Hello and thank you for tuning into Nicole Heart’s YouTube Channel! I’m Nicole and today, I’m going to teach you a home remedy for treating a callus. You’re going to need a piece of stale bread for this remedy. My bread sat out for 2weeks. weeks you’ll also need some apple cider berenger you on the goss or strips uh rags or strips of fabric you love me farm take this is the callous that we’re working with today first thing you want to do is science the bread up with the callous and then.
Break it to the right side its still low too big but acceptable because the calluses in the mail but it’s also tough around the outer side at the callous so you want your bread to be wide enough to cover the entire caps after you select the right size a bread then you’re going to port apple cider vinegar slowly onto the stale bread you’re going to saturate the bread the bread will become soggy then you take the bread and a fix it to the callous then you’re going to you.
Wrap it with your goss or ranks or even fabric whatever you going to use wracked with pay special attention to the space between the toes make sure that you make the fabric full act as you go between the two tolls so that you not uncomfortable if you want to do this two small children or teenagers I suggest you do this at bedtime when they’re no longer going to walk around then you take your take paying close attention to a fix it around the bottom and top a then layer up the skin.
Want to stick you take to a thin layer of the skin this will help insure that vinegar does not leak out this is a gentle process this does not hurt then you’re going to carefully slight you take down gently between the two toes and wrap you have to excuse my fingers for looking a bit ashey because it is vinegar that I’ve been working with and then again are you don’t this process is slowly wrapping so that the vinegar does not leak out at the top you don’t want it to you.
Gosh out of the bottom if you’re able to accomplish that by using real estate that’s fine as well and then if you like to make it look a bit more attractive after you’ve used all other small pieces uptake you can use a longer strip to smooth it out a bit begin this process isn’t this part is not necessary unless you’re really interested in looking loose in with their little nicer now sir can you tell me how does it feel slim doesn’t yes K know how does the bread.
Feel as a soggy is it harms firm can you feel it at all how perfect okay are you able to wiggle your toes for us OKC you’re still able to weather just fine is smooth between the toes or is it a bit ruffin rigid some its move perfect so now we know what did it right perfect now I need a sock you pass that sought to me please great now after you have taking your stale bread thank you now after you taking your stale bread Andrew apple cider vinegar and saturated you.
Affix it to the fun where the calluses at wrapping arms and then wrapped in a firm J you’re going to you put a sock over it the song is important the reason using the sake so that when you’re in bed sleeping or you’re walking around throughout the day your shoes rubbing against your foot or if you have a partner in bed with you your spouse in here she is rubbing against your but this is not going to come of so the sock gives you at it protection thank you so much for allowing us to bar you fight.
You all now we are going to remove the tape and take a look at the callous this part may hurt a little actually it might hurt a little bit more than a little make sure you’re careful tension snip I line through your firm tape if you can just want to cut one Strip through very gently so that you do not hurt anyone going to zoom the camera and send that you can seem close at picture calloused sniff through your goddess and slowly on rap Wow oh my gosh.
It’s beginning to break down a cashless wow it’s a lot softer my goodness wow I mean it’s feels like much it’s very very soft wow is specially long after sides and then the metal Wow this home committee works wow that is a big difference I’m not sure if you are can see that the brown that you see is a little bit of the I am Brett that we used the stale bread let me show you what that looks like now there’s are stale bread that had our vinegar on it and the callous is significantly softer.
Now you could simply rub that all it’s so soft that I was simply use a washcloth I use a washcloth with a little bit of a warm water and so now a rabbit finish breaking down that skin after you rabbit and finish breaking down the skin more I would do this again I am tonight and even out tomorrow if necessary I simply rub that skin of wow it’s nice to see it works let’s take another look let’s take a look at your other foot place now it’s time to remove the tape from the other foot.
Take your time doing this process you want to make sure that you don’t cut anyone and then slowly remove the tape from foot and as you can see this is hours stale bread that’s nice and mad to the foot more simply going to pillar of it feels like Plato comes off very easily and I’m going to use it washcloth sprayed with a little after cider vinegar to help us finish getting off the brand oh wow your skin is coming up a look at that the skin just peeling off can you see.
That me zoom in a little bit for you all the skin is literally lifting up callous I it’s probably still kinda party reducing so I’ll put something underneath it so you can see it a little bit better there can you see that the skin is lifted over that maybe can into how it’s completely lifted up somebody s skin and everything else is very soft the rest up the skin around s of and on the callous and you can see it’s very soft around the world you can see that I am.
This room washer sitting on it it’s completely softened up this one doesn’t feels much like mush as the other foot but it is softer and skill is pulling apart I would then take a washcloth in the shower and our rock back and forth to help finish loosening up to skin that I would do this process again for as many days in a row as it took to you completely were down accounts to your satisfaction it’s nice to see that this home remedy works obviously it isn’t going to work.
Ass rapidly as toxic chemicals will work because that’s literally eating into your skin but the vinegar offers a safe alternative too slowly removing your callous nice job what do you think what you into could fill that see what you think hefley softer yeah I feel the skin coming baseless pulled of with a few right are you impressed I’m I great let’s take a look at your but the bar scene effort but yeah I had an opportunity to fill it I don’t feel it’s who you think yes.
Free Radiation Therapy Marker Removal DermTV Epi 541
Cancer seems to be all around us. Fortunately, our treatment armamentarium keeps getting better for many cancers. We now have more cures despite an increasing incidence of cancer. Traditional treatments include chemotherapy, radiation treatment, and new targeted biologics. But radiation treatment, a very common one, involves little skin tattoos called radiation markers. Today, I’ll tell you why those markers are used and how you can have them removed by charitable initiatives, at no cost, when your cancer treatment is finished. Hello, I’m Dr. Neal Schultz pause And welcome to DermTV. When a patient is treated with radiation therapy,.
To insure that the radiation beam hits the tumor in exactly the same place each time, before treatment starts, little permanent black tattoos are painlessly placed in the skin at strategic locations to help align the beam at subsequent treatments. While the most common cancer these are used for is breast cancer, they’re also used for others. Some good news is that more and more women are being cured of breast cancer, but often have an unnecessary lingering visual reminder of their previous disease in the form of their radiation markers,.
Which like all tattoos, can last forever. But wait! I said that they’re actually tiny tattoos and dermatologists and other physicians have lasers that remove tattoos every day, tattoos much bigger and more complex than the tiny radiation markers. For over a decade, as a public service, I’ve removed these radiation markers at no cost from my patients with tattoo removal lasers. And now a new national campaign has been launched by the American Society for Laser Surgery and Medicine to do the same remove radiation markers when they are no longer needed.
