►
From YouTube: e-NABLE SPC Meeting, July 10, 2020
Description
This is a recording of the e-NABLE Strategic Planning Committee meeting for Friday, July 10, 2020.
The notes/agenda document can be found here: https://bit.ly/2OTgyJV
A
Sorry
for
that
delay
on
we
go.
I
didn't
have
any
action
items
from
the
last
time,
so
we'll
just
move
right
along
on
page
two,
we've
got
the
usual
metrics,
not
a
whole
lot
to
report
still
fairly
slow
in
terms
of
activity
levels.
We
see
a
little
uptick
each
week
and
one
or
another
category
on
the
help
desk.
So
this
week
we
had
an
uptick
in
badge
requests.
I
think.
Last
week
it
was
enabled
tickets
yeah,
but
pretty.
A
C
I
talked
to
sean
a
while
ago,
I'll
hit
I'll
hit
her
up
again
because
they
have
three
or
four
hundred
bilateral
people
that
are
all
part
of
skills
for
life.
So
that's
like
600
devices
we
could
be
making
at
any
one
given
point
when
we
and
then
like
when
we're
done
with
those.
We
can
do
them
all
over
again,
because
they'll
already
have
been
a
couple
years,
so
they
need
the
next
batch.
So
that
would
keep
us
busy
for
a
long
time.
So.
D
A
A
I
just
put
it
in
there
as
a
topic.
You
can
jot
notes
right
there
on
page
three,
so
yeah
so
we'll
follow
up
with
john
on
that,
once
he's
back
with
us
and
see
what
the
status
is,
if
that
does
pan
out,
and
we
get
them
to
work
with
us
on
those,
let's
try
to
get
them
into
enable
web
central
so
that
we
can
use
that
for
for
tracking
all
those.
C
C
Right
exactly
so,
we'll
try
and
get
since
it's
especially
device
heavy
for
those
guys.
Every
single
person
is
gonna,
be
two
devices,
so
I
think
what
we'll
try
and
do
is
have
some
representative
from
their
group
kind
of
handle
do
the
case
loads
and
following
up
on
that,
or
at
least
be
a
liaison
for
us,
because
I
think
that's
a
huge
chunk
of
work
that
we
can
take
care
of
politically
right
now
and
just
delegate
it
differently.
So
it
doesn't
end
up
what
devices.
B
C
Need
they're
all
going
to
need
bilateral
devices
so
of
any
type
yeah?
Who
knows
all
what
hooks
and
hooks
work
really
well
for
them
a
lot
of
times,
but
they
like
hands
because
they
look
more
natural.
They
just
aren't
as
functional.
C
Well,
the
qual
doesn't
have
enough.
You
know
the
qual
has
bad
functionality
so.
B
C
Well,
that's
the
whole
thing.
The
helix
cuff
works
for
a
lot
of
them
and
that
latch
on
that
has
been
made
specifically
for
bilateral
devices.
The
shelbow
2.0
has
been
made
specifically,
so
you
can
push
it
into
position,
so
that's
totally
for
bilateral
folks
too.
So
the
hooks
work
well
right
now,
but
it
would
be
good
if
we
could
modify
the
qc,
so
it
could
work
for
people
that
only
have
a
device
hand
to
be
able
to
operate
it.
It
needs
just.
I.
B
E
You
know
it
could
be.
This
could
be
a
wonderful
project.
I
know
we're
taking
a
a
sideline
right
at
the
beginning
of
this
meeting,
but
it
could
be
a
wonderful
opportunity,
for
it
sounds
like
now
is
shawn.
What's
your
last
name,
sean
landsman
as
the
liaison
for
skills
for
life?
You
know
if
you
wanted
to
get
involved
and
basically
have
a
couple,
simple
options.
C
And
a
pilot
program,
we
start
with
just
a
couple
of
cases
where
we
just
get
that
nailed
down
and
then
once
we've
got
something
that
they
are
really
happy
with.
We
need
a
couple.
Guinea
pigs
is
what
we
need.
C
Well,
okay,
so
we'll
try
and
facilitate
that.
So
it's
well!
That's!
Okay,
a
big
part
of
this!
This
is
why
we'll
start
with
the
pilot
program
we'll
see
if
it
works
with
her
kind
of
doing
it
on
her
end,
if
she
has
any
trouble,
because
if
she
doesn't
have
any
trouble
and
she's
just
able
to
take
care
of
it,
don't
fix
it
if
it
isn't
broke
right.
C
So
just
let
her
keep
doing
her
thing
and
then
we
can
see
we
can
see
what
needs
to
be
done
from
that
point.
Great,
let's
crawl,
before
we
walk
for
sure
and
start
with
one
or
two
cases
before
we
get
rolling
on
everything,
you
can
expand.
A
Okay
sounds
good,
so
we'll
we'll
come
back
anybody's.
E
E
A
So
yeah
once
john's
back
we'll
get
an
update
from
him
see
if
there's
been
any
further
discussions
with
them
and
figure
out
about
that
all
right.
So
bob-
and
I
were
just
talking
about
this
before
the
meeting
we
for
those
of
you
who
might
not
be
aware
of
this
keith
and
lindsay
we
used
to
meet
at
10
a.m.
Central
on
fridays
11
a.m.
Eastern,
and
we
switched
to
this
later
afternoon
time
because
of
another
scheduling
conflict.
Well,
that
scheduling
conflict
has
gone
away.
A
We
no
longer
have
these
other
meetings,
so
we're
talking
about
maybe
switching
back.
There's
a
couple
of
people
that
this
later
time
has
not
worked
well
for
would
would
going
back
to
10
a.m.
Central
on
fridays,
work
for
everyone
here,
yeah
right
now,
yeah.
C
A
C
A
I
know
that
would
be
better
for
ed
grieg.
I
know
that
would
be
better
for
bob's
and
I
I
think
john
mentioned
it
earlier
too.
So
I
will
go
ahead
and
send
an
update
starting
next
week,
we'll
just
switch
it
back
to
the
previous
time
and
see
how
that
works
for
people.
C
How
about
everton
and
ahmad
and
syria.
E
Everton
requested
the
later
one
also
and
ahmad
is-
I
think,
also
mentioned
that
it
was
really
hard
for
him
to
join
the
afternoon.
So
I
think
that
would
be
best
for
them.
A
A
Sorry
so
yeah,
I
think
the
earlier
time
is
going
to
be
better,
we'll,
go
ahead
and
switch
it,
because
I
noticed
that
our
attendance
went
down
when
we
switched
to
later
time.
