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pre discussion

It's expectations and norms. Okay, I really like that one.

So do you want to try that? I just forget to remove the reference number.

Yeah. I think I will have to look at this one again because I can't remember it.

Yeah, the main idea is that why we use this again. We wanted to understand the...

It's like all what we did here, stakeholder metrics, we created a list of stakeholders, key norms and expectations. This has helped us to understand where they have clashing of interests.

So basically, this can be not norms, this can be like stakes. What is on the stakes of that?

Yeah, for them. Yeah.

And basically, this later will be used in conflict map, basically. Okay.

So you can just explain also maybe key ones for us. But this is only primary stakeholders here.

Yeah. How many of them?

Six, I think. Six?

Or seven. So this is three?

Seven, I guess they have. And four.

They are like seven. Yeah, I think there are seven.

Yeah. But do you think if I will not explain all of them in details, should we include them in the PowerPoint?

Yeah, that's what I mean. I mean, if we're not explaining something...

Then we should just remove it. Because it will look so confusing if I just skip it.

Yeah. Right?

But we have only three minutes for this. No, I agree.

So maybe what he's saying is, if we didn't have time to explain everything, we should not... Remove them?

Yeah. Maybe just give a list of primary and secondary stakeholders, and we would say, like, maybe we should include them in the PowerPoint.

Yeah.right from the analysis and then he can explain this. Between both matrices, which one do you think is more important?

This one, I guess. I don't know.

Maybe. What do you think?

I think this one depends on the responsibility matrix, because it's the same but more self-explanatory. We can just add appendix at the end and we would say, we added the box at the end if you guys want to know more about it.

Yes, that's what I'm asking. We can choose one of the two matrices to focus on that.

Yeah. Which one do you want?

The responsibility one? Yeah, maybe.

I think the second one is more detailed. So you prefer to proceed to the second one?

Doesn't matter to me. I can do the responsibility matrix.

Whatever you want is okay for me. I mean, I don't have a problem.

I think both are fine. But yeah, but you need to mention this one.

At least the last thing. Just explain that we've kind of researched expectations from different media and articles and papers.

And with the interviews, for example, or press releases, and then we got the idea what actually these stakeholders are expecting from each other. And we identified specific stakes that each of these stakeholders is...

Yes, that's good. But what you're saying is that if they're in the PowerPoint and there's details and we just skip them in our presentation, like I just explained the main idea.

We will get this table out and we will have just key points out of it. Key findings.

That would be better, probably. And even though we would just point out the key findings, then it would be like you need to explain at the end, obviously, if you are pointing out a few things.

But will the teachers allow us new PPT? I'm not sure.

Yeah. I experienced it because we asked them that we have made a few changes.

So can we use our PPT? And then a few changes will end up in a completely different PPT?

No. Because we are not adding anything else. We're just removing some stuff.

Because, for example, in this case, this one, you prefer just to say what we did, as Ania said, right? And you can do that in 30 seconds.

So the stakeholders, their expectation... You can just put bullet points, like we did a stakeholders...

Key norms for primary stakeholders analysis. We did this, and this.

We're not presenting to you because it's a lot. Yeah, you can find it in details in our...

Yeah. Okay, so do you want to...Try again?

Yeah, I can do it. So are we removing the whole table?

The whole tables? No, we are explaining the responsibility.

Only this one? We are only explaining why we are using the responsibility matrix, and I will mention three examples, and that's it.

But maybe the list of all stakeholders, no? Maybe...

So can we remove... We can just put the list?

Yeah. Yeah, and put a small table with only three of them beneath, just to give them the idea of it, and that's it.

I agree with that. Yeah.

Okay, the list with, in the brackets, primary or secondary, primary first place, secondary lower, beneath, and then the table only including which one, three? Which three?

The primary. Which one?

It makes sense. Maybe the former is enough, and the government.

I remember that I put community as a secondary. Yeah.

But as a primary sector. Because it's in the middle of primary.

In the middle, it has a star. I don't know.

I mean, it's in the middle of the information, but honestly, the scientific community is the least affected by it. Okay, secondary.

Because they are planning for the future. They are not affected by the present.

They don't have a lot to lose if GMO is... I mean, yeah.

Secondary. We can just include the formals against, because they are the main thing.

Government, because you already mentioned the government affecting the primary. I think Mexican government should be primary.

I did this because I was, me and Ania, we did discuss that it should be in secondary. Did you remember?

Government? The scientific community and public health and all.

But I don't know. But then it was in the tax draft.

Because I was relying on the middle. And in the middle, it was a star.

So, I just added it being primary. It's okay.

I think it should be primary. If the tax is primary, if it leads to change in the year.