Hemorrhoids Treatment Options Hemorrhoids Surgery and Natural Remedies For Hemorrhoids
Your doctor may recommend a hemorrhoidectomy to remove your hemorrhoids if they do not respond to more conservative treatment hemorrhoidal veins are blood vessels within the walls of the rectum and anal canal now hemorrhoids also known as piles occur when these veins become swollen and the tissue around them becomes inflamed a swollen day near the opening up the anal canal is called an external hemorrhoid a swollen vein within the rectum is called an internal hemorrhoid internal hemorrhoids are classified by how advanced they are firstdegree internal hemorrhoids are those that.
Always remain inside the rectum seconddegree internal hemorrhoids will extend outside the rectum during a bowel movement and then returned to the inside of the rectum on their own thirddegree internal hemroids extend outside the rectum during a bowel movement and then must be pushed back inside the rectum fourthdegree internal hemorrhoids always remain outside the rectum and cannot be pushed back in before a hemorrhoidectomy you may be given local or general anesthesia for general anesthesia you will be given medications to put you to sleep through a breathing mask or through an IV line.
A breathing tube will be inserted through your mouth and into your windpipe to help you breathe during the operation your surgeon will begin by using a scalpel electrocautery or laser to make an incision in the tissue around the hemorrhoid to expose the swollen vein your surgeon may tie of the slow mundane in order to keep it from bleeding when it is removed your surgeon will then remove the slow lindane and inflamed tissue your wound may be left open or your surgeon a suture it closed finally your surgeon will place medicated bandages over the wound.
To aid in healing and protect from infection the procedure generally takes about an hour after your procedure your breathing tube will be removed you will be instructed to eat a high fiber diet and drink plenty of fluids to help prevent constipation during your recovery which usually last two weeks to two months your doctor may recommend warm bath medications andor stool softeners to make you more comfortable in the days after your procedure most people are able to return home the day of the procedure but some will need to stay in the hospital for one to two days.
After you return home you should call your doctor immediately if you experience fever excessive pain drainage from your wound redness or swelling how to shrink hemorrhoids past in hemorrhage occurred when the veins in the anal canal swell swelling happens when too much pressure is exerted on the veins in the pelvis and rectum the veins fill with blood to control down movement so if you stream or sit for too long on the toilet you are exerting more pressure on the paint which eventually become stretchy this stretching is causes generated.
Any form apps training as in constipation or diarrhea increases the pressure on the evil things besides information each in pain bleeding and leaking a fecal matter can accompany the swelling at the very extreme hemorrhage may require surgery there are however things you can do at home on how to shrink hemorrhoids fast the one apply a cold compress use an ice pack flexible enough to wedge in your parent EM to come in direct contact with the affected region if unavailable you can make your own by breaking some ice into smaller pieces.
Putting them in a plastic bag and covering with a claw applying an ice pack to the affected area alleviates pain and irritation almost instantly as it numbs the pair Neil nerve endings the cooling effect from the ice pack also stops bleeding by causing the blood vessels to shrink thereby restricting the blood flow in the veins to take a sit spam ascites path is a simple yet effective remedy for hemorrhoids fill it up with several inches and warm water it does not have to be a lot just enough to soak your pals.
Do this several times a day for 15 minutes per sitting while applying cold compress gnomes and stops the bleeding thus its path promotes blood flow to the region and encourages healing of 3 apply anti hemorrhoidal creams designed to provide immediate relief these creams contain potent chemicals like mineral oil and zinc oxide which sued the painful burning and itching sensation some even contain aloe vera which helps reduce swelling keep in mind too that most are for external use only but there are internal applications to make bell movements easier and less.
Painful of for swab with apple cider vinegar apple cider vinegar is a popular health food that brims with medicinal uses although taking a spoonful a bit with honey after every meal is a great way to treat hemorrhoids results often take time you can achieve quicker relief by applying it directly to the affected area put a few drops on a cotton swab and slowly and gently rub it around the rectum it will sting at first but it will soon feel better after a few applications do this several time today it.
5 use garlic as a suppository not many people may be comfortable with doing this but garlic is an effective home remedy to relieve hemorrhoids and works faster than most peel the skin off a clove of garlic crush it to get the juices flowing and then inserted in the problem area of girl it contains antiinflammatory agent as well as other substances that help damage so well as and blood vessels week after as garlic is also antibacterial it helps kill rectal terms people who wonder how to shrink hemorrhoids fast.
Introduction to the atom
In most topics you have to get pretty advanced before you start addressing the philosophically interesting things, but in chemistry it just starts right from the getgo with what’s arguably the most philosophically interesting part of the whole topic, and that’s the atom. And the idea of the atom, as philosophers long ago, and you could look it up on the different philosophers who first philosophized about it, they said, hey, you know, if I started off with, I don’t know, if I started off with an apple, and I just kept cutting the apple let me draw a.
Nice looking apple just so it doesn’t look just like a heart. There you go. You have a nice looking apple, And you just kept cutting it, smaller and smaller pieces. So eventually, you get a piece so small, so tiny, that you can’t cut it anymore. And I’m sure some of these philosophers went out there with a knife and tried to do it and they just felt that, oh, if I could just get my knife a little bit sharper, I could cut it again and again. So it’s a completely philosophical construct, which.
Frankly, in a lot of ways, isn’t too different to how the atom is today. It’s really just a mental abstraction that allows us to describe a lot of observations we see in the universe. But anyway, these philosophers said, well, at some point we think that there’s going to be some little part of an apple that they won’t be able to divide anymore. And they called that an atom. And it doesn’t just have to just be for an apple they said this is true for any substance or any element to that you.
Encounter in the universe. And so the word atom is really Greek for uncuttable. Uncuttable or indivisible. Now we know that it actually is cuttable and even though it is not a trivial thing, it’s not the smallest form of matter we know. We now know that an atom is made up of other more fundamental particles. And let me write that. So the we have the neutron. And I’ll draw in a second how they all fit together and the structure of an atom. We have a neutron. We have a proton.
And we have electrons. Electrons. And you might already be familiar with this if you look at old tutorials about atomic projects, you’ll see a drawing that looks something like this. Let me see if I can draw one. So you’ll have something like that. And you’ll have these things spinning around that look like this. They have orbits that look like that. And maybe something that looks like that. And the general notion behind these kind of nuclear drawings and I’m sure that they still show up at some.
