Hi, folks. So let's talk a little bit about a first price auction and bidding in a first price auction. So when we look at second price auctions, there's this wonderful property that derives from victory style arguments that people have a dominant strategy to bid their actual true valuation. Since they can't affect the price, all they can do is affect whether they're getting the good or not, and they want to get the good when their value is above the next highest bid. In first price auctions, you're actually paying what you bid.  You get nothing out of it. So here, you're going to have an incentive to shade your bid. And that means that the bidding in first price auctions we're going to have to solve as an equilibrium, as a Bayesian equilibrium. We're not going to have dominant strategies and things are going to be more complicated. So let's start by just comparing the first price auction to another class of auctions, the Dutch auctions, and just noting that these things are strategically equivalent. And what does that mean in terms of strategically equivalent? It means that as a function of the valuations of the individuals, the outcomes are going to be the same in terms of the eventual payments and allocations of the objects. And in particular, there's a mapping between the strategies in these two games that say that for an equilibrium in one of them, we find an equivalent equilibrium in the other one. And in particular, just to understand what's going on here, in both of these auctions, you've got to make a decision on how much you're willing to bid, conditional on it being the highest bid, and not knowing anything else about the other individual's values. So Dutch auctions are an extensive form. So basically what's happening is that the price starts at a very high level, it starts dropping down, and then we keep going until somebody grabs it. Now once you grab it, what do you know? All you know is you grabbed it at some price, and everyone else is still below you. So beforehand, I could just start a state of price and say, OK, look, if nobody's grabbed it so far at this price, this is what I'm going to be willing to bid. So conditional on me being the highest, this is what I'm willing to put in. And so that strategy of figuring out where you want the clock to go down to before you grab it is equivalent to just writing down your value in a piece of paper and saying, OK, the highest person wins, because I have to make a decision on how much I'm willing to pay conditional on that being more than what everybody else wrote on their slips of paper. So we end up with the same strategic analysis, basically. Why do we see both of these different kinds of auctions still used in practice then? So one nice thing about first price auctions, seal bid auctions, is you can have people bid asynchronously. So a lot of procurement auctions might be done this way. So for instance, the government might say you can bid on a certain contract, put your bid in an envelope, and send it to us. Actually, in procurement auctions, if you're trying to sell something to government, usually it's the lowest bid that wins. But those can be held asynchronously. Everybody can just mail their things in, then you open up the things, and whichever is the winning bid is then picked out of the envelopes. Dutch auctions, in contrast, you have to have the people together and sitting there watching the clock go down. But the nice thing about those auctions is you don't need as much communication in the sense that all you need to do is have this thing drop, and then somebody to say yes at some point. So only one bid needs to be transmitted from the bidders to the auctioneer. So it's very efficient in terms of information communication. You have the clock dropping down, and then somebody saying give it to me. So there are different auctions in terms of the actual implementation. OK, how should people bid in these auctions? Well, as we mentioned just a few minutes ago, bid less in your valuation. Because in basically deciding how low to bid is going to be the tricky part. Because you've got to trade off. The lower that you make your bid, the lower the amount you pay, but also the lower the probability that you win. So you're trading off probability of winning against the amount that you are having to pay. And so now you don't have a dominant strategy. How low you want to go actually depends on what other people are doing. So if I think other people are going to bid very, very low, then I'm going to be willing to lower my bid a lot. If I think other people are going to be bidding fairly aggressively, I might have to keep my bid higher. So I can't make my decision of how I should bid without knowing exactly what the bids of others are. And so now we don't have a dominant strategy. I don't have one thing which is best to do regardless of what other people are doing. I have to think about what they're doing and calculating my bid. OK, so let's have a quick look at an equilibrium of one of these and see how we can at least verify that something's in equilibrium. And then we'll talk a little bit about how you might find equilibrium in these auctions, which is not going to be always extremely easy. So let's think of a first price auction. So let's start with a very simple case to analyze first. Two bidders, both risk-neutral, and they get an independent draw from a uniform distribution on 0, 1. So each of these two bidders, so we've got two bidders. Each person uniforms 0, 1 valuations, and those are drawn independently. And the claim here is that if we look at we want to get a Bayesian Nash equilibrium of this game, what are we going to have? The bids are just going to be each person drops their value by half. So if my value is 3 quarters, I'll say 3 eighths. If my value is a half, I'll say a quarter. So I just take whatever my value is and I just shade it by a half, and that's my bid. And so let's go through and just verify that that's a Bayesian Nash equilibrium. So we want to check whether this is an equilibrium. So given the symmetry here, we can just check for one of the bidders. So let's suppose that the other bidder is actually, whatever their value is, they bid a half of it. And now we think about bidder 1. And let's let bidder 1 choose a strategy, S1, of how high they're going to bid as a function of their value. So if I'm bidding S1, so let's suppose I put a bit of S1 in and the other bidder is bidding half of their value. So when am I going to win? I'm going to win when a half of V2 is less than S1 or V2 is less than 2S1. And what's my payoff then? My payoff is V1 minus S1. But I'm going to lose whenever the other individual bid, when V2 over 2 is bigger than S1 or V2 is bigger than 2S1. And then I get a utility of 0. So in terms of figuring out what my value is, there's cases where I win the auction. So I can integrate over those where V2 is up to 2 over S1. And then I'm getting this. And otherwise, if the value of the other person is bigger than 2S1, I'm going to get 0. So this is my expected utility, a simple integral. Integrate that thing, what do you get? You get 2V1 times S1 minus 2S1 squared. Very simple expression. So we have an expected utility as a function of what my S1 is, conditional on the other person following this prescribed strategy. So let's differentiate that with respect to S1, set it equal to 0. So when we do that, what do we end up with? We end up with S1 equals half V1 as being the solution to setting that equal to 0. So if you want to maximize this, and you can check the second order conditions, if you want to maximize this, indeed, here, we end up with a condition where my optimal bid, given that the other person is bidding half their value, is to bid half my value as well. So again, the calculation for the other person is exactly symmetric to this. So this is a Bayesian Nash equilibrium of this game. So what we've got is people bidding down and they're trading off a calculation implicitly in terms of what we're doing here. If we want to look at the calculation that we were doing, by decreasing your bid, the gain is that you pay less conditional on winning, but you also win less of the time. So the trade-off is coming that you're winning less of the time, but then you're paying less when you do win.  