So, we can mention formals against and government. And which third one?

U.S. U.S. Are you going to do the changes in the PPT or should I? I don't know.

I can do it. Because it will be easy for you that whatever you want to change.

I can do my part here. Yeah.

So, formals against, government, and global trade. Okay.

Okay. And this one, we are removing for good.

Everything. But we will leave only.

You will remove the table or you will still explain?What we did, right? Maybe we can shrink it a bit?

Should you do it? My question is, should you do it?

Because I did this one, and I do know what I've done. But I'm not sure about this, for example.

I can do this, yeah. You can change parts.

But I'm not sure about... This part, right?

I'm explaining this part. Okay, so go back.

I can take the agroecology part. Go back, go back.

This is Mina. So you want to explain this, what we did here.

Right, yeah. Yeah, it would be...

Agroecology. Because you did the old work in this part, so it would be easy for you to explain it.

I will remove the table, though. And I will...

What will you do? But maybe I will not remove the table.

I will just very quickly explain it. Very quickly.

And it will be like in one minute, or... I can try to...

I can do it right now, for example. Okay.

So... Set the timer.

Okay. So now you have one minute and a half.

Are you writing the plan? No, I'm not.

But for what? For only the responsibility matrix?

Because there are only two... Yes.

Different sections. So you just have one minute and a half.

And you will have one minute and a half for the ethical, for the second, right? Ania?

I'm reading what Filip said in the WhatsApp chat. The secret center?

No. He's asking case study. One minute and a half.

Oh, now he's asking case study. And he's asking to share it.

Oh, now he's asking to share fucking case study. But he's not in ethics.

It's organizational management. Ah! No, but Ania was saying since the beginning, like, we need to fucking share the case study.

I think German-speaking things, bodies, his bodies, German-speaking bodies will cover him. So don't worry.

No, of course I don't worry about him. I just...

Wait. Okay.

Can somebody write what we've changed in the plan? We changed the responsibility matrix?

No, in chat. In chat WhatsApp.

In WhatsApp. We have this.

Wait, I will... So this one, right?

I will write it. Don't worry.

So this one, right? We have this plan right now.

But can you try again? So we move the degustation at the end.

Introduction is three minutes enough, right?For the introduction, yes. Introduction plus Fox.

Yeah. Context.

Then the responsibility matrix, for me, it will be one minute and a half, and the next one will be one minute and a half. One minute and a half for you, for me?

Yeah. Can you timer me?

Yeah, sure. You want to start?

Yeah. Just a second.

⁠

So here in this part, we wanted to analyze the primary stakeholders and their expectations and specific stakes and interests that they have to derrive core competing values for conflicting maps.

We researched papers, and studied interviews, and press releases, and we got the actual idea of what are their expectations from each other and about the situation.

For example, seed companies, of course, they want growth and profitability, and they want to access the Mexican market.

Farmers against GMO. It's mostly large holder farmers, and they want also high productivity for their fields, and growth of their economic and profit maximization.

Farmers against GMO, of course, they don't want this. They want to preserve their traditional way of cultivation, milpa, and they want to have more autonomy. Of course, they don't want to spend a lot for costs, and they face drought, so they want to fight with that as well.

Mexican government, they want, of course, to restrict and protect the public from GMO, and they want to keep their food sovereignty and autonomy.

Mexican society and maize consumers basically wants to have access to affordable food for maize and corn, food because it's a staple one

Global trade partners, they want to adhere for global free trade

Advocates for ecosystem, I think it's also one of the primaries, they want to preserve the ecosystem and biodiversity.

Sherief

Okay, I can make it even. Yeah, we can make a second round.

Did you rehearse your part? We can go back to the responsibility matrix.

I can take it after this. So, yeah, so as Sabine said, we included some ethical analysis, for example, the responsibility matrix analysis, which was essential to mention all of the stakeholders that were affected by this topic, such as we divided them into primary and secondary stakeholders, depending on who will be more affected and who's least affected.

The primary ones are obviously the ones that are affected the most, and the ones that affect the most. We have the Farmers Against GMOs, which are responsible by policymakers, which is the government, environmental groups, and local communities.

They are responsible for advocating for non-GMOs and traditional agriculture practices, and they have the knowledge of traditional farming practice and community-driven values. Obviously, we have the Mexican government, because we mentioned it before, that they will ban the consumption of GMOs in 2024, so they are responsible by the citizens and the global society for regulating GMO usage and balancing benefits and risks.

They have the knowledge of national interest, trade policies, human rights, and environmental law. Thirdly, we have the Global Trade Society.

Oh, wait, okay, it's here. Yeah, we have the global trade partners, like the U.S. and the other countries that are benefiting from the topic.