Government defense labs or something like that is that you have a nucleus at the center of an atom. You have a nucleus at the center of an atom. And we know that a nucleus has neutrons and protons. Neutrons and protons. And we’ll talk a little bit more about which elements have how many neutrons and how many protons. And then orbiting, and I’m going to use the word orbit right now, although we’ll learn in about two minutes that the word orbit is actually the incorrect or even.
The mentally incorrect way of visualizing what an electron is doing. But the old idea was that you have these electrons that are orbiting around the nucleus very similar to the way the Earth orbits around the Sun or the moon orbits around the Earth. And it’s been shown that that’s actually a very wrong way. And when we cover quantum mechanics we’ll learn why this doesn’t work, what are the contradictions that emerge when you try to model an electron like a planet going around the Sun. But this was kind of the original idea, and frankly I.
Think this is kind of the idea that is the most mainstream way of viewing an atom. Now, I said an atom is philosophically interesting. Why is it philosophically interesting Because what we now view as the accepted way of viewing an atom really starts to blur the line between our physical reality and everything in the world is just information, and there really isn’t any such thing as true matter or true particles as the way we define them in our everyday life. You know, for me a particle, oh, it looks.
Like a grain of sand. I can pick it up, touch it. While a wave, that could be like a soundwave. It could be just this change in energy over time. But we’ll learn, especially when we do quantum mechanics, that it all gets jumbled up as we start approaching the scales or the size of an atom. Anyway, I said this was an incorrect way of doing it. What’s the correct way So it turns out this is a picture, not a picture really, this is also a depiction. So it’s an interesting question, what I just said.
How can you have a picture of an atom Because is actually turns out that most wavelengths of light, especially the visible wavelengths of light, are much larger than the size of an atom. Everything else we quoteunquote, observe in life, it’s by reflected light. But all of a sudden when you’re dealing with an atom, reflected light you could almost view it as too big, or too blunt of an instrument with which to observe an atom. Anyway, this is a depiction of a helium atom. A helium atom has two protons and two neutrons.
Or at least this helium atom has two protons and two neutrons. And the way they depict it here in the nucleus, right there, maybe these are the two I’m assuming they’re using red for proton and purple for neutron. Purple seems like more of a neutral color. And they’re sitting at the center of this atom. And then this whole haze around there, those are the two electrons that helium has, or that at least this helium atom has. Maybe you could gain or lose an electron. But these are the two electrons.
And you say, hey, Sal, how can two electrons be this blur that’s kind of smeared around this atom. And that’s where it gets philosophically interesting. So you cannot describe an electron’s path around a nucleus with the traditional orbit idea that we’ve encountered when we look at planets or if we just imagine things at kind of a larger scale. It turns out that an electron, you cannot know exactly its momentum and location at any given point in time. All you can know is a probability distribution of where it is likely to be.
And the way they depicted this, black is a higher probability, so you’re much more likely to find the electron here than you are here. But the electron really could be anywhere. It could even to be here, even though it’s completely white there, with some very, very, very, very, very low probability. And so this function of where an electron is, this is called an orbital. Orbital. Not to be confused with orbit. Orbital. Remember, an orbit was something like this. It’s like Venus going around the Sun. So it’s very physically easy for us to imagine.
While an orbital is actually a mathematical probability function that tells us where we’re likely to find an electron. We’ll deal a lot more with that when we cover quantum mechanics, but that’s not going to be in the scope of this kind of introductory set of chemistry lectures. But it’s interesting, right An electron’s behavior is so bizarre at that scale that you can’t I mean, to call it a particle is almost misleading. It is called a particle, but it’s not a particle in the sense that we’re used to in our everyday life.
It’s this thing that you can’t even say exactly where it is. It can be anywhere in this haze. And we’ll learn later that there are different shapes of the hazes is as we add more and more electrons to an atom. But to me, it starts to address philosophical issues of what matter even is, or do the things we look at, how real are they Or how real are they, at least as we’ve defined reality Anyway I don’t want to get too philosophical on you. But the whole notion of electrons, protons, they’re.
All kind of predicated on this notion of charge. And we’ve talked about it before when we learned about Coulomb’s law. You could review Coulomb’s laws tutorials in the physics playlist. But the idea is that an electron has a negative charge. A proton, sometimes written like that, has a positive charge. And a neutron has no charge. And so that’s what was tempting about the original model of an electron. If they say, OK, if this thing has positive charges, right So let’s say this is two neutrons and two protons.
Let’s say it’s a helium atom. Then we’ll have some positive charges here. We have some negative charges out here. Opposite charges attract. And so if these things had some velocity, enough velocity, they would orbit around this, just the way a planet will orbit around the Sun. But now we learn, even though this is partially true, that the further away an electron is from the nucleus, it does have more, it’s true, potential energy. In that it will want to move towards the nucleus, but because of all the mechanics at the quantum level, it won’t.
Just do something simple like move in a path like that, like a comet would do around the Sun, it actually has this kind of wavelike behavior, where it just has this probability function that describes it. But the further away an orbital, it does have more potential. We’re going to go a lot more into that in future tutorials. But anyway, how do you recognize what an element is I’ve talked a lot about the philosophy and all of that, but how do I know that this is helium Is it by the number of neutrons it has.
Is it by the number of protons it has Is it by the number of electrons Well the answer is, it’s by the number of protons. So if you know the number of protons in an element, you know what that element is. And the number of protons, this is defined as the atomic number. Now, so let’s say I said something has four protons. How do we know what it is Well if we haven’t memorized it, we could look it up on the periodic table of elements, which we’ll be dealing with a.
Lot in this playlist. And you’d say, oh, four protons, that is beryllium. Right there. And the atomic number is the number that you see up there. And that’ s literally the number of protons. And that is what differentiates one atom from another. If you have fifteen protons, you’re dealing with phosphorus. And all of a sudden, if you have seven protons, you’re dealing with nitrogen. If you have eight, you’re dealing with oxygen. That is what defines the element. Now, we’ll talk in the future about what happens with charge.
And all of that. Or what happens when you gain or lose electrons. But that does not change what element you’re dealing with. And likewise, when you change the number of neutrons, that also does not change the element you’re dealing with. But that leads to an obvious question of, well, how many neutrons and electrons do you have Well, if an atom is chargeneutral, that means it has the same number of electrons. So let’s say that I have carbon. Its atomic number is six. And let’s say its mass number is twelve.
