Another tale well calculated to keep you in. Mary Cecilia Rogers was murdered in the vicinity of New York City in the summer of 1842. It was still an unsolved crime in November, when the mystery of Marie Roger was published. The author, Edgar Allan Poe. It paralleled in every essential detail the murder of Mary Rogers. Poe wrote it far from the scene of the atrocity, with only the newspaper reports of the day. Nevertheless, the subsequent confession connected with the murder of Mary Rogers confirmed not only the killer named by Poe, but all the chief details by which he arrived at his identification. Good evening. My name is Dupin. I should like to extend an invitation. Regard first a certain event which truly occurred in New York City and a warm summer night in 1842. Secondly, I invite you to employ your imagination and displace that same event intact with all of the essential facts to a cobbled old world Paris on an identical warm and frequent summer night in the same year. Lastly, and most interesting, I should like to invite you to attend that event. It is a murder. A general design and mental character of the atrocity. Indeed, the first knowledge of its occurrence came to my attention on Wednesday night, the 25th day of June. Who is the prefect of police? I am, Monsieur Dupin. Yes, Monsieur. Oh, thank you for coming, Monsieur. I wasn't certain my messenger would find you. No, this way, Monsieur. Andre, the lantern for Monsieur Dupin. She died harshly. Yes, yes, yes, beaten, choked, drowned out. Yes, quite harshly, yes. She was beautiful, Monsieur. Once perhaps, yes. But ma'am, she looked what? In life, she had a name. In death, she must also have a name. Any of you? Monsieur, none of them know her, I have asked. But her clothes and jewels say she was known, Dupin. Good clothes, torn and disordered in her terrible struggle, but good. And the jewelry, not expensive, but tasteful. This woman, in my opinion, Dupin, was known. And loved, Monsieur, prefect. No doubt. Dupin, this is why I said for you. I've been through these things before. The newspapers will write stories. Their reporters will make conjecture. Although there is no name for her now, there will eventually be a name. And then, Monsieur, I will be called upon to produce her assassins. There is so little to go on. The eyes of the public will be upon me and my honour is at stake. And my honour too, Monsieur, prefect, if I am involved in the investigation. Dupin, listen. There is a fund at the prefecture, a sizeable fund which I am authorized to use when circumstances arise. For your services, I am willing to make direct and liberal proposition. Dupin, you will help me to find the answer to this woman's death. A poem about the mouth, as in the case of the merely drawn Monsieur, air bruises, impressions of fingers. It was a strangulation by hand and by discard, Monsieur. Yes. Dr. Dupin, an ingenious knot in that cord. Don't you think? This is a slip knot, a sailor's knot. Sailor's knot. She was found in water. Why did she die, Monsieur? For her beauty perhaps, for love, her hate. It was Sunday. Huh? Observe, doctor. There are no marks to prove she was weighted and then she can lose. Yes, she quit life on Sunday. Murdered in the dark, thrown into the river, unweighted. Monday, Tuesday, she remained as a corpse, will on the bottom. And then on the third day, tonight, as a corpse, will, she rose. She was murdered on the bank, then taken out to her grave in a boat. And there had to be a man who knew how to handle a boat in the tricky current. Who's there? It is I, the prefect. I have someone who thinks he may know her. Come in, Monsieur. Now, head of me, please. With your permission, doctor, Monsieur Dupin, Monsieur Bouvet. How do you do? Monsieur Bouvet has been searching since Monday for news of a Marie Roger. Manuel Roger is an employee of Monsieur Bouvet, correct, Monsieur? Yes, I am a perfumer. I called on her mother Madame Roger Monday when Marie did not appear at my shop. Madame informed me that Marie had left Sunday to visit her aunt at Roudedron. She has not yet returned. I see. And what else? I cannot say, Monsieur. So far I have ascertained that she never arrived at Roudedron. And indeed, no one has seen her since Sunday, not even Jacques Santoustès. Who is Jacques Santoustès, Bouvet? Monsieur Santoustès is the accepted suitor of Marie Roger. He lodges and takes meals that the pension kept by Madame Roger. He was to have gone for his betrothed at dusk Sunday and to have escorted her home. In the afternoon it rained heavily and, supposing that she would remain at her aunt's, he did not think it necessary to keep his promise. She has stayed there under similar circumstances. And where is Jacques Santoustès at this moment? Searching and anxious as I am for Marie Roger, but where he went I do not know. It is three days since Sunday. Four days, really. But three that Marie Roger has been considered missing. Your search is tardy. I know, Monsieur. Well? I am at your mercy. She has disappeared twice. The first time she disappeared was about three years ago. A mother or friends were unable to account for her disappearance. I was distracted with anxiety and terror. Did you notify the police? In that case immediately, sir. But certainly Marie Ria appeared one fine morning after being absent all week. So you did not call the police. This second time she disappeared. Well, what has happened once can happen again, Monsieur. What did happen that week she was away? I do not know. I do not honestly know. But you doubt this story of visiting a relative. I will not say. Show him what we have, doctor. If you will kindly step over him, Monsieur Beauvais. Now, Monsieur Beauvais, if you please. You know this woman, sir. It is her. It is Marie Roger. It is her. Why does Beauvais cry, Dupin? The girl only worked for him. Ah, he has not told us all. He is suspect, Dupin, and I will have a word with him. Huh? Stay. But, Dupin, why does he weep for a sharp girl, a grisette who is promised to another? He weeps for youth and beauty. In just a moment, we will return for the second act of... suspense. Welcome, Recording Star, Mel Tormé. It is terrible trying to sing with a bad cold. So, I always take four-way cold tablets to relieve cold miseries fast. Good idea. Tests of all the leading cold tablets proved four-way fastest acting. Four-way starts in minutes to relieve muscular pains, headache, reduce fever, calm upset stomach. Also, overcomes irregularity. When you catch cold, try my way. Take four-way cold tablets. The fast way to relieve cold distress and feel better quickly. Four-way, only 29 cents. Our program will continue in a moment, after a word about another fine product of Grove Laboratories. Does dandruff dull your hair, leave scalp itchy? Get Fitch dandruff remover shampoo, and get rid of unsightly dandruff in three minutes. Three minutes with Fitch regularly is guaranteed to keep embarrassing dandruff away forever. Apply Fitch before wetting hair, rub in one minute. Add water, lather one minute, rinse one minute. Every trace of dandruff goes down the drain. Three minutes with Fitch, unsightly dandruff's gone. Fitch can also leave your hair up to 35% brighter. Fitch, dandruff remover shampoo. New power game. You will recall the event we have been attending in Paris. I invite you now to keep in mind this solemn fact that Marie Rogé died violently. That her lover, Jacques Saint-Ostès, is missing. Where she died, who administered her death? For what reason remain to be known? Attain at this point another event, if you will, which was arranged by that zealous and righteous man the prefect of police. Ah, thank you for coming to Paris. You have located the lover Saint-Ostès? Saint-Ostès? No, no, he's unimportant, I assure you. Somewhere right now he drinks and tries to forget. But what I have here is important, most important. Madame Dulac, if you please. Good evening, gentlemen. Good evening. This is Madame Dulac. She has something of interest to tell you and I have something of interest to show you. Good evening, Madame. I have maintained this tavern many years. Right here, close to the bank of the river. No fear with me, Madame. I have no authority to do anything but to respect your person and to your thoughts. What is this information? I saw a young woman here Sunday. Monsieur says it was Marie Roger. It was, definitely. Just a moment. Sunday? Yes, mid-afternoon and later perhaps. Where? Right here in my town. She arrived accompanied by a young man of dark, salty complexion. The two remained here for some time. On their departures, they took the road through some thick woods. That way. Toward the river, Dupin. And this is a secluded neighborhood. Oh, go on, Madame.  Soon after they left, a gang of miscreants made their appearance here. They behaved boisterously. They ate and drank without payment. Then left and followed the route of the young girl and the young man that same way. I see. About dusk, the same gang reappeared and recrossed the river in great haste. I see. And you are certain it was Marie Roger? Never fear. My man spoke with an omnibus driver, a man named Valence, who knew Marie Roger. He claims he saw her cross the Seine on the Sunday afternoon in question with a swore of a man who feeds the exact description of my dad. What else, Monsieur? I will show you. Come on. I followed him through the back of the tavern into the thick woods which lined the Seine at that point. He stopped when we had come to a close ticket within which were three or four large stones forming a kind of seat with a back and a footstool. Note, Dupin, a white petticoat here and here a silk scarf, parasol, gloves, pocket handkerchief. Inspect the handkerchief, Dupin. Thank you. Note the name Marie Roger, embroidered there. Yes. So this is the place she met her dad. Of course it is. And I have found it. Look, the earth is trampled where she struggled and over here, bushes still broken. Every evidence of a terrible struggle. And here, the fence has been taken down and the ground shows that some heavy burden was dragged along in it. Toward the river. Come, look for yourself. What do you say now? I am wondering. Wander? We have facts now, sir. Important facts. Do you recall a strip of one of the unfortunate girls' petticoats that had been tied about her mouth, probably to prevent her screams? I do. These was done by fellows who had no pocket handkerchiefs. Miscreants, Dupin, miscreants such as those who visited Madame Dulac's tavern and later went the same way as Marie Roger and her companion. There are many such gangs about here. Now all we have to do is locate them and I know how to do that. In just a moment, we will return for the concluding act of... suspense. Pepsi Cola refreshes without filling. Why? Because it's truly light. Charlie, you're forgetting something. Wait, Kay, there's more. Yes, Ice Cold Pepsi is the delicious refreshment that goes great at a picnic or a party. But, Charlie... And Pepsi goes fast. People like it. So keep plenty handy. There. Oh, you did fine. Except for one thing. Well, I mentioned likeness and how Pepsi refreshes and how fast it goes. You left out Pepsi sociability. You know the be sociable song. Kay, I can't sing. I can. Listen. Be sociable, love more with Pepsi. Drink like refreshing Pepsi. Well, at least I can say this. Pick up an extra carton of Pepsi today. Please do. That night, the shrill cries of the Paris news boys proclaimed the prefect's resolve. He offered a reward of 20,000 francs and a full pardon for any king's evidence. It was an accepted conclusion that Marie-Rosé had been well-aid and slain by a gang of miscreants in the vicinity of Madame du Lac's tavern. Well, now you defeated Monsieur Dupin now that I have solved the mystery of Marie-Rosé. No, Monsieur. I have doubled the reward. Soon one of the miscreants will come forward. Then you will see 40,000 francs should be temptation enough. 