This is obviously a very narrow result. We did two bidders, uniform valuations. So we need to solve for this thing, because this is not incentive-compatible as a direct mechanism in terms of dominant strategies. So it's not a dominant. We have no dominant strategies here. We're not getting dominant strategy incentive compatibility. We need to solve for the equilibrium. And more generally, if we had n bidders instead of 2, what would the equilibrium look like then? It's going to look like instead of shading your bid by a half, the general formula is going to be n minus 1 over n. So when n is 2, this is a half. When n is 3, then it's going to be 2 thirds. When n is 4, you go up to 3 quarters and so forth. And so you just keep climbing in terms of how much you're bidding and what's happening. Well, it gets harder and harder to win with more and more people in the auction. You're going to have to bid closer and closer to your value to have a chance to win. And then the trade-off is just that as you lower your bid much beyond something that's very close to your bid, you have no chance of winning. And so you're going to end up having this trade-off be closer to the actual value. You can go through and do the calculation. It's going to be very similar to what we did. Just a different calculation in terms of integrals. Now you're going to win when everybody's below you, not just the other person below you. So that's a slightly more complicated integration. But basically, exactly the same logic we just did for the two-bitter case. So broader problem. What we did here is we only verified that this was an equilibrium. So we guessed the equilibrium and then verified it. How do you actually find an equilibrium in these cases? Well, if it's not a nice uniform distribution and guessing that it's going to be a linear function of your value, then you've got to guess more complicated functions. And there's going to be basically some integration problems, which will give you some ideas of how this works for certain distributions. For arbitrary distributions, the bidding function can be much more complicated functions. And basically, it will only be described up to some integration conditions. So there are papers that give some solutions to this. There's a paper by Milgram and Weber in 1982. There's some other papers out there which will give some background on solving these kinds of auctions. That first-price auction actually has been solved quite early on in the literature. But more generally, solving these ones when we don't have knowledge strategies is going to involve some guesses. And in some cases, there might be some integration conditions that will give us nice solutions, but they often won't exist in closed form. And especially here also, the symmetry helps a lot. So if you have asymmetric auctions, things can be difficult. And more generally, even finding whether equilibria exists in these worlds is not an easy problem. There's a literature, in fact, that I've worked on a bit, about existence of equilibria in auctions. So one thing about equilibria in auctions is they're discontinuous. I changed my bid a little, and I might be going from winning the object to not winning the object. And so suddenly, my payoff goes from being positive to being zero. And that discontinuity means that I might not always have nicely defined best responses that are going to move in ways that were used, that the implicit proofs of existence before made nice use of the best response correspondence. That it's not going to have the properties it used to have in these discontinuous games. And getting equilibrium and existence in these kinds of auction settings is quite tricky. And there's some things that are known about settings where there do exist equilibria. There are also some examples where there don't exist equilibria. So that's actually an interesting project on its own. So different kinds of auctions, different kinds of equilibria, they're related to each other, and we'll see more about that in a bit.


OK, welcome back. Last session of the day. Previous session, we were talking about the operator's perspective and about value creation for the operators. Now a big part of the community in generating that value is by the cloud service providers and vendors. So this section will have four presentations by the CSPs and ISVs. Start off with extending vendor data platforms for interoperability. So this will be Beth Reedy from Halliburton. And what's nice about this is it's not simply us delivering a commercial solution on OSDU as you consume from landmark, for example. But actually how we're leveraging the platform in service delivery across some of the other Halliburton PSLs. So Beth, I'll invite you on to the stage, please. Hi, good afternoon or evening. Hello, my name is Beth Reedy, principal product champion at Halliburton, where I pretty much own the data warehouse and have really just recently taken over ownership of the data lake. I've got over 20 years of experience in data warehousing and analytics. But really only three of that is in oil and gas. And then half of that is in production upstream data. So I'm really very much still just learning all the data that's coming in from our individual PSLs as an oil and gas service provider. And then I'm even newer to OSDU, so I'm really interested in seeing how we can further leverage OSDU and OSDU concepts as we move forward. So today I'm here to talk about, oops, I remember to do that one too. So today we're here to talk about some of our data challenges as a vendor, starting with data collection and discovery, and then extending that into interoperability through OSDU APIs, and then discussing one of the mechanisms we're just now starting to build out, which is to reorganize our data based off of data domain. So well engineering is a discipline that in part builds upon the learnings of what was done before, how other similar wells were previously constructed. So its success is subject to the amount of accessible and collectible offset well data that can be made available. However, information from drilled wells is often scattered across systems and geographies. Data could be trapped in proprietary data formats, and that makes it really difficult for youth to then integrate that data. These challenges increase the efforts required to find, assemble, and prepare information to design the next well. One of the most important first steps is to actually centralizing that data and the data access. So one of the big challenges that we face is that with our internal data collection application called INSITE, is that we are generating over 14,000 individual well database files a year. Those files are then parsed into approximately, oh, hi. I got to coordinate. Sorry about that. So those files can get parsed into about 4.4 million time in depth based records. And then that is just the beginning. Then there are unknown countless hours spent on data engineering and wrangling of that data. So as I mentioned, INSITE provides individual well database files and has been used for decades across multiple of our PSLs or product service lines. The data is collected and archived in a single well, single service line proprietary ADI file. Each of these instances of INSITE is actually installed on individual laptops or workstations for each rig, and then they can be configured differently, which is great for those in the field who are only looking at a single well at any one time. However, this becomes really problematic when there's no global or company-wide consistency. Currently, this data is also then trapped inside these individual INSITE instances and requires that this data is manually imported or exported, and