Good to see you all this afternoon. As Carlos Benson, I'm at the University of Oklahoma and today I'm really happy to present my ongoing work on the linkage between National Disasters and economic inequality. I should mention this caveat that this is very descriptive in nature the project so for those of us who are really used to looking into individual level data It's going to be a little bit different But I'm really hoping to get a lot of good feedback from you all and kind of work on this I'm also thankful to you and you wider for funding this proposal earlier on and I got some really good feedback earlier this summer as well, so the motivation behind working on this project comes from this stylized fact that forest fires are ongoing phenomenon in a lot of countries in fact, there's a study lot of studies actually indicate that fires affect an annual average of 19.8 million hectares of land globally and so At a micro level that has been an influx of studies that looks into what kind of adaptive actions Economic essence undertake to mitigate the negative effects of these natural disasters so in this study I'm mostly focusing on the incidence of forest fires and It's an interesting avenue for me to work on this because rather than looking to individual level accents I'm focused on cross-country level Measures and that's where the measure of economic inequality that Carlos mentioned which is coming from the weak database comes in really handy to look Into how are these natural disasters? Influencing different measures of economic inequality, so there's two primary objectives in the study first I'm interested in estimating the relationship between The intensity of forest fires and economic inequality. I'm able to take advantage of Variation across countries over time looking into satellite data on fire events And I'll talk a little bit about that in terms of measuring the intensity of fires I'm Exclusively using two different indicators one is the number of fire events reported in a given country during a given year The other one is the use of fire radiative power Which is essentially capturing the amount of energy that gets released in a specific fire event To major inequality, I'm focused mostly on Zini coefficient the paper Looks into other measures of economic inequality too, but for this presentation I'm mostly presenting results on Zini coefficient and then I also break down the estimates across different subsamples and hopefully that will have More policy implications as we think about what these estimates are really telling us so where I'm hoping to get more Feedback on at this point on this project is pinning down the mechanisms So I've kind of thought about you know few mechanisms that I'm implementing in this project But I'm not really finding a clear-cut analysis at that front. So we'll be good to get Feedback on that front. So let me just give you a brief preview of the results in a sense I saw that Zini index in ruler areas increases by roughly 13.72 percent and 22.02 percent for every additional unit increase in the number of fire events and The fire radiative power so to capture intensity. I'm looking into the measure of fire radiative power I also break down the sample into different groups, and I find that this effect is prominent across Upper middle-income countries and those belonging to East Asia and Pacific region in terms of the contribution To the best of my knowledge is the first article to be doing this analysis on a global scale where I'm able to Quantify the linkage between incidents of fires and economic inequality There's an influx of literature There's a rich literature looking into how natural disasters influence our economic level outcomes at the individual level and hopefully this contributes to that rich literature as I mentioned most of the references that you see in the paper are Looking into a specific natural experiment setting and kind of focus on individual level outcomes Which is different from this study where I'm looking into cross-country comparison So in terms of the data that two different sources of data I take advantage of the first one is satellite data on active fire incident locations, which is available from NASA's From database. Essentially it has information on the longitude and latitude and When the actual fire happened right so there's information on the brightness of the fire the temperature of the fire the fiery depour Did the fire happen in a given night or a daytime and I eventually aggregate these fire events at the country-year level because the Indicator that I'm interested into major economic inequality is available at the country-year level, right? And that's where world income inequality database comes in which has rich country-level information on several different indicators Namely ZIN index GDP and all other relevant indicators So in terms of the research design essentially it's a simple Specification that I'm using where I'm modeling economic inequality as a function of two different indicators of fire events One is the number of fire events to put it in a given country during the given year That's fire and then FRP is the intensity of fire, right? Essentially looking into what's the average rate of radiant heat that gets produced by a given fire and during the entire year I augment the specification with country fix effects country-year You know quadratic annual time trades as well as your fix effects in different specifications in the paper I also look into different other baseline indicators at the country level I interact them with your indicators and essentially the results that I present today are roughly similar in magnitude So I'm just focused on this baseline specification But for the paper includes other specifications as well that kind of takes advantage of using other baseline country-level information That three caveats in terms of the methodology that I want to point out one In terms of the intensity of fire events fiery to the power is something that's been proposed by a lot of You know folks working in remote sensing literature. So that's there's an influx of paper Using fiery to your power and so that's where this this paper follows the recent literature There are also some limitations also sit a bit satellite data, right? So this satellite data is kind of Looking into one by one kilometer pixel information So the center of the pixel denotes where the fire happened There might be cases where more than one fire event may have happened But maybe the satellite data doesn't capture that in a sense. I'm aggregating them all at the country-year level but that's the caveat that I want to mention here and In terms of interpreting the estimates, right? There are these cross-country differences that that we have to be mindful of so this is a little bit different from Kind of you see a lot of studies looking into administrative beta on income and all of that stuff So this is Something that I'm not really able to look into because every indicator is at the country level So I start the analysis with some basic descriptive Grubs here you can see Colonel Dern City plots on Zini index GDP per capita number of fires Faraday to power across countries of different types I break it down by high income upper middle income lower middle income and low income categories and essentially as we expect there's a massive economic inequality in countries that do not belong to high income Categories here. You can also see that number of fire events is heterogeneous across countries of different income categories Mostly you can see that on an average number of fires Tend to happen in countries that do not belong to high-income category, right? This is just the descriptive analysis, there's a lot of geographical variation in terms of the economic inequality as well as the the The stock of fire events the darker the color The higher the value of Zini index and so you can see that the blue Dots in the map are where we do not really have Information on so that's that's missing here but the point is there's a lot of geographical various and both in economic inequality as well as Fire events. This is again looking into a global map of fiery to the power. You can see that This is essentially log transform So there's some variation going on the darker the color the higher the intensity of fire events that I see from the satellite data before I kind of dive into the Kind of the fix effects specification I also collapsed data at the country level just to see what's the Correlation between these indicators as far as economic is concerned and kind of linking that with a number of fires as well As fiery to power and you can clearly see that as number of fire events There's an increase in economic inequality here So this is one of the key tables in the paper and so what's going on here is you can see I have seven different specifications. So I start with the entire data on column one and then I