We demystify what goes on behind the therapy room door. Join us on this voyage of discovery and co-creative conversations. This is The Therapy Show, behind closed doors podcast with Bob Cook and Jackie Jones. Welcome back to this next episode of The Therapy Show with Bob Cook and Jackie Jones and we're going to go straight into part two of working with a client with borderline and the clinical implications of that and possible treatment planning. How do we work with that client? Okay, so I'm going to name two names. I'm going to name Masterson, who is the so-called expert on, you know, writing about how to work with the borderline condition. And a custodial therapist I realized called Eleanor Greenberg. They put either of those names into Google and they'll come up lots of literature how to work with the borderline condition. Let's start with what I talked about the dilemma in the last podcast is that basically somebody come from this position has problems in the separation, individuation phase. In other words, how they separate out, be individual, rather than being the prisoner of their care take or mother in this position. So Eleanor Greenberg had a monomic, which I like, for people who watch, listen to the special, the narcissistic podcast, Eleanor Greenberg had a monomic called Special God. For the borderline position, she has a very apt monomic and it's called Misery. Now I'm smiling on a podcast, you can't probably see me smile anyway, because, you know, sometimes, you know, it can feel very miserable when you're in a therapeutic battle with the borderline. Yeah. And the trick, of course, is to take supervision so you can actually stay outside the process. So it's Misery. So let's go through it. Yeah. Very good way of thinking about how to work with borderlines is to remember the monomic of Misery. So M is for mother. Okay. Now, as I say, the basic position is for borderline is mother issues that they haven't been able to separate or individuate from the mother. And they fail to do that, or perhaps it's the father, the primary caretaking. I'm glad you said that, Bob, because we always get the stick for stuff. Yeah. So, yeah. Yeah. So they fail to, if you like, separate. They fail to get the recognition, support, admiration from the caretaker figures whilst they're doing the necessary separating process. That's why I say mother issues. But of course, it could be father, if the mother's not around or if there's two fathers, for example. But it's important. Eleanor Greenberg called it mother issues. But that's the dilemma. The next one would be I, Misery. Remember, I was done for identity problems. So they have two basic identity problems. One is what I've just talked about is the part that I saw in the last podcast, where they moved to a helpless, regressed, young sense of identity, if you like. And the other one is when they switched to this other part, which is always fear of abandonment and will move to rage and will move to extreme anger and attempt to keep the caretaker connected, but it doesn't work. And also their identity is often very, very young. They don't grow up, so they haven't got a grown up identity. They have an identity which is very, very young. Yeah. Yeah. So that's one thing to, because if you think about it, if you can think of this in child developmental terms, then you are able to separate out from the character transference and be more grounded in the clinical treatment. Yeah. So now we're into S. Yes. S is for splitting. I said there's a big split between the two halves of the self sometimes. Masterson I think calls about the wheel and the full self. But anyway, two parts of the self where they, I've just talked about the split. They see things in very black and white terms, just like young children do. Yeah. There's no sense of greatness in relationships. This is how it is, or this is how it isn't. Yeah. And they will split from the side, which is very childlike and regressive and obviously it's very passive to the other side, which is very rageful, angry and fear of being abandoned. And they're locked out from both positions. Both of them though, are an attempt to keep connected to the primary caretaker. Now if it's in therapy, of course, connected to the therapist. Yeah. Therapist probably, unless they know this material, won't understand that at all.  But again, that rage is covering up a real fear of abandonment. So there's fear underneath that rage that's coming at you. Yeah. Yeah. And it's not just I'm a bit scared that you're going to not see me next week. This is, like you say, this is real deep-rooted life and death survival stuff going on here. Yeah. That's fine. Another thing for a therapist to think of, what's this E stands for engulfment, stroke abandonment. So they're afraid of being engulfed so they can never grow up and never be an individual. But they are on top of that they have a fear of being abandoned as well. So a huge fear of being engulfed, just like their mother engulfed them, because it means that they can never be themselves, they never think, they have a sense of autonomy, no sense of growing up, never sense of spontaneity, all things we're talking about. So then they stay, as I said, usually what's happened is they'll either escalate one part or escalate the other part in an attempt to get connection. Yeah. Either way the therapist, if they don't know this stuff, will not find it easy to stay grounded in their adult. Yeah. Does this link into the injunction stuff about don't be you and don't grow up as well? Is that what you would work on in the therapy room? Well, I know my identity as a TA therapist for many, many years and I teach people to be TA therapists. I don't actually think transactional analysis language much when I'm thinking of this psychodynamic child process of a board line.  Don't do anything, just don't. All the injunctions are there. Yeah. So the child will then have to adapt to survive, and usually what they move into is, as I said, this childlike, passive, over adapted position in an attempt to keep the mother or the projected person in the relationship. But then, of course, they feel engulfed or they feel the person's going to abandon them, so they move to a rageful position. Yeah. Both positions are an attempt to keep connection, but actually in real life pushes people away. Yeah. And in fact, there's many books written, and one of them I like is for the lay reader, and it's of course, it's walking around, what's it called, walking around on eggshells. And it's a bit like if you're in a relationship with somebody who comes from this unstable, contradictory position, and it is like walking around them on eggshells because they're, because the other person's afraid of anything that they do, the person will either go to extreme rage or extreme neediness. Okay. Yeah. I can see how that would work. It's kind of like you don't, you, as the other person in the relationship, you don't want to be seen to wake them up to a certain extent because whatever you do, it's going to be wrong. Yeah, that's right. Whatever you do is going to be wrong, and that's what the therapist will feel. Yeah. The therapist's counter-transitence will be, you know, definitely along those lines, whatever I do here will be wrong. Yeah. Now, if they've got a history themselves, in their childhood state, where in their own history, which is whatever they did was wrong with their own parents, then they're going to be highly stimulated. Yeah. Because as therapists, we are only human. That's right. And, you know, I think, I think I personally think that these issues will come out very quickly in the borderline process. And for the young therapists, they'll need to take it to therapists. But if they get to a place where they can't cope, they might have to refer on them. But of course they are then in a really difficult position because that is the, you know, real abandonment. Yeah. Yeah. We're just all, I know we've got the R and the Y that we need to finish off, but where does all this fitting with where we sometimes step into the client's story in order to re-parent and step out again? Is this something that you would stay well clear of with the borderline client? Yes. Okay. That's in a nutshell then. Yeah. Other stuff. The first thing you need to, and I'm going to talk about it, is provide boundaries, provide structure, continuity, provide confrontation, provide the adult reality testing, not an attempt to do re-parenting. Now, by definition, by providing all that, you are providing, as long as you don't give up on them and say, oh, well, you know, I can't cope with this, I'm going to pass you on to the therapist. And then you've got to be an actor of history. But so we are in a way providing a different experience, but it's not stepping into their early emotional life. Yeah. It's with structure, with boundaries. Yeah. We do confrontation rather than an adult reality testing, rather than re-parenting. Yeah. Yeah. And I would imagine, again, it's about that potency of being, you know, no matter what they're throwing at you, if they come out as that helpless child that is feeling abandoned and lost and they're throwing lots of emotion at you, please. So just let me, I don't know, have longer in a session or see you more regular or prioritise me about whatever it is. That's a trap for the therapist. Yeah. If you start doing that, where do you end? But that's what I mean. It's about us being potent. We keep them in that safe space as opposed to getting drawn into all of that. Yeah. Yeah. And it's very easy to get drawn into it, but you are correct.  R is for rage. Which is a big part of this. Yeah. Yeah. The fear of being golfed, the fear of being abandonment. And of course, they are hyper-vigilant for anything that may indicate that. And they will move to rage and defaluing and annihilating as quick as a flash. Yeah. Because they want to keep the therapist, not the opposite, but because they push the therapist or the whoever away.  