Waching daily May 30 2017

Trig substitution can be super tricky because there are just a lot of steps to follow which

means there's a lot of different opportunities to make mistakes on small details. But don't

worry because I've got a few tricks to help you stay organized that'll make trig sub problems

a whole lot easier. So if you're ready to finally understand what trig substitution

actually is, how it works and when you should use it, and how to easily solve any trig sub

problem that gets thrown at you, then you're definitely in the right place. So what is

trig substitution? Well it's just like these other rules for integration, like power rule,

u-substitution or just substitution, integration by parts and partial fractions. So we've already

learned all of these rules and these are different things that we use to help us evaluate integrals.

For example if we have a really simple integral like the integral of x^3+x^2, we can just

use power rule to evaluate that integral. We know how to do that. If we have something

a little more complicated, we might need to use substitution, or if we have the product

of two functions for our integrand then we might need to use integration by parts. Or

if we have a rational function then we might need to use partial fractions. All of these

methods just help us integrate different kinds of functions. And trig substitution is no

different. It's another method that we can use to find the value of an integral, and

it works for specific kinds of functions just like these work for specific kinds of functions.

So that kind of brings us to the question then, when do we want to use trig substitution?

Well there's two parts really to that answer. The first part is, you want to use trig substitution

when these other rules don't work. Now the reason that you look at these rules first

is because they're all generally simpler than trig substitution. So if I could use power

rule to evaluate an integral I would certainly rather do that rather than using trig substitution

because it's going to be easier and faster. And same thing goes for substitution, integration

by parts, and partial fractions. If I can use one of these methods, it's probably going

to be easier and quicker than using trig substitution, which is a little complicated. That means

that I want to go through a mental checklist of these other methods of integration before

I would use trig substitution. So I want to kind of look at my integral and think, can

I use power rule? No. Okay I can't use substitution, can't use integration by parts because it's

not the product of two functions, can't use partial fractions because it's not a rational

function. So at this point now I've kind of ruled these out. Maybe I want to think about

trig substitution and look at my integral and see if I might be able to apply this method.

So what kinds of integrals are you looking for? Well you're looking for things like this.

Here I've got three examples of integrals that you would apply trigonometric substitution

to in order to solve them. So what you want to be on the lookout for is a couple of things.

First of all we have to have one of these forms inside of our integral. We have to have

a^2-u^2, u^2+a^2 or a^2+u^2, or u^2-a^2. Now you might be like what the heck are you talking

about, a^2, u^2, I don't get it. All this means, think of a as a constant and u as a

variable. So for example if a were 4 then 4^2 is 16. So this a^2 term is always going

to be a constant number, meaning a constant has no variable attached to it. So like 16,

16, 7, those are constants. u^2 though is going to be a variable. So think of u like

the variable x. So u could be x, such that this is x^2, u could be 2x such that when

I square 2x I get 4x^2. u is just going to be something that involves x. So when you

say a^2-u^2, really think of this as a constant minus a variable. So here's a perfect example.

Inside of this first integral I have a constant 16, minus a variable x^2. This is a constant

term, this is a variable term, and I'm looking for a^2-u^2, constant minus variable, and

here I have constant minus variable. So that's what we mean when we say a^2-u^2. And of course

we can also have any of these forms. So u^2+a^2 would be like a variable plus a constant.

And remember because addition is commutative, u^2+a^2 is really the same thing as a^2+u^2.

They're just flipped around. It's no different than if I had 3+4 or 4+3 those are both 7,

it's just that the order is flipped around. So these two things mean the same thing, so

I could be looking for variable plus constant or constant plus variable. And then the third

form which would be the only other possibility would be variable term minus constant term,

u^2-a^2. So I'm looking for one of those four relationships somewhere in my integral. The

only time I can do trig substitution is if I have one of these four relationships or

I might be able to do a little manipulation with my integral to get it into one of these

forms so that I can then do trig substitution. So I'm looking for one of those forms and

for example here we have constant minus variable, 16 minus x^2, which matches this form of a^2-u^2

because it's also constant minus variable. Ideally I want both of these values to be

perfect squares. So for example 16 is the perfect square of 4, it's 4^2. And x^2 is

the perfect square of x. So this is x^2. So because these are both perfect squares, I

could match this up, 4^2-x^2, I could match that to a^2-u^2 and easily say that a has

got to be 4 and u has to be x. So that's kind of a perfect match for this a^2-u^2, so that's

a dead giveaway for trig substitution. Same thing here in this second integral, I have

x^4, a variable term, plus 16 the constant term. And that's just like u^2+a^2, variable

plus constant. And furthermore, if I look at these two values they're also perfect squares.

x^4 is a perfect square of x^2, so I would get (x^2)^2, and 16 is the perfect square

of 4, so this is 4^2. So I could easily say that u is x^2 and that a is 4 and this format

here matches u^2+a^2. So we're looking for those kinds of relationships inside of our

integral somewhere. Another dead giveaway is if you have a square root inside of your

integral like this here. We have this square root, we have this square root. And especially

when you have one of these relationships, a^2-u^2, one of these u^2+a^2 or a^2+u^2,

or a u^2-a^2 underneath your square root sign, that is a dead giveaway for trig substitution

and you should probably strongly consider using it. Now there's a couple of caveats

to that. First of all our integral doesn't have to have a square root sign in order to

be a trig substitution problem. For example this second integral is a trig substitution

problem but you'll notice, no square root. So it doesn't have to be there, it's just

an obvious sign that it might be a trig substitution problem. The second caveat is in these first

two examples we had perfect squares. Both of these values here worked out to perfect

squares: 4^2, x^2, (x^2)^2, 4^2. But like in this example, this is a trig substitution

problem, and we have this u^2-a^2 relationship. But these are not both perfect squares. This

turns out to be a perfect square x^2. But 7 is not a perfect square. So you might think,

oh this can't be a trig substitution problem because 7 is not a perfect square. Well that's

not true. This is a trig substitution problem. The way you get around your constant not being

perfect square, is you say well 7 actually is a perfect square of the square root of

7. So you say square root of 7 squared like this, and so then, if you are matching this

up to your u^2-a^2, then u would be equal to x and a would just be the square root of

7. So my point is that a trig substitution problem must have one of these relationships

inside of it between a and u. But a^2 might not always be a perfect square, like we saw

here, and especially if you have a square root in your integral, that's even more evidence

that this is probably a trig subproblem, but you don't necessarily have to have a square

root in order for it still to be trigonometric substitution. So before we continue on let's

take a look at a bunch of trig sub examples so that we can see what these problems typically

look like. So here are a bunch of examples. These are all trigonometric substitution problems.

On the left here these are all sine substitutions and we'll talk more about what this means

in a little bit. These in the middle here are all tangent substitutions, and these on

the right are all secant substitutions. So if you look here on the left you'll notice

this common theme of a^2-u^2. We have here an a^2-u^2, two perfect squares, the difference

of two perfect squares, where we have constant minus variable, we have constant minus variable,

two perfect squares. And both of those a^2-u^2 values are underneath square root signs. So

dead giveaways for a sine substitution. This one though, not so much. This is just a quadratic

under a square root so, the fact the square root is there, would maybe make you think

trig substitution, but you see no perfect square here. So here's the trick when you

see something like this. Trig substitution you often use when you have quadratics. This

is a quadratic where you have the -x^2+2x+48, the x^2 term, the x to the first term, and

the constant, so that's a quadratic. And when you have that, oftentimes you'll use trig

substitution. What you want to do is take this quadratic and you want to go through

the process of completing the square. You want to complete the square for this quadratic

because when you do that what you'll end up with is this form here of a^2-u^2. And so

you'll essentially turn this into a trig substitution problem because when you rewrite this quadratic

under the square root, and you change it into a perfect square, you'll have this a^2-u^2

format. If we look at these tangent substitutions notice here the pattern of either a^2+u^2

or u^2+a^2. So here we have a u^2+a^2, but notice no square root sign, just this value

inside parentheses and then we're squaring that whole quantity. Even though we don't

have a square root sign, this is still a trig sub problem. This one's perfect because we

have an a^2 plus a u^2, constant plus a variable, and we have the square root sign, so that