20,000 was temptation enough. What? No one will come forward, sir. A gang such as he is hoped for would be composed of men who have never seen more than 100 francs at one time. 20,000 would bring all of them if they had any knowledge of Marie-Rosé's murder. They are just waiting, you know that? Waiting. When each is in jeopardy because of the other. We shall see, Dupin. Wait. It was one man. A man who dragged the body of Manzelle to the river's edge. A gang even two men could have carried it. A gang would have lifted it over the fence easily instead of taking a fence down as it was taken down. One man labelled hard. My conjecture is as good as yours. Are you talking of Saint Hustas? No. He is quite unguilty. Monsieur, allow me to point out that the newspapers, the police, all have identified themselves with what apparently happened. We must consider what did not happen. First, a gang did not set upon her and murder her. Secondly, Marie-Rosé had no intention of visiting her aunt at Roud des Drômes when she left her mother and lover last Sunday morning. Dupin, if you have confidential information, explain yourself. I have the same information as you. Nothing else. You said she had no intention of visiting her aunt that day. Why do you say that? Monsieur, consider what might have happened if you are intended. Jacques Saint Hustas had called for her at her aunt's and discovered she was not there. That she had not been there all day. He would have been chagrined, suspicious, angry. Saint Hustas would have been all of these. Something for Marie-Rosé to worry about when she returned home. But nothing to worry about if Marie did not intend to return home. No point to consider, perhaps. Go on. Consider that she kept a rendezvous instead. This we know. A rendezvous with a swarthy man. We have been told by two witnesses who saw him. Now, Monsieur, I ask you, as I have asked myself, did this swarthy companion allow Marie to be slain before his eyes? Or was he himself slain trying to help her? If so, where is his body? He left her before. She was set upon, obviously. Did he leave her alone in such a dark district? Would they quarrel? Indeed they did. Another question. Marie-Rosé's death is known everywhere in France. Why has he not come forward to help us clear up the mystery? For many reasons, perhaps he's married. He has left. He's uninformed. He has a swarthy complexion, a sea complexion. A well-attested fact. Now, accumulate that with the cord that was tied about her neck in a sailor's knot. Monsieur Dupin, I cannot... And the need of a skilled boatman to handle a boat on the river to dispose of the body. But it could be anyone? No, it could not. Ah? Marie-Rosé was a gay, not an abject girl. And no common semen for her. An officer. A naval officer, Monsieur. Like the one who might have led her into a false elopement the first time she disappeared. Three years pass. The approved time for a French man-of-war to consume and circling the globe. The officer returns, thinking of the same coquette Marie-Rosé, the same bargain. What he has managed to do once, he can do again. Marie meets him Sunday for this purpose. Then she thinks the better of an elopement and refuses to accompany him. Saint-Eustace has captured her love. A former lover slays her in quick anger and he drags her body to the river. Commandeers are both... Where do I find him? And whatever ship has arrived from the world cruise. His name? What is his name, Dupin? Inquire for the name of the young officer who has applied for leave to get married. But there must be many such among the ships compliment returning after a long cruise. Agreed. But, Monsieur Prefect, there is only one naval officer who has returned to his ship without a bride. André? André? We leave at once for the naval yards. It has been an interesting evening. Now I issue a last invitation, my friends. I invite you to retain all that you have earned and employ this time instead of your imagination, your sense of reality. For Marie Roger of Paris was truthfully Marie Rogers of New York. Let your reality move you back to New York City. On a winter day, some months after the event described, in the darkening afternoon, inside a gray stone building, I invite you to attend an overgray event. I think you will find it significant. Ensign Robert Bryant Wilson, you have been found guilty of the murder of Mary Cecilia Rogers. It is the judgment of this court that you be hanged by the neck until you are dead. Suspense. You've been listening to the mystery of Marie Roger, a story by Edgar Allan Poe, written for suspense by E. Jack Newman. In a moment, the names of our players and a word about next week's story of suspense. Through out of tune, due to irregularity, then help yourself get back in tune with Kellogg's Allbrand. Pleasant, isn't it? The feeling of well-being you get when constipation from lack of bulk is no longer a worry. When harsh, irritating drug laxatives can be thrown away, because Kellogg's Allbrand is the normal, natural way to regularity. Its whole brand content, gentle-the-way constipation, supplies your system with the bulk-forming food you need for youthful regularity. And it tastes good, too. Fact is, Kellogg's Allbrand is the one and only whole brand cereal that combines proved effectiveness with appetizing taste and crispness. So if you're out of tune, help yourself get back in tune as millions do with Kellogg's Allbrand. A-L-L-B-R-A-N. Kellogg's Allbrand. Heard in tonight's story were Jackson Beck as Dupin, Bob Dryton as the Prefect, and Guy Rapp as Beauvais. Others in our cast included Abbey Lewis, Jim Bowles, Ethel Everett, and Ronald Dawson. Listen again next week when we return with the Radio Classic, first broadcast on suspense May 25, 1943. Sorry, wrong number, starring Agnes Moorhead. Another tale well-calculated to keep you in on CBS Radio.


Ayodhya is a symbolic clarion call. It's a shankanaad of the rebirths of Bharat after a thousand years of being suppressed and being oppressed by these invaders. This is a big moment in the history of the world because it's a rebirth of freedom. It is essentially a fight for freedom for the continuing existence of spiritual freedom on this planet.


Hi and how are you all today? I am Priyanka and I will be helping you with the following question which says rationalize the denominator of the following. These are the four parts of the question which are given to us and in each part we need to rationalize the denominator. So let us start with our solution of the first part. The expression is given to us as 1 by root 7. As we know that root 7 when gets multiplied by root 7 we get 7 which is a rational number. So in order to rationalize the denominator we will multiply both the numerator and the denominator by root 7. And we will write it multiply numerator and denominator by root 7. So, proceeding on we have root 7 divided by 7 and this becomes the answer of our first part. Proceeding on with the solution of second part the expression given to us is 1 divided by root 7 minus root 6. Now in order to rationalize we need to multiply the numerator and the denominator we have denoted it by N and D by the conjugate of the denominator. Right, so its conjugate will be root 7 plus root 6. So on doing so we have 1 divided by root 7 minus root 6 getting multiplied by root 7 plus root 6 in the denominator as well as the numerator. So we have root 7 plus 6 divided by using the identity that is a minus b a plus b is equal to a square minus b square which is applicable in the denominator. We can write a square as root 7 the whole square minus root 6 the whole square. Let us simplify it little further. On doing so we have root 7 plus root 6 divided by 7 minus 6 that gives us root 7 plus root 6 by 1. So the answer to the second part is root 7 plus root 6. So this completes the answer to the second part. Proceeding on with the third part the expression is 1 divided by root 5 plus root 2. Here also we will multiply the numerator and the denominator by the conjugate of the denominator that is root 5 minus root 2. On doing so we have 1 divided by root 5 plus root 2 getting multiplied by root 5 minus root 2 to both the sides. Further root 5 minus root 2 and in the denominator we can again apply the identity that is a plus b a minus b is equal to a square minus b square. So we have root 5 the whole square minus root 2 the whole square. On simplifying it little further we have root 5 minus root 2 divided by 5 minus 2 which gives us root 5 minus root 2 by 3. So this becomes the answer to the third part. Proceeding on with the last and final part here also the expression which is given to us is 1 divided by root 7 minus 2 multiplying the numerator and the denominator by the conjugate of the denominator that is root 7 plus 2 we have 1 divided by root 7 minus 2 getting multiplied by root 7 plus 2. Further simplifying it we have root 7 plus 2 divided by root 7 the whole square minus 2 the whole square because we have again applied our knowledge of the identity that is a minus b a plus b is equal to a square minus b square. Now here our a is root 7 and b is 2. So we have root 7 plus 2 divided by 7 minus 4 which gives us root 7 plus 2 divided by 3 and this becomes the answer to the last and final part which was given us. So I hope you enjoyed the session and learned how to rationalize the denominator well. Bye.