There's no boundaries. It's boundless. It's an abyss. Yeah. It's an abyss because they are rageful and not being able to be themselves. Yeah. They're also terrified that the other person will abandon them, and that can bring rage as well. And the range is, they feel it's like, will go on forever. It's a core, core issue. Yeah. Because in their mind, they've tried everything to make it work, and it's not working. Yeah. And so the therapist really needs to understand this dilemma, I hope, and stay grounded in the process. Not so easy, but at least take it to supervision if you have a problem with it. Yeah. If you have a problem yourself with conflict, or setting boundaries, or confronting people, this is the wrong client for you to work with. Which again puts you in a really big dilemma. If this doesn't manifest itself until a few sessions in, if you are quite a young, newly qualified person and you're six, eight, 10 sessions in before you realise there's something amiss here, then what do you do if you are referring gone? Because you haven't got the skillset, that will be seen as abandonment by them. Yeah. You are in a knowing situation. Yeah, you're in a very new, it's almost impossible. Yeah. But you need to leave as quick as possible. Don't allow it to go on. If after three or four sessions and you experience this, stop. But make sure you pass one, because the longer you go into this, the more entrenched this will be, and the more they will re-enact this out. Yeah. So why? Yearning. Yearning. So, yearning. Yearning, they yearn the child in them yearns for perfect love. They yearn for the other person who will give them what they call perfect love and almost like 24-hour non-conditional devotion. And they will never leave them for one minute. So it's like a symbiotic, in my frame of reference, hell. In their frame of reference, Nevada. Yeah. Because that person will give them the perfect love they've never had without any conditions at all. Because in their history, they only got love, of course, if they adapted in a certain way. So it's very conditional. Yeah. But now yearning is that someone will come along, give them perfect love, never leave them, never be away from them so far. You know, it's a bit like a slavish love, but in their head it's perfect love. Yeah. Which, again, you know, if you look at the early days of therapy or the early days of a relationship or the early days of a new job and all that sort of stuff, we're replaying the cycles of development. So we go through that honeymoon period where we want to be together all the time and everything. But then comes the individuation and separation phase of a relationship that is just going to trigger all this stuff off. So you might be six months into a relationship before you start to see any of this behavior being displayed. I think the borderline, yeah, I know what you're saying. And that's true with a borderline is so quick.  And you will spot it. The biggest trap, though, especially for the beginning therapist, is that they believe they can cure the borderline. And they usually believe they can cure the borderline person by helping them and helping them and helping them. And of course, it's the complete opposite. So in terms of treatment planning, then the first step will be to really boundaries, boundaries, boundaries, boundaries and structure. Yeah. So boundaries mean things like this. If you have 50 minute sessions with someone, you don't go one second over the 50 minutes. Yeah. That you expect them to survive in maybe their adaptive way from session to session. You know, I would even suggest you had telephone calls. You know, if somebody is going to have a telephone call with a borderline client to accept that telephone call contract or text contract or whatever you like, then that must be really kept and specified to say two minutes or three minutes or five minutes or it's an email, you know, 15 sentences and needs to be really, really spelled out. I would suggest that you don't have telephone contacts even if it's for business, even if it is only for business. Yeah. Because once you open up a passage outside the therapeutic room, then you could be opening yourself up to problems. Yeah. I understand that if that person has missed the bus or if they can't make it, or then I think he may set up a contract around logistics for text, emergency text for that. But he must have no costs moving to a therapy process. They're going to be throwing everything at you. You know, even when you're saying then the sessions, if it's 50 minute session, you can't go one second over. I know that I've had situations where suddenly they strike up a conversation about the next session or I might have to go somewhere, but I might not. So I'll let you know whether I can and they just come out with all this stuff just to make it stretch that little bit further or that doorknob comment as they're going out or something. Yeah, that's right.  Which across the board with all clients, it's good to have boundaries and structure. Would these clients to the nth degree? Yeah. Yeah. Yeah. But if it's across the board, then it's not something that you're having to think about putting in place. You know, would you see this client more than once a week if they wanted more contact with you? Is that how you would bypass that by seeing them extra in a session? No. Not in my opinion. I think you need to start, actually start off. So look, Everfab is listening on may disagree with me here. So it's a matter of professional thinking. I think if you start off once a week, you stay at once a week. Yeah. You don't reward them for their escalation. Yeah. Because it could be seen as a reward for their escalation. They can't think, they can't feel their emotional work.  And if you don't commit suicide, they'll need another session. If they don't give you another session, that's a fundament. And then reenacting the history just like my mother did.  They've taken ethical complaint at you. I'll get hold of your most, your regulated body and you'll make sure you never work again. So I want to next wherever your time. Okay. Yeah. No, I can see, but this is what I was saying earlier on about them laying traps and manipulating the situation. You have to have very firm boundaries. Yeah. They will tempt all the things I've just said very fast. Yeah. Yeah. And that's one of the things is that they go from 0 to 60. What you were saying earlier on about it, it's a very quick switch. Very, very quick switch. And I've supervised many, many, many therapists have had tremendous problems, personal, professional crises and haven't known what to do. This is very, very common what we're talking about. Yeah. Yeah. And I couldn't understand it because you kind of painted yourself into a corner. You're stuck. What do you do? Either way, you're not going to win. No, no, you cannot. You cannot repeat. You cannot win. Yeah. The only way you can treat these people effectively is to start off with strong boundaries, strong structure. Yeah. Understand that they will idolize you and they'll need to realize and then what they'll do is they will move to being helpless or report being helpless. They'll move to escalating, not thinking. They'll move to many manipulative techniques so that you will move into helping them in some way. So how do you connect on a therapeutic level with these people? Well, number one, you have to stay in adult. And what I mean by that is you have to stay the age that you are. Yeah. And you need to stay grounded to be able to be able to think clinically. You need to know this material that I'm talking about. You need to understand the separation, individuation, drama that they're attempting to resolve or play out. So that will give you some compassion. And I think it's through your compassion and understanding the child's confusion and their need to... Well, they need to get out of this drama they're in and see that if they keep enacting these destructive behaviors, they will always stay in a drama-filled place. Yeah. So the second thing you need to do, I think, once you've provided boundaries and all the stuff that I'm talking about, this isn't necessarily linear. You may spend a long time talking and learning about their trauma history. So don't take it particularly linearly. But anyway, I've called it number two. And you might want to call this even educative therapy, but you need to teach them or let them know of the consequences of their destructive behavioral patterns. Even if it is straightforward as when you are like this with me, I am ex. Yeah. When you're like this with me, even though you might think that I may change these boundaries here, that is not going to happen. And if we look at what normally happens to you in relationships when you attempt to do these things, and they then explain what happens, you start sort of showing them that they're acting out and their destructive acting out doesn't resolve things today, but actually makes things worse. Yeah. So you're appealing to them to start thinking to stay an adult and to understand connections between their acting out and their destructive behaviors. Now, you might want to call that educative therapy we want to. I'm quite happy with the word educative therapy actually, but you're helping them make connections between their acting out of destructive behaviors and whether it works or not. And obviously it doesn't work. So then they start making connections and hopefully thinking about things. Yeah. So if we look at the thought feeling behavior, they would generally be doing the behavior stuff. Yeah. Yeah, that's right. And yeah, absolutely. So you are encouraging them, if you like, to think and to work things through. Now, what will usually happen then, of course, is that as they start to take some responsibility about thinking and ownership of those connections, they will then probably start acting out in some ways because they're going to have a fear of being engulfed like they were by their original mother or the therapist abandoning them. So it's very important then number three, which I'm going to talk about here, is that you do not reward them for their crazy, I'm saying crazy loose terms, passive helplessness, thinking distortions. But you don't reward them in some way. Yeah.  So the snippets and the moments where they are thinking and the adult has in the age that they are and having a conversation, that would be knotted in the session. Yeah. Yeah. If you reward them, you're going to fall into a trap.  Yeah. If you don't, you will net history with them. Yeah. I get that. I've seen that. I've done that. Yeah. Okay. So another point in this list is you also need to encourage them to express their internal feelings and their internal world instead of repressing them or adapting to what they think you might want them to do. Yes. Yeah. So the major goal, one of the people coming from this type of profile, they usually come in because they have problems in relationships, maintaining personal relationships or friendships. They usually, the contract or the major goal on what they want. This is why this links into the yearning position I'm talking about is they want to be in a stable, loving, neutral relationship.  And they may be able to start integrating some of these things. But I think that should be the major goal. Right. The major trap is that when they start to, I can explain to you, when they see this as the major outcome, the major goal, and they pick somebody who they see as nurturing and all the things we're talking about, as soon as they start to what I call masses and call self-activate and grow up and start thinking and functioning for themselves outside the relationship. Yep. Then they will usually start doing all this stuff we're talking about and, you know, be afraid of abandonment and manipulate more and push people away and move from idolising to devaluing very quickly as soon as that stimulus of them attempting to grow up. Yeah. Yeah. So they will say engage their thinking and start to be more adult than the abandonment comes because in their mind they're fixed so you're going to leave me. Yeah. Because in very simple terms, if I self-activate, my mother will die or go crazy. Very bottom line. Yeah. Yeah. Which in that young place is a lot. Yeah. And hear of that very famous song by Patsy Klein called I fall to pieces. That's what they feel. That's what they feel. One of the things, just to finish off on with this, that, you know, I can kind of connect with or see as one of the big things around this is the word confusion. Oh, they're very confused. Yeah. I've seen that on the face of clients. Literally, you know, you think we're just getting somewhere and then there is literally a look of utter confusion that goes on. Well, they're very confused emotionally.  