Everybody forced here got a couple boxes for John H. John's got a 2023 tops chrome update Baseball Jumbo and a 2023 museum collection All right, here we go John let's start with that updates the update chrome jumbo Watch this be the one box with none of them stick So you'll be able to feel it You can you can feel that these aren't gonna move so like you really just Use your fingertips and like very gently just peel them apart That chrome cling clingy chrome Why about that Mazataki Yoshida diamond dominant short prints pretty solid awesome card John is for sure Ricky a prism of Brent Hedrick Walker 88 and a rookie refractor of Patrick Bailey Very good pack That's the risk Corey that's the risk, but it also doesn't mean the next five won't be good either Titans of Mookie Kodai Senga on the all-star game Action stars Corbin and a rocky or rookie refractor. This was not so bad actually Future stars Michael Harris prism Tyler Anderson Sherser and refractor debut Jordan Walker start off like right side up. I think it's super clean Titans of Gunnar Henderson and then I'll like turn staying in the middle of the edges is like good for flipping it Freddie Freeman on the all-star action stars Brett Beatty and A Mazataki Yoshida rookie refractor debut. Yeah, it's like most products where there's just a few hits It's definitely been better this year though. I'd say oh, yeah It hits more often so and then for like base if you're not gonna call something out You can you can leave it upside down as long as you're showing it prism Louisa rise and Refractor of Dominic Smith Now it's probably just the way they were packed honestly Rookie base auto Lieber Puguelo all-star game Sunday gray action stars Jordan Walker G-man G-man G money. Yeah, I don't think it's gonna it doesn't change much. I mean Even when we opened old prism a few minutes ago. It's just like that right away. It's kind of like It'll be like that eventually anyway Sometimes sooner rather than later Future stars Josh young prism rookie Jake bird at the refractor jaco to Rizzy Like any chrome pack with more than like ten cards signs of Walker all-star Hime Devers Matt Mervis rookie refractor movies Tiered a tiered museum Prism Nick Ahmed Rookie refractor Zach Weiss Yeah, that's a tricky thing about a team's like Dimebacks and Orioles is that they have huge rookies But they don't have like a ton of hits like the upside is there Rookie refractor auto Blake sable. That's gonna be to 499 All-star game will Smith action stars Tristan Kossus J hey Yeah, but Orioles have to be they they sell for more than any team and in PYT's pretty much No way you could have them anywhere near the bottom tier With the back-to-back rookie of the year winners as rookies aqua rookie number two 199 Blake Perkins Prism Elvis Andrus And refractor JP Sears the museum. It's probably like the Yankees and then them maybe the angels over the world I don't even know about that We don't have it's that All-star game Mariah's action stars Nato and refractor rookie of Matthew baton alright museum time Let's see a better boxing museum Gunner Henderson Gunner and Adley both sell pretty well Pyt's all season long for the Orioles have been in the top three every single baseball release And they sell like it's just like the market at this point It's not even like we think that they're better like it's just If they sell higher than other like the Mets and higher than the Cardinals and higher than The Red Sox and whoever else like This is how it is Like in tops chrome and cosmic and stuff.  Camden yards not Camden, New Jersey, but Camden yards Jake Kronleworth triple relic auto number to 199 the crone zone Jordan Alvarez number to 299 Gorman base baby Fujinami and rookie out of Nolan Gorman three auto box Okay, then There we go three auto box for you John nice Gorman on the back too Appreciate it. We'll get those out to you You


rder to survive. And let's just hope that we're not here in the future looking at other hospitals that are in this same situation. Yes, I would just add that this would be a hospital that I would definitely want a sustainability plan from but clearly given the circumstances under which they're in bankruptcy they're pursuing some conversations around an alliance and they're doing that. The hope is through the updates we're effectively going to get their sustainability plan. We hope. Yes, I mean that should be, I think. Reorganization plan. Right, I mean that's sort of the point of the bankruptcy and so I think that makes sense. As a question do we have any sense of what the reporting responsibilities are to the bankruptcy court? I'm just wondering whether our monthly monitoring and the monitoring that the bank is doing are kind of aligned. I think they are aligned, I think Lynn looked at it. They are reporting certain financial information to the bankruptcy court. I think it's every other week. Okay, thanks. And I think also that we can't delegate all of our obligations to the bankruptcy court. We still have a responsibility as a regulator to the state of Vermont and to the taxpayers in the state of Vermont to do whatever we can to help Springfield and we'll continue to do that. And no matter what, make sure that the residents of that area will continue to have access to quality care. Just a comment for staff on your recommendations for hospitals like this that have a negative, the 19.2% requests is within budget guidance but I would add the other piece of that which is that they're up 0.6% to their projection because that's really what shows us that they're within guidance because they could have gone up to 5% off of the negative 19.2. So just including that as well would be helpful as we go through these, thanks. There was no second. Second. I think Jess seconded. Oh, I didn't hear her. I just did it.  Other discussion? If not, all those in favor of the motion signify it by saying aye. Aye. So I believe Patrick that's probably the limits of what can be accomplished today even though we do have a little bit of additional time. Agreed. We do have the potential for employees of the board to go after some of the provider transfers and accounting changes for approval. This would, if passed, would put on your plate next week just the budget below for those institutions. So do we have all the answers back? We do not. I'm a little bit leery when we've asked questions about those transfers of approving something. I don't know about the rest of the board. So we don't have information on all of the provider transfers but we have complete information for some of the hospitals. Well, those we could do. Okay. Would it be a pain to pull up the other slide deck? So we have a point of reference or I can just say the slide number if you all want to look on your hard copies. Hard copies. Okay. So the first is North Country who is requesting. Can you just give us a page number? Yes, I'm giving it to myself. So they start on page 30 and they have essentially one accounting adjustment which is the swing bed revenue that was double counted at Y-19. And so what this approval would do, my understanding of what your approval would do is to, this is their justifying their request. So it's kind of a weird one because it's bringing their budget requests up. So you'd be approving something that would make it look like they're growing more than they really are. But so this is the double counting of the swing bed revenue in FY-19 of $638 and $638,225. And that would bring them from the 2.6% up to the 3.4. So this would be sort of an official recognition that they have made a change in their counting but moving forward, we'll be able to have an apples to apples comparison. The additional adjustment that they made, it's my understanding does not need approval because they're basically increasing their FY-20 request by $644,000. So the question to the board is whether they would like to recognize that counting change for the record? I would recognize, I mean, from all that I'm hearing, it was a mistake and everyone agrees a mistake. There's no dispute about it. So the math is what the math is. Agatha, can you give us a proper framing of the motion on that? I can do my best. I have confidence in you. Can I just ask, I'm sorry, before the motion, can I just ask a clarifying question? So would this mean that they'd resubmit their 19 numbers and adapt them for now just for? This is part of what gives us heartburn as staff, is that it's adjusting their FY, they're effectively recognizing that something happened in FY-19 that should have been addressed but because of time limitations or the time in which it was detected, oftentimes they don't protect the issues until they're preparing their FY-20 budget. The only way that we can recognize it is through this sort of process during the budget hearing. So the record, historical record, adaptive will always show the 2.6 but the budget order itself would be able to reflect that there was an accounting change which actually makes the request more like 3.6. We would have them change their 20 budget because they didn't account for the expectation of each senator. So I think that the motion. The motion would be to recognize the accounting change in FY-20 to capture the, Rahma, do you want to give it a shot? I don't know. I would be happy to. Thank you. I think the motion would be to, the motion would be to accept the resubmitted budget information which reflects double counting of certain revenues in 19 and adjusts for corrections as well in 20. Is there a second? Second. Is there a discussion? I have a question. So is this going to be reflected in the order of the budget order? It'll be reflected in the order but this is simply just accepting that change. We're not going to vote on their budget at this point in time. It's just making it easier when we do come to that vote next week. I was going to say this was a strange one to start with because it increases their entire cost. The next ones will be much more natural to interpret. And thank you, Robin, for bringing that motion. Is there further discussion? If not, all those in favor signify by saying aye. Aye. Any opposed? Okay, where are we going next? I think Northwestern's next. Yes. Page number? 37. So in Northwestern, I'll start chronologically, they lost the dermatology practice in January of 2018. This came to our attention in their enforcement hearing. They did not request to have their FY19 budget amended and instead were instructed to include it in their FY20 submission, which they have. So this is unusual because this is a practice that's leaving the hospital, minus $700,000 in MPR. And then they're bringing on a primary care practice. And that, the effective date of that is January 1st of 2020. That will be an increase in their MPR of 941,347. So the way that these provider transfers, this is a much more straightforward thinking about it. I'm going to go back one slide. I think I'm going to go back to slides. The way that these work is the records adapted will always show the 3.7. But if you approve these budget, these provider transfers which have a net positive effect of 200,000, it effectively brings their budget request down to the 3.5. So on Cole Hollow, this is the financial information that they submitted to require this in Schedule A. It has all the line items for MPR and operating expenses and then they're net operating. They're going to lose money on this practice, but it's important in terms of how the hospital wants to improve access to primary care in their community. And one thing that we would suggest in your motion is to include language about pending the hospital board's approval and require a notice to patients pursuant to Act 143 because as you know, the patients from the independent practice would need to get a letter from the hospital notifying them that they're being acquired by the hospital. So I think what I hear the motion to be would be to approve the request on two provider transfers. One being a transfer in of Cole Hollow family practice resulting in a positive 941,347 addition to NPR. The second being a transfer out of Northwestern dermatology representing a negative change of 711,015 dollars. With the net effect being a 0.2% adjustment to the fiscal year, 20 NPR FPP with the caveats that it's subject to board approval and meeting the requirements of Act 143 as far as patient notification. Any discussion? Just a clarification, so when you say board approval, I'm looking at the record. The hospital board. The hospital board approval. Yeah. Sorry about that, Tom. Bicky, bicky. Any other discussion? If not, all those in favor signify by saying aye. Aye. Any opposed? Where to next? Okay, and then the last one that we're prepared to cover today is Southwestern. Porter did have provider transfer, but I just want to look at their schedule A one more time before we move forward. There was the narrative, Porter's narrative, and their schedule don't match. They have a follow-up question, which kind of ties it all together, but we haven't had the time to just... Well, Jen's looking forward to having a conversation with you, so I'm sure that you'll be able to work it out. Sorry if you have to make another trip, Jen. So next is Southwestern, and that's slide 45. I thought this was the one Kevin's question was still out there. Oh yes, that is correct, so we may not be prepared. We're waiting for the CFO to get back to us on how much money this practice made when it was independent, which my understanding is that we can ask that question, but we can't require it to be answered because it's information from an independent provider. That's true, but at least we should get an answer. Pause on this one. Yep. Is there anything else that could be, or is that it? No, that would be all for today. Okay. At this point, is there any further public comment to come before the board? Seeing none, is there any old business to come before the board? Seeing none, is there any new business to come before the board? Seeing none, is there a motion to adjourn? Second. It's been moved in second to adjourn. All those in favor signify by saying aye. Aye. Any opposed? Thank you, everyone. We'll see you Monday morning at nine.