So,
let's
switch
it
back,
see
what
happens
and
we'll
we'll
get
some
feedback
next
week.
So
I'll
send
an
updated,
invite
all
right
move
right
along
then.
Our
next
topic
is
coming
back
to
the
discussion
we
had
last
week
with
maria
about
collection
of
these
devices.
She
took
some
action
items
to
get
us
details
about
who's
managing
that
program.
A
I
never
heard
from
her,
so
she
was
gonna
report
back
to
us
in
this
meeting.
Doesn't
look
like
she's
here
at
this
point,
I
I
guess
you
know
we
need.
We
need
to
start
thinking
about
alternatives
if
she
comes
back
to
us
with
some
updated
reporting
and
details
about
how
we
can
get
better
communication
fine.
But
until
that
happens,
I
think
we
need
to
think
about
alternatives.
A
A
B
B
B
A
Bob,
I
think,
there's
a
couple
of
aspects
to
this
number
one.
I
I
do
think
that
we
can
get
usable
devices
out
of
these
things.
I've
done
a
number
of
these
handathons
and
have
gotten
quite
a
few
good,
unlimited,
phoenix
hands
and
most
of
the
the
kind
of
chapter
that
I
think
is
going
to
be
best
suited
to
take
this
on
is
going
to
be
a
chapter
that
has
processes
in
place
to
work
directly
with
recipients
to
get
involved
in
the
fitting
and
the
customization
process
in
a
lot
of
cases.
A
If
a
device
needs
some
basic
customization
you're
talking
about
some
basic
thermal
forming
and
shaping
which
can
be
done,
you
know
you
can
take
these
generic
devices
meet
with
the
recipient
and
then
on
the
spot.
You
can
do
some
thermal
forming
and
adjustments
as
needed,
so
I
think
they
could
still
do
that
and
another
part
of
this
is
that
not
all
these
devices
necessarily
need
to
go
to
recipients.
A
You
know,
I
think
what
we
want
to
make
sure
is
that
they
get
put
to
good
use.
You
know
getting
a
home
with
a
recipient
is
one
good
use,
but
they
can
also
be
sent
to
maybe
a
classroom
that
wants
to
have
a
demo
hand
in
order
to
teach
their
kids
how
to
make
these
devices
it
might
be
sent
to
somebody
to
use
at
an
event
to
show
off
an
enabled
device.
B
And
I
agree,
I
look
at
our
device
inventory
on
enable
web
central
and
I
I
don't
know
how
many
we've
given
away,
but
I
think
it's
or
have
been
claimed.
A
I
I
think
we
need
to
do
a
better
job
of
of
calling
attention
to
that
device
inventory
right
now,
it's
kind
of
hidden
under
one
of
the
menus
and
I
think
a
lot
of
people
just
don't
know
that
it's
there,
and
so
we
need
to
make
that
more
prominent
and
easier
to
find
what
we've
talked
about
is
even
incorporating
that
into
the
the
device
request
process
so
that
when
somebody
requests
a
device
of
a
particular
type-
and
we
find
that
you
know
once
the
expert
makes
the
recommendation-
that
they
need
a
say,
an
unlimited
phoenix
hand,
that's
a
right
hand,
device
at
about
130
scale.
A
We
can
actually
check
the
inventory
to
see
if
there's
a
device
like
that
and
if
so
point
them
directly
to
that
to
say,
hey
see.
If
this
one
will
work
for
you
before
we,
you
know,
engage
volunteers
to
make
a
new
one.
So
we
were
kind
of
thinking
about
doing
that,
but
that
involves
some
custom
coding
that
we
haven't
gotten
to
yet
sure.
A
Yeah
I
mean,
I
think,
right
now,
it's
just
a
question:
hey
we've
got
these
people
out
there
that
want
to
be
able
to
just
make
devices
and
send
them
somewhere.
Are
you
interested
in
being
a
collection
point,
and
would
you
be
able
to
find
good
homes
for
them?
Would
you
be
able
to
report
back
to
us
somewhere?
They
go.
Let
us
know
if
you
want
to
take.
A
B
I'll
do
that
in
a
variety
of
ways
over
the
next
week
and
we'll
see
what
happens.
A
E
Cool
thanks
thanks,
nate
sure
the
the
thing
I
was
thinking
was,
as
maybe
a
prerequisite
to
this
idea.
It
came
up
with
a
conversation
last
week
with
maria
about
having
this
inventory
system.
It
could
be
really
interesting.
E
I
think,
a
lot
of
schools
that
that
make
hands-
or
even
you
know,
hands-on
just
knowing
where
they
go
so
if
a
hand
goes
to
a
classroom
if
the
hand
goes
being
in
presentations
if
we
want
to
come
up
with
some
kind
of
a
tracking
system,
even
if
a
hand
is
donated,
you
know
if
it's
sent
to
a
politician
to
try
to
get
you
know
more
rights
for
people
with
limb
difference.
I
mean
as
long
as
there's
some
kind
of
way
to
track
it.
I
think
people
would
feel
much
better
about.
A
C
My
thought
is
is
if
you
used
a
google
form
that
could
populate
that
said
spreadsheet,
so
we
could
just
have
people,
you
could
send
them
a
link
to
the
google
form
and
then
they
fill
out
the
form
and
the
results
go
populate
the
spreadsheet.
And
then
that
creates
the
data
record.
And
then
we
just
have
one
more
well.
We
don't
call
them
afterwards
as
destinations.
C
A
I
don't
think
we
need
to
track
the
device
itself
yeah.
I
don't
think
we
need
to
use
the
form
nate,
because
the
the
person
collecting
the
devices
is
gonna
be
responsible
for
filling
out
the
data
and
I
think
it'll
be
easier.
We.
A
Right:
that's
what
I'm
saying
as
they
receive
these
devices.
They
will
create
the
inventory.
That's
part
of
the
responsibility
of
the
person
doing
this.
So
if
I
receive
20
hands,
I'm
going
to
fill
in
the
spreadsheet
saying
how
many
of
each
type
I
receive
whether
they're
right
or
left
what
the
scale
is.
I'm
going
to
fill
in
all
that
information,
so.
C
A
I
mean
what
I'm
saying
is
we're
not
going
to
ask
the
end
user
to
fill
in
the
data
we're
going
to
have
the
people
collecting
the
devices
fill
it
in
they're
going
to
be
doing
this
for
multiple
devices
at
once.