still you only get a single view of a well. So if you are trying to look across many offset wells, this is not an efficient or very scalable effort. Our first initiative to solving this issue was to ingest these ADI files and put them into a centralized data lake. But the initial collection of the ADI files still does not make it usable for a multi-well analysis, because those files, again, can only be read by INSITE and you still only get a single well view. So our next step became to actually parse out those ADI files into stored columnar-based Parquet files. The initial phase and the initial purpose of our data lake was to become a centralized collection point of historical well data, while then we also have our RTS platform, which is for the real-time data. The next phase starts to transform those ADI files, again, back into that Parquet file format that I just mentioned. And from this point, some of that data is further than processed using ETL via Databricks and Synapse Pipelines to take that real-time data and the historical well data, aggregate it and combine it into a data warehouse. This is for more internal analytics and business intelligence uses. So wanting to anticipate our internal PSL's data needing to be accessible via OSDU for operators and customers, we started an initial phase of working towards OSDU compliance. Our first venture into this started with utilizing the physical ADI Parquet files that we just parsed out stored into the data lake, which is a component of HDU or how data universe. When the HDU data lake would receive files, a JSON message was generated and sent to the HDU OSDU service. That then triggered the processing into OSDU through the usage of various APIs. So once that data was extracted, we still had to do further cleansing, mapping, and enriching of that data to actually meet OSDU requirements. Depending on the file type and the well, it was mapped to different custom OSDU schemas. After that, using a manifest ingestion workflow set of APIs and other APIs that transformed data was then provided to OSDU. From that point, OSDU data ingestion pipelines loaded the data into the appropriate data model and storage. Once into OSDU, we validated and monitored that data workflows to ensure that the data was loaded accurately, completely, and up to date utilizing OSDU search APIs and elastic search queries. So that was our first venture into utilizing OSDU with our data lake. However, we were still finding that, even though we had parsed out the data lake files into our original ADI files into all these Parquet files, we were still having a lot of issues with the organization of the data, the fact that we had varying schemas within the data and that we had unit of measure issues. So we took a step back and we looked at our data lake architecture. So pretty typical industry standard data lake architecture usually have about three zones or ponds, whatever you want to call them. And they can go by different names. Kind of just depends on who set them up or whose paper or book somebody read. But they still generally have the same functional purpose. So that first zone, that first area is for ingestion. Frequently you will hear it called bronze ingest or raw. And it's all about getting data into the data lake. It can be in any source format. In our case, we've got the ADI files. We could have JSON files. You could have CSV files or any other kind of file format that's coming in. And it's all about getting the data in. So then we go into the next area of the data lake, which is really about transition. Because we got to go from that operational data into analytic data. So that transition phase usually has some levels of data transformations that are applied. Could be data filtering. Could be all kinds of other things. Whatever is needed for you to start to prepare your data for the next layer. Frequently this area is called silver processed. Again, numerous names. But the all important part is to get that data to that consumption layer. Consumption layer is frequently called gold or curated. So after we reviewed how our parquet files were kind of set up and laid out, we determined that while, yes, we had made it more accessible, we'd made it more readable. But we were still very much organized in an operational format. So we really weren't ready to classify it as it truly being that transition layer. And it was still really kind of more part of ingestion. So that's why we've got that staged parquet file area. These first parquet files were stored in our data lake within specific PSL containers. And then further broken up by what we call a record or just end description, which you could equate to a table or a data set. But ones with varying schemas and non-consistent data. So within those sections, we were storing individual files for each well and run or section. And then by timestamp in which it came into the data lake and was parsed. So we do now have multiple wells stored together within the same area. However, if you wanted to do multi-well analysis, you were still having to know every single individual well file that you wanted to go pull. And you would have to then take all those individual files and bring them into data breaks or any other query or processing tool that you were using. So now we get to the part where it becomes critical that those ADI files being individually configurable starts to really have a big impact. So with those ADI files, when you're pulling from multiple wells, when they can have different schemas and different units of measure, you have to do a whole lot of data engineering and repeated data processing to get them into a usable state. So this is kind of where we came up with the concept of moving our data and reorganizing it into domains. So the idea is that instead of it being organized by PSL, anything related to something like well construction or drilling or our well bore data would all go within the same domain. So now you don't have to know your individual files where you're looking for data. You just need to know what area of the day like you're going to look for it. So that's still only addressed part of our problem. We still had the problem of the varying schemas. So in order to deal with that, we are further classifying the data into what we would consider a subdomain. And if you think about it, that would be really based off of granularity in the load type of the data. So for example, drilling time series curve data would all be stored together. Data that we have that's really at a run or section level would be stored together. Metadata would all be stored together. So this would put us in where we could set up a never changing schema. And it would be a mix of auditing metadata, source metadata, unit of measure detail, and then select record key and filtering columns that would be, quote unquote, flat or repeated while all the other remaining fields would then be stored in name value pair. This allows us to be completely flexible, as flexible as our source data coming in, and then also be completely flexible for our use cases and the curated data sets going out. Because changing schemas from the source would not affect our downstream processing. So in conclusion, we believe that by connecting data, it will improve efficiencies just starting in terms of actually getting that data together, and then that will actually lead to efficiencies in the field. Accessibility will increase use case success as service providers and operators are able to share and utilize data based off of OSDU standards. We are moving towards a path of data reorganization based off of domain and to better support our changing data landscape. So our journey for getting our myopic raw data to a usable state for offset well analysis, machine learning, and AI projects, other BI and analytics needs is still ongoing. We continue to try to improve how our data is made available internally and externally by leveraging OSDU and OSDU concepts. And that's it. So thank you.