Hello everyone, bonjour à tous. Tonight at sundown, the Jewish community will mark the first night of Passover. Family and friends will gather around the Seder table to read from the Haggadah, enjoy symbolic foods like matzah and maror and drink wine. And all around the world, Jewish people will remember the story of the Exodus by asking questions and sharing age-old traditions. The Jewish Park invites us to find a source of hope and perseverance and to celebrate the triumph of light on the darkness. It reminds us that good will always bring it to the bad and that it is important to defend our convictions. The story of the Jewish Park is drawn from the Bible, but the issues of hatred and persecution are still present in our days. We've all seen a frightening rise in hate-motivated crimes against the Jewish community, both here in Canada and around the world.  It's up to each and every one of us to call it out and to speak up against hatred in all its forms. Because only together can we build a more inclusive and safer world for everyone. I would like to take the time to highlight the rich culture and heritage that the Jewish communities bring to this country. Every day, the Canadian Jewish Confessions greatly contribute to our communities. The Jewish values, like the Ticun Hollam, encourage us to take care of each other. We can all be inspired. My friends, on behalf of my family, I wish you a happy Passover. Chag Pesach Samer.


Alright guys, it's Andy Elliott, this video is for my sales people who are thinking about getting promoted. If you want to watch this full video, it's going to make you think twice. Check it out. Alright guys, Andy Elliott, I want to talk to you about promotion.  Most of the time, most, underline most because this doesn't go for every time. Most of the time, a promotion is a demotion. I need you to understand this, okay? So here I am, I'm going to go back to when I sold cars and I'm younger, I'm 21 years old, I'm making about 500 grand a year selling cars, alright? There's about 30 other sales people. The top sales guy out of all of them made about 100 grand a year, most of them made around 50, I'm making 500 grand. My manager, if you're good in sales, you should be out earning your managers and your general managers if you're that good. You should be. But I'm earning around 500 grand a year, I'm crushing it, I'm killing it and my boss comes to me and goes, hey Andy, we want to promote you into management. Now I said, alright cool man, I said, quick question, what do you earn? It's not all about money, okay? Listen to me, it's a demotion in money when you decide to go up. Most of the time. Most of the time. Why? Do you think you're going to go and get the big daddy position when you promote out-of-sales into leadership? No dude, there's like five other leaders and you've got to become number five and work your way to number one to get paid all the dough.  It's very humbling. I did it. But I need you to think twice, okay? Right now if you're sales pro, I don't know what you're earning, but if you go to promotion there's more than likely going to be an opportunity for you where not only are you in charge of yourself, but now you're in charge of 20 or 30 people or even more.  Except for now instead of making 30% commission example, okay, or 20% commission example on the sales you're doing, now you're making like one or 2% on the entire sales floor. Hey guys, what's going on? It's Andy. A lot of you leave comments telling me that you need help. Do me a favor. I'm going to tell you the best way to get a hold of me. Shoot me a text message right now,<PHONE_NUMBER>,<PHONE_NUMBER>, I'll help you with whatever you need.  Let's get back to the video. Now listen, getting 25 to 30 people to all perform at their highest level like you, my question is why aren't they doing it now? Well, they're not doing it now because they don't have the work ethic, they don't have the drive, maybe they don't have a good leader. They have false self-limiting beliefs. So my question with you is if you're thinking about moving up, if you're not already a leader, listen, I need to explain this to you, please do not miss this. If you're not already a leader, which means you don't just get walked up to and go, hey Andy, you're a great sales guy, I want to promote you. Everybody does that, but if you're not already the leader, which means to be a leader means you're already self-leading, you're already having sales meetings. I'm a salesman having sales meetings with the rest of the team. They already all buy into me. They already all love me and I'm not that leader. Dude, what makes you think all of a sudden you're going to be in charge and then all these people are going to change and start making a lot of money. The second you get promoted, they've been working on the same level with you for so long. They're going to look at you and go, dude, I don't have to answer to that guy because they still see you as a salesperson. Most people don't think about this. They're like, oh man, I get the title. I'm moving up. Dude, the first thing that they do is they resent you that you moved up and also when you tell them what to do, they don't want to listen to you because they didn't like you when you're on the sales floor if you weren't already playing that role as a leader. Now, if you have and you move up, I need you to understand this.  Write out the gate. I was making about five or 600 grand a year. When I went into management, I went back to 250 grand a year. Most managers make 100 grand a year and salespeople can make way more than that. But I see people title chase, write that down, title chase. Call me the janitor. Just show me the money. I can be a leader to my entire company and my entire team without a title. I want to ask you, why do you want to move up into management? Is it because you truly love your team so much and there's so much that you have to teach them? That you honestly, you want to teach these students this new way, this way that you did it? You want to really build a culture in which the company's never seen and you want to work your way to that number one spot. You obviously want them to be important now, show them how much you love them. Is that why you want to do it or are you doing it because you want the title? I need you to understand this. A lot of people want the title, but what happens is the bank account tells you that, hey, you made a bad move, but your ego says you made a good move. Okay? Guess what happens? People don't make it and they quit. Now, when they back out of management, they were doing so good in sales, they went to management, they fell as a leader in management, they get paid less than they thought they were going to pay.  Listen, owners, that leader now that went from sales to leadership, he was embarrassed in front of all his peers, his people. Now he won't go back to sales for you. They immediately quit and go work somewhere else to save the embarrassment. I see this happen all the time. Companies ruin great salespeople by hiring them into management. They end up making less money, getting more stress, working longer hours, and they're not in it for the right reasons. So six months later, they literally want to go back to sales, but now they're embarrassed or now they have this tainted, like walk a shame on them that I failed, that they end up quitting and going and work for your competition. Just a safe face. Guys, so a promotion, what is that? Well, to me, a promotion is if you truly want to be a leader. That means that you are sacrificing your own check for the checks of others. Your goal is to get them all to raise up their value, to earn more money, to become better skilled, to create a better culture, and you know when you do that, you know what that will pay you. But if you're doing it because you're like, oh man, I'm the manager. I get to go shake everybody's hand at the birthday party now and tell them that I'm the manager or I'm the general manager even better or I'm the vice president. Dude, who cares? We don't care. Dude, when I sold cars, I sold cars. I was a general manager. I would walk into a party. People say, hey, what do you do? Sell cars. Dude, I was a car salesman. Love that.  I had one when I was a salesman. Didn't matter. Titles don't mean nothing. So I need you to do me a favor, OK? Don't be a title chaser. If you want to be a leader and you want to move up, I need you to understand this. You're going to have to have a demotion. You're going to make less money in the beginning. Everybody thinks, well, I'm the manager. I should get paid more now. You're lost. That's not how sales works. Now when you build the right culture and you build everybody's skill up, whereas they're as good as you were when you were on the floor, well, then yeah, you probably could make the same or more money. But everybody has to produce in order for you to get that check. See, right now, if you're a salesperson, when you walk into the company, as long as you produce, you get paid well. When you're in leadership, you have to come in and everybody has to produce or you don't get paid. So I just want to let you guys know that I love you.  Anything you ever need, my goal is to give you a new perspective, some new eyes to look at things. So when an opportunity comes up, you really know what you're looking for. By the way, if you want to get into leadership or if you have questions, right, hey, shoot me a text. I've got you guys back for life. I love you guys. I'm happy to help with anything. I always use my heart and every one of my answers. You can comment below, share this video with somebody you know that's in management or going into it, just so they understand how this works. I think people have the wrong perception of sometimes getting promoted. So text me<PHONE_NUMBER>, guys.<PHONE_NUMBER>. Let's go. Hey, guys, that's what I'm going to tell you. You're the true one percenters. You made it till the end of the video. Do me a favor, share it with the friend that wants to go to another level. Make sure you like the video. Comment below so I know who you are. Set your notifications and then subscribe to the channel. We got daily sales training videos dropping. I'll see you soon.