So they have to go to all the extreme measures they can to keep their mother alive so they might get some love. And that's what they do with the therapist. Yeah. Now, yeah, I've given you what I think is the sort of way of working with them, what to look out for. Can they actually get there and maintain stable emotional relationship? Yes, I think they can to an extent. But it'll take a lot of practice. Yeah, yeah. And I would also teach the partner about how to do educative therapy with the partner and what to look out for as well. Yeah. So I'd probably, as we work through the whole of therapy issues with the client who's come in, if they've got themselves into a relationship in the way we're talking about, I'd probably ask the, I'll probably do some couples therapy actually, so in order to help the partner have some sort of education around this. Yeah. Which again, you know, would make sense, particularly couples because then they're involved in the conversation and involved in the process and it's an open book that there's nothing covert going on that's going to catch them out or anything. So challenging clients in terms of the counter-transference particularly, in terms of how the therapist might react to the challenges and the traps and the out of awareness manipulation. Yeah. So lots of supervision will be needed and probably a lot of therapy might be needed in terms of the therapist as well. And this is long-term work, two, three, four years minimum. Yeah. And I think it is, as I said, they may get their goals met to a certain extent, but they'll need to do a lot for therapy we just talked about. And I also think include the partner in the process as well towards the end. Yeah. Yeah, because they're going to be the ones that witness the change in behaviour, they're going to see. And when we make a change, whether that's through therapy or some other way, we need to kind of keep our hands on the steering wheel for a while until that becomes we form a new habit. And if we're stressed and overwhelmed or something happens, we can kind of revert back to the scripty stuff that we've always done. So this client might go at some point, two, four, six years down the line, but they might need to come back at different times because, but if you're that constant object, if you're that secure person that they can come back to if and when, then that's going to be a benefit to them as well. Well, it's interesting if you just think about it with this particular part that you have a morbid fear, a morbid fear of abandonment. So endings and the ones that are the ends is really, really important. Yeah. Talk about well before the ending happens. Yeah. Like six months before, three months before. Yeah. All the way down line. Yeah. End in a healthy way because they've never had endings in a healthy way. Yeah. They haven't. This is all about helping the client separate, being an individual, being powerful, taking ownership of their own thoughts, feelings, destiny, and at the same time being able to maintain a relationship. Yeah. Yeah. That I can be individual and together in a relationship with you, which for me, I think that's where that confusion comes in. How does that work? I don't know how to do that. No. How to be independent and in a relationship. That's right. Yeah. They certainly weren't allowed to experiment or grow up and resolve that dilemma. Yeah. It's very interesting. Yeah. And I'll say I think the biggest tip I can give to therapists is lots of supervision and lots of therapy and say that it's his long-term work and also can be very rewarding and satisfying. Yeah. Yeah. And for me, I think one of the things that I would say as a people pleaser, that's part of my history is to maybe be on high alert that you don't get drawn into that vulnerable, helpless part of them and step into that enactment. That's right because if you start rewarding that type of behavior, yeah, actually therapy won't happen. Yeah. No. No. You'll get is what you've just said there is at its best an enactment of the historical drama. Yeah. Which is why as a therapist, it is so vitally important that we are self-aware, that we know we know who we are in that room as well and the transplants and the counter transplants and all that stuff is all running in the background. Yeah. And then usually come to therapy with relationship issues. Yeah. That's usually and of course that's a general term for a lot of people coming. Yes. Yeah. When you start assessing though, this was in the other podcast, if you see big, very quick movements in the ego states or you see a shift in one part of their person out of the other and they talk about many of the things we talked about in the last podcast. Think first about whether you can work with them and even if you do take them on and even if you do take them on, don't go too far into the therapy if you think that you aren't able to work with this type of person. Far better to refer them on right at the beginning to some place more experience of work with this type of separation, individuation issue than stay in it when it becomes more and more hard as the terror intensifies for the client of you leaving. Yeah.  So are we going to do histrionic next time, Bob? We keep saying this. We will get one and two. We will get the histrionic. I think what we haven't got to either is the antisocial person either. Right. So we do need to move up to the antisocial and the histrionic and also yeah, we must do that next time. Okay, I will hold you to that. So I shall see you next week. You would do. Thank you. Bye bye. Bye. You've been listening to The Therapy Show behind closed doors podcast. We hope you enjoyed the show. Don't forget to subscribe and leave us a review. We'll be back next week with another episode.


Let's dive into Cospaces EDU. In this intro tutorial, you'll learn the basics of how to use Cospaces in your class. In the web browser, go to Cospaces.io, click register and select student. Enter the class code that your teacher gave you. Type in your name and choose a username and password. Then click create my account. Welcome to Cospaces EDU. Click classes to see the classes you're part of and click on the class you've just joined to enter it. If your teacher in this class has sent you an assignment, you'll see it here. Click on your assignment to view it. Read the instructions carefully first and then start creating. If you're doing an assignment with classmates, you'll all be creating within the same Cospace. This means that you'll have to collaborate and be mindful of each other's work. You also have access to a free play section to create your own Cospaces. You can start by exploring the welcome Cospace to get familiar with the basics. A Cospace is a creation or a project in Cospaces EDU. To start building your Cospace, click create Cospace and choose a first type of scene. You'll be able to add different types of scenes to your Cospace. You can create your scene inside a 3D environment and view it in VR and AR or build your scene onto a 360-degree image of your choice and view it in VR. Add your own 360-degree image or choose a 3D environment that you like. Then simply drag and drop objects from the library into your scene. You can also create your own objects using building blocks from the building category. Every object can be moved, rotated and resized.  Right-click or double-click on an object to edit it further. Click material to change the color of your object and click animation to turn characters and animals to life using the ready-to-use animations. In the upload tab, you can search or upload more 3D models, images, 360-degree images and gifs, videos and sounds. The magic is that you can explore your co-space in many ways. Simply hit play on any device to explore your co-space and move around it. Get the Co-Spaces EDU mobile app to view your co-space on a smartphone or tablet. On mobile devices, you can explore your co-space with the gyro mode. This lets you move your device to look around your co-space in 360 degrees. To do this, play your co-space and click on the gyro icon. Dive into your co-spaces in virtual reality using a VR headset or a smartphone with a viewer. In the Co-Spaces EDU mobile app, play your co-space and click the VR icon. You can also project your co-space onto the real world with augmented reality. Using the Co-Spaces EDU mobile app on an AR compatible phone or tablet, play your co-space and click the AR icon. Ask your teacher to tell you more about exploring with Co-Spaces EDU. Happy co-spacing!


Aaron judge exited in the sixth inning is he okay yeah yeah he I just you know coming off of four days on the turf and and you know just with a little bit of leverage there just trying to be smart again with these guys where judge he hasn't really had the that day down you know I gave him the DH day obviously and I just just want to make sure we're being smart with everyone overall what did you think of Montgomery Monty I thought was really good you know I thought he was very aggressive early in the game established his fastball I thought his changeup was really good I thought he thought he ran into a little bit of a wall I thought thought he tired a little bit there in the sixth inning his stuff wasn't quite as sharp but I thought overall you know he was he was for the most part it seemed like dictating some counts but then when he was behind he was able to throw anything in there for a strike stuff was good Luke Voight with the big home run judge as well Mike Ford contributing why do you think this offense plays so well here at the stadium well first they're they're you know they're really good offense but there's no no doubt that you know they feel comfortable playing here and in our home building that they're very familiar with and it was really good to see those guys kind of break out tonight I know you'll take the win anyway you can get it but isn't at all frustrating that you have to go to some of those big guns in your bullpen like green out of you know in Britain when you had an eight run lead right um you know I weren't pretty good shape you know especially with the off day coming up again Thursday so you know we obviously didn't play our best game tonight we're we got a little sloppy there and I felt like in the second half of the game but you know a really good start by money and and we swung the bats really well obviously to to give us that lead and and for green to Britain and Britain to really finish it off throwing the ball really well was was key and you know Otto came in and and kind of thwarted a rally as well so you know not necessarily our best tonight but the guys really swung the bats take the next question from Jake Siner go ahead Jake getting some kind of treatment or something yeah just as normal yeah just going in and getting his normal treatment yeah James Wagner you have the next question go ahead Aaron what do you think of Claibor at shortstop so far this season and what happened on those two plays as well yeah I think he's been really good you look at the Tampa series and I thought he played really well a couple of plays that were difficult plays where he made real heady plays you know to get that lead runner at third base the other night I think he's been playing really well he's come up with a couple of kind of clutch plays in big spots tonight you know that that ball just you know ran up on him a little bit with Sessa in there that first you know you know I know he's a little frustrated with that but but I feel like overall you know while he's kind of finding his way offensively right now I feel like overall the defense has been strong