also kind of focus on Measles that are reported with high quality yearly level You know per capita measure a ruler and urban areas and you can clearly see that column six is where I am finding Surgical significance in that as number of fires and fiery to power increases There's a 13 and 20 point oh two percent is increase in economic inequality However, when I look into the interaction term right as the number of fires increases the The the effect on Zini index is is negative, right? So this is in some sense kind of I interpret this as some story behind creative destruction, right? So there might be a lot of different You know risk mitigating mechanisms countries adopt you can think about you know use of fire risk maps For instance Nepal and India came up with this fire a lot missing, right? So the these other additional channels that may actually play a role in kind of you know reducing economic inequality But I'm not really able to Empiricalities that are in the paper these are again the space on some other studies that have looked into this I also break this down by Income level categories between high upper middle and lower low middle income and Essentially the effect that we are finding on the previous table is being driven by countries in upper middle income Categories right and I don't really see any statistical significance in column one and column three But as you can see that there's a statistical significance consistent with the previous table in column two I also break it down by different categories of income so there's net income net or gross income gross income consumption and market income and Mostly you can see that the effect is driven by net or gross income and and consumption, right? And that's what you see in column two and column four and When I break it down by different reasons so we have to be a little bit careful with the reduction in sample size here So you can see you know column six focus on Saudis that only has 65 observations So I don't really want to make a lot out of what we see on column six But essentially what we're finding here is between column two column six and column seven Fires and fiery repower is actually having a positive effect on on Zini index And the same story behind the the relationship on the interaction Tom is consistent in in in these specific countries and I think that's where I'm kind of interested in figuring out what the channels that are leading to this heterogeneous response across countries is where I really need to be thinking about and Before I wrap up I only have a minute remaining So there are a couple of other things that I've done in the paper which is rather than focusing on the contemporaneous effect I've also looked into dynamic effect, right? So how long do these effects persist, right? And there's a lot of microlabel studies that shows that these socks may have a lasting effect And I see that these effects here last between one and five years and in terms of the mechanisms I'm also interested in finding out. Why is it that we see A change in economic inequality, right? Is it that years of schooling change significantly in response to these events? Is it that? Labor share in agriculture goes down and so when I look into those specific channels I do not see any statistical significant effect at this point So I don't really have a clear story on what's the mechanism that is actually driving these effects And so that's that's where I am essentially with this paper and so any questions or comments would be really welcome Thank you so much


Hi friends, welcome back to my channel and a very special welcome. If you're new here, my name is Jen and I'm a certified weight loss and nutrition coach and today's Monday, so it's meal prep day. I did not meal prep last week because I was traveling and I am very anxious to get back to meal prepping and I have three amazing recipes for you. We have breakfast, lunch and a sweet treat. They're packed with protein, healthy ingredients. I'm really excited for them. So if you are excited to give this video a big thumbs up, subscribe, turn your bell on because I do a meal prep every Monday and I actually upload five videos every single week. Check out the description box down below. I will link my recipe website. I will be tracking and building all of my recipes in the Trainist app. I'll tell you a little bit more about that before we start our meal prep. So I'll link that for you as well as links and discounts to my favorite things, nutrition coaching, if you'd like to get your personalized macros and calories done. That is how I lost and maintained a 140 pound weight loss and I have one-on-one coaching for questions about accountability or to talk with me directly. And my Facebook group, come join us. We'd love to have you. So let's get started on meal prep. So I've been getting a lot of questions about the Trainist app. You guys know that I've been loving it. It is a free calorie tracking app. It is a little bit newer to the market. However, they have added some amazing features over the last couple of months and they're going to continue to add really great features, check-in features, the option to find a personal trainer in your area. You can scan foods, build recipes, track your food, track your weight, customize your macros, everything in the Trainist app and it is free. When I do my meal prep, I create the recipe in the Trainist app. So I add in all of the ingredients of the recipe, designate the serving size and it's going to give me all the calories, fat, carbs and protein for the recipes and then I'm able to just track one serving in the app. It is so convenient and easy to be able to build the recipe and track all of my food directly in the Trainist app. So I'm going to show you exactly how I build recipes in the app and then I simply track it from the built recipe. The recipe is always saved in the app. So if you ever make it again, all you have to do is search for that recipe and it'll pop right back up and you can track it super easy. So I definitely recommend the Trainist app and I will put a link to it directly down below for you. You can download it with an Android phone or an iPhone. Either type of phone will work. So highly, highly recommend. I've been really, really loving the app and it's been great to be able to support a new business and you can't be a calorie tracking app. That's comprehensive for free. For breakfast this week, I'm making blueberry banana bread. I'm going to pair this with some type of protein but I'm really excited for this. I've been kind of craving banana bread and I think the blueberries are going to be a nice addition. So let me show you what you'll need. You're going to need ripe bananas, two or three medium. You need about a cup and a half of mashed banana. Salt, protein powder of your choice. I'm going to use clean simple eats, simply vanilla. I really like this for baking. I would recommend either clean simple eats or devotion for baking. I'll link them both down below for you with a discount code but we're going to need one scoop or one packet, frozen or fresh blueberries, baking soda, baking powder, vanilla extract, flour. I'm going to use the rest of my fiber gourmet flour. I did order some more. I really like this because it's 55% less calories, 50 calories, 17 grams of fiber and it also has five grams of protein per quarter cup. So it's way less points in calories than regular flour and you're getting fiber and protein. So I like to substitute this. I've baked with it time and time again. It bakes just like regular flour, just a better alternative to help get in fiber and protein. I do have a discount code for Natrition. I'll also link that for you and then you're going to need some sugar-free maple syrup. So the first thing I'm going to do is add my three bananas and mash those up and then we're going to add half of a cup of sugar-free maple syrup, half of a cup of water, two teaspoons vanilla and then stir to combine. Go ahead and add in your protein powder, one and a half cups of flour, salt, one teaspoon of baking soda and three quarters of a teaspoon of baking powder and then stir to combine. And then for your blueberries, if you're using frozen like I did, just make sure that they're thawed or again you can use fresh and we're just gently going to stir in that one cup of blueberries.  