Now what does this mean And let me say further that this is a neutral particle. This is a neutral atom. So the atomic number for carbon is six. That tells us exactly how many protons it has. So if I were to draw a little model here, and this is in no way an accurate model. I’ll draw six two, three, four, five, six protons in the center. And the weight of these protons, each proton is one atomic mass unit, and we’ll talk more about how that relates to kilograms. It’s a very small.
Fraction of a kilogram. Roughly I think it’s 1.6 times 10 to the minus 27th of a kilogram. So let’s say each of these are one atomic mass unit, and that’s approximately equal to, I think, 1.67 times 10 to the minus 27 kilograms. This is a very small number. It’s actually almost impossible to visualize. At least it is for me. This tells me the mass of the entire carbon atom, of this particular carbon atom. And this can actually change from carbon atom to carbon atom. And this is essentially the mass of all of the protons.
Plus all of the neutrons. And each proton has an atomic mass of one, in atomic mass units, and each neutron has an atomic mass of one atomic mass unit. So this is really the number of protons plus the number of neutrons. So in this case we have six protons, so we must also have six neutrons. Six neutrons plus six protons. Now, where are the electrons Well, I said it’s neutral, so the proton has an equal positive charge as the electron’s negative charge. So this is a neutral atom, and it has six protons, so it also.
Has six electrons. Let me draw that. So we said it has six neutrons in here. One, two, three, four, five, six. So that’s the nucleus right there. And then if we were to draw the electons well, I could draw it as a smear, but if we want to kind of visualize it a little better, we could say, OK, there’s going to be six electrons orbiting. One, two, three, four, five, six. And they’re going to be moving around in this unpredictable way that we would have to describe with.
A probability function. And so the interesting thing about it is, most of the mass of an atom is sitting right in here. I mean, you might notice that when people care about the mass, when they care about the atomic mass number of an atom, they ignore the electrons. And that’s because the mass of a proton, one proton masswise, is equal to 1,836 electons. So for thinking about the mass of an atom, for all basic purposes, you can ignore the mass of an electron. It’s really the mass of the nucleus that counts as the.
Mass of the atom. Now, you might see this periodic table here, and you say, OK, they gave us the atomic number up there. The atomic number of oxygen is eight. It means it has eight protons. The atomic number of silicon is 14. It has 14 protons. Now what is this right here Let’s see, in carbon. In carbon they have this 12.0107. That is the atomic weight of carbon. Let me write this. Atomic weight of carbon. The atomic weight of carbon is 12.0107. Now, what does that mean.
Does that mean that carbon has six protons and then the remainder, the remaining 6.0107 neutrons, it has kind of this fraction of a neutron No. It means if you were to average all the different versions of carbon you find on the planet and you were to average the number of neutrons based on the quantity of the different types of carbon, this is the average you would get. So it turns out that carbon, the two major forms, the main one you’ll find is carbon12. So that’s like this.
So that has six protons and six neutrons. And then another isotope of carbon. Now an isotope is the same element with a different number of neutrons. Another isotope of carbon is carbon14, which is much more scarce on the planet. We don’t know how much in the universe, but on the planet. Now, if you were to average these, not just a straightup average, then you would get carbon13 and then the atomic weight would be 13, but you weight this one much higher because this exists in much larger quantities on Earth.
I mean, this is pretty much all of the carbon that you see. But there’s a little bit of this. So if you weight them appropriately, the average becomes this. So most of the carbon you’ll find if you just found carbon someplace, on average its weight in atomic mass units is going to be 12.0107. But that idea of an isotope is an interesting one. Remember, when you change the neutrons, you’re not changing the actual, fundamental element. You’re just getting a different isotope, a different version, of the element.
So these two versions of carbon are both isotopes. Now, I want to leave this tutorial with what I think is kind of the neatest idea behind atoms. And it’s the most philosophically interesting things about them. It’s that the relative size so, we have these electrons, which represent very little of the mass of an atom. It’s 12000 of the mass of an atom are the electrons. And even those, it’s hard to even describe them as particles, because you can’t even tell me exactly where and how fast one of these particles is moving.
They just have a probability function. So most of the atom is sitting inside the nucleus. And this is the interesting thing. If you look at an atom on average, if you say this is my atom. Let’s say I had two atoms that are bonded to each other. And I were to say, how much of this is actual stuff And when I say stuff, that’s a very abstract concept, because we’re talking about the nucleus, right Because the nucleus is where all the mass is, all the stuff. It turns out that it’s actually an infinitesimally.
Small fraction of the volume of the atom where the volume of the atom is hard to define, because the electron can pretty much be anywhere, but if you view the volume as where you’re most likely to find the electron, or with 90 probability you’re likely to find the electron, then the nucleus is, in a lot of cases and the way I think about it, it’s about 110,000 of the volume. So if you think about it, when you look at something, if you look at your hand or if you look at the wall or if you.
Look at your computer, 99.999 of it is free space. It’s nothing. It’s vacuum. If you had ultrasmall I guess we could call them particles or something most of them would pass straight through whatever you look at. So it already starts to kind of question our hold on reality. What is there when, if and this is fact, this isn’t theory right here that if you take anything down to the building blocks, down to the atomic level, most of the space of that kind of, quoteunquote object, is free.
Vacuum space. You could go straight through it if you could get down to that scale. This image of a helium atom, they say right here this is one femtometer. Right One femtometer. This is the scale of the nucleus of a helium atom, right One femtometer. This is one angstrom, right And they say that equals 100,000 femtometers. And just to get a sense of scale, one angstrom is 1 times 10 to the negative 10 meters, right So the atom is roughly on the scale of an angstrom. In the case of helium, the nucleus is.
Even a smaller fraction. It’s 1100,000. So if you had let’s say you had liquid helium, which you’d have to get very cold to get. If you’re looking at that, most of it is free space. If you’re looking at an iron bar, the great, great, great, great, great, great majority of it is free space. And we’re not even talking about, maybe there’s some free space inside the nucleus that we could talk about in the future. But to me, that just blows my mind that most things we look.
Unit conversion within the metric system PreAlgebra Khan Academy
Welcome to the presentation on units. Let’s get started. So if I were to ask you, or if I were to say, I have traveled 0.05 kilometers some people say KILometers or kilOmeters. If I have traveled 0.05 kilometers, how many centimeters have I traveled That’s question mark centimeters. So before we break into the math, it’s important to just know what these prefixes centi and kilo mean. And it’s good to memorize this, or when you’re first starting to do these problems, you can just write them down on a piece.