one's really obvious. But these two again, not quite as obvious. This one same thing

as before. This is a quadratic, the x^2+4x+5, that common form, it's a quadratic. We need

to go through the process of completing the square to turn this into a perfect square

such that you have a u^2+a^2 format and it becomes a trig sub problem. Even this problem

here, this one looks really crazy and I don't want to freak you out with it. But the point

here, what I'm trying to show you is that you can have all different kinds of functions

inside your integral and they could still be a trigonometric substitution problem. This

one, what you actually end up doing is, this is a u-substitution problem so you use u-substitution

first on this. Once you do that it turns into a partial fractions problem. And so then you

go through the process of partial fractions, you do your partial fractions decomposition,

and at the end of that what you end up with is this format here u^2+a^2, and it actually

at that point becomes a trigonometric substitution problem. And again you don't need to worry

about that, you rarely deal with problems this complicated. My point is only that you

may have to, like with these quadratics, or something like this, go through one of the

other methods and then apply trigonometric substitution. So if you're working through

a problem and you're doing another method and it's working and going well, and then

you get to a point midway through solving your integral, and you realize all of a sudden

you have a trig substitution problem. That's not a bad sign, it's just a sign that now

you need to transition to trigonometric substitution and start applying this process after some

work that you've already done. So it can pop up in the middle of a problem. And then this

last set of examples here, these are all secant substitutions in the form u^2-a^2. You see

the variable minus constant, both perfect squares underneath the square root sign, classic

classic trig sub. Or here u^2-a^2, variable minus constant. Yes it's cubed but it has

that format and it's underneath the square root perfect trig substitution problem. And

then here this example, similar to these other two that we talked about. This is a quadratic.

It needs to be factored using the process of completing the square, and once that's

done it will become a trig sub problem with a secant substitution because you'll have

the form u^2-a^2. That value will be underneath the square root. It'll be perfect for trig

sub. Now why does trig sub actually work? Well this is a little bit of a simplified

explanation but I want to give you a better intuition for why this works. So we're going

to go through this briefly and then we're going to talk about how to actually solve

trig sub problems. So if I start by drawing a right triangle, and I make this a right

triangle and I say that this is the angle theta here. Remember that any method of integration

whether, it's u-substitution, integration by parts, partial fractions, trigonometric

substitution, all these things that we use, all we're trying to do is rewrite the integrand,

we're trying to rewrite the function so that it turns into something we can actually integrate.

Because we're given all these integrals that we can't integrate directly and so we use

these methods to manipulate the functions, rewrite them, change them around into a different

form. Still the same value but a different form so that we can actually integrate it

with a simpler method like power rule. So trig substitution is no different, we're just

trying to simplify our integrals. And remember we had all these examples of integrals that

were perfect for trig sub that had these values inside them, the a^2-u^2, u^2-a^2, one of

these relationships inside of them. Well the reason that this works is because we look

for that relationship and then we want to replace that relationship with something simpler

and that's how we end up simplifying our integral. So why can we replace values like these? Well

it comes back to the Pythagorean theorem for right triangles. So remember that the Pythagorean

theorem says that if you have a side here, this is the adjacent side, this is the opposite

side of the angle theta. And then this is the hypotenuse c, that the relationship between

these sides is a^2+b^2=c^2. Now an interesting thing happens here. If I for example wanted

to solve for the length of side a, and I wanted to use the Pythagorean theorem, let's pretend

that I knew that the length of the hypotenuse was 4 and that the length of the opposite

side here was x. Well in that case, if I plug into my Pythagorean theorem I get a^2+, I

know b is x so I get x^2, and I know that c the hypotenuse is 4, so I get 4^2 or 16.

Now if I subtract x^2 from both sides because I'm trying to solve for a, I get 16-x^2. And

then if I take the square root of both sides, I get a is equal to the square root of 16-x^2.

Now here's the interesting thing. Remember all those integrals that we looked at where

I said like these are all perfect examples of trig sub problems? Well didn't they look

a lot like this value right here? The square root of 16-x^2? They did! Remember I was saying

the square root sign is a dead giveaway. We would have a relationship between values like

this, constant minus variable, this is a perfect 4^2-x^2, or we could call it a^2-u^2, right?

Which is this a^2-u^2 that we use for a sine substitution? So the point here is that trigonometric

substitution works, the reason why it works, is because we're given a value like this,

square root of 16-x^2 inside of our integral. Well if we can relate that back to a right

triangle, if we can sort of undo this Pythagorean theorem process, what we realize is that this

value is related to a few other values. It's related to the angle theta, it's related to

the length of the hypotenuse 4, and it's related to the length of the opposite side x. All

of which, if I think about theta, 4, and x, all of which are a lot simpler than this square

root of 16-x^2. So the point is that if I start out with something like square root

of 16-x^2, I can sort of work backwards, get to these values of theta, 4, and x, and I

can end up replacing this value inside of my integral with something that's maybe in

terms of theta, or with something involving 4 or x, a simpler value than what I originally

started with, which overall is going to make my integral a lot easier to solve. So that's

why trigonometric substitution actually works, because you're relating a value that you're

given in your integral to these associated components inside a right triangle and that

allows you to simplify that function that you're trying to integrate. So now that we

know how this actually works let's talk about how to solve a trig sub problem. So when we're

talking about solving a trigonometric substitution problem, the first thing we want to do is

go through the same set up process every single time. And the reason that we want to do this

is because we have lots of little values that we're going to need to use throughout our

problem so we want to get them all out in the open up front instead of having to pause

our work as we're going through the integral to find each one of these little pieces. We

want to get them all done first thing, that way we'll be prepared to just go through the

rest of our problem smoothly. So with that being said, remember before we had talked

about sine, tangent, and secant. Those are the substitutions we're going to be making.

So when you talk about trig substitution, you can make a sine substitution, a tangent

substitution, or a secant substitution. And the reason that we call it that is because

when you're doing a sine substitution, your substitution is built off of this u=asin(theta)

value, where u and a come from the a^2-u^2 that we find inside our integral. And a tangent

substitution comes from u=atan(theta), secant comes from u=asec(theta), so that's why we

call it a sine substitution or a tangent substitution. But let's quickly go through this setup process

so that you know what you're doing and you start getting comfortable setting up for a

trig sub problem. So let's pretend that you found this value inside your integral. The

square root of 1-x^2. Well the first thing you see right away is that you have constant

minus variable, 1-x^2, constant minus variable. That matches your a^2-u^2 format. So you want

to match those formats together and you want to say a^2 has to be equal to 1 and u^2 has

to be equal to x^2. Then you want to take the square root of both of those to get a

and u. So the square root of 1 is still 1 and the square root of x^2 is x. So we get

a=1 and u=x. Now we want to plug those into our sine substitution, u=asin(theta). So since

u=x and a=1 we get x=1sin(theta) or simply just x=sin(theta) so we say down here x=sin(theta).

And if this isn't already solved for x we want to go ahead and do that. But in this

case it is. So we have x=sin(theta), then we want to find dx, which is the derivative

of x. So we say the derivative of sin(theta) is cos(theta) so we get cos(theta) and then

we always want to remember here on the right side to put dtheta. Now for sin(theta) here,

what we're doing is we're solving this equation for just the trig function. In this case it

already is because a was equal to 1 so we just ended up with sin(theta) on the right

hand side. That won't always be the case and if it's not you want to make sure to solve

this for just the trig function sin(theta). So we get in this case sin(theta)=x. And then

what we want to do is we want to solve this equation for just theta. So the way we do

that is we take arcsin or the inverse sine function of both sides because arcsin of sin,

those things will cancel out leaving us with just theta on the left side. So we get theta=arcsin(x).

