Hey stampers, welcome to another week of Watch It Weekly Wednesday. I'm Aubrey and today I'm excited to share with you a fun technique that you can do with stamping. I'm going to use the this little piggy stamp set for this. I just love these little pigs and the fun thing is this is carrying over into our next annual catalog. So this one will be around for a while. So I'm going to just go ahead and show you the technique. It's called the mirror technique and then I'll show you my samples that I made with it. So I have this Hogs and Kisses stamp that I'm going to use.  Super cute. So I'm going to use the Memento Tuxedo Black Ink and I have inked up this pad really well so it's it's pretty inky. You want to make sure that that it's a pretty saturated pad when you do this. So I have the silicone mat that we carry and I'm just going to stamp right onto this mat.  Okay and then I have some whisper white paper and I'm just going to turn that mat over and just basically stamp from the mat onto the paper just like that.   I think that's such a fun technique and you can do it with really any stamp. I think it's super cute with some animals because animals kissing is the cutest thing ever. But let me show you some of the samples that I came up with using this technique. Here is my using that same stamp and I like I said I just cut the sayings off the bottom there and then just mounted it down here really easy. And I used blends to color to make those kissing pigs just pop right off. And then I also used this one this you make me happy one. I thought that was cute looking like they're dancing together. And the way that I did this I stamped this one just normally and when I stamped this on the silicone mat I just took a wet wipe and wiped off the words so that it wouldn't get onto my paper. Super easy and quick to do. So I just wanted to share that technique with you today. I'd love to see your creations using this technique. Make sure you post them in the comments below and make sure you visit our website at stampandgill.com if you want to make a purchase. Thanks so much for watching and we'll see you next time for another Watch It Weekly Wednesday.


Hi and welcome to the session. Let us prove the following. Say sin x plus sin 3x upon cos x plus cos 3x is equal to tan 2x. So let us begin with the solution and we will solve the left hand side of this problem and show that it is equal to tan 2x. So left hand side is sin x plus sin 3x upon cos x plus cos 3x.  So this is identity 20 of your book and by using these two identities left hand side can further be written as 2 times of sin a plus b that is x plus 3x 4x upon 2 into cos of a minus b that is cos of x minus 3x is minus 2x upon 2 and in the denominator we have cos x plus cos 3x which is in the form of cos a plus cos b where a is x and b is 3x. So in applying the identity it can be written as 2 cos first we have a plus b so x plus 3x is 4x upon 2 and here cos a must be that is x minus 3x which is minus 2x upon 2. 2 cancels out with 2 and in the numerator we have sin 2x to cos of minus x upon cos 2x and here cos minus x. Now cos minus x is called the numerator and denominator on cancel we have sin x upon cos 2x and since sin a upon cos a is equal to tan a so sin 2x upon cos 2x is equal to tan 2x since sin a upon cos a is equal to tan a and here the angle is 2x and hence we say that sin x plus sin 3x upon cos x plus cos 3x is equal to tan 2x hence proved. So this completes the decision. Hope you enjoyed it. Take care and have a good day.


Good morning, everyone. Today, I'm going to present my paper on the role of multi-slide CT scanner in the assessment of osteo-metal complex of peronazole sinuses in chronic sinusitis patients. We're going to discuss about the introduction, objectives, material and methods, results, discussion, conclusion and references. So, osteo-metal complex is a small compartment located in the region between the middle turbinate and the lateral nasal bone in the middle muhattis. It represents a final common pathway for drainage and maintenance of the frontal maxillary and the anterior ithmoid cells. Any obstruction by the anatomical variation thus can cause chronic sinusitis. So, in this image we can see this is the orbit, this is the median one of the orbit, this is the middle turbinate, this area is the middle muhattis, this is the nasal symptom, insinid process, inferior turbinate and the maxillary sinus. So, a precise knowledge of the normal anatomy of peronazole sinus is essential, especially for the clinicians, so that they can perform the endoscopic sinus surgery and they can plan the surgery. Conventional radiographs are of limited diagnostic value as they don't allow for a robust analysis of the anatomical variants and has a poor sensitivity for the mucosal disease in the peronazole sinus. CT is a non-invasive procedure, it has ability to delineate anatomical detail and the mucosal disease of the sinus. CT has ability to image distilled structures such as posterior ethmoid and the spinoid sinuses, so for these reasons CT scan is the imaging modality of choice. It is important for the radiologist to be aware of the osteometrial complex variant and describe them in a comprehensive way for the clinicians. Objective of the study is to study the anatomical variations of the osteometrial complex on CT scan and to find frequency of various anatomical variations in the patients of chronic sinusitis, which are attending or coming to the Maharshi Markantation Medical College Hospital. This is a prospective study conducted from January 2021 to December 2021 with sample size of 100 cases and inclusion criteria of clinically diagnosed chronic sinusitis patients. Explosion criteria included patients with previous alteration of the peronazole sinus due to facial trauma or previous surgery or new plasm of the sinonazole mucosa. Material and methods. CT was performed on 128-slide phillip CT scanner. Patients were scanned in supine position. Exile sections were taken in with 1mm thickness and coronal and surgical reformats were done with thickness of 1mm. So, coming to the results. So, this is for the prevalence of the anatomical variation in chronic sinusitis patients and we found that approximately there was 85% anatomical variations noted and only 15% of the patient had normal anatomy with chronic sinusitis. Now, only 39% of the patients had one anatomical variation but there were 61 patients who had more than one anatomical variation of the anatomy with chronic sinusitis. Now, this is the coronal reformat image which demonstrates a deviated nasal septum with convexity towards the right side. On the image on the right hand side which is coronal reformat image it also shows a deviated nasal septum towards the right side with a ponies per and there is a concabulosa seed which is the nematization of the middle middle turbinate. In this coronal reformat image we can see a nematized and deviated unsanitary process seen bilaterally. Now, on this coronal reformat image we can see a paradoxical middle turbinate which is when the concavity of the middle turbinate is present towards the nasal septum. This coronal reformat image represents shows bilateral agonized cells which are the anterior most etymodal air cells. In this coronal reformat image we can see inframarbital etymodal air cell unilaterally which are the helars cells seen on the right side. Now, coming to the discussion with comparison of our study with Anita et al. Anita et al showed anatomical variations in chronic sinusitis patients in approximately 87% and our study showed that 85% of the patient had anatomical variations in chronic sinusitis patients. So, in our study we could see that concabulosa was present unilaterally in 15.3% of the patient, paradoxical turbinate was present in 5.9% of the patients, deviated unsanitary process was present in the 4.7% of the patients, agonized cells were seen in 2.3% of the patients unilaterally and helars cells were seen unilaterally in 1.2% of the patients. Concabulosa was seen bilaterally in 11.7% of the patient, adoxymetral turbinate was seen in 2.3% of the patient, deviated unsanitary process was seen bilaterally in 1.2% of the patient and agonized was seen in 1.2% of the patients bilaterally. So, concluding, this study re-emphasized the fact that anatomical variation in osteometrial complex in chronic sinusitis is frequent, can be multiple and we act as a key factor in causing chronic sinusitis. Best appreciated on CT scan and it should not be excluded exclusively to diagnose chronic sinusitis but CT provides the supplementary clinical data with the history in concluding the patients with the chronic sinusitis patients. So, a careful evaluation of anatomical variation by CT scan is necessary especially for those undergoing endoscopic surgery. The radiologists play a vital role in providing the information required by the soldiers that may predispose patients to increase risk of interoperative complications. And these are my references.


