring her ideals and her behaviors back into alignment. Richard Roach who is a Buddhist teacher says you have to begin with the fundamental practice of knowing your own mind. The mind he says can be our most powerful ally if it can be trained to be self-reflective and discriminating. It is our best line of defense against the shadow side of success. Let's consider also Arturo Tuscagnini a celebrated figure whose career is worth contemplating. Tuscagnini was as classical music lovers know one of the early 20th century's premier orchestra conductors. Admiring but equally famous conductors described his work with the baton as incalculable. Despite his singular triumphs Tuscagnini continued to know his own mind. Before World War II he was courted by both Mussolini and Hitler, the powerful leaders of Europe's emerging fascist regimes. Tuscagnini demurred. They offered him honors, generous honorariums, but they failed to win him over. He would not lend his prestige to German and Italian cultural projects. And so his recordings and broadcasts were banned in both of those countries. But Tuscagnini continued to conduct. He was a birthright Roman Catholic but he traveled to Palestine to lend his immense talent to a newly formed orchestra comprised mostly of Jewish refugees from Nazi Europe. Following World War II the philosopher Isaiah Berlin dubbed Tuscagnini the most morally dignified and inspiring hero of our time. Clearly it is possible to enjoy significant success without putting one's personality and core values at risk. Knowing one's mind is absolutely crucial. But here there is another different peril that we need to be concerned about. Yes, Tuscagnini never let his successes interfere with his moral scruples. But he did suffer from expectations that simply had to be left unfulfilled. He never found the ultimate success that he dreamed about and he said, in all of my artistic life I have never had a single moment of complete satisfaction. Another musical legend Franz Liszt had ambitions that were similar to Tuscagnini's. Despite a towering reputation as a performer and a composer Liszt was profoundly disappointed with himself. To tell the truth he told a friend, I sense in myself a terrible lack of talent compared with what I would like to express. The notes that I write he said are pitiful. So this chronic sense of insufficiency this frustration that you cannot be perfect. It's not my intention today to dismiss success out of hand. Success as an artist, a professional, a public servant dismiss all of this as a less than worthy objective in life far from it because I have enjoyed a modicum of success myself. But the challenge is to keep it in perspective which is precisely what the Dalai Lama was urging in that passage I shared earlier in our service. Success in our chosen endeavors and the recognition that comes with it, that's nothing to be sneezed at. It's enjoyable. It's fulfilling. Nevertheless, mental and emotional security and our sense of self-worth are most dependably secured when we forge a common bond with other members of the human family. And that bond the Dalai Lama said can be a source of consolation in the event that you lose everything. But here's the thing. You don't have to lose everything. You don't have to forfeit all the successes you've worked for and accumulated in order to feel disconsolate, in order to feel unfulfilled as Oscar Wilde famously observed in this world there are just two tragedies. One is not getting what you want and the other one is getting it. Now one would think that some people psychologists for instance would be cognizant of the perils that attend success. More aware of this than perhaps the rest of us. These are folks who study the life of the mind who are equipped to help others to understand their own mental processes, their emotional lives, their predilections and this psychologists do very well. But that doesn't mean that they too don't struggle with the emotional complexities of achievement and success. So writing about her father Eric Erickson the developmental psychologist who coined the term identity crisis Sue Erickson Blolan his daughter describes her father's drive for recognition as insatiable, monumental. As Eric Erickson rose to the heights of his profession the house was filled with plaques with honorary degrees and yet his daughter says these failed to secure for my father the sense of accomplishment that he so desperately longed for. Reflecting on her father's experience as well as others who had enjoyed comparable success Blolan who is herself a psychologist says that we need to be more cognizant of the humanity of our heroes. People like Eric Erickson because she says we want to believe that they have arrived at this secure place of self-approval that achieving recognition