I have my oven preheating to 350 degrees and then I'm just going to add my mixture into my bread pan. Look at how pretty that swirly pattern is of our bread. We're going to go ahead and put this into the 350 degree oven for about 50 minutes or until you can insert a toothpick and it comes out clean. The blueberry banana bread is out of the oven. Doesn't this look absolutely incredible? It smells so good. It does make 12 servings, so once it's cooled, I'll slice it into servings. Most likely put it in a big gallon Ziploc bag, throw it in the fridge for the week and again I'm going to pair this with some protein for breakfast. So I'll go ahead and put points, calories, macros here on the screen for you. For my lunch this week, I'm making a chicken fajita casserole. So let me show you what you'll need. Fresh cilantro or dried cilantro, onion, one green pepper, one red pepper, one third less fat cream cheese. I'm going to use ground chicken. You can also use chicken breast, whatever your preference is. Fajita seasoning, light shredded cheese and a can of black beans. The first thing I'm going to do is chop up my bell peppers, my onions and my cilantro. So the first thing I'm going to do is brown my ground chicken. If you're using chicken breast, you'll want to dice that up and cook it through as well. Once it's browned, I'm going to go ahead and remove it to a bowl and then we'll add in our veggies. So I removed the chicken from the pan, just put it on a paper plate, set it aside. We're going to spray our pan with some nonstick cooking spray and add in our green pepper, red pepper and onion. And we're going to allow those to saute down until they're about 50% soft and then we'll add in the fajita seasoning. Now we're going to add in our fajita seasoning mix, mix that together and allow those veggies to cook for just a couple more minutes. So I went ahead and added my softened cream cheese to a bowl. I'm going to add one cup of my shredded cheese, save the other cup to top the casserole with and stir that together with the cream cheese. Look how good these veggies look. We're going to add all of those and then we're going to add in our pound of cooked ground chicken and our clink can of drained and rinsed black beans and then go ahead and stir all of that together until fully combined. Spray your nine by 13 baking dish with nonstick cooking spray, here is our chicken fajita mixture. We're going to add that to the baking dish and then spread that out nice and evenly in the bottom. And then we're going to top it with the remaining one cup of shredded cheese. Going to put this in a 350 degree oven for 30 minutes. The chicken fajita casserole is out of the oven. Doesn't this look absolutely incredible?  I did add some fresh cilantro to the top. That is optional. If you don't like cilantro, don't add it. You can also add sour cream, guacamole, whatever you would like, but I'll go ahead and put serving size points, calories, macros, here on the screen for you. For a sweet treat this week, I'm making protein brownies. Like I said in my grocery haul, I have been craving brownies, so I'm going to make a healthier version. So let me show you what you'll need. You're going to need all purpose flour, baking powder, cocoa powder, vanilla extract, light butter. You could also use coconut oil or unsweetened applesauce, whatever your preference is. Some lilies or no sugar added chocolate chips. I'm using Lakonto granulated. That's my go-to sweetener alternative. I do have a discount site-wide for Lakonto. I'll link it for you. A couple of eggs, salt, and then again I'm using clean simple eats protein. This time two packages or two scoops of chocolate brownie batter because brownie batter goes perfect to make brownies. And don't forget I'll link clean simple eats with a discount for you as well. To make the brownies is super simple. Everything's going into one bowl. So I have one cup of flour, two eggs, two thirds of cup of Lakonto granulated, third of a cup melted light butter, two tablespoons of cocoa powder, a teaspoon of baking powder, pinch of salt, our two scoops or two packets of clean simple eats brownie batter protein. And then I'm going to give that a quick mix before I fold in our lilies chocolate chips. And now I'm going to fold in 200 lilies. Mix those just lightly, basically lightly fold those in and then we'll be ready to put these in the oven. So super, super, super quick and easy. My brownie pan sprayed with non-stick cooking spray. I'm going to go ahead and add my protein brownie mixture. And then I'm just going to spread that out nice and even in the bottom of the baking dish. These look incredible and they're going into a 350 degree oven for 20 minutes. My protein brownies just came out of the oven. Oh my goodness. These also smell amazing. Look how thick and fluffy those are. You can add frosting to these. If you saw my recent grocery haul, I found some lower sugar frosting. I may add it, I may not, but I think these are going to be delicious just the way they are because they're packed with yummy gooey chocolate chips. So I'll go ahead and put serving size macros calories here on the screen for you. Thank you for joining me for this week's meal prep. Like I said, I'm really glad to be back to meal prepping. I'm truly loving the Trainist app. Again, I will link it down below for you. Very, very easy to build recipes, track your food, know your macros and calories. And like I said, they are bringing out so many new features with the personal trainer portion, the check-in portion. I'm really excited to see what's to come in 2024 from the app and it is 100% free. So that link is in the description box along with my recipe website, Nutrition Coaching. Links and discounts to my favorite things and come join our Facebook group. We'd love to have you. Happy Monday, friend. I hope you enjoy these recipes as much as I do. Thank you for watching. Bye.


Hi, I'm Zor. Welcome to Inizor Education. Subject of today's lecture is integration. This is my first lecture on this subject and on the integration. So I will probably divide this into indefinite integrals and definite integrals. So this is the first one about indefinite integrals. And obviously we have to start from the definition. So this is basically about what is indefinite integral. Now this lecture is part of the course of advanced mathematics presented on Unizor.com for teenagers and high school students. I do recommend you to watch this lecture from the Unizor.com website because every lecture including this one obviously has detailed notes. Plus if you are registered, then you can take exams for instance and basically participate in the educational process under supervision for instance of somebody like teacher or parent or your own supervision. Okay, and the site is free by the way. Alright, so let's talk about indefinite integral. Well, first of all, let's recall what we did before. Before we were talking about differentiation. So what is differentiation? I mean we took some kind of a function and applied the procedure of differentiation to find its derivative. So assuming that we are dealing with smooth functions, it's basically an operation. This is an operation on all the different functions which, well, can be differentiated. Let's call it smooth functions. And the result is basically for every function from this set we have found the corresponding derivative of this function. So basically it's an operation, right? So for any function, let's say you have a function y equals to let's say logarithm x, okay? We applied the procedure of differentiation and come out with another function which is 1 over x. It's a different function, but this function is derivative of this function. So that's why differentiation is an operation on the set of functions. From one function we can get another function. Okay, so it's an unary operation by the way because there is only one particular argument of the differentiation which is the function which we are trying to take the derivative of. And as with any operation we are interested in properties. And we have already examined the properties of derivatives, something like derivative of a sum is equal to sum of derivatives, etc. Now what is always very important with operations is their inversibility, if you wish. So if we can get from a to b, can we get from b to a? For instance, if you are applying a procedure and operation of adding 1 to a number. So from 5 we get 6, from 27 we get 28. Is there an inverse operation? Yes, it's a subtraction of 1. From 6 we can get to 5, from 28 we can get to 27. So there is always an operation and there is an inverse operation. I mean we would like it to have this kind of property of inversibility. Does it always exist this inversibility? Well, not necessarily even among numbers. Let's just recall an operation of raising a number to the power of 2. So 2 to the power of 2 is equal to 4. 