All right. Good morning and welcome to this week's edition of Encompass Live. I am your host, Krista Porter, here at the Nebraska Library Commission. Encompass Live is a commission's weekly webinar series where we cover a variety of topics that may be of interest to libraries. We broadcast the show live every Wednesday morning at 10 a.m. Central Time, but if you're unable to join us on Wednesdays, that's fine. We do record the show every week and is then posted to our website for people to watch at their convenience. And I'll show you at the end of today's show where you can access all of our show archives. Both the live show and the recordings are free and open to anyone to watch, so please do share with your friends, family, neighbors, colleagues, anyone you think might be interested in any of the topics we have on the show. We do quite a mixture of things here on Encompass Live. The Nebraska Library Commission is the state agency for all libraries in the state, and that is public, academic, K-12 schools, museums, correction facilities. Anything that's a library, we are the agency for them. So our topics will cover all those types of libraries and anything going on in them as well. We do a mixture of things here on the show, book reviews, interviews, mini training sessions, demos of products and services. Basically anything that we think may be useful or interesting to libraries and library staff. We sometimes have Nebraska Library Commission staff do presentations for us, which are things that we are doing through the library commission, things specific to what we're providing here. But we also bring in guest speakers, and that's what we have this morning. On the line with us remotely from just up the high up I-80 bit here from Omaha is Claire, Jamely Claire, hello. Hello. There you are. And Erin Painter, who are both from the University of Nebraska at Omaha. So they're joining us remotely from Omaha. I'm in Lincoln, for those of you not knowing where we are all here in Nebraska. And they are both, you're both associated with the, with the Chris Library, I think, or? Yeah. Yep. Okay. Um, oh yeah, your tail's right there on the screen too. Yeah, because I wasn't sure about the whole connection with what you were doing, Erin, if it was still related to. Yeah. So the Creativity Library is a branch library of the UNO libraries. It's down at Koneko Art Gallery. So it's a partnership gallery and UNO. Okay, cool. And with Erin talk to us today about today is somebody, this is a presentation that was done originally at our state library conference that was held last fall. But it's, I think, a very important topic. So I wanted to broaden the reach of what you guys talked about information literacy and for our ESL and ELL students, alleviating their library anxiety. I think lots of us have library anxiety. And we're going to specifically talk about them today. So I'll just hand it over to you guys to take it over and do your presentation. Great. I'm Claire Chamling. I'm a Reference Associate here at Chris Library. And I'm the Creativity Library Manager, like Christa said, Gentile. But I was a Reference Associate up until very recently. So we were both kind of responsible as part of a team for teaching COMP2, but also ESL students on information literacy and how to do research in the library. So we're just going to talk a little bit about kind of what we did. It's a little hard because at NLA we had an actual active learning activity, which isn't as conducive to the webinar thing. So we're we're going to explain kind of what we did and why we did that activity and kind of how that worked. Yeah. So basically what we did with our activity, we wanted to kind of give the folks who were there an idea of how our ESL or ELL students might feel as far as library anxiety is concerned. So this activity that we did, we picked a role playing game called Edge of the Empire. And that, sorry, mouse. And we broke everybody into some groups and we asked them to fill out a character sheet and make a character that would be a strong, good quality character. And so we let the group know how they were working on this. They were able to use any sources that they wanted to. So whether that was a group member that had maybe some familiarity with role playing games or the internet or kind of however they wanted to go about doing this and fill out this character sheet correctly. We gave them very little instructions. Yeah, we just told them to fill it out as best you can. And in the picture. So here is a picture of the character sheet. I don't know if you can see it too well. It's a little bit small. But we do have this if people are interested. Yeah. So basically what we wanted people to do was look at this character sheet without having, we assumed any knowledge of it and then make a character that was well built, strong, you know, a good quality character. So we gave everybody what like 10 minutes to do this. And we asked them to think about doing this activity to think about words that they see on here that maybe they have seen the word just, you know, in general, but they might not know what it means in the context of this game. Right. Right. So there are familiar words, right, on this character sheet that, okay, we know what native English speakers, Claire and I, right? You know, Mele and Braun and Cunning Me. But what does it mean in the context? Right. Of building a character.  But within this specific character sheet and this specific world, Cunning has to do with how well are you able to survive? How well can you answer information from like a group of people or get answers from a group of strangers on the street? Or can you lie to people? Bluffing. Yeah, exactly. There is no bluff on this one. That's why. Yeah. So depending on if you've played world playing games or not, you might have an idea of what Cunning means in this context. But I think for the most part, people were pretty, we had a discussion after asking people, you know, tell us about your character. What words did you recognize that maybe you didn't understand? And a lot of people came up, they came up with a pretty good list of words that they were like, I know what this means, but I don't know what this means. And so we really wanted to, that activity really served as kind of, we wanted to place people in the shoes of our ESL, ELL students when it comes to maybe you know the word, but you don't understand the context. So, and kind of show how that anxiety of being thrown into an activity that you maybe don't understand or know how to do can kind of affect the students. Yeah. And in a room of library professionals, right, we're all fairly educated and we make our education. We asked them how they felt filling out this sheet.  Yeah. So it's familiar, but it's not. But I don't know what to do with it in this context. I think that was the biggest thing is like, well, even if I can figure it out, I don't know what to do with it. Right. I can look up the meaning of cunning, but I don't know what that means here. And I'm not sure if I'm figuring it out correctly. Right. Exactly. Someone else to inform me about how does Edge of the Empire work? Right. We even had one person in the group that had played role playing games before, but even she seemed like, I mean, I know how to fill out a character sheet, but I don't, I don't know what to do with this one. So it was interesting to see. Yeah. I've done D&D character sheets and versions of that over the years. And it doesn't use the same terminology as the Star Wars one. So I might be able to infer what some of them might be, but I probably am only like halfway there. Exactly. So the activity, I think that really put everyone in kind of a good headspace. They had that feeling of what the ESL ELL students might feel. So after the activity, we kind of, again, talked about how everyone kind of felt while they were filling this out, right? That our ESL students and ELL students, while they may have been in a library or have known, you know, what the word research means or know what the word source means, they don't understand how to do that or find that here in the context of our academic library. And library anxiety is something that happens with native speakers, right? It's the same kind of anxiety that you might feel walking into a new social situation where you just don't know like the rules, right? You may understand the words, but you don't know all of the rules. And so it can be very anxious making, right? For you to encounter those new situations. And when you have the added hurdle of language, right, where you may understand some words and not some other words, that can compound that library anxiety that may already be there. And I am actually working on a master's in language teaching with a focus in ESL. And so one of the things that we talked about in our, in research for a second language acquisition is noticing and processing and frequency of input. So one of the ways that you learn a language, if you don't notice the word, right, then you're not going to be able to process that word and understand what it means. So input, if you don't know what you're looking for or don't know how to pick out those words that you need, you're not actually processing that and gaining that information. And the more often you hear a word, the more often that you encounter the word, the more likely you are to process that word and figure out that context. And so in order to kind of boost that frequency of input and to help them notice the words that we felt were important for them to be able to be successful in conducting research, not just for the paper that they're coming in for, but moving forward throughout their academic lives here, like these are words that they're going to encounter throughout their academic careers. And so what we decided to do for these ESL students that come in to get sort of that first exposure to the library, that first exposure to real academic research in an American setting, we decided to start out with a vocabulary lesson. And we got the words, so we had a two-sided worksheet, this is the worksheet that one side of the worksheet that you see here. And one of them is research vocabulary and the other one was library vocabulary. And we grabbed these off of a corpus of academic vocabulary that I found online. Simple Google search can lead you to several very useful, excuse me, corpus of academic vocabulary. And so with Claire, we kind of worked together to kind of glean out, we wanted to be digestible, right? So we tried to decide what would they encounter most often as first vocabulary. And so we worked together, we kind of worked with the ESL instructors too, like do you think these vocabulary words are good? And as a part of the vocabulary, so we did this exercise right at the beginning. So they're already, you know, going to have this word bank going into their research. And we did the exercise, if you want to talk about the exercise. Oh, yeah. So we wanted to make sure that we addressed all of all levels of students that we have in our ESL ELL classes. So that maybe some students are proficient in speaking the English language, but their writing of the English language is very weak. Sometimes it's vice versa, you know, there are just all sorts of different levels. So we tried to make this activity and all of our activities, but in particular, this one really flexible for any type of learning style. So when we were going over the vocab sheet, we make sure to let the students know that they need they should write down the answers, but they can either write it down in English or in their own native language or draw pictures or kind of whatever will help them remember what this word means. So this is the research vocabulary. So this is kind of academic language or what they might what we're going to talk about when we talk about, you know, types of source sources and where they're going to find those things as far as the databases are concerned. But then we also had this library vocabulary sheet as well. So this also has, you know, library specific vocabulary that they might hear us talk about when we talk about using the library, you know, service desk, librarian, library alone, interlibrary loan, which, you know, there are some native English Native American born. A lot of our classes, honestly, sometimes these words, they don't know exactly what they mean either. So it's not specific jargon. Our own jargon. Yeah. Super jargon. So breaking it down, I think really, we really wanted to make sure that even if they had questions about these things that they knew, you know, okay, I know that the service desk is where I get questions answered. So they have at least a general idea of where to go to get help if they need extra help type of thing. And we went through each one of these words on both sides of the vocabulary as a class kind of as a class discussion.  