What's going on everybody cup hockey from a fresh case to boxer number 19? This is the last case of cup hockey. We have in store and From the people we've been buying it from usually takes about a week Five or six business days to get another case. So this is the last one we have in shop And we don't have any on open order. So if you're a big cup hockey fan join number 20 and 21 We should sell those out Saturday So first thing we got to do Pick the two boxes and then I'll show the list and then we'll do the giveaway at the very end So we'll go one two three four five six one two three four five six One two on the bottom three four in the middle five six on the top one dice Five so the top two so these others will be for you know Some other time which are in the store now, but probably fill them are I just want to mark these Don't want to make the pen run out of ink though Yeah, you got number one and both of the serial numbers James. That was pretty nuts And then I think you ended up winning the Kyler Murray BC Shield redemption which I never looked up, but it might be a one-on-one. I know it's a blockchain card So it's like digital not physical card But I don't know one-on-one blockchain Murray might have some valley, too I've never looked up any of the sales for those enough. They're going for a dollar ten dollars hundred dollars thousand I have no idea but I would imagine BC BC shield signatures I don't know if anyone else can confirm I would imagine there's a one-on-one Yeah, I mean I Guess you know if you're a huge Kyler Murray fan, you got to have everything but Not everybody's Thing definitely always a market for everything now in life, right? Always always a buyer For something Set maybe my dad stuff in this garage First one up Dylan Larkin 20 of 249 for the Detroit Red Wings going out to Steve B Little rookie patch auto to 249 John Gilmore. Wow the next one is sick Whoo New York Rangers that's going out to Joe Clanton and Wow Take a picture of this before I show it Maybe that's cheating, but I want to get it and that's raw form Numbered three of eight. Yeah, I'm your yogurt three color patch auto for the Rangers Joe Clanton the Rangers nice hit right into the top loader nice Three of eight Yager we have a roof hints number to 249 Dallas stars rookie autograph going out to moody one-on-one printing plate Any guesses black Hawks? Dylan Sakura one-on-one printing plate Chicago black Hawks that's going out to mark and we have a drafted 2016 of the 249 Sam steel that's going out to the Anaheim ducks and Stephen K box to Once again, don't have any more cut in the store probably not for another week or so Depending on how quickly those 20 and 21 fill up. So if you want to convince me to buy more I would pick up your teams and those next to film my Saturday Sunday Joe be live tomorrow around one o'clock Pacific four o'clock Eastern Go for about eight hours and then I'll be on For another few hours after him and then Jason will be live on Sunday on Mother's Day He'll be live sharing from two and he did tell me last week that he will be going to midnight Sundays and Mondays if Everybody keeps him here. So if breaks keep selling out He'll do them until about midnight. I know he was here really late the last last few nights, so Number 249 PK Subban for the predators that's going out to Luis cow Peterson Number the 249 three color patch auto for the Kings going to Joe Clanton This one's a tough one. I know he's pretty good, but I can't get the last name one out of 35 with Montreal Canadians Yes, Brie coat coat to canini coat to canine No, William Ellis told us how to say it Montreal Canadians is Steve Birch one of 35 scripted swatch We have for the Detroit Red Wings 97 of 99 Norm Oldman in Trimons auto That's a nice one for the Red Wings Steve for the Winnipeg Jets Dale Howard shock 75th Is it 75 75th anniversary of the 25th anniversary? Can't tell But Hall of Fame auto for the Jets on that old-school logo there Winnipeg that's going out to Scott and one last hit in this break Thanks everybody for getting in and then we do have a randomizer to do It is Dylan Dube 142 at 249 for the flames That's Joey So let's take all The names who bought in at least once Yeah, that's kind of confusing. Yeah, no problem Ryan. I mean, you know, I have a lot of help Joe's always staying Staying active in the chat that helps And yeah, thanks everybody, you know keeping us busy. I never would have thought You know last year at this time that we would have to you know be streaming for almost 12 hours a night But hey, you know keeping us busy. We had to close our shop. So The online has never been busier so so people who get four teams get a couple entries All right, so we got one Anthony one Joe to Joey's One mark one Michael to Scott's one Steven to Steve's And one Wade. Oh, there you go The Hall of Fame 1975 25th anniversary, so it's only players who were Inducted then no he kind of I Don't know Name on top wins a free O.P.G. Platinum 1920 hockey box hobby after 11 times one two three four five six seven eight eleven times nine ten 11th and final Joe Clinton. There you go. Congrats. Thanks for getting in congrats all the winners more cup hockey 2021 or last for a little bit Thanks everybody


Britain Health Minister Matt Hancock said UK will buy 60 million more doses of Pfizer BioNTech COVID-19 vaccine in a deal that more than doubles the country's supply of the shot ahead of a booster program later this year. Britain has now ordered a total of 100 million doses of the Pfizer vaccine, which is one of three COVID-19 shots being rolled out in the country at the moment. We are supporting India with what we can. We don't have any excess doses of vaccine in the UK at the moment, but what we have done is by providing the Oxford AstraZeneca vaccine at cost and working with the Serum Institute of India they are making and producing more doses of vaccine than any other single organisation and obviously that means that they can provide vaccine to people in India at cost with the investment that we put in here to get that vaccine up and running so fast.


Okay, hello everyone, welcome to this course, Engineering Statistics. We are in the digital era now, where lots of data is getting generated and logged. And if you want to make inference from this data, we need to have a good understanding of how to deal with this data, and statistics provides those useful tools. For example, if you have a lot of information or data collected about weather behavior from the first few years, how to use their data to make a weather prediction about future. And that is where statistics will play a role, and in this course we are going to understand what are the sound methods to use statistics. In fact, in the emerging field of artificial and machine learning, sound understanding of statistical methods is very important to have a good idea of how the algorithms are built in artificial intelligence and machine learning methods. Okay, now about this course. In this course, we will start with revising basic probability and basic distributions. Then we build on that by studying various other distributions like gamma distributions, beta distributions, chi-square distributions, and see how these distributions can be thought of parameterized distributions. And we will study something called exponential family of distributions where all this majority of the distributions we will be interested in can be put together in a compact format. Once we have this understanding of the basic distributions, we will talk about how to generate data from a given distributions. In this we will talk about various methods like direct method, indirect method to generate data. After we know how to generate data, we will switch gaze and try to see that if we are already given data, how to infer that this data is going to come from certain distributions or how to extract information from the distributions. So here the information extraction, we will map it to parameter estimations and how to estimate this parameter using our data efficiently, we are going to study in under variance principle called the sufficiency principle and the likelihood principle. Under sufficiency principle we will study about various statistics and the minimal sufficient statistics or sufficient statistics and the minimal sufficient statistics. And in likelihood function, we will study about how to use it to generate maximum likelihood estimators. Maximum likelihood estimator is one example of point estimators, we will also talk about other point estimators like method of moments and Bayesian methods as well. Then suppose you are given a bunch of data samples and you have to decide whether the data is coming from a particular distribution and you have been, there has been claims that this data is going to come from certain distribution, how to accept or reject that claim. For this, we are going to study hypothesis testing and we will understand various properties of hypothesis testing and how to understand how good our test is. To understand how good our test is, we will construct p values and based on that we will develop test like t test, student t test and f test. So in hypothesis testing and when we apply some tests, maybe we will be using some knowledge of the distributions which are parameterized. To overcome this, we will talk about other methods like non-parameterized methods and in the non-parametric method, we will look into methods like Chi square test, Kolmogorovs Mirnov test and Nilifor test. In this course, we will also talk about basic programming language like Python and see how various libraries of Python related to statistics can be used to understand data and easily analyze them to make some inferences. And I hope this course will be useful to you and at the end of this course, I am sure like you will get information about how to understand data, how to use the statistical tools in a sound manner so that whatever inference we are going to make, there is a sound reason and logic behind it. Thank you all and again I welcome all of you to this course.


