This 26-year-old soldier was shot in the right side of the face in action at Luzon. The facial injury included fracture of the mandible, comminuted, compound, region metal form on right side with considerable fragmentation of the bone. As a result, the two bone ends have failed to unite, and though the wound is healed, additional bone is required to bridge the gap and restore the contour of the mandible. Occlusion is poor and there is marked mobility at the side of fracture. X-rays show the space between the two ends of bone and indicate the need for bone replacement. A bone graft can be accomplished by using cast screw lock wing type sectional splints for fixation of fragments. The first step in the construction of the screw lock splint is to take an impression for a cast. Accurate impressions of the contour of the teeth are obtained with ordinary alginate compound, a plastic material prepared for the purpose in the usual manner. This step in the procedure follows standard practice. First, an impression is made of the upper teeth. Then a similar impression is made of the lower teeth with the same plastic. Though the lower jaw alone is affected by the injury, both casts are important, for one of the objectives of the procedure in this case is to restore occlusion. The impressions are poured with artificial stone using a vibrator or suction apparatus to assure uniform density of the models. Stone is used for the master models instead of plaster because of stone's greater hardness and density. Working models are obtained by duplicating the master models. Then the lower model is separated by sawing through the fracture line so the casts can be mounted on an articulator and the former occlusal relationship of the teeth obtained. Master models are kept intact for further duplication in case of inadvertent miscalculation. The separated portions are then reassembled in the original relationship of the lower teeth to the upper teeth. The facets of the teeth serve as guides. The gap in the lower jaw marks the site of the non-united fracture. Preliminary to actual casting, the models are assembled on an index base in the relationship previously established. As a precaution, the model is duplicated in refractory material before casting. Ordinary DP model reproducing material is used following standard practice to make the mold. The casting model is made of investment material. The waxing technique calls for the use of 18 gauge wax placed where the intermaxillary loops or hooks are to be formed. 18 gauge round or 14 gauge half round gold wire is used for the posterior hinges. Extensions of the wire are left to help keep them in place in the investment while the casting is being made. Carbon points are placed in the planned screw holes to make it easier to drill the casting before it is tapped. Lightning discs are used as separators at the points where the splint joints will be located. They are easily removed after the splint is cast. The casting ring with the waxed model invested in it is then placed in the furnace and baked for three hours at a temperature of 1175 degrees for gold and 1300 degrees for silver alloy. The ring is then placed in the centrifugal casting machine and molten metal forced into the mold to reproduce the wax in silver or gold. The rough casting is cleaned and brightened by pickling and muriatic acid. Then the casting is polished, sprues are cut, and excess removed with a carburetum wheel. The screw holes are drilled with the number 54, 364th drill. This is a painstaking step, for the splint may bend while the screw holes are being drilled. It is therefore important to hold the splint in accurate alignment and brace it well. The splint is then tapped where holes have been prepared for the screw lock and the interproximal retention screw. The holes can form in size to an 080 screw. Before reduction of the fracture begins, the patient is given morphine sulfate, 1 4th grain, and atropin, a 1 150th grain. 3rd division nerve block anesthesia is used when necessary. In this case, a hook type superior maxillary arch bar is used for traction or fixation during bone graft. A cast maxillary splint may be used. The maxillary arch bar is held in place with twisted wires. The splint for the lower jaw, now ready for insertion, provides firm reduction of the fracture while the bone graft is consolidating. Known as the cast wing type screw lock sectional splint, the device has, as its chief features, wing hinges on each end, a screw lock to provide retention, and additional screws to furnish interproximal retention. Either 080 or 3.48 screws may be used in the screw lock. Mechanical retention is added in the interproximal undercuts with 080 screws. The interproximal retention screw engaging the opposing tooth contacts aids contour retention, where the normal undercut is insufficient. Retarded cement is used to fix the splint in place. This allows approximately 10 minutes working time for applying the splint. Then the splint is applied. The fragments of bone are gradually reduced by insertion of the splint, and then the wings are closed and locked. The interproximal retention screw is inserted. Excess cement is removed completing the insertion of the splint. With the appliance in place, some sidewise motion of the mandible is possible. Intermaxillary rubber bands laced over the hooks on the maxillary arch bar are placed during passive fixation. Rubber bands permit limited relaxation of the liquid feeding during convalescent stages. Controlled fixation may be obtained if desired with steel wire. X-ray after reduction of the fracture shows the splint and maxillary arch in place with the lower border now on the same level as the frontal portion. The graft procedure to be followed in this case is demonstrated on a moulage. A pre-shaped piece of bone will be grafted to the fractured ends to join them together. The bone ends are prepared for the graft and wires are passed through holes drilled in the bone ends to match corresponding holes in the graft. O-14 tantalum wires are used to seat and hold the bone graft. For the actual graft procedure, endotracheal anesthesia is used. Nitrous oxide and oxygen with carare for relaxation. First, the stellate scar is removed. Removal of the scar and dissection of the underlying tissue exposes the bone ends. To establish the size and contour of the graft, a pattern is prepared. Rangeurs are used to freshen up the ends of the mandible and provide a better surface for the attachment of the graft. The end surfaces of bone are evened off to provide maximum contact and good blood supply. The piece of bone for grafting is taken from the crest of the ilium, for it is well-suited for the purpose. The maxillary bone graft procedure is usually performed by a maxillofacial team whose members prepare the field and remove the segment from the hip. The operating time can be materially shortened if a second team exposes and closes the hip. After the piece from the crest of the ilium has been removed, it is trimmed carefully to match the pattern. Then the piece from the hip bone is tried for size in the jaw. It is important to remove all cortical bone fragments adjacent to the graft as these may hinder the blood supply. During the graft procedure, blood is drained off with an aspirator. Holes are drilled in the bone ends of the jaw and the graft to admit the wire used to fasten the bone graft in place. After the bone is pierced, .014 tantalum wire is drawn through from the lingual side. To anchor the bone graft, the wires are, of course, drawn through the holes in the graft. The ends of wire are twisted securely and the excess snipped off. Then the remaining twists are turned in close to the bone to prevent irritation. The wound is closed layer by layer in the usual manner. Finally, a pressure dressing is carefully applied to prevent hematoma, reduce swelling, and avoid displacement. Penicillin is generally administered before and after bone graft procedure as a precaution against infection. After the throat pack has been removed, intermaxillary fixation is affected with elastics or fine wires, twisted to hold the upper and lower teeth together as long as controlled fixation is desired. Use of the cast wing type screw lock sectional splint with the maxillary arch makes it possible to immobilize the jaw until the graft is firmly consolidated. Normal function can then be restored.


This is the totally real story of how I lost my leg. I didn't actually read the terms and conditions when I agreed to them.  I just got really tired of shaving both my legs, just having one to focus on what a time saver. I wasn't watching where I was going and I stepped on the crack in the sidewalk. Didn't break my back like they said I would but I did lose my leg. I didn't feed my cat on time. I just got really tired of it. I was alone in the woods and I stepped in a squirrel trap and it freaked me out and I didn't know how to get out of alone and so I just nod my leg off to get out of there and survive. Squirrels were coming.