Other corporations. Corporations, yeah.

So, they are responsible by the Mexican government and the international organizations to ensure GMOs aligns with the trade standards, and they have the knowledge of trade legal framework. Yeah.

I will say something. I will say, like, in the case of the global trade partners, basically, we're talking about the U.S. In global trade partners, Maybe kind of a little.

Countries, we're just talking about the U.S., basically. Just the U.S.?

Yeah, and multinational corporations, like Bayer, Cargill, Monsanto. I think there's something we could mention, because it's relevant now.

U.S. are opposing tariffs on Mexico, right? And this, obviously, affects this so much.

He's saying he will. There's a lot of tension right now.

He's saying that he will do it for China and all the other. No, in Mexico.

In Mexico.It's a good thing, actually, because they are highly dependent on Mexicans. Why he was here earlier?

I mean, I don't know why it is... Security?

Why you won't have a TV for presentation? The group study spaces are reserved for students of interest.

He doesn't have any interest. We should ask the world.

So, we will say that, but only include the U.S. in the example. Yeah, because mainly 99% goes to the U.S. No, the other way.

U.S.A. exporting. U.S.A. is the one who is selling Mexico GMO maize.

For feed, mostly, right? If we ban the GMO maize, it will represent a loss to the farmers of the United States.

And also, there are big companies, not the United States, but buyers, for example, with German Cargill. I don't know, Cargill is in the United States?

Maybe, yeah. Yeah, I think it's an American company.

So, you have a buyer in Cargill trying to sell seeds to Mexico. And pesticides.

GMO seeds. And pesticides.

So, basically, we're talking about... U.S.A. and large populations.

So, can we change, for example, scientific community? We will exchange it with seed companies.

So, seed companies will go... I think we will only mention the farmers, government, and three portals.

And when you say, like, the knowledge they have, I think in that case, it's not that they have the knowledge. But we have the rule.

They have... The rules that they can use is...

The government. The global trade.

Global trade, yeah. The knowledge is...

In this case, the trade legal framework is not knowledge. It's a rule.

So, basically, the third... Why we were discussing this, right?

Because I think we have different understanding of these two overall. No, but it says knowledge slash competency slash rules.

It can be one of the three. I'm just saying that this one is not knowledge.

Ah, it's not knowledge. Rule of legal framework?

Or maybe... Because we have signed with the U.S. a trade agreement.

Yeah. And we are obligated to take what the GMO makes.

If... The only way you can ban something in the trade agreement is if you prove that you have enough scientific evidence to ban it.

So, that's why we are discussing with the U.S. Because the U.S. is like, no, you don't have enough evidence. And we are like, yes, we do.

So, more than the knowledge, it's like... The rule that they can enforce is a trade legal framework.Okay, but it already said that, it said the rules and competency and knowledge, so it includes the legal pillars, yeah.

Okay. Was your...

It was 1 minute and 47 seconds. Okay, that's nice.

It was good. But guys, you need to explain me the mapping conflicts before I start because...

This is Sabina's part, Sabina, explain. Okay, do I need to do it first?

I need to know about the mapping conflicts. And also the map, how did you...

But this is first. Yeah, these are the supporting facts, but you draw the mapping conflict.

This... This is my part.

No, this is not your part, this is Mina's part, but she is not specific to me. If you want to explain this, I won't explain it to you.

No, if you want to do this presentation, go over here. I need also to present.

Yeah, I need to... What you will present.

If she is willing to, I can exchange with her, I'm just saying this because... Yeah, can she do introduction and you...

Yeah, sure. Okay, if that's okay.

Yeah, of course. Because this...

Do you think this is more complicated than the other part? Yeah, this part, it seems really complicated and I would be like...

Yeah, it's okay. Okay.

Then, yeah. Okay.

The introduction will do Mina. Yeah.

Yeah, I can do the introduction. With the norms.

Can you... Can you time her?

Yeah, I'm timing. Okay, so...

Basically, we need to... We identify what kind of values are in conflict with each other.

And from pro-GMAs, we have the value of higher production. Can you put everything on...

What? Yes, because here is both...

Okay. Here is not and here is not.

Because if we say higher production and... What do you call that?

Should I start the timing? Yeah, thank you.

Okay. Logically, just...

Okay, I can do that. Maybe this can be...

Maybe I can put them in boxes. Economic profit, economic profit.

Yeah. Oh, yeah.

Just put them all. Put them all.

Okay. Because here, everything is both.

Yeah. This is that.

It doesn't make sense. Yeah, I agree.

Sabine

We identified some values that are in conflict with each other. And from pro-GMAs, we found that the value of higher production, because GMO varieties can increase the yield even to 25%, around 25%.