A lot of students think that there's a real benefit to small classes over large classes. I mean, we all have experience in sitting in lecture halls, massive, you know, 500 people in a lecture hall versus an intimate sort of 20 people in a lecture hall. Is there any evidence that, I mean, we like to think that small classes are substantially better than large classes? It seems intuitive that they would be right because you get more attention potentially from your teachers and so forth, and there's quite a bit of evidence, actually, enough evidence to do meta-analysis after meta-analysis. It turns out that the relationship between class size and student achievement really is really small. In fact, it's almost non-significant in many cases, which is startling that it would be that way. But in fact, smaller classes aren't necessarily better. So I suppose the reason might be that small classes aren't as good, I suppose, is that you can do more in small classes. Just great, yeah. But is it because they're doing the same things in the small class, in the large class, or is it...? I mean, if you think about it from a teacher's perspective potentially too, a lot of the education reform, like, let's get smaller and smaller classes, well, if I originally had a large class, like, say, 40 students in biology in high school or something like that, and then, lo and behold, we're all going to, like, spend a lot of money and just have these really, really small classes. But if I don't do anything to change my teaching style to take advantage of the small class, the student achievement really isn't going to change. So that I think is probably part of the equation, that just because you have a small class, if you don't really utilize it and take advantage of the fact that you now only have to interact with a handful of students, achievement is just not going to get any better. Sure. So I suppose it's what you make of it. Absolutely what you make of it. I mean, 40 kids, you're constrained, right? You can't do a lot of really good things for the students that you could potentially do with only 10, 5 students. But then if you don't take advantage of the small class, it's just not really going to help the students out. They might feel better about their interaction with the teacher. They might like the teacher more because they get interaction. That doesn't mean they're learning more, per se. One of the other ones, in Australia at the moment, our politicians are talking about producing really good teachers. Love it. And so a lot of it, they seem to be basing on just training. So we need teacher training. And they haven't really done much to kind of articulate exactly what that means. Yes. Is there any evidence that training teachers is effective? Unfortunately, just like with the smaller class sizes, teacher training isn't always that highly related to student achievement either, which just doesn't make much sense, right? Because we train individuals to become teachers because hopefully they can effectively then train their students specific content and so forth. It just doesn't seem to be a strong link between the amount of teacher training, how well students do. But many professional development courses for teachers don't necessarily train them effective techniques to use with their students.  They're intuitive. But there's not a lot of really evidence to show that any particular professional development program will necessarily lead to better outcomes. So in general, on average, many teacher training programs really don't translate into higher achievement. They can if they're done well, but on average they just don't seem to have a major impact on student achievement. Right. So you've done recently an enormous meta-analysis, an analysis of analyses. You've looked at a whole bunch of different types of learning techniques. So things that students can use or do use to try to improve their learning. Right. Could you tell us a bit about what you've done and what you found? Sure. With a large group of collaborators who actually worked very hard on this project for almost three years, we just reviewed lots of literatures, as you said, about the effectiveness of a variety of strategies. What we didn't look at were strategies that involved technology because we wanted to focus on just those things that any student could use. So just maybe with a penciled piece of paper or something like that. And we chose those strategies for two reasons. Some of them that we wanted to evaluate, we thought they probably did work, but why not check out the evidence? A couple other strategies, however, we knew students used a lot and we wanted to know, are these really effective strategies or should they be doing something else instead? So something that all students use, I still do it myself as a highlighter. We like to highlight things when we're reading. It's like a security blanket or something for learning. But it turns out highlighting itself doesn't really improve student learning, right? It doesn't increase achievement in any way. I would never take a highlighter away from a student. Again, it's like a security blanket. But it's just the beginning of the learning journey. It's not the end of it.  You need to go back and use effective techniques to learn that material. So at least some of the things that students do like highlighting and rereading really don't have a big bag for the time box, so to speak. So we'll spend time rereading, highlighting. They're really not learning a whole lot. One, in fact, they can replace those strategies with other ones that really do boost their learning, which is exciting. So now we just have to retrain students, build a better student right to use better strategies. Interesting. So highlighting, rereading doesn't have much of an effect? No, it doesn't. Isn't that strange? You'd think everybody rereads, right? You go back to the two. Unfortunately, when you go back to reread, your eyes are moving across the page. It's probably late at night, the night before an exam, and your mind is somewhere else. So basically, mind-watering is a rereading. Students need to do things that are more, to engage them more actively. So in this analysis, you looked at some things also that had a massive effect. Yes. What, obviously, it makes sense. I mean, a lot of people, when they are studying or cramming for an exam, these are the things we do, but they might not be the most effective. What are the most effective? What are the things that actually work? Certainly cramming is not that effective, right? Students think it's effective, partly because they can squeak by potentially in the exam, and then they'll just forget everything. I'm not suggesting students don't study the night before a test. It relieves anxiety and all this sort of thing. But there are better things they could do. First, instead of just cramming, begin studying two or three weeks before an exam. So you're distributing your practice out across time, which is very important. So you're studying the same material over and over again. Now, that does take a little planning, maybe a calendar to remind yourself. Geez, it's two weeks before the exam. Now I really need to hit the books versus just the night before when you're panicking and you try to cram. So distributed practice is really good. But distributed practice just tells you kind of a schedule of how you should be studying, kind of like the when of studying. But there are lots of what's, the things you can do instead of just rereading the material passively. And one that we find is really effective and many others. There's about 100 years of research, very exciting showing how effective this is. Just retrieval practice. So after you mark up your book, right, and about all the important things, and you go back, instead of just rereading everything you marked up, cover it up with your hand and just try to recall from memory the content. And if the student gets that answer right from memory, that has a really potent effect on subsequent performance. They really learn it that much better. Of course, if they can't recall it from memory, then they can restudy at that point, but then they should come back and keep trying. So just retrieval practice, a really effective way to boost performance, especially if students use it distributed across time. Sure. So it's kind of like flashcards, I guess. Absolutely like flashcards. And most students at least say they use flashcards for simple, paired associate learning, things like foreign language vocabulary. But you can use flashcards for complex materials as well, concepts. So you write the key term on one side, definition on the other side, and then use that to basically test yourself and then to restudy. Even important concepts in textbooks, how they take notes, they can take notes in better ways to actually support the use of retrieval practice, which is an effective strategy that many students don't use. They under-utilize it, yeah. So retrieval practice, so then it's, I suppose, really pretty effortful by comparison to rereading or highlighting. So it probably takes a fair bit of desire on the part of the student to want to learn that. It absolutely does. I mean, it's very easy to sit there and reread, right? Especially when your mind is somewhere else thinking about how fun it's going to be after you take your exam type of thing, where it does take a little bit more effort that engages you to try to retrieve the information. The nice thing is out of all these studies that are done to compare rereading to retrieval practice, the time on task is always equated. So the students who are just rereading spend the same amount of time that the students are who are practicing retrieval, okay? So yeah, it might be a little bit more effortful. Effortful, you know, it's like a little bit more painful to try to retrieve stuff from memory. But even the same amount of time used in one strategy versus the other, the students who are practicing retrieval using a little bit of extra effort are getting a major, basically, increase in their performance. Interesting. Right, yeah, it's. And so the other aspect of that, the distributed learning, the spaced learning, what does that entail? I mean, so does that entail studying a little bit each day? Or is it, how many days do you need? That's a $100 question, or maybe even $10,000 question. This is how I think about it. Let's say you're a student getting ready for an exam. And maybe you decide, okay, I can give this four hours of my time. Most students, because they think cramming is good, they'll spend that four hours the night before the exam. Just study, study, study. They're going to do a lot better off if they take the same four hours and just basically segment it into four one-hour study sessions that are spread across, say, two weeks prior to the exam. Again, the same amount of time, but now that just spread across time where you're coming back to the same material versus just kind of going over that material over and over again during one four-hour block. How much they need to do for long-term retention, a whole lot. Okay, this won't be a great strategy to learn all your course content. You've got to decide what's most important, what you think you're going to be tested on, and focus on that material. But the more is the better, the more often you come back and re-study, of course, and use retrieval practice, the longer you're going to retain that material. So for stuff that students really need to know, this is an essential strategy. Else they just forget stuff. I mean, you don't have to tell a student, right, that after they take a test that they cram for, the next day they pretty much don't remember anything that they studied. Distributed practice ensures that you're going to remember that for a much longer period of time. Interesting. It's essential, yeah. Now it seems to me that the students who rely on highlighting material or rereading material... Which, by the way, is almost all students. All students, exactly. Yeah, when they're surveyed, about 80, 90% of the students say they use a highlighter. In fact, I think almost everyone uses a highlighter. Everyone says they just reread. Yeah. Yeah. How did they get it so wrong? How is it that students who use these very ineffective techniques at the expense of techniques like retrieval practice and space learning, certainly they would have stumbled across something that would have been a fit. Maybe not. I mean, are people very good at monitoring how well they do or their own performance? In many cases, they're not. So for instance, just rereading, for instance. Most students, when they're rereading, if they're reading fluently, so it's just easy to read, they think, oh, I'm understanding this. I'm getting it right. But it turns out that the ease of reading isn't really that highly related to how well they're understanding it. In fact, some really neat research that I've done with one of my collaborators, Katherine Rossin, we scrambled sentences within a text, scrambled them all up. And then we rewrote those sentences so that they flowed well, read beautifully. But it didn't make a whole lot of sense. Then we had students read that and tell us how well they thought they understood it. Unbelievably, the students who read this paragraph felt they understood it when, in fact, there was not much to understand there. Students can get a really good sense about how well they know something by using retrieval practice, right? Because if you can't produce it from memory, you probably don't know it well enough. So often this kind of these ease of studying leads students down this really unfortunate pathway. So they feel they understand it when, in fact, when it comes down to the test time, they find out that they don't understand it. I mean, all teachers have this experience, right, where they've hand back the exam grades, and then the students will come up and say, I thought I really understood this well. Why did I get an F? It's like, well, you probably did think you understood it well. It's just how you were studying wasn't really going to provide a lot of information on how well you comprehend the material. So students need to use special techniques to help them monitor their learning in this context. That seems to be really problematic, I suppose. So teachers are kind of rewarded for making students student satisfaction. It plays a big role in high