place value check so so we have five turns we have seven ones yeah we have four groups five turns and seven ones we have four groups okay so we have one we have four groups four groups we have four groups so we can distribute so how many stickers will each friend receive so we know that each friend will see what now we have to we have to distribute our we have to distribute our 10 first so


enzymes, also called the bio catalyst that speeds up the rate of reactions, chemical reactions inside your body. Now you must have learnt a lot about enzymes, about its structure, how it functions, how it increases the rate of chemical reactions. But in this video, we are going to learn about enzyme names. So before we proceed, I want you to pause the video and write few enzyme names on a paper, at least two or three of them. Alright, now I want you to carefully look at the words that you wrote. Do you see an ASE suffix at the end of each word you wrote? Let me write a few examples for you, lactase, urease, alcohol, dehydrogenase. Now look at the words carefully. Do you see an ASE at the end of each word? Now when did this kind of naming system start? Well, it all started with the first enzyme that was discovered which was diastase. And to honour the scientist who first discovered the enzyme, all subsequent enzymes were named by using an ASE as a suffix. And the easiest and most popular way of doing it was to put an ASE at the end of the substrate name. Let's take the example of urease which converts urea into ammonia and carbon dioxide. Now do you see how this urease name is derived? Just by using an ASE after the substrate name, right? But the problem with these kind of names was that it didn't speak anything about the reaction it is catalysing. Well, we do understand that it must be acting on urea but nothing more than that. Just by looking at the name, can you tell that urease actually hydrolyzes? Does hydrolysis of urea in order to form ammonia and carbon dioxide? We will not be able to tell that, right? Now apart from putting an ASE at the end of the substrate, scientists were seen to put an ASE at the end of any kind of word that they felt was correct. For example, burnies. Now what do we understand by burnies? Like neither does it talk about the substrate nor about the reaction it is catalysing. By burn, we understand an outhouse, right? And burnies definitely do not hydrolyze a burn. So gradually, scientists started naming enzymes with a hint of the reaction it was catalysing. For example, glucose oxidase. Now here, the substrate name is very clear and the reaction is again very clear. It is an enzyme that does the oxidation of glucose, right? Now this was all happening somewhere around 1950s when a lot of new discoveries of enzymes were taking place. And the worst part was there was no specific rule as to how to name enzymes. And all the scientists all over the world came up with names which they thought was best, which created a lot of confusion and chaos. And scientists felt the need for some kind of method to classify and name enzymes. And that is when a group of scientists approached the international union of biochemistry and it is this union that finally established the international commission on enzymes to tackle the problem. And this commission finally classified all the enzymes that were discovered till then into six different classes. And here are the six classes. Oxidoreductases, transferases, hydro lasers, liases, isomerases and ligases. Now let's talk about each of them in detail. First is the oxidoreductase. Now you can see that I have written this name in two separate colors. Just to specify that it actually catalyses two different chemical reaction. One is oxidation and the other is reduction. It is quite prominent even from the name, right? Now what do we understand by oxidation? It can be either a gain of oxygen, a loss of electron or a loss of hydrogen, right? And the opposite is true for reduction. By reduction we mean loss of oxygen, a gain of electron or a gain of hydrogen, right? And when an enzyme does any of these things in a chemical reaction, it is categorized under oxidoreductases. It is called oxidases, reductases or dehydrogenases because it also removes hydrogen, right? Now let's look at an example, an example of lactic acid fermentation. Here lactate is getting converted to pyruvate or pyruvate can be converted to lactate. It's a reversible reaction. Now I want you to carefully look at this part of the lactate molecule which has one alcohol group attached to the carbon and an additional hydrogen. Now this lactate gives away both its hydrogen and forms a double bond with the oxygen molecule and the molecule that finally forms is called the pyruvate, okay? Now who doesn't give away both these hydrogen molecule too? It gives it away to NAD which is a cofactor or electron carrier. Now don't worry, we don't need to know about all of these in detail right now. But what's important for us to understand is that lactate here is getting oxidized by giving away both its hydrogen and then NAD on the other hand which is accepting those hydrogen is getting reduced. And any enzyme that catalyzes such a reaction in which both oxidation and reduction is taking place, it is classified under oxidoreductases. So the enzyme here which is lactate dehydrogenase is grouped under oxidoreductases. So we can summarize that oxidoreductases are enzymes that does oxidation and reduction reactions and we learn that an example is lactate dehydrogenase, right? Now let's move on to the second class of enzyme which is transferase. Now from the name transferase we can guess that it must be transferring something, right? So transferase houses a group of enzyme that transfers functional group, okay? But functional group except for hydrogen. Let's look at an example. Here we have an alanine and alpha-ketoglutarate. Now alanine transfers its amine group to alpha-ketoglutarate and thus alanine becomes pyruvate and alpha-ketoglutarate with its amine group becomes glutamate. And this reaction is catalyzed by alanine transaminase, transaminase because it is transferring in a mine group. So we got an example of transferases which is alanine transaminase, okay? Now the third class of enzyme which is hydrolysis. Here again the name speaks for itself, hydrolysis houses enzymes that does hydrolysis reaction which means breaking down of a molecule in the presence of water. Let's look at an example now. So here I have pyrophosphate molecule which in the presence of water is broken down into two phosphate molecule, okay? The enzyme that is catalyzing it is called pyrophosphatase. So an example of hydrolysis would be pyrophosphatase. And not just pyrophosphatase, there are abundance of hydrolysis in the biological system. Any enzyme that breaks down a peptide bond we call them peptidases. If it breaks down the ester bond in lipids we call them the lipases. And if it is breaking down the glycosidic bond in myelos we call them myelases. And all those comes under the hydrolysis class of enzymes, okay? Now let's move on to the fourth class of enzyme which is liases. Any group of enzyme that has the capacity to remove a group from its substrate without hydrolysis or oxidation, we group them under the liase class of enzymes. Let's look at an example now. So here is a pyruvate which loses its carbon and two oxygen forming acetyldehyde and carbon dioxide. And this reaction is catalyzed by pyruvate decarboxylase, decarboxylase because a carbon dioxide is removed from pyruvate, right? If it would have removed a water we would call it dehydrates, dehydrates. Or if it would have removed an ammonia we would call it deaminase. So we can write an example of liase would be pyruvate decarboxylase. Moving ahead to the fifth class which is isomerases. Now what do we understand by isomers? Isomers are the molecules whose molecular formula is same but their geometric arrangement is different. For example, here is a structure of Dubutene and this also is Dubutene. But here the methyl group are on the same side together but here it is on the opposite side. This is called the cis arrangement, this is called the trans arrangement. And apart from cis and trans arrangement isomers can also be of other types. For example, here we have alanine that has an amine group on its left and after rearrangement it now sits on the right. Now both of them have the same molecular formula but as their functional group is rearranged or as their geometric structure is rearranged they now have different chemical and physical properties. Now the enzyme that does all this rearrangement of atoms in order to form isomers are classified under isomerases. And here we got an example alanine resimes. Okay now it's time to move to the sixth class which is ligase. It's classified under ligases, links or binds to molecules with the help of ATP. You must have heard of DNA ligase, the enzyme that ligates to DNA strands. Okay let's look at another example. Here we have two groups glutamate and amine group and these two groups are combined by a ligase enzyme which in this case is glutamine synthetase and this enzyme with the help of ATP joins the amine group to the glutamate group thus forming glutamine. Okay so in this video we have learnt about six different classes of enzymes. Now I feel the best way to study enzymes is to study chemical reaction that goes on in living cells especially the Krebs cycle or glycolysis which is there in your syllabus. So when you study those pause at each step. Look carefully at what the enzyme is doing at that step. Is it oxidizing, hydrolyzing, ligating something and then try to place them under these classes. That way when you understand enzymes those difficult and boring chain of chemical reactions of biology will turn into something easy and fun to grasp for you.


Nothing happens for nothing if I'm still here. There was a purpose for it if I fail It was a purpose for it if I fell all the way down there It was a purpose for it. You know if he had me wait What turned out to be 32 years? Before I could let it go. It was a purpose for it. Yeah, we on boss talk one-on-one I'm trying to like it was the if I think it I think It was the last Step In letting it go transformation. That's it. I think it was that's it and now the money's gonna fall What when I want to be around just to grab a little bit of it Billions with a s because it ain't for me. It's for we that's it That's it man We are at a point in time in this game, bro We got to go to we got to go back We we finna walk off the cliff. Yeah, we got to go back. What'd you say?  It's not what you do is how you do it Yeah, I mean get to get nigga get that let's be with that. Let's do that.  Jesus said them that have ear to hear let them That's right. Everybody had ears, but everybody didn't have ear to hear that's right So I knew that so I know that to this day So when I'm here sitting over here, I know what God my ministry is, you know, I'm saying and so I say again Three of those kids that died and one of my man, of course He was 30 some but I got to talk when you do my flashback we talk about God That's why I know it's strategically being done through what he has us here. That's right. So I don't trip My mission cuz I know what there it is.  Absolutely nothing happens for nothing If I'm still here, there was a purpose for it if I fail It was a purpose for it if I fell all the way down there. It was a purpose for it If you had me wait What turned out to be 32 years? Before I could let it go. It was a purpose for me cuz now so now I understand Then none of it bothers me no more It's good They use the word legend a lot but but for my perspective, it's about legacy And legacy is not in the things you have it's in the things you're going to leave When you go that's real Yeah, we on boss talk one-on-one


