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TED Talk Analysis

The power of vulnerability

Analysis:

I think a big part of why this TED Talk is one of the most popular talks for several reasons. One of those being, the topic itself. It is complicated, but she explains it in a way that does it justice. Which leads me to the next reason, the way she talks. She speaks about with passion, but with a mix of humor to entertain and engage the audience. 

Organization: 

She begins with a story about her friend calling her a researcher, and how this affected her. She then continued on with her story of why she decided to do a TED Talk on this. She moves on to the heavier topics. She explains how when you ask about love, people answer with their stories of heartbreak. I found this utterly and beautifully honest. She then went to discussing her dislike for vulnerability, and her determination of beating it. 

Death Penalty Fact Sheet

Interesting information:

• California has 745 death row inmates, which is the most on the list as of October 1st, 2016. 
• Another thing I found extremely intriguing was that there were 286 black defendants against white victims, versus 20 white defendants against black victims. 
•  I found it shocking that there were more executions in the south, which was 1183 in total. 

Conclusions:

• I was able to conclude that people are continuing on with the racial prejudices against all races. This is what a lot of the graphs represented. 
• I was also able to conclude that the number of executions continues to fluctuate as the years go on. To back this up, the first graph showed that there were no executions in 1976. In 1999, there were 98 executions. In 2017, there has been nine. 

 Question: 

Why do they continue to utilize the death penalty if it costs more than just housing the inmates?

Environmental Unit Reflective Assessment 

        Americans say they want their environment safe and healthy, but a study by Pew Research Center shows room for improvement on Americans view on their world. As Monica Anderson, the author of the article that Pew Research Center published, stated based on their study, ¨74% of U.S. adults said the “country should do whatever it takes to protect the environment,” compared with 23% who say “the country has gone too far in its efforts to protect the environment¨ (Andersen). There are an unimaginable amount of issues that are impacting our world daily, but most people refuse to do anything about it. My core had the honor of spending several weeks studying what is currently going on among this Earth. We completed several things during the course of this unit, but the things that impacted me the most were our science assessment we did in the park, our class trip to the Bodega Bay Marine Lab and our environmental unit project.

This one was just as good as a walk in the park, because that is what it was. Normally for our science assessments we sit in our class, quiet and spread out. She hands us the test, we stay quiet and answer all the questions. When done, we hand it in, sit back down and wait until everyone else finishes. This science assessment was different. We got into class and were told that we were taking an impromptu field trip to the park next to our school. We had to take a photo of a biotic factor, or otherwise known as something in an ecosystem that is living.

The trees are what I chose to use as my biotic factors. 

After that, we were responsible for completing the actual test portion. This went as it always does. I sit there, contemplating and overthinking each question. However, this time was different. I got to sit and overthink, while I admired the park and all its beauty. I listened to the birds chirp, watched a ladybug crawl near me, and peered at the tree branches swaying with the wind. It gave me this feeling of unison with the earth. Especially due to the fact that material on the test was about all of the things I was looking at through enlightened eyes.

We had the amazing opportunity of taking a class field trip to the one and the only utterly fabulous Bodega Bay Marine Lab.

On this trip, we got tour guides that showed us around the entire laboratory. They showed us the various fish tanks that were spread across the entirety of the building. They showed us the beautiful view of the ocean. They also showed us the marine animals that had on site, such as sea urchins, star fish, and crabs. They also had an octopus, but sadly, we missed it. They also talked us through several of the environmental issues taking place in the oceans. This consisted of trash pollution, chemical pollution and coral reefs. Overall, I found the Bodega Bay trip extremely enlightening. This was not only due to them teaching us and showing us around, but also because I felt even more connected to the ocean. This came in handy with the next thing I am going to discuss, which is my environmental unit project that was solely focused on the ocean.

As aforementioned, I will be discussing the oh-so-stress-inducing unit project. For this project, we had to choose a very specific environmental issue. Based on this issue, we had to write a research paper. Might I add, I am not a fan of research papers. But I did it for the sake of my grade, which I care about far too much to not do the assignment just because I do not like something. Also, we were told we needed to create a working solution for this particular environmental problem. It could either be an actual model, or a digital model. I wrote my research paper on my own, as instructed, but received help from peers and my amazing English teacher, Tucker. After the paper was done (which you can read here), I joined forces with three of my peers to get started on our model. We created a digital model that would play off of someone elseś creation. A teen that worked with The Ocean Cleanup made a machine that collects the trash going into the tides. Our model, called The Ocean-Floor Saltwater Filter (O.S.F) takes the water that absorbed the harmful and hazardous chemicals from the trash, and it filters out the chemicals. It keeps the pH the same and keeps the water salty. This entire project, although tough, was also really eye-opening. So many different things were brought to the forefront of my mind that I did not previously consider. For example, how much trash was really in the ocean and what impact it had on the animals, and not to mention the biodiversity.