can set us all free from gnawing feelings of self-doubt and we want to believe that if we ourselves could be sufficiently admired we'd be healed and our self-esteem would be forever secured. So we harbor fantasies about success that according to Susan Erickson Blolan may tempt us to forgo the inner work that someone like Rebecca Solnit undertook and Solnit as you may recall realized that she needed to do some serious mental and emotional housekeeping and that's an exercise that Sue Erickson Blolan also recommends to it she says the real cure for your sense of inadequacy is to expose to others what you are ashamed of and to discover that you will not be cast out for making that known that you will still be a member in good standing of the human community. This might be a lesson that we would all do well to heed in the dawn of this new year but it may be especially relevant to those of us who are preparing for or who have recently entered retirement. At this stage of life success in the commonly accepted sense of that term has to be laid aside and if we haven't already begun the kind of inner work that Blolan and the Dalai Lama recommend it's best that we start doing some of that now. Doesn't mean that success becomes completely irrelevant only that we need to find ways to reconceive it so while resting at last on our professional laurels we can begin cultivating more supportive relationships and pursuing neglected interests and exploring more opportunities to serve and coming to terms with our aging and our mortality considering the legacy that we want to leave on and by so doing we can bring closure to a life that might otherwise leave us feeling unfulfilled and incomplete. You know in the eyes of the world success makes us somebody and hey we can all get off on that and admittedly the kind of success that I'm now recommending in the last chapter of our lives is not going to get us a whole lot of public recognition but that's not so bad because as the spiritual teacher Ramdas tells us you've been somebody for long enough you spent the first half of your life becoming somebody so now you can work on becoming nobody which is really somebody for when you become nobody there is no tension no pretense no trying to be someone or something and now you discover that the natural state of the mind can be confined through unobscured and the natural state of the mind is pure love Blessed be and amen and now it is time for the giving and receiving of the first offering of the new year and you will note that it will be shared with the NAACP of Dane County please be generous and graceful and great this is the manner as they saw in the lights that guided their way that's the longing inside when it's all that of being to the edge of the land afraid and they're going beyond there's a grace and I'm honest and all that awaits we gather each week as a community memory and of hope and to this time and place we bring our whole and sometimes our broken selves. We carry with us the joys and sorrows of the recent past seeking here a place where they might be received and celebrated and shared. There are two entries in our Cares of the Congregation book this morning. First some healing thoughts for Skater Nancy Daly who broke both bones in her right arm. We presume as part of a skating accident. So our warm wishes to Nancy. And then for my friend Colin Rome who left this world too soon rest in power roar. He loved dinos or dinosaurs. In addition to those two just mentioned we would also acknowledge any unspoken joys or sorrows that remain among us and as a community of concern and caring we hold these in our hearts as well. Sit silently for just a moment or two in the spirit of empathy and hope. And so by virtue of our brief time together today may our burdens be lightened and our joys expanded. I invite you to rise once more in body or in spirit as we sing together our closing hymn 350. Please be seated for the benediction and a postlude to close a poem by David Budbill. Have ambition and ego ruined my life? Where have my easy days gone? If only I had a monk friend to wander off into the mountains to visit. If only I were so idle that I had time to visit him. If only we could while away the day drinking tea playing flutes and talking. If only as the moon rose my friend could point the way home through the mountains with the night sky lantern to light the way. If only I could be happy with only that. Blessed be Adam. Thank you for the gracious welcome today here. I have been blessed many times to share and worship and be secure and it is always always an honor so. In order to sing of me on this one you need to remember two words, going home. Going away tonight from where far from the soul. Sovereign who gave up. Going down the shoulder at the same. Sovereign son.