schools and in universities. Of course it does. And so I suppose there's a real push for teachers to make the material go down as easily as possible, right? So to be as fluent, to make it as easy as possible to process the content. Absolutely. Isn't that kind of working at cross purposes? Well, unfortunately, the teachers fall prey to the same difficulties of monitoring that students often do. So if they see students picking up something very fluently, very quickly, they'll think they must really understand that. But quite often, the ease of picking something up, of understanding it, and initially, is not at all related to subsequent performance. So for instance, if you're just going to study something over and over and over again, boy, it'll seem fluent. You'll feel like you understand it. If teachers are watching it, you're not making mistakes when you're solving problems. So everyone thinks that this is a great technique when in fact, come back two or three days later and the students haven't retained anything. So often, unfortunately, those strategies that are going to work the best are effortful, right? And yet, understandably, many teachers would think, well, they're not really making fast progress there, right? Because it's effortful. So maybe it's not a really good way to proceed when in fact, no, it might be. I think we just need to inform teachers and students more about these kind of foibles of evaluating the quality of strategies because sometimes something that looks terrible in the moment because it's effortful is really beneficial in the long term. Yeah, interesting. The name of the course, Think 101 is the science of everyday thinking. And so we're really interested in the sort of strategies, the sort of things that people can do to think better. And that means we're covering a lot of material in the course from the sort of shortcuts that people tend to use to make judgments and decisions. With respect to the research that you've conducted over your career, what do you think might be a good sort of take home message as far as improving people's everyday thinking? Well, especially if the everyday thinking has to do with performing in the future, okay? Whether that be performing an exam, performing in workplace, just doing your hobbies better. The best way to think about will I be able to do something well in the future is to simulate it in the present, okay? So the more people can rely on simulations which sometimes can be effortful, right? If I'm gonna wonder how well will I do in this context in the future, the only way to really know is to try it out now.  So sometimes here, at least in thinking about thinking, this is what I'm talking about in this context, really can be effortful in its own way. So to evaluate how well you're basically picking something up, the best way you can do it is simulate it. The strange thing is in any other context, besides learning and education, students and people of all sorts simulate their goal before they get there.  It's basically simulated. You're gonna do your dance routine many, many times until you feel you have it right. You take that same student and you put him into, say, a mathematics class. For some reason those lessons learned in dance don't translate. So we can think a lot better about how we can perform in the future by simulate it in the present. Without a good simulation, we're really gonna make a lot of mistakes about our own abilities and how we'll perform in the future, so. Interesting. Earlier you mentioned the basketball analogy. I suppose it works the same way. Yeah, absolutely. So it seems very odd that people on one hand will go to basketball practice, practice day in, day out, once a week or once every day. Yeah, but they fail to recognize that the skills that they're learning there, the same sort of practice that they're using in that context, they fail to practice in the educational context. So you're suggesting that if they did what they learned in basketball and applied it to mathematics or science or something, they'd be great. Right, because most students, like if you're a basketball player or wanna be, so to speak, you don't stop practicing after you've just missed 20 free throws in a row. It's like, no, I'm not getting it. You keep practicing until you get it.  And really what practicing a sport, dance, music or everything is really a lot about retrieval practice in a distributed fashion, right? Why that doesn't translate to studies skills or at least for most students, I don't know. You'd think it's like, oh, why don't I just use these same techniques now to get ready for my math test? Yet what students do is, of course, wait to the last moment and they cram. Maybe mathematics isn't quite as fun as playing basketball. I don't know. Some of us like math. But yet it just doesn't seem to translate and we're trying to get the word out, let it translate. Start many weeks early, right? Keep practicing, getting ready for that exam so you can really do well, so to speak. So I think the opposite would hold true as well that cramming for a basketball. Probably not gonna do well, right? Yeah, wouldn't exactly do, wouldn't get you very far. No, not at all. You don't wanna pull an all-nighter that the evening before a basketball game, you'll be tired and you won't play well. Practicing free throws. Yeah, it's like it's just not gonna work. Interesting. My name is John. I think about reflection.


Good morning, Mira. Good morning. Oh, you're waiting for something, aren't you? This. You want this? You want this? Yeah, you're excited?  How you feeling this morning, Ombré? I'm doing pretty good, actually. Nice sleep. Yeah, nice sounds in the morning. You know, the frogs and wind in the palm. So, yeah, ready for another day on the Baja. That's right. The frogs are very cool. Usually you don't hear frogs when you're camping out in the desert, but because of this oasis, there was lots of aquatic creatures making noises all night long. Okay, we'll throw one more. One more, one more, one more. Okay, okay, okay. You're bouncy this morning. Yes. Our first stop of the day is only a few hundred meters away from where we slept.  And dinner and breakfast a lot of times in Mexico looks very similar. We're gonna have tortillas, and beans, and eggs. And I love it no matter what time of day it is. How many tortillas have you made in your life? A lot of tortillas. But look at how my hands are. Oh, look. For the tortillas? For the tortillas? Really? Yeah. Oh, don't eat this tortilla. No. Are you going to eat it by hand? It's something special in Mexico. All right, amigo, ¿Cómo estás? Bien, dile papi, bien, dile. That's a soft yolk, that's. Handmade tortillas and eggs and beans, yes. This is my happy place. This is our happy place. That's right, buddy, make your magic burrito. A little bit of fresh goat cheese. Oh, yeah. We got a happy Canadian. We do have a happy Canadian. Bye-bye, bye-bye. Vamos a regresar algún día. Así es. This mission seems a lot more rustic than the other ones I've seen in Baja. Exposed brick and much smaller as well. It's kind of funny to have a picture of Pope John Paul in here. That was a while ago. He always had a nice smile. There's a sign here. It's even in English, so I'll read it to you. The first site where this mission was founded was explored in December 1684. This building that can be seen was an annex which probably was used as a residence for the first missionaries that opened this California land to evangelization. What are they as? Wow, that's a little one. Yeah, you were close to him. Going up. Just to give you an idea of how steep this is. We climbed up pretty high in just a short amount of time. Look, racing down this downhill, I saw this stick in the way. And I was like, oh, that's not a stick. There's a snake. Wow, what is this? Look at this beautiful snake. Ah, it's a fast darn it. I was hoping to give you more of a look. I've never seen a snake like that. It looked like a garter snake, but much more tan. It was cool. It was out having a nice little morning sun until we came bumbling along. Here we are. This went down a raging road just really long and really fast. But nothing's free in Baja because you have to go back up. And I was just looking out this way and way out there you can kind of make it out. We're going back up pretty much the same grade we came down. John's going to head up first. The sacrificial lamb up the giant mountain. I'm going to sit down here and drone it. It's my turn. Oh boy. Look how beautiful it is. All you got to think is how pretty this is. It takes away a little bit of the pain. Just a little bit. Shadow, how we doing? Come on buddy, you got it. Hey Abumera, thanks for being here for me. Get me to the top. Let's go. We're close. Oh god that felt so good. I mean, getting here is good. Thanks for being there to cheer me on bud. You want to play stick? Yeah, go get it. More than anything, I'm blinded from the sweat in my eyeballs. High five bud, good job. That was awesome. You got a high five too. You got a high five, huh? We're riding by this little ruin here and I thought at first it was an old mission but it's probably a storage for grain. Look at this little door here. Hello. Can you imagine the work it would take to build something like this? Just back breaking work. Look at that. We got ourselves a wet Canadian. Oh yeah, that is cold baby, that is nice. Feels good doesn't it? You ready bud? I know it feels good doesn't it? I don't want to leave either. That is the face of bliss right there. Thank you water, rejuvenation. This is a very nice town. You can tell that there is some tourism here, there's some money and the mission is just stunning. So nothing lasts forever and it's time to say goodbye to our new friends. Oh I know, you're trying to give me a high five.  I really appreciate everything man, it was really fun to have your company for the past week. Yeah likewise, yeah it's been great. You know it's really nice when you just happen upon a person on the same route and you can kind of... And we're riding the same speed and we can talk all day and it's been really... Yeah we share some similar interests.  I appreciate everything and I love how life works and I love how life put us together. Yeah that's been great. I know I'm going to see you down the road somewhere. At some adventure or something. He's going to continue riding his bike around the world. So I'll link to all of his information down below but you're going to want to follow. Mira la perra! And yeah dude, thank you so much. One abrazo fuerte, oh that was awesome. And now I have a new friend in Canada, yeah. And you are so special, you are so special. Can I get one more hug? Can I get one more Mira hug? She just likes to tuck in this morning. She was tucking in real good. And the reason why we're saying goodbye, I didn't even say that. He's going to stay here, I'm continuing on. You know, that's just how the world works sometimes. People come in and out of your life, you don't know how long it's going to last but we definitely made the most. Just for the long afternoon into the evening, maybe I'll stay here. Yeah. We made the most of it, didn't we? Made the most of our time, didn't we bud? Yeah, it's been a real pleasure. She's going to miss you. Where's Ryan? Where's Ryan? Where's the dude? Where's the dozer? Bye Mira, bye John! It's amazing how quickly you can become comfortable with somebody and it feels like I've known John and Mira much longer than the six days we rode together. Really good people. I am so fortunate that they came into my life. Sorry for scaring you. Mira, where are you? I need my cheerleader, I need my hug. Hello cows. I'm out camping right here on the sand. I've been riding, riding, riding, the sun's going down and look what I found, yes! Oh baby. It's going to be cold. La vida es maravillosa. That's pretty special. That is pretty special. Gracias baja! You know who would really like this camp? Mira would love this camp, for sure. I'm so thankful I met them, I really am and I really admire their relationship. It is incredible, it's like nothing I've seen before as far as man and dog. They've been traveling for three months since candidate together every single day and it's really charming to see them interact with one another. You can tell there's really, there's a lot of love there and I've never wanted a dog, my excuse has always been oh I travel too much to have a dog, but there you go. John has a dog and he just travels with it and man that dog has a lot of love. Whenever I stopped on my bike it would jump up and say hi and at night time it would come over and snuggle with me and in the mornings it would come over and wake me up and yeah, those two were very, very cool and I'm glad that our paths crossed on this adventure.  Strong, athletic and playful. I haven't felt that connected to a dog in a long time and Mira taught me a lot in the six days we were together. She really did. She taught me about just whatever, always be happy. It doesn't matter what the terrain is if it's up or down or rockier sandy, it doesn't matter, just keep going with your tongue hanging out smiling and it'll be over soon and then when you get done with it throw a stick and have some fun and here I am alone again and this really is what I wanted out of this adventure. I wanted to come out here and spend some alone time in the desert and really just be with my thoughts and think and plan for the future and get excited about what's down the road, put some intentions into the world about what I want with projects and work and relationships and family and everything and here we go one week into this adventure and it's already been so rich and so full and I'm excited for what's to come. I'm feeling very, very thankful right now very, very thankful and as the sun goes down you know what I gotta do little shout out to Johnny looking about you guys I love you life man life just keeps on getting better and I really appreciate that and as I was riding this afternoon I was thinking about all the things I'm grateful for that life has taught me it's presented me with so many beautiful experiences both very difficult and just pure joy and I think you have to really you know go through the difficult moments to appreciate the joyous ones and I'm very grateful that I get to walk on this planet and bike on this planet and have a body that's strong enough to take me around and show me new things.