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So on this podcast, we're going to talk about something that I think is on everyone's mind and that is brain health. And here's the good news. For you folks who are worried about whether you carry the apoE4 gene, the Alzheimer's gene, it is not your fate.  So first question that everybody wants to know because it's in the news and I talk a lot about it, the apoE4 gene. So the apoE gene makes you make a lipoprotein that carries cholesterol around your body. There are different ones of these genes and different ones of these lipoproteins. The one that gets everybody's attention is the apoE4 gene. Now why it gets everybody's attention is about 30% of us carry either a single copy of this four, you're called three fours, or a double copy of this four and you're called four fours. About 25%, 28% of us carry three four, the other 2% carry four four. Now everybody goes, well, that's called the Alzheimer's gene and it is because it's the only recognized gene that correlates with an increased risk of developing Alzheimer's dementia. Now I might add that Alzheimer's dementia is different from other forms of dementia. There's such a thing as vascular dementia that I'll talk about as we go along. Okay, so what is the risk? So people who carry the single copy of the four have about a eight or actually about a double the risk chance of developing Alzheimer's than if you didn't have that. The folks who carry the four four have an actual eight times risk of developing Alzheimer's. So that's a real deal. Recently, there's been a study looking at early onset Alzheimer's. These are people who get Alzheimer's before the age of 60. And interestingly enough, only about 10% of those people had the apoE4 gene. So the point of that study is that the vast majority of people who got early onset Alzheimer's, it wasn't the gene that did it. So you're sitting around going, well, should I have my apoE4, my, my apoE status checked? 23andMe does it. Their genetic testing services do it. You can actually have it checked for in any of your doctor's offices say, hi, I want my apoE status checked. It never changes. You either have that gene or you don't. So you're not going to recheck and say, oh, good, it's gone. The point of all this is there are modifiable things you can do to make sure that gene isn't as mischievous as most of us fear. So when you carry the apoE4 gene, and I got interested in this because people who carry the apoE4 gene have increased heart disease, have increased coronary artery blockage. And we now know that the process that causes the coronary artery blockage is the same process that contributes to Alzheimer's in the brain.  Even or not, your brain cells need cholesterol. It's a critical component of our brain. But unlike, quote, 75% of the population, if you carry the 4, this little carrier, I like to think of it as a subway. And the subway, apoE4, is carrying cholesterol into your brain and cholesterol gets off the subway, goes to your brain cells, goes to work, and then believe it or not, whatever cholesterol isn't needed at the end of the day gets back on the subway, the apoE4 carrier, and leaves. That's how things should normally work, kind of getting on and getting off this carrier. What happens if you make this apo lipoprotein 4, cholesterol gets off just fine, gets out of the subway, goes to work, but then when it wants to get back on, get out of the cell, the subway is full, the doors are closed, and so cholesterol actually builds up in the cell where it does its damage. So that's why study after study after study shows that lowering small dense LDL, and you can have this measured in any doctor's office, is very, very important for people who carry the 4 apoE. It's not so important if you got a normal subway system. So and you've heard me talk, the cholesterol in and of itself is not dangerous, but if you carry this malfunctioning subway system, it behooves you to keep that portion of cholesterol low. So how do we do that? Studies show that saturated fats, particularly animal saturated fats, are the mischief maker in apoE4s. So sorry about that, that means limiting the amount of cheeses you eat, limiting the amount of animal fats that you eat, like bacon for instance, limiting the amount of other long chain saturated fats such as is in coconut oil.  At least in my studies, it does not seem to increase these small dense LDLs, but I can guarantee you that it does, that saturated fats like coconut oil will. Let me give you a classic example that I share with all my patients. I have a young man, incredible young man, who carries the apoE4 and his father actually has early onset Alzheimer's. So obviously he's very concerned about this. And whenever we test him, he makes a lot of what are called small dense LDLs. And every time I would see him, I said, look, you know, and he loves cheese. He said, we got to get cheese out of your diet. I'm sorry. And he said, no, I love cheese. I said, well, I tell you what, let's do an experiment. Two weeks before the test, I want you to give up cheese and we'll draw your blood and see what happens. So he does. We draw his blood, his small dense LDLs, which are really high, drop to normal. And he's looking at his results and he looks up at me, he says, it's the cheese. And I said, yeah, he says, well, this is great news. I said, oh, thank goodness, you get it. He says, no, you don't get it.  I'll stop eating cheese. You'll never know. And no, his body won't know because we know that cheese in him is producing a problem in his brain. He's not feeling it now because he's in his forties. But believe me, every study shows that if you have the four, you don't have to stop it, but you have to limit the amounts of saturated fats in your diet. And you'll see, and I see this in all my patients, those small dense LDLs just drop to beautifully low levels, and that's what you want if you have the four. Now the other question I get is, I don't want to know I have that gene because I'll just be freaking out that the next time I put my cell phone in the freezer, that means I have Alzheimer's. And that's not true at all. We know that this is completely preventable if you carry the four as long as you do these tricks. For instance, I love to talk about this gentleman who was brought to me by his family when he was about 90 years of age. He runs his company as three daughters and they said, look, dad is sharp as a tack. We want to keep him as owning the company. We don't want to take over. Can you help us? Well, he carries the four. So he's now, he'll turn 98, actually in a couple months. He still runs the company. We dramatically drop the amount of small dense LDLs in him. He's happy as a clam. He's smart as a whip. He does not have Alzheimer's. And so you can do this at any time in your life. The other important thing is that you can, if you don't have those subway cars full, actually begin to do what's called reverse cholesterol transport. So please get the APOE4 tested for a third of us, 30% of people carry it. And there's something you can do about it. Now I think that discussion should actually make it clear that genes, even that gene, does not determine your fate. And like I talk about in the longevity paradox, there was a beautiful article published in Gut in 2018 that actually showed that family history genes has only about a 10% or less effect on your fate, on your longevity, on your diseases than environmental factors and the food you eat and the gut microbiome that you have as well as your oral microbiome. And I'm going to go into that in just a second.  