Now that was kind of a lot to do it once, but after we do two more examples you'll really

start to get the hang of it. So let's look at a tangent substitution here and pretend

that inside of our integral we found 4x^2+9. So when we look at that we see u^2+a^2 because

this was variable plus constant, so u^2+a^2. So if we compare that to u^2+a^2 then what

we can say is that u^2 has to be 4x^2 and that a^2 has to be 9. Then we want to take

the square root of both those values. So the square root of 9 is 3 and the square root

of 4x^2, square root of 4 is 2, the square root of x^2 is x, so we get 2x for u. Now

we want to plug these into our formula u=atan(theta), so in our case we get 2x=3tan(theta). And

in this case this equation is not solved for x and remember we said we always wanted it

to be solved for x so we divide both sides by 2 to get x=(3/2)tan(theta). Then we want

to take the derivative of that to get dx. So the derivative of tan(theta) is sec^2(theta),

so we get dx=(3/2)sec^2(theta)dtheta. Then we also want to solve x=(3/2)tan(theta) for

tan(theta) specifically, which we can do by multiplying both sides of this by 2/3. So

tan(theta)=2x/3. And then we take arctan of both sides to get theta=arctan(2x/3). And

then let's do this one more time. If we have in our integral the square root of x^2-25,

what we see is variable minus constant, and that matches u^2-a^2. So u^2 has to be x^2

and a^2 has to be 25. So we square root both of those and we get a is equal to square root

of 25 or 5, and u is equal to the square root of x^2 or x. Then we plug both of these into

u=asec(theta) and we get x=5sec(theta). We're already solved for x so we're done there,

and then we take the derivative to get dx. So the derivative of sec(theta) is secant

times tangent so we get 5sec(theta)tan(theta)dtheta, and then we want to solve this equation x=5sec(theta)

just for sec(theta), so we'll divide both sides by 5 to get sec(theta)=x/5. And then

we take arcsec of both sides to get theta=arcsec(x/5). So now that we understand this setup process

let's go through one trigonometric substitution so that we can talk about the steps involved

in solving a trig sub problem and how to go through this setup process again. So if we

have for example this problem. We have 1 divided by x^2 times the square root of 4-x^2 dx.

So we look at this and right away we can see that this looks like a trigonometric substitution

problem because we have constant minus variable and they're both perfect squares and they're

even underneath the square root sign. So remember that's a dead giveaway this is probably a

trig sub problem. So if we match this up, the 4-x^2, that's constant minus variable,

which means that's an a^2-u^2, and that is actually a sine substitution where we know

we're going to have u=asin(theta). So our first step in any trig sub problem is to number

one identify that it is actually a trig sub problem, and we did that. Number two is to

figure out which trig substitution to use. Is it a sine substitution, a tangent substitution,

or secant substitution? We found 4-x^2, constant minus variable, we matched that up to constant

minus variable, a^2-u^2. And we know because we memorized it that a^2-u^2 is a sine substitution

and therefore that our substitution will be u=asin(theta). Step three then is to go through

the setup process like we just did in those last three examples. So the setup process,

we're going to match all these values up to our 4-x^2. So 4 the constant has to be a^2,

and x^2 has to be u^2. Then we want to take the square root of both of those so u=x and

a=2. Then since we want u=asin(theta) and we know u is x and a is 2, we get x=2sin(theta)

so x=2sin(theta). This is already solved for x so we're good there. Then we want to take

the derivative of that and remember the derivative of sine is cosine, so we get 2cos(theta) and

we don't forget our dtheta. Then we want to solve x=2sin(theta) for just the trig function

so we divide both sides by 2 and we get sin(theta)=x/2, and then we want to solve this for theta by

taking arcsin of both sides to get theta=arcsin(x/2). That's how quick the set up process can be.

Now our fourth step is to take all this information that we found and actually make substitutions

into our integral. So we're going to take these values, we're going to plug into our

integral. And the goal here is to completely transform this integral. Right now it's in

terms of x everywhere, we have x^2, x^2, dx. We want to get rid of all the x's and instead

end up with only theta. So how do we do that? Well let's look at this here. If we have the

integral the 1 will stay in the numerator because we're only trying to replace the x's.

So we had that. x^2 here remember we found that the value of x was 2sin(theta) so we

can plug that in here for x. So we get 2sin(theta) and because we have x^2 we square that. And

then we have the square root of 4 minus, and then again we plug in for x, 2sin(theta) quantity

squared and that's all going to be underneath our square root. And then we have to replace

dx which we know is 2cos(theta)dtheta. So we can multiply here by 2cos(theta)dtheta.

Notice now that we have actually completely transformed the integral. Everything here

is in terms of theta. There are no x's remaining, which is perfect. That's exactly what we wanted

to do. So we're done with that step. The next step is just to simplify this integral as

much as we can down to a point where we can actually evaluate the integral. And as we

go through this process we may have to use some trigonometric identities to make this

simpler, we may have to use some other methods of integration, but we're trying to get to

a point where we have a function that's simple enough that we can integrate it directly.

So how will we do that? We can start by simplifying here in the denominator. So for example if

we look at just the square root here, we have the square root of 4 minus, we are squaring

2sin^2. So 2sin^2 quantity squared turns into 4sin^2(theta). That's all underneath our square

root so let's go ahead and cancel as we go. So we're replacing that. Then underneath the

square root we can factor out of 4. So this becomes 4 times 1 minus sin^2(theta) underneath

our square root. Now at this point what we recognize is that we have 1-sin^2(theta).

This is where the first trigonometric identity comes in. So we want to remember the trig

identity sin^2(theta)+cos^2(theta)=1. If we subtract sine from both sides we get cos^2(theta)

is equal to 1-sin^2(theta). And 1-sin^2(theta) is exactly what we have. Which means that

we can replace it with cos^2(theta). So this becomes 4 times cos^2(theta) underneath our

square root sign. Now of course the square root of 4cos^2(theta), the square root of

4 is 2 and the square root of cos^2 is just cosine, so this becomes then 2cos(theta) and

we get rid of the entire square root and everything underneath it. Now if we go ahead and move

this up underneath here what we see then is that we can cancel a 2cos(theta) from the

numerator and denominator. So this is going to cancel with this. So this integral becomes

1 over 4 sin^2(theta) dtheta. This is where our next trig identity comes in and it's a

reciprocal identity so remember that cosecant is the same as 1 over sine because sine and

cosecant are reciprocals of one another. So whenever we have 1 over sine that's the same

thing as cosecant. So here we have 1 over sin^2 which means we can change that to csc^2.

So this becomes the integral of 1/4 csc^2(theta) dtheta. And at this point we're lucky because

we actually already know the integral of csc^2(theta). It's a common trig integral. The integral

of this value is -cot(theta) so what we can say is that this is going to be equal to -1/4

cot(theta)+C. And at this point we've actually managed to evaluate the integral. Our last

step at this point is to get this value back in terms of x. Remember we started with an

integral that was in terms of x but this value still in terms of theta. We need to put it

back so that it's in terms of x. So the way that we always do that is we draw a reference

triangle, back to the right triangle like we did before. So let's go ahead and do that.

We want to draw a right triangle for reference we always put theta here the right angle here.

So now what we need to remember is that building this reference triangle, we already have back

at the beginning of the problem sin(theta)=x/2. This is the last piece that we need to remember

from our trigonometric identities. And it's that old phrase you might remember SOH-CAH-TOA,

which reminds you that sine is equal to opposite over hypotenuse, that cosine is equal to adjacent

over hypotenuse, and that tangent is equal to opposite over adjacent. So in this case

we have sine is equal to opposite over hypotenuse. We have sin(theta)=x/2. So if we equate that

to opposite over hypotenuse then when we look at our angle theta we say that the opposite

side has to be x, opposite has to be x, hypotenuse has to be 2. So the opposite side has to be

x, the hypotenuse has to be 2. And then we can solve for the length of this third side.

We do that using Pythagorean theorem again. So if we call this side a and we get with

Pythagorean theorem a^2+x^2=2^2 or 4 and then we solve this for a. So a^2 is 4=x^2 and then

a is the square root of 4-x^2. So the third side then is square root of 4-x^2. Now why

did we build that reference triangle? Well the reason is because we're trying to get

-(1/4)cot(theta)+C back in terms of x and in order to find the value of cot(theta),

we need our reference triangle. So what we need to remember is that tangent is equal

to sine over cosine always. And cotangent is the reciprocal of tangent which means that

if tangent is sine over cosine then cotangent is the reciprocal. It's cosine over sine.