The Tiger. Financial News Network. Update. Welcome folks. We at the Dow Industrial finished down 37. NASA got 52 S&Ps down 4. Gold contract up $21.40 traded at $19.92 an ounce. We had silver up 33 cents, $23.47 an ounce, light sweet crude up 59 cents, $73.40 a barrel, notes and bonds. A 10-year note, down 8 ticks trading $114.23, the 30-year up, down 7 at $130.04, and $Kingdala. $Kingdala, what are you hiding on me? There we go. $Kingdala down 452 ticks, trading $102.405. The Euro is at $108. The yen is trading at a price point of $130 and the British pound is at $123.01 at U.S. Dollar. So we take a look at this market.  So this is saying that guess what, this market once again is going to basically try to get to a higher price. You know, you take a look at the spy. We've been a consolidation but take a look at the spy what you're going to see. You're back down here. You get no sellers. $56 million. You know, we're going into $107 million. That's a big number. That's saying you can get another pop up here. I don't think this is, you know, I don't see we breaking, you know, even the highs of last week. But the bottom line right now, this wants to pop a bit. We go into the queues. The same type of set up inside the queues. Would you help with the queues out here? And I suspect more than likely this is getting set up for window dressing. The queues did reject lower price at $304.774. You closed at $307. You only did $44 million shares. That $44 million shares was going into $98. So what's game again on the NDX 100 is that is the high. The high we're talking about again is $315. I remember the last time your benchmark is still $313. That's where $313, we got 83 million shares. We took that out with $75 million and failed on price. It looks like it's going to game go after that $313 once again. We go into the gold contract, gold contract consolidating, but gold contract also had good volume in the top of this consolidation. So, you know, we did 1.1 million contracts. My take is that we are going to consolidate a bit longer, but today was a good day. That's the bottom line. What hasn't been good is the aspect of the volume inside the GDX, the HUI. So, I suspect that consolidation is going to continue. Have a great night, folks. Have a safe night. Come back and visit Tommy tomorrow morning. Kicks us off 9 a.m. Great show, folks. We'll get him, folks.


But you know here's the thing, when it comes to fast food, people have this idea of oh you know I had a stressful day, I had you know a thousand things that happened, I don't have a lot of time, I'm just gonna have this one meal and hey what difference does it make, right?  Every little bit is a problem. Every little bit counts and if you're living a lifestyle that is causing you to gain weight little by little by little, 10 years from now, 20 years from now, you have that genetic preast position, guess what?


Thanks, Paul. And then our final speaker will be Wendy Chung. So I'm gonna take a somewhat provocative stance but to try and emphasize that I think the UDP needs to skate to where the puck is going to be, not to where it is now. And so when I think back to when Bill started this eight years ago, it was absolutely necessary to have something like this, but increasingly as genomic diagnostics has become, I would say, almost standard of care at least in some of the academic medical centers. I think the UDP or UDN needs to really think about what it can do that adds incremental value beyond what's going on with that. And so in thinking of that, you know, insurance is clearly an issue, but I think many of you know SIGNA already now has guidelines in terms of what is a covered benefit, you know, what indications we'll cover, for instance, exome sequencing. So with that as being the first of the insurance companies to come up with, you know, I think very rational guidelines for this, I think others are going to follow suit within that. And when you see that happening, I think what's going to happen is this now comes out of the center of sort of just even the geneticist or the geneticist at top tier academic medical institutions to geneticists and then to the other providers. So whether they be ophthalmologist, cardiologist, gastroenterologist, increasingly it's going to be, let's get beyond the diagnosis and let's get on to something more interesting than that. The diagnosis is going to be done by the laboratories. It will be done as many as us have seen now within days. So no longer even for instance weeks or months, but within days to do that. And I would venture to say that this is going to be done either in terms of neonates, largely who are symptomatic or presenting with problems, but even back up the bus, it's going to be even done prenatally. And so when you think about that, I think in terms of at least on an exome basis, that's going to be what the standard of care is when it's going to come up time for renewal for this. So what I look to the UDN for is, so what can you do that's even pushing the envelope further than that, right? What are the added things that you can do beyond that? And you have the luxury of being able to now think very creatively and test things out in terms of seeing what the added value is. I don't know the answer to these questions, but as I was sitting here listening today, I was thinking to myself. So what is the added yield that you get from doing the metabolic evaluation? I have no idea. Is it 1%? Is it 10%? But knowing that empirically is what we need to know, right? If you do think about being able to do, because your accessible tissue is blood, at least when I've done these experiments, it adds a little bit, but it doesn't add as much as you'd like because it's not always either the tissue or the developmental time point that you'd like to be able to have. But I don't know the answer. How much does it add when you do that? When you add a genome instead of an exome. If I had to guess, I would guess the yield is going to be about 5% to 10% today over what we can get from an exome. But again, I don't know.  And I think for those of us in the trenches, we'd like the answer to those questions in terms of knowing what the next steps. What I worry about though is in terms of really increasing the yields, when I look at the cases that I bring in, for instance, if I take familial cases that clearly have a monogenic condition with standard of care exome sequencing, we bat about 50-50, right?  We can get the answer about 50% of the time just with a standard clinical exome. If we bring that in and reanalyze it using some of our more sort of pushing the envelope tools and, you know, we'll look at deleterious missent variants or splice variants, we can get another 10%. But we're still, there's a gap that we're missing there, right? So the question is what's going to fill that gap? I would venture to say that it's not going to necessarily be the modest numbers you're going to have from the UDN. It's going to be about scaling this. So we're talking about in terms of reference exomes or genomes to do this, you're getting into the hundreds of thousands. When we get up to those numbers, which will come with precision medicine, with things that are going on internationally for doing this, I would venture to say that's when the yield is going to start increasing, because you're going to start seeing the patterns that you can't by seeing in the ends of ones, but you can see when you start getting to the ends of tens or hundreds to do this. And so I think the question is how can you be prepared to be able to use all of that information in the aggregate that's going to be out there? And what I would look for to NIH is because you can actually leverage the investments that go across your different programs, how can you do that? So between the programs that are the CSER programs, between what you've got in DbGaP, between what you've got in NICHD and INDS, you know, all of your institutes, how can we do that? And as I look to being able to get access, for instance, to some of those data, for instance, and you'll sort of don't bash the messenger, but DbGaP is impossible to be able to get the data from, right? So in terms of being able to do that and make use of the money that you've invested in doing that, that's not a solution, I think, for the field to be able to move that forward. And so what is the answer to that? How can you leverage the investment? You're sinking lots and lots of money in terms of being able to do this, but that yield is going to increase tremendously if people could simply get their hands on the data, still protect patient privacy and being respectful of that, not, you know, sort of jeopardizing that, but being able to increase the yield. And so that's, as I think about it, you know, those are, I think, the opportunities. Then comes the question, as we have already heard about the functional studies, and that clearly, I don't know how to get around it. That's the rate limiting step. I don't know how to scale that besides even with throwing more money at this, but clearly at some point that becomes a big issue. And I would love to see, again, in terms of a community of the basic science researchers, everyone volunteer, you know, be able to get NIH again to leverage your investments in doing that, get your army of researchers that would love to have a human disease to be able to be associated with the gene that they love, be able to actually make that happen. I don't think it's really all that difficult to do, but I do think those are sort of the easy, you know, take the cream off the top in terms of quick wins that you could get in doing the investments. So, thanks.