This was the finished product. It also includes a cage around it so it does not get harmed while attempting to do its job. 

        In conclusion, this unit really helped in getting me to see that there is more to the Earth than meets my closed eyes. I never really paid attention, nor did I want to pay attention. I figured it did not affect me, so I did not see why I should care. Though, after this unit, I will be taking what I do and do not do to this Earth far more seriously. Not only will my actions impact me, it will impact other humans, animals, plants and other living thing, and ultimately, our world. 

Citation-
Anderson, Monica. "For Earth Day, Here’s How Americans View Environmental Issues." Pew Research
Center. N.p., 22 Apr. 2016. Web. 12 Apr. 2017.

#BlackLivesMatter Movement

During my group's discussion, we took turns reading the article shown above. In this article, it is broken into sections, and it tackles the worldwide and long-lasting issue of racism towards black people. For example, they would call a phone line that handles giving people information on what is going on in the world around them. If they got a black person, they would get angered and hang up. They would request someone else, and because of this, the lines got continually backed up. All in all, I just learned that people of color have gone through so much, and continue to go through the same problems. 

Deeper Learning Dive - Fracking 

1. Video on fracking
2. This video is credible because as the research seemed to resemble, it matched up with other sources I have seen. Also, their account solely focuses on science-related topics. Finally, at the end of the video, they stated the people that completed the research. 
3. I learned that fracking is essentially the extraction of natural gas the deep layers of the earth. This method uses water, sand and various chemicals to release the natural gas that was enclosed. I also learned that a major consequence of fracking is water contamination. This happens to the point where the water cannot be cleaned, even in a treatment plant. Another consequence is the release of greenhouse gases. 
4. I believe this video helped me understand fracking because of several reasons. Their language was precise, so there wasn't much room for questioning. Plus, they didn't talk extremely fast. Also, the background music was not loud and distracting. Finally, the thing that helped the most were the visuals. The visuals they used portrayed what fracking does really well.

Project Rubric

Project rubric link

My group and I were instructed to create a rubric for our environmental project based on our required elements that were given to us in February. This will be useful to the student presenters, so they know what to present in their presentations. 

The Sixth Extinction by Elizabeth Kolbert 

Sketchnotes: 

Ch. 6- The Sea Around us

Ch.7- Dropping acid

Ch. 8- The Forest and the Tree 

Ch. 9- Islands on Dry Land

Ch. 10- The New Pangea 

Ch. 11- The Rhino Gets an Ultrasound

Questions I should be asking myself...

•Are you satisfied with your learning?
 • Are you satisfied that you demonstrated your knowledge and skill?
 • How does your work compare to the expectations on the rubric?
• With which parts of the assignment (project, performance, etc.) were you most satisfied?
 • How closely does your work on this assignment (project, performance, etc.) reflect your learning?
 • Why do you think this assignment worked for you?
 • Were there any parts that didn’t work?
 • How did you do the assignment/project? Be specific.
• Were the strategies that you used effective in helping you reach your goals?
o What learning strategies were helpful? Explain.
o What would you have to add to learn more, do better, etc.?
• On a scale of 1 to 10, how would you rate your effort? • Did the amount of time, effort and strategies used help you reach your goal?
 • If you were to do this over, how could it be improved?
 • As a teacher, what can I do to help you? • What can I do to increase the value of this assignment/project, etc.?

Unit 2: Mental Health Reflective Assessment

National Alliance on Mental Illness states, "a mental illness is a condition that affects a person's thinking, feeling or mood. Such conditions may affect someone's ability to connect to others and function each day." There is a copious amount of people suffering from mental disorders world wide. In my core, we got the chance to increase our knowledge on this nationwide epidemic by completing a psychoanalysis of the characters from the infamous Romeo and Juliet By William Shakespeare, exploring the brain and how it affects decision making in teens, and finally, completing our mental health unit project. 