Hello everybody, welcome back to the channel today. We're here and we're making alcoholic beverages. If you're not 21, you can't watch this video because it's illegal for you to even look at alcohol. So if you're not 21, you have to get out. I'm here today with my good pal, Eddie. Hello. Eddie Burrback. That's me. Of Eddie Burrback and Burrback Channel. I'm not very creative with the channel names. We don't have to- Also, Jessica, here is gonna be teaching us how to make some drinks today. Oh yeah. So where are we? We are at ABC Bartending, ABC Bartending Schools here in Culver City. Now we're gonna make you some drinks today. You gotta make- We're gonna make some drinks. Oh yeah. I know how to make like two drinks, Eddie. I can pour beer into a glass. I wanna make a drink that I know how to make which is an old fashioned. Oh. And it's a classic because it's old fashioned. Yeah, it's old and it's also fashioned. It's fashionable. So first things first, we need our bucket glass, tumbler glass, rock glass. This glass has so many names. Very, very, very common glass for various drinks. Okay, cheers. I thought that this was gonna be glass but it's hard plastic. Yeah. Which makes sense because you're teaching people things. So we definitely have to start with our most important item here. The star of the show are whiskey. I thought genuinely that you're gonna say ice. Most of times ice tend to never go last because of spills. But this drink is really cool because it's just whiskey. I have a question. Yeah. When a bartender is like, do you want whatever, whatever, or do you want well? Oh. I'm always intimidated. I'm always just like, whatever. But if you're like, well, then is that just like the cheapest or is that just like the standard for the bar? Ding, ding, ding. It is your house. It is the cheapest, right? This is your well.  Your bartender has his well. It's also called a speed rack, right? I kind of like speed rack. That's cool. See, there's never one name for one thing here in this industry, okay?  It serves the purpose of like kind of housing the house liquor that you're constantly using, right? You're working on a nightclub. You have a jam-packed line of 50 people. You gotta move, right? This is everything, this is your convenient bar. So I'm assuming in the speed rack without looking, cause it is right here. I'm assuming you'd have like vodka, tequila, gin, whiskey. And then maybe a liqueur that is very, very common, right? Your liqueur is your re-distilled spirit. That's filled with flavor, mostly sugars. That serves as an ingredient in our cocktails. Really important. Triple sec. Between liquor and liqueur. I, is it just the way you say? I, every time I hear liqueur, I think about that. Right. I'm gonna Google it. And then I don't ever. You're talking too much. She's gonna hear you and it's gonna be really embarrassing. I want to hear you clear the conversation. No silly questions here.  Okay, so if there's no silly questions. No silly questions. Is this ketchup? Is this mustard? It kinda looks like it. And this is orange. I know, right? The color, not a flavor. These are our most common mixers. That is your cranberry juice, not ketchup. That is your orange juice, right? We need our good ol' agent. That's right, orange juice. And pineapple juice, okay? And our soda gun is right here at our disposal. I love using those. It honestly just saves the day because at nightclub, you know, who has time? Like a quick boy. This is a very fast-paced environment. Do you ever, when you're buying, we should probably get to actually making the drinks, but do you ever, behind the bar and you're just chilling and then you're like, I don't want to use the water in the dishwasher or effort to clean the glass. What's the harm in just a quick, you know? That pre-COVID, post-COVID is not, okay? If no one's around, no one's around. Because the drinks don't stay there. I think they're the rule. What if you weighed the odds and you still want to, despite the safety of the people around you and you've decided that that's what you selfishly want to do? Then if your bar manager just theoretically sees you, you may or may not be out of the job. Not blackmail. Blackmail. Blackmail. Then I won't get fired. Then you may or may not suffer from a lawsuit. Let's make a drink. Let's make our first drink. And then, yeah, we'll just talk about so much stuff along the way, okay, here we go. We need our whiskey. What is our whiskey of choice? Here is your back bar, your display bar. This is where all of the premium liquors house, all of our call brand is housed. This is not well. Our quality top shelf. This is not well because the well is right here. Let's both choose the whiskey. Eddie, you choose. You choose yours, I'll choose mine too. But it has to specifically be bourbon or rye. It can't be Tennessee whiskey. It can't be like, it can't be Scotch or Irish. It has to specifically be American whiskey. So while we're looking for said American whiskey, what would happen if I used not what you just said? I mean, traditionally these recipes weren't made out of thin air, right? Oh, these recipes were made with chemistry in mind. Bourbon, sweet, and rye has a spicy taste. So the way all the other ingredients, bitters and simple syrup compliments the entire recipe, there's a reason it's significant behind the choice of whiskey. What's your choice, Eddie? I don't know, I'm just gonna grab makers cause it's in front of me. Think of all the pallets. The crown of oil, but it's not the correct one. No, that's Canadian. Routinely what my parents would get each other as a routine alcohol. Well, we're talking pre-divorce, of course. They don't get each other to drink anymore. No, but do you think maybe sometimes they have the drink and they have fond memories of their marriage? I don't think they have, well, I don't. What do we drink in paper? We got some Jim Bean bourbon whiskey. We got some bullets bourbon whiskey and we got some makers marked bourbon. Editors, I'm giving you a great edit to do the Smash Brothers edit. So it's like Eddie and it's like whatever the whiskey is and then me with bullet. So remember, we had a conversation about classic or contemporary, right? Classic would, old fashioned would be with no muddle fruit, right? We wouldn't have to muddle any fruit, right? That would involve our cherry, right? Obviously this is all pretend. No, that's a real cherry. Look at these guys.  Yeah, this is all pretend, but... Oh no, you put that to the side of your face. You just said they were real and that's like if you want to be real in videos, then I guess it's probably tough. Well, Eddie, it's taking away from the business and you know, the customer's always right and they said to me earlier, did you read the sign? Bar rules, the bartender is right. Rule number one always applies as rule number two. This isn't a customer's always right. I actually did that. So we're going to pour two ounces. So bartenders free pour most of the time and we do it with counts. So two ounces is what the recipe calls for, two ounces of whiskey and that is an eight counter. One, two, three, four, five, six, seven. Like gravity's going. So here's my example actually, ready? So this is our counter. Stop it, right? That's two ounces. I didn't get a count of... I was trying to fast count, I got to seven. Can we do that again? Yeah. Will you count out loud? One, two, three, four, five, six, seven, eight. Stop it. Got it. That is two ounces of liquor. Eddie, you go first. One, two, three, four, five, six, seven, eight. Ooh, I have a liquor spot now. Okay, ready? Was that a little low? I think that's pretty good. You got pretty good. Eddie, for your first shot. Come on. Let's see. I guessed. One, two, three, four, five, six, seven, eight. You took your time, but I think that's pretty decent. I think that's pretty decent. I think we all got it. I love how all of our different whiskeys have slightly different colors. Because they're all slightly different whiskies, right? So now we need our bitters, guys.  It is this bottle right here. I'm so sorry. Does anyone know what bitters are? What are bitters? It's an aromatic, it's angostura. Angostura. This is a part of your spice rack. This is a bartender spice rack. We definitely need two dashes of this here bitters in our fashion, OK? So we're just going to do a little dab, dab, OK? This is filled with flavor, OK? It's bitter. It's literally not called bitter-shrill reasons. There's not much to hand out. Now, last but not least, we need our sweet component. Remember, what's a cocktail? A mixed drink that is composed of the alcohol, the bitter component, and the sweet component. We got the alcohol and the bitter, and now we need the sweet. This is our simple syrup, right? If in case you don't have simple syrup, which is literally just half water, half sugar. Sugar cubes are traditionally a part of the recipe. So give it a little squeeze. Whoa, how what? How much of a squeeze are we talking? I think maybe count like three seconds. One, two, three. Beautiful. This is beautiful. OK. You guys are doing amazing. Three, uh-huh.  So what do we have left? Our ice. Oh, I thought it was like half of the stuff. So traditionally, would you use a big boy? What are the different sizes on yours? Yeah. Last but not least, we need our cherry garnish. Now, if I were to, like, Ethan just dropped it, is it OK in front of the customer to palm a cherry right off the bar and put it right into the drink? I don't think it's just as hygienic. But if you blow it, it's fine.  Because what's bacteria, right? Because what's bacteria? It's kind of a concept. I can't see it. It's not real. It's almost ready for the customer to grab.   Mind right here. And give it a quick stir. And then your customer can grab it. I learned something about these spoons recently. Oh, we're just seeing on TikTok from yesterday. So you can pour it here. Oh! And it goes, oh. No, no. It's not real. All right, let's show it for our old fashions, guys. Cheers. Cheers. So that right here is a classic old fashion, right? Definitely don't put this in the video. Definitely don't put this in the video. Definitely don't put this in the video. But there's not actual alcohol. Because this is for training purposes. Training purposes. But don't put this in the video. In the video. So that's why we're not actually drinking it. It's because this is all training. It's for training. If you're at school, you don't drink at school. Well, maybe you can't drink at school unless you're a teacher and you don't like your job. That's right. First drink down. First drink down. I say that we step it up and on. Let's step it up and on. Let's make something a little more complicated. Let's grab our shakers. Whoa. Shakers. This is really the one where you. Right, so honestly, go for it. Like, you know what I mean? So now we're going to make a kamikaze. One of my favorite shooters, right? Gets the people going, OK? Gets the people going. Shooters are for those people that want to just like. Party. You know, shots are like, yeah, party. This shooter has vodka, lime juice, and triple sec. We're going to put everything in the bigger tin. We're going to add ice, but we don't need more than a scoop of ice because we dispose of this ice. It's considered dirty ice, right? We don't reuse it. There's no cross-contamination going on, right? And then we give it a little shake, shake, shake.  