So when we transform this value we want -(1/4) and then we want cosine over sine. Well cosine

of the angle theta going back to SOH-CAH-TOA, cosine is adjacent over hypotenuse. So cosine

is the adjacent side here over the hypotenuse 2. So we're going to multiply this by square

root 4-x^2 over 2. But then for cotangent we're dividing that by sine, so we're dividing

this whole thing by sine. Sine is opposite over hypotenuse so opposite over hypotenuse,

x over 2, which remember we already had here. Sine of theta is x over 2. So we get x over

2, and then plus C. And then finally we simplify this. Instead of dividing by the fraction

x over 2, we can multiply by its reciprocal, multiply by 2 over x instead of x over 2.

Our 2's cancel, 2 and 2 here, which means that our final answer is negative square root

of 4-x^2, all divided by 4x and then plus C. I hope that video helped you, and if it

did hit that like button, make sure to subscribe, and I'll see you in the next video.

For more infomation >> Trig substitution - How to solve? - Duration: 39:24.

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Carpenters - Close To You (Cover) - Duration: 3:23.

For more infomation >> Carpenters - Close To You (Cover) - Duration: 3:23.

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These People's Generosity Will Give You All the Feels | 0-100 - Duration: 3:05.

For more infomation >> These People's Generosity Will Give You All the Feels | 0-100 - Duration: 3:05.

-------------------------------------------

The Most Oddly Satisfying Video You'll Enjoy Watching - Duration: 11:21.

Thanks for watching

Hope you have a great time

Please, like, comment and subscribe for more!!

For more infomation >> The Most Oddly Satisfying Video You'll Enjoy Watching - Duration: 11:21.

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Yeralash-do you speak english? (Subtitles) in English - Duration: 2:57.

Eralash Film Studio presents

Do you speak english?

Bla bla bla bla

*Knock-Knock*

*BOOM-BOOOM!*

Zaykin do you speak english?

What?

Two!

Belkin do you speak english?

Che?

TWO!!!!!!!!!!!!!!!!!!

Vanichkin do you speak english?!!!!!!!!!!!

WHAT??

For more infomation >> Yeralash-do you speak english? (Subtitles) in English - Duration: 2:57.

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日本が大好きな女の子たちーGirls in love with Japan - Duration: 12:20.

You may show envy to someone when he or her speaks another language fluently.

But why are these people cool?

We all have many reasons to speak a foreign language,

and these are very important reasons.

Among my friends, I have a friend who loves Japan very much.

The cool thing about her is that

even when she comes back from Japan, she stills works with Japanese people speaking Japanese!

So from now on, let's have her introduce the popular tourist spot in Vancouver-----

Vancouver Lookout!

Hi Danielle, in Japanese...!

Danielle: In Japanese?

Vivian: Introduce yourself in Japanese, please!

D: Self-introduction?

I do not know what to say...

V: Where did you live in Japan?

D: Well, I was born in Canada,

I lived in a town in Fukushima for 5 years

A small town called Misho-machi in Aizu

It is far far behind the mountains..

V: yup, it is far behind...

D: My town is more rural than any Japanese rural town you can imagine.

V: that indeed is the best intro I ever heard! (Laugh)

D: It is about 2000 people

V: You remember all the details (like population)? WAIT! 2000 people only?!!!

D: 2000 people

V: that is tiny!

D: this is where they check tickets

スタッフ：IDを見せてください

あなたはゲストだよね？　はい

V:みんなこのパスのこと知っているみたい

たくさんの人はパスを持ってくるの？

そうだよ。。

V:表情でわかるわ。。

D: Thanks for waiting guys!

V: What is this (The pass you used just now)?

D: This is for a tour challenge called Vancouver Tour Challenge.

Each year, Tourism Vancouver

provides...this type of Challenge...

Background noise: siren

D: let's get back to the pass--this is a booklet handed to the tour operators.

D and V: this is very noisy!!

D: Let's come back to the topic--Tour challenge is provided for the tour operators.

People who work in the tourism industry.

We can go to many places for free or discount with this pass.

I believe you can see these pages--there are many attractions

Such as Museums, tourist spots,

there are many places.

We get to go there to experience the places

and we get stamps

When you have collected more than 20 stamps,

for a period of a month;

You can have a yearly pass to go almost anywhere for free!

I do think it is important for us to go so we can serve our customers better

So today, we are

I have not been here before,

we are going to Vancouver Lookout

V: That was Danielle introducing the place we go today,

She works at JTB currently.

She just came back to Canada for...6 months, right?

D: Not even....I came back in Jan..

because of the job...so now I have worked...4 months

I am very lucky I can do this right after I am back!

D: Today, the weather is rarely nice

IT IS SUNNY! HOW RARE IS THAT!

I think we will see beautiful views at the top. =p

Let's go and see!

V: we are going together so you will see beautiful Vancouver in 360 degrees!

Elevator ascending...

V: Oh the lookout!

V:そっか、スタンプのことについて聞かないとね

V: guys, we have arrived but

Danielle needs to ask some questions

D: so here are the questions we need to answer..

You either find answers to this question,

or you upload photos on instagram, facebook or twitter

V: too bad they do not have youtube..

D: yeah..if they have that option it is so easy for us..

What is Canadian Pacific Railway primarily used for?

Well, I do not know either...lets post photos on instagram?

V: you are taking it with you?

D: I will return it to them later

V: wow it's pretty!

D: yup, it is a great view

V: I think that the answer is written on one of these boards..

D: yup. we are looking for that board

V: this is really beautiful

D: yup, I agree

V: like I mentioned in previous videos in the channel,

Vancouver is surrounded by mountains

the nature is beautiful here.

D: you can see very far from here

This is Grouse Mountain

V: that was the famous Grouse Mountain..

V:思ったより低い

D: これだ！Pacific railway

We found it

V:昔、中国の移民はそこで働いていたんだよね

D:貨物を運んでいたね。Freight railway

V: Freight?

D: freightは乗客ではなく、物を運ぶ列車のことだよ

V:わかった

V:I still think it remains even this day as a frieght train

V:乗客 is passenger

From here, we have an unexpected encounter!

Language is the bridge to connect things and expand the possibilities in the world!

V:実はYoutubeビデオを撮影しているよ

出会っちゃうなんて

男：私はなんか広告をしようか

D:これをアピールしよう！

男：あなたは旅行会社？

D:そうだよ

V: this guy is from the same industry!

男：ビジネスカードは持っている？

D: 持っているよ、ちょっと待ってね

V:このパスで知らない人はつながってしまうね！（外国語で！）

男：（私に向かって）どれぐらいここにいるの？

D:彼女は現地の人だよ

He mistook me as a Japanese tourist...

男：ごめんね！

D：日本人じゃないからね

ｄ：日本語は結構流暢だけど

男：私の名前はDaniel

みんな：マジ？！　信じらない！

すごい偶然だ

D:ちょっとインスタグラムに写真を載せてから移ろう

V:私が撮ろうか？

D:とってあるよ、大丈夫

V:頭は映らなくてもいい？

D:大丈夫だよ、ハッシュタグ＃すればいい

V:it is hard to get the view on my camera..

D: Look at it, there are many people from Japan

V: yup, you are right

I think people use stickers to show where they are from

D: look at this, (Vancouver) to Tokyo is about

7450 kilometers!

V: it is far.

V: it takes 10 hours by an airplane?

D: i think it takes more than 10...I was born in Edmonton (East Canada)

I need to transfer at Calgary

I believe Vancouer is

10 hours?

D: look at that! that place has a sticker!

V: Where is it?

D: in the North Arctic

V: That looks far from Vancouver

D: look at it, the south arctic has it too

D: so that was Vancouver lookout

V: we are going up?

D: we are going up first and then go down

V: I was not listening at all

D: I knew you were not listening!

V: you are right..

My mind was on the camera the whole time...lol

D: well, I guess you need to do that...

V: Where do we go next?

D: Museums are closed now

So...

V: your book is white...

For more infomation >> 日本が大好きな女の子たちーGirls in love with Japan - Duration: 12:20.

-------------------------------------------

What Kind of Mutant Are You? - Duration: 2:22.

The idea is to understand how, when something in our genome changes, when a letter in our

dictionary of six billion letters changes, how is that propagated through the whole system?