My name is Nimor Chum. I am from Cambodia. I am now studying at the University of South Australia in Adelaide. I study Master of Environmental Management and Sustainability. I believe that there are a number of courses in the University of South Australia that are not provided at the University. And especially there are some things that I can learn and it's quite new and very applicable to what is really needed in my country. Many people who have come to Australia, they have been back to my country Cambodia and they become very successful in their careers. Australia is very special and a very good place for learning and something to learn in daily life. Everybody tries to apply. This is one of the greatest awards in the world. Having the Australian degree in my resume makes me one of the most valuable person in the country. Everywhere I want to go, people just want to take and it is very recognizable. I want to encourage all of the people who apply for an Australian award because it is their chance to get to learn something new and also to make themselves become a more valuable person. It is a really great opportunity to have such kind of support and also the honour is even more special than just the support.


I have unhitched my wagon from All-Star. Good morning, Hank. It's Monday. Do I have a mustache? Not only is it Monday, it's also Pizzamas. Everything's coming up green, except for this mustache, of course, which is... It's Pizzamas, a magical e-commerce holiday where for two weeks Hank and I make videos back and forth every weekday like it was 2007 all over again, and we sell lots of stuff with my mustachioed face on it, a reference to something from 2008 that I myself don't even remember. Let's just go with it. All the Pizzamas stuff is available only during this Pizzamas, and all of our profits and royalties go to charity to support efforts to reduce child and maternal mortality in impoverished communities, and in the case of a couple things also to support international COVID relief efforts. Okay, now I get to do an unboxing. First off, we have Circles Pizza John, which brings together two of my favorite things, drawing tiny circles and having a mustache. Then we have this work of Melancholic Majesty in which I appear to be crying a tear made out of pizza. Oh my, I love it so much. It's- it's my- it's my party, and I have a party hat. I mean, nature finds a way to create pizza-jons. I guess in celebration of me going out into nature more, they made a shirt where I turn into nature. The seasons are changing. There's never been a better time for your pizza-john pull-over hoodie that says pizza on the sleeve. By the way, can we talk about my mustache for a second? It's real bad. I mean, this is just catastrophic. Maybe it'll be better if I smile like... nope. Nope. Nope. That's uh, that's- that's- that's worse. Oh, I love this so much. It's strange and beautiful, just like Pizzamas itself. Oh my god, every time I see my mustache in the viewfinder, it's just- it's blinding. Oh, look at this. It's a Pizza John tote bag from Pizza John's Pizza Parlor in winter South Dakota. Oh no. Oh. It's the- It's three Mies howling at- at- at one moon. It's three- three John Moon. Oh god. I can't wait to go on tour again, Hank, so I can meet people wearing this shirt. Look at this. It's a fancy cool tie-dye Pizza John. I think I'm gonna put this one on. Oh, I like that quite a lot. Oh boy. For all your Christmas wrapping needs, there's some Pizza John wrapping paper. So here's the deal. If you buy all the t-shirts, you get a discount.  And then you can wrap it up in your Pizza John wrapping paper and give it to a friend and they'll be so happy and they'll have t-shirts and a hoodie and lots of other things to get them through what may be a difficult winter. We have some very attractive Pizza John crew socks. Then we've got our pins for this year. Choose wisely because we've got a thin crust pin and a deep dish pin. I'm a thin crust person, so I'm going- I'm going with that. And it wouldn't be 2020 if we didn't have a Pizza John mask. This is gonna be...  Oh my god. Oh, I don't know what else to say. I mean, the great thing about wearing this mask is that people will keep their distance. We also have other great Pizza-ness stuff including stickers and a fanny pack. So head over to pizza-ness.com right now to find it all. It's only available for the next two weeks and remember all our proceeds go to charity. Hank, happy Pizza-ness! Oh, I will see you tomorrow. PS, Hank, there's one thing you didn't mention in your wonderful video about our All-Star project, which is that it was all inspired by some YouTube comments, especially one from Maddie. Five months ago in the comments section to my video, Hey Now, Maddie wrote, I want Hank to title his next video, You're an All-Star, and go through the rest of All-Star's lyrics as video titles, even if the contents have nothing to do with the title. Seems like some Vlogbrothers 2.0 nonsense and I'd be here for it. So to Maddie and the other people who made similar comments on that video five months ago, thank you.  Okay, happy Pizza-ness, pizza-ness.com only for the next two weeks. False sense of urgency.


In a recent episode of the Open-Minded Thinker Show, a former US Marine Corps intelligence officer delivered an insightful analysis of the ongoing skirmishes between Iran and Israel. He asserted that Iran's objective was to re-establish a deterrent against Israel, cautioning them against further aggressive actions amidst escalating tensions in the region. Furthermore, he highlighted Iran's strategic intent to impress upon Israeli policymakers in Tel Aviv the reality of its military capabilities. In today's episode, the officer portrayed Iran's retaliatory actions as one of the most successful military deterrence operations in recent memory, particularly since Israel began testing the strategic patience of the Islamic Republic. Despite offering a damning assessment of the attack, he ominously predicted further Iranian assaults on Israel. The rationale behind his prediction remained unclear in the interview conducted on the YouTube show Moat, hosted by renowned British commentator and MP George Galloway. In a stunning revelation, Scott Ritter highlighted significant vulnerabilities in the joint U.S.-Israeli missile defense system. According to him, the U.S. boasts an advanced AN-TPY2-X-band radar stationed at Harkeren, located in the Negev Desert. This radar's primary mission is to detect Iranian missile launches and relay crucial targeting data to Israeli Arrow and David's sling systems, as well as U.S.-thawed ABM batteries. These defense systems are strategically deployed to safeguard sensitive Israeli sites such as Demona, Nevitim, and Ramon airbases. Well, let's just point out the reality that Iran started this attack by launching the slowest, loudest weapons in its arsenal, the Shahid drones. And they did that because they were sending a signal to Israel, the United States, and everybody, we're attacking Israel. Now if they were looking to carry out a lethal attack, why announce it five hours in advance? Why give Israel a chance to withdraw its high-valued assets from bases that are vulnerable? Why give the United States, Great Britain, and France a chance to move resources up, ships, airplanes over Jordan to intercept these missiles?  And they did. They came out and they shot the drones down. Now Iran launched tens of millions of dollars worth of drones. The United States and Israel spent billions of dollars shooting them down. This is a financial equation that's unsustainable, and that was one of the points that Iran was making, is you can't afford this kind of war. Then they sent in cruise missiles that, combined with the drones, defined the initial phase of the air defense reaction, not only the air defense, the airplanes, but once they penetrated the airplanes, the iron dome started engaging. And they brought in missiles at a higher level so that the aero systems and the patriots started to engage, and they defined the radar. They defined how Israel's locking in on the targets. And then they did three things. And this is where it gets iffy. I have to be honest, George, it's very early, and there's incomplete information out there. But my understanding is that Iran used three types of ballistic missiles. One ballistic missile, it's a very clever missile.  So remember, the iron dome is tracking a target. You fire these decoy bursts, and so the iron dome says, aha, we have now 25 targets. And they fire 25 interceptors. Meanwhile, smaller warheads maneuverable burst through those interceptors and go down and hit the Israeli air defense systems. And that appears to be the case. I was looking at some video where you see this taking place, the shotgun effect of these bomblets, the iron dome responding, and then coming in and they hit the air defense system. So they're showing the Israelis how we're going to take you out. The next thing that you see is they have these missiles coming in where you see the warheads separating from the missile body. And then there's a booster engine on the warhead that drives it down into the ground at high speed, blowing away any radar intercept, any ability intercept hitting the target. And what this does is it clears the space, they clear air defense. The final thing are these heavy warheads that come off of the heavy missiles that hit the runways and blew the big craters in them. This was a three-layered ballistic missile attack that was specifically designed by the Iranians to destroy Israeli air defense, to clear the way, to take out air defense, and then to show that we can put the big warheads on the target anywhere in Israel we want to. And this was successful, and the beauty of this is they didn't use their best missiles. All three, with exception, one of these missiles is rather new, but it's not the hypersonic missile. Israel didn't use their hypersonic missile. And Israel has lots of these missiles. This was just a single strike package. Iran has several strike packages just like this held in reserve that they have for Damona, that they have for the Kyriac in Tel Aviv, that they have for other air bases. Iran can repeat this process all day long, and what they showed Israel is this is what we can do. And I can guarantee you there's people like me right now who wear uniform or intelligence officers doing the exact same analysis they're doing, and they're writing big critical reports up the chain of command saying, stop all nonsense, we can't win this war. It's over, guys. Stop it. We have no defense here. If Iran wants to come in, we are powerless. This thing will escalate out of control. Make it stop now, which is why Joe Biden was on the phone with the G7 to intervene with Israel, why Joe Biden was on the phone with Netanyahu, and why Netanyahu's generals were telling him, stand down. We can't win this fight. This is a huge Iranian victory. Yeah, we'll come to that latter point in a minute. But do you agree with me that, as George W. Bush might put it, they've all misunderestimated Iran