This is called a Hawthorne strainer, right? You take your top off once. You're ready? I'm going to pre-ass you. Grab your shot glass, OK? Shot is two ounces. Normally shots are between one ounce to two ounces nowadays. Mostly like in an ABC bartending setting, our standard pour is usually 1.5 ounces, which is a six count. So it would be a 12 count, Eddie. It'd be a 2.5, right? I don't know. Every half an ounce is 2.5. No, that would be 10. That would be a 10. It would be a, or wait, you just confused me. Because you said, yeah, and I think I might be wrong. First, we can start off with our ice. Let's start off with ice. We need vodka, boys. Vodka. What's our choice of vodka? Tito's usually. So let's show the people. Let's show the people. We got some kettle one in the house, some gray goose, and some Tito's, OK? So the difference between our kamikaze and our first drink that we made, our first cocktail was in old fashioned. You notice that it was quite a handful of whiskey here, but we only need an ounce. And an ounce, since we know that every half an ounce is two counts, is a four count. You're so smart. I counted to four, yeah. So four counts, here we go. One, two, three, four. You're out of there. I'm out of it. You're out of there. Next, we have our liqueur. It's our re-distilled spirit, right? It's adding sugar. It's adding flavor. This is our orange liqueur. So this, my friends, we only need half an ounce. So how many counts is that? Half, one, two. Two.  Ready? Let's do it. One, two. That's it. Last but not least, we need our lime juice, OK? So this lime-colored juice is very ambiguous. We can use it for so many different things, but right now it's lime juice. Another half ounce. Yes, but that was a little much. All right, boys, what's next? Shake. Oh, yeah. You want to make sure you secure. Is that secured, Eddie? I think so. OK, I hope so. We're going to find out. I hope so, too, but I'm going to learn. All right, shake, shake, shake, shake, shake, shake, shake. It's very proper, Will, to shake. Honestly, this is one of the personality sides. Because I'm too old to be able to do the whole thing. I'm too old to be able to do the whole thing.  Basketball player. I like that. And then, you know, pour it, make it look all pretty. Oh, beautiful. Just up to the top. Yep. Oh! Don't worry about it. Are you OK? Oh, no. Bottoms up, and then we just start, like, shoot this back. And if you don't, leave or whatever. So you keep it going. So this is our kamikaze, boys. Beautiful. Well done. So that's still a next step up, but still fairly simple. That wasn't too bad. I want to make something that's really going to rock my socks, but also the socks of the person that is going to drink it. I'm feeling a sour cocktail. I'm feeling an AMF. What is that? An audio's mother.  They have to leave the bar after having it. So go ahead and actually grab the blue curacao right behind you, right in front of Eddie, actually. This is the liqueur that is in the AMF, OK? It's definitely blue because of artificial flavoring, but it is an orange liqueur. For this drink, we're going to need a tall glass. I'm clean. It's really clean glass. This is the glass. Mine's also very clean. I'll give the customer a drink that has my clear fingerprint on it. Listen, again, everybody, this is training purposes. Nobody actually drinks the thing. So don't be in the comments like, oh, they need to wash their dishware. Maybe you just need to. First, we need to fill our glass with ice. And I'd say 3-4. So most of the glass. Is it kosher to just go straight in with the glass? Or is that not a good thing to do? Very, very great question.  So many things go wrong in that situation because if this is real glass, it could definitely break in the ice. And now you have a piece of glass that looks like ice and someone drinks it, and that's a lawsuit. Yeah, because the glass tastes bad. There's four different kinds of booze in here. There's tequila, there's gin, there's vodka, there's rum. All four clear of our clear liquors, all right? So what are we making? We're making an AMF. That's right. We did a whole thing on it. We need half an ounce of each liquor. We're looking at an ounce. See, I'm starting with gin. And out. Okay, gin. Gin, okay, vodka, and out. Wait, where's the two? Rum. Rum? I think I got one. All right, great. Is this not enough? Does it look like not enough? It looks good. It's looking good. This looks slower. Slower? Slow? No. We have our blue. Our magic. We have our blue. We have our blue clear of sour orange liquor, okay? Maybe three counts. Okay. Can I count on you? All right. One, two, three. One, two, three. Out of there. Look at that beautiful blue. And then we mix it in. We're gonna use our stirring spoon at the end. So next we have our sweet and sour. So we have our magic potion right here that can be any juice that we want it to be, right? Any juice. So let's do a three count of our sweet and sour, all right? One, two, three. In and out. I'm getting a lot of stuff on the floor. I'm so sorry. It's okay. That's bartending. We have one more thing left boys. We have our lemon lime soda, right? So that L on your soda gun. Go ahead and grab it. A razzle dazzle. Here we go. How much razzle dazzle? Honestly, you're filling the glass and all the way to the top, right? Cause we don't want anyone to spill it. Spill on themselves.  That is a great question. We have a lemon garnish. And go ahead and place that on the lip. Do we stir this? Oh, and yes. So I was thinking to maybe like set myself apart. Like I would have like a signature as a bartender. And I was thinking maybe, hear me out. I make the whole drink in front of them. They're all loud. And then I serve it to them like this. Enjoy. And like, but here's the magic touch. Right before you put it down. You just mix it a little bit. A little bit more. And then right at them. So you can flick or you can give them kind of taste. If they have glasses all over. Well, you can also just give them a taste of what's kind of the stick if you're in their mouth. Cheers, boy. Oh, cheers. It looks great. It looks really good.  For the finale, you know, we want to send our customers home with something big, something over the top. One of the most intricate, maybe flashy drinks that doesn't involve fire. Next up, boys. I'm my carita. Your most infamous Latin American cocktail. Cause honestly, once you know this recipe, you can just kind of like build and like build off of it and make any kind of margarita you want. Add the strawberries, add the mango, add the jalapeno, add the cayenne, add whatever you like.   I brought these for you guys. This is not a margarita glass? That's a martini glass. Martini. I like margaritas. I don't really like martinis. That's what I'm thinking. Sometimes I'll. Stupid. The whole show. Sometimes you'll definitely see margaritas serving this. They're just fine because it's a stem cocktail glass. This glass tends to be referred to as a margarita glass or a fiesta grande glass. But I thought these were really fun and cute. Fiesta grande means big party. Look at what you know. You're so smart. Way to go. That's correct, right? Big party? Big party, right? Oh yeah, cool. Grande. It's in. Don't let it be confident about it. We definitely need our shaker tin again. So let's see if you remember, what do we do first? First things first. First things first, ice. So it's a margarita. Which liquor do we need for the margarita? You know this. Tequila? Yes! Let's choose our tequila of choice. I'm not positive he loves. So we're not doing well. You may as well do well if you'd like. Or I'm sure I'd recommend a premium liquor on the back bar. I'm not doing it. I'm not positive he goes back out of the door. Ethan, how are you doing? And I have to tell him, well, I'm not doing well. Is he talking to himself right now? I'm gonna go with Cabo Wabo. All right, Cabo Wabo. Not supposed to be said like that, I feel. We got some Casamigos. We got Cabo Wabo. I like Casamigos a lot. Good job, George Clooney. You definitely did that all by yourself. And we got some Casadores, okay? All right, so the reason why we're here is the alcohol. We gotta pour that bad boy first, okay? So we need an ounce and a half. Who remembers the count for an ounce and a half? Six. That's gonna be three, six. Six, right? Six. They say? Six seconds, ready? Like so, like that. One, two, three, four, five, six. You're out of there. I was leaving. Go like that. Oh, that's fun. I don't sure love when that happens. We're gonna call it good on that one. And now next, we need our triple sack. We have our alcohol, now we need our sweet component, our orange liqueur. Let's do a three count, okay? One, two, three. Out of there. Out of there. One more item left, okay? So we have our tequila so far, we have our triple sack. Now we need our tart component, which is our lime juice. Ssss, lime juice. Another three count, in and out. Got it. Out of there. Out of there. Now that's how we make a drink. That's how we do it. Now we need to top that thing. Secure the bag. Both, let's secure this bag, ready? Let's secure it. It sounded nice. All right, uh-huh. Secure with your index finger. Grab your glass. Or not, you could leave it on the bar station. Whatever's easier for you, right? And pour. All right, yeah, I'm gonna eat this pour. It's pretty cool. Beautiful. Then we do a little Eddie Burr back. Little worries. Can we send them on the way? Give them a taste. That was well done. Well done. I like, what are these glasses? Cold again? Fiesta Grande's or Mother's Day glasses. Jocelyn, why are you hiding behind the wall like we're gonna throw something at you? Last drink. Last but very not least, this is my favorite cocktail, okay? Being a rum girl myself from the Caribbean. My tie has to be my favorite drink. It's like the umbrella drink, right? Cute umbrella boat drinks. We are going to need both rums. First things first, let's grab the rums and then we'll do our ice in our shake-a-tent, right? You can either use your well rum or there's McCarty.  And the dark rum that we have here is Myers. This is Jamaican rum. This is dark rum made of molasses, okay? And our light rum is made of sugar cane. So I'm gonna use McCarty. I'm gonna use Barton, imported light rum. 40% alcohol, eddy proof. Imported and bottled for Barton import chip-a-tent. Cockles. They said eddy proof. I was like, oh no. Now we need to fill our shake-a-tent with what? Ice. Ice. Can we double-fist the force? Most certainly. I'm sure you've seen a lot of bartenders double-fist all the time, right? There's not one hand but two hands put to work. We need an ounce of each. Two seconds. No. Four seconds. In and out. Ready? One, two, three, four. Beautiful. Some great double-fisting you guys got there. So now we need our liqueur, right? Level of importance. We need our, how did you know? Because you said liqueur and this is the only one that I remember. Only two counts, okay? Boom, boom. Now we need our mixers, okay? Pineapple juice. Yes. Just a three count, okay? One, two, three. No, no, no, no, no, no, no, no, no, no, no, no, no, no, no. And now we're gonna use it again for sweet and sour. Sweet and sour. Sweet and sour. Yes. What's next? I don't know. Give me a really good shake. Okay, that was really great.  We have our Hawthorne Spaner on top. Oh, okay. Yeah. Yeah, secure it really good. That word, okay. Yeah. Perfect. Oh yeah. Okay. Okay, okay. I'm so sorry. We need a garnish. We need a garnish. This is a cherry. Oh, okay. My signature. Then because we have two cherries, right out. We have mastered the art of mixology, bartending, and drink making. Thanks to you, Jessica. And ABC bartending school. Thank you so much. I said that correctly, right? In the correct ABC bartending school. Okay, cool. Perfect. Good job. I didn't know if it was like an academy or training center. Wizarding school. Wizarding school. Round of applause for yourselves. Put in more claps in editing. Thank you. We did it.