And so that's the great news. Your parent getting dementia or your parent getting coronary artery disease or your parent getting diabetes or even your parent getting cancer is not your fate as long as you don't eat like your parents. So when I take a family history, all I want to know is if you're eating like your parents ate and then they got something, that's where we have to intervene because their fate does not have to be your fate. And that's the exciting thing about the longevity paradox. You can control almost everything that's going to happen to you with food and appropriate supplements. So I have a whole section in the longevity paradox about the importance of exercise and particularly exercise in women who want to have good brain health. It's a shocking study, but so exciting. I just keep mentioning it all the time. This study looked at humans, human women, women who engaged in a regular exercise program. And that can be as simple as walking the dog for a mile twice a day. It can be as simple as yoga, as Pilates, as believe it or not Tai Chi, or something as vigorous as running or weeding a garden, believe it or not, weeding a garden is hard work. Women who regularly engaged in exercise throughout their lives had a 90% reduction in developing Alzheimer's disease compared to women who did not regularly exercise. Now even if they got Alzheimer's disease, that Alzheimer's disease occurred 11 years later than the group who did not exercise. Now just let that sink in. If we had a drug that was 90% effective in stopping Alzheimer's disease, how much would you pay for that? And this drug is free. And even if you were going to get Alzheimer's, getting Alzheimer's at 80 is a whole lot different than getting Alzheimer's at 91. You got another 11 great years that most of us actually look forward to in our 80s rather than sitting in a chronic care facility, not knowing our loved ones' names. So exercise is so, so important in this process. The other thing that exercise does that I talk about in the longevity paradox is that exercise probably does this by changing the bacteria in your gut to a more friendly bacteria. Dr. Dale Bredesen who wrote The End of Alzheimer's and I love to talk about this. Most people have heard of amyloid plaque and tau proteins in Alzheimer's. What most people don't realize is that that amyloid plaque comes from bacteria in the gut. It doesn't come from the brain. And that amyloid plaque, if you have a leaky gut, leaks out of the gut, goes to your brain and there it actually stimulates the production of more amyloid plaque. So if you don't have gut bacteria that are making amyloid plaque and you don't have a leaky gut, by definition you can't get the amyloid to go to your brain. Same way with Parkinson's. We now know that Parkinson's is actually caused by number one a leaky gut, but more importantly a second new paper has confirmed that lectins climb the large nerve that goes to our gut called the vagus nerve up to the brain to the area that controls movement called the substantia nigra and cause Parkinson's. And most people have heard of a herbicide called periquot. Believe it or not it's banned all over the world, interestingly enough it's still not permanently banned in the United States and this recent paper showed that periquot climbs on to lectins and goes to our brain. And we've known for many, many years that periquot causes Parkinson's and we now know how it gets there and that's via lectins. So these are steps that you can take for great brain health. And I'll say it again and I'll say it every day, lectins are the major cause of leaky gut in almost all of us. So getting major lectins out of your life is one of the major ways to protect your brain. Now brain boosting also is important in terms of your oral microbiome. Believe it or not you've got a bunch of bugs in your mouth and we're now sadly discovering that mouth health, that gum health may be even more important for your brain health than any of us would have suspected. There are two scary new papers that show that if you look at plaques from people who have died with Alzheimer's disease, every one of those plaques will have a bacteria from the mouth called P. gingivalis present in those plaques. Now think about this. The mouth and the nose are right next to the brain. They're the closest to your brain of any structure.  So that's all the more critical.  And there they actually cause inflammation, which is the cause of all dimension from whatever source.  We actually have to have a friendly oral microbiome to actually keep your gums and mouth safe. The other thing that I talk about in the plant paradox is that mouthwash users kill off bacteria that actually make a compound called nitric oxide which dilates your blood vessels. And believe me, we want our blood vessels to dilate to get blood into our brain. So skip the mouthwash. One of the best breath fresheners there is is parsley. So parsley usually comes on your plate when you order something. After you eat chew the parsley, it's one of the best breath fresheners there is. And particularly fond of either coconut oil pulling or better yet, olive oil pulling. It will actually change your microbiome. And here's a tip from Penny, please floss at least once a day. She does it twice a day. I can only bring myself to do it every other day. I admit I've even done a study on myself and others every other day flossing. Get yourself to floss. It will change the way bacteria have of getting into your bloodstream. It will stop them in their tracks and it's a study I published in the Journal of the American Heart Association. The other scary study, people have strokes and they're caused by emboli. And most of these emboli come out of our carotid arteries, these two great big arteries that go to our brain. This study in humans found that another oral bacteria called strep viridans was present in the emboli in these people who had strokes. This was by a same group that also confirmed that people with coronary artery disease have strep viridans in the plaques in their coronary arteries. This goes along with my theory and other people's theory that atherosclerosis, hardening of the arteries, plaque in blood vessels is actually an inflammatory process and that bacteria are capable of initiating this inflammatory process. So not only do you not want to have leaky gut, but you don't want to have leaky mouth. So make sure when you go to the dentist that they are doing probing of your gums and if you start getting threes or fours or beyond that ought to pull it off the air raid sirens that you got leaky mouth and these bacteria are actually getting into you and your brain. So please, I talk about taking care of our gut, but it's equally as important to take care of the bugs that are in our mouth. Speaking of taking care of our brain in another way, I mentioned earlier that meditation is incredibly useful.  I just want you to have a quiet time. I actually meditated during heart surgery. I now meditate during my jog with the dogs. However you choose to do it, whether it's a quiet time, you can meditate laying down in bed, just do it. Meditation changes your gut bacteria for the better and very good studies in memory show that people who meditate on a regular basis have improved memory versus controls who were not taught to meditate. So take the time, look at some of our podcasts, there's some great books, there's some great self-help ways of making meditation a part of your everyday life and it does not take a room where you lock yourself up for half an hour and make your mind go blank. That's not what you have to do. Now it's time for my favorite part of the show, the audience question. Luminary 27 on Instagram. I read your recent interview with Goop and you seem to be a fan of cassava. There is information out there saying cassava is poisonous and less cooked and I'm so confused. If lectins are harmful, how is the cassava exempt from your list? Well so far I don't know of a human being who eats raw cassava. Remember plant tubers are protected by the plant with poisons, toxins. They don't want insects from eating their tubers and so they have a protective system. We as humans after fire was discovered or we bumped into it probably about 150,000 years ago dramatically changed because fire, heat destroys the toxins in tubers and there's very good evidence that you and I are what we are today, thanks to fire allowing us to eat tubers. So you can have all the cassava you want as long as it's cooked and quite frankly a cassava flour is cooked, cassava chips are cooked. Now I have another podcast that says be careful it's still a starch even though it's a resistant starch and you can't have 12 bags of cassava chips every day. You can't have 14 cassava flour tortillas every day. It is not a health food in that way but cooking destroys these lectins and these toxins. So have your cassava but that's a great question. So thanks for bringing that up. Okay so that's it on brain health today. A lot of subject area, I hope that helped you guys particularly with the apoE4 gene. It is not your fate and that's the great news. I want you to be that 98 year old guy who's still running their company and running it very well I might add. Before you go I just wanted to remind you that you can find the show on iTunes, Google Play, Stitcher or wherever you get your podcasts because I'm Dr. Gundry and I'm always looking out for you.