Of course, the economic profit for U.S. corn farmers who want to sell maize. Economic profit for industrial farmers in Mexico who want to use GMO seeds.

And for anti-GMAs, we have the value of maize diversity, because the cross-contamination that GMO can produce can eliminate the traditional Mexican maize. We have the value of traditional farming methods, like the Milpa system.that offers, that offers, I don't like the words.

I'm probably able to change it. They're too complicated for me.

The medical system offers, the medical system. I kind of reduced it because I kind of.

That's why it doesn't make sense. It's an essay, right?

It's written, it's the way an essay, right? It was a long sentence in the essay and I just tried to reduce it.

I'm not sure. How you like it?

Yes, I know. I'm trying to think.

I'm trying to think. I'm trying to think.

Professional harvests methods like MILFAR, that it's good for environmental resilience, and native maize conservation. I get it, but it sounds like that.

And we also have the value of native maize conservation because when we conserve maize as a public good, it, no, I don't, I don't get it. No, don't worry.

Yeah, well, I did it. Yeah, we can go to the next.

But what did you had in the actual essay? No, I did have this, but it's not the same for me.

You know, when you're presenting, it's not the same as when you're writing. So for me, it's not the same.

I need to reuse different. I guess I changed it because it was long paragraph.

Yeah, of course. And we can't put the whole thing in there.

Of course, of course, that's right. Next slide.

Agriculture evolutionary role cannot be replicated. So the meaning is that we need to have this maize variety.

So, because it cannot be replicated by traditional technology and. I mean, the value of native maize conservation, it's important because we know that variety of maize is important.

And it's very different to have the variety in a bank seed like we have in Norway or somewhere than when you have it on the field. When you have it on the field, it's constantly evolving and that's so much better.

Evolution. Can you.

Next. Say yes, please.

And for both, because this can be from both perspectives, we have climate, the value of climate change resilience because GMAs can improve resilience because the seeds are modified to be resilient. Drought tolerant.

It's the same. But GMAs, but avoiding GMAs also can help to preserve the maize diversity that it's already considered a way to make maize resilient.

So both, it can be both ways. And for food security, it's the same.

Around 55% of Mexicans live in poverty, so this is very important. So banning the GMAs will improve the food insecurity because maybe in the long term, the maize prices will go up and because Mexicans live in poverty, that will be very bad for food security.But also, according to some researches, avoiding DMO could ensure the long-term food security because it will give us greater autonomy because we won't be dependent on the US or international corporations.

And this is the map that we did. We can see these values.

We call this the conflict assurance zone because everything here is incompatible, it's just like a pie between them. But here you can see food security and how you can achieve food security if you are pro or if you're anti-DMO.

And you can also achieve climate resilience if you're pro or anti-DMO. The only difference is that you can achieve it in different ways.

You can achieve it by biodiversity. Sorry.

You can achieve it by drug tolerance with the GMO maize and food security. You can achieve it through the national trade with GMO maize or you can also achieve it with food autonomy and food sufficiency if you ban GMO maize.

I think it's five minutes. Because we were talking in between.

No, but we talked a lot in the past. This one took a minute and 40 seconds.

We can make a second round. No, I mean, right now, how many it took?

So the first one I stopped it because we kept talking. The second one I stopped it because we talked a lot in the past.

Now I feel like... What's the next?

We need to be professional. Me. Riz...

Oh. The worst case scenario. Yeah.

So... Do you know...

Can you help me to understand the name of this? The name of the...

Of the tool that we are using here? Can you put it in the slides so I can see it?

Yeah. Yeah.

Consequences of different course of actions, for planning GMOs and not planning GMOs. For this we used tool that we got from another course Sustainability Economics. But it still adhere with ethical theories we studied here.

The first method that we use is we try to understand what would be the worst-case scenario if we choose one or another method. Which allian with utilitarian, or consequentialist theory.

And the most insightful here is basically in both cases, we have still cancer. Even through traditional farmers use still Milpa agricultural method, that combines different crops at one field, more and more small holders farmers change toward more conventional agricultural methods that use pesticides.

In first, we have cancer increased due to glyphosate. In another one, we have cancer because of the other kinds of pesticides currently used in the traditional kind of farming, conventional farming methods.

We have cross-contamination with the native maize species that might happen. And yeah, basically, in planting GMOs, we also have dependency on the USA and big international companies.

In non-planting GMOs, we have loss of biodiversity. And then, Mexico will pay some kind of preparations to the USA under the US-Mexico-Canada Free Trade Agreement that right now, Mexico is prohibiting basically US to sell their maize.

Also, it can be greenhouse gas emissions increase because of the deforestation. Or in the long run, with GM, there can be soil productivity loss because of the use of the pesticides and everything.