What's up everybody? Jason here for JaspysCaseBreaks.com. We're giving away two R&B spots away for this tier one R&B For 11 teams that includes the Diamondbacks, the Red Sox, Mariners, Rangers, Ash, Wastagas, Pirates, White Sox, Blue Jays, Brewers, Nationals Piece of all of these teams In a serial number break, of course, if those teams hit, they'll be distributed to the first number on the left side of the dash And of course any and all redemptions of those teams that hit, go to spot zero, all numbered one-to-ones, go to spot one And there's all the teams there guys. So first Let's click the dice roll.  Congrats, buddy Remember Last spot mojo hits 60% of the time every time guys There you go Now let's copy and paste those names. We're gonna use the same dice roll ten times for the list of names and numbers one two three four five six seven eight nine ten Ten times Nicole down to Alexander You need a job One down zero One-to-ones will go to you Brian with nine Steve with six I said I would three Ryan with eight Alexander was seven Steve with five Ryan with two Steve with four and then Alexander if there is any redemptions They all go to you for these teams So again guys there you go and again coming up in a separate video is going to be the break Good luck everybody should be a fun one. Thank you


So our last question is, where can we do permaculture? Well, that's pretty much everywhere. It's not just about land, about gardens and farms. It's also about how do we put up buildings, how do we construct our energy systems, how do we do exchange sort of money and that kind of thing. And also about our social landscapes. How do we live together? And so permaculture can find its way into many areas of our lives. And for me, that's particularly exciting because it means that there's always something new to learn. It's just utterly fascinating. Now, it's also important to be thinking about when we're doing design at different scales. So it's one thing to have plenty of food in your garden, but if you don't have local food producers, then in the supermarkets run out of food, then your stuff does everybody else. So it's important for us when we're making our choices to be thinking about resilience at all of those levels. Can we support local businesses by voting for what we want to see in the world, by buying things from them. So getting a veg box, even though perhaps you might be growing food for yourself in order to support those businesses, so you have that local resilience. It's also worth thinking about different scales when we're making choices. So if I'm collecting water in tanks like these for the garden, what am I collecting it for? Well, for irrigating plants. Where do plants get their water from? Well, most directly from the sky, it's to fill those gaps in supply, but where are they taking the water from? They're taking it from the soil. So essentially what I'm doing is I'm getting tanks to replenish the soil. So if I can reduce the rate at which the soil dries out by increasing the ability of the soil to hold water, but also to reduce evaporation by things like mulching and such, then I actually reduce my need for plastic tanks. And so by thinking at these different levels, we can actually make a better intervention. And of course, as far as the plant's concerned, it can't get water out of the tank. It requires me to be there to turn the tap on and to supply the water. Whereas water that's in the soil is directly accessible and it can get it where it wants. So thinking about these things, it's a little bit also like thinking about reducing our energy demand at home so there's less need for power stations. So permaculture thinking can be applied in so many areas of our lives. And though it sounds corny, when I discovered permaculture, it really did change my life.


There are two ways to show up online. You can either try to be instantly impressive to the viewer. And talking about this, whether you're talking about making a video or on your website, instantly impressive. Oh, you have three seconds to get their attention and to keep their attention. You better be really good, you know, whether it's, like I say, on your website or in your videos or in your writings or whatever. You can either be instantly impressive, try to be that way, which is exhausting to me. But this is the deep assumption of much of marketing is that you're supposed to be instantly impressive, right? Oh, your copywriting is going to be super, super good. Your branding has got to be on point. Your videos got to be, like, amazing. I get their attention. You know, I literally saw a video coach, you know, when she started her video, she was like this. And then she said, you see, I'm trying to get your attention. I'm like, wow, really? This is how, okay. So you could, you can either, like there's two paths, you can either try to be instantly impressive or you have to realize that that might be the assumption you're making about what marketing is. You have to be instantly impressive to people or the other path, which I burned out trying to be instantly impressive. The other path I'm now taking and have been taking now for eight years is to be consistently authentic. And what I mean by that is I, I believe that each of us has unlimited potential. You were born not with a fixed amount of talent or intelligence and you just have to keep proving that throughout your life. No, you were born with unlimited potential. You don't know, even at this point, you don't know how smart you could really become, how charismatic naturally after practice, how just talented in your industry you could become. You really don't know. And the way that you develop more of that talent and more of that skill is by practicing, is by showing up, experimenting, stretching yourself a little bit every day, practicing. So that's the path that I've dedicated myself to. The path of consistently authentic, I just show up, show up every day. When I say show up, I don't literally mean you have to make a video every day. You can. That's, that's how I started with making videos actually. My first hundred videos were just, I've made a video a day, I didn't stop until I got to a hundred. I took the weekends off, but it was five, five videos a week. But it doesn't matter. Whatever skill you are learning to expand your talent in, if you show up consistently every day, taking the weekends off if you want to, and consistently authentic, meaning you show up saying, I'm not going to try to impress people today. I'm not going to try to attract people and get their attention. No, no, no. I am going to explore what authentic means to me. And to me, I'll share with you what that means to me to be authentic in my business is to be authentically heartfelt in service to two beings in service to the growth of this being right here and in service to the healing and the growth and the uplift of the audience members that are meant for me. So to be authentic to me, consistently authentic means to show up consistently in that heartfelt service to my growth and to your growth. And if I do that, right, if we dedicate ourselves to consistent authenticity, guess what happens?   You're broadcasting your energy signature. So more and more of your soul group are finding you in this life instead of having to wait to the next life to find you because your soul group, if you don't believe in soul group, that's okay. I'm not asking you to believe in it. You could use it as an analogy. When I say soul group, if you don't believe in that stuff, just say my ideal audience, my true fans, the ones that are going to naturally resonate with who I am just without having to pretend, just me, who I am as I show up. There are people who naturally resonate with you. Some people call that true fans. I'm just going to call that soul group for now. If you consistently show up authentically and just practice, practice, practice showing up, more of that soul group will find you. Number one, number two, you're just going to, through practice and exploration and experimentation, you're going to get better. You're going to get more brave. You're going to get more practiced in just the technique of showing up. And then you're going to, with that technique, under your belt, you're now going to be able to express even more fully in that art form, whether that's video, podcast, writings, images, whatever it is you're doing, showing up, making web pages, and here's the final thing I'll end with. If you keep showing up and dedicate yourself to consistently authentic path, one day, well, more and more, you become authentically impressive to the people who are meant for you, authentically impressive. You're no longer trying to be impressive, but you just are because of how much practice you've gotten. So don't be afraid of losing people. Don't ever be afraid of losing people. The ones who are meant for you will not leave or they will leave and they'll come back. Dedicate yourself to consistently showing up authentically. And this is how you really grow your true fan audience. I hope this is helpful and thank you so much for joining me.


Yeah, I'm Taylor Gossk and I'm with the American Wind Energy Association. The American Wind Energy Association is the trade organization for the American Wind Energy Industry. So we represent more than a thousand member companies and we do a lot of different things for them, lobbying and also we put together fact sheets and information about the industry. We support a variety of policies that helps promote the wind industry. One of the ones we're specifically advocating for right now is the investment tax credit for the offshore wind industry. We come to the expo because it's a great way to learn more about other sectors of the industry and to talk more about wind industry and get out there and meet with the other people.


Good afternoon, everyone. My presentation today will be on an ongoing case study on students' digital experiences with Moodle at Divinewood University. Some of you might be wondering where is Divinewood University? Divinewood University is situated in Papua New Guinea in a small province called Medang, as you can see from the map in front. Papua New Guinea is located about 160 kilometers north of Australia. We're quite a small campus. We have about 93 teaching staff and about 1,594 students of both undergraduate students and postgraduate. And these are all full-time students. We also have an indefinite number of other postgraduate students who are under the flexible mode. Campus is made up of four faculties. Moodle has been used in Divinewood University for the past 12 years. All our staff and students have been trained on the basics with Moodle. Our undergraduate full-time students use Moodle for exams and also to access the learning resources. Moodle is currently managed by the Center for Learning and Teaching, which is the center I am in, or CLT for short. CLT continues to provide Moodle support to staff and students on the effective use of Moodle. This study is conducted by the Center for Learning and Teaching, and it had two main objectives. Number one, we wanted to evaluate as to what extent is the digital experiences of DW students. And number two, we wanted to explore how DW students use technology to enhance their learning. And our main focus was on the perception and use of Moodle. The study is a quantitative and self-selection study. We collected the data through an online questionnaire prepared with Google Form. Our target audience are the full-time students, both undergraduate and postgraduate students. We used Moodle to disseminate the invitations to the participants. All full-time students who are enrolled in Moodle receive the invitation to participate in the survey with a link to the online questionnaire through email sent from the news forum. Invitation is still being circulated through this method. The questionnaire includes five questions. Total number of participants to this date is about 149 students. About 56% are female participants and 44% male participants. I will not go through all the results for each faculty and the level of study, but again, as I mentioned earlier, our target audience is the full-time students, both undergraduate and postgraduate. All right, in the first question, we focused on the look or the layout of the learning management system, Moodle, as a portal for university students. In terms of the complexity, about 90% of the participants opted for just fine. About 9% said it to be too simplistic and 1% said it to be too complicated. In terms of the quality of the overall design of the Moodle platform, most of the participants said it to be pleasing and welcoming. This part of the question may not seem as important to the participant, but I guess all these elements do contribute to the students' learning process. Is the platform engaging or is it too dull? Or is it welcoming? These results will help us at the Center for Learning and Teaching to better design the university's learning management system. Question two is concentrated on the student's ability to customize the layout of their personal page. When the students log in to Moodle, they log in with their own accounts. With these options, students can customize the dashboard and their profile page by adding a profile image maybe. They can also configure, hide, or dock blocks as shown here. About 62% use this option. Around 35% have never used this option and about 4% don't believe that this option is helpful enough to maneuver through Moodle. In question three, we focused on the various functions of Moodle. Is the Moodle platform sufficiently enhancing the learning experience of students? Are online assessments delivered and managed well? There were about 13, yep, 13 viewpoints or statements stated in this question. Highlighted in yellow, are the highest number of participants who agreed with the statements and in green are the highest number of participants who disagreed. Overall, more training needs to be conducted for staff on the use of the various functions offered in Moodle. Not only in terms of having all resources provided in Moodle, but also in having assessments done online as well. Question four, looked at six digital activities from finding information and working with others online, using an educational game or simulation for learning through to using a polling device or online quiz to give answers in class. Further investigation has to commence now from the results that we've come up with into how we can incorporate digital activity five and six where educational games or simulation is introduced in the classroom. And also utilizing other activities in Moodle to give answers in class. In Moodle, there are different types of activities and resources that can be used in a unit page. Question five, focused on these activities and resources and how often are they being used? From the responses, the most used resource is the file that includes PowerPoint slides, PDF, Word document, videos and audio. The most used activity is the quiz activity because they use the quiz activity to do their exams online. I have picked up one Moodle resource and four Moodle activities that are not fully utilized in Moodle and they are the workshop choice, glossary and wiki activity and the book resource. This indicates to us at Center for Learning and Teaching on what sort of further training to conduct for the academic staff. Center for Learning and Teaching will be conducting more focused training for the DW teaching staff on the use of the various functions in Moodle and also we will look into student oriented trainings on how to effectively utilize the different activities and resources in Moodle. Thank you.