Aloha, Foundation staff, new and old alike.   No, no, especially if it's me. Whatever. So the L5's have been on my case for a while now about writing my own field manual in order to pass on my expertise to the younger generation. Increasingly so, since I find myself less and less of the younger generation as time goes on, since there's a recent uptick in staff stories about me, I decided now is as good a time as ever to release my field manual. How to survive when reality doesn't, by Alto Clef. And within these pages, you'll learn how to deal with reality benders and what to do if the laws of physics go sideways without warning.  I just wanted to give it mushrooms and see if it affects them the same way he does plants.  Mushrooms aren't plants Alto, they're fungi. I mean I know that. But he's a biblical SCP and back in ye old Bible times, when he used the modern system of taxonomical nomenclature, they didn't have a system. All names were colloquial, which is why when the Bible calls Jonah's whale a great fish it isn't wrong, a fish was anything that lived in the water. The Catholic Church even officially declared that beavers were fish in the 17th century so you could eat them during the Lent. So if by biblical logic a beaver is a fish then surely mushrooms are plants? At the time Cain was cursed no one knew what fungi were. Even Aristotle divided the living world into just plants and animals so it makes sense that Cain's curse would extend to fungi, which ancient people would not have distinguished from plants.  It would be so simple just pick up some mushrooms from the nearest supermarket and give them to Cain and see what happens.  I don't actually know why it was denied, probably just out of spite. I got close to Cain once with a can of Campbell's Mushroom Soup but security tackled me before I could open the can. Actually no, it was the Heinz Soup.  Yes he really rode 682.  I mean the question remains, can he ride 682 with a water bottle on his dick? The most frequent response to my requests is there's not enough in the budget for that to which I most frequently respond, well what the heck is the budget? I mean how do we acquire resources and how do we allocate said resources? I mean that's not an unreasonable question. Is a little transparency too much to ask for a covert international organization? Like I'm pretty sure we built a fake moon once. Lombardi couldn't get coffee and donuts for his orientation? I mean how does that make any sense at all? One of those common questions I'm asked by lower ranking personnel is how many SCPs are actually in containment and I tell them that's above your pay grade but what I don't tell them is that it's above my pay grade too. What I do know is that you can't go by the database. Entries appear and disappear from that thing multiple times a day and some of those files are definitely deliberate disinformation and not just the old one entries either. I mean SCP entries get reassigned, there are outdated files still floating around for some reason plus due to the CK reality shifts some of those files are from alternate realities that don't even exist for us anymore. It's very confusing. I swear I've been to facilities with multiple empty cells that allegedly held SCP objects. I mean maybe they were out for testing or something but who knows. Now sometimes I fear that we've become so entangled in our lives and none of us knows the truth anymore. Sorry I got a little spacey right there. I think I might be too stoned. Oh uh if you want an estimate on the SCP count I'd say at least a few hundred based on my own personal experiences in the Foundation and at most like tens of thousands based on the maximum capacity of all Foundation sites and the areas that are supposed to exist. Or maybe the anomalies are normal and everything we think of as normal are the anomalies. Yeah let's go with that. Look Apollyon was supposed to exclusively beat Vasipi 2317. It was this uh oh and stop reading if you don't have high enough clearance but uh it was this colossal eldritch demon bent on destroying the world. It was only kept in check by some ancient forgotten magic that was slowly failing. Its escape and the subsequent extinction of the human race was inevitable and there was nothing we could do. I mean that's what Apollyon means but then Talorin was like oh this reality bender that's torturing me and a living hell for all eternity and we'll do the same to everyone else if it gets free is pretty extra so I'll classify it as Apollyon too and now literally the entire database is classified as Apollyon.  I mean granted 2317 turned out to be not quite as invincible as we first feared. The 05s ended up taking it out with like a couple of how it surrounds the cranium and I mean even if that hadn't worked how would it have even fit through the door. I mean I'm not saying that makes it okay to just use Apollyon for anything. You know what I don't even know what I'm saying. I'm gonna let you in on a little secret.  Nothing happens. I mean go on look at what I dare you. In fact a double dog day and you cannot say no to a double dog dare. I mean let's see which 001 proposals are true.  Everything I say is a lie including this. I mean Locke's definitely can't be real because that obviously didn't happen. Well that's one of those CK reality shifts again. The factory is real so maybe Bright's proposal is at least sort of true. I mean Gears prototype I've actually seen so that one's definitely true. It also explains why Keto is pronounced that way. It actually has nothing to do with the Kabbalah. It was just some doctor's name. Also the broken God one's true. That means the Gulf of California didn't exist before 1942. But that's true then California never would have been mistaken for an island. I mean unless we made that up too. I mean see what I mean about getting lost in our own web of lies. You know back when the O5 started cracking down on gratuitous cross-testing and general shenanigans. They were even gonna forbid staff from using the pizza box. But then pretty much all of site 19 threatened to go on strike.  As far as I know that pizza box is literally the only reason half of those people are still with the foundation. Which makes sense considering. I mean as you might imagine I've butted heads with the ethics community a few times over my practice of you know secretly drugging trainees with designer hallucinogens to simulate a reality bender attack.  My training program only works because people think it's real. That's the whole point. Have some people harmed or killed themselves or even others during my training sessions. Sure have people committed suicide or otherwise suffered long-term psychological damage due to the guilt of the psychological trauma inflicted during their bad trip. I mean yeah. I mean wouldn't make more sense to gradually acclimate trainees to the stresses of reality bending attacks instead of subjecting them to a full blown simulated attack all at once and losing valuable personnel to how fuck.  I read everything in imperial and just let the containment specialists convert it.    