27 to the power of 2 is equal to something else, but it's some kind of a concrete number. But now let's look at another thing. Minus 2 also square gives you 4. So what kind of inverse operation to raising to the power of 2? Squaring, let's call it. If we are talking about inverse operation, then from 4 we can get either 2 or minus 2, right? So that's not exactly an operation. If we are getting from 2, we are getting to 4. That's a concrete result. So the squaring is actually a very determined and defined operation. Square root, which is we are thinking about square root to be an inverse of raising to the power of 2, is not exactly of this type because square root of 4 can give you either 2 or minus 2, right? So what do we do? Well, first of all, in a classical meaning of the function square root among real numbers is not exactly a function because it has always at least 2 values, sometimes 0 actually if it's a negative, right? So within the realm of real numbers, square root is not a unique operation, if you wish. And that's why we cannot say that raising to the power of 2 is only an operation and it has inverse, which is square root. No, that's not true actually. However, we would like to use square root as basically some kind of an inverse to a squaring and we would like to specify all possible values of this operation. So what do we do? Well, we have invented a special notation for this. We are saying this is plus minus 2, right? So this plus minus indicates that there are two different numbers as a result of this operation plus 2 and minus 2. Well, now let's go back to integration. Now, differentiation as we have found out is an unary operation among the functions which are sufficiently smooth to do this operation. But now, can we talk about a reverse operation? Well, obviously we can because if you will take some function which happened to be a derivative of something then if we will be able to find original function from which we have started then that will be an operation, right? So this operation is called integration. So for instance, from 1 over x we can get to logarithm x, right? Now, can I say that this is a unique operation, the unique answer to this procedure of integration? Well, no, because obviously we know this particular property of derivative. If you have f of x, I will use this differentiation by x, I will use this particular notation. If this is equal to, let's use different function, let's say g of x. So the derivative of f of x is g of x. Now, derivative of f of x plus some kind of constant, as we know derivative of sum is equal to sum of derivatives. Now, what's the derivative of constant? Well, we were talking about this a few times, it's 0. So this is exactly the same as derivative of f of x which is g of x. Now, what does it mean? It means that if I start from the g of x, not only I can get f of x as a result of integration, it to inverse my process of differentiation I'm integrating, right? So not only I'm getting f of x, but also any other function which differs from f of x by a constant. So, similarly, from 1 over x I get not only the logarithm x, but also any function which looks like logarithm x plus c. Well, we should actually relate to this inversibility but not exactly in the pure sense of this word as we were talking about square root. Square root is also not exactly an inverse operation to raising to the power of 2 because it delivers two different answers. In this case, it's not 2, it's infinite number of answers, but at least we are suspecting that they are very much lookalike and differ only by addition of constant. Okay, so let's talk about syntax now. So, with square roots we actually came to this plus minus notation to indicate that it's not exactly pure result, but at least a reasonable set, in this case set of two elements as a result. In this case we will do relatively the same. So, let's consider that you have this situation. So, I would like to say that if I will apply this procedure of integration to this function, I should get original f of x, right? So, notation is the following. This is the sign of an integral. Okay, I'll leave empty space here and this is f of x, right? Now, as I was saying, not only f of x is the result but also all other functions which differ by constant. So, I have the right to have it like this where c any constant, right? Plus, there is another little detail. You see, I'm usually using this index here to specify differentiating by x. So, here I also have to specify that I'm integrating by x and the syntactical approaches here. I will put dx differential of x. Let's not think about this as anything which has certain meaning. I mean, it does have a meaning but we will talk about this much later. So far, just accept this as a syntax. So, if you have a function and you would like to integrate it, you have the symbol of integral which is like stretched up and down letter s and you put this dx where x is an argument actually. And this is the syntax for operation and integration applied to the function gfx and if we can find the function f of x derivative of which is equal to gfx then this is an answer in plus constant c. Okay, now, let me just give a couple of examples before I will prove that this is actually the only possible result. Okay, couple of examples. Now, let's talk about differentiation. Now, differentiation sometimes, you know, we are using differentiation as d by dx, right? f of x is equal gfx. That's the same thing. By the way, this also dx has certain meaning. But again, let's not pay attention to the meaning. Let's just talk about this as just a symbol, symbol of differentiation. So, what do we know? For instance, d by dx of x to the power of n is equal to n, x to the power of n minus 1, right? That's the derivative of power function. Now, as a result, what can I say about integral of power function? Let's just think about this. Integral x to the power of n dx is equal to... So, we need to find out the function derivative of which is x to the power of n. Well, derivative actually diminishing the power by 1, right? So, I should start with the power of n plus 1, then my derivative would deliver x to the power of this minus 1, which is exactly n. But now there is also this multiplier, right? So, if I will derive, if I will make a derivative from this, it will be n plus 1 times x to the power of n. So, I have to neutralize this n plus 1, and that would be the correct answer, right? Because if you will take a derivative of this, it will be n plus 1, and it will cancel with this one, and x to the power of n plus 1 minus 1, which is n. And plus constant c, of course, if we are talking about integral. So, here is my first example of integration of the power function. So, I know how to integrate any power function. And from the power function, after we will talk about the properties of integral, especially additive properties, like integral over sum is equal to sum of integrals, then you can probably derive from here any kind of polynomial function. But let's talk about this later on. That's not a subject today. Okay, some other examples. Okay, what's the derivative of e to the power of x? Well, we all know that derivative is e to the power of x. What does it mean? It means the integral of e to the power of x. This is called, by the way, indefinite integral. I started from explaining that we're talking about indefinite integrals, because there are definite, again, unrelated to today's lecture. So, if I'm saying integral right now, I mean indefinite integral. So, this is, again, we have to find the function derivative of which is equal to e to the power of x. Well, we know the derivative of e to the power of x is e to the power of x. So, that's e to the power of x. But we have to add the constant. So, not only e to the power of x is an integral of this, but also any other function which differs by constant, by any constant. So, that's my second example, right? Next. Okay, if I will have function sin of x, and if I will do a derivative, that's equal to cos sin of x, right? I'm trying to use as many different notation for derivative as possible. So, this is one, d by dx is another, this prime symbol is another symbol. So, derivative has different notations. Integral, by the way, has only one notation, which is this one, right? So, what can I say as a consequence of this one? That integral of cos sin of x dx is equal to sin of x, right? If derivative of sin is cos sin, then integral of cos sin is sin plus c, plus any constant. And my last example is this. Actually, I already spoke about this. Last example, d by dx logarithm x is equal to 1 over x, and therefore integral of 1 over x dx is equal to logarithm x plus constant c. There is one little detail which I would like you to pay attention to. Remember, integral of x to the power of n dx, I said that's what it is, right? Plus c. Well, this is not exactly always true for any n. It's true for n not equal to minus 1, right? Otherwise, this would be zero in denominator. So, for all n not equal to minus 1, this is a true formula. And what about n equal to minus 1? Well, x to the power of minus 1, which is 1 over x, that's exactly this case. So, in this case, we have a completely different situation. You see? Just a small detail. Okay. So, these are a few examples of, if we know the derivative, then integral of that derivative is the original function we started from, right? So, these are basically the ways to approach this, because first you have to kind of think about what is a function derivative of which is equal to my original function I