We were instructed to write an analytical, psychoanalysis essay on the characters of Romeo and Juliet to dissect the character's mental states. My psychoanalysis can be found at this link: https://docs.google.com/document/d/1YZOIKtYqGbpZV3jDHoHhMsiVlXCbsURkxc6IeiCtshY/edit?usp=sharing.  The theme of mental illness was prevalent in the classic play, but we had to dig deeper, beyond the surface, and provide evidence for our claims. My claim was that Romeo had Major Depressive Disorder, or better known as "Bipolar Disorder." I had to go through the play and find scenes and quotes to support this.  I also had to do research on the disorder itself to gain a better understanding, and use quotes from credible sites to support my thesis. This connects to a certain skill set I was supposed to acquire during this unit, which is applying knowledge of mental health and mental disorders to better understand the motivations and mental state of the characters in Romeo and Juliet. 

The lovely Romeo and Juliet acting out the scene we were working on. There were also emotion labelers to keep track of how the characters were feeling. This was another way to help us understand mental states throughout the play.

Next, in order to understand how the brain affects mental illness and decision making in teens, we watched a Ted Talk, then proceeded to complete a lab on a head of cauliflower. We had to do research to define parts of the brain, their functions and their placement on the brain. This can be found with this link:  https://docs.google.com/document/d/11K3b8GyBevZosg2Pb9sf_37UwnABValt8g6Ia4yoFuE/edit?usp=sharing. Once we defined the parts of the brain, we found the placement of the parts and put it in the correct placement on the head of cauliflower. Once we were finished with labeling it, we brought it to Neto, our science teacher. She then crashed a toy car into it, mimicking a car crash, and cut sections of the brain off. This was to represent the damage from the car crash. After that, we were told to write a narrative based on what we knew and the research we had completed on the sections of the brain. For example, she had cut off a part of the brain stem, the cerebellum and the temporal. This is all explained in my narrative which can be found with this link: https://docs.google.com/document/d/1jGUL81IbBwGdClCiQ5FAgRkv8BGcikIbG1t1HoRnV_A/edit?usp=sharing. We completed this lab to ensure that we understood the brain and its functions. Once we understood that, we could connect it to mental health and how teens make their decisions. 

This was the cauliflower that my group and I worked oh-so-hard-on, that then got mutilated by Neto. This photo took place after the "car crash."

The last, and one of the more influential assignments we did, in my opinion, was our mental health unit projects. In this, we had to create media to raise awareness for the mental disorder of our choosing. My two other classmates and I chose Schizophrenia, due to it being a less talked about illness. We decided to make a point of view video, just to make sure that you get a chance to feel what it's like to be in their shoes. We first brainstormed ideas for what we wanted to do for the project. We thought about writing a children's book, or a manuscript, or even an audio book with pictures, but we figured we wouldn't have enough time for that, so we decided on the video. We knew we wanted to portray the illness as accurate and as best as we could, so we concluded that a point of view video would be best. We then started thinking about what material would do this disorder justice in terms of what takes place to the victims that suffer through it. Once we came up with it, we started filming. The filming was interesting, but we finished it. After the filming was finished, we had to do the editing. We added some effects to add to the clips to make it more realistic. We also added voice overs to act as the voices in their head. This consisted of both positive and negative voices, which is what Schizophrenics experience as well. You can find the video with this link: https://www.youtube.com/watch?v=0aQfrFxxtQE.

Here is a photo of the video itself. 

Unfortunately, I did not have a picture of my station at the exposition that our video was showcased at. However, after everyone finished their projects, our core held an exposition to show all of our projects. This was a photo of the exposition taken by my English and Technology teacher, the talented and tantalizing, Tucker.

In conclusion, this unit was incredibly informative. We covered so many things, not just what was aforementioned. We studied mental health and all its complexities, we studied how mental illnesses come about, we studied the brain, we took a look at DNA, and we read the extremely classic play Romeo and Juliet. In my opinion, it is extraordinarily important to learn about mental health because, as we learned, it isn't uncommon and it does affect many different people in the world we live in today. I learned about more common ones such as anxiety and depression, but also less common ones, such as Schizophrenia. I learned a substantial amount about mental health, and even more beyond that. I am extremely grateful to my core teachers for teaching us about things that matter to our modern world, and for doing it in a way that makes it realistic and interesting, not just sitting and taking notes.