So, over to you. OK, thank you very much. Buenos tardes. I'm also from Fife, which is sunny. I didn't say very warm, but certainly sunny. I am Marie-Cruz Garcia. I am an expert in digital education. I also work as learning technologist at the Heriwod University. This session, it was aimed to be an online conversation around the job of learning technologies. How well value is the job of learning technologies? Our professional ranking opportunities for career development. And I wanted this session to be also an opportunity for us for reflection and really nourishing and cherishing ourselves as there are so many webinars, events around learning technologies and the different roles and duties that we perform as part of our learning technology role. But there are really no many webinars or events around looking at ourselves, our profession, why we ended here in this role of learning technologies and where we want to go forward in future. I think my colleague Fronal has mentioned that the session is being recorded.  And if there is anything that you want to share or say in the event that you don't want to be recorded, I think it would be fine that we can stop the recording and then re-assume the recording if that's OK. And if you haven't done so, feel free to use the chat and just say from where are you, which geographical region or which country you are joining from. And as I say, feel free, feel relaxed, feel comfortable. This is a session for us, a learning technologist, just to discuss our professional role, our professional ranking. I just want to give some background of why I thought that these webinars could be interesting.  And I think those authors covered aspects such as the different dimensions or elements of the role of learning technologies, the duties and responsibilities. There was a really good blog post, which was my previous colleague, that was Caroline Namfield, about the career opportunities for career progression of learning technologists. At that time, and it was before COVID, I have written what it was going to be, the close short blog post for all those series, which was learning technologies, what is NETS, what was the opportunities for career progression. Obviously COVID changed partly that the progression roots that I have originally envisaged, which was very much the same roots that Caroline has already written in their blog post. I must say something that is not usually mentioned is why the role of learning technologies was created from which backgrounds we ended here. And I am saying this because if you look at other universities and other higher education systems across the globe, the role of learning technologies doesn't exist in many countries. I remember five years ago, in one conversation I have with the IT director of the University of the Ustó in Spain, which they were pioneering the competitors based system in Spain, he was telling me that he saw a value in the role of the learning technology and how this role was conceived and created originally in the United Kingdom around e-learning. But for example, in many universities in Spain or France, the duties or the responsibilities that learning technology fulfills are usually undertaken by IT or IT related people when the pedagogical duties or the pedagogical dimensions of the learning technologies were undertaken by academics, which is really interesting because I see them, the learning technology, the role as a kind of bridge between the technology and the pedagogy. But as I said, this webinar is really more focused on analyzing our professional ranking as learning technologies, how value is our profession and why it's valued in that way and what are the opportunities that we have for a career progression. Yes, I'm seeing that people are already contributing to the chat some easy. And I say, if there is something I'm missing or mentioned about the chat that can contribute to this dialogue, feel free to interact me and just let me know or you can, Emma can monitor the chat and there is something that needs attention. I just wanna share with you when we talk about the learning technology role and the role of learning technologies, how professionally we are value, we are respected. Because that obviously is gonna determine the opportunities for career progression. What we want and what this translates is how our value is, how much I'm paid in which grade and when in the scale I am. And usually this is determined by a here in most of the universities in the UK which is the acronym for higher education role analysis, which is a role analysis scheme. I don't know if you are familiar with here. That's what decide what is the professional ranking, the role and the scale and the grade of learning technologies. This is for many universities although there are universities that they do not follow the here a scheme. As you can see, as you have seen learning technologies usually appear advertised in higher education with a grade seven but a learning technology can be perfectly be advertised and be perfectly be a grade six. It might be also it could be a grade eight but grade eight there is a component or an element of proficiency of mastery of knowledge which is usually positions of senior learning technologies appear advertised as grade eights. I want to ask if you are familiar with the here a system if this is something that you have that you know in the past is something I'm gonna describe here very briefly but just wanna know if you are familiar with here and the elements of here that decides if a learning technology position can be advertised or is advertised as a grade six or grade seven. If you come please let me know. I have seen people who is connecting from other countries from Ireland which is fine. This is the here is basically mainly for British university but there are also some new universities around the world that they have also look at here for their own role analysis scheme. I know here very well because I used to be a quality officer at a university quality union which is the trade union for academic and professional staff in the United Kingdom and as a quality officer I used to be a member of the here panels in which senior management delegates from the different trade unions will look at the different roles when staff submit the request they consider that the roles has been incorrectly graded and they want a great usually a promotion of their role. So that's why I got to know here really, really well. I didn't look myself as part of those panels as many requests or many applications for learning technologies asking to regrade or to look at their jobs but I look at other roles from other colleagues and professions which also cover duties or responsibilities which are covered by learning technologies as well. Here has four teams or elements or components against which you match is a role should be classified as grade six, grade seven or grade eight. Those were the most common petitions for just regrading roles in grade six, grade seven or grade eight. You might have petitions for higher grades but they were unusual. I just wanted to raise your attention about the fact that during the lockdown and the month, the first lockdown in March 2020 there was obviously a profusion of job positions available for learning technologies and also for management positions too around the learning technologies. I was very surprised to see and I thought I was a bit alarming that some of the positions that learning technologies were advertised on grade sevens. Some positions that involved an element of management around learning technologies were advertised as grade seven. That was concerning but after looking very carefully about the Hira system and about the 14 elements that decide when a position should be grade six, seven or eight I must say that a learning technology position could be I'm not saying must be advertised as a grade six in as well as a grade seven and management position which was the next steps in our professional progression in our career management position around learning technologies in professional services could be also advertised as a grade seven as well as a grade eight. What this side that is, I am sharing with you the description of the 14 elements that comprise the Hira system. In this slide, which I hope you can see what I am doing is basically comparing the description for each of the grades, grade six, grade seven and grade eights for each of the 14 elements. I have summarized each of the elements, the descriptions. Those who knows the Hira system, you might say well, there are much more elements that the ones you show in this slide which is absolutely true but I really wanted to summarize because otherwise it would have been really very complex and long and I don't want to keep all this presentation around Hira. The key message what I want you to take away from this is the learning technologies in grade six, grade seven according to the Hira system and the different elements are very similar but what decides the different between the different grades are the learning technologies in a grade seven can teach and can train can also take a management responsibilities can be responsible for operational issues while learning technologies in grade six can still supervise but they cannot take any managerial responsibilities. So these are the first six elements of the Hira system and as I say is the description of the kind of duties and responsibilities that should be covered for a learning technologies in a grade six, in a grade seven and learning technologies in a grade eight which should be a senior learning technologies from these first elements what I want you to consider is the element of proficiency or the senior learning technologies is suspected management around learning and teaching to take a lot of responsibility for operational planning the learning technologies in grade six and grade seven still has an element of prioritizing and organizing resources but it's not responsible for this operational planning in particular for larger projects. There are some elements in which the descriptions of the duties and responsibilities expected for the three grades are exactly the same for example, in service delivery it's very, very similar to motivation. So as I wanted to show you is there is not really much difference and that's the problem when you are trying to recreate staff members or when you have application for recreating there is no such a big gap between these grade six and grade seven instead for teaching and training and the managerial task because a grade seven can undertake issues regarding performance and regarding annual appraisals but a grade six cannot take those duties. Grade seven, eight, sorry, grade eight senior learning technologies or managers in learning and teaching and learning technologies positions are expected to take initiative and take responsibility in complex projects. So the other elements, the other invention there are 14 elements in here and each of the 14 elements has a different weight. I didn't wanna show the different weight systems but I'm happy to provide those how the different elements are weight for those who are interested but these are the rest of the elements and as you can see in teaching and learning support, learning technologies in grade six can introduce students or others can provide some guidance and supports to the areas can provide information about a standard informational procedures but does not teach, they don't teach learning technologies in grade eight are not expected to teach a trained students or staff with learning technologies on grade seven they do as well, they do teach and train as well as senior learning technologies position on grade eights and finally knowledge and experience which is what usually decided that level of seniority because I remind again that senior learning technologies they can undertake management responsibilities but not necessarily and as a matter of fact there are position advertised as senior learning technologies that do not have any management responsibilities but what do they have is the mastery or proficiency or knowledge of their subject which is the 14 element which is knowledge and experience that's the element that provides that level of seniority for progressing in the learning technologies career or route when I experience learning technologies can be considered a senior learning technologies and when is not. So this is what I wanted to give you a general overview about why our roles are created in the way that they are and why they can be graded as in a grade seven or grade eight. I want to highlight something very important which is one of the progression routes which were identified in those blog posts and I also identified in my article is in management positions, management in learning technologies or technology enhance learning or whatever you wanna call it but I want to highlight this because it's important and in a situation of the economic after COVID-19 management positions around learning technologies according to Hira can be perfectly advertised on a grade seven because the grade seven also includes also comprised and I say this really is very important that a strong element of management of assigning tasks to others as well as engaging in performance a team management performance duty as well. So that's important that you consider when you are looking for career opportunities and career progression if what you want is to just move your grade to a higher grade to a higher pay scale for the sake of it or what you want is just to rather than doing more hands-on or support duties you really consider that you want to undertake management tasks and being engaged in management looking after operational issues or managing the performance of others. So until here and before I move to the next point just to make sure that everybody is following this and if you consider this is useful or not as I say those who know Hira in more detail I have just summarized the most important elements or for each of the 14 dimensions or elements of Hira. So everything is clear until here anything you wanted to share or tell me. Okay, so I have seen some comments in the chat from some people. Thank you. So I think, so I'm gonna