would like to integrate. And then you basically derive it. Okay. Now, what I have not actually addressed is the following. I said this, that for instance, I know this. So, I have one particular function, and I know that derivative of this function is g of x. Now, I would like to take integral of g of x, g of x. And now I'm saying that obviously from this, I know that this is the result. So, these are all the different functions derivative of which is equal to g of x. I know about this, and therefore it's obviously the derivative of this is equal to g of x. But I said something which I have not proven yet. I said it's all the functions derivative of which is equal to g of x. Is that a true statement? That's something which I really have to prove. That this plus c actually allows me to specify all the possible functions, and there are no other functions. So, there is no function which differs from f of x, not just by a constant, but by something else, maybe. And derivative of that other function would also be g of x. Now, this is not the case, and they can prove it. So, this actually is complete set of functions derivative of which is equal to g of x. How can I prove it? Well, let's just think about this way. For instance, derivative of function f1 is equal to g of x. And derivative of function f2 is also equal to g of x. I would like to prove that the difference between these is constant. Which means it allows me actually to take only one of them and say that plus c completely covers all the possible functions which have a derivative equal to g of x. How can I prove that these two functions differ only by a constant? Well, let's just think about it. Let's subtract. I have zero on the left, on the right. Now, on the left, I have derivative of one minus derivative of another. Now, derivative is additive function, so the difference of derivatives is derivative of difference. So, I have dx of f1 of x minus f2 of x. Now, what's interesting is, it's for all possible values of argument. So, if argument is defined, let's say, on some segment from a to b, then for every argument, derivative of this function is equal to zero. Now, if you go back to a lecture, it's among the main theorems of derivatives. There is a lecture which was dedicated to constants. And one of the things which was actually proven in that lecture was that if a derivative of a function is equal to zero everywhere where this function is defined, let's say in this segment in particular, then the function is constant. It's very easy to prove. The proof was based on the theorem of Lagrange. And the theorem of Lagrange, by the way, let me just remind you a little bit, might be just as a refreshing thing. If you have a function, then there is a point somewhere in the middle where tangential line is parallel to this one, right? Now, this is basically Lagrange's theorem. And now what we see is that if this line is parallel to this one, and they know that this line is always horizontal because the derivative is equal to zero, right? That actually means that these two are supposed to be the same, right? So it's horizontal line. So that's what's very easy to prove. Which means that f1 of x minus f2 of x is constant. It can be any different constant, and that's why I'm specifying that integral of g of x dx can be equal to, let's say in this case, f1 of x plus c where c any real constant. It actually describes all the possible functions because all the functions which have the same derivative, g of x, are different from each other only by a constant. So that constant actually allows me to specify all the different possibilities of this particular result of integration. By the way, this result of integration sometimes it's called anti-derivative because it is really kind of an inverse thing. And the meaning of this plus c should be understood in exactly the same way as you understand that square root of 4 is equal to plus minus 2. This is syntactical notation which allows you to specify that there are different answers to this problem. Same thing here. This is the problem and these are different answers. In this case there are only two answers. In this case there are infinite number of answers and they all differ from each other by a constant c. So this actually completes this lecture. I have proven that this is a really complete, completely exhaustive description of all the possibilities of this particular operation of integration. So we can get just one particular function derivative of which is equal to g of x and then saying that this function plus any constant is a complete answer to the operation of integration. So try not to forget to add c or whatever, any letter which you prefer. c is where customers think. So whenever you have this particular result of integration, whenever you find anti-derivative, you always have to add constants to specify all the possible functions derivative of which equals to whatever is under integral. Now, here is an interesting consideration. There are certain rules to use when you are calculating the derivative.  So no matter how complex your function is, using the rules of derivation, you can always find its derivative. With integration, it's not exactly the same way. No matter how complex your function is, you can always find the derivative using the rules. But the complexity in case of integrals is significantly different because you see with derivatives, you can use this chain rule whenever you have a function of function, etc. With integrals, it's not exactly that simple. So if taking derivative is actually a skill, taking integrals is a little bit of an art. All right, that would be a nice point to finish this particular lecture. I have introduced you to the art of integration. Well, primarily the purpose of this lecture was just to define what is integral and how to specify it whenever you're dealing with it. I do suggest you to read notes for this lecture on unizor.com, so you go to calculus, indefinite integrals and definition. And other than that, that's it. Thank you very much and good luck.


Dear students, in this module, we are going to discuss the functions of deviance. That whether deviance can be considered functional in nature, you will be surprised to see this or you will be surprised to hear this question that how is it possible that antisocial behavior can also be considered functional in nature. So deviance can serve several functions in society, including reinforcing the social norms and values. We often see that the antisocial behavior, the deviant behavior, is always negatively perceived. Whereas if we look at it from a sociological point of view, we will feel that the deviant behavior is also very positive functions. For example, it helps to clarify right and wrong rather good and bad for you. If deviant behavior is not there, if no crime commit, then normality cannot be defined. That is, the concepts that are present in our mind come under binary opposition. When an antonym of a concept is present, then we understand that concept. So deviance is also important and it can also bring attention to different social issues and it can promote the change. In some cases, deviancy is negatively perceived in a context, but later on its consequences are positive. For example, the social movements, the agitation movements, the needy movements, in that context feel that its consequences are negative and the possibilities of violence are increasing. But later on, when those social movements become successful, then we can see its positive consequences as well. In Pakistan, for example, activism against government corruption can be considered deviant, but it has played a very crucial role in bringing about the social change. Then deviance can also serve as a way for individuals to express their individuality and challenge the societal expectations. It is not necessary that whatever is going on in practice is appreciable, is ideal, and is positive. Many things are negatively occurring, but in the society, they have reached the level of normality. Unfortunately, such as corruption, such as bribe, we have started to consider these things as normal. However, if someone adopts deviant behavior and resists it, then later on its positive consequences may be negative. However, deviance can also lead to social stigma and exclusion from the mainstream society. So it depends on how your deviant behavior is, if it is extremely extreme, then definitely the society will resist it and it will have a stereotypical attitude and will develop stigma towards you. For example, terrorism, a terrorist is considered a deviant person and his behavior is always labeled as anti-social behavior and the society resists it very strongly and opposes it. So the functions of deviance can also vary across different cultures and societies. So it depends on which cultural and historical context deviance is committed, its reaction or sanctions are also born in the same context.