Also, an odd sight. I am participating in a lab. Even more odd, I didn't hate every second of it. That is a thank you to my amazing group and my even more amazing teachers, especially Neto! (This was the making of the DNA lab.)

"My Battle With Depression." NAMI: National Alliance on Mental Illness. N.p., n.d. Web. 31 Jan. 2017. 

PTSD TED Talk

Link: "Our lonely society makes it hard to come home from war"

PTSD: Post Traumatic Stress Disorder

Takeaways:

PTSD is common amongst the brave and valient warriors that fight for our freedom. Anyone can suffer from it, but they are more susceptible to it due to their experiences. They witness their friends being killed and such scarring images get tattooed into their heads. Junger says in the TED Talk that if not trauma, alienation and isolation leads to higher rates of depression. Once they are categorized, they feel more useless amd their self-esteem drops.  

Webinar on Depression

Why is there depression?

• protection from negative outcomes
• psychic pain
• a way of changing one's environment
• protection from infections
• focus cognitions 

A scenario given by the man providing the webinar.

Depression is...

• potentially fatal
• one of the main causes of death
• major public health concern 
• an evolutionary phenomenon
• a disease

Development of depression

• once they hit puberty, girls are more likely to develop depression
• late adolescense to early adulthood- girls =2/1 more likely to get depression than boys

Eating Disorders

Anorexia Nervosa

What are the symptoms of this severe eating disorder?

• One would be insufficient food intake, leading to weight loss. 
• Intense and prominent fear of weight gain and an obsession with weight. Thus, leading to behaviors to avoid weight gain. 
• Low self esteem that is highly dependent on appearance. 
• Abnormal blood count
• Insomnia 
• Constipation
• Swelling of arms or legs
• Absence of menstruation 
• Lying about food intake 
• Social withdrawal
• Depressed mood
• Reduced interest in sex

What are some warning signs of this severe eating disorder?

• A dramatic amount of weight loss
• engrossment with weight, food, calorie intake, fat intake, and dieting
• Intense refusal to eat certain foods or certain categories of food. 
• extreme denial of hunger
• Excessive exercising, vigorous desire to burn off calories
• constant excuses to avoid meals or scenarios where food will be in play. 
• Potent anxiety of gaining weight
• Development of food rituals (rearranging food on a plate, eating foods in certain orders)

What are some health concerns of this severe eating disorder?

• abnormally slow heart rate
• dry, brittle bones
• loss of muscles and increased weakness
• Severe dehydration
• Fatigue
• Hair loss
• Dry hair and skin
• Lanugo- a smooth layer of hair all over the body in an attempt to keep it warm 

Citations: Mayo Clinic Staff Print. "Anorexia Nervosa." Symptoms and Causes - Anorexia Nervosa - Mayo Clinic. N.p., 28 Jan. 2016. Web. 17 Jan. 2017.

Mental Health and Its Unacknowlegded Importance

Topics: Mental illness: what is it?, Anxiety, Depression, treatments, suicide awareness, QPR: how can we save a life?

What is a mental disorder? 

My take: a disorder that corrupts or impacts your cognitive mentality and how you hand life and daily tasks.  

Definition: a diagnosable illness that affects a person's thinking, emotional state, and behavior. It disrupts your ability to work or attend school, carry out daily activities and engage in satisfying relationships. 

Anxiety: 

Anxiety is an uncontrollable and irrational fears of talking to people, not knowing things, and freaking out at relatively small things. 

There are many different types of anxiety. The most common is generalized. It has you constantly on edge. 

Emotional Symptoms:                                          

Feelings of apprehension                     

Trouble concentrating

irritability 

restlessness 

blank mind 

Problematic and Normal Anxiety:

It can be beneficial, but once it starts interfering with things you should be able to do everyday, but can't due to the feeling of anxiety. 

Types of Anxiety:

Generalized

Social 

Specific Phobias 

Panic Disorder

OCD (obsessive compulsive disorder) 

PTSD (post traumatic stress disorder)

Causes of anxiety?