It's
a
lot
easier
to
just
fill
in
a
spreadsheet,
as
opposed
to
filling
out
a
form,
a
bunch
of
times.
B
A
B
A
I
mean
most
of
the
people
doing.
This
are
like
you
know,
classrooms
and
such
in
the
us,
so
that
it
should
be
a
u.s
collection
point.
Okay,
they
might
you
know.
Ultimately
they
might
send
batches
of
devices
overseas
as
a
final
destination,
but
that's
something
different,
because
you
can
do
it
more
affordably.
If
it's
done
in
batches
yeah.
D
Yeah
because
I
think
it
cost
like
something
like
45
or
something
to
ship
it.
I
forget
one
of
my
students
did
the
research.
I
think
it
was
russia
lindsay.
A
D
Yeah,
I
have
a
couple
just
thoughts,
I'm
just
going
to
shoot
at
you
if
that's
okay,
yeah.
So,
first
of
all,
I
think
bob
brought
up
a
really
good
point
about
the
quality
of
devices.
D
D
I'm
wondering
from
that
so
and
also
I
really
like
the
idea
of
classrooms
or
teachers
who
might
be
interested
in
seeing
what
a
quality
device
looks
like.
I
actually
received
one
john
had
actually
given
me
one
when
I
visited
him
in
rochester
at
the
nice
gate
conference
and
the
rochester
maker
faire,
and
he
actually
said
here:
do
you
actually
have
one
of
our
devices?
This
is
what
it
looks
like
that
was
at
such
a
help,
because
I
let
all
students
explore
it.
A
D
And-
and
so
that
was
an
extreme
help,
even
in
in
guiding
the
students
and
building
the
devices
because
they
had,
you
know
a
model
to
actually
look
at
and
test
the
tension
on
on
certain
strings
and
things
like
that,
and
so
that
was
really
important.
So
another
question
that
I
have
is:
do
we
actually
have
like
a
training
for
teachers
on
what
a
sound
quality
device
should
look
like
and
like?
Is
there
any
like
concrete,
like
trainings
or
anything
like
that
for
educators,
interested.
A
Nothing
official
I
mean
what
we
have
right
now
is.
If
you
look
on
the
hub
under
our
device
catalog
pages,
each
one
of
the
designs
has
a
full
page
of
documentation.
We
include
photos
that
show
the
right
kind
of
angle
to
assemble
it
at
for
the
tensioning
of
the
lines
we
have
assembly
tutorial
videos
on
youtube
that
we
link
to
some
of
the
designs
have
assembly
documentation
as
well,
so
we
link
to
what
we
have,
but
what
we
don't
have
is
an
actual
physical
kit
that
we
could
send
to
teachers.
A
That
would
include
a
fully
assembled
device,
and
you
know
we've
talked
about
that,
but
you
know
we
haven't
figured
out
the
logistics
to
be
able
to
do
that.
But
that
is
something
that
this
you
know,
group
that
takes
on
collection,
could
do
you
know
one
of
those
things
that
you
could
use
a
device
for,
instead
of
giving
it
to
a
recipient,
would
be
sending
it
to
a
classroom
that
you
know
to
use
as
a
demo
hand,
and
I
I
also
just
want
to
comment
on
what
you
said
you
know.
A
Certainly
not
100
of
these
devices
are
going
to
be.
You
know
of
of
of
good
enough
quality,
but
I
think
there's
a
lot
of
variability.
It
depends
a
lot
on
who's,
doing
it
and
who's.
You
know
running
the
hand-a-thons
and
just
the
process
they
go
through.
I
know
from
my
own
experience.
I've
done
quite
a
few
of
these
hand-a-thons
and-
and
we
typically
see
about
70
to
80
percent
of
the
devices
that
are
put
together,
are
good
enough
quality
to
be
usable.
A
The
part
of
the
purpose
of
this
group
that
takes
on
this
co
they're
not
just
going
to
collect
these
devices
and
send
them
out
we're
asking
them
to
actually
do
qa,
and
what
that
means
is
that
they're
going
to
actually
look
at
the
device
figure
out
what's
wrong
with
it
and
fix
those
issues,
because
a
lot
of
these
things
can
be
fixed
relatively
easily.
Sometimes
you'll
find
that
you
know
the
wrong
pin
was
put
in
the
wrong
place.
A
Well,
you
can
take
those
pins
out,
swap
them
around
put
them
in
the
right
place
and
you
might
have
to
rerun
one
of
the
strings.
You
know
there's
a
lot
of
things
that
you
can
fix
pretty
easily
and
then
send
that
device
on
its
way.
So
I'm
hoping
that
we'll
find
a
group,
that's
willing
to
actually
do
that
qc
and
some
minor
repairs
as
needed
to
get
those
devices
to
the
quality
level
they
need
to
be
at.
B
A
A
Yeah
yeah,
it
certainly
doesn't
hurt
to
ask:
let's
just
see
who's
interested
and
we
can
go
from
there.
I
got
it,
okay,
all
right,
so
we
will
circle
background
on
that
next
time,
but
we
can
at
least
start
exploring
options
and
see
who's
interested.
A
So
the
next
topic
I
got
up
here
is
the
the
dora
foundation
proposal.
Anybody
want
to
go
through
that.
I
know
you
sent
out
your
draft
bob.
Thank
you.
I.
B
I
wrote
a
full
proposal
draft
for
comment
and
is
that
still
the.
B
Oh
wait
a
minute:
oh,
it
may
have
changed
in
the
final
document
in
the
final
draft
jeremy,
it's
the
one
I
sent
out
in
the
email.
You
have
a
copy
of
it
and
I
sent
it
out
to
ben
john
and
yourself
or
review.
A
E
I
could
add
it
in
when,
when
I
get
back,
is
this
bob?
Do
you
remember,
is
the
final
one,
the
one
that
what
had
the
comments
on
it
or
is
it
no.
B
I
have
received,
I
have
not
seen
any
updates
or
comments,
so
it's
the
e.
I
actually
sent
an
email
out
with
the
link
on
last
monday
monday
afternoon,
saying
folks,
here's
here's
the
full
proposal
draft
have
at
it
and
I
have
I've
not
seen
any
updates
to
it
or
john
sent
me
an
email
saying
he's
going
to
look
at
it
thanks.
That's
the
only
thing
I
received.
A
A
B
A
Wrote
it
that
way,
yeah
nice,
all
right!