So each of us carries something like a hundred mutations or variants and so this is the real

challenge is to figure out which of these mutations don't matter - and many of them

don't - and which of them we should worry about.

Some of what we can know about how our genes relate to disease - we can do statistics.

We can just say: "people with that mutation, that variant, tended to get this disease and

we can have this therapy and it works for those people".

But what we see a lot in the clinic is rare variation, where we don't have a lot of statistics,

we don't have a lot of opportunity to learn on a lot of people, so we actually have to

have models of the disease and we actually have to understand how the system works to

predict what's going to happen when we make that change.

What I'm very excited about is a field called deep mutational scanning.

In a model of a disease, we want to construct an assay for a particular gene

that's involved in that disease.

The idea is could we be efficient about this and actually test all possible mutations in

a gene ahead of time?

So that when somebody came into the clinic with a mutation, we said "hey, we already

did the experiment.

Even though we've never in humanity seen that mutation before, we did the experiment and

we think that mutation's not a problem, or it is".

For this, we need molecular biologists, we need geneticists, we need engineers, and we

need computer scientists to put it all together to come up with one deep mutational scan that

tells us which mutations are bad and which aren't.

For more infomation >> What Kind of Mutant Are You? - Duration: 2:22.

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Lesson Four: Setting You Up for Success - Duration: 15:39.

Welcome to the fourth and final lesson

in the Peace First Digital Mentor

Training: Setting You Up for Success.

We've spent a lot of time discussing the

history mission of the program and the

tenets of mentoring and youth

development. We've also introduced the

various mentoring rules within the Peace

First community .To round out our

training, we'd like to continue talking

about what your mentoring relationship

will look like. In order to set you up

for success, we will walk through common

roadblocks in the Peace First Challenge.

We will also cover policy and procedures

surrounding emergency circumstances and

risk management. We will spend time

talking about the importance of cultural

competency in a successful mentoring

relationship. We will also discuss the

ongoing support you, as a mentor, will be

able to access. We will round out this

lesson and our training, as always, with a

couple of discussion activities. It would

be awesome if your group encounters

absolutely no problems or setbacks

during their Peacemaking Journey. It's a

beautiful dream but an unlikely reality.

The Peacemaking Journey is a process

that takes considerable dedication and

motivation. Hitting a couple of snags is

understandable and having an idea of

potential bumps may help you and your

group smooth them out faster and more

efficiently. We will spend the next

couple of slides walking through common

scenarios and ways you can keep your

project group on track while still

maintaining the Peace First standards and

expectations. When you are accepted and

matched as a project coach, you may be

confused about how to begin your

mentoring relationship. You can start by

turning to the Welcome Journey Match

Initiation Guide at any time for tips

and instructions.

It may also ease your mind to remember

that you will receive updates and

instructions from the Peace First team

about initiating your match and keeping

the group focused and moving forward.

Additionally, visit the young person or

team's project page and look at the ideastorms

section. Is there any tool you can

suggest they use in order to help them

understand their injustice better? Then

send them a link to the appropriate tool

from the tools page. You may also pose

some questions to help them reflect

deeper on their injustice or their

insight to ensure their insight and

their suggested solution are rooted in

compassion. Also, is there a Peace First

fellow, content expert, or other community

member who could provide input into the

team's project? No matter what steps

you take to initiate your match, it's

important to never tell a young person

what to do or to imply or state that

their idea isn't very strong. Perhaps

you're a couple of weeks or months into

your match and it's been several days

since one of your mentees accessed the

Peace First Challenge site. You can start

addressing this absence by reaching out

to your youth with a specific question

related to their project such as, "Have

you completed X yet?" or "How is working on

X going?" You can also check in with other

young people on the project team. Do not

attempt to find your mentee on other

social media or directly email or call

them. In the case of a significant event

happening in your life, you may be

required to take a brief leave of up to

one month from mentoring. Should this

happen, notify Peace First staff as soon as

possible. Begin to consult staff in order

to find another Project Coach who could

support your team during your absence.

Maybe you know of another Project Coach

that might be good to support your team

while you're away. If so, feel free to

share this information with the Peace First

staff. They will make the final decision

about how to best support your team in

your absence. As you prepare for your

absence, it's important to keep your

mentees notified. Do not stop

communicating with your project team.

However, it's also important not to

convey unnecessary worry or concern to

your mentee when you explain your

absence. As we discussed, the Peacemaking

Journey takes sustained interest and

commitment in order to end successfully.

Even the most passionate and focused

groups will slip up from time to time.

After each slip, it's important to reflect

and regroup. What caused the slip? How can

the group be more secure going forward?

The following scenarios will prepare you

for these conversations. Detail is an

important part of choosing an injustice,

Developing a compassionate insight, and

forming and executing a Peacemaking Plan.

If you have concerns about the amount of

detail in your group's Peacemaking Plan,

here are some places to begin addressing

those concerns. Look at the resources and

discussions they've already found and

held. Are there questions you can ask

that will help them clarify what they're

working on? For example, if they are

trying to plan a fundraising event, you

may ask if they have experienced

fundraising or what particular type of

help they need

to create and host their event. You can

always return to the toolkit. Has your

group created specific, measurable,

attainable, relevant, and time-bound goals?

If you think something is missing,

encourage your group to revisit the

SMART Goals tool. As you work with your

project team, you may find that the

insight your young person created

doesn't feel complete or grounded in

compassion. Maybe they wrote their

insight too quickly, and the result is a

muddy focus. The team might be working on

a superficial level and thus doesn't

address the root problem. Or perhaps the

root cause they're working on doesn't

really have anything to do with their

chosen injustice. Maybe the team

identified an inconvenience and not

an injustice. If there are any red flags

about their insight--it resorts to

violence, blaming, or hate--please use the

contact form to notify the Peace First

program manager. Problems with the

compassionate insight is no reason to

completely throw in the towel. In fact,

it's important that, as a Project Coach

or a Community Sherpa, you never tell a

young person that their ideas are bad or

that you take over their project and

rewrite aspects of it. Instead, here are

some steps to take and suggestions to

make. Urge your group to revisit the

Peacemaking Toolkit and, in particular,

the Understand tools. These activities

were created in order to guide youth

deeper into their injustices. Make sure

youth are demonstrating compassion,

courage, and collaboration. Encourage your

group to think about the people who are

affected by the injustice they are

addressing. Consider asking them these

questions: How did you learn more about

them? How are they impacted? How did they

feel? What did you learn? You should also

consider how they will continue to

address their injustice even when there

is risk involved. They should also

include outside groups and individuals

when designing, carrying out, and/or

expanding their project. Working with

others will make their project stronger.

To sort out the difference between an

injustice and an inconvenience,

have your team refer back to the list of

example insights on the Peace First

Challenge site and ask what they notice

about the insights. After looking at the

example insights, would they change their

insight? What might they do differently?

Are you worried your group hasn't

included enough steps in their project

because the success of the project is

dependent on one event? Here are some

actions to consider. Encourage the group

to revisit their project plan and goals.

Encourage them to think about including

a few more steps to gauge if they're

moving in the right direction. Does the

group have a set of indicators that can

show that their project is moving in the

right direction? These things can be

things they can count, quantitative, or

descriptions of changes, qualitative. For

example, if they've planned an event to

address bullying, the number of attendees

to the event, the change in perception

from bullies, kids with disabilities feel

respected and included, bullies feel more

included in the school community.

Whatever your response, it is imperative

that you don't tell them what to do to

fix their project. Your project team may

experience serious setbacks that make

them question completing their project.

It's important to listen to their

thoughts and concerns and not blindly

encourage their participation. If the

team planned an event that was poorly

attended and they think it indicates

that they should stop their project

congratulate the group on putting

together the event and express your

sympathy and empathy for how they are

feeling. Point them to other examples on

a the Peace First Challenge site of projects

and events that have not gone the way

they were planned, and maybe tap a Peace

First fellow to share their stories.

Encourage the group to look for what

they have learned in the process by

completing the Team Reflection. Ask the

team if they're interested in continuing

with their project or starting a new one.