Good evening, everyone. Thank you very, very much for honoring our invitation. Thank you for joining us for this event, which we have tagged furthering Black women in higher education and careers. My name is Dr. Amelia Unyema. I'm the Pro-Direct on Learning and Teaching here at SOAS. And this event is part of our Black History Month events. And I'm in charge of learning and teaching portfolio and section at SOAS. And I'm very pleased to welcome you to this event. This particular event, what we plan to do is, with the help of these three amazing, awesome Black women that we have on the panel to explore how we, from our own personal experience or experiences, navigate the workplace and education while retaining our authenticity as Black women in the UK. And we will take this opportunity to honor Black women who have been pioneers in this space in helping to break down barriers and explore going forward the future, how we can support the future generation. And so I've been asked to say to those of you who are social media savvy to please use hashtag at SOAS or at SOAS alumni or at We are SOAS and to tweet and do all the other wonderful things you do with social media about this event. And so I'd like to introduce my panelists this evening. And before I introduce them, I'm just going to sort of quickly tell us what the structure of the evening would be. We're going to have about 25, 30 minutes of discussions.  I'm going to throw some questions at our panelists and they would speak from their own experience and their own views. Follow you in which we will come to answer questions. So please, if you do have questions, just go ahead, post all of that in the chat for the benefit of everybody attending. We'll try and deal with some of those questions and we're hoping that we would, it will be a little bit controversial because, you know, if it is not very controversial, it's usually not very exciting. So ask very serious and important questions. We'll try to deal with that. So the details for CVs and bios of our speakers, we placed those, their web links on the chat so that you can click through and you can then read up a little bit more about our speakers. So I'm going to just give one or two sentences about each of the awesome ladies in front of me. So I'm going to start with Zainab Bedawi, you all know her. Zainab is a Sudanese-British international broadcast journalist. Her connection with SOAS, every one of these ladies went to school in SOAS so we're very, very proud of each and every one of them. So Zainab obtained her master's degree in Middle East History and Anthropology at SOAS and she is the chair of the Royal Africa Society. Then we have Lavenia Stener who is a historian, writer and she recently graduated from SOAS with a BA in African Studies and Development Studies. I'm sure you've all been hearing about her lately and she is the founder and CEO of the Black Curriculum. I saw her on TV the other day and I was like, I think I've seen this face before so I think I'm correct. Yes, she was in SOAS and of course we have Busisiwe Day who is a lecturer at the Department of Jurisprudence at the University of Pretoria in South Africa. Anybody who's been following our stories and what's been happening in SOAS knows that we're getting stronger connections with South Africa and a director who starts in January, we've basically poached him from South Africa so it's just a simple joy to have Busisiwe Day on the panel with us. But that's not all. She is also a commissioner for the Commission for Gender Equality in Southern Africa and of course remember I said every one of them went to SOAS so she got her MA in Gender and Law from SOAS and I teach in the law school so there's some connection there but I heard her speak and I was completely blown away and I said to Stephanie we must get Busisiwe to come in and do some to speak for us. So that's the panel we have so ladies can I just give you one word each if you want to say a sentence to welcome our participants and our guests and then I'll start firing the questions at you. Shall we start with Sena? Well hello everybody, thank you very much Amelia, hello Busisiwe and LaVinnia and it's great to be with you all and sharing this event and somebody who as you say did my master's degree at SOAS, I'm always happy to be with the SOAS community and beyond and I'm already looking at some of the messages we're getting here. Why do we only celebrate African history in the month of October? Totally with you whoever asked that. I mean we should just be part of the mainstream absolutely. Thank you so very much Sena. Busisiwe. Thank you everyone, thank you very much. It's great to be included in events from SOAS, it was a wonderful experience and I'm hoping to contribute to the conversation and hopefully we will leave, all of us will leave all enriched with the conversation and the panelists that we have here today. Great, thank you so very much LaVinnia. You are still, you're not, yeah. It's okay, we have to have that, you know it's normal these days, please go on. Honestly, hi Amelia, I'm Busisiwe and Zainab and hi everybody. I didn't expect to be back so soon but it's really nice to be back and just yeah, just really excited for this conversation to learn so yeah, hi. Great and so to our participants that's a nice way of just checking that our mics and videos are all working and you can hear us very clearly. So thank you very much ladies. So I'm going to start with my first question and I would ask LaVinnia to please start kick us off and so the question I want to ask is indeed just a few words, if you tell us a little bit about yourself and your academic journey and what it's been like for you as a Black woman in the UK. Okay, so my name is LaVinnia Stenna, I'm 23 and I just graduated from SOAS, studying development in African Studies and currently my work is the Black Curriculum so I've been found, yeah I've been running it for the last two years and within that we're teaching young people Black histories in the UK because at the moment in schools Black history is not a part of the national curriculum and young people are missing out on an essential part of British history right? So we're providing that information. My academic journey didn't start with SOAS, it started whilst I was in college so I went to South Thames College which is in Merton for two years and within that I chose A levels that were really kind of arts focused because my passion has always been in like drama and art and I think kind of going into that environment was really good for me because it was yet enriched me with like wider knowledge that I think studying law and the humanities just don't always kind of provide but obviously that's not kind of, well yeah arguably, but that was something that was contested when I was actually in uni and I started to actually go to lecture so I was going to like LSE, UCL to actually kind of learn about just different subjects around women, around poverty and I think it was there that sparked my interest in the theme of decolonisation. That was my first kind of entrance point into that kind of debates and like education and I felt that there was a strong part you know to play within what we learn as young people but also the truth so that kind of inspired me to go to South, study African studies and throughout the academic journey I think what's been important to me is finding out, finding through yeah finding through all my kind of colleagues and also teachers, the ability to express a lot of empathy and emotion because coming back to those arts the reason that I really like the arts is because it allows you to kind of have a wider discussion you can bring in yourself and I think yeah just kind of being with lecturers such as Ida and Kojo and Chega over the years there was a lot of I guess room for me to really express my identity in connection to African studies so I think like that that part of empathy is really important to play and it's yeah it's helped me in my academic career to kind of bring in that creative side I think for so long was just separated it's like you have your arts and you have your humanities and they don't come together but it's all one great thank you very much so this is your work what is it like being what's it been like for you as well your academic journey well my academic journey has been quite interesting because it was the result of my inability to integrate my career path which was law and to settle within that space with comfort and a lot of my interactions with black academia and interacting with academics who are black actually was solidified at SOAS I always say to people it's actually hilarious that a lot of my work as a black feminist scholar really was cemented through engaging with SOAS because you know within the South African context they had been relatively very little change in terms of how the curriculum is structured and I found that I had more space to broaden my horizon as it were within the legal space as a black academic and so it's been a very I would say antagonistic experience because even within the legal field it's still structured in a way that assumes that the types of professionals that will be types of professions that would be interviewing the legal field are predominantly white in terms of the practices in terms of how the field is structured the traditions and the practices so it has been coming back and bringing all that knowledge and bringing all that activist work a lot of my protest work carried on into SOAS as well Roads must fall transitioning to Roads must fall in at SOAS and through you know the UK chapter of Roads must fall so it's been sort of like straddling and having a quote unquote failed legal career and moving into activism and activist spaces and developing and finally accepting that I belong in academia as well so it's it's being now in in the institution itself it's been interesting to find ways of creating the space that I didn't have in academia that I didn't think was possible and how it's sort of you know sort of you know came full circle and I became and I have become invested in creating the spaces that I didn't have whilst I was a student whilst I was a profession so it's been sort of a bit of sweet sort of transition and experience in that developing a career that you know sees and gives voice to Black women academics as well. Wow thank you so very much I was wondering how many more sentences before I hear the word protest if not I would start doubting new people's heritage SOAS heritage Zena. Thank you very much Amelia lovely to listen to both of you LaVinia and Amelia LaVinia I won't be saying my age as you did at the beginning you can only do that when you've got a two in front of your age and Mr Siwa I'm a little bit like you you say you you know failed legal career I mean I have a failed medical career I always wanted to be a doctor many many doctors in my family and I always thought until about the age of 16 that I would go into medicine and then I found there was a bit of an obstacle in that I couldn't really stand the sight of blood which was you know a bit of a disadvantage let's put it that way so yeah I went to school here in London and then I did my first degree at Oxford University I studied philosophy politics and economics and then I did my master's degree in history and anthropology at SOAS so when we're talking about women in academia you know when I was at Oxford there were less than five you know fewer than five of the students were female where it starts so one in four and a half or so were women women of colour tiny amount black women like me even smaller um women academics very few in the university as a whole black women academics non-existent so things have got better for women in academia I went to an all women's college at Oxford because that was my age you know the colleges were all um you know female or male I think a couple have gone mixed the year I'd gone up but what was good for me going to an all women's college was at least we were surrounded by women in positions of power academics the principal was a woman and so that actually was fairly empowering for me so not black women but at least women in academia was something that resonated with me because of my college at Oxford and then also you could describe female education as my family business back in the Sudan because my great grandfather was the pioneer of girls education in the Sudan so I grew up with aunts um you know great aunts who would be in their 80s now and they have PhDs from western universities you know women in my family who would be well over a hundred now who were totally literate could read and write and imagine you know this is at a time at the turn of the last century when the vast majority of women were illiterate so when it comes to women in academia or women in education for me it's you know something which is almost second nature and I think that's always informed what I have done so although I chose a career in broadcasting and in news and current affairs I would say that the work that I have found the most satisfying is the work in education that I've done in the media particularly this history of Africa series about which I will tell you more very good very on great thank you and it's always nice when you have an academic event to throw some data out there I know that we already shared some data on the twitter feed and on the website but it's um there's an exhibition of black female professors in UK university and it's about the showcase 35 female black female professors in UK universities high education institutions and I'm really very proud of the fact