But we went through and kind of discussed each word and what the context means and took a good amount of time to go through this just so they're kind of set up for success when they encounter those later. Based on instructor feedback, we also, excuse me, we also have this worksheet that goes with the vocabulary sheet. And it's like a second kind of exercise when they encounter these sources, how to evaluate that those sources, which is something that not only ESL or ELL students struggle with as we all know, lots of students especially now struggle with evaluating the sources that they find, not just for quality or veracity, but also appropriateness for the paper. And this was, so we teach evaluating sources in our comp two classes. So this particular worksheet, we took our already made comp two worksheet and kind of broke it down a little bit more. So it's simpler, I guess, to figure out the answers to these questions and to kind of talk about the five W's, which is what we use for evaluating. Yeah, we made the, we worked with the instructor to make sure that these sentences, they were much more simple than what we use in our comp two classes or the majority of students are native English speakers. They're a little more straightforward, so that a little less nuanced language and things like that, just so it's really coming and meeting those students where they are. Exactly. And not having that expectation of them being a native, you know, English speaker, kind of miscontest. As stress-free as possible because they're already probably stressed out from being in the library. And so we also incorporated this kind of hands-on activity. So we have the vocabulary, right, so they're set up for success. They know that hopefully they can always refer back to the vocabulary or when they encounter those words, we teach them how to evaluate sources, and then we get them physically out into the library. And so the class has a group topic, a subject that they can kind of address however they like. And so we would look up some books in the library that pertain to that topic and then put them in pairs or groups of three and send them up into the stacks to actually go find a book in the stacks, you know, kind of in a structured way, get them over that maybe anxiety of exploring the library, right, or getting lost. They can do that in kind of a safe space. One thing, and so they did enjoy that activity. Potentially. They had a really good time. And we gave, I think I gave out pins as a reward. If you came in first, you know, kind of made a racer. And it was really interesting to see, they would come down and even if they didn't find the book, we still kind of were able to use it as a learning moment, you know, asking, okay, well, if the book says it's up there and it's not, what do you think you should do? And in every single one of my classes, at least one or two people immediately said, oh, you go ask someone, go ask us a service desk. You understand what that means? Yeah, it is. And just kidding. I mean, even some of our comp two students, they've never been up on the third floor. I know that some of them also feel that anxiety. So, um, yeah, there's, you know, hundreds of thousands of books up there. I get lost up there, you know, and I work here. If you don't know what you're looking for, it's very overwhelming. So I just wanted to eliminate that right off the bat. If we can get them up there and get them engaging with the library, while they can feel free to ask questions, right, in that kind of safe space. And what we found, so the directors, because we did this with a lot of instructor buy-in, um, they were really, really excited about the vocabulary lesson. You know, a lot of them have been through the TESOL certificate and the masters of Lames teaching and understand the kind of theory and research that we grounded this idea of an activity in. And they thought that, you know, moving forward, even after they left the library, that they understood more about research and how to use the library than they had in previous semesters before we did this activity. And then the students, because they understood those words better, right, and understood the context better, we were able, they were more engaged in the instruction later, like, because they could understand and engage with that material in a more meaningful way, right, as opposed to kind of the blank deer in a headlights, you know, wash it and put it in. Well, I also think too, and I've noticed this, and you probably noticed when you were around, around here more, that we, or I see more students, like, I'll notice students from an ESL class that I've taught being in the library more. So working on homework here, working in groups, just hanging out, I think that they, I think that this class also helps them kind of see the library as a safe place for them to go, a good place for them to hang out, to do their homework, where they know that if they ever need help, there is someone here to help them. And I think that that is a really important part of this class too, making sure that they know that the library is not scary. It's not just for research, like you can get in here, it's not scary, it's a good place to go. So that's, I think that's nice. Well, and some of these students come from cultures and countries where they're not allowed to go up into the stacks and find things, right? Oh, yeah, first it's all, yeah. Yeah, those stacks in places like home, library in, and they may or may not be friendly or helpful. You can't go and engage with the library in the same way that you can, and a lot of them didn't know that before, before, you know, us sending them like, no, go get your own book. Please, go do it. And if you go get lost, it's okay. We'll find you. We'll come to you. I'm speaking to you. It happened. It did happen. Yeah, we sent a group up and they did get lost. They, luckily we kind of knew the approximate ranges that we had sent them to. As we all know, Library of Congress and subjects and things like that. So we kind of knew where to go and find them. But a couple of groups got lost up there. So we had to kind of, first of all, we, we turned that into a teaching moment where, oh, if you can't find the book, where do you go, right? Like we talked about. But also we, in subsequent activities, we set them a time limit. It was also a teaching moment for, yes. If you can't find it, it's no big deal. You're not in trouble. Right. Come back in five minutes, please. Yeah. Just try for this long. And then yeah, you've exhausted all of your skills. That's okay. Exactly. Exactly. They were gone for a good 15 or 20 minutes. One of us had to go up to the stacks to go have them come back. It's okay. So, so it's for being lost. Was this just as in, I can't find the book that I've been told to look for. So I'm going to keep, keep looking for the book or was it, I've lost my way in the building and I don't know how to get back. It was the first one. So, this group, the call them that we gave them said that the book was checked in. And so when I went up to find them, they were in the exact spot where the book was supposed to be. Okay. But the book wasn't there. It wasn't on the show. And then they just lost the, okay, what do I do? We've obviously done something wrong. Yeah. So I think they were looking at me in the section. And of course, they weren't the impression it was there. We were under the impression it was in there. Yeah. And so, yeah, I was just kind of a moment of, oh, well, this is something that sometimes this does happen. Yeah. We know for experience. Yep. It happens all the time. It could be anywhere. Let's get into other books. Yeah. I kind of hold onto lots of stuff like that. But that it's okay to get lost. It's okay to not be able to find the book. You're not doing anything wrong. You're in the right spot.  But this is also another thing that happens. Yes. And we also had an interesting experience with wait time. And if we were to talk about wait time. Yeah. So, wait time with ESL students, as we kind of found through trial and error. Well, and so, well, first of all, wait time is. Oh, yes. Yes. So, wait time is the period of time between the instructor asking a question and waiting to hear the answer from students. So, in our comp two classes, we often have a pretty decent amount of wait time. Um, because sometimes it's sometimes I don't know the answer, but a lot of times, in my experience, they just, they don't really want to engage in class. I don't know. Yes. No, they're there because they have to be. Yeah. Um, and that is one thing that goes to me now. Like a lot of these ESL and ELL students are very, very invested in their learning. Right. They want to be there. They want to learn this language. Right. Whereas some of our comp two students are like, oh, I have to be here. I have to take comp two. So, I have to be here. So, I have to go to library week. Mm-hmm. So, they're going to the motions because they're making me. Exactly. And so, some of that length of wait time is due to. Safe abstinence. Yeah. Yeah. As opposed to with the ELL and ESL students. Yeah. And so, kind of the difference with that, with the wait time. And I had to work on this because I hadn't taught. I mean, when we first started teaching these ESL classes, Aaron had more experience than I did. So, this is kind of something that I had to work on. But the wait time for the ESL students, it is, it needs to be much shorter than for our typical comp two classes because oftentimes with the ESL students, if you ask them a question and they don't know the answer or they're not answering, it's because they don't know the answer. Not because they don't want to answer. It's increasing that wait time just increases anxiety. Exactly, exactly. And so, for me, when I first started teaching the ESL classes, I was kind of treating it the wait time like a comp two class. And, you know, as time went on, it was kind of a, okay, I understand now that this is a very different class dynamic. So, about too much wait time could end up being more detrimental to the ESL classes because they might, yeah, who knows if in their mind they're thinking, you know, oh, I don't know this. I'm supposed to know this and I don't, whereas it's also kind of reading the room too. Like, sometimes you can tell comp two, you know, like I said, if students know the answer and they just don't want to answer versus an ESL classes, a lot of times you kind of are met with, you're in the headlight looks, which is fine. Like, if you don't know, you don't know. So, that's for me, if you know what their attitude staircase will be coming in, you can realize, oh, this is what's happening and what I need to, how I need to adjust as the instructor. Yeah, which, you know, take some practice on our part and we're lucky actually that our ESL instructors are also very engaged with these activities and with these sessions. So, and because they have so much experience right with this class and these students, but also in general with the field, they've also been invaluable to us, you know, helping us tweak this timings and things like that, you know, we always talked with them after class, you know, and that's how we figured out about the wait time. We did a little research into that too. We did, yeah. The wait time is kind of one of those tight ropes that you walk as an instructor, you know, where is that, okay, I'm going to wait for the answer, you know, because you want them to work through it, right? You want them to kind of come to those answers on their own or am I just creating more anxiety because they don't know and it's better just to give them the answer, right? And to pull it out of them. That's definitely been a challenge, I think, in these classes.  I think originally we had circulation desk, which is one that we pulled off of a corpus of library terms, but we don't call it the circulation desk, we call it the service desk. So making sure that our jargon matched the jargon on the sheet was something that we kind of continually have to do to make sure that everything that we're saying is still the same thing that we're calling it.  So we put it, yeah, to account for our own library's jargon as well. Let me see.  