So
we'll
we'll
come
back
to
that
next
friday.
Let's
see
I
mentioned,
we
have
some
new
enabled
classes
from
bitspace.
I'm
going
to
try
to
get
you
guys,
some
access
codes-
I'm
sorry
I
didn't
get
that
this
week,
but
I
will
follow
up
on
that.
A
So
the
next
topic
up
here
is
the
niop
documentation.
You
got
any
updates
for
us
nate.
C
All
right:
how
about
I'm
gonna,
have
you
actually
drive
jeremy?
Can
you
share
your
screen
and
start
with
that
link?
I
just
posted.
A
C
So,
oh
dang,
it
right
there's
I
need
to
get
my
email
address
out
of
there
that
I
definitely
need
to
do
especially
after
this
week.
I
really
need
to
get
that
out
of
there.
Okay,
so
presumably
you'd
be
reading,
see
bob.
E
A
C
So
then,
I'm
gonna
just
cut
you
loose
right
now
and
then
see
how
this
works.
C
A
Looks
really
nice,
I
like
the
diagrams.
I
like
the
the
simple
layout
of
the
four
different
classes
of
devices.
I've
got
my
download
links.
That's
pretty
clear.
I
can
download
my
stl
files
so
once
I
figure
out
which
kind
of
a
design
I
want
to
make
I'm
going
to
download
the
files
for
that
design.
Then
I
guess
I
go
to
the
next
page
here.
A
Yeah,
I
I
like
the
the
clear
lines
on
where
to
take
the
measurements.
That's
very
helpful.
C
A
E
C
A
C
A
C
A
A
Mean
it'll
it'll
probably
still
work,
but
it
would
be
nice
to
have
a
cleaner
link
on
that.
This
looks
great.
The
only
thing
I'm
wondering,
as
I
see
this,
if
I
recall
correctly,
when
you
first
open
up
a
file
and
open
scad,
I
am
I
correct
in
recalling
that
this
customizer
window
over
here
on
the
right
does
not
open
by
default.
Do
you
need
to
access
that
from
the
menu
to
get
to
the
customizer
view.
C
So,
what's
interesting,
jeremy
is
hover
over
the
little
arrow
that
you
click
on
to
make
that
show
up
right.
There
see
how
it's
circled.
A
C
A
I
mean
when
I
just
when
I
open
openscad.
This
is
what
I
get
so
I
would
have
to
go
to
oh
wow
view.
Now,
where
is
it?
I
don't
even
know
where?
Maybe
I
have
to
open
a
file.
I.
C
C
A
A
A
C
C
A
A
A
A
Or
40
percent
in
fill,
okay,
you
might
want
to
just
to
me
that
seems
a
little
odd
about
to
say,
20
or
40..
You
might
want
to
say
20-22-40
like
it's
a
range
because
it
could
be
anywhere
in
that
range
right.
A
C
So
ahmad
was
trying
that
out
before
and
he-
and
I
think
james
quilty
was
also
doing
this
in
thailand,
where
they
were
going
to
make
the
whole
forearm
and
everything
out
of
tpu
yeah.
Okay.
Now
I
think
if
you've
got
gears
and
stuff
in
there
we're
going
to
have
to
make
those
out
of
plastic,
but
you
might
be
able
to,
especially
if
you
have
a
multi-head
multi-extruder,
dual
extruder
or
something
that
can
do
multiple
filaments.
You
could
do
plastic
gears
on
a
tpu
part.
A
C
Right
ctpu
gets
used
for
the
wrist
bushing
in
the
hand
and
in
the
and
in
the
the
hinges
and
the
knuckles.
So.
A
C
Sure,
okay,
that
sounds
fine.
In
fact,
that
would
I
just
dealt
with
one
where
somebody
was
trying
to
print
the
hinges
out
of
pla
and
they're
wondering
why
it
didn't
work
right.
It's
like.
A
And
then
assembling
so
now,
let's
see
we
got
some
warnings,
we've
got
thermoforming
basics,
we've
got
tools
and
materials,
then
we've
got
the
assembly
manuals
and
hardware
links.
So
I
don't
know
if
you
need
me
to
go
through
all
those
now
I
mean
it
looks
pretty
intuitive
the
way
it's
laid
out.
I
would
just
go
through
those.
C
And
you
can
always
hit
the
the
home
at
the
bottom
and
go
back
that
way
too.
A
C
C
A
A
E
C
A
E
Yeah,
it's
nice
that
you've
got
the
options.
You
know
it's
as
you
go
through
it.
A
Yeah
and
then
we
move
on
we're
doing
the
shelbow
here
very
nice.
E
You're
doing
good,
you
know,
I
think
you
know
again
your
original
goal
of
making
this
very
easy
to
internationalize.
If
that's
even
a
word,
I
think
it
it.
It
won't
be
so
hard
to
take
the
text
that's
in
there
and
make
it
into
spanish
italian.
E
C
C
A
C
Yeah,
you
hit
the
order
hardware
and
it
takes
you
there
right
now
to
the
bill
of
materials
very
shortly.
Those
links
will
be
updated
with
mcmaster
car
links
once
those
templates
have
been
put
together.
But
this
is
this:
I'm
going
with
the
whole
point
that
john
really
wanted
it
to
be
rolled
out,
so
this
is
what
it
is
and
as
soon
as
we
got
done
with
the
meeting
here,
I
was
going
to
go
ahead
and
just
do
it.
I
was
going.
C
A
C
The
little
home
down
at
the
bottom
you'll
come
back
to
this
page.
Okay,
all
right.
A
A
Oh
nice,
okay,
I
didn't
see
before
the
other
document
that
we
looked
at
that
had
the
screen
shadow,
open,
scat
and
the
instructions
down
the
right
does
that
link
to
this
document
for
more
instructions.
C
Yeah,
there's
a
link
right
at
the
bottom
of
that
guide.
It'll
go
straight
to
this
right
and
this
right
here,
I'm
going
to
improve
with
more
screenshots
and
stuff
in
it.
But
it's
already
I
mean
yeah
sean
did
a
really
good
job
already
so.
A
C
A
E
Thanks,
you
know,
actually
maybe
that's.
The
only
suggestion
I
could
come
up
with
too
is.
If
there's
just
an
easy
way,
you
know
ideas,
you
know,
are
you
having
any
challenges
or
struggles?
You
know,
let
us
know
with
the
a
feedback
collection
somewhere
linked
into
some
of
this.