Hey folks, in recent episodes of Code Club here, I think I've made a pretty obvious point that I love living in Michigan. I like the snow, and I also like the water. Michigan is well known for water. We have a number of great lakes surrounding us, Lake Michigan, Lake Huron, Lake Superior, Lake Erie. We have many rivers and smaller sized lakes. Of course we have water disasters like what happened in Flint. At the same time, I am struck by news stories coming out about Lake Mead in Nevada. Lake Mead is a man-made lake, human-made lake, that was created as a reservoir to basically give water to the whole Southwest. It is at historically low levels. I think I saw recently that it's at a level that it hasn't been at since Lake Mead was created. They're even finding dead bodies. I mean, what's up with that? Anyway, this got me thinking about the whole concept of drought. Using a little bit of research, you'll quickly realize that there's many ways to define drought. One way that we think about drought is that it's a lack of precipitation compared to what you would normally expect for that place and that time of year. You could say, well, the Sahara is under a drought. If the Sahara has a desert and it doesn't get precipitation, then that's kind of what you would expect. It's not really a drought. There's also other types of drought. You might think of hydrological drought, where there's basically no water in the ground. Agricultural drought, where there's not enough water to support the plants that they're. There's ecological. There's economic drought, right? Well, the type of drought that I'm going to look at in today's episode of Code Club is called meteorological drought. It took me a few times to figure out how to say meteorological. I still can't do it. Anyway, meteorological drought is that idea that for a given time and place, you'll have an expected amount of precipitation. This brings up, I think, a really interesting concept of how do you measure and quantify metrics over a sliding window of time, right? And so we've done a pretty good job of looking by month or by year. But say I want to look at a 30-day interval or a 14-day interval or a 10-day interval or a 100-day interval, right? How would I create a, say, 100-day window and then slide that over the past 130 years' worth of weather data that I have for my local NOAA weather station to look at the total amount of precipitation over those 100-day windows? If you want a copy of the project that I am working with, down below in the description is a link to a blog post that'll get you all the information you need for getting all this code off of GitHub so that you can follow along. If you want to customize it for your neck of the woods, you can go into CodeLocalWeather.r, change the latitude and longitude for where you're living to get the data that's local to where you are. So again, this creates a variable called local weather, which we have seen in a number of episodes now. So this creates our data frame that has the date, the maximum temperature, the amount of precipitation, and the snow. I'm interested in the date and the precipitation. So let's go ahead and select on those columns. So we'll do date and PRCP. This then gets us our date and precipitation. There are NA values in here that I'm going to go ahead and turn into zeros. So to do that, I'll go ahead and then do mutate PRCP equals if else is.NA on PRCP. So if PRCP is an NA value, so if that's true, then I'm going to put in a zero. Otherwise, I'm going to leave the current PRCP value. Again, I'm assuming that that NA really means zero. I might be wrong in that. But I think for our application, that should work pretty well. All right, we have date, we have precipitation. What I would like to do is be able to take any size window and calculate the total precipitation over that window. I don't want to just look at, say, October and then November and then December. No, I want to look at a 30-day window starting October 3rd to about November, I don't know, whether it be like first or second, right? And to get then the total precipitation over that. And then to go to October 4th and keep proceeding, right? So one approach that we could think about would be to add another mutate line. And so we could say mutate and I'll call this one day. And so this column will be a one-day lag of precipitation. And so within the tidyverse, within dplyr, there are a lag and a lead function. So I could do lag on PRCP. This then gives me a one-day lag. So basically, it starts the next day and it puts in an A value. Alternatively, so I'll call this one-day lag. I could also then do a two-day lag, lag PRCP and equals two. And then this, as you'll see, gives me a two-day lag, right? But what I'm more interested in is looking back in time, right? So you never know that you're in a drought until you compare to what's in the past because you can't predict the future. So instead of lag, what we might do would be to do lead, right? And so I'm going to go ahead and copy those lines. And instead of lag, we'll look at lead, lead, lead, and then the function again is lead, all right? And so now we have the lead function. And so we can basically see that one-day lead moves things up a day. And then two-day lead is moving things up two days, right? So again, I could do this for any number of days. And then I could take the columns, say for the lead, and I could calculate the total over those columns. That, though, is going to get really annoying and it's going to be really hard to flexibly change the time of the window that I want to look at. So this is not what I'm going to do, but I wanted to introduce you to the concept of lag and lead and how we might go ahead and use these functions to create a sliding window, perhaps for a smaller number of days. So what we'll use instead is a special package called slider. Slider is a lot like the per package. So per allows you to go one day or one row at a time through your data frame. Slider allows you to create a number of rows that is slid across all of the rows of your data frame. So to load that, we'll go ahead over to packages and I will do install slider and then I'll go ahead and do library on slider and get that loaded. And I'm going to go ahead and save this R script into my code directory and I'll call it drought.r. As you might recall from several episodes back, I'm using a special tool called RN, which keeps track of all the packages and versions that I'm using. You can see that if you come way back to the top where I started R that it says that project desktop climate vis loaded RN 0.15.5. So because I added a new package, then what I need to do is go ahead and do a snapshot using RN. So I'll do RN colon colon snapshot. And this then shows that the following packages will be updated in the lock file. Do you want to proceed? Yes. And so then those new packages slider and I think Slider uses warp are now written into my project. So that if you get ahold of this, then when you load the package, it'll automatically prompt you to install this version of Slider and warp as a dependency. Very good. So let me show you a few of the tricks of using Slider. It has a core function called slide. Again, it's a lot like the tools from per and those functions are called map. So basically you can think of instead of map, I'm going to use slide. So let's create a vector that I'll call x. And we'll say that that's the values from 1 to 10. Again, 1 through 10. And I can then do slide x and I can then do dot before equals 1. And I forgot a special argument, which is what do I want to do with each value of x? Well, what I'm going to do is tilde dot x. So dot x is the value in this first slot of the function called. So if you were to look at the arguments for slide, this first position is dot x. So the second is dot f for the formula or the function you want to run. And so we're going to basically output the value of x. But we're going to slide it using the value before the current value. So we'll see that this outputs a list much like the map function from per does. In this first slot, we get just the value one, very much like what we saw with lead, right? So basically with lead, we got 1 na. This is only outputting the one without the na. But then for the second slot, we get 2 and 1, 3 and 2, right? And so if I were to then change before to say 2, I now get the current value, right? So like 5 plus 4 and 3. And if I come back to slots 2 and 1, we see that we don't have everything there, right? Alternatively, we could kind of recreate the lag approach by doing after, right? So if I do after equals 2, now what I get is I get spot 1 has 1, 2, and 3, 2, 2, 3, and 4, and so forth. But then when we get down to like spot 9, we only get 9 and 10. And 10, we only get 10, right? So say I only wanted those values, those rows, to be outputted where I had, in this case, at least all three values represented. What I could do would be to do comma.complete equals true. And so this will output only the complete sets of values. And so now what we see is that spots 9 and 10 are outputting null, whereas all these others are outputting three values, okay? Here I'm using a formula to output the value of x from that row, right? Well, what if I want to output a function output, right? So we're going to want to look at the sum of those values. So let me go ahead and come back to this one where we used to be 4 equals 2. And again, I'll go ahead and add the dot complete equals true. And instead of tilde dot x, what I'll do will be the sum on period x. Now I get the sum of the three values that day, so 10, and 9, and 8. So the sum of 10, 9, and 8 is 27, 24, 21. So again, this is outputting the values as a list. Alternatively, we could output it as a vector, right? And so I could do slide underscore dbl. Again, it's analogous to map dbl, where we'd have x tilde sum dot x. And then dot before equals 2. So this outputs the vectored version rather than the list version which we saw before. Now we can start thinking about how we might incorporate this into a typical pipeline where we start with a data frame or a tibble, right? So we could start with tibble x equals 1 to 10, right? Again, we get a one column data frame, one column tibble. And then we could pipe that to a mutate. Again, much like we would using a map function. So I'll also call that new column total. And the output of total will basically be this, right? And so we'll go ahead and throw that in there. And so we're gonna do the slide dbl on the x column. And we're then going to go through this. And hopefully for each row of x, we should then get out the sum. But spots one and two should have NA values for the total column. Sure enough, we now have NA's in that total column. So let's come back up to our pipeline. I'm gonna go ahead and grab these first three lines. And so now, again, just to refresh ourselves, this output should have the date and the precipitation for that date. One thing I wanna confirm, though, is that my data is in the proper order. So I can do a range on date. Now I know all the rows of the data frame are in the correct order. And so we're good to go from here. Now what I can do is I can pipe this into my mutate, right? And so I can then do a window prcp. And we'll then do slide dbl. First the x spot will be prcp. And then we'll do tilde sum on dot x. And then we'll do dot before. And let's do a 30 day window. So it's got the current day plus the previous 29. And I only want complete. So we'll do dot complete equals true. And of course we see that the first 10, probably the first 30 values are Na's. We can see this if we go ahead and print n equals, let's do 50. And so again, if we make this window bigger, we see, yeah, that the first sum we get is at 47.9 and all these other values initially are Na's. So I'd like to remove those, right? So what we could do, of course, it would be to then do, yeah. So we'll pipe that in. We'll do drop Na, window prcp. And let's go ahead and pipe that into our print. So again, we see that we start way back up here with 47.9 as the total over those first 30 days. And that it kind of slowly accumulates over time. I'll go ahead and remove this print statement. It's to only output the first 10 rows of the data frame. One subtle thing to notice is that if you're feeding an argument into the function, we need to use this tilde with the sum. I don't need the tilde if I am only doing a