Of paper, just so you have a reference. So kilo means 1,000, hecto means 100, deca means 10. You might recognize that from decade, 10 years. And then, of course, you have no prefix, means 1. No prefix. No prefix equals 1. deci is equal to 0.1 or 110. centi I keep changing between cases. centi is equal to 0.01, or 1100. And then milli is equal to 0.001, and that’s the same thing as 11,000. And the way I remember, I mean, centi, if you think of a centipede, it has a 100 feet.
A millipede, I’m not sure if a millipede has 1,000 feet, but that’s the implication when someone says a millipede because pede means feet. So let’s go back to the problem. If I have 0.05 kilometers, how many centimeters do I have Whenever I do a problem like this, I like to actually convert my number to meters because that’s very easy for me. And actually, I’m going to abbreviate this is km, and we can abbreviate this as cm for centimeters. So let’s say 0.05 km. Well, if I want to convert this into meters, is it going to be.
More than 0.05 meters or less than 0.05 Well, a kilometer is a very large distance, so in terms of meters, it’s going to be a much bigger number. So we can multiply this times 1,000 meters, and I’ll do it over 1, per kilometer. And what does that get Well, 0.05 times 1,000 is equal to 50, right I just multiplied 0.05 times 1,000. And with the units, I now have kilometers times meters over kilometers. And the kilometers cancel out. And just so you’re familiar with this, you can treat units.
Exactly the same way that you would treat numbers or variables. As long as you have the same unit in the numerator and the denominator, you can cancel them out, assuming that you’re not adding units, you’re multiplying units. So you have kilometers times meters divided by kilometers, and that equals 50 meters. And it’s good to always do a reality check after every step. Usually when you do these types of problems, you know, OK, if I want to go from kilometers to meters, I’m going to use the number 1,000, because that’s the relationship between.
A kilometer and a meter. And you’re always confused, well, do I multiply by 1,000, or do I divide by 1,000 And you always have to say, well, if I’m going from kilometers to meters, I’m going 1 kilometer is 1,000 meters, right So I’m going to be multiplying by 1,000. I’m going to get a bigger number. So that’s why I went from 0.05, and I multiplied it by 1,000, and I got 50. So let’s get back to the problem. 0.05 kilometers is equal to 50 meters. We’re not done yet.
Now, you need to convert those 50 meters into centimeters. Well, we do the same thing. 50 meters times how many so what’s the relationship between meters and centimeters Well, if we look at the chart, we see it’s 100. And the question I’m going to ask you, am I going to multiply by 100, or am I going to divide by 100 Well, it’s the same thing. We’re going from a bigger unit to a smaller unit, so one of a bigger unit is equal to a bunch of the smaller units.
So we’re going to multiply. So we say times 100 centimeters per meter, right And that just makes sense. There’s 100 centimeters per meter. So 50 meters times 100 centimeters per meter is equal to 50 times 100 is 5,000, and then the meters cancel out, and you get centimeters. So what we have here is that 0.05 kilometers is equal to 5,000 centimeters. Let’s do another problem. I think the more examples you see, it’ll make them a little more sense. And always try to visualize what we’re doing, the scale.
Otherwise, it’s very confusing whether you should multiply or divide. Let’s say I have 422 decigrams. Grams are a measure of mass. One gram is actually a very small amount. That’s what you measure I guess in the metric system, they measure gold in terms of grams. And I want to convert this into milligrams. So before we start the problem, let’s just do a reality check. Am I going from a bigger unit to a smaller unit, or a smaller unit to a bigger unit Well, decigrams, that’s 110 of a gram, and I’m going.
To 11,000 of a gram. So there’s two ways of doing this. We can convert to grams and then convert to the other unit. That sometimes make things easy. Or we could say, well, how many milligrams is equal to one decigram Well, a milligram, as we see here, is 100 times smaller, right To go from 110 to 11,000, you have to decrease in size by 100. So we could just say 422 decigrams times 100 milligrams per decigram. And then the decigrams will cancel out, and I’ll get 422.
Times 100, 42,200 milligrams. Now, another way you could have done it is the way we just did that last problem. We could say 422 decigrams, we could convert that to grams. We could say 422 I’m just going to say dg. That’s not really a familiar unit decigrams. And how many decigrams are there per gram If we’re going to gram, 422 is going to be a smaller number of grams, right So we could say times 1 decigram is equal to how many grams Well, 1 decigram is equal to no, sorry.
1 gram is equal to how many decigrams Well, 1 gram is equal to 10 decigrams. And the reason why this makes sense is if we have a decigram in the numerator here, we want a decigram in the denominator here. So if we have decigrams cancel out, 422 decigrams will equal that divided by 10 is equal to 42.2 grams. And now we can just go from grams to milligrams. Well, that’s an easy one. 1 gram is equal to 1,000 milligrams, so we could say times 1,000 milligram per gram.
SketchUp Tips and Tricks Organizing with Nested Components and The Outliner
Components and Groups are a great way to keep your Google SketchUp models organized. They can be edited by doubleclicking on them. The dashed line indicates that you are in an group or component Edit Mode. These geometries are nested inside a component named plate. I’ll turn them into a component called apple. I can immediately edit the contents of this new apple component by doubleclicking. ing in model space will exit out of the component edit. I have to do it twice because I was editing geometries nested two components deep.
Using the API and LTI to Make Canvas Your Own InstructureCon 2013
APPLAUSE PRESENTER 1 Thanks. So, yeah, it’s great to be here. One of the things that you learn about teaching is that it’s really important to know your students and I and realizing I know nothing about any of you. So if you’ll indulge me for a second, can I get a show of hands of who uses Canvas primarily for teaching Cool. And is primarily on the admin side of Canvas Anyone do both Cool. All right, excellent. So we’ve got a nice generous mix, so it’ll seem like I did.
This on purpose. Perfect. The first thing I wanted to start with, and I was thrilled to see Brian talking about this this morning I some learning management myths. One is that one size can fit all. And Ken Robinson, who does a lot of talking about education has a great analogy for this, which is that there’s two ways to promote quality in the restaurant world. One is absolute consistency. So McDonald’s would be the poster child of that approach. And the other is by allowing individual restaurants to do.