Welcome to George H. Smith's Excursions into Libertarian Thon, a production of Libertarianism.org and the Cato Institute. The English Deists In previous chapters, I had occasion to mention deism and some particular deists, such as Shasbury and Charles Blount. It is now time that I explain this movement, and it is, I think, proper to call deism a movement and its doctrines. During its heyday in the 18th century, deism was closely affiliated with classical liberalism. More than a few deists, such as John Toland, were active in the radical wing of liberalism, sometimes called radical or real-wigism, or, in the case of those liberals who rejected monarchy altogether, radical republicanism. For example, two writers familiar to many libertarians, John Trenchard and Thomas Gordon, authors of the libertarian classic Cato's Letters, wrote many anti-clerical tracks, most of which appeared in their journal The Independent Wig. Though, like most deists of their time, Trenchard and Gordon never expressly repudiated Christianity. They did call for a return to primitive Christianity, that is, a return to the moral teachings of Jesus, which every deist praised. Paul was the favorite New Testament target of deists, primarily because he developed the doctrine of original sin. According to this typical deistic agenda, we should reject the irrational doctrines and practices that had been added to primitive Christianity by self-serving priests and theologians. Instead, we should embrace the pure, undefiled moral teachings of Jesus. According to the deists, the essence of Christianity is moral behavior, the belief in dogmas about mysteries such as the Trinity, which no one can understand or rationally justify. In 1754, the English Presbyterian minister John Leland published A View of the Principal Deistical Writers, a book that he later expanded into two volumes. In this work, which became the standard secondary source on deism for many years, Leland traced the labeled deist to 1563, when it was used in a book by the Swiss Calvinist Peter Veret. Leland got his information from the massive and highly influential historical and critical dictionary by the infamous skeptic Pierre Bale, 1647-1706. Bale's dictionary, which today would be called an encyclopedia, provided a goldmine of information for Enlightenment free thinkers, including information about some very obscure figures. In the article on Veret, Bale quoted a lengthy passage written by Veret in which he lamented the rise of a new species of unbelievers in France who called themselves deists. This passage reads in part, I hear that some of this band call themselves deists, a new word in opposition to that of atheists. For the word atheist signifies one that is without God, so they would hear by signify that they are not without God, because they believe that there is one whom they even acknowledge for creator of heaven and earth as well as the Turks. But as for Jesus Christ, they do not know who he is, nor do they believe in him or his doctrine. These deists of whom we speak ridicule all religion, though they accommodate themselves to the religion with whom they are obliged to live, out of complacence or fear. Some among them have a kind of notion of the immortality of the soul. Others agree with the Epicureans on that as well as on the divine providence with regard to mankind. They think he does not inter-metal with human affairs, and that they are governed by fortune or by the prudence and folly of men, according as things happen. Veret was distressed because some of the self-styled deists also called themselves Christians, despite their total rejection of supernatural revelation. This practice persisted throughout the history of deism, thereby generating a problem of who was really a Christian and who was not. Veret was also puzzled because many of the deists are highly educated. I am struck with horror when I think that there are such monsters among those who bear the name of Christians. But my horror is redoubled when I consider that several of those who make profession of learning and human philosophy, and even are frequently esteemed the most learned, most acute and most subtle geniuses, are not only infected with this exquerable atheism, but also profess to teach it and poison several persons with this venom. Veret had ridiculed the beliefs of Catholics and Muslims, but he sensed that the deists would not be so easy to dispose of, especially since they explicitly repudiated atheism, a position that virtually no one in the 16th century would embrace. The ongoing conflict between Protestants and Catholics gave Europeans two religions from which to choose, and Veret had no doubt that Protestantism had the upper hand from a biblical perspective. Islam, which Veret condemned as a type of idolatry, was not a realistic candidate. But the deists had muddied the waters by offering the third option of no religion at all in effect, despite their belief in a god of nature. Wherefore we live in a time when we are in danger of having more difficulty contending with these monsters than with the superstitious and idolaters, if God doth not, which I hope he will, prevent it. For amongst the present difference in religion, several very much abuse the liberty given them of choosing which of the two contending religions they will adhere to. For several are of neither, and indeed live without any religion, and if those who have no good opinion of any religion would content themselves to perish alone in their error and atheism, without infecting or corrupting others by their wicked discourses and example, and lead them into the same perdition with themselves, this evil would not be so deplorable as it is. Deism became popular in England around the same time as in France and Holland, in one of the best histories of deism ever written. The dynamics of religion, the freethought historian J. M. Robertson attributed the rise of deism to a widespread disillusionment with the practical effects of Christianity.  