function without any explicit arguments going into the function, right? This gives me the same output that I had up above. I'm gonna go ahead and stick with the tilde notation because who knows, I might decide to add other arguments to a function. I mean, the sum function really only takes one value, one argument, so that's fine. But let's go ahead and put this over a couple lines so it doesn't scroll off the side of the screen. And again, we're looking at a 30 day window. We're then dropping the values that are NA's. So those are like the first 29 days or whatever the value of before is. I would like to change date to be the end date. And I wanna get the start date. So let's go ahead and make our start date. We'll do mutate start and we'll then do date minus 29. And then this gives us the start date. And so now I'm going to rename date to be end using the select function. So we'll do select and we'll do start end equals date. So you can use the select function to rename a column. So we can do end equals date. And then I'll do window PRCP. Great, so now we have our start, our end, and the total precipitation in that window. So now we recall that a meteorological drought is having less rain than you would expect for that given location in that time of year. So here in Michigan, as we saw in a previous episode, as we get into July and August, it gets drier than it is say in April and May. April showers bring May flowers. We expect it to be wet in the spring and drier later in the summer. And so what we might wanna know is like, looking at this window that I have here was the month of October in 1891 drier or wetter than we might expect to find over all of the other 130 years that we've been looking at, right? So what I need to do is go ahead and I'm going to extract the month and the day from the end date so I can then aggregate by the month and the day. I'll go ahead and then do a mutate to get month. I'll do end month on, so I'll do the month function on end and then we'll also do end day as the day function on end. And again, that gives me the month and the day. I can then group by, I will group by end month and day. Again, nothing changes except now I have this grouping variable. Again, 366 days because February 29th is in there, right? And then I'm gonna do a summarize. And so I'm gonna define drowdy as being below the 10th percentile for that day of the year. So I'll say threshold as my column and then I'll do quantile. And the quantile then is a function that returns a desired probability level or quanti value for a variable. I'll give that then window prcp and then prob equals 0.1. So that's the 10th percentile. Now what we get back is a data frame with the end month, the end day and the threshold. So what we're saying then is on January 1st, if you go back 30 days, then 90% of the time you would have 23.5 millimeters or more of precipitation in that time, right? So if you have below that, then you're below the threshold. So instead of using summarize, I'll use mutate. And again, the output changes and that we still come back to the full data frame that we had before, but I also have the threshold. And so something I might wanna do is go ahead and filter those windows, that window prcp that's below the threshold. So we'll do window prcp below threshold. And so now I have those days, those windows where the precipitation in the window was less than the threshold, right? And again, that threshold being less than 10% of what you would expect over the 130 years worth of data, and so by this definition, there were 4,739 windows that that criteria was met. So because having these groups in here makes me a little bit nervous because we're continuing to do things within groups, I can go ahead and ungroup the data by using ungroup and then pipe that into the filter. Again, that's removed for peace of mind because sometimes weird things happen that I don't expect when the data is still being grouped. So something that I might wanna do is let's go ahead and get the end year out of this. End year equals the year on end. So let's see if there are any droughts here in 2022. We can do filter end year equals, equals 2022. And we see that back in January and February, there was a brief period of drought. Another year that I recall being really droughty was 2012. And so here we can see in 2012, from basically May forward, actually this is only the 35 rows. So let's go ahead and open it up a bit and we can then do print end equals inf to get all of the data outputted, right? So we can see that we got to a point in the summer of 2012, really, between the beginning of May and August where we were in this droughty type condition. You know, we could look at something like right about here, August 4th, where we were down about 15 millimeters of precipitation over the preceding month. One of the nice things about having a pipeline like this is that I can change the window that I wanna look at or I can change the threshold that I'm interested in, right? So I could perhaps look at 100 day window by putting in 99 before. Let's see what that gives us. And so that then shows that, yeah, this was in 2012 a 100 day drought from basically May 23rd, all the way through August 26th, where over that 100 day window, you know, perhaps there's a period right about here that is perhaps the most extreme where we were about 60 millimeters below what we would expect, right? And so 60 millimeters, that'd be six centimeters, maybe about like two and a half inches, not as bad as they're seeing out west for sure, but certainly extreme for us. And we could perhaps kind of focus things in on really extreme drought events by dropping that to say a 5% threshold, right? So basically we wanna look at the conditions, the droughts, those windows where 95% of the years had more precipitation over that period than what we saw. So again, we see that 2012 drought that we had here in Michigan was a long and extreme drought for Michigan, right? Again, totally different conditions than you see in California.  So I wanna see if there's anything more recent than 2012 that had that level of droughtiness over a hundred days. And we see, no, really that was the last time that we had that level of a lack of precipitation over a hundred day window. So the final thing I'd like to do is go ahead and plot the data. And so I'm gonna define this variable as drought data and I'll go ahead and remove that tail, right? So now we have drought data with all of the data. We have the precipitation and the threshold. And as we've seen in the past, I want to make on the x-axis the day of the year and on the y-axis the amount of precipitation over that window, right? And here we've got a hundred day window. So I'm gonna go ahead and create a new year, right? A fake year if you will. And so we'll take drought data and we'll do fake date and we'll do again, glue on 2020 because 2020 was a leap year and then we'll do hyphen, tilde, curly braces and we'll do end month, close and then we'll do the day. So we'll then do end day. And so I need to wrap this inside of the yMD function that will turn all this into a date, right? And so I've got that fake date column there. It's kind of off the right side. And maybe what I'll do is go ahead and select to get rid of start and end, right? And so now I can see that I've got window precipitation, the threshold, the fake data, okay? The fake date. And I'll go ahead and pipe this into ggplot now. So do ggplot AES. On the x-axis I want fake date. On the y, I'm gonna put window PRCP and then I'm going to group by the end year because I wanna have a separate line for each year worth of data. And then we'll do geomline. And so this then shows the data but I'm noticing that we've got these weird stretches of straight lines and I recall that back in my code here I left in this filter where we were defining droughts, right? So the plot was only showing those droughts. So I'll go ahead and remove that filter and rerun all this. And so now we get a big mess of data. It's interesting that my eye kind of sees a bit of kind of a sinusoidal curve, right? So it's kind of dry in the winter and then it gets wetter and then it gets dry. I don't know if I'm just seeing that or what. But maybe what we'll go ahead and do is add to this lines indicating the drought, right? The bottom line for the drought. And so to do that, I'll go ahead and add another geomline and for why, I will then do threshold. And I'll then do, I need to put that in AES, right? AES because I'm mapping threshold to Y. And then I'll do color equals red, all right? So then we have our red line at the bottom. And I think we're seeing some weirdness again where we've got extra lines in there. And I think that's because we're really plotting the same data many, many times because you'll recall that drought data has that column of threshold, right? So every time January 8th shows up, we're gonna get that threshold, right? So I'm gonna create another data frame based on drought data. So I'll do select and we want end month and day and threshold. And again, this has a lot of repeated data in it. It's got 47,000 rows but it should really only have 366 rows, right? So what we can do is do a distinct on the data frame. And so now we get 366 rows for one row for each day and I'll call this drought line, right? And get that loaded. So I also need to add the date.  So now if we look at drought line, we see we've got the fake date as well as the threshold. That's good. Now what we can do is down here in our second genome line, I can then do data equals drought line. And that says basically plot the data in drought line rather than the data in drought data for making this specific line, right? So if we go ahead and run that, we actually get an error message saying that end year not found. It's basically not found in drought line because this AES function is changing the mapping to the YA variable, the Y axis from a window PRCP to threshold. But I don't, it's still expecting there to be a group aesthetic, right? But I don't have end year up here in drought line, right? So the way I'm gonna get around this is by saying inherit dot AES equals false, right? And so what that means is don't use any of these AES mappings down here. So I need to add in X for my fake date, right? So we'll do fake date, Y equals threshold. Now we get our red line. It looks a lot like what we had before when we were plotting that threshold column. But again, it's cleaned up now because we're only looking at one version of that, right? So basically when we plot it a bunch of times, then we're getting all sorts of basically funkiness going for the lack of a better scientific term. So what I'd like to do is I wanna turn those black lines to be gray and I wanna make my 2012 line be blue, right? So make that line really stand out. So to do that, I'm gonna come back up here and I'm going to then do is drought year. But I'm gonna put that into mutate, is drought year equals year, I guess it should be end year, right? End year equals equals 2012. And then we can then do color. We can map is drought year to color. And so again, we see that we've got the red for the threshold, the salmon for all of the other years and the teal line for the drought year 2012. And we've got some really hideous colors, right? So let's go ahead and clean that up with scale, color, manual, breaks of true and false. And we'll then do values equals. And then so if it is that year, we'll do Dodger blue and otherwise we'll do gray. And so now we've got all those other lines. We have our blue line for 2012. One of the things that you'll notice is that there seems to be gray lines going over top of our line. And that's because the lines are put down in order of the year. And so what I'd like to do is basically reorder the lines to put 2012 on top. So I'm gonna come back up into my mutate statement here and I'm gonna make end year a factor in the order of is drought year. So basically I want is drought year. When that's true, I want that to be the last value. So again, true and false, true has a value of one, false of zero. So all the zeros will go first because that's numerical. And then the true. So we can take end year and then do FCT reorder. This is a function that comes to us from the four cats package. And it takes a character or a factor as input. So I'm gonna do factor on end year. And then the second variable we give FCT reorder is the variable that we want to reorder on. So we'll do is drought year. And so now we see that we have our blue line on top of all of the other lines. And we can see that period that it dipped down below the threshold, right? So let's clean this up a bit. I'm gonna go ahead and get rid of the legend. And so we'll go ahead and do show.legend equals false. Again, that gives us more lateral real estate. I'm gonna add some labels.  