A
C
A
C
E
That'd
be
great
yeah
and
we
can
even
take
some
of
the
icons
that
you
already
have
in
the
documentation
to
sort
of
structure
it
out.
C
Yeah
for
sure
yeah,
let's
try
and
use
all
that
same
stuff,
cool,
okay,
that's
what
I
had
for
right
now,
jeremy-
and
actually
I
did
have
one
other
item.
So
I've
been
talking
about
this
other
new
hand,
design
and
the
other
thing.
I've
got
a
really
good
design
for
a
hook.
You
it's
made
out
of
plastic,
one
of
my
buddies.
I
made
a
guitar
pick
adapter
for
him
a
couple
of
them
now,
but
he
liked
the
new
one.
C
So
he
came
over
and
showed
me
his
new
hook
he's
got
and
he
can
do
pull-ups
with
it
and
it's
really
cool.
It's
got
a
little
piece
of
metal
behind
his
elbow,
so
he
can
bear
his
weight
on
it
and
some
other
stuff.
So
not
all
it's
3d
printed,
but
the
hook
itself
can
be
made
out
of
carbon
fiber
and
probably
done
almost
the
same
way.
C
So
I
am
going
to
release
that
also,
but
the
the
thing
I
came
up
with
this
week-
that's
going
to
be,
I
think,
a
game
changer
that
hook's
probably
going
to
be
a
game
changer
too,
but
a
toddler
arm,
something
for
kids
1
to
3
ish
and
before
one.
C
I
don't
think
we're
going
to
worry
about
it,
because
I
mean
for
the
first
six
months
when
you
got
a
kid
they're
wearing
a
blanket
blankets
and
diapers,
that's
all
they're
wearing,
so
you
got
them
swaddled,
so
like
until
they're
up
kind
of
doing
stuff
once
they
get
to
kind
of
doing
stuff.
Maybe
you'd
be
looking
at
a
prosthetic
for
them.
C
But
this
item
I'm
looking
at
is
making
like
a
plastic
substructure
inside
of
it
like
your
actual
bones
inside
of
your
arm
and
then
build
the
joints
in
that,
and
we
can
make
them
pretty
simple
out
of
a
couple
3d
printed
parts,
I'm
looking
at
maybe
torsion
springs
that
are
like
the
same
kind
of
spring
that
you
have
inside
of
a
tape
measure,
but
you
can
3d
print
those
where
it's
a
spiral
of
3d
printed
plastic
and
when
you
twist
the
inside
it
will
spin
back
to
its
natural
shape.
C
C
So
the
arm
itself,
then,
could
be
coated
entirely
in
and
cast
and
encoded
completely
in
silicone.
C
So
you
get
the
plastic
substructure
all
done
and
then
the
entire
thing
is
going
to
be
coated
completely
in
one
monolithic
piece
of
silicone
for
the
whole
thing
where
all
the
small
parts
are
cast
into
the
silicone,
so
nothing
small
can
fall
out
of
it.
I
need
to
check
and
make
sure
that,
like
we
can't
chew
the
fingertips
off,
that's
the
next
thing
to
start
teething
and
you
want
to
eat
those.
I'm
sure
and.
C
A
Right
and
especially
because
you're
you're
talking
about
something
for
toddlers,
I
would
say
it's
especially
important
on
that,
one
that
you
work
with.
You
know
some
kind
of
a
prosthetist
or
professional.
You
know
just
to
consult
on
that.
It's
really
important
to
make
sure
that
we're
not
going
to
be
interfering
with
their
growth
or
you
know,
muscular
development
or
any
of
these
other
considerations
for
a
growing
toddler.
C
That's
almost
exactly
what
I
put
in
the
post
to
the
guy
yesterday
on
the
hub
yeah,
I
said
I
was
concerned
about
compression
damage
and
developmental
damage.
That
was
totally
right.
Okay,
so
I
completely
understand
all
of
that
and
I'm
going
to
talk
to
my
prosthetist
about
this
and
a
couple
other
things.
C
E
C
I
want
to
see
how
that
so
anyways,
though
that's
my
concept,
I
think
the
concept
just
noodle
in
it,
it's
really
solid.
Once
I
get
the
plastic
part
kind
of
worked
out
for
the
mechanics,
but
conceptually
I
think
that
gets
us
around
the
small
part
issue
with
toddlers
and
it
can
still
be
functional.
C
C
Yeah,
basically,
what
I
want
to
do
is
I
want
to
make
it
with
an
active
elbow
in
it,
an
active
shoulder
and
a
wrist
that
can
bend
backwards,
so
they
can
at
least
use
it
for
crawling,
probably
yeah
and
the
hand
will
have
one
joint
in
it
where
the
the
four
and
five
fingers
can
kind
of
flex
up
or
down
and
they'll,
naturally,
flex
kind
of
down
like
that
to
work
like
a
shock
absorber
while
they're
walking
on
it.
C
So
but
that's
my
concept
right
now
I'll
go
talk
to
my
prosthetist
and
see
what
he
has
to
say
about
the
whole
thing,
but
in
general
I
think
it's
it's
definitely
worth
trying.
Although
it's
going
to
be
a
pretty
involved
prototype,
I
I
think
it's
going
to
be
a
really
good
device
actually
to
have,
because
there's
a
couple
people
that
have
been
asking
for
it
and
something
you
can't
really
do
anything
else
for
right.
A
Yeah
sounds
cool,
so
thanks
posted
all
right.
So
then
I
think
this
is
probably
the
last
thing
we
need
to
touch
on
for
today,
which
is
the
the
enable
education
initiatives.
I've
been
a
little
a
little
busy
recently,
so
I
haven't
been
as
active
on
the
enable
hub.
Has
there
been
any
kind
of
ongoing
discussion
or
exchanges
with
other
teachers
or
anything
else
like
that,
lindsay
or
keith
that
you
guys
want
to
share.
D
E
D
So
so
I,
but
I
did
reach
out
to
jennifer
fang.
I
talked
to
her
she's
in
cameroon,
she's,
an
amazing
educator,
and
she
was
also
at
the
enable
con
and
and
so
she's
excited
to
collaborate
on
this
project
and
so
ben
and
I
were
actually
just
talking
earlier.
I
was
sharing
this
all
with
him.
I
talked
to
zero
for
an
hour
and
20
minutes.
I'm
not.