Now, hopefully by the time that they've come to us, they're a little more used to the way that, especially a couple of the instructors make the students, you know, speak and engage with the class, but there's always, you know, the ones that don't that don't want to ask questions in class. And again, that's reading your room. And so when we circulate, right, when we have them, you know, getting into the databases and things like that and filling out some of these sheets, we try to circulate and make sure everybody is keeping up, even if they're being quiet. Yes, yeah, making sure that they're still on the database page, still working. And then if they do want help, I think some students are more comfortable asking one-on-one. And so that's a good opportunity for them. If they do want more help, they can kind of, you know, since we're, it'd be a one-on-one in the classroom, that allows them to ask questions if they want to or without having to talk in front of the whole class. Yeah, we continue to circulate and check in with them as they're doing because they are given some time in class, then, you know, they get the vocabulary instruction, they go out into the stacks, they learn how to evaluate sources, and then they have time in class to search through databases, ask questions, evaluate sources in class. And then we're there with the instructors to kind of really give them some one-on-one help if they need it or small group help if they need it. Yep, yep. And I think that that helps to, you know, create the kind of rapport with the students that makes them want to then, you know, come back and run out and come to the cafe. And just use the library, you know, as a resource, however they feel set to use it, however they want to use it. I think that's most of what, yeah, that was our, normally it would be an extra like 10 or 15 minutes because we would have done the activity. But yeah, if there are questions or anything, I've got a list of kind of the research here on this last slide that we used when we were kind of informing how we scaffolded this, how we came up with the worksheets, you know, kind of the theory that informed us even starting this, right? And there's some things in there about wait time too, which is actually really fascinating how complicated the time is. You wouldn't think it would be, but if there's a... Yeah, that's one thing, when I saw it on your previous slide, that was the one thing that I kind of get. Well, all the other ones, when that was something that I was wondering, what exactly does that mean? And yeah, that's not something I would have thought about. When I do a lot of presentations like this online or in person and I don't, you know, what I'm doing, I'm teaching the librarians to do their job. So I don't have, don't usually have the English second, as a second language issue, but I do the typical, I'm going to wait in my head count to five, silence until someone gives them a chance to either think through what their answer might be or to, I don't know if guilt is the right word, because they don't like the silence kind of thing. Yes, yes. And that tactic works really well with COMP2 students.  I'm supposed to know this and I don't. And then that even can carry on the rest of the lesson too, like they might keep coming back to that and then they're not getting all the information that they need because they're so fixated on this one part of class. So the one that they didn't get or they didn't have the answer for and which can then, that I didn't get that one. Yeah, what did I do wrong? Yeah, like them reluctant to, you know, speak up even if they do know the answer, right? Right. Yeah. So we just, we try, we've tried, it's like I said, it's a tight road. It's a balancing act. Could call it a razor's edge. Yeah. Of that happy. And like you said, it takes the experience from having gone through it and realizing, oh, this is a problem. Right. Just for it. Yeah. I mean, the ESL instructors in those classes really helped us with that. Just telling us, you know, this is a little bit different than a comp two class. I think some of them have taught comp two and ESL classes. And so having already is was really very helpful to I think most of us. So that they've experienced the difference between the two groups. And it makes sense when you say it, you know, but we all get busy and we're all like, oh, it's, I mean, we're kind of some of the same material, right? So we should be the same. Oh, no, it's, it's different. And we have to make sure I shouldn't say we, but I know for me, since we do teach so many of the same classes over and over again, you really have to make sure to go into a class with the mindset of completely new class, like these, these kids probably don't know all these words I'm going to say. And starting at the very basic level, instead of assuming people do know what you're going to talk about type of thing. It's hard just in every class, even when we're so great into it that we don't realize I always have to start at the basics, the very, very basics. And then we'll work up into the other stuff as we get farther along. Yeah.  It's exhausting. Yes. It really is. I've taught this class five times. I've taught this five times in three days. So, you know, and sink into a routine, rather than, you know, evaluating your practice in the moment, reading the room, you know, and really figuring, meeting those students where they are as opposed to assuming where they are and trying to have them there. Yeah. Yeah. Yeah. All right. So, if anybody has any questions, please take them into the question section. Any of you out there want to know anything more about what Claire and Erin did or anything you've dealt with at your libraries with any of your non-native English speakers you can also, as you can see, reach out to either one of them with email addresses there if you have other questions. Are you switching to something else or? Oh, no, no. I was trying to figure out where to see the questions, but I don't know. Oh, yeah. You guys can't see that screen. No. Okay. You're at, yeah. Yeah. Go do it when I'm very simple. It doesn't have like a group chat type thing that we use for this. That's okay. There we go. I guess. Yeah. So, a question we do have though. The handouts that you used your character sheet and the other ones, you said you had those available for people or to share or how would you like us to mail those to you or upload them somewhere? Either way, yeah. If you're willing to share them with people, slide share to share any sort of documents online. But if you have a place that you guys post things to via UNO that you want me to link to, I can link to that too. It doesn't really matter to me wherever it's most convenient for you guys. Yeah. Yeah, we'll set that up and either we'll email you the documents or we'll make a box link and for yeah. So, yes, then we will have the handouts available for people for you guys if you want to share and tweak or use whatever that they did in their classes. Absolutely. Yeah, for sure. We're librarians. We share. All right. Any other questions anybody has about anything? This is great, guys. This is just one of the sessions that did jump out at me at conference last year. It's difficult. I now feel bad that I didn't get to it because I can't get to everything. I've been really into doing those character sheets, definitely. And giving them only, what do you say, like 10 minutes or something? Yeah, that's what we gave them about 10 minutes to really try to, you know, they use phones or computers to like Google it. Yeah. Yeah. If you're really playing any of those games, it takes a lot more than longer than that. Let me tell you. It takes a whole evening just to do that part and then we'll come back next week and actually start playing the game. There's our gamer. She is really good at that activity. I think it's nice. It's very creative. And also the thing too, it is very specific to if people into that kind of, you know, tabletop gaming, but using the Star Wars one, I think is good too, because that is something that is more accessible to many people who know and get Star Wars, but might not get other type of tabletop games that are not, their worlds are not as well known. Right. Yeah, we've heard the same situation. Like it's hard to, if you've never been to a foreign country or tried to speak a foreign language around in a foreign country, right? To, you know, that feeling, that anxiety or feel like you should know how to do this. Like I'm just going to buy lunch meat. I've been in that situation too and it is a little, you know, you learn just enough and then something happens and it's, oh, but this is the extra that I don't own. Oh, yeah. Exactly. So yeah, we were trying to what maybe our students would be feeling too. It's good to identify, be able to identify an experience that I think. All right. Well, it doesn't look like anybody's come out with any desperate questions while I've been chatting here. So I think we'll wrap up your presentation. All right. That's great. Thank you so much. We will have the handouts available as you guys asked about. And the slides is too. You can either post the slides somewhere and send me that link or email me the slides, whichever works for you guys. Usually put those up with the archive and we'll have the recording available too. So thank you very much, Erin and Claire. I'm going to pull back, present your control to my screen now so I can show you where this is all going to be. There we go. So you should see now, there it is. So this is the session page for today's show. If you just go to our Encompass Live main page here and so far in the Internet world, Encompass Live, our show is the only thing called that online. So you can use your search engine of choice Google. Yeah. And we're the only thing that comes up. Yeah. Nobody name anything else. So we'll get to our main page here and you'll see here we've got our upcoming shows but underneath them we've got a link to the archives and this is where today's archive will be. The most recent ones are the top of the list. So this is last week's show about our One Book One Nebraska title, Displaced Earth. So sometime later this afternoon, as long as YouTube and Go To Webinar cooperate, we'll post it to here. All of you who attended this morning or pre-registered for the show will get an email from me letting you know when it's ready and you'll be able to see it here. We'll have a link to the recording, the slides, handouts, wherever Aaron and Claire put those as well for you. And while we're here I'll also let you know this is our archives for the entire history of Encompass Live. We actually have 10 years now in on the show. This is the beginning of the 11th year 2019 and all of our archives are here. You can see we've got a search feature now here where you can search the entire archive or just most recent 12 months kind of if you want something recent. But if we scroll down a bit here, I'll do a quick scroll, you can see here's something 2016. We have everything going back to the beginning of the show which was January 2009. So, ah, your lights went out. You're a green library and if you don't move enough, then yeah. Okay, I was afraid like your power was going out or something. We're in a room where- Oh no, that's just not moving. Yeah, it was just us sitting it too far away from the motion sensor. No problem. So anyway, our archives here, they do go back to the very beginning of the show. So do keep that in mind when you are looking through them and searching for anything. Note the date when it was originally broadcast to make- to so you can understand when the context of that show. There will be things on here where the service no longer exists, the links might be broken, something's been, you know, there's new versions of something and so you just keep that in mind. But we are librarians and that's what we do. We archive things and something like this. We can archive and keep them all out there. So keep that in mind when you are going through our archives looking for anything to watch. So that will be for the archive. Next week's show, I hope you join us on time for that, will be tips and tricks for internship success. This is a new one that just added to the schedule. We- here at the library commission, we give out internship grants to libraries and we've just given- announced- we haven't announced them yet, but the libraries have been informed who is getting the internships. So I've got a follow-up press session I'm doing next week which would be good for anybody who's received an internship grant from us, but it's not specific to that. It'll be just anybody who's wanting to do and have an intern or something, some tips and tricks about how you can do that at your library. So that will be next week's show. I hope you sign up for that one. And any of our other ones we have here on the schedule, you say I've got all February and March filled in here. So see if you want to watch any of those shows, sign up for them. Encompass Live is also on Facebook. You can see a bit of links here. And here's our Facebook page over here. So if you do like to follow up on things on Facebook, give us a like over there and you'll be notified of when things are coming up. Here's a reminder to log into today's show. And previously I had a post about our previous shows reminding us of the line coming up. So if you do like to use Facebook, please do give us a like over there for Encompass Live. Also, I just want to promote another event we have coming up if you'd like to do these online sessions. Big talk from small libraries is our annual online one-day conference specifically with speakers and presenters from small and rural libraries. As in population served or if you're a university or school, FTE of 10,000 or less. Registration is currently open. Please do sign up for it. It is going to be on Friday, February 22nd. And I am in the middle right now. I've got my folder here, I am evaluating these submissions. I'll post the call for submissions closed last Friday. And we will hopefully have a schedule up for you hopefully by the end of this week. One thing I can tell you, and I'll go to the schedule here it already is, we will have the Best Mall Library in America 2018. Madison County Public Libraries in North Carolina was the winner awarded that from Library Journal last year. And Shona Bryce of their library will be on the show on the conference with us to talk about how they got that award. And we'll film all the other ones here. So do keep an eye on that. It also has a Facebook page if you want to like them over there. So that's all my promotion for today I think. All the things. So thank you very much Erin and Claire for being with us today. Thank you everyone for attending and hopefully we'll see you next time on Encompass Live. Bye bye. Bye.