Y is going to be total precipitation over previous 30 days. And that needs to be in quotes. And then we also wanna indicate that that's in millimeters, right? And we've also seen in previous episodes that we can change the scaling on the X axis when it's dates by using scale X date. And here we'll do date breaks equals and then two months. And then we'll do date labels. And in quotes, we'll do the percent capital B. And that capital B is the notation to indicate we want the full month written out. And we'll close that line with a plus sign. And so now we see that we've got February, April, June, August, October, December looking good. And that we've got this window of 100 days or basically windows ending on those days of 100 days where it was very droughty. Looking at this makes me wonder, wow, what's this one down here at the bottom? I'll let you figure out how you can adapt the code to highlight that line to indicate what that was. Cause that seems like the driest year on record really for quite a bit of time. If my eyes are looking at this quite correctly, right? So what I'd like to do is let's go ahead and clean out the back. We can then do theme panel dot background, element blank and we'll also do panel dot grid equals element blank. And then let's go ahead and add axes. So we'll do axis dot line equals element line. Maybe a final thing I'll do is add a title. So we'll do plot dot title equals element markdown because I'm going to use some HTML coding to make that title. And also do plot dot title position as plot so that it's left justified on the plot rather than on that Y axis. And I can come back up here to the title here and we'll then do title equals the summer of 2022 had less precipitation than 95% of previous years dating back to 1892. I can highlight 22 with a span and we'll then do style equals and then single quotes I'll do color equals Dodger blue. And I think that actually needs to be a colon rather than equals, right? And then close out this span anchor here, right? And I doesn't have element markdown because I also need to load library ggtext. And so now I see 2022 is in blue to indicate that blue line. And then I can also add less precipitation than 95% of the previous years by doing another span and we'll do style equals single quotes color colon red. And let's see, let's go ahead back here and we'll put this in a backspan to close out that anchor. And we can see the beginning of that 95. So maybe what I want said of element markdown would be element text box simple. And so we now see that it wraps it also doesn't give us much of a margin on the bottom I find. So before I start mucking with the margin I'm gonna go ahead and save this. I'll do gg save and then we'll do figures drought.png and my width I'll make a six height equals four. Which is good. So let's go ahead and add a margin to the bottom of that and we'll call that a day. So then do margin equals margin B let's do 10. And there we go. That looks pretty good. Again, I'd encourage you to play around with this. There's a lot of different concepts we covered here but what I really wanna focus on is make that sliding window using the slide functions from the slider package. Again, the syntax is very similar to what you might find using the map functions from the per package. I'd encourage you to play around with this relatively simple but I think really powerful set of tools that come to us from the slider package. And again, I'd encourage you to play around with this plot to see if you can't change the size of the window, change the probability, change the year that you're interested in. And of course, do this for your own time period, right? I would love it if somebody in a really drought stricken area of California or anywhere else would tweet at me your version of this plot for where you live. I think that would just be really interesting to see. Something that's in the back of my head is I wonder if in some of these areas where we've been having drought after drought after drought, if you know what, that's just the way it is now, right? It's no longer really droughty. That's just the normal weather patterns for that area. Play around with this. Let me know what you come up with and we'll see you next time for another episode of Code Club.


it has been a very good year to be Garrett Cole. I think it's exciting for a lot of Yankees fans and probably him as well to see how he can impact this club. Bob, there was such a buzz when the Yankees went out and signed Garrett Cole and you thought that going into spring training, he was going to be the anchor of the staff. Everything we saw from Garrett Cole during spring training indicated that that would be the case. He was methodical about everything he did. Every pitch he threw had purpose and had meaning. Now, Garrett Cole is one of the guys that had continued throwing even during this brief hiatus because of the coronavirus. He kind of lucked out in a way. Aaron Boone doesn't live too far from him, so he'd play catch with him at times. Adam Aduvino as well. Radley the bullpen catcher and also his wife Amy even subbed in a few times to play catch. But it goes without saying when it comes to Garrett Cole, you heard from him in his introductory press conference. He always felt like he belonged in pinstripes and you imagine the weight has been that much harder for him to step foot on the mound for the first time. But it looks as though it is going to happen in 2020. When I spoke to him earlier, I asked him about the excitement and anticipation for that first start. I'm thrilled to get back on the field. It was just kind of a nice stress relief and it was good to see a lot of people smile. Looking forward to some more continued fun at the stadium. I don't know if you saw Mike Trout today express some hesitation in playing this season since he's got a baby on the way. I was just curious how you and Amy handled that decision. Well, I do have an announcement in terms of in terms of that. So I guess this is a good time. I think it's been a CDN Garrett Cole was born on 747 on 630 he was seven pounds 13 ounces and Amy is doing excellent and he's doing excellent. We've not. I mean, I think, I think everybody is going to see how these first few weeks play out. So far, the testing has been robust. I have certainly have confidence in my teammates and the staff, the Yankees to keep us safe. My gosh, we worked like five months on this protocol with a lot of outside council. So I mean, I'm both of us both of us want want me to play. I'm if there's obviously some, you know, significant breakouts or something that would that would really kind of put us in danger we may adjust but I have faith that we can get through this and get through it safely. And we're taking certainly all the necessary precautions here. When I go to and from the field and who I interact with just like I guess I have been, you know, when I go to the grocery store the drugstore while she's been pregnant so we'll just be on high alert and stay vigilant. You know, but we're both excited to get this season off so what do you think of the reported possible opening day between you and Max Scherzer in, you know, in Washington DC? I think Gardner called it in our group text a few weeks ago. But I mean, I'm excited. I would be just I'm just excited to put the uniform on and get out there. I think it's obviously an enticing matchup having, you know, pitched against them in the World Series last year and them being the world series champs. So, you know, hopefully, hopefully it draws draws some good attention and it's a good matchup and I'm really excited for it. I think opening up in DC is perfect for the country. During those talks to restart the game obviously got very contentious between the players and the owners and do you have any concerns about the game ability to climb out of that hole? I don't think I have any concerns. Long term obviously when negotiations spill out into the public forum or the public is used to try to create leverage against one side or another. It's not going to be pretty. It's especially not pretty, I think under the backdrop of a pandemic. But the reality is, I guess that happened and, you know, it's unfortunate. I think it leaves a bad taste in people's mouth. You know, we're in the second half of the year, I guess. I'm kind of an optimist. It's behind us. So hopefully we can learn from this from both sides and hopefully we can, you know, I guess do a better job in the future. I don't see why we can't learn from it and get better and I don't see why it needs to continue to spiral. But from where I'm looking at it now, we got 60 games ahead of us and so that's kind of in the past for me and our focus is on trying to come out hot and win some ball games. Historically when sports hit these speed bumps, they climb out of those with great stories and great players. And obviously you're now a highly compensated player for the most high profile team in the sport. They're scheduling the opener around you in part. You welcome that responsibility as one of the guys who can hopefully help elevate baseball back to where it was and beyond. Oh, I mean, absolutely. I think I touched on that a little bit earlier. I don't think it's just me. I think it's a lot of us. There's a sense of, you know, there's a connection with the fans that each team has with its city and just players connecting with fans as a whole.  Obviously being that hopefully we can keep all of us safe as we go about it and maybe set an example and how we go about our work at the field, how to go about work in this pandemic. I think we're looking forward to all those opportunities. I specifically am well aware of the expectations and some of the stuff that you touched on. And yeah, that's why I'm here. I'm here to take that burden on and take it in stride. And, you know, I'm honored to do it.  So I fully expect to be ready to go. Obviously, Garrett, you guys were the prohibitive favorites, right, coming into the season, not only because the Yankees signed you, but because of the cast of characters that you have around you. Now with you guys having this extra time to get healthy, what talk to me about the chances of this team are still performing to what you guys want to do in this 60 game season. I like our chances. I saw Aaron yesterday, he's swinging about well, he's pain free, which is good. I know Jean Carlos had time to recover. Aaron Hicks yesterday would be like the first player ever to have Tommy John and not miss a regular season game. So there's probably some silver lining that we may not, you know, reap the benefits this year. But certainly in the case of like Aaron, both Aaron's, that I think they'll reap the benefits down the line, if not this year. You know, any team wants to come out of the gate being absolutely healthy. And so, you know, the five, the four months hiatus has provided us the opportunity to do that. We liked our chances in February, you know, 60 games, 162 games. When it comes down to it, players just want to compete and get after it. And, you know, the World Series is not going to be, it's going to be a different season, right? I mean, we're used to playing really about three times the amount of games. But with that said, there is only going to be one coronavirus World Series champion and so that's weak in and of itself. And I don't see why you wouldn't want to take that trophy home, especially when, you know, you're competing against your peers. And there's only going to be one of them. So we're excited. We're bullish. Aaron looked, both Aaron's looked great yesterday. So I'm super glad to see that. And yeah, we're chomping at the bit. Well, the extended layoff has done nothing to dull Yankees fans' excitement for having Garrett Cole on their side. In addition to being the white whale, he's also developed into the West, one of the best pitchers in baseball over the last few seasons. Whether it's on the mound or in the clubhouse, Cole will have a tremendous impact on the team.