all along? Well, again, the military hasn't. I have to say that I've worked with Israeli intelligence, with their technical intelligence people, with the people who do the analysis and the assessments of missiles. These are smart people. And if I, sitting here thousands of miles away without any access to secret information, could have said, I knew most of this going in before this happened. I knew what Iranian capabilities were. I can guarantee you they knew exactly what this was. But the problem is, getting their voice heard by Israeli policymakers who are driven by emotion and by politics, domestic politics, et cetera. What this attack did is empower their voices, because now, whereas political leaders could say, well, you're just speculating. You don't know. That's just geeky, intelligent stuff. Now they have the hard data. The photograph put on the table, the air defense guy saying, boss, we gave it our best shot. There's nothing we can do to stop them. The Americans calling up saying, there's nothing more we can do. We did everything. We can't stop this. And now the Israeli politicians are waking up to the harsh reality that the fiction that they have been living under is not even close to reality. It was a fantasy. And there's a real world out there, and it's a dangerous world. They're going to have to change the way that they operate. This is a spectacular assessment of the Iranian retaliation. He was trying to explain that despite the sophisticated technology at their disposal, Iranian missiles managed to strike both Neva team and Ramon air bases, effectively bypassing the supposedly impenetrable defense network. Ritter's assessment underscores a stark reality. Even with the best surveillance radar and cutting-edge anti-missile defenses in place, the US-Israeli collaboration failed to protect the sites they were entrusted to defend. This revelation challenges the narrative of Israeli victory, spun by some following the recent events. The inability of the world's premier missile defense system to thwart Iranian attacks raises serious questions about the efficacy of current defense strategies and the extent of Iran's military capabilities. According to this assessment, Iran has delivered a stark message to Israel through its recent targeted strike, particularly on an Israeli airbase runway. The successful hit has sent shock waves through Israeli defense circles, signaling Iran's capacity to disrupt crucial infrastructure and challenge Israel's strategic superiority in the region. The strike, meticulously aimed at disabling the runway, serves as a direct assertion of Iran's ability to neutralize key Israeli assets. While Israel may boast of its prowess in intercepting drones and other aerial threats, the Iranian Missiles Accuracy underscores a potent reminder that Iran possesses the means to inflict significant damage where it counts. The implications of this strike are deeply unsettling for Israel, as it highlights a vulnerability that traditional defense systems may struggle to counter. While Israel's defense capabilities have been focused on countering aerial threats, the targeted strike on the runway demonstrates Iran's strategic foresight in exploiting vulnerabilities beyond conventional warfare tactics. So let's move on to what happens next, Scott, if you will. It's said, and you've just said it. The media is saying it. I believe it, that Biden has sought to dissuade. In what words and at what price? Who knows? But sought to dissuade an Israeli response to Iran's response. For fear of this wider conflagration, for fear of a serious, 10 times more serious Iranian response to any Israeli response. But the question is, can Netanyahu survive without responding? Listening to Ben Gvea and others already this evening, it seems to me that Netanyahu would fall from power, where he, to go along with what Biden seems to be asking him to do. There's a couple of things that I think we're going to see. One, I think we're going to see Israel ratcheting up the pressure on Hezbollah. And now we're going to have to see the skills of Hassan Nasrallah and his ability to manage this escalation ladder, which he's done so masterfully, but more pressure is going to be put on Hezbollah by Israel. And Iran is going to be pressuring Nasrallah not to allow it to blow up, not to allow it to become the general war that Netanyahu so desperately needs. Two, I think Netanyahu is going to call in the head of Mossad and sit Ben Gvea down with him and say, we're going to double down on our covert war against Israel. A lot of people were forgotten, but there was a huge demonstration last year that became a civil war. I talked to senior Iranian officials about it. And they said, this isn't demonstrations. This is a hybrid war run by the CIA and Israeli Mossad designed to bring Iran down from within. And it was a big problem. It was a big fight. The Iranians won. They prevailed. But I would see Israel encouraging Baluch nationalist movements to strike Iran and Zahidan. I would see them encouraging ISIS to strike inside Israel. I would encourage them to see the Kurds striking the Mujahideen al-Aqal striking. All these external forces that the CIA, the British, and Israeli intelligence have been propping up for years, I think you're going to see the Israeli saying, you need to double down on this stuff. We need to put the pressure on Iran because we can't be seen as doing nothing. We have to be seen as doing something. And this, again, will test the limits of Iran's deterrent policy. At what point in time will Iran expand it to say that hybrid attacks, using a proxy, qualifies as the same as a direct attack and our deterrence will kick in as well? We dodged a bullet, but we're not out of the firefight yet. There's going to be a lot of pressure put on down the road. The good news is Iran doesn't want to fight. They're not cowards. They prove that they will fight if need be. But Iran's focus is on the Shanghai Cooperation Organization. It's on bricks. It's on normalization of relations with Saudi Arabia. It's on economic prosperity. And a war with Israel will disrupt all of this. So the good news is there's a lot of patience built into Iran's foreign policy, a lot of flexibility. And that's necessary at this point in time because Iran has to understand that Israel has to do something for internal politics. And you either want a war or you don't. If you don't want a war, you're going to have to grit your teeth and bear it as Israel uses proxy forces to put pressure on Iran to punish Iran. Iran will have to absorb these attacks. But the other good news is Israel's losing the bigger war. Remember, the other thing Iran doesn't want to do is distract attention away from the fact that Hamas is winning. That Hamas has turned global opinion against Israel. That the world is now talking about a Palestinian state in ways that they had never done before. A larger war between Israel and Iran distracts people from that goal. And Iran doesn't want that. Iran understands that the axis of resistance together with Hamas was in the process of strategically defeating Israel. And that's the fight they want to fight. So I think Iran will be willing to absorb blows from Israeli proxies in order to stay focused on the strategic victory that they're handling and not fall victim to the kind of petty human narcissism that Israel falls victim to where they say, we've been slided. We have to do massive revenge. Iran has shown itself to be a very patient, very resilient, very mature nation state when it comes to this sort of activity. Finally, Scott, and I'm grateful for your time. As always, the English speaking king of Jordan who when he took the throne, literally could not speak Arabic and now speaks it with a rather splendid English accent, he was the only Arab leader, if we can call him an Arab, call him a leader, who collaborated with Israel and the United States last night. Even their much more important and longer standing allies declined the opportunity to do that. Why did King Abdullah do that? Has he not placed himself in very severe difficulty now with his own population, which is overwhelmingly opposed to Israel, overwhelmingly in support of the Palestinians in Gaza? What on earth forced King Abdullah to do that? Well, I call him the least Arab leader in the Arab world. As he pointed out, his roots, his ideology, his mindset is very British. It's not of the Arab street. He is so far removed from the reality of his people and he is so dependent upon Israel. And I put Israel first, then the United States in Europe for his continued viability as a leader. His betrayal of the Palestinian cause is apparent to all. And now his betrayal of the Arab world and indeed the Muslim world is on display likewise. He knows he's in a lot of trouble. The most dangerous thing in the world for the Hashemite King of Jordan is happening. And that is that the Palestinian people have a pathway to statehood. The Palestinian state is perhaps the greatest threat to this artificial entity called the Hashemite Kingdom of Jordan because he's not a Jordanian. He is a Saudi Arabian transplant. And I believe that he may be the last Hashemite King of Jordan that I don't wish upon him the fate of the last Hashemite King of Iraq. But I do believe that it's time for the King of Jordan to take his family and his retinue and fly off to London and live where he belongs among the British people he so adores because he is reviled and hated amongst his own people and now amongst the entire Arab and Muslim world. He is a betrayer of the cause of the people of Palestine. So, World War III or not, Scott? Can we sleep in our beds tonight? With some confidence that the world will still be here when we wake up in the morning? I'd say in the short term, as long as Bengurian airport is open and flights are coming in and out, go to bed, sleep well. If Bengurian shuts down, then we need to start worrying about in what direction this is going because the Iranians aren't playing around anymore. And if Bengurian shuts down, it means the Israelis aren't taking no as an answer from the United States and this thing could go in any direction. But for the moment, Bengurians open, people are flying in and out. I'd say you can sleep well tonight. This development is likely to fuel apprehension within Israel's defense establishment, prompting a reassessment of threat perceptions and defensive strategies. The realization that Iran can effectively disrupt vital infrastructure adds a new dimension to the ongoing regional tensions, potentially reshaping the dynamics of conflict in the Middle East. As both nations navigate this heightened state of uncertainty, the Precision Strike serves as a stark reminder of the ever-evolving nature of modern warfare and the imperative for robust defense measures in an increasingly volatile region. Thank you for joining us today. To expand our reach and amplify our message, we encourage you to like, share, and subscribe to our channel. Together, let's raise awareness and strive for peace. Until next time, stay informed and engaged. Peace.