It how they want, but then have guidelines to measure quality. And so that would be like Zagat’s. So you can be confident of a restaurant that you go to, based on Zagat’s, and you can be confident of the consistency of McDonald’s. And I would rather see education move into the Zagat’s space than the McDonald’s space personally. So one size can’t fit all. I would say one size can’t even fit one school. I don’t know how you can build a system that works equally well for mathematics and Spanish, for example.
The other thing is Canvas should fill all me needs. To think that we really need to be thinking an LMS as a thing that can be customized to our course. So I think there’s a nice analogy that’s some one the scene lately which are these smartphones, where you pull it out of the box and it does some very basic things that a phone needs to do, and Canvas should do some very basic educational things. It’ll connect to the internet, it has a browser, it can make phone calls, if you’re not on ATT as I am.
But Canvas shouldn’t really be doing all the little innovative assessments. You don’t want to spread them that thin. You want them really focused on core functionality. Yet, they still need to really build an environment where other people can plug stuff in and out of, and Canvas is the best at that in my experience. And the final myth is that it’s too hard to customize Canvas. Now it’s sort of true, but they are working on it all the time. So it’s getting better, it’s upswinging, but a lot of the.
Stuff that I’ll be showing today. One is more school level, though the same techniques can be applied at the course level. And it takes some work, and it’s a little bit similar to when teaching started moving into Microsoft Word, and Excel, and stuff like that. We sort of stripped out a lot of the real customization, and the fun pictures, and drawings, and innovative things, and got sort of Courier. And lately, because the tools have gotten so robust, you can build your own images and bring back that richness into.
Your assessments. And I think that’s what is going to happen with LMSs too. Right now, an LMS tends to force you into multiple choice quizzes, and that’s not where we want to go as a, I don’t know, a profession. And this LTI, which you heard a little bit about this morning, LTI is the way that we can bring richness of assessment back into the LMS. All right. So I was looking for an analogy to think about how we go about customizing Canvas, and I’m a bit of a car guy and.
I got excited about cars. You buy a car, and you have some options, and you can figure out these options and get a car that is really personal to you. And then I was working with this analogy and I got stuck, so I do what I always do when I get stuck and I procrastinate. So check this out. Awesome. But the car’s the wrong analogy, so we’re going to skip that. It’s actually a house. A house is a much better analogy, because if you think about the words that you use when you talk about Canvas,.
You’re sending students to Canvas, you’re putting assignments in Canvas. It’s really a place to go that has stuff in it. And so, when you get a new house, when you buy a house, the first thing you do is you put up some pictures. There you go. Maybe you paint it. Maybe you’d landscape it. And these are all customizations that nearly everyone does. All the schools that I’ve checked out, which wasn’t all of them, are doing some sort of CSS customization at this point to make Canvas feel more integrated with their school.
And then you can add some furniture, and before we do that, I want to just talk about these LTIs. So LTI, the analogy for your mobile phone would be an app. The more direct tech analogy is a Facebook application. I don’t like using that one because no one likes Facebook applications, but the underlying tech is not any more complicated than a Facebook application. I wrote a couple and I don’t have any programming background, so it’s very possible to do. It’s not fast, but it works. And not having something sucked into the LMS through an.
LTI is a lot like buying a washing machine and having it delivered in a shed to your driveway. Sure, you can do laundry, but you have to get out of the house, unlock the shed, do your laundry, go back in house. And people just don’t do as much laundry if it’s in a shed on the driveway, and it’s the same with LTIs. So we all have the power to help the industry in this scenario. And the way it works is any time any ed tech person calls.
You on the phone and tries to pitch a product, which in my job happens I think every other day, you just do the following, whether you want to buy it or not. Just go, do you have an LTI integration And when they say no, you just go, oh, huh. No, no, go on. No, it’s fine. Just go on. And they will get the message that this is an important thing, and that will trickle back into their development teams and stuff like that. And it’s not that hard to build it.
Most companies would be able to devote a week or two of dev time. And they’ll have some version of LTI going in there. And the truth is, it helps them out too, because it’s much easier for them to get you to use their product if it’s in the LMS, than if the student has to go out and maybe has additional credentials, and stuff like that. We’ve run into that problem, oh, this is a great, great idea, and no one uses it because they forget the passwords, and it’s a mess.
So there’s this place that we call LTIkea, and Brian Whitmer, who’s the cofounder of Canvas, set this up, and I think this is turning into the App Center. Is that true Am I right on that I don’t want to lie to you. So this is turning into the App Center, and they’re really working on making this click into Canvas with just a button click. At the moment, there’s some copying and pasting of keys and credentials around. It’s not too bad, but for someone who’s intimidated by technology when they enter it, which many of our teachers are.
In that category, it’s a bit scary to do. So that’s fantastic. We went and shopped around there and got some basic things. And it’s not really a house. It’s more like a house with a basement full of people that are, sort of, strategizing on how they’re going to upgrade your house while you sleep every three weeks. And this council of, I guess, Care Bear helper pandas, they conspire and then you wake up, and you’ve got a hot tub, you’ve got a deck, you get a new front door.
Sometimes you didn’t want a new front door but, for the most part, you’re pretty excited about it. So that’s a great thing to have. I like my helper pandas. If you’re on the open source version, you’ll quickly realize that every time people ask you to upgrade, it’s really just a lot easier to go up on their cloud system. All right. So now you’ve got your house, it’s filled with your furniture, and you’re really excited because you’re really special, except your house looks like, just, everyone else’s house on Canvas.
They’re painted differently, but it’s exactly the same. So the question is, how do you have Canvas reflect your school’s identity And its by making your Canvas different. So how do we do that And that’s really the point of this talk. That was all just getting you in context. All right. So what we’re going to do is we’re going to look at it just like adding something onto our house. You figure out what your plan is, you figure out what your goals are. You need to know the tools available to you.
You know, what is you’re zoning, so to speak, or the structure And then you just get to work. Because we aren’t as familiar with customizing Canvas as houses, we’re actually going to start with number two. And there are five major tools at your disposal. Opp, you don’t need to take notes on any of the technical stuff. I actually set up a course that I think should be in your description. We made a Bitly link, Customizing Canvas, that will actually give you some technical background to how we.
Did each of these things so I don’t bore you with that. Yes AUDIENCE INAUDIBLE list. I can’t read it. Could you read off that PRESENTER 1 Sure. This one’s Bitly slash, capital C, customizing and capital C, Canvas. Let me see if I can quickly show you that. Just looks like that. It’s not supremely elegant. It’s more of just me brain dumping everything that we’ve been doing. All right. And this is being recorded, and I’m going fast to show you a lot of examples, so really, look at this as a way to.