This is truly mental illness.  This man-made Chinese virus that Dr. Fauci sent our tax dollars to and contributed to. But people still wearing masks.  We know the masks don't work. What? The masks do work. What we really need are N95 masks and not the cheap knockoffs that you find on Amazon or Walmart's website. We need the ones who are actually certified by, I believe, Niosh. Niosh is the company. I'm not entirely sure. But we could have been making a lot more of a difference had we not gone with cloth masks. But I still think that the cloth masks, assuming you get one that's actually good, that does mitigate the spread. That's been shown in studies. So for her to say this, she's literally just making that up. But of course, she's going to make that up because this is a conspiracy theorist.  And the vaccines don't work. People that are vaccinated are getting COVID. But let's look at the vaccinated versus unvaccinated rate of hospitals, Marjorie. Perhaps it's the case that because of Omicron, more people are getting COVID-19. There's more breakthrough cases. Yes, that is correct indeed. But who's dying? Who's ending up in hospitals currently? It's the unvaccinated disproportionately. So for her to say this is just absolutely a fabrication. And I feel like even though this person is extremely dim-witted, she's got to know on some level that she's being at a minimum disingenuous. So the masks have to be Niosh-approved. Thank you, E-mail dragon. Yeah, I wasn't sure what the company was. But for me, I wanted to order some N95 masks for myself and for my family. And I don't know where to even begin looking because it looks like an N95 mask. But many of them are not Niosh-certified. So what's the point of buying masks? If I don't know if they're going to make a difference. So we might as well go with the cloth ones or the surgical masks that we have currently.  Great site. Okay, thank you for linking that because I haven't had time to really look into the resources. But for those of you who are watching at home, N95project.org. Thank you so much, E-mail dragon, for linking that. Because it's really difficult to figure out what you're supposed to buy. That's going to be effective. And again, it would be really nice if the government actually sent out masks, N95 masks in particular, or had some clear messaging on what to look for, what to buy. There's a lot of people who I suspect are buying what they believe is N95 masks. But they're not actually up to par with what Niosh would certify. So yeah, let's get back to Dami mommy Marjorie here. But I think that people really have blood on their hands that have stopped. The people who have blood on their hands are the ones who lied about the vaccine, who said, don't get the vaccine. They say, you know, at a minimum, it doesn't work. But at worst, it's basically like poison.  And you want to talk about blood on your hands. If you don't support Medicare for all unconditionally, then you are tacitly endorsing the death of tens of thousands of Americans every single year. So she has blood on her hands. She doesn't support universal healthcare. She's against vaccines. This individual has blood on her hands. The prescriptions of Iver Mectin refuse people who have had sick family members in the hospital of not being able to take Iver Mectin or any other kind of life saving treatment or therapy. I mean, I truly think that we need to investigate all these people and investigate the deaths that are reported on the VAERS system and hold people accountable. Anyone can submit a report to VAERS. That's one thing that's really frustrating, because people will cite VAERS as if it's a valid resource, but none of this has been filtered through.  I could just make it up. So you can't just take VAERS at, you know, at face value. She's going to do what everyone else does and just say people are dying because VAERS, that's the evidence that they provide, which is not evidence, by the way. Dr. Fauci doesn't work for the CDC. Well, I think they're guilty of murder. This is truly- Yeah, Nicki Minaj already made that report. Yeah, believe it or not, I wasn't thinking about that when I said that. But yeah, Nicki Minaj said it first. Her husbands, cousins, testicles were swollen and they had the marriage ruined because of it.  Listen, Marjorie, if you want to eat horse paste, horse dewormer, the apple flavor, then just do it. But there's no evidence that it is actually effective against COVID-19. There's no evidence that it's a treatment or preventative, none, none whatsoever. So I don't understand why people who will make this argument, I'm assuming she claims she's against big pharma, but I'm sure she's taking money from the pharmaceutical industry. But people who make this argument, oh, we have to do Iver Mectin. They'll also say, oh, I'm also anti-big pharma. But who manufactures Iver Mectin? It's Merck, which is a giant pharmaceutical company.  All you have to do is look at the rate of people in the hospital with COVID-19 and see whether or not they're vaccinated. It is overwhelmingly the unvaccinated who's in the hospital. So that tells you everything you need to know. You really don't need any other data points, right? I mean, sure, it helps to look at these peer-reviewed studies, but just look at the numbers in the hospital. And that tells you everything. But she's saying, I don't know, the people who aren't giving Iver Mectin, they're the ones with blood on their hands, not the people who are pushing vaccine misinformation like myself. It's insane.