The second method we used is the minimum satisfying method. Wait, I will put it here. Which mostly aligned with Virtue ethics.

Basically, we thought of basically the most minimum that can satisfy people from most affected parties, like from this perspective of environment, for example. Environment is the highest priority, and the environment should be protected.

For someone who is more consumer-oriented, maize should be accessible and affordable and safe to use. And from the farmer's perspective, farmers should keep their autonomy.

And basically, the whole analysis shows that even though we can plant the GM maize and we can ban it, but basically, in both ways, there will be still some issues. And yeah, and that is not.a satisfying result.

Of course this worst case scenario doesn’t mean they will happen, but with still need to consider the risk of the irreversible harms

Okay, so it was three minutes, but can you go back to the first slide? Yeah, because now we're having a comparison between two mistakes, right?

Why in the first one we say that this will give us cancer and the second one will give us cancer? It makes no sense, right?

Because both cases, both cases will give cancer, but in a different, in a different probabilities. For example, glyphosate.

What are you saying? I'm saying should we, should we include this board?

Because, for example, when we are comparing both of them, we say that eliminates native maize pieces when we're using the planting-grain maize, and the other one will be expensive and higher corn inputs from the U.S. They are comparison and different things between the two. But the first point, we're saying the exact same thing.

I get it. It's not exact, I think.

We're not comparing. We're explaining what would be the worst-case scenario.

If we did that, instead of this, right? And it's not exactly the same, because what happened is that one thing that everyone, anti-GMO people were saying is like, oh, no, it will give us cancer, and it's true.

But pesticides. Also, yes.

Used right now. The normal pesticides that people is using right now.

Right now, they also. They will give you cancer.

So what's the answer, right? Exactly.

Yeah. That's why our, that's our point after this, like the second slide, this both-case scenarios are unacceptable because both share negative impacts, basically.

Almost the same. There is like correlation.

I didn't understand minimum satisfying method. I mean, I got it, but I'm not specifically sure what should I say.

You said you did it very well, but you didn't understand. I think you did it well.

But why we did it, like? Because it's like the minimum threshold or should satisfy different perspective, from different perspective. It's like the example of the universities that I gave you.

So, you weren't there, but I gave you the example of the universities. Like, when you're applying for universities, you cannot control the output.

There are a lot of uncertainties. That doesn't depend, so you can do your best, but there are still a lot of things that don't depend on you.

So, you just see, what would be the least that I will accept? What would be the least?

Like, what would be my ideal university? What would be, like, the least that I will take?

For you, what's the University of Aachen? You told me, you remember.

You told me. Yeah, I remember.

For you, what would be the University of Aachen? Aachen?

That would be the minimum standard? No. No?

Yeah, you mentioned, I remember. Oh, you mentioned it.

Just, she just gave me an example. Oh, okay, well, you mentioned it, but it wasn't.

We've listed some universities, what could be the least one? You apply to Bonn, and then you apply to Cologne, because, by the way, Cologne University is worse.

So, like, it's not that good university. Yeah.

So, you can say, okay. Well, I will choose whatever I will go, because I need to immigrate from my country, so.

For me, it doesn't make sense. You have a minimum standard?

You will not accept a college in Somalia, for example, right? Really?

So, your minimum standard? Well, whatever will get me out of my country, whatever.

Whichever country? Yeah, whichever country.

Maybe it's Iran. Huh?

Iran, like, you cannot go outside. The same.

So, your minimum standard is Germany? No, my minimum standard is where I can go.

North Korea? Not North Korea.

So, you have a minimum standard. Okay, I got it, the idea.

So, wait. I will explain the first one, the worst-case scenario, and then explain that we chose environment consumers and farmers as most affected with these cases, and they have, like, the minimum satisfying condition.

And neither of the worst-case scenarios even, they satisfy, basically, the minimum condition. So, we cannot risk because these minimum conditions are important to us.

And we, of course, can go with either method. We can go plant because there is some probability, right, that cancer won't happen or whatever.

But if there is still a probability, these things are non-negotiables, and we cannot just, like, sacrifice them. Basically, this is the idea.

Okay, now I got it.I have a question. Should we mention that this is from another subject, sustainability, risk economics?

If they ask. Why?

They will ask me, probably, whether... And then we can just tell them.

About the method? If you're going to mention it between the presentation, it will take your time.

No, I want to ask Sabina. Sabina, should I mention that this is from your class of economics, sustainability economics?

Yeah, you can say, like, we obtained this idea from another course where we are... Sustainability economics, right?

The name of the course. And the idea is just tools to make decisions under...

Sorry, I'll go to the toilet real fast. Okay.