That tool, because it’s kind of like the table saw. You can run your finger right through it if you’re not careful, but there’s some things you can do a table saw that you can’t do with a handsaw. API is a real plumbing style tool, so it gets data in and out without needing to use the web browser. Very powerful. LTIs are those additions that we talked about. Sometimes it’s bringing the washing machine inside. Sometimes it’s a whole ‘nuther site, and that’d be more like putting on a garage.
And the final tool, and this is the trickiest one, is convincing Instructure that your future is in their best interest, against everyone else. It is possible though, but it takes some work. So we’re going to go through Eastside Prep as if we’re reading Architectural Digest. We’re going to look at pictures, we’re going to see a brief introductions, but I’m not going to really go into what kind of caulk we used in the bathroom, all right It’s going to be sort of high level. And we’ll kind of fast, and hopefully, there’ll be some.
Time for questions. And If there’s not, I’ll stick around into lunch if anyone wants to talk to me. So like any good article, we need to start with what our overarching concept was, and for Eastside Prep, it’s hubs and spokes. So we think of a hub as the answer to the question to, where do I go for So for our parents, we think of where I go for school information eastsideprep. Where I go for information about my student Canvas. And for students, where do i go for information.
This was Canvas. And then teachers have a variety of different systems. And then spokes are features that extend off these hubs. So you need to memorize this by any means, but each of these yellow dots is essentially a database of information that helps us run the school, and the spokes are how that information gets where it needs to go. But we’re always trying to put them into a single user experience that makes sense from the outside, which isn’t necessarily at all related to how it’s engineered underneath.
Canvas is interesting because it serves three major constituencies simultaneously, and that makes it’s a really complicated problem. So be patient with your Canvas devs. So our plan was to put information where we thought it ought to be and have Canvas reflect our philosophy at Eastside Prep because, of course, we’re the best school around, right I’m sure all of you can agree. You can all agree with that own statement for yourself, I’m sure. As a quick aside, SIS imports are awesome. The tech is fantastic, but they’re about as exciting as.
Looking at the water heater, so we’re not going to touch those, right Water heaters, cool tech in there. Is room bored Am I going too fast Because I have a problem with that. I do. Nearly every course eval, students say it’d be nice if you slowed down a little bit. All right. So here’s some exciting stuff. So we’re going to go with the Grades page first as a room, so to speak. One of the things that we were bothered with philosophically a little bit, or at least hesitant to allow, was for the.
Conversation between students and teachers to be manipulated, modified, coached, by parents. And so one of the things I don’t know it they’ve fixed this lately, but one of the things when we installed Canvas was, parents in the observer role could see all comments on assignments, and they could also see where on the grade band their students scored, relative to other students. AUDIENCE They changed it. PRESENTER 1 I believe they changed it. So way back in September, or October, I mean August, we went in and we could customize it, because we could use a.
Right into the Grades page. And this is the saving me a ton of time on emails, so I’ve more than made back the time on this integration. If we go into the Course page, this is when we first got into LTIs, and we had an SIS system that, luckily, we had built so we could just the person to complain about it not having an LTI was me, so I complained to myself at night, and then we would write it and so, we can take attendance in Canvas.
Through this other site. And it needed to be an LTI because we needed the teachers’ login to log them into that system, because we don’t want random students to take attendance for themselves. And then when we build features into that system, they just sort of come over to Canvas, so we have ways to email the class, and we did this Gallup strengths test with our students, and so we can record their strengths and various other things. So that was really exciting for me, because now we’re starting to really easily do this hub and.
To gloss over it. One of the other things that we used to be able to do in our old LMS, which was really one that we, sort of, assembled out of disparate pieces, was post agendas for classes. So today we’re going to be going through these various things. And so we had to invent a way to do that, and we tied it to the Canvas calendar events system. But the problem was that there was no way to really build an event except go to the calendar and click, and then.
Make sure you’re on the right calendar, and so on. So we actually built a custom link. I’m going to show this to you. Bear with me for one second. So we have this we call them prenotes we have this button down here called new prenote. And what it does, is it launches a new event with a template in it, which is pretty cool. So we then get some consistency with teachers. It also picks the closest Sunday, because we decided to put all these on Sunday’s for the week.
Students before, such as give them access to their schedule. Because we didn’t want students to have a login to the SIS, because that’s like, danger, danger, right But through here, it’s relatively safe because they get sort of compartmentalized, and so they can download their schedules, down progress reports, and final term grades their finals are right now, so we don’t have finals term grades up there yet and do course evaluation surveys, which are all, again, spokes into other systems. But bringing it under that umbrella makes it feel more.
Natural, and actually gets students to do them. And the students selfassessment we’ll talk about in a little bit. And so the observation was, and this is really exciting, is that while we were going through and learning all these customization techniques to solve problems, around, I don’t know, maybe February or March, we started to see opportunities. And turning that corner is great, because now we’re actually thinking about Canvas as this thing that we can play with, with our other systems. So the first one is that second link.
In the middle there. It’s called student selfassessments. Now that we have this way to make sure that it was easy for our students to get here, we took our progress reports and we loaded them back up to the students and asked them to fill out a survey on how they thought they were doing in school on some, sort of, responsible action metrics. So I mean, personal appearance, engagement, preparedness, and selfadvocacy. They could hover over progress report and see it, and they could say what they expected to get in that course, and.
Then we them to do a summary comment. And then our advisers would read that report, and basically call BS on it, or not call BS on it, to gloss over the details a little there. And because it was an LTI, it’s just like, go to Canvas, click on INAUDIBLE and then dashboard, and fill it out. So that was fantastic. The other thing we did is, we found it difficult to figure out whether an assignment was missing or not, because between a paper assignment being graded or not graded,.
You don’t really know, unless you do a lot of digging on what the assignment type is, whether it’s missing. It might just be ungraded. You can figure it out, but it takes about 5,000 data points to do this, right So we could use the API it takes, like, two or three minutes, but track down all the student data, then go query all the assignment data and then make a reasonable deduction as to whether or not the assignment is missing or not. And so, these are sort of our categories.