We'll change now. There we go. Are you still there, Lizzie? Yes, I'm still here. I was just preparing my environment as well. Okay, not a problem. Let me know if that you struggle with. Okay. I'll be here until job takes over. No problem. Actually, I should be fine. I should be fine. If you want to leave, you can leave any moment. Just share my screen and then we should be off. And good afternoon, everyone. I hope you are able to unmute and greet me as well. Because I want to hear from you. I don't want to be the only person talking. Guys, it's going to be one and a half hour of long silence. Then if you're not going to talk to me, are you able to also put something in the chat? Hi, everyone. Hi. Yes. Thank you. Hello. Hello. I just put on my video for now so that you can see who you will be talking to for the rest of the year or the semester or whenever the sessions end. That's me. I'm going to turn off my video because where I'm seated actually is not conducive enough for a video. As you can see also the light is reflecting on the wall and my wall is just blue. So I'm just going to turn it off. Maybe the next session I will have a nice environment where I can also show you my face again. So welcome to the basic numeracy class or session. I don't know. Like I said, 2022 started very wrong for me. That says basic statistics skills. No, don't worry about that. It should say basic numeracy skill online sessions.  Thank you. And there will be a register in the chat. Make sure that you always complete the register. I'm going to place the register now in the chat. While we speak, then you can also because I haven't started with anything. While I do the introduction, then you can complete the register. You can also post it closer to the end of the session for those who join late. Just make sure that before you leave, you complete the register. It's very important to complete that register. Because in order for UNISA to continue offering this sessions, they need to know that students are attending the sessions. And we're not just saying we're offering this and then there is nobody. I'm here alone. So the register helps with that and also it also helps with sending out information. For example, if in the session now when I explain certain things and then you ask me and I say I will send you some information like I will send you additional information. I will send it to UNISA and UNISA can distribute it to everyone who was in class. The only way to know who was here is via the register. So if your name was not there, you won't receive that information as well. So make sure that you complete the register. Please don't put your student number on the chat. There is a register. You just put in your student number on the register and select the correct session for today. There are a couple of them. I don't know which one you're going to select, but I will suggest that you select the first one that says basic numeracy skills by Ms. E. Boy. Don't select the second one where it says basic numeracy for economics management science by Mrs. L. Boy. That very long one, you can ignore that. You need to select the one that says basic numeracy skills, Ms. E. Boy. Okay, so that is all about introducing you to the house rules. If there is any question, administrative questions that you didn't get the link, you don't know where to find the notes. You don't know where the recordings are. You can send an email to CTNTAT at unisa.ac.z. All sessions are recorded. And the recordings are made available after 48 hours or more. I think it's even more than 48 hours, after 48 hours or more. So allow two to three days at least for the recordings to be available. But it's always good that you must be present in the session so that you are able to get first hand information and not wait for the recording. If you have any content related questions, like we're doing something here and you don't know what is happening, you can send me an email. That is my email address. E-boy.em at unisa.ac.za. Or if you have an assignment question and you can see that assignments are due very soon and we are not covering any topics related to the assignment, please just get hold of me or send me your questions and I should be able to assist you. Hey, so like formally welcome to your skills numeracy class. This is the first session for 2022. Normally there is a session plan that tells you the topics that we're going to cover to be covering every month. I will do that as soon as possible. But for now, bear with me, we will do topic by topic as we go along. I haven't completed my session plan as yet, but as soon as I have that documented, I will circulate it and you will have access to it as well. This session, I'm going to explain to you what these sessions are all about later on. Today is just, we're going to take it very easy. I'm not sure if you have been with me previously or this is your first time because you don't want to also unmute yourself so that you can talk to me. I was hoping that we can have those engagement as well so that I can understand your expectation and I can also tell you my expectation. Okay. And my name is Elizabeth Boy. I'm going to be your facilitator for the rest of the sessions for this year. You can call me Elizabeth. You can call me Lizzie like Adele called me Lizzie, but you can use any name you want. Please don't call me Mem. I'm not Mem. I'm not old. I'm still very young. I'm very young to be called Mem. I'm also just to clarify certain things. I'm also not a teacher. I'm not a lecturer. I am just a facilitator. I'm here to facilitate the sessions. So any UNISA related issues, even though I use UNISA email, I'm not UNISA employee full-time. I do have a day-to-day job. I work at the University of the West End Cape, but with UNISA I've been there with them for about more than 18 years now counting. I'm doing the same thing that I have been doing, but even improving as we go along. So I've started as a tutor with statistics and be a new, and then I moved into numeracy facilitation as well. So not that I want to break about anything, but yeah, I have been with UNISA for that many, many years. Facilitating the sessions. And like I said, I work at the University of the West End Cape. But I don't also do anything related to lecturing or anything like that. I work in the RFTAS office. I do business intelligence reporting and analytics. So I lead the BUI team at UWC. And that's me. And that's the way when I hear about me telling you about myself. And today is the last time you hear about that. So we go into start with the orientation. What is this classes? These are not tutorial classes. These are numeracy classes. What does that mean? You will notice that some of you are doing QMI, some of you are doing BNU. We combine both of you in the same section. So here we're not going to talk about BNU. We're not going to talk about QMI. We're going to talk about numeracies. And what is this numeracy? And numeracy involves the ability. So we want to impart you with the abilities to think and communicate using numbers. We want you to be able to make sense of the data that you're looking at or the numbers that you are looking at. And also have a spatial awareness of what is happening around you and understand patterns and sequence. Sometimes we will get to those things. But we're not going to do as they are described in the textbook as well. But we're going to give you the skills in terms of how do you identify certain things and how do you solve them. We're going to also make sure that you are able to recognize situations where you need mathematical reasoning that you can apply when you want to solve certain problems. And this will go even in the range of how you want to solve problems in your assignment. And when you go to the exam, how do you even answer your exam paper? So we impart you with those skills. So like I said, it's not module related. We're not going to talk about QMI. We're not going to go through your study guide. We're not going to read line by line what your lecturer is putting in your study guide. That's not the papers of this session. That is the tutorial papers. Yeah, we're talking about skills. I'm going to unpack to you the skills of how to unpack a question, how to use your calculator, how to manage your time when you are working through your numeracy module, which is QMI or BNU, and how to solve those problems. What are the shortcuts of answering certain questions when you are asked? Those are the things that I'm going to help you with. And with that, because we're talking about numeracy, we can cover a range of topics like we can cover topics such as measurement, algebra, charts, coordinates, where we talk about line graphs, numbers, volume. It's where we talk about measurement, simple interest or amortization when we talk about financial meds. We're going to cover topics relating to functions, equations, and today, because it's introduction, just to make sure that everybody is at ease and everybody is able to do or apply some of the skills and answer numerical questions, we're going to start with the basic skills. And most of your modules cover this part of your introduction, but here we're just going to quickly run through it and then the following sessions we can see what kind of skills can we impart in terms of different topics within the numeracy space. So we will cover a lot other than those ones that I've placed here, but all of the topics that we're going to cover in this session are related to your two modules, either to be a new or related to QMI. So they are there to assist you to navigate both of your modules. So in this session, like I said, we focus on identifying the skills that the students need and how did I do that to identify that there are gaps? Like I said, I have been here for more than 18 years, so it means being a tutor in class concentrating on content, I realized that students are struggling with basic skills of answering questions, basic skills when it comes to the content. Sometimes the module expects you to do certain calculations, but there are still foundational skills that you need to understand before you can answer that question. And I saw that if we can address those gaps, then students will do better in these modules, like especially students who have never done maths before and they are enrolled in QMI or BNU, we are able to bridge that gap. We are going to present to you or provide you with a range of strategies. I might give you multiple ways of doing certain things. You need to choose the one that you feel comfortable with. In maths, we say there are many ways to skin a cat. And if someone in the group has been exposed to another method that I'm not going to share, you are more than welcome to say, let's do it this way because I think this is the easy way. And we can follow what you are doing. I will narrate it on the board when you are explaining it and you can share it on the chat and then we can help other students. So the purpose of these sessions as well are to assist one another. It's not me talking all the time. It's you doing the work and you assisting one another as well. And then I will also provide you with activities like any other activities to do. I will do explain some certain concepts so that you can understand. And then we do a lot of activities. And then the other thing, what I want to do this year is also to introduce the numeracy in your context, in the environment that you are in. So if you work in the health sector, I want to bring the health sector information into the forefront so that you can see how you can apply the same information that you are using. Because I realized that in the timetable it's always about numbers and formulas, but it's never been explained in a way that you can understand that, oh, this actually relates to if I'm at work, this I can apply and use the same concept to do certain work. And that's what these numeracy skills are all about. But we're not going to divert a lot from your module. It will still cover what you need to know about your module and help you to go and write the exam. Okay, so like I said, I'm going to share with you some strategies. And this is one of those strategies that from now on going forward, I'm going to use this strategy. I use Newman Error Analysis Prompt for answering numeracy questions. So what this framework does is that it allows you to think about the question, analyze it, find information that will help you to answer the problem and then solve the problem. And after that, you need to go back and reflect on that problem or give feedback or get feedback on that problem. And that's what we're going to be doing in the whole session. So what it does, the whole framework, I want us, when we answer any question throughout, even you can apply this method in any of the modules that you are doing, whether it is a finance module, whether it is law module, whether it is English module, you can still apply the same because what it does, it says, let's read the question that we are given and make sure that we read it and understand it in our own way. So you will read it and interpret it in the way you feel that, oh, you understand the question is asking you. And then you're going to ask yourself, what does this question ask in you to do?  