move, yes, I think it was in the blog post of ALT and I don't have the window open but I think if someone from ALT could provide the link to my article I'm gonna in the meantime trying to open the window but I will pass the link to my article. I think it's the ALT blog post blog and it's within the recent articles. So once we know why we are valued the way that we are why our job as learning technologists is created in the way they are. Obviously the next question that I wanted to introduce in this talk is do you think, do you want to move or do you want to progress or take the next step regarding whatever you are at the moment in your professional career? If you are considering that, why do you think that you want to move forward that you want to move to the next step in your professional career? And that's what I mentioned if what you want is just to move to a higher grade in the professional services in higher education for the sake of it or you just want to do something different to undertake a different types of tasks or a different types of duties more in the management routes or more in the teaching routes, the teaching routes depending on what you wanna do. I think for the next step is very important that you are clear and you really are honest to yourself about why you want to move what you are considering moving forward. Obviously that you are coming to this webinar is likely that you are considering that why you want to move. I just wanna ask you now the following question which is if you think that in the current climate that we are in this third lockdown and after what I call the summer of love for learning technologies which was the first lockdown it was a peak a demand for learning technologies after in this third lockdown do you think that it's a good time for moving careers for considering in the next step or progressing or moving forward? Do you consider it's a good time, a bad time? And why? Do you think so? It's not that you can share that with me. Yeah, very good point Neil. I think most of the jobs advertised are fixed them. That's very important. I will mention when we see these fixed terms is how because of the funding and because of the peak of the demand it was learning technologies for deploying or held universities to deploy the responsive blended or hybrid learning models that they were developing over the summer. So apart from Neil and Darren anybody else consider is a good time for moving jobs at the moment in this strange situation that we live in the remote working and the third lockdown. This seems to be for what Kat has mentioned in the chat there are a lot of opportunities starting thing this is a good time but how do you feel about are you aware of those who are thinking of moving you will not move physically to your new office to your new desk to your new physically with your new team. So how do you feel about moving when everything is done online is you think it's gonna be an advantage it's going to be a disadvantage? I think the low level when there is an interesting conversation around this what I mentioned about the issue of temporary fixed jobs and also salary and scales which is gonna be a thing an issue in future but I think in terms of and I know colleagues who has more jobs in the current situation but around this COVID-19 pandemic or this lockdown situation I would like you to use this slide if you wanna share and this slide purely in this situation of remote working and what means to change institutions remember we are changing institutions or you are moving roles in a situation of we are working from home I think those who have children might be looking after them or those who are careless might be looking after them something that for you to consider what kind of opportunities and challenges can you see for moving jobs progressing in your career in the current situation I see both challenges and opportunities because I can see the discussion we are mentioning in the chat that you have limited opportunities for senior position in Ireland in the United Kingdom but I can see opportunities as well because what we have now since we don't have to go physically working anywhere is you can open your horizons and I will mention that about opportunities international opportunities and depending on the route that you choose you can expand your horizons you can for example, if you work in education consider the route of contractors or the route of the private sector or you can also consider working for other universities or other companies which are geographically a distance or away from where you are physically placed now this has obviously pros and cons so I see both challenges and opportunities and I can see people are already posting about that learning new things it's really much more flexible that in the past when you... now opportunity could be for example consider applying for position around London, England and I am saying London because for example I notice English universities is more likely it's more common that they have position of senior learning technologies that seniority which I have seen are more difficult to find in Scotland somebody has posted something and very interesting contribution which is difficult to pick up on the culture of your new institution yeah, I totally agree it's really a very good point and how... I always wonder how would be the inductions of the... in an online environment when you usually in the past you physically went to your new place and the first day you were shown around what is the cafe and all those areas I'm not sure if anybody who are here has moved jobs or have during the lockdown or this time I wanna share their experience if anybody has moved jobs to a different university or a different institution during the lockdown I have... I know colleagues who move jobs during this lockdown I can imagine how challenging it can be for picking up the culture of the new institution but also remember if you move jobs now you need to prove your new employer that you are valued, that you are worthy in your previous institution obviously everybody know what you were able to do what you have achieved but now you have to prove the same when you still have children to home school or if you are a caterer some families for example has brought their elderly parents at home this is in France, in Spain and European countries is very common because they didn't want their parents to be isolated in a nursing home so those challenges that you need to consider now you are in a different setting and you need to prove that you are capable to achieve and then they take the same duties in the past when we didn't have to work in this remote working so I personally think there are opportunities and there are challenges when moving jobs in this current situation there has been some interesting contributions in the chat one of our four opportunities to outsource the role of learning technologies yes, this is something that I can see that but as I say it can be a challenge that now they are having when you say outsourcing the role of learning technologies but it can be an opportunity for those who are considering, for example going to the contractor route because there is going to be opportunities there so it all depends on how you see yourself professionally and where you see yourself going so before moving to the private sector Cat also has mentioned about it's more experienced using specific tools or more compartmentalized so before moving to the next slide to the next point it's just for concluding these opportunities and challenges I think we agree that it's a strange situation a really unusual situation in which we will encounter challenges which is joining online the new institution but also they have a positive aspect and opportunities that we don't have to commute so much and we can expand our horizons for looking for new job opportunities and opportunities for career progression sorry, the progression routes which is what I just wanted to mention in this next part of the webinar of the event opportunities for career progression those routes and those opportunities for career progression the ones I am showing in this slide they were mentioned in my article in the ad block and they were mentioned also in the previous block course which was part of what makes a learning technology serious and that original block course there was a route there was an option which was not listed which is an independent contractor which is something that you might consider and for working as a contractor the current tendency for absorbing the role of learning technologies could be seen as an opportunity I'm not saying that this is good or bad but I'm only saying this is another possibility another choice, something for you to consider but I think in terms of working in education and those who want to work in education both if it is higher education and further education and I know there are colleagues here joining the event who came from further education and joined higher education sorry I originally joined or progressed in my career from further education to higher education so I think in education both higher education and further education vocational training there are only two options or two routes available which is if you want to remain in professional services or if you want to try the academic route for professional services I must say there is a strong competition because there is a strong competition you might be flexible you need to be flexible about where you are prepared to travel how you can expand what I call in my article your ratio of actions to... further you are prepared to travel when we come back to the normal situation or even to relocate yourself and your family and that obviously has a cost for your family and yourself the easier would be that you can find opportunities for progressing your career in professional services because if you want to keep the route of professional services the only option is either jumping into management positions like technology has learning management or learning technologies management or apply to senior positions, senior learning technologies senior learning designer that are based on your expert knowledge on your level of proficiency but those routes for management senior positions are not very frequent in professional services and also remember as I mentioned before Hira allows to advertise management position on grade 7s so if you are currently on a grade 7 as learning technologies and you want to continue in education you might wonder what is the point in progressing or moving to a management position in grade 7 unless I really enjoy management and I want to just move to management if I am going to have a much more level of responsibility if I am going to be managing a team basically on the same salary on the same scale so this is something obviously for you to consider and as I say senior positions of learning designer learning technologies are not a rare, are not frequent and you need to prove that you have that little element of seniority it's going to be very very competitive because there will be many other experienced learning technologies applying as well but if you are appointed for the position one of the biggest advantages for me at least is part of their roles involve pedagogical research you will be able to engage in pedagogical research which is not something at the moment that many learning technologies could do as part of our responsibilities it's possible obviously but it's not frequent and in education I want to highlight the academic route and the jump to the academic route to have a position not in professional services but academic position is not easy but is not impossible if you want to jump to the academic route you need to consider and you need to be targeting academic developing positions which are usually undertaken by the role of the academic developer because academic developers for then it is easier to just jump from professional services to academic services it is easy to jump to positions like assistant professors you don't need a PhD and I have seen assistant professors who don't have a PhD and it is easier to apply for position of teaching fellows which not many universities have teaching fellowships but there are but it's much more easier around positions which are related to academic developers and duties and responsibilities which are usually the remit of academic developers I just want to stop here and I just want to ask if you know the difference or you can see what are the intents because we overlap remit learning technologies, learning designers with academic developers but in the same way that we know what makes a learning technologies what makes a learning developer what learning developers do do you have clear the role and the responsibilities of academic developers or is there any academic developer in the room let's have a start with that question okay so Mirina has mentioned yeah that one and a very good point is more specialized than that one scanning or looking at the academic developers position researching into the market well Rachel since you are I was going to mention with academic developers too but since we have an academic developer Rachel could you summarize would you see this difference or what you can see between academic developers and learning technologies what I can see and Rachel can correct me if I am wrong is the academic developers the role is more focused on teaching and providing pedagogical expertise although there are learning technologies and learning designers who also provide pedagogical advice but I think for what is in the market and what is suspected an academic developer is suspected to design and deliver academic developer activities expected to sometimes teach in postgraduate courses in for example PG3 postgraduate certificates in learning and teaching is suspected to be more involved in course design designing a module which I know and I did myself in the past as learning technologies I have written modules for higher education and credited module and I have teach in higher education as well in credited and credited module but that is exceptional and I think there is no expectation learning technologies is to support academic courses to