that I can actually say that so as can lay claim to three and that is huge if you if you recognize that we have over 100 universities in the UK and we have only 35 black female professors and the school of law that I belong to we can lay claim to two Farida Banda and Diamond Ashi Agbo who's left us and then school of finance and management they have Kemi Yakini it's amazing work um maybe we just don't sing or showcase what the contributions that so is is making in in this in this field but for me personally one of the best student feedbacks that I have ever read must have been from a black female student of mine who said that uh she was she felt so proud being a black woman because she was being talked by another black woman that it's just been you know you get some of those feedback and you're like wow okay I didn't really realize uh that how impactful this can be and that's what you've said to us in the idea that you had uh women that you could look up to it's not the other women in your life were also strong and powerful and successful in their own right as women and I think that is massively important and that's one of the things we want to achieve as well going forward to showcase that there are lots of very powerful very successful black women um out there and so Xena how has this journey impacted your work and career you started talking a little bit about that so we just carry on with that and then I'll come back to the CC way and live in which journey is that Amelia so your academic journey so so so you know your experiences at Sawas uh at at Oxford and your person being a black woman the influence of your aunties greater than all of that yeah so um so I've always thought of women and of course black women as belonging in the academic world be it in schools be it in universities but also you know in in professional life so I suppose you know from the minute from the get go it kind of gave me a certain confidence and that it's only now that I look back on it that I see actually um you know I probably I can't even remember another black woman at Oxford as an undergraduate to be perfectly honest with you there was some brits of Asian origin there were mixed race but well one mixed race woman I can think of but it didn't it didn't make me feel oh you know that I was disadvantaged I think because I had grown up in this kind of milieu so that makes me think that role models are very very very important and so the absence of um black women academics I think it is a problem and it is something that we all need to do something about um one way or another and I I know that we're going to discuss you know perhaps uh positive ways that we can bring this about but I think um you know I would have liked to have gone into academia perhaps you know I only did a master's degree I don't have a phd like you so I couldn't go into academia it's too too late for me now to try and embark on a phd I phd I'd be 106 by the time I finished it but um I I think that that's that's kind of tradition of education is something that stayed with me for my whole career and I was never really interested in the um you know light entertainment part of broadcast journalism or you know it was always the more educative informative side that's really you know motivated me great what's the same question so you know the impact of your academic journey on on your own on your career um sorry I'm taking notes as I wanted to you know um you know echo some the sentiments um Zaynab has just you know articulated so well but I think that oftentimes I have to take a step back and I have to re uh or question you know the over emphasis on you know representation and you know having people who look like us which is very important occupy you know traditionally white institutions my university that I currently um teach was um created to teach white males particularly white off-economy so it is an institution that was is structured to you know specifically exclude people like me and it's very important then that we address the institutional practices and traditions that are that exist within all these institutions that often embed and cement exclusion I found that with a lot and and I keep on bringing it back to my context is that and and is that a lot of my students who are coming into university this is the first time that they have met a black queer woman who is a lecturer for instance and for them if you can see it when I enter into class I do dress a bit sort of like not my age so the first time I'm often mistaken for one of them and you know last year I had bleached hair so it was a really a very um new experience for them that a lot of them would come to my office tentatively fearful I had to encourage them to actually you know come for consultation and ask me questions there's so the point that I'm trying to make is that often these institutions we might see our presence as progressive but we don't understand that these institutions themselves are built on the premise of our exclusion and so it has been important for me to have that in mind whilst also you know actively being part of my students experience and ensuring that even the curricula and the readings that I prescribe speak to their own experiences this is the first time that they're speaking about gender based violence they're speaking about their own positions and interactions with the law from a very personal space and I use the personal as a very important space of knowledge for particularly for my black woman I'm students and so I think that it is about understanding the institutional aspect of these practices and how they create an environment of marginalization and exclusion although it's important for me to be present physically but I think it's also important the undoing of the institutionalized ways in which you know a lot of my students are excluded you know a simple example is moving between you know I speak four languages so I move between four indigenous languages and English and for a time that was a sort of very confusing space for a lot of my white students because they felt excluded and to use that as a moment of education and say well this is because this whole institution is structured towards ensuring that you feel part of this institution and so it's been sort of trying to navigate the institutional and understanding the broader institutional forms of exclusion that are beyond the individual but also understanding my own purpose and presence as part of creating an institution that is exclusive and two particularly black women and having them understand that this is them this is their space as well. That's really very interesting. Lavigne. Thanks I think just yeah just really to capitalize on what was said before I think there's a lot of foresight and it's a good kind of foresight when you know that there is a black woman who's going to be your teacher, your lecturer, your your mentor because there is that understanding that you know you're going to be supported on your journey and empowered. I think it's just a given it's just a fact for me but then I'm also really careful about that foresight because within that as I see where mentioned you do have these institutional factors which you know the premise of them it favors only a few and so sometimes when you're entering into these environments there's this perception of like well if I'm here no one else can be here and sometimes it's you know it's really understanding the class background understanding the perception of that black woman as well because I think it's just not a case of just representation on the lens of kind of like just skin color. I think it has to be deeper than that but then having said that as well I do think that there is a particular foresight yeah that is also grounded in also recognizing that they are overworked there's a lot of work there's a lot of expectations and so sometimes even if I'm coming in to feel empowered and kind of to make that connection I also have to recognize that they're here to work right and there's a duty there too so it's just understanding the boundaries which sometimes is not always clear but for the most part I do feel a lot I still feel a lot more empowered when I'm around black women inside of the academy whether it's work or having a mentor and it just gives me the opportunity to build so yeah it's a good thing. Great this is really helpful so so can I ask all the panelists to please also keep an eye on the chat because lots of questions and comments and you're already picking up on some of the possible answers to some of the comments so I'm going to stick with Levenia and as we move on to the to the next question and which is again looking to the future so so because we're going to go to the question and for now I'm just going to ask you just one thing what do you think would be one action that you think will help further the careers of black women whether in academia or in other careers just one one practical thing that action that you think we can do? I think within yeah I think within wider society there's a recognition that when black women work you know there are clear results you know we know what we're doing um we're very kind of focused on the goal and we also include the community in that process so I think there's an awareness that the work that we do is transformative it you know it's intergenerational so there's a lot within that but what I don't see a lot of the time is support between women so for example like white women support and black women amplifying the work that they do um finding out how to support each other I feel like there could be a lot more um upliftment of uplifting and between each other and and raising awareness because at the end of the day like um you know it is it is kind of a rat race but um we are better and stronger together um so I would like to see much more women kind of like intentionally amplify you know other women in their spaces and kind of um you know even if it has nothing to do with your own work just recognize like what it takes to get there do you know I mean because we've all been through it so yeah I think that's that's actually quite powerful this whole idea of women first before we then begin to think okay yeah I'm a white woman or I'm a black woman or I'm a green woman or whatever color the person is and so I I work in international arbitration and one of the things we there's a lot of work being done on diversity and moving the you know moving um the the barriers of removing them so that initially started with more women can get involved then after a while you sort of pause and you look at who the women are and it's all white women and it's like okay hang on some of us are in those spaces as well where black women where is that generic women so I think I very much agree with that so so support women you know whether white black in that same space we do need to recognize that great what's this away um I'm going to perhaps this is one of the moments that um that will be controversial but um I know you know there is a sense of not wanting to create or recreate segregated spaces but I you know that's been a question that occupies or has been in my mind as a fresh academic um and somebody who wants to create a career that is you know goes you know decades into the future and you know really you know creating spaces that are centered around black women only and it's it's it's it and it's very important because as Lavinia has said I find you know depths of inspiration um and and and I find myself um you know uh supported within spaces where um I am able to talk to black women both above and below me you know in terms of generationally in the career in the academic career space and I think that we should lean into this idea of creating spaces that where we can you know have these conversations between us and support us um and be intentional about you know creating spaces that are only for black women and I think institutions should be clear that in supporting these black only spaces it's not premised on exclusion but really fostering an environment where black women are do feel safe do feel that they have these networks and resources that they can draw from I think the the biggest difficulty for me has been creating a network of support um where you know I have people who understand my experiences who understand what I mean when I say that um I am experiencing racial microaggressions and you know the institutionalized racism um the nature of it is not explicit um but it isn't the ways in which expectations about management of admin and work um are are you know we are measured at a higher level in terms of the the productivity and the work that we produce without consideration of the intersectional issues and backgrounds that we have I do not have come from a family that is academically inclined my mother was a nurse and she is one of the first people to have a tertiary education in our family my dad was a taxi driver and so I don't have the experience of you know academia and it for me I have had to draw the support and from networks that exist you know you know across the continent of South Africa of Africa across South Africa even in other universities you know globally as well from other black women academics who have taken on the role of supporting me and so I do think that we should lean into the the the idea that perhaps you know um empowered segregation is where we need to begin in order to create you know spaces where women black women feel confident enough to say I am creating a career in academia and where I struggle I can seek out what to see with to actually help me understand how I can navigate