That's it. Uncertainties.

Yeah, that's a key, like, methods to make decisions under uncertainty. Did you understand later?

Okay.Why again, we are mentioning it is that the last slide was, we figured out that we can do cases. Yeah, it's very risky for environment, health and farmers.

Autonomy, for example. So we maybe try to try to just research maybe other solutions.

Sherief and stuff

So as you were saying that both methods were in the best for us. So we researched some other alternatives and solutions for this case, for example, like agroecology and conservation agriculture.

Agroecology helps us, helps with ecological integration by using technology like crop rotation and organic farming. It brings social equity by empowering local farmers and field labor and respect traditional knowledge, economic viability.

We are less dependent on coastal inputs like chemical fertilizers or encouraging and encouraging self-reliance on the plants itself and cultural sensitivity because it adapts the practices that fits our, the Mexican culture and environmental context. Second, we have conservation agriculture.

It improves resilience to climate change and it increased the soil organic matter and retaining soil moisture. Past experience after 10 years of implementing conservation agriculture in Mexico, it showed between 38 percent to 48 percent increase in the maize yield.

There's another slide. Yeah, it's conclusion.

Conclusion. It's one minute.

Can you do the conclusion with the introduction? Sabina.

Sabina, it's yours. The conclusion.

If you're doing the introduction, it would be three minutes. It would be, yeah.

So, it would be. Yeah, you can do the conclusion.

I think it's okay. Is it the last slide?

Is it the last slide? Yeah, it's also references, but I think.

Ah, you should be, thank you slide. Thank you.

And questions. Yeah, I forget to put that.

That's, that's okay. Wait, should we include the references in the PowerPoint?

I don't know why, but she said it's better to do it. Why?

I don't know why. Because in.

No one will read it. I know, they won't be read it.

We won't be doing that. If you're going, guys going to change the PPT.

Yeah. We won't edit if you guys don't want to, but in our previous presentations, in my first semester, they asked why didn't you include that.

Include the references. Yeah, in qualitative for you guys, you should better know for the next semester.

You better put the. Qualitative methods.

Miss Alina will ask us.Or the other girl? Boda?

But there was some presentation? And you didn't include the references and they were pissed off about it?

We didn't include the references, and yeah, that was the case. I guess you will enjoy the quantitative class.

It's more philosophical. I don't know.

I'm not enjoying it. Wait, quantitative is depending on the quantitative methods, right?

Yeah. But it's all math.

It's three credit hours. It's all math, right?

Quantitative is not math. Quantitative is math.

Quantitative is all math. But no, but R does it.

R does all the math, so you just need to interpret the thing. How the exam will be?

He, for example, showed us the output of R, some table. He showed us, and then he will close the source of the data.

For example, and only the output of the data. And you need to explain what kind of data would it be, for example.

So you need to understand the way R works and the way statistical calculation works. So the exam will be all in R?

There will be, I think it's multiple choice test, but there will be some questions that will ask us to interpret the R results. Yeah, so they don't ask you to do the R.

And even though they ask you to do any kind of analysis, they don't provide you the formula. But I realize you guys need to just study every topic.

And in my last semester, Milan and Bidur, they were Bidur. They were my lecturers, so they kind of do the paper.

They put all of the topics, so nothing would be left out. So you need to prepare every topic.

Okay, I will send the link from the high semester guys to our chat. It's not related to ethics, but I'm just lazy.

So you go here and you have methods of empirical research. And you have, I think from 2017, it was 8 years ago, but still it's a little bit the same.

And you have exam questions, what it would look like. Is it answered?

Do you want to do the conclusion?Yeah, it's okay, just go, because I need to go. Ah, you are going?

Yeah, I have to, I have to. So, after all the analysis and the support from France, we concluded that maize has a rich history in Mexican culture, and it's vital for their diet.

And we concluded that farmers need a sustainable method without compromising their health and independence. We also realized that we cannot accept or reject the GM maize cultivation, but we choose to gradually introduce an alternative farming method that we discussed earlier in the presentation.

I guess that would be enough. And you can also say now, if you have any questions, thank you, if you have any questions.

And also, you can also, this is some reference. No, we don't have to show them.

It's just for the, for Monica and Michelle. Okay.

So, if you guys have any questions, feel free. It was 30 seconds, right?

Okay, so, now we have, ah, you also say we have tortillas. This is your job now.

And we have a treat for you guys to get to know what really maize tastes like. If you use them in tortillas, thanks to Sabine.

She prepared the whole feast. And Sabine, yeah.

No, we, everybody will give us and help you to spread the… We have 18 minutes to present. Yeah.

To answer questions. No, 20 minutes, 20 to 25 minutes to answer questions.