If they continue with their project or

create a new one, congratulate them for

sticking with their idea. If they decide

to end their project, congratulate them

for the progress they made and encourage

each member to complete the Individual

Reflection. Don't tell them to keep going,

but follow their lead and support them

in making a sound decision. As you may

recall from our look through the

Peacemaking Toolkit in lesson one, there

are two activities to help your team

reflect upon their journey. The Team

Reflection tool asks your group to

compare the group's effectiveness at the

beginning of the challenge to their

effectiveness at the end of the

challenge, or at the point where they

chose to end the challenge. They will

answer and discuss questions about what

changed, what went well, and what they

would do differently in the future.

The second Reflection Tool is the

Individual Reflection. It uses many of

the same strategies as the Team

Reflection. Invite youth in your group to

discuss their individual reflections

with each other, or with others in the

Peace First community, to show how much

they have grown as Peacemakers.

We hope the course of your mentoring

relationship in the Peace First community

is smooth and emergency free. However,

in the event that you do encounter

emergency situations, it's important you

know where to turn and who to talk to. If

you ever believe or suspect that your

young person or members of the project

team may have plans to hurt themselves or

others, call the Peace First office

immediately

at 617- 261-3833 and ask for the

program manager. Business hours are

Monday through Friday from 9:00 a.m. to

5:00 p.m. Eastern Standard Time. If your

emergency is outside of business hours,

please call as soon as the office opens.

Additionally, you may want to check out

the Helpful Resources page on the

Challenge site, which has contact

information for organizations you may

find helpful to talk to, particularly if

the Peace First office isn't open.

Whatever emergency situation may arise,

it's important for you to remember that

you are not alone. You are not

responsible for handling a youth in

crisis on your own. The Peace First team

is always available. If you notice

inappropriate behavior on the site--for

example, someone asking for someone's

personal information, someone asking or

trying to meet up in person, or using

aggressive or abusive language--fill out

the contact form to let the Peace First

manager know what's going on. As always,

if you feel there is imminent danger,

please contact the Peace First office

immediately at 617-261-3833.

While some mentoring programs prefer to

match children and young people with

mentors who come from similar cultural

backgrounds, that is not necessarily the

case in a Peace First mentoring match.

Chances are you will work with a young

person or group of young people from a

background different than yours. Because

of these potential differences, we will

now take some time to explore cultural

competency. To begin, let's define culture.

Culture, in a broad sense, is the

underlying fabric that holds together a

person's world. Research tells us that

groups form a culture through society's

major institutions. These cultural

institutions consist of the big

structures that determine what we

believe, how we behave, and how

we live. Institutions help convey

society's rules or standards both

explicitly and implicitly. The ten

cultural institutions include: government,

politics, and law; financial and corporate;

health and medicine; media, entertainment,

and the arts; peers and community;

military; social services and prison;

education; religion; and family. As we

continue through lesson four, began

thinking about the institutions that

have had the biggest impact on your life.

The ten cultural institutions will

appear again in our discussion

activities. A generation is a cohort of

individuals born and living around the

same time. The generations possess

defining characteristics that separate

them from one another. These differences

include a cohort's common history, view of

communication and technology, motivation

and priorities while balancing work and

personal life. Historical events and

similarities in upbringing define and

reinforce generations. Typically fifteen

to twenty years makes a generation, from

the time a new wave of young people are

born until they enter the workforce and

build a family beyond their own family

of origin. The five major current

generations are the Silent Generation,

Baby Boomers, Generation X, the

Millennials, and the Centennials. These

generations are defined by political and

world events like World War Two, the

Korean and Vietnam wars, space travel,

Watergate, the War on Drugs, the

Challenger and Columbia space disasters,

Columbine, and 9/11. Each generation has

a different relationship with technology

and communication that impacts their

work style and their relationship styles.

All of that being said, the majority of

the youth you will work with during the

Peace First Challenge are Centennials.

While not old enough to have an impact on

the workforce, they are a sizable group

with influence. Roughly 25.9%

of the world's population

is classified as Centennials

and 60% of them want to impact

the world through their work, as opposed

to only 39% of

Millennials. They're already active

with almost 30% of them

dedicating time to volunteer work.

Finally, the Peace First Challenge seems

ready-made for this group in which 51%

of them identify World Peace as

what defines a better world to them.

Youth Culture plays an important part in

every generation. As we've learned

throughout the four

lessons of this training, youth is

a time of great discovery and change.

Throughout the generations, youth are

natural change makers. They advocate for

their beliefs and are willing to stand

up in the face of tyranny and oppression.

Help support the current generation to

become the peacemaking generation as

they use courage, compassion, and

collaboration to solve problems in their

communities. Respect their ideas and

their autonomy. Mentors and mentees who

come from different ethnic and

socioeconomic backgrounds will find open

communication to be a significant factor

in the success of their relationship.

Mentoring with Peace First is not an

experience in isolation. On the contrary,

Peace First Mentors have constant access

to a strong support network. Mentors

receive periodic newsletters and

participate in webinars. There will be an

ongoing mentor-only discussion group on

the Challenge site for you engage in.

Peace First will gather program feedback

from mentors every six months, and mentors

are always welcome and encouraged to

reach out to Peace First staff at any time

with questions or concerns. Our final

training presentation was packed with

important information. We've walked

through some common communication

roadblocks. You've heard what to do and

who to call in case of an emergency. We

discussed the importance of cultural

competency to the success of

your match, and we went over the support

network you can turn to in times of

confusion or success. Now we will move on

to this lesson's discussion activities.

The discussion activities for lesson

four Center on reflection. In the first

activity, reflect upon the most important

cultural institutions in your life. Has

government played a large part? Religion?

Family? Education? Choose five

institutions and share the role they

play or played in your life. In the

second activity, you will reflect upon

the Peacemaking Journey you've taken

throughout training. How did your plan

play out? Was it successful what would

you change? How do you think this

experience helped prepare you to mentor

youth completing the Peace First

Challenge? The final activity of this

lesson and of the training will require

personal reflection. You've made it to

the end of training--where do you want to

go from here? You understand the

challenge: the commitment of both time

and emotion. Are you still interested in

mentoring? There are no right or wrong

answers in the reflection;

what matters is honesty. Have questions

about this lesson or the Peace First

Challenge? Reach out to a member of the

Peace First team at pfchallenge@peacefirst.org.

For more infomation >> Lesson Four: Setting You Up for Success - Duration: 15:39.

-------------------------------------------

No Resolve - What You Wanted [HD | Lyrics] - Duration: 3:23.

I'll do anything to keep you away

You want someone to save you

Am I the one

Tell me how many hearts

Have you been tearing apart

With every taste of attention

Every touch

You can fool someone else

You'll just end up by yourself

If it's what you wanted, if it's what you needed

Than why do you come back to me

This is what I wanted, this is what I needed

I'll do anything to keep you away

I'd rather die than forgive you

I'll never take you back

You're down on your knees and it hurts

It's about to get worse

You're always playing the victim

You're never wrong

It's tragic life that you live

But you only get what you give

If it's what you wanted, if it's what you needed

Than why do you come back to me

This is what I wanted, this is what I needed

I'll do anything to keep you away

If it's what you wanted, if it's what you needed

Than why do you come back to me

This is what I wanted, this is what I needed

I'll do anything to keep you away

For more infomation >> No Resolve - What You Wanted [HD | Lyrics] - Duration: 3:23.

-------------------------------------------

Why do you Need Company Statements - Duration: 6:07.

Hi! I'm Sharon Jurd and welcome to my

Biz Blitz video and today I want to

talk to you about company statements and

why do we need company statements. But

firstly I want to tell you what

company statements are to me. Company

statements are your vision statement, your

mission statement, your core values and

your company culture. And they are four

statements that are very powerful in

your business to share with your team,

your customers, your suppliers and your

affiliates so everybody knows where you

stand as a company, what you really

believe in, what direction you are heading

in, what you want to achieve and how you

behave. And so your vision statement,

my opinion, should be only one or

two sentences long. It should be very

precise and it's the big picture.