Either the question is going to ask you to solve something, to describe something, to manipulate something, to change something. So that is what the question is asking you. And those things help in terms of how you're going to solve the question. Then you also need to identify things in the question. Tell me how are you going to find the answer. So identify things that will help you to answer that question. For example, what formula do I need? What information is given in that question? So if you apply that and you collect all this information and write it down some way. And that is where drawing comes in. You need to write it down. What is given? What formula can I use? Because based on what is given, you can identify what formula you need to be using. And based on what the question is asking you to do, if the question is asking you to manipulate something, it doesn't require you to use a formula. And then you just manipulate that thing. And then once you have done processing those, sorry, once you have done transforming and looking for facts, then you can start processing. By processing it means you can start now calculating, driving now, starting to write down how you answer the question. Formula and then put the calculator, the values in the calculator and calculate and then that's it. And once you are done, then you go back and reflect on that. Did I do everything correctly? Am I having the right answer? Look at the question. Did the answer, do I need the answer to be in two decimal or in one decimal? And then you are done. And that is the method that I want you to start using when we go through this whole context, content. This is the framework. It looks in a graphical form. If you want to take a picture of it, you can take a picture of it. So we're going to read the question in our own understanding and write it or understand it in our own words. Then we go into ask ourselves, what does this question want me to do? Does it want me to solve for X? Does it want me to manipulate? Does it want me to change the subject? Does it want me to derive? Does it want me to prove all those things? You ask yourself that. And you also going to ask yourself, how am I going to answer this? By means of going and looking at, is there a formula? But before you get to how am I going to answer this, you're going to identify the important facts. The important facts are the things that are given in your statement. Am I given the value of Y? Am I given the value of X? What is it that I am given? Am I told what X is equals to? Am I given additional information? You write it down. Everything that is given. And then once you wrote everything, you can even draw a picture or you need to write everything down. Given, if you are doing geometry, then you can say, what is it that is given in this picture? Am I given an angle? What is this angle? And this angle is equal to how many degrees and so forth. You identify and you write everything down. Once you are done, then you ask yourself, is there a formula that I can use to answer this question?  You're not, when you get the question, you don't go and start answering the question. You need to first do this process before you get to doing the calculation. Once you have identified the formula, then you start doing the calculation. And sometimes the calculation, it means writing it down on a piece of paper before you take your calculator and start calculating. What I've realized previously is that students will just go into the calculator mode without writing everything down. You need to start writing everything step by step in a format that you're going to follow and then use your calculator to do the calculations. But you need to visualize everything that you are doing before you can take your calculator and start calculating. And that is a practice that you need to apply so that when you revise closer to the exam, you would have forgotten everything I told you today. But once you have written everything down, when you revise, it's easy to go back and reflect on what you have written because now you have step by step information that you can go back and go through it so that you can know and remember or refresh your mind in terms of, oh, how do we answer this question? Oh, yeah, we do this and this and this. Then you can go and take a calculator and see if you get the same answer. And that's how it will be easier for you when you do your revision. I'm almost done. And once you are done with that, you can check your answer and you can ask other people to help you check your answer. Now, here is the other thing. When you send me information for me to check whether you are doing the right thing, you cannot send me a question and say, I'm getting the answer that I'm getting is two. I can't help you. I need to be able to see how you got to that two before I can respond to say, oh, you went wrong here. Oh, you missed something here. Oh, you needed to do this, yeah. I need to be able to see where is the gap? Where are you getting it wrong? I don't want to see your answers alone. And later on, I'm going to share with you the WhatsApp groups. We can also have a discussion offline from here on the WhatsApp group. If you have any question, you can post it there, but you also remember, you can't just post a question without showing how you did it. Post a question, show us how you're doing it, and then we can comment on it. Don't compare options. What did you get with option A? For question Y, one, what did you get? What option did you get? It doesn't help you. It doesn't prepare you to go write the exam. So we do everything step by step. We show how we have evidence of how we did this, what was the outcome, and then we get feedback on that. And that's how I want us to work going forward. Even here, we're going to do the same. We're going to follow the same thing, the same theory that I just gave you now. We're going to do that. Now, in terms of how we're going to work going forward, your schedule, I think now is no longer called my UNISA, but the schedule, the notes, the recordings are posted on my module. That used to be my UNISA on my module. The interaction every Monday, except when it is a public holiday, like this next week Monday, it's the Monday, so there is no class. The next session will be the 25th of April. We're going to meet here on MST. That's where we're going to meet every Monday. And any comments, any questions? Any question? Because I only have one minute before I start with numeresis. Any question? You can unmute yourself. Let me see if I'm not alone in this room. Because you might find that I am talking to myself. You can unmute and talk to me. And please remember to complete the register. I see that Jack has also attached the... Oh, yes. Has posted the attendance register. Hi, guys. How are we going to work? So my expectation of this session is... I'm a very nice and loud and fast-talking lady. But I don't want to be the only person head on this recording. I want the sessions. I know those who previously attended my sessions know this. I want the sessions to be interactive. I want people to be able to share their ideas. I want you to talk to me. I want you to tell me if I am going fast. I am going too slow. Oh, you don't understand anything. If I need to repeat something. So what are your expectations? What do you expect since you came? Oh, you just signed in because they sent you the link. And you just wanted to see what is happening. What do you expect to gain out of these sessions after I have just spoken for almost 30 minutes? You can... Win threat. You can unmute and talk. Good evening. Hi, everyone. Hi. Okay, so I will go first. I think for me, I'm doing QMI. So for me, I'm looking forward to these sessions because I find that I struggle with the format of the assignment and exam questions just to sort of break it down. So, yeah. Is it first time doing QMI? It's my first time doing QMI. I did be in EU last year. And I found that when I would go through the study material, I was able to do the activities, but as soon as I would do assignments and exams, it's quite difficult to sort of decipher. Okay. Yeah. Thank you. Thank you. Any other person who wants to say something? So I guess Nombulello is doing QMI and BNU. Okay. I would like to say that I am repeating BNU at that time. I did eight modules, I think, in 2020. And I failed to pass six. So now last year, I had like a break. I'm a full-time mom, wife. I work full-time. So, yeah, I'm studying part-time. So it was quite easy. But now I'm trying to do the classes. And because I find that I have a better understanding when I do attend the class, which gives me a score at the end of the day. Yeah. Okay. All right. Thank you for sharing those you have shared. I am also a student. I know your frustration. Waking and studying at the same time is not a child's play. And especially now when you say you are doing eight modules and you are waking full-time, it must have been hectic. But yeah. So when you attend these sessions as well, you get the opportunity to ask questions and to get clarity on things that you don't understand. When you go listen to the recordings, you don't get that person saying, oh, but then the way you understood the question the first time is not correct. So you're just listening to a conversation that people are having, but you're not engaging because you still have those things that you don't understand. And nobody can tell you where are you going wrong with those. So it's easy when it's this engagement, then we can reflect on those challenges that you have and then help you along the way as well as quickly before you get into more and more and more challenging problems as well. And you must also remember that with numeracy, if you get the basic right, everything will be fine because it's a build up and everything are almost like interlinked. So today we're going to look at the basic, basic things that you need to know because based on that, it will determine how you answer the questions going forward as well. So let's get to the concept of basic numeracies. So we're going to, you will require sometimes not today. Today it might not be necessary for a calculator, but you do require a calculator to do numeracy because numeracy is met. And with numeracy, when you do a module like BNU or QMI, you need to practice. You cannot study. So the more you practice, the more you feel comfortable answering the questions as well. So today for this hour, I want us to concentrate on these basic skills and see how far we get and how easy it becomes for you to understand how you're going to work through your module as well. So we're going to learn how to apply the bot mass rule. It's very, very important, especially in your module like BNU or QMI. It's very important that you know this rule and you know how to apply it because you are going to be manipulating equations. Some equation will have brackets, some equation will have multiplication and divisions. If you don't understand the bot mass rule, you won't get the answers correctly because it is the foundation of manipulation of equations or solving equations where you have basic operations. Then we're going to look at the powers and then the roots and then we're going to look at how we change the subject of the formula. Later on, when we look at functions, when we look at linear equations, when we do simultaneous equations, then you will have already grasped the understanding of manipulating the equations by changing the subject of the formula. And you will be doing changing subject of the formula for the entire duration of the module because even when you do financial calculations, you are going to be manipulating the equations. Sometimes they might ask you to find the number of years, sometimes they might ask you to find the interest. It means you're going to have to manipulate that formula that they have given you. So you need to know these basic skills in order for you to do any thing that you need to do in your module. So bot mass rule. What does bot