you know balancing the admin portion of my career versus my passions and my phd proposal how do I navigate finding a supervisor for instance that is in line with my work and my values and what I'm passionate about sort of the small things to the larger things and how you can manage a career are very important and I think that part of that is developing strong networks of support and asking for help and saying how do I publish how do I write an abstract that will be um um um accepted you know from the simple small things that seem sort of you know as a matter of course to people who have you know existed traditionally within the space to people who are the first generations like myself who I can't go to my father or my mother to ask these questions or even ask for support I do think that perhaps a practical step is empowered segregation it's a very clumsy way of formulating it but empowered segregation when we develop these networks with the intention of fostering young academic minds and young black women who see academia as a potential space that they can create and foster change and and have impactful contributions in in their fields of study great thank you so very much and if it's just to say that there is such a group um within the UK it's a new group that has just been formed on to help with aspiring female academics inspiring female academics and all of that and one of the super women in sewers uh kemi yakemi one of our female black professors she she's leading uh one of the leaders of that network i'm going to quickly go to to zenab so we can get have one bang tape and then we would move on to q&a zenab please i yeah i agree with with everything that's been said um you know lavinia you said women and men i mean i think that what we need to do is to see where um black women um suffer um problem discrimination problems have disadvantages as a result of their gender something they share with white women and asian women you know where it's gender specific and that might be um you know not enough black women are promoted in stem subjects or computer science for whatever which is something that affects all women and then where it's more specific to their race and then they're no different from black male academics so i think in order to solve the problem you've got to really decouple where black women academics suffer as a result of their gender or as a result of their race and then deal with that appropriately and it may mean that at times they have to ally themselves with white women and at other times they'll have to ally themselves with black men because it's you know it's a function of race i think the idea of networks that british seaweed mentioned is very very important and i think just not only within country but across countries um i plug here shamelessly i just made you know 21 hour programs about the history of africa um traveling 32 african countries over a period of six years i spoke to dozens and dozens and dozens of african academics because this is african history told by africans themselves and amongst them i always sought out women academics and i have to say that some of the finest minds are these african female academics they are there it's just they are denied the international public space and i think that we ought to have networks that transcend countries and you know if you've got nothing better to do all of you out there go on to the bbc africa youtube channel um you know 15 episodes are on this sunday the next five will be going on and you'll see two of the finest women experts on the transatlantic slave trade as it happened you know talking so i think that you know they're out there and the third thing i would say about um women academics and empowering them is you know it what they suffer in academia is not different from the discrimination they suffer in other sectors be it you know in finance be it in the city there's nothing peculiar about black women in academia um you know they suffer discrimination across many many sectors but where it is different in academia i think not just for black women but also black men is the nature of the curriculum and that's something that levinia will talk about i'm sure but the curriculum is largely designed by um you know non-african non-asian and it does reflect a particular view of the world and so that's an additional challenge that black women in academia have got to confront which is you know we've heard about it decolonizing our curriculum and you know the black lives matter conversation has opened up the space as never before to talk about you know who is in the driving seat of how we see the world whose story are we are we telling and i think that when it comes to history in levinia i'm sure you know you'll speak about this african history has been denigrated written by outsiders or they've been told we've been told we don't have any which isn't you know none of this is true and so i think there is a challenge uh culturally for women in academia regardless of what their discipline is to try to shift this juggernaut so i would say form the networks in country within your universities or regionally or whatever but also across continents ladies you've been amazing thank you so very much the the spread of what we've had to discuss this evening so there's lots of questions i'm going to give you 30 seconds to scan through the chart select one question that you're going to deal with and while our panelists are dealing with that i want to just let our attendees know that on the chat we've posted the link to the bbc program that zina just talked about thank you thank you yeah i mean honestly it's yeah 20 on sunday the last five go on because they talk about the transatlantic slave trade you know the scramble for africa and so on but there's more to african history than just the transatlantic slave trade much much more and i know it's passionate it's an obsession of mine but you know it's anyway what part of what makes us special and you've all spoken to that this whole idea that what we do we're passionate about we believe in what we do and we bring all of ourselves into what we do which is what what helps us excel um should i come back to levinia so one question from the chart that you want to answer and then i will go to busasewe and come back to zina and then we will wrap up i do apologize if we don't pick your question but people are allowed to do two questions if they want go on levinia i'm just going to choose one um so the one that i've chosen is um can you speak about your experience in new zealand as a black woman and how it influence my academic pursuits and eventually the creation of the black curriculum so um in short um traveling to new zealand um as a black woman was um really interesting i've always kind of been interested in in kind of traveling and i think in in in doing so you definitely see um how uh i guess the the luxury of being able to travel um so that paired with like associations of like status when you have like a british passport and then also being black and how that's kind of met when you go to different countries is really interesting so when i was in new zealand it was um i think initially i didn't kind of perceive like um there was i guess there's a perception of me as like um like a rich kind of west and are coming in but i felt very um i guess embraced by a lot of marys who understood um a lot of like black feminist work and so i think from through their perspective it allowed me to kind of connect on that level instead of coming in as like someone who's going to travel and see and like do all this tourist stuff um so in kind of building those connections it was really powerful i really credit all my i guess inspiration for the black curriculum um to the women lecturers that were teaching me i was literally in like all okay apart from one of my lectures but most of them were were run by women um and a lot of them had this i guess like importance of stress of stressing in every class that um you know women are the carriers of culture and it's really um i guess down to us to make sure that uh we are kind of shaping the future for our you know our next generations and things like that so i think because it's part of like their education i was involved in kind of i guess downloading a lot of the importance of um giving yeah just nurturing i guess and i think with that it definitely inspired me to make sure that with all of the information around our teaching and um empowering empowering women to kind of be at the center of these discussions i came back to the uk to actually build with other black women who were really interested in building a black curriculum so that's how it started it started at sawas i met with um befany and lisa who were two women that were just interested in building a black curriculum and we sat down in sawas and we were just like like this is you know this is the next steps and we've done it so i think just kind of just being in that environment and soaking it all up really gave me the motivation and i guess the insight um and i think back now i didn't probably realize it then but kind of thinking back to to the practice of what we was trying to do it is it really is about kind of connecting and like you know um facilitating discussions as women to kind of bring out into the world so that's like what you know happened behind the scenes with the black curriculum um but yeah i think more importantly it is about kind of just articulating our stories and i think even with the teaching of black history it is about centering black black women's experiences as well um because it's it's heavily it's been written by white men um and even with black history as well like there's yeah there's such a such a deep place for us to kind of like break down more more narratives so yeah that's how it's influenced the black curriculum great thank you so very much was this a way which question have you chosen to answer i think i'm going to take the question from melissa let me just find it quickly um but it is about um uh though i think your concept of empowered segregation though i may not agree with the name is a concept that i can get on board with as a young afro caribbean academic i struggle with ways that i can appropriately empower my black female students without modular marginalizing other student students is there any advice that you or anyone can share here i think that part of the practice that i have begun instituting in my classrooms well when we had classrooms was looking for uh particularly you know uh articles and works that center the black experience with colonialism and apartheid and that was something that was lacking i also teach first year so it was a struggle to find works that were at their level of comprehension but were able to present the concept so this year i prescribed boogie what yongos um you know a language in african literature and although it's not you know um in related to the legal space but it was an interesting way to explore the concept of language as a device or language as a device of exclusion and my black students who come from all over the country who speak multiple languages um were able to latch onto that piece and relate um to um what yongos um um you know writings and really you know bring them to their legal work as you know future legal scholars um another art you know chapter that i prescribed was um not really a chapter but examining marikana as uh uh you know protest action and the historical development of the regulation of black bodies i mean you know my students i found that my students are able to really take in these big concepts that i thought were insurmountable before if you relate them to experiences um that are rooted in in sort of like their own black experiences and yes it does often create a sense that other students are excluded but i think how we also look and understand what exclusion means often it means not centering whiteness and i've all i've also had to take on the work and it is emotional work it is taxing to have my white students understand that just because this you know the curricula and how i've set up the syllabus does not center your experience doesn't mean that you're being excluded it's an opportunity for you to enter and and understand experiences of you know a population that you have been taught um is not important i go into examining the geography of South Africa and how the law has been sort of like a very fundamental part of constructing the spaces that we live in and you know my students have surprised me because they completely understand it of course they understand it um um it's because of how you change the the work it is a struggle to find work that is you know understandable at day level but if you do the work and if you make sure that you're just willing to take them through the steps of understanding that their experiences the personal is a space of knowledge the personal is a space of legal inquiry um your students often amaze you and particularly my black students you know they they've really inspired me in how they they've just blossomed um and you sort of like taking on the law or taking on the law as a space that they thought was not a space that included them and their experiences so perhaps that's how I would answer that question um it's not easy it's exhausting but you know you just have to change you know how you understand who is the subject of knowledge and who is able to produce knowledge and affirm that constantly that their personal experiences are spaces of knowledge that you know this university is not a space that is outside of them but is a space through which they can interpret