If your business was a ten out of

ten what would you want it to be? That big

picture,

not what we're going to do but what

it is in its finality. So if it was a

perfect world and a perfect business what

would that be? The second one is the

mission statement. Now this is where you

go, "This is what we're going to do to

achieve that vision." These are the things

that we are going to do on a consistent

basis. And that's the mission of every

week, every day, every month, every year

to achieve that vision. The third one is

your core values. Now that is describing

what you believe in and that could be

great customer service,

delivering a great product, how you

behave to your clients or how you treat

clients. It might behow you choose your clients because one of our

clients or how you treat

your clients. It might behow you choose your clients because one of our core

values in one of my businesses is that

we don't choose our clients

on size, we choose them in other ways and

list those out. We show

that we're not just here to get big

clients and look after them. We

want smaller clients as well. So it's

about those values around the business

that you believe in. Your integrity, how

you behave, how you behave in the

community, what is your opinion about the

environment so you may want to share

that in your values.

The last one is company culture. And

that's really more internally on how we

behave to each other. So you might say

in there that you welcome ideas, that

that everybody's opinion is valued, that you

work together as a team and not a

group of single people.

You might put in there how you

behave around training that when we go

out and learn new things we will

share that with the rest of the team. And

so you share those types of things and

I see the company culture, even though it's an external

thing but it's really about how the

internal team behaves. Your core values

are about your beliefs. I think

these four company

are really, really important.

Some people might have a vision, they

might have a mission statement but I

believe these four go hand in hand

and used in very different ways and

I always develop these straight up

new business, it's the first thing I

develop these straight up new business it's the first thing I develop because I think it's very

because for me to move forward

the first thing I develop because I think it's very powerful because for me to move forward in contacting suppliers, building a team,

building a product I need to be aware of

these four company statements. So if you

haven't got them already, go ahead and

and design them. You can Google online for

other companies' statements that might

resonate with you and you know appeal to

you in some way.

You don't have to start from scratch, you

have a look at what others build around them

and you may pluck words

out of those that may suit your sentences.

But most importantly, the one

thing that I talk to my

coaching clients about and people who

I come across in other formats of

training is that I'm really a stickler

on that vision statement being a one or

two lines. When you sort of go out and

researching some companies have

vision statements quite long. When I have a

vision statement I want that vision statement

so resonating with my team that they can

it, it's easy to remember and

it can just roll off their tongue if

they were asked about

that in our environment. So

there are my four statements, you've got your

statement, which is a one liner.

Mission statement, what is it

that you are going to do to achieve that

vision. Thirdly, are your core values they

are your beliefs and what is important to you

in business and in life. And then you

have your company culture, how we're

going to behave around each other. So go

ahead, get this design in your

business; they are powerful tools that

can be utilised in many, many areas and

will make sure that you'll have the

clarity about where you're heading in your

business and that business growth will

come for you.

I'm Sharon Jurd. I really appreciate

your time today listening and watching

me. If you think this video is of value

to your friends or your family or

colleagues, if it will be of value to them

please share it. I want to share my

message with as many people as I can and

and I need your help to do that.

Thank you. I really appreciate

your time. I'm Sharon Jurd and we'll talk

soon.

For more infomation >> Why do you Need Company Statements - Duration: 6:07.

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Candidates In Your Area - NE 5 - Duration: 2:14.

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How to make espresso or cappuccino freddo - Duration: 5:34.

For more infomation >> How to make espresso or cappuccino freddo - Duration: 5:34.

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UNITI UPDATE | 10 - Apple co-founder: "Why would you make electric cars large?" - Duration: 13:13.

Give it up for Lewis Horne.

No, no, no you are sensing me, you don't perceive me, perception is reality Iiwa.

Give a warm round of applause to our next guest, Steve Wozniak.

Tesla really was the seed that caused it all to happen, who would ever build an electric car

large?

Welcome everyone to Uniti Update, Episode 10.

Today we have a really exciting episode infront of us.

A lot of things have been going on lately, we have partly gone to Australia to look at

new opportunities which we will show you later in this episode.

And we have also been at the Road and Transport Institute of Sweden to do a collaboration

on our Heads-Up-Display. But first we want to show you when we went to Cube Tech Fair

in Berlin, where Lewis had a speech just before Steve Wozniak, with a robot on stage.

So now lets check all that out.

So we are in Berlin now, Lewis is going to have a speech at the cube tech fair, where

he is going to have a video behind him and beside him there is going to be a robot thats

going to move around and do different movements with Lewis speech.

Pretty cool stuff!

So we are here in our temporary workshop where we are setting up the robot Iiwa, she is going

to participate in Lewis speech tomorrow.

And then be talking, "What do you say Iiwa?" and then she nods.

We can simulate robot movements and everything.

We are in a small room with an alive robot.

We are going to upload some code to the eye, writing... done uploading.

Eye surgery.

And now we are sitting on the 10th floor of the hotel working on the last animations which

are going to be behind Lewis on his speech tomorrow,

this is the plan for the animation, here.

Yeah, the sun is shining.

Kevin is a little stressed out...

My bloody bag got squashed bannan all over the inside of my bag.

So what do you do Kevin?

I create #?%! awesome animations.

We are very close to finishing, but there is still a lot to do.

At Cube Tech Fair in Berlin!

This next speaker he is the CEO of an electric car company

and this is a company that is launching a fully automated factory from a digital platform.

Give it up for Lewis Horne.

It's great to be here in Berlin, such a badass city.

I'm here with a whole bunch of epic teammates from Sweden

and up there in Sweden we are reinventing a piece of the world.

The electric car.

We have optimised the machine for it's Achilles heal which of course is the battery.

We're not designing for the same old kind of car culture values.

But designing for new kinds of values.

Designing for things that people want today like more processing power.

This machine is a piece of electronics. It is not a car

We start entirely in this digital world and what we create starts to take shape.

The physical world is merely a direct representation, a manifestation, of the digital world.

It's a completely different world that is highly flexible and obviously highly scalable.

Because we don't have to involve terribly difficult organisation task of including humans in the process.

The kind of dangerous and difficult jobs that I had to do.

Humans should be creative, they should be inspired, if they are not inspired they just…

They just get tired.

Robots don't get tired.

Wake up! Hello!

Oh hi!

Sorry I woke you up.

Is my speech boring you?

Oh, ok thank you.

You're not perceiving me now though right?

No no no you are sensing me you don't perceive me.

It's an exciting change.

Like I said 50% of the companies that try to digitise fail because of the cultural problem.

If we could start up fresh with our culture, as a digital native, as a company.

While we do have incredibly big disadvantages relative to a big car company, we also have advantages.

On behalf of the team, anybody else out there that is fighting for something, we salute you.

And I know that Steve Wozniak is here, so I just wanted to say, thank you so much for

building the first Apple computer with your bare hands, what a mighty seed that was.

Thank you!

So there you had some snipplets from Lewis speech and right after him Steve Wozniak was

speaking on the same stage, the co-founder of Apple.

And they got to talk in between their speeches about the future of tech and the future of

mobility.

Here is a clip from Steve Wozniaks speech just after that conversation.

We were talking about Elon Musk, he is one of the people I admire very greatly.

The Tesla model S is the first time I said, the first successful car company in the United

States since 1927.

The Tesla really was the seed that caused it all to happen.

Who would ever build an electric car large?

Turns out that engineering wise, you always look at the formulas, try to make it small

light weight, low distance, because the expense of the batteries.

That you can't justify.

Ok, sorry I would just like to interrupt here and get Lewis answer on Steve Wozniaks question

why Tesla would make their first electric car large and heavy.

Yeah, so first of all obviously we agree with Wozniak and other people, it totally makes

sense, if you're making an electric car to make it light and lean.

It just fits electric mobility much better.

Especially if the motivation are environmental or energy efficiency and so forth.

But as Wozniak said, he did give one example, a possible solution for why Elon Musk was

doing that.

That was because of his own context that was back and forth to work, there is plenty of

super chargers, he has lots of kids, he needs something to keep them safe.

That same logic you could use to explain why we design this, our vehicle, in this way that

we do.

People like us that wanna have an electric car but we don't wanna have a huge electric

car, two tons of machinery is not needed for my needs or for your needs and our other

market, which is the second family car, a little car beside your Tesla or something

else, you also don't need it to be a great big machine.