D
Now
so
so
so
I
talked
to
janet
filthang,
I'm
gonna,
email,
maria,
because
I
I
didn't
get
to
have
any
you
know,
exchange
with
her.
So
I'd
like
to
do
that
to
hear
her
input,
I
emailed
luisa
aruta
mendes
she's
in
portugal.
I
worked
with
her
this
year
and
she
has
tremendous
insight.
So
I
have
been
reaching
out
to
educators
ben
shared
with
me
today,
a
form
that
he
put
together
he's
like
the
king
of
forms
he
put
together.
This
awesome
form
to
get
you
know,
feedback
from
from
different
educators.
D
You
know
internationally
about
the
resources
that
they
have
so
that
we
can
structure
a
website.
I
did
start
to
build
the
website
out,
so
we
can
structure
a
website
based
on
these
initiatives
and
that
are
each
individualized
by
a
gradient
being
from
low
tech
to
like
through
the
roof
tech.
So
we're
and
I'll
explain
that
in
a
second
here
I
can
share
my
screen
quickly.
If
I
can-
and
now
it's
not.
E
Okay,
yeah,
the
idea
too,
I
mean
there's
basically
lindsay
what
she's
getting
together.
Is
this
really
wonderful
model
that
takes
a
step
beyond
the
curriculum
that
she
built
for
swapping
jurors,
and
it
looks
that
you
know
almost
like
something
that
could
grow
into
a
platform
for
all
of
the
the
resources
that
come
in.
You
know
if
we
can
make
a
website
that
people
can
contribute
to
and
if
we
can
sort
of
get
a
committee
of
educators
connected
to
enabled
that
are
involved
with
making
content.
E
We
can
start
pulling
this
stuff
together
right
now,
people
send
links,
but
it
ends
up
like
a
linked
list
and
I
reached
out
to
muyana
made
the
the
dmas
website
and
she's
interested
in
being
involved
in
this
and
and
almost
like.
If
you
think
about
amazon,
you
know
there's
a
way
to
navigate
and
but
you
know,
100
different
ways,
all
the
things
that
are
in
the
store.
We
can
look
at
putting
categories
on
some
of
these
activities
and
then
you
could
look
at
grade
level.
You
could
look
at
technology,
you
could
look
at.
E
You
know
these
different
themes
and
you
know
people
could
be
involved
in
building
these
resources
together.
That's.
A
Wonderful,
if
I
may,
I'm
just
curious,
it
sounds
like
a
wonderful
website
and
if
it's
going
to
be
kind
of
a
collection
point
where
we
can
house
all
these
different
educational
resources,
I'm
wondering
would
you
also
be
willing
to
share
some
of
the
like
the
new
courses
that
I
mentioned
from
bitspace,
even
though
they
might
not
be
free?
Would
those
possibly
be
part
of
something
that
could
at
least
be
shared
here,
because
that
could
also
that
could
drive
some?
You
know
affiliate
revenues
to
the
enable
fund
as
well.
D
Yep,
so
so
you
were
talking
about
empathy
and
and
design
thinking,
yeah
those
those
things
are
just
right
up.
My
alley.
A
D
So
I
so
ben
sent
me
the
the
united
nations
website.
I
was
exploring
that
as
I
had
mentioned
last
week
and
I
was
looking
closely
at
those
on
jibs
and
then
I
found
this
article
that
was
published
and
it
was-
and
it's
actually
linked
in
in
these
slides-
that
I'm
going
to
share
with
you
as
well.
So
in
that
article
it
had
five
different
issues,
global
issues
to
look
for
in
2020,
and
so
you
know
I
have.
D
I
took
those
and
I
built
four
categories
that
involve
three
tiers
here.
So
the
first
tier
of
each
category
is
empathy,
it's
about
building
empathy
and
you
know
and
talking
about
feelings
and
then
and
then
we
have
the
second
level
which
is
in
green.
So
that's
all
science
math
and
data
driven
and
that's
research
based.
D
So
that's
researching
facts
that
are,
you
know,
related
to
those
issues
and
developing
opinions
right
so
removing
the
teacher's
opinion
and
giving
it
over
to
the
students
to
formulate
their
own
opinions
and
then
the
the
gray
is
the
engineering
aspect
so
now
they're
going
to
take.
You
know
their
emotional,
social
and
emotional
connections
and
discoveries,
their
science
and
data
and
then
they're
going
to
plug
it
into
a
project,
and
so
this
is
kind
of
a
skeletal
outline.
You
know
the
pandemic
one
this
you
know
this
week.
I
really
you
know.
D
I
took
a
dive
really
heavy
into
like
the
this
larger
scenario.
The
pandemic
one
is
not
finished
yet,
but.
D
Have
a
lot
of
resources
for
that,
because
I
ran
a
project
this
year
in
my
district
related
to
creating
ppe
so
that
one's
pretty
straightforward.
A
I
was
I
was
going
to
mention
if
you
have
everything
you
need
great,
if
you'd
like
to
talk
further
about
that
I've
in
these
these
meetings
that
we've
been
having
several
times
a
week
with
this
group
out
on
the
east
coast,
we're
working
on
developing
3d
printable
mask
designs,
respirator
masks,
there's
been
some
really
good
discussions
about
so
many
different
aspects
of
testing
testing,
filtration
effectiveness,
testing
in
terms
of
the
porosity
of
3d
printed
materials
and
how
well
they
seal
and
testing
for
leakages
testing
for
breathability
at
different
flow
rates.
A
E
Yeah
yeah
right
I
mean
actually
the
the
whole
idea
of
this
project
is,
to
sort
of
you
know,
lindsey
being
able
to
put
together
a
model
of
some
activities
that
can
inspire.
You
know
different
educators
and
at
least
also
giving
them
tools
that
they
can
use
outside
of
the
box.
But
you
know
if
we
could
have
you
know,
college
level,
projects
that
are
in
this
system
and
you
know
second
grade
project.
E
You
know
lindsey
did
this
really
wonderful
research
into
science,
articles
about
race
that
are
written,
or
I
think
she
said?
Sixth
graders,
I
mean
there's
these
really
complicated
subjects
that
there's
resources
for
different
levels
of
literacy,
new
zealand
being
able
right
and
being
able
to
pull
that
together
in
a
way
that
it's
searchable
makes
it
really
easier,
not
just
for
the
u.s
students,
but
also
if
you
have
international
people
that
are
coming
in,
that
don't
have
a
higher
familiarity
with
you
know,
english.