mass rule mean? Bot mass rule, there are other rules or laws of numeracy that you can use like associative law or distributive law. You can use them. But I think bot mass rule helps you to deal with equations that are more complex as well because with bot mass rule it says brackets first. So you need to first remove the brackets. So if the equation that you are working with has brackets, you need to remove those brackets. Then in the previous years when we were growing up we used to say this is off which represented multiplication of something but in terms of evolution. Now this is your powers. So I'm just going to say powers or exponents. Your all represent powers or exponents and your D represent division and your M represent multiplication. Your A represent addition and S represent subtraction. So what does that mean? It means if I have an equation where I have a bracket, a division, an addition it says I must first solve the bracket first. What is inside the bracket first? I must then do division first then go and do addition. Now if I have an equation that has division and multiplication, the law says division and multiplication have the same priority. They have the same priority. Therefore when I work the equation where I have a bracket, division and multiplication so if I have a bracket and I have a division and then in the next one I have a multiplication it says I must just work from left to right. So I must first deal with the bracket then do division and then do multiplication. If I have the same, I have a multiplication and division it says I must just continue working from left to right because division and multiplication have the same priority so therefore it means any equation that have both of them I can just solve it from left to right. Addition and subtraction also same concepts. They have the same priority. Therefore it means I can solve them from left to right whether the equation start with a subtraction and then goes to the addition. I must just solve the equation from left to right. So let's begin this example that we have here. We have number one. It says solve the following expression. 36 multiplied by 8 minus 34 multiplied by 8. We need to look at the Bodmer's rule. Bodmer's rule says brackets first, powers before division and multiplication and division and multiplication before addition and subtraction. So the equation has a multiplication and multiplication and a subtraction. So therefore a Bodmer's rule says I must do multiplication before subtraction. So it means I must multiply 36 multiplied by 8 and also I must do 34 multiplied by 8 before I can subtract. So what is 38 multiplied by 8? 36 multiplied by 8. 288. 288, subtract. 34 multiplied by 8. 272. 272 and that will be equals to 288 minus 272. 16. It's equals to 60. And that's how you will apply the Bodmer's rule. So you must always ask yourself, what basic operations am I given? Addition, subtraction, multiplication, division, what does it mean? Division and multiplication comes before addition and subtraction. So therefore it means I must do multiplication first before I do subtraction. If I had division and multiplication, then I can do from left to right. Okay, let's look at this next exercise. So if you look at the following exercise, it says simplify or solve the following expression. And this expression has seven multiplied by open bracket, six multiplied by open bracket, six plus four, close bracket, plus three multiplied by open bracket, two plus one, close bracket, close bracket. So we need to always go back to the Bodmer's rule. Bodmer's rule says bracket first. So here we have three brackets, brackets inside the brackets. So it means the outside bracket, we cannot solve that before we solve the inside bracket. So let's solve this bracket and that bracket first. That is Bodmer's rule. Because this says I must solve this. So it means identifying what I need to be doing is the Bodmer's. Brackets comes first, but I have three brackets. I've got the big bracket, then I've got this bracket, the first bracket and the second bracket. I need to first solve the small brackets. So let's solve the small brackets. Seven multiplied by, we don't even have to do the multiply by, because it's also included, multiplied by six, multiplied by solving the first bracket. Five plus four is nine, plus three times solving the next bracket. Two plus one is three, close bracket, because I removed this bracket, so I must close the bracket. So I still have a bracket. Bodmer's rule says I must remove bracket before I do addition and subtraction, because then I've got multiplication, multiplication, addition and multiplication inside the bracket. So first I must remove what is inside the bracket. What is inside the bracket? I have multiplication, addition and multiplication. Therefore it means I must apply the Bodmer's rule again. Multiplication before addition. So I must do the multiplication first. Seven times. I'm still going to put the bracket, because I'm resolving only the multiplications. Six times nine. What is six times nine? 54. That is 54. Oh, sorry. I must not close the bracket. Plus three times nine. Three times nine. Sorry, three times three. Three times three is nine. It's nine. Close bracket. And then I have 54 plus nine. So I have seven times. Sixty three. And what is, and that is equals to 441. Right? Yes. And that's how you apply Bodmer's rule. Remember today we're going to take it slow. We're not in a hurry for anything. We're just applying the skill that you need to learn. You can go and practice with your module as well, in terms of mobile activities. Let's look at powers. What do we mean by powers? So powers, the way to represent a value multiplied by itself so many times. So if I have two multiplied by two, instead of writing two multiplied by two, I can say this is the same as two to the power of two, because there is two multiplying itself two times. That is a power. And with the power, we can define each of these elements. The one at the top, we call it an exponent or power. And the one at the bottom, we call this a base. It's important to remember all this, because there are rules that you need to apply if you're working with powers as well. But today we're not going to talk about those rules in detail. And I just want to share with you, is you need to know all these things when you're manipulating your equations and expressions. So what are those rules or laws that you need to always remember? There are certain things that you always have to remember when you're working with powers. Now, the first one is that if I have the powers with the same base, so we're going to use X's as our same base. And if we, let's not use X, because I want to say multiply and if I multiply, let's use A, A and B as our letters. Let's say A, multiply by A, but this is A to the power of 2 times A to the power of 3. It says if I have exponents with the same base or powers with the same base, the rule says I must just add the powers. So this will be 2 plus 3. Let me call it the rule or a law. You can call it anywhere you want. So if I have the same base, I just need to, and I'm multiplying. So if I need to find the product of two bases or two powers with the same bases, I just add the exponents. And if A divides, if I need to find the quotient, and this is 3 and this is 2, I'm just going to interchange the two. If I have to find the quotient of the two values, or two powers with the same bases, the rule or the law says I need to just subtract the exponents. And you need to simplify this further because A to the power 2 plus 3 is the same as A to the power of 5. A to the power 3 minus 2 is the same as A to the power of 1. And we're going to get there just now. Also the law says if I have X over Y to the power of 3, the law says I can distribute the power to every base. So yeah, the bases are not the same. So I'm just going to distribute the power so you can write this as X to the power of 3 divided by Y to the power of 3. That's it. So if I have A to the power of 2 to the power of 3, the rule says I also can multiply or distribute the power by multiplying. So this will be the same as A to the power of 2 times 3. She's the same as A to the power of 6. So you can also simplify all this to A to the power of 1 and so forth. And those are the rules. There are also certain things that you also need to take into consideration when you work with powers. So yeah, it's when you only multiply, dividing, or you have a power raised to the power. Then you can apply all this. When you manipulate the equation, for example, this is A to the power of the power of 1. Sometimes any value without a power, please take note. So this is where you need to take note, take note. Any value to the power of 1, we can write it. If A is any number, any number to the power of 1, we can write it as that number. Any value to the power of 1, you can write it as A. So this A to the power of 1 is the same as A. But A to the power of 0 is equals to 1. That means 100 to the power of 0 is 1. 200 to the power of 0 is 1. 300 to the power of 0 is 1. 1000 to the power of 0 is 1. So any value or any number to the power of 0 will be equals to 1. The other thing that you also need to remember, which you're going to do very soon, any number to the power of a negative value. So A to the power of a negative 1, let's say. We can write this as a fractional number. So this will be 1 over A. So any value 1 over A can be written as A to the power of a negative 1. So a negative 1 will represent 1 over. However, let's assume that I have A to the power of negative 3. If I have A to the power of negative 3, you cannot write this as 3 over A. Nope, it's not the same. That's not the same thing. A to the power of negative 3 is the same as A to the power of... Sorry, 1 over A to the power of 3. Only the negative is 1 over. Just that negative. That's that. Because remember A to the power of 1 will be the same as A. So that's why you will have just 1 over A. This is very important, especially those ones who are doing QMI, because when you go and do differentiation, you need to always be able to apply these rules. When you do differentiation, you need to be able to apply all this. It's very important. But when we get to differentiation, and we go to topics like that, I will bring this up again. Like I said, I didn't want to spend too much time on this. Let's get on with it. So any number to the square root or to the root, so let's say A to the root of 2, which is the square root, any value to the root or any value to a square root or any root can be written as... This root, we can write it as a power of a half. So the root, this root is 1 over, and whatever the value that is in front of the root will be underneath the 1 over. What do I mean? So if I have the root, the cube root of A, I can write this as A to the power 1 over 3. If I have the root of 4 of A, I can write it as 1 over... A to the power of... A to the power of 1 over 4. And that is the powers. So now, I think I have said a lot. Let's determine the following values for this. Now, I have been using A as a variable. Now you need to use the actual value. Remember, any value to the power of A number, it means that number multiplying by itself so many times. So what is 2 to the power of 3 is the same as 2 times 2, which is equals to 8. Sometimes it's going to be very difficult for you to answer questions like that. What if they say it is 2 to the power of 16? You cannot go on and on and on and on and on and write in 2 times 2 times 2 times 2 times 2 times 2 times 2 until you get 16 of them. Your calculators have the functionality. Depending on the type of a calculator that you're using, when we get to a session where we go and do calculators and you don't know how to use your calculator, we're going to show you how to use your calculator. So on your calculator, depending, because different people use different calculators and today we're not talking about calculators, you do have x to the power of 2 as a button. Sometimes you do have x to the power of y or y to the power of x. I don't know how it looks. Those who are using k-sure, you do have x to the power of 2 and then you do have an x to the power of a bloggie. So x to the power of 2 gives you a power of 2, your square. It's your square of the value. x to the power of y or y to the power of x and x to the power of a bloggie will give you any value, any power. Power of 4, power of 3, power of 6, you can use any of these two functions. Depending on the button on your calculator, if your calculator button is written in orange, whatever the function that you are looking at is written in orange, you need to...