Genetics

substance abuse

medical conditions

abuse

trauma 

high stress

violence

significant losses

stressful situations

high expectations of yourself 

high expectations put on you by others

What is Depression?

depressed mood/loss of interest or pleasure in things you used to enjoy

impaired function socially, occupationally, and/or educationally

Causes of depression?

hereditary

brain chemistry

environment
stress

medications

alcohol/drugs

Suicide 

difference between self harm and suicide 

suicide is the intent to kill oneself, but self harm is not. 

self harm is a negative coping mechanism 

suicide is the second leading cause of death

Warning Signs of Suicide

previous attempt

aqcuiring a gun or pills

co-occurring depression, moodiness, hopelessness 

giving away prized possessions

unexplained anger, aggression and irritability

being expelled from school/ fired from a job

victim of assault/bullying

loss of any major relationship

alienataion

death/losses

diagnosis of a serious/terminal illness

sudden loss of freedom/ fear of punishment 

QPR- What is it?

Question... a person about suicide

Persuade... the person to get help

Refer... the person to the appropriate resources 

If you know someone who needs help, but doesn't know how to get it, help them. Don't hesitate to turn someone's life around for the better. They might be unwilling or reluctant at first, but in the long run, they will appreciate it more than words could express. 

Multiple Choice Test Taking Tips From Neto

First, some key information and/or tips from the neat and nutty Neto. She claims seventy percent of the time, the longest answer is the correct answer. This is because it is more in depth and has more detail. She also said, as a last resort, if you absolutely have no idea, make an educated guess. 

1.   What is the question asking?

           Make sure you know what it is asking of you.You could even try rewriting it in your own words to make sure, or ask for clarification. 

2. Write down everything you know about the question.

           Write down anything you know about the question. Whether it be a lot or a little, it could still help you get the answer. 

3. Look at each answer one at a time. Write if it is true or false, and if you don't know, write a question mark. 

            By doing this, you can eliminate choices that do not make sense with the question. This will make the answer more clear. 

4. Which option best answers the question at hand?

            Once you have done all four steps, the answer should be apparent. If not, make an educational guess based on what is left after eliminating the less likely answers.

Failed Podcast

Unit Project Podcast

Let me give you a bit of back story in case something possesses you to click on the above link, but know that I hope you do not, and if you do beware. I warned you. 

My core, N.E.W., was assigned a unit project for our last unit which was nutrition. The teachers, Tucker and Neto, or as they call themselves, "Tucketo", gave us several options. We could do a teach-back, work on a website, make an infographic, or create a podcast. I stupidly chose the podcast. I have now hinted several times that I do not much like this choice. This is for several reasons. One being, I hate my voice and I was also sick, so, again, idiotic of me to do this. Also two, I am the most socially awkward person I have ever met, so I do not know what told me that talking on voice recording about an educational topic that could easily be messed up, that other people would listen to, would be a good idea for me. But I did it without thinking about the aforementioned faults. We had to choose two vague or incomplete claims or ideas from the film Forks Over Knives. My friend and classmate, Debbie, and I chose to touch up on their claims about meat and dairy. We did this in somewhat of a debate format, or we attempted to. We are new at this, so cut us some slack. I argued that dairy is worse than meat, which I do not believe, but I did it for the sake of the assignment. Debbie argued meat is worse than dairy. We utilized research to back up our claims as best we could. Throughout the podcast we try to incorporate humor, please note that I said "try" because we failed at that, too. I also said a word that could be considered, uh, unladylike or vulgar, but know that Debbie did not follow through with her part to bleep it out with a "moo", like we had previously planned to do. It was supposed to be part of the comedy of it. And if you make it all the way to the end, you will see a lovely, horrific picture of my nostrils that says "shook!!!" because meat, dairy and the food industry had us shook! In case you are not caught up with the lingo, let me define shook for you, or rather, let me have Urban Dictionary define shook for you.

Picture Credits: "Shook." Urban Dictionary. N.p., n.d. Web. 06 Nov. 2016. 

Unit 1: Nutrition- Reflective Assessment

People are fairly ignorant when it comes to food. I was too, so I'm not judging. That changed for me in the first few months in NEW School, though. There's still things I don't know, but I'm definitely more knowledgeable on the topic. We went over a variety of sub-topics in regards to Nutrition over the course of this unit. We talked about how it effects our bodies and world in the long run, how the food is processed within us and really the list goes on.