D
A
Hi,
can
you
hear
us
if
you're
on
the
phone
can
you
let
us
know
who
you
are
all
right,
I'm
going
to
go
ahead
and
remove
it
right
now,
hi
it's
here.
I
couldn't
pick
myself
up
sorry
about
that.
Oh
maria.
Okay,
all
right,
let
me
just
rename
it
maria
marie
hi
everybody.
We
talked
about
the
the
whole
collection
and
distribution
thing
earlier,
so
I
guess
we're
about
out
of
time.
For
today,
are
you
going
to
be
able
to
join
us
next
week.
A
A
Or
one
o'clock:
well,
unfortunately,
that's
what
everyone
else
kind
of
decided
is
going
to
work
better.
We've
got
people
overseas
that
this
later
time
isn't
working
for
so
can
you
just?
Can
you
send
me
an
email
with
what
you
found
out
in
terms
of
who
our
communication
point
would
be
and
what
kind
of
reporting
we
could
get
that
sort
of
thing?
D
Oh
sorry,
I
just
my
train
of
thought
is
now
fragmented.
Where
were
we
exactly.
A
D
Yeah,
okay
yeah,
so
so
I
guess
what's
left
to
talk
about
you
know
is,
is
you
know
so
nate
and
I
discussed
I'm
sorry
not
nate
and
I
ben
and
I
discussed
which
nate
you're
more
than
happy
to
you
know
jump
in
here.
You
know
opening
this
up
to
to
larger.
You
know
international
internationally
and
so
really,
I
think
our
strategic
plan
is
to
develop
a
cohort
of
educators
around
the
world
and.
D
Website
and
and
so
ben
had
also
suggested.
You
know
that
we
have
all
these
amazing
activities
that
teachers
have
given
them
given
up
to
us
ideas,
you
know,
and
so
taking
those
and
reviewing
those
under
the
umbrella
of
this
lens
of
this
website,
that's
being
built
and
then
seeing
where
it
can
be
plugged
in
or
showing
it
nice.
E
So
and
being
able
to
model
some
of
this
stuff
too,
so
like
lindsay's
lindsay's
work
is
really
incredible
that
she's
done
with
laughing
just
but
now
she's
looking
at.
How
can
she
model
some
of
these
very
current
activities
for
a
range
of
of
applications?
You
know
thinking
about
literacy
levels
across.
You
know
different
resources,
and
we
even
talked
about
the
idea
of
templates.
E
I
mean
there's
there's
ways
that
she
can
be
modeling
this
stuff
for
the
website,
so
we're
not
just
taking
random
activities
from
from
everybody
and
trying
to
sort
through
it
all,
but
but
also
saying-
and
here
is
a
way
that
you
can
create
these
different
puzzle
pieces
that
all
fit
together
in
a
cohesive
sort
of
way.
It's
if
you
want
to
share
your
screen
again,
wonderful
activities
where
you
know
she's
going
through.
If
you
wanted
to
zoom
into
one
of
those
lessons.
D
D
Okay,
all
right,
okay,
so
so
for
the
climate
action.
So
an
example
of
the
layout
of
these
activities
right
so
there's
a
systematic
out
like
rollout
of
the
way
that
these
lessons
or
units
occur,
so
so,
for
example,
with
the
empathy
piece
right
so
take
a
look
at
an
episode
of
our
planet
and
analyze
the
behaviors
of
animals
and
compare
those
behaviors
to
humans.
D
So
you
know
you,
and
so
there
might
be
a
form
or
a
doc
or
an
interactive
slides
where
they're,
building
and
showing
and
demonstrating
evidence
of
you
know,
perhaps
how
a
bear
protected
its
young
or
you
know
how
a
squirrel
got
food
you
know
and
then
take
those
behaviors
and
compare
them
to
similarities
and
differences
between
animals
and
humans.
D
D
So
so
there's
that
those
are
some
observations
that
can
be,
you
know
gone
into,
and
then
we
were
talking
about
reformatting
this
question,
but
having
students
just
listen
to
greta's
speech
to
the
you
know
united
nations
and
how
she
addresses
them
and
how
there
is
like
apparent
emotions
there
is
intense.
D
So
not
is
she
right.
That
was
just
an
initial
thought,
but
how
do
you
feel
about
this
speech
and
just
giving
room
for
students
to
then
kind
of
be
exposed
to
the
intensity
of
greatest
points?
And,
what's
great
is
that
she's
relic?
You
know
she's
young,
so
she's
a
young
person
and
then
and
then
having
them
go
into
to
do
their
own
research.
So
there's
all
types
of
data
here
to
suggest
you
know
global
warming
and
then
but
there's
also
conspiracy,
theories
right.
D
There's
people
that
say
that
global
warming's,
not
real,
it's
okay,
don't
worry!
So
not
tell
them
what
to
think.
Allow
them
to
feel
how
they're
feeling
I'm
mad.
I'm
sad,
I'm
confused!
I'm
scared,
I
don't
care,
you
know
and
and
then
just
let
them
develop
their
own
theories
and
then
should
I
go
into
the
topographical
grid.
Oh
yeah.
E
E
Basically,
what
we
want
to
do
is
be
able
to
have
these
activities
that
align
with
sort
of
the
enable
mission
that
we
can
have
these
different
ways
to
navigate.
You
know
in
terms
of
the
categories
in
terms
of
a
larger
educational
way
of
finding
support,
so
you
know
not
just
one
district
or
one
country
in
terms
of
national
curriculum,
but
you
know
using
this:
it's
a
pretty
standard
international
metric
for
education
and
the
un
sustainable
development
goals.
A
Yeah
I
mean
there's
clearly
so
much
there's
great
stuff
going
on
here.
I
I
just
don't
want
to
cut
this
short
I'd
rather
give
this
kind
of
the
time
it
deserves.
Maybe
we
could
you
know
when,
when
you're
feeling
ready
to
to
share
some
of
this
in
more
depth,
we
can,
you
know,
have
that
be
the
focal
point
of
one
of
our
upcoming
meetings
and
kind
of
like
we
did
with
nate
for
the
niop
documentation.
C
Great
awesome:
it's
a
cool
approach
lindsay
this.
This
approach
actually
would
be
very
useful
to
have
already
indoctrinated
into
engineering
in
general,
as
it
is
now
because
engineers
pick
up
about
where
the
green
category
is
and
move
on
from.
There
never
worry
about
the
blue
stuff.
On
top.