So tonight we're here at the Queen Victoria Market and what's happened here is the State Logistics Centre have gathered all our coats, the old turn our coats, about 200 of them across the state and they've sized them all up and they've brought them here tonight, a really cold night to hand out free of charge under a program called Heat the Homeless. So those that are homeless are getting access to our jackets, obviously we've debadged them but it's just our way of giving back. They absolutely love it. We turned up here tonight and one of the first people that we met up with said are you guys here to get out some jackets again this year and we said yes and he said oh that is fantastic because they are the best jackets and it's comments like that that just puts a smile on your face to know that you're actually doing something that makes a difference.


What's going on guys got Kyle here relating sports cards, and we are ripping 2022 23 crown Royal basketball 16 box full case number 30 tiered random teams did a random eyes for the break guys had Bob H with spurs and hornets all the Way down to Jeffrey G with the jazz and nets can always check those results guys on our website late sports cards.com Got a results tab at the very bottom also put it in the chat there If you guys are trying to check out the results And if you are watching this back, and you're ever trying to watch the randomizer Just have to go to the live stream and find it. We don't add include the randomizer in the same video Guys are ever looking for a random. Just go to the live find it exactly as I planned Exactly as planned good luck. Good luck. Let's do some crown Fox one Cody Kessler. Oh, wow. That's a name. I haven't heard in a while. Hey, thank you Definitely graceful definitely graceful start off with some base like a gazelle. Oh, yeah Jaden Hardy rookie Middleson garland and so on rookie base Jersey here gonna be some game used on the Jersey coat of arms Jimmy Butler Jimmy Butler coat of arms. Yeah, Donnie's gonna need to check out those Brian Dawkins on the rewards. I sure am Got Otto this one is gold to 10 gonna go to the Knicks the king of New York Jalen Brunson That's Sam with the Knicks five out of ten Nice gold Brunson Otto there alert on the bronze not numbered And a magic Johnson this one's gonna be number to 25 nice low numbered magic there Galerio Brian trophy with them. This one is the handcrafted To 25 right you guys keep it going number two And guys got one football up next guys three spots left it is division style So we get four teams per spot purchased Charles not making me want things. I can't have Ty Ty on the rookie like Wesley rookie Clay Thompson and Yannis We've got Jersey this one is Knights of the Round Table Hawks. That's gonna go. That's gonna be John Collins Knights of the Round Table Jersey This one is another gold Otto. It's rookie Otto for the Spurs Malachi Brannum That's kind of crazy to buy golds back-to-back Bob H with the Spurs Nice Brannum there should have a nice here with Wimby bronze of Michael Porter and on the back We have rookie Dale and Terry one of 25 going to the Bolts Purple die-cut Dale and Terry box three. Oh, they got inscriptions on the Dawkins autos Yes, Steve, this is the one with the kaboom. Sorry. I missed your message. Yeah, this is the kabooms This is the one with the basketball kabooms the redemption coming Jimmy Hardin to Rosen Mobley and Paolo on the rookie die-cut Well, your buddy's a lucky man Charles. He got heirs to the throne Caleb Houston magic on the jersey One-on-one flawless shield of Brian Dawkins. Oh boy Let's be nice sounds pretty cool does redemption It is John Moran's on the majestic signatures that one's going to the Grizzlies Grizzlies their jaw Yeah, I heard you too late on that one. I was bronze there. I would assume him look at me as you sleep Tasker bronze the thing I'm not and Platinum one of one go into the Spurs.  There's a couple different sets. Maybe that's actually a good question. What's that? Right. We'll take a one-on-one here. We'll take a one-on-one De'Aaron Fox, Siakum, Porter, Randall It's from Luminance Donnie's running, dude Zach Levine coat of arms jersey their bulls Donnie's gonna be typing in chat. Anyone got points for sale for the next like five days Buying points buying points. It's gonna be a whole watch list on eBay, right? Auto to 99 we got bones Michele Bones Island for the Nuggets second-year auto We've got AD on the bronze not numbered and handcrafted this one is Warriors to 99 Steph Handcrafted. I'm one of the biggest contenders fans, so I'm now less excited. The all-time contenders answer I know which one you're talking about. Yeah Hey, I'll see you Steve. Have a good one sir 7500 for the gold vinyl one-on-one. Oh man Decent amount for sure. I don't know exactly what they may know what like the the current ratio of points is I haven't looked in a while. I don't know what they're selling for Points to dollars There's a Jeremy Sohan die cut. You have a good one cap. Appreciate you hanging out with us for a little bit There's a Johnny Davis airs to the throne wizards jersey Johnny Davis And it's Silhouettes RPA nice one here jazz.  These are some of the nicer ones out of here Nice Kessler jazz nice Kessler on-card he got a blue to 99 Collins sexton jazz as well And this one is Kareem test of time numbered to 75 Lakers Kareem on the interesting die cut there Interesting shape die cut box number six Yeah, I do like those all-time contenders. Those are sweet You said it was from 2022 or 2021 Jane Hardy rookie Does a year Jeremy Sohan Oh Didn't say There's a Rudy Gobert code of arms T-wolves Game used on these jerseys for the veterans 2022 don't seem too bad Rudy Gobert There's a red auto to 35 Ken Lofton Kenneth Lofton So maybe it's not the redemption thing because there's no way that those would be expired Right. Ken Lofton their Grizzlies rookie auto. I wonder what it is that they do it for There's a Keegan Murray nice one there. Um the bronze not numbered uh Kings and two 99 got Josh Giddy blue ice Thunder maybe they just hold some True Yeah, maybe you shouldn't get them back in time and they didn't make a redemption So they just made the wrong thing Maybe That could be it box seven like maybe they're gonna they thought they're gonna meet a deadline.  Hey there you are Minsoo nice one, sir That is sick Shaq on the magic man. I love that I love that Devin Vassal And Cal Kuzma. Hey, congrats there Minsoo We've got Monarch Jersey Zion Williamson Pelicans. Oh to 75 Robert Covington Clippers Clippers on the Covington Got two 99. This one's Larry Bird on the handcrafted and bronze of Malcolm Brogdon Righty guys box eight Keep on going here. So got three left guys on one football coming up next Coming up next division style four teams per spot here in Fox Siakam Porter and Julius Randall Got a coat of arms Jersey Jamal Murray all game used on these um veteran jerseys here Jamal Murray. That's an interesting shape card is Otto to 49 future Kings Patrick Baldwin jr On the die cut that is a sick-looking card man I want a palo of these. Oh you're gonna sleep it cool future Kings Yeah, I will I'll try future Kings. Uh nice one there. Um warriors. It's a sick-looking set This one is bronze himmy butler And to 25 world be flat kairi that one's for the nets It was a different card from this, uh Set I think but for this is like honestly when I hear you I don't want it. Hey, we'll see you later. Charles appreciate you hanging out with us Have a good one sir. Yeah, have a good sunday We'll have matt back in tomorrow morning here on our main channel. He'll be doing some personal starting at 10 a.m You guys are uh Guys got nothing to do tomorrow morning come hang out with matt Please hit the like button guys if you're enjoying the stream tonight Really appreciate it. There's a jaden ivy. Um rookie mark is smart And we got a jaden ivy jersey now Histons on the heiress of the throne jersey This is blue to 99. Nice one there been the bucket for the pacers Blue to 99. We got a bronze of haligod and christian kaloko to 99 bronze. Um raptors rookieato kaloko for the raptors Yeah, there's a couple uh shape cards out of like uh elite extra and stuff. I don't want to I don't want to No, I know exactly what you're talking about All the crazy shapes I know exactly what you're talking about. You gotta like guide it face Rudy gopair ant-man jalen green and paul george We got clay thompson on the knights of the round table game used jersey. Um warriors Red to 49 is jimmy harden uh sixers Got bronze jaw and auto to 99 got brookalopads for the bucks brookalopads bronze auto This has got to be the most die cut product of any Yeah, it's pretty close If it's not most clothes are That's jerseys and the some of the autos and the kabooms This pack is all die cut Got kade. Here's a j dub rookie tardy eason and levine We've got ty ty washington jr. Heirs to the throne rockets rookie got a test of time to 99 jerk for the maps Test of time That might have been the one he didn't want to do we spend the aim on the bronze rookie and auto to 99 ludort thunder Now this one's fine. It had like whatever choice had it had like hooks on the On the side. I forget what it was Those are the worst. Yeah, I know I don't know to get the one side in then you get the other side in but then when you get that side And the other side comes out. It's not a great design for sure That great design for top for top loading. Yeah thick one here Really thick one face sexton pat baldlin dorant and deontay Murray This one is jersey nights at the round table jersey, uh, tyrese maxi sixers Tyrese maxi game used on the jersey and this one is It's a 99 brandon clark jersey auto Grizzlies that is the king's court jersey auto That's when they're grizzlies on the brandon clark bronze not numbered chet thunder And rookie royalty this one's number to 25 thunder again ushman d'ang rookie royalty face shading sharp Basil maxi and kuzma Uh jersey number to 25 nice yellow one there thick patch. It's blake wesley for the spurs 21 out of 25 on the airs of the throne This one's sweet got number to 49. It's going to be royal signatures of hakeem the dream Nice one there rockets hakeem elisha one auto. That's sam a That is a crazy looking card man. I like that die cut Royal signatures hakeem the dream to 49 Nice one there sam got a rookie royalty roddy to 99 and ice to 75 kb All right, you guys three boxes left got one football coming up next Looks like still three left on that one Appreciate you brian grabbing a spot and eric grabbing a spot on sunday fun day for tomorrow All right, you guys three boxes left crown Staring at things and nothing jaden hardy rookie Middleton garland sohan rookie Coat of arms jersey. This one is carl anthony towns game used for the grit or for the teawolves Cat bronze not numbered ad And we've got uh jason terry there number