I know no one wants to talk about June but I still cannot believe how many staff and SCPs were lost over a friggin rainbow logo. I thought Gears was crazy when he was worried that my stoke division between staff of different ideological leadings and the next thing I know the solidarity is gone. I mean it's just gone. And we need that thing for space threats. Like that giant alien robot in Jupiter's red spot that's gunning for us. Trump's space force isn't going to be able to hold that thing off. That's all on us. And maybe that moon champion guy could help. Everyone likes to make fun of junior researchers for suggesting we use titanium but I have a titanium ceramic frying pan and I love it. Sure a lot of the time titanium would be overkill but I mean considering what we're trying to keep contained I'd say overkill is the way to go. Now I got a question for you. Why wasn't I the foundation's go-to guy for dealing with reality benders not part of Project Orpheus? That Cronenberg-esque nightmare of mine-rape and body horror to turn reality benders into plug-and-play Eigen weapons.  What happened to Dr. Costello and her team was inevitable. You can't control reality benders with reality anchors. Anchors are for emergency short-term containment only.  We don't contain benders. We terminate them when they're vulnerable.  If you think it's gonna keep you safe forever.  I mean God knows foundation probably regrets not taking their shot at me. It was the best of times and it was the worst of times. Actually if I'm quoting classic literature I think I might be running out of steam. I guess I'm done. Well congratulations you're now certified for low human counters and tight green combat scenarios. Well done agent. I'm not sure how long I was talking for and my attention wanted a bit at times but I'm sure I said something useful in there. Just use your newfound abilities responsibly. You know like me. Aloha.


And we have good news, because our technicians have solved the problem with the audio in the videos. Yes, in the videos. So for the second part, we will have, I hope, fingers crossed, no problems with the audio in the videos. So as you know, we have four or five pending groups, so let's finish with them. And then we'll start the second part of the session. So who wants to restart? Okay, please. Okay, so the standards we have chosen in our global collaborator and digital citizen. And the activity consists on creating a class block about different cultures in relation with different topics we work on along the year, for example jobs, transport, food, clothing, different aspects, cultural aspects. The activity has been designed for the six-year students. The subject is social science, and the block of contents is number three, living in society. Regarding to the objectives, they are to learn how to search information, to use the ICDs in a responsible way, to learn how to use the different computer programs, to learn about different cultures, and to value and respect different cultures. And to assess these tasks as the students have to do it in pairs, they will have to introduce or to investigate a topic and to give us to download into the block. So each week or each unit, we are going to, everybody together to co-evaluate our partners with a rubric or with a worksheet or with a checklist. And that's all. Okay, next group, please. Our activity is called Do It Yourself. It is going to be developed in arts and crafts. It is to the sixth level, and it's going to be developed in four lessons. The objectives are to enhance the students to use new technologies in order to create an art tutorial and to promote sharing of knowledge between students of different levels. The standards are knowledge constructor, innovative designer, creative communicator, global collaborator, empowered learner, and digital citizen. And the contents are vocabulary and structures relate to instructions, knowledge about art materials and techniques, and steps for making crafts. And about the procedure, first of all, we as teachers give information and show examples about different tutorials to the sixth grade students. And then we give instructions to prepare a tutorial and ask them to decide in groups what kind of craft they would like to explain and show in a video. For example, a tutorial about a bookmark or a key ring. And finally, with all the necessary materials, they record the tutorial step by step. And we as teachers can show this tutorial to the other groups, to our groups. And we think it's a good way to take advantage of this work and to motivate the students. Hello, our activity is named, We're going to visit the zoo. The areas we are working on natural science, arts and crafts, and English. The level for which is designed this activity is for five grades of primary education. The standard that we have in account at Empower Lane, Knowledge Constructor, Computational Thinker, and Global Collaborate. I'll go on myself. The next one would be the objectives. We are trying to find out information from a web page, in this case from a zoo web page, to organize a day trip to a zoo, to budget a trip, and to create inner groups, to create flyers or displays covering the visit. And then we're going to start with the activities. The first thing we're going to set is a web quest. When designing a web quest, our suggestion is that you should go for government substating web pages. Our personal favorites in the group were the London Zoo or the Smithsonian, the London Zoo, or the Smithsonian, in the case of the Americans. Things that are going to be, there are things that are reliable enough so that you think that you're going to prepare an activity. And the web page is going to be standing for a long time so that you can reuse it. In the case of the web craze, we're going to design. We're thinking of dealing with timetables, route to the museum, to the zoo, access to it, ticket prices, cafeteria price list. And then relating to animals, we are thinking of questions related to animal dogs, animals, animals, life expectancy, and trivia of the animals. And then. Yes, well, the activities, they are basically using the web quest in order to find out best timetables, best routes, ticket prices, price list on the cafeteria. And this is based on the trip. And later, based on what they are going to find in the zoo, is animal taxonomies, life expectancy of the animals, regions, and trivia on curiosities about the animals. And finally, the assessment, we will base our assessment on some instruments such as direct observation, rubrics, in order to check the use of English, how they cooperate, and how they make agreements and solve possible conflicts and problems they find. And of course, in the final product, those displays we have mentioned are leaflets or flyers. OK, that's all. Thank you. All right, so our group has designed a project related with clothes designing. So the title for it is going to be fashion designer. We are going to work different standards like innovative designer, digital citizen, and creative communicator. It is going to be based for the fourth grade students. And we are going to develop it for four sessions. And we are going to work it during the arts and crafts, English, and also natural science, social science as well. The objective can be the following. To understand and produce vocabulary of clothes, use the English language in a real context, learn about different materials, design clothes, and draw them. Use the new technology to record a catwalk and make a video to download in our school blog. And work in group in a collaborative way. OK, related to the procedure, first of all, we are going to use Rialya for presenting the