A
A
D
But
so
one
of
my
concerns
I'm
not
concerned,
I
guess
really,
because
we're
going
to
work
through
it
is
that
I
I've
only
ever
taught
in
us
yeah.
So
all
my
resources
are
all
us
focused
which
janet
faufeng
is
going
to
help
with
me.
Understanding
that
you
know
I
want
to
be
pulled
out
of
that
yeah,
and
I
also
want
this
to
become
a
project
that
you
know
can
meet
the
needs,
because
this
is
a
global.
These
are
global
issues
right.
So
how
can
we
can
we
share
that
global
globally?
D
But
I
just
want
to
show
you
this
one
thing:
I'm
sorry,
I'm
just
really
excited,
but
so
so
this
is.
This
is
the
example
of
where
they
could.
You
know,
take
it
so
so
this
is
us
focused
they're
grabbing
nona,
you
know,
so
that's
national
weather
stats.
D
So
here's
an
example
where
they
can.
You
know
visit
this
website.
I
kind
of
lay
things
out
step
by
step
as
to
what
they
should
do.
I
would
also
create
a
video
tutorial,
so
they're
grabbing
the
mean
of
the
depart
from
normal
of
each
capital
of
each
state.
You
know
each
state
capital
and
then
in
tinkercad
there's
this
map
so.
B
D
Then
raising
you
know
the
height
of
each
individual
state
or
lowering
based
on
what
the
data
is
yeah
and
then
and
then
they
take
all
of
this
and
they
write
their
speech
for
the
u.n.
A
You
know
this
is
also
going
to
tie
back
eventually
to
another
topic
that
we've
been
discussing
for
quite
some
time,
which
is
internationalization
and
the
challenges
of
doing
proper
translations
on
websites.
So
they
can
be
available
in
different
languages
and
that's
something
that
might
be
valuable
for
this
too,
to
actually
get
some
of
our
international
community
to
help
us
with
those
translations
and
make
this
content
available
to
a
broader
audience.
E
Yeah
and
a
lot
of
the
stuff
already
exists
in
different
languages
too,
which
is
great,
so
I
think
you
know
the
pre-prequel
the
preamble,
the
most
important
first
step
that
we
can
make
is
to
create
this
committee
of
people
that
are
working
within
the
enable
community
that
are
embedded
within
these
educational
organizations
and
getting
a
group
of
key
people
to
help
guide
some
of
this
stuff,
so
janet
being
an
excellent
example,
but
there's
a
large
percentage
of
enabled
chapters
that
are
within
universities
within
high
schools.
E
Getting
that
community
together
to
find
out
the
form
that
lindsey
and
I
put
together,
is
basically
trying
to
find
out
what
their
needs
are.
Specifically
in
this
moment.
What
do
they
think
about
and
think
about
how
many
people
right
now
are
making
online
resources
in
a
less
than
coordinated
way?
E
C
I
just
throw
one
thing
in
I
I
this
is
a
tie
back
to
a
couple
things.
Jeremy
made
this
awesome
little
cylinder
to
hold
liquid
in
to
test
porosity
in
in
different
materials
and
that
right
there
jeremy
is
already
saying
I
can't
take
credit
for
any
of
these
smart
ideas.
C
These
are
jeremy's
ideas,
I'm
re
regurgitating
them,
but
anyways
you
could
have
a
materials
test,
and
this
would
be
a
really
fun
thing
to
do
in
a
classroom
to
have
to
try
all
the
different
materials
out
and
then
be
able
to
try
different
porosity,
and
it
can
tie
right
into
the
environmental
aspect
of
things,
because
epu
is
one
of
a
very
desirable
material
because
it's
flexible,
but
it's
not
as
recyclable
as
some
of
these
other
ones,
and
so
you
can
kind
of
like
look
at
the
pros
and
cons
for
each
different
type
of
materials.
C
So
people
kind
of
get
an
idea
of
what
they're
doing
when
they're
working
with
plastics,
because
really
having
a
better
about
how
to
recycle
plastics
in
this
country
is
going
to
become
a
major
thing
here
very
soon
right
and
it
already
should
be
like
single-use
plastics.
Should
be
gone,
just
be
working
with
recyclables
and
so,
like
being
innovators,
you
guys
are
the
perfect
ones
to
get
that.
Put
that
bug
in
people's
ears.
C
A
E
It's
interesting
too.
It
came
up
today
in
the
conversations
with
lindsay.
I
mean
she's.
Already
thinking
about
you
know,
working
with
janet,
you
know:
how
can
we
use
flip
phone
technology
versus
you
know?
3D
printer,
I
mean
there's
that
spectrum
of
technology
really
becomes
very
important
when
you're
thinking
about
internationalization.
E
So
you
can
still
do
some
of
these
activities,
but
from
different
perspectives.
D
Okay,
I'm
sorry,
I'm
so
sorry,
if
anything
and
that's
it
so
everyone's
familiar
with
nice
gate,
nope.
Okay,
it's
the
new
york
state,
computer
science,
technology.
D
Education,
education
on
that
one,
so
it's
it's
a
big
organization,
and
and
so
I
wrote
a
proposal
to
to
present
the
helping
hands
project
which
is
just
headlines.
Empathy
drives
design,
thinking,
3d,
printing,
prosthetics
and
classroom
maker
spaces,
and
it
was
accepted.
Oh
nice,.
A
D
D
That
is
november
22nd
to
the
25th.
I
believe
it's
three
days
in
november
and
right
now,
it's
in
rochester
conveniently
for
john
and
then
so
right
now
they're
talking
about
having
it
there
like
in
the
physical
realm,
but
it
might
just
go
digital
because
you
know.
D
A
Yeah
absolutely
exciting
stuff.
Well,
thanks!
So
much
for
all
the
work
you're
doing
both
of
you
on
this.
It's
really
coming
together
nicely,
so
we'll
have
some
more
discussion
about
this
and
any
one
of
these
meetings
any
one
of
these
weekly
sessions.
If
you
want
to
kind
of
devote
more
time
and
kind
of
focus
in
on
this,
we're
happy
to
do
that.
Just
let
me
know
send
me
an
email
and
I'll
I'll,
just
kind
of
rearrange
the
agenda
to
have
that
be
our
main.
You
know
topic
for
that
session.
A
Right
well
have
a
great
week,
everyone
and
see
you
at
the
earlier
time.
10
a.m:
central
11
a.m.
Eastern
next
friday,
awesome.