Robertson wrote the following. Of such general distaste for Christian dogma in the France of 1650 and in the England of 1660 to 1730, there seems to be only one explanation, namely that the very extremity of religious feeling, the long frenzy of mutual malevolence, the stupendous failure of a professedly love-inculcating religion to make men so much as consent to leave each other alone, much less to love one another, had sent many men on questioning whether the game was worth the candle, whether this creed, which caused blood to flow like water, was any more divine in its special dogmas than that of Mohammed or those of pagan antiquity. Educated men simply grew sick of the religious temper, of religious phraseology, of religious books, of religious principles, and even those who remained orthodox tended to take on a new tone of secular racialization. Although deism emerged simultaneously in several countries, English deism was destined to exert the most influence. Many French free thinkers veered in the direction of outright atheism, especially during the 18th century Enlightenment. The majority of the 18th century English free thinkers, though, took the less disturbing root of defending the existence of a benevolent God who created the universe, but who thereafter adopted a laissez-faire policy, leaving the universe alone to operate according to natural laws. It was this English tradition that influenced leading American deists such as Thomas Jefferson, James Madison, and Benjamin Franklin, and when Thomas Paine published his notorious defense of deism, The Age of Reason, published in two parts in 1794 and 1795, with a third part, a criticism of biblical prophecies added in 1807, he drew heavily from his English predecessors such as Anthony Collins. Edward Herbert, Lord Sherbury, has traditionally been called the father of English deism. In 1624, while serving as England's ambassador to France, Herbert published De Vettetate, On Truth. The book lamented the disunion and disarray of Christianity, which had splintered into a multitude of sects, divisions, subdivisions, and cross-divisions. Herbert proposed the solution. Five common notions which he argued are found in all great religions and which would therefore unite them in a common cause. Without these common notions, it is impossible to establish any standard in revelation or even in religion. These common notions enable us to pare down all religions to their essentials and thereby eliminate many needless and divisive dogmas. Some doctrines due to revelation may be, some of them ought to be, abandoned. Herbert's attempt to isolate the core precepts of a true religion and his disdain for superfluous doctrines supposedly based on divine revelation became recurring themes in later deistic writings. Herbert spurned some common claims about religion. For example, that reason must be abandoned to make room for faith, that the church is infallible, that one should not trust one's own judgment in religious matters, that to doubt religious claims is sinful, and so forth. Such precepts, Herbert pointed out, will support false doctrines as readily as they support true ones. Now these arguments and many similar ones may be equally useful to establish a false religion as to support a true one. Anything that springs from the productive, not to say seductive, seed of faith will yield a plentiful crop. What pompous charlatan can fail to impress his ragged flock with such ideas? Is there any fantastic cult which may not be proclaimed under such auspices? According to Herbert, clergymen who base their beliefs upon the disordered and licentious codes of superstition are like, people who with the purpose of blinding the eyes of the Wayfair with least trouble to themselves offer with singular courtesy to act as guides on the journey. In religion as elsewhere, we should follow our own reason, not the judgments or commands of others. Indeed, God requires every individual to render an account of his actions in the light, not of another's belief, but of his own. This call for independent judgment would become the hallmark of deism and of free thought generally. Herbert's five common notions functioned as standards to judge alleged revelations as true or spurious, so that the genuine dictates of faith may rest on that foundation as a roof supported by a house. His five notions were these. One, there is a supreme God. Even in polytheism, Herbert contended, a supreme God is recognized. This supreme God is blessed, the cause of all things good, just, and wise. Two, this sovereign deity ought to be worshipped. Three, the only indispensable features of religion are virtue and piety. Four, sins must be expiated by repentance and by implication predestination is incompatible with the justice of God, a slap at Calvinism. Five, there is reward or punishment after this life. According to Herbert, if a religion does not conform to these five notions, then it is not good, nor does it provide a means to salvation. The key to salvation is moral conduct, not belief in sundry dogmas. For how can anyone who believes more than is necessary, but who does less than he ought be saved? Later deists embrace some, but not all of Herbert's five notions. Some deists did not believe in an afterlife, for example. Moreover, in some respects, the later writings of John Locke, especially his empiricist theory of knowledge, exercised a far greater influence on deistic thought than Herbert ever did. Nevertheless, Herbert got the ball rolling, especially with his argument that the function of religion, first and foremost, is to serve as a guide for moral conduct. For the first several decades of the 18th century, the debate between deists and Christians was the most contentious and most widely discussed issue in England, and that debate, as we shall see, was chock full of political implications. This has been Excursions into Libertarian Thought, a production of Libertarianism.org and the Cato Institute. To learn more about libertarian philosophy and history, visit www.libertarianism.org


Hey everyone, I'm Shane with DAV's National Legislative Team here in Washington, DC, to help you remember the importance of today, which is national right to Congress Day, which is kind of a big deal, because not only does it celebrate our freedom and our right to address our concerns with our elected officials, it also recognizes the sacrifices made by so many of our fellow veterans to ensure that right. Your voice is so powerful within Congress, we need you to add it to DAV's, which has harnessed that power. That's right, the DAV commander's action network or the DAV can in the past two years. Our members have sent 1.1 million emails to Congress. Wow, 1.1 million emails. This has positively impacted key legislation concerning veterans benefits, women veterans, VA healthcare, caregivers, and our survivors. Last year, DAV sent over 37,000 emails in support of the Veterans Compensation COLA Act of 2023. This piece of legislation was passed by Congress, signed by the President, and just this month, veterans started receiving that increase in their compensation. It's incredibly powerful, which is why we need you to stand up and join us in our fight by celebrating the National Right to Congress Day by joining DAV Can and go to davcan.org and help us in this fight. Thanks.