to 99 the jet for the maps on the bronze die cut auto jason terry And rookie royalty die cut to 75. This one's jeremy sohan spurs rookie royalty die cut Two left face spicy p michael porter kawaii and david roddy rookie We've got jersey nights at the round table going to be ben Simmons Game used for the nets on the round table jersey got a 25 nice purple ice that one is jaden hardy maps and auto this one's a 99 jail and durin pistons on the auto bronze rookie auto And rookie royalty on the back to 75. We got uh uchman de yang again thunder Right you guys still three left on the next one get four teams per spot purchased on these division style 20 boxes full case. All right guys last one here for crown Good luck. Good luck 14 first spot on the divisions kawaii liner base rotty rookie marjon bow champ This is devin booker on the coat of arms jersey suns The book game used on the jersey suns And silhouettes patch auto this one's j cross over to 99 tea wolves Jamal Crawford for the tea wolves nice patch auto silhouette there tea wolves j cross over and On the back we got to 99 david roddy blue And not numbered jamal murray bronze All right guys that'll do it for the um Crown royale 16 box full case number 30 tiered. Uh, we'll do a quick uh auto recap here Auto's and mags got to 99 patch auto j cross over tea wolves. We got jalen durin to 99 pistons Um jason terry to 99 maps We've got hekema dream to 49 there on the royal signatures rockets Uh brandon clock to 99 jersey auto lugens dorts to 99 berk lopez and christian kaloko rookie To 49. We got pat ballin future kings auto Um robert covenan to 75 On to 35 we got rookie auto kin lofton grizzlies. We've got walker kessler to 199 um silhouette rpa Bowen's highland auto We've got a redemption jamal rant marisa majestic signatures grizzlies And gold autos we had malachi brandon to 10 spurs and jalen brunson to 10 nicks And our two mags we had kaboom of shack for the magic there Love that one nice hit mensu And we had a one of one keldin johnson for these spurs nice hit there bob On the platinum keldin johnson All righty guys that will do it for uh crom rail full case got one football coming up next


Hi everyone, Joe for jaspyscasebrakes.com. We did it. We knocked out 2021 absolute baseball two box break random team number two So we're gonna do the break itself first and then at the end we're gonna re-randomize everybody's names and the top five We're gonna get spots in that four hundred dollar three case baseball mixer, which is gonna be pretty nice Also, there's gonna be so there's gonna be three different dice rolls in this break There'll be one dice roll for the spots that were given away Another dice roll for the names and team random and then a final dice roll at the end of the video to see who wins spots So let's do this one first So you have a chance at winning some bonus spots here. So let's get to the 28 names in here 28 spots here Let's roll it. Let's randomize it four and a two six times So top two after six. Good luck one two three four five and six and final time Rest of you don't worry. You're still in the break still have shot the shot at the mixer spots But the top two bonus spots Sean Oh and Daniel cat last spot mojo last spot mojo paying off All right, so we'll put the little the rooftops next to your name so you know you won those spots now Let's assign you a team in this two box break Let's roll it. Let's randomize names and teams the heart eight four and a four one two three four five six seven and Eighth and final time Eighth the hard way for the teams one two three four five six Seven and eight Here's the first half of the list right here. No trade windows in these filler breaks And there's the second half of the list right there and let's print and rip 2021 absolute baseball Here's the print out hot off the presses Could be some surprises in this absolute as well two autographs and two memory ability cards per box on average All right, there's Jose Ramirez to 99 and Sandy co-facts to 99 Behind Joe Adele is Jason Dominguez Nice tools of the trade six relic card. That's Jose and the Yankees not numbered It's so cool Joe Adele Reveals a rookie autograph Raphael Marshawn Right on a piece of the baseball It's a cool design Sean O'Leary With his bonus spot got randomized the Phillies ends up with the Raphael Marshawn rookie auto 28 out of 30 Sam Huff Kaboom these kaboom cards are really short printed. That's Josh Bell And that's for Logan and the Nationals It's my short print for Logan. It's kaboom cards like the much like the downtown cards pretty popular Short print. All right behind Joe Jackson is Nomar Mazzara and his White Sox gear tools of the trade two-color dual relic That's Harry with the White Sox Back here is Luis Garcia triple relic an autograph It's another one for Logan and the Nationals eight out of 35. That was box one. Here's box two redemption on the bottom Trevor's story to 199 Cal Ripken to 99 And Zach Gallin to 199. All right your hits We've got a nice patch here 20 out of 99 Jed Gerco Milwaukee Greg with the brew crew Then we've got a Randy aros arania nice out of 10 At the nice Tampa Bay logos right there His fun autographs got a smiley face going That goes to matt arnold and the Tampa Bay Rays Back here. We've got out of 25. Alex Kierloch. That's a good-looking quad relic a lot of color in there three out of 25 Sean Oh and the twins There's billy martin back there your redemption is going to be It's going to be uh kebert ruiz rookie baseball material signatures for my Dodgers Up and coming catching prospect for the boys in blue kebert ruiz going to carl who's got the Dodgers All right now. Let's see who's going to win those mixer spots Nice break not bad of a break even better could be If you win spots in that three case baseball mixer, let's get everyone's names in here Let's roll it. Let's randomize it four to four hard eight And it's gonna be top five after eight good luck one two three four five six seven And eighth and final time after eight now. It's a top five. So from six on down It's sad times But I appreciate everybody giving this a shot. Thank you Happy times for the top five. You're in the mixer Matt Arnold Daniel Carl Daniel with the spot that he won and Logan So congrats to the top five. Thanks everyone for taking the chance. We got one more of these to do Before we can break open the three case break. Let's make it happen. Jasper's case breaks.com. Bye. Bye


Item Number – SCP-516 Object Class – Safe Special Containment Procedures SCP-516 may be kept in an anomalous vehicle containment bay. Routine vehicle maintenance should be carried out on a bi-weekly basis. SCP-516 is not to be provided with fuel or ammunition, except under controlled testing circumstances. Following incident 516-1A, no personnel with a history of military service should be assigned to SCP-516. Description – SCP-516 is a standard model T-55 main battle tank. Records indicate it was manufactured in 19- At plant, Kharkiv, Ukrainian SSR, and that it had a normal period of service in the armed forces of It exhibits wear and tear consistent with its age. The only part of SCP-516 which is known to exhibit anomalous properties is its main armament. Presently, a 100mm D-10 tank gun and turret assembly from here designated as SCP-516-1. However, as SCP-516-1 has been replaced several times throughout SCP-516 service life without any apparent effects, its anomalous properties seem to be inherent to SCP-516. When loaded with compatible 100mm ammunition, SCP-516-1 exhibits a limited degree of autonomy. When an entity attempts to damage SCP-516, SCP-516-1 will track and fire on it. If it is physically possible to neutralize the threat, regardless of whether SCP-516 is crude, it will not respond to threats outside its range or traverse, such as aircraft. This phenomenon only occurs if the entity possesses reasonable means to damage SCP-516. For example, SCP-516-1 will not fire on a person attempting to attack SCP-516 with their fists. SCP-516-1 may be operated manually, but is selective about its targets. In general, it will only permit its operator to fire on non-living targets, non-sapient biological targets, or armed humans. Under these circumstances, it will fire as a normal armament piece. If a target does not satisfy these conditions, essentially being an unarmed sapient being, SCP-516-1 will jam. Attempts to prevent jamming through maintenance or parts replacement have failed. SCP-516 appears to go to extra lengths to prevent injury to unarmed humans, deliberately placing shots from SCP-516-1 to avoid collateral damage. When operated manually, SCP-516-1 places a higher priority on preserving unarmed life than eliminating armed targets. It will jam if directed to fire upon a group of persons, of which only some members are armed. It should be noted that none of SCP-516's other armaments exhibit these properties, and appear to be perfectly normal. SCP-516 was brought to the attention of the Foundation in 2001, when it was slated to be broken up for scrap. Due to a bureaucratic oversight, ammunition had not been removed from SCP-516-1, causing it to open fire with several casualties. The ensuing government investigation was noted by Foundation operatives, and it was thought worthwhile to take SCP-516 into custody. Addendum 516-1. An upgrade to Euclid status is being considered in light of Incident 516-1A, as this lends credence to Dr. Wendell's theory that the SCP may be sentient in some form. Additional security measures have been approved for SCP-516's containment. Incident 516-1A Synopsis. During routine testing of SCP-516, SCP-516-1 immediately fired upon a group of unarmed personnel in range, as soon as it was loaded with ammunition, leading to the death of two D-Class personnel, D-505, D-596, and one Foundation officer, Agent Wendell. Subsequent investigation showed that D-596, one of the casualties, had attained his D-Class status following a criminal conviction for treason against his native country. D-596 previously held the English equivalent rank of Sergeant in the armed forces, from which SCP-516 was acquired. No other possible links to SCP-516 with D-596, or the other casualties have been found at this stage. This marks the first time SCP-516 has attacked unarmed personnel. Further investigation and safety precautions are warranted. Addendum 516-2 SCP-516 Testing Log This is the testing log for SCP-516. All tests were carried out on the site in firing range. Unless otherwise specified, standard testing conditions were as follows. One F-412-100mm high explosive round loaded. Crew of four Foundation personnel trained in operation of SCP-516. SCP-516 placed in hardened bunker with firing slit, to reduce severity of potential damage to SCP. Target placed at a distance of 1,000 meters from SCP-516, with a clear line of sight. Ammunition loaded once target was placed at 