Okay.

⁠

I'm depending so much on the Christmas break to get it all together, I started with microeconomics and it's going well now, but for the quantitative methods, I left it since so long, like, I didn't check it. I think there is some, here is an actual exam question from one of the previous years, but it's 2017.

It's quite old, but I don't think that they change a lot, because it is not something, you know, the subject itself is not changing a lot, I don't think there will be a lot. And then they also, so this is the actual quantitative research, it's for next semester, this one is for next semester.

Ah, no, part B, quantitative research. But we don't have a research at this point.

Dummy variables. Ah, will we have like an exam, will we have an exam on quantitative next semester?

On qualitative. This semester we will have quantitative.

Yeah. Okay, so this is like a theory on all the things that we discussed, I think.

On quantitative? Yeah, one of the documents from this.

So the way to study it, because there are two ways, either to study the slides, like the details and everything, or to do it in Right? We have to study it in both ways?

I think so, at least you need to understand how R output will look like. Yeah, how do you study it?

And you need to be able to read it. How do you study it?

I found courses on Russian, on this thing. About R?

And statistics, and I just plan to go through them, as well as the slides, and as well as these things. Yes, I'm telling when the holiday starts, because we will have almost two weeks, free?

I don't know, when will be the quantitative exam? It's in February, I think, no?At the Christmas break from 26th till 6th?

24th. 24th till 6th.

It would be 24th of February, the exam on. This might be our last exam, right?

No, I think it's 26th. We have some also.

Macroeconomics will be 26th of November. And organizational management will be January.

And then we have also electives, right? I have global food markets.

My exam will be 11th of February. Food marketing.

Do you want to try? You said we have more time.

So what do we change? For me, I will change the responsibility matrix.

Okay, so introduction, three minutes. Stakeholders' responsibilities.

Is that one? Yeah.

So you want to add one more minute? No. 30 seconds?

No, I will not add minutes. I will change the presentation.

But why? Because why?

No, but here. The plan.

No. I think it's fine. Guys, we have more time.

Yes, and you didn't add the tortilla distribution. This is also part of our presentation.

I don't think they will allow us to take the time from others' time. So the last one minute and a half, we will distribute the tortillas.

We need to also buy paper plates. I can buy paper plates.

For what? To serve the tortillas.

No. No? Okay, I'm going to.

So it will be like a taco? It will be like a taco?

How it will look like? No, it will be like the tacos.

Okay, show us, please.Is it vegetarian-ish? Yes.

It's vegan, I think. Okay, it's in the plan.

So, please rehearse your parts, because I think today it was a little bit tricky, because we were making adjustments. So, just research your parts.

It's on Tuesday, right? Wednesday.

Our part is on Wednesday. But at least I think we now...

I hope everybody got the idea, the whole idea of the case, and our conclusions. I'm gonna make some beans.

Is it not... What?

It's too big, no? Like, too much?

No? I don't know, girl.

Show it to Topaz. What do you mean?

It should look like that. This is the tortilla, and this is the salad.

I'm doing the sweets. Tomatoes, onions, and beans.

We eat it like that. It's just like a snack.

Something you eat. So, will we have, like, several plates of it?

But with beans, it looks more like... Yes, I was thinking that maybe we should, like...

Okay, think about it. I have enough.

I have a small, like, glasses to put the salad, the picanha rallo. I have a lot, so don't worry.

I can do that. And maybe just have a plate for, like, this.

For the totopos, we need a plate, a small plate, and we also need, like, forks, or, like, spoons, small spoons, for people to take it, because I already put it in the totopos. Okay.

That's it. So, four spoons and four plates.

Maybe five or six, because we need to give it to the teachers, too. Okay, six spoons and six plates.

Maybe even we could take spoons from our homes. I have two spoons, two small spoons.

I have... I have a small and a big one.

I don't have... I don't have small ones.

I have bigger ones. Okay.

Okay. Two big bites.

Yeah. Like...

We can get plastic ones, too. Yeah, plastic ones.

It's not sustainable. You can ask to our classmates.

Just bring your fucking spoons. It's not a sustainability class, so...

We can take it from the Mensa. Mensa is not working at ten.

Ten a.m. is too... I can take it from the Mensa on Tuesday.

When is the presentation? Wednesday.

So, we go to Mensa on Tuesday.If we take the small spoon with us, we're gonna give it back the next day. We're just taking it for the presentation.

Would they give it back? For Lisa's purposes.

No, just for that. But it's not a stone.

We're burying it. We're burying it, because we're gonna give it back.

What do you think? I don't know, would that be nice enough to give the spoon?

I mean, they do not look at it. They do not.

They do not, like, you know. Yeah.