support academic modules but there is not that component of writing the module and designing the module and so that's what I have seen but Rachel as I said that very much depends on the institution and there might be cases with learning technologies as I say myself I have done this in the past so tell me Rachel if it's more or less if you are expected to do as an academic developer or there is there are other expectation or you have different duties that the one I mentioned more or less so you were not involved as Rachel has mentioned in learning very much when you say learning I mean supporting the technology Rachel rather than the course design yes that's very much my view that is the learning technologies is gonna have always more responsibilities or duties on using technology to support pedagogics while the academic developer is more identifying what pedagogical approach or what pedagogics can be used for certain academic programs or to design academic modules this is very much and Leon has mentioned a very good point academic developers and here is where they jump what makes easier the jump to the academic route academic developers are involved in pedagogical research and this is a very good point if you like pedagogical research or if you wanna publish so keep publishing articles it is easier from the position of a academic developer and if you like teaching online but teaching no training in postgraduate courses also academic developers can teach as well because I wanna move forward the other routes all I was gonna say is if you want my advice would be keep your horizons opened and for the academic route and also try to have a CV which is multi-faceted with the different and you have done a lot of tasks not only supporting technology and I think for the academic developers and academic routes you might consider in your own free time which is what I do and I know this might be difficult for some people in addition to your jobs or learning technologies you volunteer or undertake positions in what you can teach online or which you can do research online but I know as learning technologies you might not be able to do that so my advice is be open to do that in your own free time in my own free time I teach with advanced higher education also I qualify as a senior fellow advanced higher education because I know it's hard and I know you have to make time but keep the academic route open because you don't know in future what's gonna happen and at what point the role of learning technologies is gonna be still needed or well it would be needed but it would be an impoverishment of the conditions so moving to the other two routes the corporate and the commercial sector which is something that after the COVID we saw traditional companies and traditional sectors are looking for what they call learning designers or content developers, structural designers should be more the creation of online content which is also a task or a responsibility of the learning technologies I think the commercial sector is a route that you might consider because there are pros and cons salaries are better you are expected to work the hours needed to fulfill the project it's not I originally came from the commercial sector although I work for Telefonica in telecommunications but I think the difference is higher education is things are done when they are done in commercial sector is much more competitions project has to be finished and at a certain time day you are expected to work a longer hours you are better paid obviously but the route for progression is more similar to the academic route you will progress to senior positions just by being part of the company this is what is missing as the professional in the professional services route there is a question Neil about the teaching fellow well teaching fellow is a position it's not in all universities in which teaching fellows is a role that involves in teaching and potentially in pedagogical research is a position which was polemic in a way in the past because teaching fellows they were paid less than traditional academic positions in which they involve the traditional academic positions and route is both the research and teaching where teaching fellows were more focused on the teaching element of the academia although they could do research as well but there was not an element a key element of the role I don't know if I have summarized very basically what a teaching fellow is I don't know if it is clear Neil okay so I wanted to finish by 130 just independent contractors when you consider independent contractors and when could be the route is independent contractors well you can consider at any time by Phoenix especially interesting when you are um experience learning technologies you have created your network of contacts you can't want to do something different or either there are a volunteer severity packages that you might consider applying and then you think what would I do next or after a fixed contract with it finish as an independent contractor you can trade yourself you need to have your own company and there is a lot of advice in internet about that or you can have umbrella companies that they hire you and you are the an employee of that company they will pay national insurance contributions they will do also private pension schemes but the advantage of the independent contractor is the net paid that you get is obviously higher much higher than the one that you are paid when you are an employee of the university the IR35 is two sets of tax legislation just to uh that the all inland revenue now HMRC has said that in place just to clarify when someone is really and genuinely an independent contractor or when someone was what it was called as a disguised employee which is there was some institutions and companies not necessarily in higher education it was in other public sectors that in which they have contractors working many many years and it was Monday to Friday 9 to 5 it's basically like employees but they hire those professionals as contractors to avoid having them as an employees it could be seen by the it was seen by the inland revenue as a way to avoid paying taxes that was the IR35 legislation came in place and now the the British government they have an employability test that you can undertake and check if you are considering the fruit to clarify if you should you are genuinely what is without the IR35 so you pay less taxes because you are a genuine contractor or you are what it was called a disguised employer in this current situation of remote working and everybody working from home and working using your own equipment you don't have to worry about the IR35 because I think you would be genuinely seen as independent contractors now you are not we are not in an office we are not in theory from 9 to 5 so in a situation of working remotely you then have to worry about being seen and being considered by the inland revenue or the British government as a disguised employee or not and I think for how much if you should charge daily or hourly route and how much you should charge it depends very much on what is the market situation last summer when there was this peak and this high demand of for learning technologies as contractors for certain projects just starting immediately and working for six months, three months obviously you can set up your price your hourly and daily price and I gave some advice in my article in the alt block but there was a high demand now the situation has changed now it's less demand so how much you should charge and how you should charge that depends very much on the market situation but if you want to see the kind of recommendation of the rates I advise you to have a look to my article in the alt block and I think just for finishing these opportunities this kind of event or talk well I'm not an employment agency so I cannot really say what you should apply or how you should apply or it's mainly looking yourself it's really reflecting on what you like to do and why you want to like to do that and how you see yourself in future why you think it's time to move on if you consider continuing in higher education my advice should be to open your horizons be willing to move or to relocate to other universities if you want to progress and you want that progression to be easier or faster in time that you might want to consider to move or relocate maybe on a national level if you look for example in Scotland considering opportunities in English in universities in England or vice versa or I personally think you should consider open your horizons internationally I think for me there is a value on being cosmopolitan on considering living and working in a different culture in a different institution in a different country in the same way that you might want to change the scenario the settings you might consider that you want to come back to your own culture that that's your own country that's perfectly fine I have summarized here examples of institutions that have advertised position of learning technologies although they don't call necessarily learning technologies but they have names like instructional designer or learning designers or content developers but their roles and the duties and responsibilities are very similar to the duties that a learning technology can undertake and for those who are European or within the European Union obviously this is easier because you can travel and work more widely that's what I consider the Brexit terrible how it has closed the door to generation of British people who has this urge for internationalism for cosmopolitanism working or living abroad but it's really really sad and that's the way it is because these are some universities in the European Union in higher education sector that are hiring a position similar to learning technologies for courses and programs in English so for those positions you don't are not expected to master the language of the country at all positions out to university in Finland which is a new university which really really put in a lot of money in online courses and online education and Middle East opportunities as well Middle East opportunities is a country I have worked in in Kuwait in international project and personally I think Middle East is a a geographical area to consider or Asia or usually Australasia Americas and Africa for English speaking countries I am not aware of the time I'm sorry I mentioned that I was gonna finish in time I'm with 30 so I want to thank you for just joining this session and feel free to contact me for any queries or just follow any follow up after this session but just wanted to ask if you consider this useful or if you have any question or anything you want to ask me is the learning technologies okay no I'm glad that it was useful for that and as I said I think throughout the alt block or I'm happy given my my email here if anybody want to any questions which is but is it's really a as I say is considered in all the routes and the different routes education and private sector contractor routes and the pros and cons of each of the routes but I want to thank you very much for attending my session and also I hope it has been useful and take care of yourself and value yourself keep your opportunities of training of improving keeping all your training also with programs like Simul of the higher education the fellowship scheme and I think that's all I don't know if from now just finish you wanted to mention something as just for the next talk but thank you for joining my session yeah thank you so much that margaris that was absolutely fantastic I know a lot of you have already said thanks if you'd like to find the cup emoji please do feel free you can also see Margaris email address there so I'm just going


Hello, and welcome back to day three of the half-term revision video lessons. Now, we're halfway through the half-term break, and of course, hopefully you've been maximizing on the time off that you have to catch up on, especially if you're a new 11, your studies, and of course, practicing different model answers, because right now we're in the countdown to the final exams that are happening in just under three months. Now, a lot of you guys asked if I could go over how to write a model response to in spectacles, and more specifically, the questions that came up in the 2021 exam, okay? So now, I'm going to be writing a model response for one of the questions. Remember that you always get a choice of two questions, one of them is theme and one of them is character. In terms of structure, I would suggest writing four main body paragraphs, and of course, if you're trying to go for gold, start off with the introduction, and then end with a conclusion. So, let's dive into how to write a model response for this particular exam paper. So let's examine how to answer this particular exam question, and this is the inspector calls exam paper that was issued in 2021. Now remember, inspector calls for this part of your paper, which appears along with the poetry questions, you should allocate around 50 minutes to this question. That should be around 10 minutes planning your response, and obviously choosing the question, then 35 minutes writing, and then around five minutes at the end checking your response. Now, let's have a look at the questions that appeared here. So you always get a choice of two questions, and in this 2021 exam, you had either to choose the first question, which is how does Precy use Gerald to explore ideas about responsibility, write about what Gerald says and does, how Precy uses Gerald to explore ideas about responsibility. This is worth 30 mocks, and this question asks you to focus on Gerald Croft's character, meaning you're mainly focusing on Gerald Croft, but then talking about how he illustrates the theme of responsibility, other themes as well as context. But let's look at the second question. So the question asks, how does Precy present society as unfair in an inspector calls, and in this question, which is a general theme question, you're supposed to write about what can be seen as unfair in the play, and how far Precy presents society as unfair, and as I mentioned, you make sure to pick one, not both questions, then think about four points you can relate the question to, okay? In this case, because it's to do with society, you can literally make four separate points about different individual burlings, or even one of the paragraphs to be about Gerald. This one is to do with Gerald, therefore you have to focus your four points on Gerald. However, you can then mix it up between theme and context points, okay? So I have already prewritten a model response, so let's actually have a look at how that was like. As I mentioned, when planning this response, spend the first 10 minutes reading and planning, when you're writing your responses, I would suggest adopting the Peel Paragraph Structure point evidence explanation link, okay? So in your point, you're answering the question directly using keywords from the question, your evidence, you're embedding your evidence in your explanation. This is where you're now adding technique, but equally you're adding context or theme observation and then you link it back to the question and spend five minutes at the end of your exam actually reading through your answers. So when it comes to this particular paper, I decided to go for the Gerald question, how he is used to explore ideas about responsibility and in terms of how I structured my essay, I started off with an intro, four Peel Paragraphs and a conclusion. So let me walk you through what I specifically wrote for this essay, starting with the introduction, okay? Introduction is a great way of already bringing your examiner in.  