Hi everyone. Thank you for inviting me to speak today. I'm going to talk a little bit about inclusive field education, some of the interesting and innovative programs that are out there, and then leave you all with a few summary points and food for thought for further discussion. So this first image here is of one of my favorite field work locations. It is Northern Arizona in the San Francisco volcanic field. It is some absolutely beautiful geology, but it is not very accessible. So a little bit of an outline. I'll talk about the need for inclusive field work, some of the little steps that you can do inside of your existing programs to make things more accessible for people with disabilities, and then some innovative approaches with examples of projects that have happened or are ongoing, and some closing thoughts. So in terms of the big picture, I thought I'd start by setting the stage by talking a little bit about disability in STEM. If you interview high school students about to graduate and go to college, roughly 20% of the students that say they would like to major in a STEM discipline also identify as having a disability. This is very good representation. In fact, it's slightly higher than the national average of the number of people with disabilities in the general population. So there's a strong interest in STEM fields for people with disabilities. However, as they move through the education system, you notice significant drop offs in their participation. By the time you get to surveying bachelor's degree recipients, only 10% of those with STEM degrees identifies having a disability. When you move to the master's degree level, only 6% of those graduates identify as having a disability. And when you get to the PhD level, only 2% of graduates with STEM degrees identify as having a disability. So there is a significant drop off from that initial strong interest in high school to actually exiting the other side and into the STEM workforce. So as I mentioned earlier, roughly 20% of U.S. college students identify as having some type of disability. However, science disciplines with a strong emphasis on learning in field and lab environments tend to have the lowest percentage of graduates who identify as disabled. For example, in my discipline, the geosciences, less than 5% of bachelor's recipients identify as having a disability. This is a significant underrepresentation of the disabled community. So the lack of accommodations and viable pathways for students with disabilities impacts the recruitment and retention of all other marginalized groups. This is a point I always bring up in my presentation because I feel it's really important. Disability cuts across all other identities. And when we exclude people with disabilities, we are excluding many other types of diversity from entering our classrooms and our field courses and our workforces. This picture here is of me and my friend, Jen Piotek. We are some of the few faculty members with disabilities who have managed to make it through that pipeline and into faculty positions. So before I get into a quick survey of some really interesting and innovative programs, I thought I'd talk quickly about some easy steps that everyone can take to make their field courses more accessible and inclusive. So I call these low investment, low effort. These are things that you don't really have to try very hard or change much about the systemic nature of exclusion in your program. So for one thing, you can evaluate your locations and try to select field locations that are more accessible physically to everyone. You know, you can think about why you're going on the field course and what you're hoping your students learn and take a look at why you're visiting the locations that you're visiting and see if there might be a more accessible option to learn that same concept. There almost always is a more accessible option. Many times we pick field locations because they're personally interesting to us or because of the adventure of say a five mile hike through the mountains, but that really doesn't have anything to do with the educational value of the field experience. Articulate a willingness to adapt your field courses ahead of time. So before a student approaches you, put it in your advertisement for your field course or your syllabus. Wherever you're talking about your field course ahead of time, make sure that you've clearly articulated your willingness to work with students with disabilities. Provide alternative ways of interacting with the landscape and the materials. If you do have students with disabilities who want to participate, there are ways to make the learning materials and the landscape more accessible. Easy things like tactile maps, raised figures, 3D prints, providing instructions in both audio and visual formats. All of these are very easy ways to include everyone in the field activities. I also strongly encourage people to move from an individual student model of learning in the field to one that focuses on collaboration. Collaboration can be a powerful method of breaking down barriers to participation. When you have a group working on something, there are more ideas. There's more flexibility and creativity. And generally it's a great approach for fostering a more inclusive atmosphere. And then the last thing I suggest is to just be flexible. Be flexible with how students are engaging with field activities and how they are contributing. Not everybody has to do everything in the field. For example, if you're taking your students to the beach to dig a trench and look at the stratigraphy, you don't have to have every student with a shovel for them to understand the concepts. So think about being a little more flexible in how students participate. All right, so let's talk about a few innovative approaches that are out there. One of the first ones I'd like to mention is a program at the Open University in the UK called Enabling Remote Activity. This was one of the first programs that really focused on bringing students with disabilities into required field courses. They took a technology-heavy approach. Well, I say took past tense. This is an ongoing program, but it's been going for more than 10 years now. And they were really instrumental in developing approaches to using technology as a way to bridge the access gap. Having students get as close as they can to the field site and then using telecommunications tools to bring them into the activities that were going on in the field. A program that built on the Engaging Remote Activity project and sort of expanded on it is the GeoPASS project that was NSF funded from 2016 to 2017. This was a project that focused on developing options for in-person learning for people with disabilities. So it used a variety of approaches from careful site selection, making sure that everybody could physically access all of the sites of interest. And then later in the program brought in tools from the ARA project, which I mentioned on the last slide, to bring in an additional layer of accessibility through technology. One of the things that we noticed as those projects really gained traction is that there were other departments that would, there were other departments that were very interested in using technology to bridge the access gap, but they didn't have the funds to buy all of that gear. So we put in a grant and the lift kit, the Library of Inclusive Field Technology was the result. This is a lending library of tools that other field course instructors can check out from us and make their courses more accessible if they have students with disabilities who'd like to participate. We also provide support on how to use the equipment in a way that best facilitates learning for everybody. In the last few years, the pandemic has created a huge interest and a massive leap forward in virtual fieldwork. So I'd be remiss if I didn't mention virtual fieldwork as a viable option. You know, virtual fieldwork can be everything from providing some photos and text to describe a field site to really advanced, really cutting edge approaches. One of my favorite that's come out in the last few years is a 3D immersive gaming platform that is a, it's an immersive virtual tour of a place called Whaleback Anticline. And the way this was built, they went out and did a drone survey and built a 3D model based on the drone images, put that into gaming software and built tools and navigation, navigation options into this 3D model. So you can basically explore this landscape just like you do in an advanced video game. You have tools for collecting data. You have the ability to walk, jump and even use a jet pack to navigate the field site and collect data digitally and build a map and a geologic interpretation of the area. So it just gives you an idea of some of the really impressive options that are out there. And this is in beta right now. So this is in a testing mode before they roll it out into a more formal format. Some programs attempt to merge multiple ideas together using techniques that facilitate in-person learning for people with disabilities and also fully virtual accommodation where people don't have to be anywhere close to the field site. They may be in another state or another country. One such program is the Geospace Project. This is, I'm the lead PI on this project, full disclosure. This is a planetary geology field course that is launching this summer. And the idea is to build a flexible, adaptable field course where students can participate either in person or completely virtually using technology to interact with the field site. So our virtual participants will be integral parts of the field team. They'll be helping us interpret data, come up with research questions. They'll be very closely tied to what we're doing in the field. They just will be operating from very far away. So we're using a model based on how NASA runs its operations and we've got some NASA employees on this project who are going to really help bring that planetary feel to our in-person or fully virtual field course. This is technologically and logistically a very challenging undertaking. So will this all work when we pull it all together? We will find out in a few months. So some closing thoughts. The lack of accessible field experiences is an insurmountable barrier for people with disabilities when field work is required for degree advancement, which makes it a really serious problem that needs to be addressed. We need more options for accessible field courses, but there are other ways of gaining valuable experience, lab work, internships, computer modeling. There are many other ways that geoscience is done and so that needs to be reflected in our coursework. We shouldn't be too narrowly focused on one type of geology or one way of interacting with a field site. And then if accessible field courses are not available in your department, then field work should not be required to graduate. That's it. If you do not have an accessible path to your degree, then you need to reevaluate your program and figure out how you're going to build accessibility into your degree. And then lastly, we focus an awful lot on students because of course, as educators, that's where our passions lie. But very often in these discussions about disability accommodation, we forget that there are faculty members and professionals out there that have disabilities as well. And we don't do a very good job of supporting them either. So in terms of innovative programs, I would love to see more emphasis put on supporting disabled faculty in their ideas to move our disciplines forward, to reinvent the way we do things and make our discipline more inclusive and accessible from a very personal lived experience perspective. And I think I'm going to stop there because hopefully there'll be plenty of time for conversation. And I look forward to your questions.