1,000 meters distance. Testing log 516-1A Target Cardboard cut out of human. Result. No activity from SCP-516. SCP-516-1 fired manually. Target destroyed. Testing log 516-1B Target One D-Class personnel. D-1151. Unarmed. No instructions. Result. No activity from SCP-516. SCP-516-1 fired manually. SCP-516-1 jammed. Testing log 516-1C Target One D-Class personnel. D-1470. Given steak knife. No instructions. Result. No activity from SCP-516. SCP-516-1 fired manually. SCP-516-1 jammed. Testing log 516-1D Target One D-Class personnel. D-951. Given 9-millimeter pistol. No instructions. Result. No activity from SCP-516. SCP-516-1 fired manually. Target destroyed. Testing log 516-1E Target One D-Class personnel. D-800. Given 9-millimeter pistol. Instructed to approach SCP-516 in open fire. Result. No activity from SCP-516. SCP-516-1 fired manually. Target destroyed. Testing log 516-1F Target One D-Class personnel. D-820. Given shoulder fired anti-tank weapon. No instructions. Result. No activity from SCP-516. SCP-516-1 fired manually. Target destroyed. Testing log 516-1G Target One D-Class personnel. D-185. Given shoulder fired anti-tank weapon. Instructed to approach SCP-516 in open fire. Result. SCP-516-1 autonomously fired on target. Target destroyed. Testing log 516-1H Target One D-Class personnel. D-202. Given shoulder fired anti-tank weapon. Placed in lead lined box on trolley. D-202 instructed to approach SCP-516. Open box and fire. Result. SCP-516-1 autonomously fired on target. Target bent to open box. Target destroyed. Note. It appears SCP-516 can detect both hostile intent and concealed weapons. Could be valuable as a security device. Testing log 516-1I Target Two D-Class personnel. D-455. D-501. Hand cuffed together. D-455. Given shoulder fired anti-tank weapon. Instructed to approach SCP-516. And fire. Result. SCP-516-1 autonomously fired approximately 50 meters to the right of D-455. D-455 killed by an 8 centimeter shrapnel wound to the head. D-501 sustained minor injuries. Testing log 516-1J Target Two D-Class personnel. D-101. D-521. Hand cuffed together. Two kilograms of C4 plastic explosive strapped to D-101. Instructed to approach SCP-516. And detonate explosives. D-101 fitted with dead man switch to induce explosion if D-101 is killed. Result. As doctor detailed instructions to D-101, SCP-516 data expunged. Testing log 516-1K Test circumstances. Standard shell replaced by SCP-157-ARC Target One D-Class personnel. D-185. Given shoulder fired anti-tank weapon. Instructed to approach SCP-516. And fire. Result. SCP-157-ARC changed into data expunged. Upon being loaded into SCP-516-1, data expunged. Leading to the death of D-185. As well as several further casualties. Doctor who proposed test 516-1K was reprimanded and transferred. Lesson complete. If you missed the previous orientation, go watch SCP-515. Sleeper. Right now. Or for the complete course, watch this playlist.


to Connecting Hawai'i Business on ThinkTechHawaii. My name is Kathleen Lee, owner of Kathleen Lee Consulting, and I am your host for this program. ThinkTechHawaii is currently live streamed on ThinkTechHawaii.com as well as on ThinkTechHawaii's Facebook and YouTube channel. And for viewers out there watching us, you may ask us questions during the show by emailing them to questions at ThinkTechHawaii.com. I'm excited for today since we are now in the first day of the last month of 2021 and we're in the holiday season, which is also a season of giving and giving back. Our guest on the show is a senior from Hawai'i Preparatory Academy on Hawai'i Island who is doing just that, giving back to the community through her capstone project. Please welcome Olivia Rose. Hey, Olivia. Hi, thank you so much for having me. I'm honored to be here. Thank you for being on the show and for everything that you're doing for the community. But before we get into that, could you introduce yourself to our viewers out there? Yes, so as you mentioned, I'm a senior at HPA and I'm originally from the Bay Area, but I moved to the Big Island in 2017 when I started eighth grade at HPA. And I was actually originally only planning on staying here for one year, but my family and I loved it so much that we decided to stay through high school and now this is home and I don't think my family will ever leave. We love it here. And my brother, he was actually a senior at HPA as well when we moved. So I was in eighth grade and he was a senior and I kind of got to see what the high school was like and I couldn't wait to get started. As you can see, that was my baking blog. I've loved cooking and baking ever since I was little and I learned from my mom and grandma. And then as my passion developed, I taught myself even more through YouTube tutorials and cooking shows. And being in the kitchen is really just my creative outlet because I get to do whatever I want and it's okay to fail, but when something turns out great, I love sharing it with others and making them happy. And in order to share my creations with others, I did make that baking blog to show my favorite recipes and tips and tricks as well as an Instagram and TikTok to go along with it, which has been a lot of fun. And I just think food is so amazing because you can speak to people with food in a way that you can't with words and that's what makes it so special and that's what inspired me to do my Capstone project. I love that. I love that you are integrating your passion for food, making it and sharing it with giving back. So let's talk about that further. Olivia, what is a Capstone project for viewers out there who may have been out of high school for a while? Yeah, so a Capstone project is basically an interdisciplinary project that culminates, at least the HPA culminates our high school experience that sort of brings together everything we've learned throughout these four years in high school into a project where we get to channel our passion and do something that we are truly inspired and passionate about. And so my project is just that, like you said, my passion for food and it's called nutritious and delicious helping one kid at a time. Wonderful, let's pull up the first video. So people have an idea of where your project is currently. Hi, I'm Olivia Rose and I'm doing my senior Capstone project and I'm distributing meal kits to low income families in Waimea. And I just wanted to say thank you to everyone who helped with this first distribution including Carabara Farms right here in Waimea for donating lettuce and Maui Nui-Venison for donating a pound of venison to each family which is absolutely amazing. And I really appreciate it and couldn't have done it without them. If you would like to be a part of this project and show your heart for this community I would appreciate any type of donations any food, fresh produce, any canned goods, dry goods anything that you can. You can do any donations through conacids.org and help out this community. Thank you. Looks like a fun project. So tell us more about it your partnership with Kona Kids and how you're working with local businesses and to give back to the community. Yeah, so I partnered with Kona Kids the founder, Coach McCoy. She's been a really amazing mentor throughout this journey. And Kona Kids is a really great organization that is trying to help the less fortunate children on this island by educating them and teaching them to become leaders of their generation. So she works with multiple neighborhoods on the island and I chose one in Waimea to focus on and donate my meal kits to those 60 families in that neighborhood. And so I basically make meal kits with fresh local ingredients to give to these families. And in the meal kits, I include everything that is needed to make a recipe along with recipe cards and instructions and pictures in order to teach the families about nutrition and cooking and really get the kids involved as well. I think that's great. Can you go over the number of families that you are currently helping with the project? Yeah, so I, as I said, I'm donating to that one neighborhood in Waimea which houses 60 families. And my goal is to distribute meal kits to them once a month through my graduation, so for the next around six months. And I hope to, you know, continue my project after I leave by recruiting a rising senior at HPA to take it over, which is actually what I did this year. I took over the project from an HPA alum named Sarah Newcomb who started the project last year. So I can hope to continue the legacy as the years go by. I think that's awesome. And you along with partnering with local businesses and Kona kids, you also worked with a classmate on an educational video that ties in with Kahlo and how that's in the meal kit, is that right? I did, yeah. So for the first distribution, I also featured Tarot from the HPA garden. And I partnered with another student at HPA and her name is Chloe Delos Santos and her project is to bring awareness to the indigenous ingredients on this island and sort of try to educate people about them and bring back the tradition of using those ingredients and sustaining the people from the food grown on this land. So she made a really great video about the history of Tarot and how to prepare it. And I feature that in the recipe so that families receiving the meal kit could learn about that ingredient that they were cooking with and feel more connected to it. Let's go ahead and play that second video. So people have an idea of what you created along with your classmate. This Hawaiian genealogy story begins with Papa and Waakea. Waakea, the father sky, is responsible for descending sunshine and rain to fertilize the earth. Papa, the warm upper layer of earth is a counterpart to Waakea. Together they work in harmony to ensure human fertility. Papa and Waakea had given birth to the stars Hohoku Kalani. Hohoku Kalani and Waakea together birthed a stillborn known as Halua Nakalau Kapalini. Devastated with her child, she had planted him into the earth. This had sprouted the first kalo, the nourishment for the people. Hohoku Kalani and Waakea birthed yet another child named Halua, who was considered the first human. It is said that Halua had the responsibility to care for his brother, the kalo, as the kalo would care for him in terms of food and nourishment. Really fun video to make. So thank you, Olivia, for sharing that on break in the next couple of minutes. But before we do that, can you talk about the businesses that you work with when it comes to assembling the meal kits? Yeah, so for the first meal kit, as I mentioned in the video, I got venison donated by Maui Nui-Venison and lettuce donated from Haribara Farms, as well as kalo donated from the HPA Garden. And that was a really great first distribution. I was really shocked to have so many people willing to contribute to my project. And as I've started planning for my next