I've never been a particularly "healthy" eater. When I was a kid, I'd eat what I wanted and however much I wanted. In seventh grade it slowly started to change, but not in a good way. Yes, I was cautious about what I ate, but not for the right reasons. I just didn't want to gain weight, so I'd control what I ate by not eating as much. Ninth grade came around and I realized how unhealthy my views on food were. I started to eat again, but I'd always keep the calories and serving size in mind. Once again, for all the wrong reasons. I didn't care about being heart-healthy or fit, I just wanted to keep my weight down. Once I came into this unit, I saw that there's so much more to food and nutrition than keeping your weight at a healthy number. You have to make sure you're eating food that will contribute to your daily recommended intake to make sure you're on the right track to being healthy. Take it upon yourself to look at the ingredients, the daily values, the fats, the calories, the serving size. All of the things on the nutrition label can guide you to a healthy diet. But coming into this unit, I dreaded it. I hate talking about my nutrition because all of my views towards food have always been negative. They still are even after this, but for a different reason now. I'll get into that momentarily. But another way my new found knowledge has changed me, and not so much for the better, was the way I judge my family now. I am positive they're ready to stop taking me to the grocery store with them and not only that, but also kick me out of the house. I even find myself annoying. Whenever they reach for a soda, especially my brother, I tell him to put it down. I remind him how toxic it is. Although I'm not positive how he's still living. He drinks approximately four a day. I was ready to slap it out of his hands, but I didn't want to clean up the heart-disease-filled mess. 

This is an article we annotated. It masterfully explains how nutrition labels work and how to avidly read them. I definitely utilize the skills it taught me to this day. When I'm in a grocery store, I look at the nutrition labels and study it like I'm going to have a test on it.

Add caption

I also learned about how manipulative the food industry is. Also, not only the food industry, but grocery stores as well. They place food on certain shelves, particular aisles, specific areas in the store, and they put in departments to attract people by targeting typical cravings among humans. For example, they put bakeries in stores to cause hunger. "The wafting smell of freshly baked breads, cakes and cookies causes a psychological reaction that makes shoppers hungry, which often causes them to buy more" (Learning House Admin). They often manipulate our senses. They use bright colors and smells to catch our attention that will lead us to wanting more and buying more. They put children's food at their eye level so they can ask their mommy or daddy to buy it for them. I paid attention to this. It makes so much more sense now. I pay attention to the placement of objects in stores now. I've acknowledged where they're placed and how it could possibly affect shoppers.

This is the article I got the quote from. We read and annotated it. It was actually very intriguing to read. I liked seeing how manipulative the stores are with their product placement. 











Okay, the next thing I'm going to talk about is Omnivore's Dilemma by Michael Pollan. I hated it. It was boring. It was way too factual and informational for me to enjoy, however it was very well-written for this genre and kind of book. Also, due to its informational genre, it did teach me a lot. I now look at everything different. Pollan let me see everything in a new light, a concerned light. Before I looked at food and America's relationship buoyantly, where as now, I see beyond what they let on. I know the food industry's tricks, or some of them, at least. I know how farmers kill, which is brutal, for your information. I'm sure you didn't want to know. I mean, I really didn't. He also talks about "the anxiety of eating" which personally captivated my interest the most. Although the book was horribly boring, it was extremely enlightening. Also the fact that we got to connect it to real life when the Mushroom King came was really unique. I did enjoy that. It let me get an even better understanding of it. I like to make real life connections with anything I can. It makes the comprehension so much easier. Which is exactly what The Mushroom King did for my understanding of Omnivore's Dilemma. 

This was the book that I sat at home crying over. (Not literally, but I really did loathe it). 

This is The Mushroom King himself. The one and only. He was informative and helpful on the topic of mushrooms. He showed us different kinds and explained them.

This was a Chanterelle. This was the kind he cooked for us. While doing the cooking, he explained the process, what he was doing and why, and the differences between certain mushrooms.

 In conclusion, I have learned a substantial amount about a lot of different concepts regarding nutrition. All from my views on food, the way grocery stores place products, America's food issues, how to create my own lab with conventional versus organic strawberries, and the list goes on. Tucker and Neto, my NEW School teachers, are one powerful duo. Dealing with sixty students every other day and teaching them complex units like nutrition and making sure each student retains a sufficient amount of knowledge is difficult. I can see that, and for that I am grateful and also very concerned for their mental health. I am sure they want to strangle each of us and rip out their hair. But they have taught us all so much about an important topic that I believe everyone should be educated on.