I've done it. I've done it with the...

You saw it? No. Yeah, you know, I take the dessert, I eat the dessert, then I go home, I wash it, and then I take it back.

Yeah, I saw one professor, she was taking the whole salad with her in the university hall. Yeah.

I mean, if you... It's okay.

If you give it back... It's okay.

Are you ready? One more?

Six little spoons, and then... I have two.

Just everyone take... Do we want a plate?

Do we want to take plates also? No. And then you can make...

We can use the paper ones for that. Yeah.

Should we buy paper plates? Yeah.

Yeah. Okay.

I'll check in Kaufland if they have. You can buy it?

Yeah. Okay.

Okay. Because everybody kind of contributed in that way.

Okay. Maybe just not big amount, just, like, yeah, like five salads?

It's a whole pack, I think. We cannot choose.

Yeah. Yeah.

You cannot choose a number. But it's okay, you can use it for parties.

Just ask them to give them that. So you don't have any spoons?

Big ones. I have big ones.

Oh, my God. I was asking to Mina.

Yeah. Why don't you have any spoons, Mina?

Because my dog frightened me. He said I have a lot of utensils and other stuff.

So I didn't buy anything. Not even...

What? Not even plates?

Yeah. And utensils?

Yeah. He said he can use because it's not his thing.

Oh. Okay. He's worrying you.

Yeah. Okay, cool.

That's good, though, because everybody who lives there, they leave their stuff, and they have a lot of... Oh, of course.

Or I can bring his... His spoons?

Yeah, it's okay. Oh, my God.

I feel really embarrassed that I haven't my own spoons. Tinsel?

No, I mean, you don't... You don't need them.

Yeah. Yeah.

But you have spoons. Because...

And we do have spoons. Of course.

I mean, I was like, why? How do you live without spoons?

But it's not the case. You have spoons.

Yeah, we have spoons. It's not like...

Yeah, it's okay. Okay, so we are boring things.

You are taking plates. You are preparing it.

And I will give you tomorrow parsley. Yeah, thank you.

Will you... And I will give you onion.

When you will have the class, international... Yeah.

When you will have the class, international... When you will have the class, international...

When you will have the class, international...Okay, I can give you a Tuesday. Or I can prepare it, and then I just add the person.

Don't worry, you can give it to me on Tuesday. Okay, I will give you a Tuesday.

So should we- It's really a lot of work, it's like just making a slide. Do you wanna try again, or just finish and try at home?

So we'll do- I would prefer to try at home. Okay.

Because I want to go to the house of Beethoven. Do you wanna go?

House of what? Beethoven.

Beethoven. Beethoven?

Yeah, Beethoven. We need to change the PPT as well.

Everyone changed their own parts in the Google Slides. Yeah.

Can we pin it somewhere? Yeah, we can just change the art gear in the PPT file.

It's 10 minutes walking. It's here.

Where it is, where is it? Is it moving?

Yes, it's open, do you wanna go? Yeah.

Let's go. What are you guys doing here?

Just sitting in the house of Beethoven. It's one of the greatest artists of history.

I need to sleep, because I was like- No, you don't. I was, last night, I was like- God, I'm too tired to finish this one.

I stayed like, until four in the morning, because I was watching this series, and I was like, I need to finish this. Which one?

It's a Pakistani series. Oh, God.

Okay, so this is- I don't want to- I also slept late, but I'm doing so good. How many?

1 a.m., and then I woke up at 3 a.m., and I slept again. And I woke up at 8, because my parents were calling, and you were already on the FaceTime.

Yeah. And I was like- And then today, I wanted to wake up later, but I woke up at nine and a half.

So, it was only four. I woke up at four, for no reason.

Then I stayed up till like, 6.30. Then I slept again, I woke up at 11.

Good. Wow.

Ania, do you want to come? Let's go.

We don't have anything for the rest of the day. I have organizational management.

Ah, we have to do that. Organizational management.

You are not taking this class this semester. No, I do, but it's been from last week.

No. No. No. No. No. No. No. No. No. No. No. No. No. No. Amazing. 10 minutes walking.

What you guys been doing here? Just staying in the house.

Nothing productive. It's a house.

Just go. And you watch the piano where Beethoven used to play.

That's it. No. No. Then ciao.

No. Stop looking for excuses. No. No. You're looking at me.

Shouldn't we meet again for the organizational management?Because we only met once. When is the deadline?

We will see tomorrow. Yeah, he will let us know.

He will discuss it. But not anytime soon.

It's only for the final proof. And then we need to write the paper.

The deadline is 11. 11?

11. Then...

Next Tuesday. And everything is ready for the official announcement?

Not yet. Yes.

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