So let's have a look at the introduction. Presley powerfully uses Gerald Croft's character to explore ideas about responsibility in an inspector calls. I've used keywords from the question relating to how responsibility is shown within the question. As you can see here, I've even highlighted that. It is evident that Gerald is keen to create an outward appearance of someone who is responsible and respectful. Nevertheless, as the play unfolds, we learned that Gerald does not feel any social responsibility towards poor working class people, nor does he accept responsibility for the role he played in Daisy Renton's suicide. So as you can see here in my introduction, I'm keeping it quite concise. I'm not spending too much time giving away what I'm going to be talking about within the essay, but I'm still showing broadly speaking how Gerald Croft presents ideas about responsibility, but more specifically, how he actually is very irresponsible in his behavior towards Daisy Renton, who he refuses responsibility for. Now as I mentioned, after I'm done with the introduction I now start off with my first pill paragraph. So let's have a look at this particular pill paragraph that I prepared and I'm going to walk you through the four different steps. So here's my point. Firstly, when we meet Gerald in the opening of the play we can see that he attempts to present himself to the Verling family as a responsible young man. In fact, he seems keenly aware of his aristocratic heritage. So he tries to create an appearance of being a perfect gentleman. This is really, really powerful because what I've done is staged how Gerald Croft is somewhat two-faced, a little bit duplicitous. He also knows that he is, you know, a really top guy. Everyone wants kind of a piece of him. And of course, it's almost he sees it as a privilege that he's giving to the Berlings marrying Sheila. Here's my evidence. Priestley effectively employs staged directions to depict him as an attractive chap who is the well-bred young man. That's my evidence. So I've started off my point, here's my evidence. I then add, moreover, when Inspector Gaw appears Gerald asserts that we're respectable citizens and not criminals. So here I've added two separate bits of evidence of used staged Crofts. This is staged directions, but equally what Gerald says. Now look at my explanation. Priestley uses the adjectives attractive and well-bred technique to convey how Gerald clearly appears to be a quintessential aristocratic man. He is the perfect aristocratic man. Additionally, the literation in Gerald's language when he refers to the family as citizens and not criminals, illustrates how highly he views himself. This thus makes Gerald seem all the more irresponsible. I'm now linking it to responsibility. As a person when we learn that he had been living a double life when he kept Daisy Renton as a mistress. So I've really delved into the technique that Priestley is using and I've mentioned how he's been irresponsible towards Daisy Renton. But I'm not done in my explanation because now I'm layering in context. Contextually, Gerald is used to represent the aristocratic elite in Edwardian England who believed they were perfect and above the law. They acted irresponsibly in secret, yet they ensured they created false facades of appearing to be perfect. That's my explanation and this is where I've layered in context. Now I'm going to link it back to the question. Thus Gerald's characters used by Priestley to illustrate how duplicitous, two-faced, many upper-class men were. He carefully cultivates the appearance of being perfect yet he acts extremely irresponsibly as he uses Daisy Renton. That's my first four-peel paragraph relating to how Gerald is presented in terms of responsibility and of course I'm making the argument that he is really irresponsible. So here's my second peel point. Secondly, Priestley reveals that Gerald felt no responsibility to stay faithful to Sheila Berling even if he was engaged to her. In fact, Gerald disregards her anger when she confronts him about his disappearance and he distracts her by giving her a ring revealing he did not respect her. This is my second point relating to how Gerald is shown in terms of responsibility but now here I'm making the point that he is irresponsible in his behavior towards Sheila Berling. Here's my evidence. Gerald produces a ring case when Sheila seemed upset with him. Yet he later confesses that he had a mistress and he became at once the most important person in her life. Again, I've added two bits of evidence to illustrate how he's been so two-faced to his fiance, Sheila. Priestley, this is now my evidence. Rather, this is now my explanation, the second E in my peel paragraph. Priestley uses a declarative sentence in the stage directions to draw attention to the fact that Gerald simply ignored Sheila's questions and he lied to her. The hyperbole in his confession later shows that he actually enjoyed having a mistress. Thus he felt no responsibility towards protecting his relationship with Sheila. Now here I'm going to tie it into the theme of gender. I'm still my explanation as you can see but I'm layering in a theme discussion. Priestley uses the theme of gender to show how little power women had as both Daisy and Sheila were used by Gerald. It is clear that Gerald enjoyed having power and control over them and he felt no responsibility to be compassionate to them. That's my explanation where I've added technique. So it's Priestley's use of technique but equally theme. So now this is my link back to my question. Consequently, Gerald's characters used by Priestley to show how little responsibility many upper-class men felt towards their fiance's and their wives. Gerald clearly felt no duty or responsibility keyword from the question to stay faithful to Sheila. That's my second peel paragraph. So now moving on to my third. Thirdly, it's clear that Gerald felt no social responsibility towards poor working-class people. In fact, he seemed to agree with Mr. Burling that working-class people's pay should be reduced in order for the business profits to expand. Similarly, he felt no responsibility to Daisy or her survival when the affair was over. That's my third point. Now here's my evidence. Gerald shouts, When Mr. Burling expresses he wants lower costs and higher prices. He also calls Daisy gallant, another bit of evidence, for accepting the end of their affair. So I've used two separate bits of evidence once more here. Now I'm moving into my explanation. Priestley uses repetition to convey how little social responsibility Gerald felt towards poor working-class people. The adjective gallant shows how coldly he cast Daisy away even if he knew she was poor. Priestley uses Gerald to illustrate the theme of class. Again, I've mentioned theme here. As the vast poverty in society in Edwardian England was a direct consequence of the little responsibility rich people like Gerald felt in paying the poor fairly. That's my explanation. We're now have layered in another theme discussion, but in this case, I'm talking about class. Now linking it back. Thus it is clear that Gerald felt little social responsibility towards the poor, nor did he feel any responsibility for Daisy's well-being when the affair ended. People like him made class divisions worse in England. That's my third peel paragraph. Now here's my final peel point before I then move on to my conclusion. Finally, even if Gerald realises the role we paid in the death of Daisy, he refuses to accept any responsibility. In fact, by the end of the play, he is jubilant, which means happy to discover that Inspector Gold does not exist and he refuses to change how he treats poor working-class women. That's my fourth and final point. Here's my evidence. Gerald dismisses Eric's concerns in Act 3 by asking, what girl? There are probably four or five different girls. That's my evidence. Now here's my explanation. Priestly repeats the diminutive noun girl, diminutive meaning making someone seem younger or smaller than they are, to illustrate how degrading Gerald's opinions of working-class women were. His refusal to take on any responsibility depicts the theme of social responsibility as he shows the main reason why poor women felt powerless was because the rich refused to be accountable for their actions. Gerald rejects the idea that he has a social responsibility to help poor women like Daisy, meaning his attitude never changes. Thus now I'm linking it back to the question. Priestly uses Gerald's character to show us how he refuses to accept any social responsibility. He does his best to cover up the part he played and he rejects any responsibility towards her. So what I've done in my essay so far, I started off with the introduction, right? So I've made sure that from my introduction and throughout, I've made it clear that I'm exploring how Gerald is used to reveal responsibility. Then I've added my first opening point and I made a context link to this in my explanation, made my second pill paragraph point and in this case, I made a theme connection to this, the theme of gender. Then my third paragraph, once more, I added the theme of social class and now finally I finished off by discussing another context point and this idea of social responsibility and the little social responsibility, the rich felt they had towards the poor.  So really adding the cherry or rather the icing on top of the cake. In conclusion, Priestly powerfully uses Gerald to explore ideas about responsibility. As we learn, he refuses to accept any responsibility for his actions. He does not take on any responsibility in protecting his relationship with Sheila as he is unfaithful. Moreover, he rejects any responsibility towards Daisy and he does not feel socially responsible for helping the poor in society. And that's really it when it comes to how to write a grade nine model response specifically for the June, 2021 exam question. And in this case, I approached how to answer the Gerald Croft question. So I hope this helped and thank you so much for listening.


Man uses the spoken or written word to express the meaning of what he wants to convey. His language is full of symbols, but he also often employs signs or images that are not strictly descriptive. Some are mere abbreviations or strings of initials, such as UN, UNICEF, or UNESCO. Others are familiar trademarks, the names of patent medicines, badges, or insignia. Although these are meaningless in themselves, they have acquired a recognizable meaning through common usage or deliberate intent. Such things are not symbols, they are signs, and they do no more than denote the objects to which they are attached. What we call a symbol is a term, a name, or even a picture that may be familiar in daily life, yet that possesses specific connotations in addition to its conventional and obvious meaning. It implies something vague, unknown, or hidden from us. Many Cretan monuments, for instance, are marked with the design of the double ads. This is an object that we know, but we do not know its symbolic implications. For another example, take the case of the Indian, who, after a visit to England, told his friends at home that the English worship animals because he had found eagles, lions, and oxen in old churches. He was not aware, nor are many Christians, that these animals are symbols of the evangelists and are derived from the vision of Ezekiel, and that this in turn has an analogy to the Egyptian sun god Horus and his four sons. There are moreover such objects as the wheel and the cross that are known all over the world, yet that have a symbolic significance under certain conditions. Precisely what they symbolize is still a matter for controversial speculation. As a word or an image is symbolic, when it implies something more than its obvious and immediate meaning, it has a wider unconscious aspect that is never precisely defined or fully explained, nor can one hope to define or explain it. As the mind explores the symbol, it is led to ideas that lie beyond the grasp of reason. The wheel may lead our thoughts toward the concept of a divine sun, but at this point reason must admit its incompetence. Man is unable to define a divine being. When with all our intellectual limitations we call something divine, we have merely given it a name, which may be based on a creed, but never on factual evidence. Because there are innumerable things beyond the range of human understanding, we constantly use symbolic terms to represent concepts that we cannot define or fully comprehend. This is one reason why all religions employ symbolic language or images. But this conscious use of symbols is only one aspect of a psychological fact of great importance. Man also produces symbols unconsciously and spontaneously in the form of dreams.