It should also be designed for your actual usage patterns.

But I think the real reason, or the main reason why Tesla made that electric car in the way

that they did, they said themselves in an old documentary in fact that I saw many years

ago, basically they said the Tesla model S isn't the perfect electric car.

It's just the one that everybody demands.

The environmental problem is demand driven.

So there is a huge marked that is going to continue purchasing a premium sedan or just

a normal family sedan.

They are going to keep buying it, the demand is still there.

So they had to build the same car just make it significantly better, big and shiny and

looks great and it's faster than everybody else but it's electric.

So regardless of their motivations they could tilt the market towards an emission free future,

an electric future, obviously.

So they're just trying to solve a problem.

Big companies, big car companies, or any other big companies are not there to solve problems.

When you're mature you are profit maximizing, it is a legal requirement.

but if you're a younger company like Telsa or any other entrepreneurs out there certainly

people like Elon Musk we kind of live for solving problems.

Thats why we're here.

And that's what they were trying to do.

Build a machine that everybody wanted, just make it electric so they could tilt the market

until the time is right to rethink the entire machine from the ground up. Of course we think

the time is right now, for two main reasons: number one, because in many markets in many

parts of the world, here in Europe, Asia certain parts of America, they are really open to

something new that makes more sense a little bit more high tech consumer electronics angle.

And secondly: the technology has to be mature enough and common enough to achieve that.

Yeah, so I think that's why.

All reasons are grounded in solving problems.

Yeah so I think that makes sense

But anyway lets see what happened when Florian and Lewis crossed the equator and went to

Australia to see what opportunities Uniti might have there.

Our guys want to make flying cars too.

So we haven't only gone to Berlin, Lewis and our CFO Florian went to Australia.

The reason for this was that in Australia, recently a lot of factories have been closing down.

This is of course something that the government would like to prevent and thats where Uniti

comes into the picture, we could actually help Australia regain their automotive industry

by producing car partly in Australia and thats why Florian and Lewis went there to discuss

in more depth what this would actually mean in terms of government support, funding and

timelines etc.

Sorry that you guys couldn't be here!

So nothing is set in stone just yet.

We are developing these relationships with these interesting people that we met in Australia

and seeing where we can go next.

So we will update you on how everything went and where we are going next with this phase

of our company as soon as possible.

I just want to say hello to everyone, back there in Sweden.

So we are really excited about what is going to happen in Australia and we are looking

forward to be able to update you on whats happening there.

However in the meantime we also visited V.T.I.

The Road and Transport Research Institutet of Sweden to do a collaboration on our Heads-Up-Display,

because the Heads-Up-Display isn't just cool or fun.

It can also increase safety dramatically.

For example, lets imagine that you are driving after your GPS system.

Then normally you would have to look out and then look down on you GPS and then look out

again, during the time you look at your GPS you loose track of whats happening out on

the road.

But with the Heads-Up-Display this can all be avoided and you can keep your eyes on the

road at all time.

And thats not the only safety feature that heads up display has, you can also highlight

objects that cross your vehicle path, making you more aware as a drive than in a traditional vehicle.

And the reason VTI is doing this with us is that they have lots experience of creating

Physical simulators

So we would create a physical prototype of the Heads-Up-Display

in a car and then be able to verify the various safety increases of the H.U.D.

So we are closing in on Linköping where we are going to visit VTI The Road and Transport Institute in Sweden.

So they do research for various organisations.

How was it? Scary, really scary.

So those were the current simulators at VTI however they are building a custom one for us.

And this was it for this episode and we know that summer is coming up but we will not stop

working here, so you will see another episode coming out soon.

However in the meantime do, Like, Comment and Subscribe. And see you next time!

For more infomation >> UNITI UPDATE | 10 - Apple co-founder: "Why would you make electric cars large?" - Duration: 13:13.

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ASR Monthly Summary - May 2017 - Duration: 2:04.

Hello everyone. It's already the end of May.

Wow. Spring term is over. I realize, though, it was a bumpy ride at the end with

several system issues. Google running the wrong job, those sorts of things. However I want

to thank all of you that worked to resolve those immediately. It was much appreciated

by the university community. Now we are in full swing right into summer. Projectors are

getting ripped out of the ceiling. We have summer term already underway. And a lot is

going on. So never a dull moment around here.

The other piece I really want to talk about is budget. So our Minnesota legislature did pass

a budget. About 53 million dollars of new funding for the institution, however there are

a lot of stipulations with that funding. So just stay tuned on how all of that will impact the

University community. So for example they are actually talking about, if we increase

over 2 percent we would need a student vote in order to do so. So there's kind of some caveats

like that that we have never had to entertain before, so it should be a little interesting.

I want to thank the development team. They did a fantastic job with our staff event. Our E2

continues to do a lot of different functions for us, and so that has been exciting.

Tina Falkner has also opened up the OSF in-services to all ASR staff, so stay tuned for

those. It's also a good time to network with others across ASR. So for example later on this

summer I will be doing maybe a "State of ASR." So just go ahead and please attend those

if you can. So thanks to everyone for everything you do, and we are headed into summer.

For more infomation >> ASR Monthly Summary - May 2017 - Duration: 2:04.

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Modern Tiny Cabin For in Jutland, Denmark | Small House Design Ideas - Duration: 2:22.

Modern Tiny Cabin For in Jutland, Denmark | Small House Design Ideas

For more infomation >> Modern Tiny Cabin For in Jutland, Denmark | Small House Design Ideas - Duration: 2:22.

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The clownfish symbiosis | The mutualism of the sea | (Virtual Zoology) | Did You Know? - Duration: 3:41.

For more infomation >> The clownfish symbiosis | The mutualism of the sea | (Virtual Zoology) | Did You Know? - Duration: 3:41.

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Series UPDATE & EXCITING News - #TossItTuesday - Duration: 2:53.

Hey there, friends! Just popping by to say

hello and to also share some exciting news!!!

Over the past few months I've

been working on creating new videos for

you on topics all over the home. As well as,

some stuff that's just helpful

everyday life stuff. I don't want to

share too much about it quite yet so

stay tuned for more info in the next

week. If you haven't done so already join

me on facebook, instagram, twitter and

right here on my youtube channel so that

you don't miss any of the updates! I'll

put links to all the places you can find

and follow me in the description below.

Unfortunately, these changes do mean that

Toss It Tuesday schedule is going to

switch up a bit because there most likely

won't be a new Toss It Tuesday

video every week. I know, I'm so sorry... but like I said

I'm going to be sharing lots of other

great stuff with you so there's no

reason to be sad and you're still going

to see the smiling face on your screen

every single week. Now, even though we're

not talking about decluttering every

Tuesday that doesn't mean you're allowed

to stop. Keep the momentum going to get

that stuff that you no longer need and

no longer want out of your house. Get it

out! You don't need to hold on to it.

Keep it moving out! If you need some

inspiration and maybe even a little

chuckle you can always come right here

to my channel to watch the old Toss It

Tuesday videos. They are here for your

enjoyment and inspiration at any hour of

the day. While we're talking about

decluttering let's also take a moment to

remember that tossing always first means

donating, recycling, or repurposing before

throwing it in the trash. We don't want

to continue to fill the landfill. We want

to take care of Mother Nature... not

pollute her... right?! Before you go today I

would also love to hear from you, which

brings me to my comment question...

What things are YOU having trouble letting go

of because you just aren't sure what to do with it?

Like... batteries... or cords...

light bulbs... books... what do you do with it? Ahhh... I don't know?

Let me know in the comment section below.

I'll be sure to take all of your

questions thoughts and ideas into

consideration as I make my new Toss It

Tuesday videos moving forward. It'll be a

huge help so that way I can make videos

that are directly relevant to exactly

what you're struggling with. So, please,

let me know your thoughts.

I hope that you're as excited about these

updates as I am. If you are, please, click

that thumbs up, and, if you haven't done

so already, be sure to click that

subscribe button, too. Now, go toss some of

that stuff that you no longer need and

have a clutter free Toss It Tuesday.

I'll see you soon!

For more infomation >> Series UPDATE & EXCITING News - #TossItTuesday - Duration: 2:53.

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