distribution, which will be sometime in December, I've had even more local businesses offered to donate. So I have Honoka chocolate, Manele spice, donating a seasoning mix, shaka tea, donating tea, and Big Island coffee roasters, as well as Rebel Kitchen donating ketchup. And then my grandma and I are making Christmas cookies to make it a little bit fun and festive. And then I also have a local butcher who is donating an entire cow and they've processed it and they're donating ground beef. So this next month's meal kit is going to be featuring meatloaf. That's amazing. I love how you put all of that together. So we are going to go on break, but when we return, Olivia, I'd love for you to talk about some of the challenges that you've faced as well as how you come up with the recipes. So we will be right back. I'm Mitch Ewan, host of Hawaii, the state of clean energy of think tech Hawaii. Hawaii, the state of clean energy is about following the many clean energy initiatives in Hawaii. Hawaii, the state of clean energy appears weekly on think tech Hawaii at 4 p.m. on Wednesdays. Thank you so much for watching our show. We'll see you then. Aloha. We're connecting Hawaii business on think tech Hawaii. Our guest for today is Olivia Rose and she is talking about how she is using her capstone project as a senior at Hawaii Preparatory Academy to give back to the community. Olivia, let's go into some of the challenges that you've faced during this process and some solutions that you've come up with as well. Yes. So one of the first challenges I came across was COVID, of course, distributing food. There's a big worry about COVID and wanting to keep the families that I'm donating to safe. So what I did was I went online and got my Hawaii state food handlers card to ensure that I was knowledgeable about how to prepare the food in a sanitary manner and to make sure that I was keeping the families I'm donating to safe. And another challenge I came across was regarding the sustainability of my project because I don't want this to just last a few months while I'm a senior. I want it to continue on because I want to continue impacting my community. And I actually applied for a grant from Kupu, Hawaii and I'm very lucky to have received that grant of $1,000 which I will be putting to my project to the ingredients and materials that I'll need for my meal kits. But when I was talking to the members of Kupu, something that they brought to my attention was that I should prioritize supporting local farms because that would help make my project more sustainable. And then I could honor the fact that they are local businesses who may be struggling in the time of COVID and really focus on the local ingredients rather than buying imported goods. So what I've tried to do is try to use my grant money and other raised funds to pay local farms directly and seek out donations for some of the other goods. Like I mentioned earlier, the dry goods like chocolate and honey and tea and those sorts of things which will be included in my holiday gift box in December. I think it's great that nonprofits like Kupu have taken their time to guide you through the process and suggest methods as well that can help and give back to businesses and the community. So how do you come up with your recipes? And let's pull up our graphics five and six just so people have an idea of what you are including in the boxes. For the recipes, I mainly just start by seeing what the ingredients that I will have available for the distribution to be. So for the November one, I knew that I could get venison donated as well as lettuce and taro. And so I was just thinking and I kind of put them together to make Asian lettuce cups. And I got inspiration from some recipes online and sort of filled in the rest with my own creativity and based on what ingredients I could donate. And so that's sort of my process. And same thing for the December meatloaf meal kit. I knew that I was gonna be having ground beef donated. So I sought out some donations for ketchup which is sort of a necessary item for meatloaf as well as a couple other ingredients that I'm supplementing using my grant money. I love that. I love everything that you're doing. I know I've been redundant but I really do appreciate that. Do you have any future plans after high school especially since you're doing all this great stuff now before graduation? Yeah, well, I didn't really know actually before I even started this project what I wanted to do in college, what I wanted to study. I originally thought business which maybe I hope will still be part of my major or minor of some sort. But this project really made me realize how interested I am in learning about health and nutrition and educating others about it as well. So in college, I definitely wanna study nutrition and further my knowledge on this topic so that I can continue to have impacts like this on my community in the future. And after college, I hope to continue something like this maybe in the form of a nonprofit or business to try to end food insecurity and really work towards my goal of helping others and teaching others about cooking.  And while we're doing that, can you go over some of the lessons that you've learned during this process? Yeah, absolutely. One of the main things that I learned is that there is an immense need in my community and communities all over the world for a program like this. I learned actually a few years ago in an online course called Stanford Introduction to Food and Health about the food inequalities across the nation and that about 10.5% of Americans face food insecurity, meaning they don't know where their next meal is coming from. And they often resort to fast food, which has led to an abundance of health problems, including in obesity epidemic. And that really inspired me to want to make a difference. And so by learning that and learning the need in my community, I realized how many people are willing to donate to a project like this and how passionate people are about their community and helping those in need, just that they don't often have an outlet to do that. And so by giving these local businesses and farms opportunities to donate and help those in their community that need it the most, they are really excited and really willing to give all that they can. I know you talked about working with businesses and they have been absolutely generous in giving materials and bulk to give to these families. How can individuals help out if they want to with your project and with the neighborhood that you are distributing the meal kits to? Yeah, I think the biggest thing right now for me is trying to raise money to supplement the ingredients that are donated and taking the advice from Coupu to focus my funds and grant money on paying local farms and businesses so that I can make my project more sustainable and support the local economy. So any donations are really helpful which can be donated through KonaKids.org and as well as any food donations, like I mentioned in the video, canned goods, dry goods, produce, anything that people can contribute, I would be more than happy to come up with a recipe and distribute it to these families because it's really what they need. Let's pull up our last graphic. Olivia, how can our viewers and our community members contact you? You can contact me at my email at orosaathpa.edu or my, well, those are my social medias in my website and then to donate money, you can donate through KonaKids.org which has a Google form and you can enter your information and mention my name for my project to donate any monetary funds. Is there anything else that you would like to add? I'm just really excited about this project and I want to thank everyone who has helped guide me so far and who has taught me so many things about nonprofits and businesses as well as helping my community and especially thanks to all of the businesses and farms that have donated to my project because it wouldn't have been possible without them and I'm really excited to continue and see where this goes. Thank you, Olivia. And again, I'd love that you were on the show just to remind everyone that you're never too young or too old or it's never too early or too late to give back to the community. And on that note, we do thank everyone for tuning in today. Thank you to J. Faida and the good staff at Think Tech Hawaii for making shows like this possible. We had Haley and Michael who helped us out for today's program. Until then, we will see you next time. Happy holidays.


Hello and welcome to the session. In this session we are going to discuss the following question which says that find the sign of the angle between the vectors i cap plus 2 j cap plus 2 k cap and 3 i cap plus 2 j cap plus 6 k cap We know that sign of angle theta is given by modulus of vector a into vector b by modulus of vector a into modulus of vector b. With this key idea, let us proceed with the solution. Let vector a be given by i cap plus 2 j cap plus 2 k cap and vector b be given by 3 i cap plus 2 j cap plus 6 k cap then vector a cross vector b is given by we have written it in the determinant form in which the first row consists of the unit vectors i cap, j cap, k cap The second row consists of the coefficient of the unit vectors of vector a that is 1, 2 and 2 and the third row consists of the coefficient of the unit vectors of vector b that is 3, 2 and 6 Now solving it further we get i cap into 20 minus 4 minus j cap into 6 minus 6 plus j cap into 2 minus 6 which is equal to 8 i cap minus 0 j cap minus 4 k cap Now modulus of the cross vector vector a and b is given by square root of 8 square plus minus 4 square which is equal to square root of 64 plus 16 That is square root of 80 which is equal to 4 into square root of 5. Now modulus of vector a is given by square root of 1 square plus 2 square plus 2 square which is equal to square root of 9 that is 3 And modulus of vector b is given by square root of 3 square plus 2 square plus 6 square which is equal to square root of 9 plus 4 plus 36 that is square root of 49 which is given by 7 And we need to find the sign of the angle between the two vectors which is given by sin theta is equal to modulus of vector a into vector b upon modulus of vector a into modulus of vector b Modulus of vector a cross b is given by square root of 5 Modulus of vector a is 3 and modulus of vector b is 7 And we have sin of angle theta is equal to modulus of cross vector vector a and vector b upon modulus of vector a into modulus of vector b which is equal to 4 into square root of 5 upon 3 into 7 That is 4 square root of 5 by 21 Therefore, sin of the angle between the two vectors that is i cap plus 2 j cap plus 2 k cap and 3 i cap plus 2 j cap plus 6 k cap is given by sin to square root of 5 by 21 which is the required answer. This completes our session. Hope you enjoyed this session.