the experience through their own you know interactions with the academic space as well great thank you if I if I just keep keep listening to you I will come I will move over to South Africa and take your course thank you so so Zina which question do you want to answer we have less than uh yeah I won't be long I mean I've looked at all of them and I think there's a kind of you know a current running through all the questions so I really just perhaps try to unite them in a theme and you know people asking about what do they do if they don't have a mentor you know how do they try to overcome barriers and so on that look you know I'm a great pan-Africanist you know and we are all sitting here we're listening to Bissisiway in South Africa how inspiring is she Lavinia of a British Caribbean background me born in northeast Sudan you Amelia and so on that I'm from Nigeria Nigeria there you go I used to be able to say I was born in the Sudan the biggest country in Africa you know now we've gone down to number three what can we do with what I would say is you know if you feel isolated or you feel that you know you're in Amelia where you're the only voice you know black woman because as we know as you said what 700 700 black women academics in the UK professors it's a big world out there look you know it's we're having a global conversation now and I would say that you know nurture foster international links you know as I said I was blown away by these black women academics I encountered in Africa and you know at the click of a button now you can find people you know women who will inspire you who will share their stories with you so I would just say to all of you who are asking questions you know go out there internet means that you can connect with people all over you know whether they're in the Caribbean whether they're in Africa or in the United States if you're a black woman you're part of a big black diaspora family and also with those on the continent seek those out and also share knowledge about you know the kind of topics that you're dealing with particularly if you're working in the you know in the social sciences and so on that you know the kind of stuff that Lavigne was talking about the curriculum what you know so black women unite across continents to assert yourselves on the social political cultural agendas of whichever country you're in thank you so very much and I would say without fear with all confidence you're entitled to be in any space and and you can own that space and there is absolutely nothing to be afraid of and that's the Nigerian in me speaking which is which is you know which is great and so it's left for me to say a huge thank you thank you to my wonderful wonderful wonderful panelists thank you to all the attendees thank you for honoring us with your presence with your questions please if you have any comments just email us at events at sewers.ac.uk we look forward to welcoming you back to another event thank you and have a lovely lovely evening and watch the history of Africa watch the history of Africa please thank you thank you thank you thank you bye ladies thank you thank you


Pouring in as soon as the horrible reports began Shaquille O'Neal who was a teammate of Kobe's tweeted There's no words to express the pain I'm going through with the tragedy of losing my niece Gigi and my brother Kobe Bryant I love you and you will be missed my condolences go out to the Bryant family and the families of the other passengers on board I'm sick right now Pau Gasol also played with Kobe. He wrote beyond devastated my big brother. I can't I just can't believe it NBA legend cream Abdul Jabbar said most people will remember Kobe is the Magnificent athlete who inspired a whole generation of basketball players But I will always remember him as a man who was much more than an athlete and another Lakers great magic Johnson tweeted as I try to Write this post my mind is racing I'm in disbelief and have been crying all morning over this devastating news that Kobe and his young daughter Gigi have passed away in a Helicopter crash cookie, and I are heartbroken reaction is also happening on the court as well Well afternoon games around the league tipped off shortly after the news started coming out the Raptors and Spurs started their game earlier By each taking 24 second violations in honor of number 24 a win Kobe Bryant announced his retirement in 2016 he posted this quote on the home page of his website to quote No hero is perfect, and no villain is completely void of heroic intentions We all live as both what sets the great ones apart is how they use their inner villain to create something epic It's living as a hero villain the hero villain channels fear rejection anger and doubt and turns them into strength courage power and determination Kobe Bryant channeled every possible skill both mental and physical during his incredible basketball career It started at Lower Marion High School


Joseph, uh, you wearing your jammies? Perfect. I have to stop uploading. I have to stop uploading For three days. Just three days. Sorry to scare you. No, just three days. Don't worry We'll be back on Sunday. The family and eight other families are going camping in the mountains with no internet No cell service and it's basically an hour drive one way to get to internet and I'm not gonna do that So I'm not gonna spend two hours a day driving to upload. This happens every June I'm sorry. There's no way to get around it last year I really wrestled with the idea of driving an hour one way to upload for you every single day But it's just not worth it. So don't worry though. I'll be filming Friday I'll be filming Thursday Friday and Saturday and then basically Sunday night I will upload Friday and then Monday anyway, I'll play catch-up. Don't worry I do this every year the last two years I should say and that's a situation in case you wonder in over the next three days where I'm at There's just literally no way if you can invent a way to upload with no internet. Let me know. Let me know All right, finishing up the workday Families at the library Things are good. Things are oh there. Well, I'll explain that later Beginning to pack up the car. That's a good thing. That's a great thing camping. It takes effort It takes effort.   So starting tonight and I'm very appreciative of the opportunity to discern to discern and I literally Over the last like 18 hours, maybe well, no, no 24 hours I've been discerning do we take two cars on this camping trip because we always take one car But with the addition of Michael in the middle seat like things are real real real tight in the CRV. So oh Yeah, okay, and this is how the car looked last year when we packed for camping if you are inexperienced with Camping with little ones cannot forget the dump trucks. I'm just talking to the camera here. Oh, yeah Cannot forget the dump trucks, but what about the Strider? And so basically there's just not enough room. There's just not enough room So I discerned that to give us the most peace and the light the least amount of anxiety Even though we won't be able to drive up together I'll be in the little the little Corolla, but even so even despite that like it will be so much more peaceful and not as tiring and Basically not as tiring for the Papa to pack everything in and I'm just I feel like I made a good decision Oh, yeah PS as I was packing my car tonight Found this guy. I thought I had lost the case, but no remember remember what I said It just keeps coming back keeps coming back


One of the students abducted by bandits from Greenfield University in Kaduna has been released. The mother of the released student, Loretta Atahirou confirmed this. Some parents said the student was released after negotiation between the parents and the bandits where ransom was paid before the release. Mrs Loretta however refused to comment on how her son was released. Click the notification button so you get notified about fresh news updates.


and we're not really interested in being exclusive to one manufacturer. So while we appreciate various firearms manufacturers, long range rifle manufacturers, scopes, scope makers coming to us and saying please use our product so that all of your clients can try it out, absolutely, but we aren't interested in being exclusive to one. We want to have a great taste test, a great sampling of different products, and there are so many good ones out there.


I'm First Lieutenant Ariel Bridgers. I'm out of the 307th Chemical Company, which is in Bell, California, or LA County. And I am the recon platoon leader, as well as the full-time staff working on CRE. This specific exercise, recon, basically is pulling casualties out of the hot zone. And then in the event that any other unknown or unidentified hazard comes up, we would go out and attack that target and help with the identification of that hazard. In a hazardous area, you never really know exactly what you're going to get, especially when a disaster happens. So we have to be prepared to kind of not only do CASEVAC, but also attack these different hazards, collect samples for people, so they can send them out to a laboratory and help with that identification process. So I will say that you have to be very motivated, especially on recon. You have a lot of stuff that you have to be able to manage, be able to do. It's a lot of physical labor involved as well. I would say that our soldiers do really well. They've integrated really well. And honestly, a lot of them are having fun out here. So getting assigned this mission, I think, has really reinvigorated the unit. It's made people motivated and excited to come to drill. I'm very thankful for the opportunity to have come on this pre-mission. I would definitely say that out here, I really get to develop my leadership skills, so I'm very thankful for that.


Working on a construction site isn't for everyone. There are many risks and hazards. The work environment, the equipment, the materials, the tasks and workers, the schedules, the hours. Even company management are all potential sources of danger. It's simply the nature of the business. As the principal contractor or employer, it's your responsibility to ensure the prevention of work accidents and occupational diseases on the job site. And not just because it's the law, but also because these accidents can have a significant impact on your productivity as well as on your workers and their families. Managing occupational health and safety means implementing a prevention program, an action plan adapted to your reality. You have access to a number of existing prevention programs in every type of construction trade. Each program has its own set of action sheets. Each sheet identifies a risk that could be present on your job site. And for each risk, there are details of what preventive measures and control methods you can put in place to protect your workers. A prevention program is a great starting point. But managing occupational health and safety is a never-ending process of continuous improvement. You must continually identify, correct and control all hazards in the workplace. If you hold off on identifying the hazards until it's time to start the job, you can count on unwelcome surprises that will prevent the job from getting underway. What you need to do is identify the hazards during the planning stage. When identifying a hazard, the most important thing to do is analyze each aspect of the work to be done. The equipment and materials to be used, the tasks to be performed, the work environments, and yes, even your workers. Two good tips for identifying hazards. One, consult your register of accidents, incidents, and first aid. And two, listen to what your workers have to say. Once you've identified the workplace hazards, it's time to take action and correct the situation. Start with the hazards that can have serious and immediate consequences on your workers, such as those considered zero-tolerance. Then, correct the most frequent hazards. And finally, all other hazards. You can correct the situation by putting in place corrective measures that eliminate hazards at the source, minimize the likelihood of accidents, or lessen the severity of potential injuries. There are many solutions to choose from. You can substitute materials or equipment, implement engineering controls, increase awareness, introduce administrative controls, or provide personal protective equipment. It's often necessary to combine several solutions in order to ensure effective results. For each one that you select, it's important to first establish a timeframe and designate a person in charge before implementing the corrective measures. Once the hazards have been corrected, it's time to put the controls in place. This step helps ensure that the chosen solutions are both effective and sustainable. Because even if the chosen solution is the best one, it might not be properly understood or enforced by your workers. So it's important that you properly inform and train your workers and establish a monitoring system to ensure that the new controls are enforced. But remember, every job site is unique and workplace hazards can change and evolve as construction progresses. That's why it's important to follow the identify correct control process to ensure proper management of occupational health and safety. This will help reduce work accidents and occupational diseases and increase productivity. And that will ensure you avoid poor management that can lead to work stoppages, notices of correction, or even statements of offense from the CNSSD. Prevention is a team effort and everyone's responsibility. It never ends.