We got missing, late, and how I put in hours just for fun, so we’ve got 1,100 hours overdue. And then if it’s an offline assignment and there’s no grade entered, then you really have to go to the teacher, because there’s no way to tell within the existing structure. That was fantastic. The other thing is, if we go back to that weekly agendas example, after we had built it, we then had the question, well, did people do it All right And in the old days, you’d have to click through every.
Course, and you know, 280 courses, flipping through the calendar through however many months, it’s not my idea of fun. But we could go through the API and we could actually ask it how many events are on Sunday that have this table in it. In fact, this one’s so much fun that I’m going to show it to you. Tech folks have a slightly different definition of fun, by the way. This is the assignment report, what it looks like in full. You can tell that it’s a ton of data, right.
Foundations, they’re doing great. And we can sort of get some analysis of what people did, in terms of these weekly agendas and whether they’re effective. And we can say, oh, look. They did too much work. They did 27. They must have still been posting every day. And we can go find that teacher and say, you know what I hate to tell you but you did more work than you needed to do. So the ability to go back into LMS and build reports for yourself on the fly is one of those things where you’re.
Kicking yourself. I wish I had built some mechanism to track those data, but then it’s already there and you can get it back, which is very cool. Oh, sorry. There we go. So now we’re at really in opportunity land. We do this thing in our school called the iGrants, where we are a little disillusioned with conferences, no offense to all of you in this conference, where the money that we spend for teachers to go to conferences doesn’t always pay back. So we have this option now where you can just have 250.
Bucks to go do something interesting. And so this grew out of one of those things that we call iGrants. And we had a bunch of seventh grade teachers who do an integrated seventh grade research project. And the problem was, is that students start to peter out in terms of interest. Because for a seventh grader, five weeks is, like, forever, right And so, they wanted to build in some sort of gamification thing to play with this to try and keep people engaged. So they came up with this concept where you would get.
Points and you could buy items, and you could sort of dress up a paper ball, so to speak. And so we turned it into this game called Avatari, and you get points, and you can buy items and stuff like that and you dress up your avatar. And I think we’ll actually talk more about this in the LTI showcase that is happening later. It was a lot of fun. The codes all open and on GitHub. You can feel free to download it. Don’t run it like its production code, though, it.
Doesn’t even really have a security model at this point. It was just really a proof of concept. In fact, we had to lock it off on the firewall, because our seventh graders were sitting at home banging on it, and trying to give themselves more dollars at night. But it was a lot of fun, and it shows you the power that this customization engine has, that you can just sort of throw a game that you invented into it, into the mix. And this is another sort of real meta example.
I teach a programming class and we were talking about APIs. And when we were doing APIs, we actually have the students just make an API key for their own Canvas account, and write something that interacted with Canvas. So I’m going to show you that. So this is happening live, and we’re downloading grades here. And this is the student who wrote this program. And you can interact with all your Canvas data here in the command prompt, which is pretty cool. You can calculate your GPA, your average. And she’s using the API, right, the thing that they.
Opened this morning with, this thing that we need to This is you know, a 10th grader using the API, and it matters to her because it’s her data, right And the real testament to this was that when I asked her two weeks ago whether or not I could show this today, she said, well and this is a winter course she goes, you want to show the one that I have really updated And she’s been working on it after the course concluded for the last five months. So that makes me feel good as a teacher.
All right. So hopefully I’ve inspired some of you to either go after this yourself in a sort of put a new screen door onto your house sort of fashion, or at least design something that you can contract out to a contractor. I think Instructure even has professional services. If you design something up, you can go ask them to build it for you. That’s more expensive route. And if you’re taking them on yourself, just be aware that it never works right the first time. That’s OK. As you get more into writing software, you realize just how.
Wrong you can be. And so, don’t feel like that’s just you. It’s for all of us. There are two accounts that you may or may not know about that come with a hosted Instructure account. One is yourschool.beta. instructure, which runs what they’re about to release. And the other one is the same, which is a test. Abuse those, because that way, if you break them, no one cares. And you will break things as you customize. And the final, you also need to be aware of caching, but we’ll skip that.
It’ll always take twice as long as you think it will, even if you account for this rule. The other way that’s sometimes said is, the first 80 takes 80 of the time, the last 20 takes the other 80 of the time. So there’s a bunch of things you can do. You can play with the LTI apps at LTIkea. The link’s up there. It’s also link from Instructure. You can certainly check out our customizing Canvas page, and I will take this all back and, in an hour or so, upload.
The entire thing up there, so you can reference it. And you can certainly contact us at Eastside Prep. We’re really happy to help. canvaseastsideprep, or jbriggseastsideprep. And I’ll take any questions, if I have any time. APPLAUSE PRESENTER 1 Yes AUDIENCE So when you do these customizations, what happens when Canvas upgrades PRESENTER 1 So the question is oh, by the way, if I don’t repeat the question, yell at me because they’ll get really mad at me in the back. So the question is, when I build in these customizations.
The time to write it, it’s also about the time to maintain it moving forward. So we always try to look for an inhouse Canvas solution first before we go to the trouble of writing something. Great question. Yes AUDIENCE So with some of the reports, you said that some of them take a long time. Is it better to run those on the beta account PRESENTER 1 Oh. I have not so the question is, running some of those reports, I mentioned that they take a long time. Is it better to run those against the beta account.
You certainly could. I think the beta account is actually slower than the main account. They don’t put as many resources behind it. And you running that API request queue doesn’t actually slow down the Canvas for everyone else. So it’s fine to do it that way. If you’re running a lot of reports, and especially if it’s not a user base that you have a lot of contact with, if you were to have reports for students or for our parents, then you’d want to do something where you do them in.
The middle of the night and cache the results and then how’s that Yeah, question way in the back. AUDIENCE INAUDIBLE. PRESENTER 1 Right. Yeah, so that’s the best work around for that, is cache the results and then give people a refresh button, and most people won’t bother refreshing it. And you can even scope those refresh buttons per course, which will speed it up as well. AUDIENCE There’s also a API call that will tell you whether the job is still running. PRESENTER 1 Yes. AUDIENCE So it’s important to do that.
PRESENTER 1 Yeah. So if you build a big job like pulling down an actual report that Canvas provides, you can check on it. Yeah. And SIS imports is one that, in particular, can take 20 to 30 minutes to run, depending on the size of your school. And there’s a way to check on that and report back to the user when it’s done. AUDIENCE Beta won’t have the most current data, INAUDIBLE. PRESENTER 1 Yeah, and beta will be three weeks behind. So it depends if you’re doing a prenote report like we were doing,.