new vocabulary. In order to do these, we will introduce all the materials, some materials and clothes inside a box. Clothes like pajamas, jacket, dress, skirt, et cetera. And materials like coat, metal, straw, wool. After that, we will do a picture dictation in groups. For instance, he is wearing a pink skirt, and they draw the picture. Students, we will design different and funny combination of clothes. We use creative materials like plastic or paper colors. Finally, they will draw all the designs, and they will present them in the assessment. Yeah. OK, as she says, students will do a presentation describing them, themselves, what are they wearing. They will do a catwalk around the classroom. They will do it in groups. One member of the group will be the speaker, and he will describe what are they wearing as well. Then they change the roles. As well, we will use a diet of observation, of course. We are going to record them doing this activity. We will attach using the app. We'll see it. Yes, here. Pardon. OK, that was it. Any other group? No? I think that you all have presented. No? OK, great. Well, as you have seen with seven standards that are so global, you have designed activities from the shoe to the fashion catwalk. Going to tutorials, for example, that I think that the idea of preparing a tutorial is quite good, because they are conscious of their own learning process, and also of the learning process of others. So seven standards that, at first, we may think that are so difficult to achieve. But in real life, as you have seen, it's something that we usually do, and we are not conscious about that. So consider that, because I think it's quite interesting to focus on these competencies that, in fact, are needed in our daily life. So let's move now to the second part of the session. I think that I'm going to use this mic, because it's better, isn't it? At the back? Is this better than the previous? OK, so I will use this. I'm going to open the second presentation. As I said, this is quite important. Both presentations will be or are uploaded in Moodle. So then you want to check it, especially for the names of apps, because sometimes we take notes and then we forget what the app was for. So maybe this way you will have it a little bit more organized. So with the second part, in this case, the session is organized as follows. First, the concept of new technologies. What do we mean with that? Then the common digital framework for teachers that I don't know if you know about that, because it was published in February this year. And this sets the levels of digital competence that teachers should have. And it follows the same structure of the common European framework for languages, from A1 to C2. So they describe the different items. And I think it's very interesting that you know it, because it's quite possible that they become a kind of requirement in not a very far future. So this will be probably, in most of the cases, the first time you see them. But it's important that you know them, that you identify them. And that little by little, you follow the different items. Then I will move a little bit to teachers training, in this case, mainly. Resources that you can use for this idea of lifelong learning that we said at the beginning, especially in the case of MOOCs. And finally, some resources for clear lessons that I will focus mainly on different apps. Mainly free apps that you can use with your smartphones, tablets, or laptops. Okay? So first, new technologies. What do we call new technologies? Here I introduce three abbreviations. The first one is the one that we are very used to that, ICT that we commonly used. But then I would like to introduce LKT and TAP, okay? Why? Because firstly, the first thing that we need to consider is that if these new technologies are really new, if they combine innovation and creativity, because in some cases, you know that when we call, yes, I use technology in class, it's mainly PowerPoint. Is it true? In many cases, we use it quite commonly, okay? So this is not completely new, okay? When I say PowerPoint, I am also saying Keynote, and even in some cases, Pressy. Because Pressy, in fact, is a dashboard that we write lots of information on it, okay? So, and related to this, and related to innovation, this is a tweet by Maestro de Pueblo. Okay, that's, if you go to a teacher training course and you don't use posits and big dashboards do not certify, okay, so I'm not going to use posits, okay? So sorry about that, but you will have your hour certified. Okay, this was just a joke. Well, but related to this, related to innovation and creativity, is this really new technologies, is this PowerPoint or language labs, or even digital blackboards that in some cases, some people, I'm not saying that everybody of course, but some people use as a normal traditional blackboard, okay? I always say that in my case, in a personal case, as I told you, I usually have lessons with more people than you are here. I usually have 70, 80 students. So at the back, they cannot see properly if I use a normal blackboard, for example, for teaching English grammar. So I have to use, when I want to write an example, I've got used to use a word, or in my case, open office, because we use Linux, to write what I would write on the blackboard. But of course, this is not using new technologies. This is trying to solve a problem in the context of my lesson. Because as I said, at the back, they cannot see. And they also like this idea of using, as I said, word processor for that, because then they say, well, please, would you mind to save it and upload it to Moodle? Because it's more complete than my own notes. And I said, well, I don't mind. For me, it's the same, deleting it or saving it. If it's good for them, I don't mind. But this is not actually using new technologies. Well, it's using technologies, but not the idea of new, okay? But the trends go in this way. In the use of augmented reality, for example, it's very commonly used QR codes to implement additional information, and if I'm not wrong, I think that you will use them tomorrow, for one of the activities that you have. Then also multi-touch screens that are more and more common in the case, for example, of iPads or tablets, okay? Flexible displays, okay? Because as you know, there are more and more wearables that maybe we are not so conscious about, but technology in the clothes is getting more and more common. And as now we have most of our smartphones, probably in 10 years time, 15 years time, we will have something related to flexible displays, for example, in wearables. Not only the smart watches, but also why not on the clothes, okay? Also, 3D printing is more and more common, especially because they use it as a reward, as a prize for children. They have to design the model because it's not having a normal picture and transform it into a model, but they have to design how to produce the final result, the final, let's say a sculpture, okay? The final result of the project. We mentioned earlier robotics. This is now mainly as an extracurricular activity, but I know that at least in my city in Córdoba, in secondary education, they are introducing compulsory one hour per week in some schools, independently from the specialization of the students. For example, in Baccherato, you know, that they have to choose if they want to follow humanities or engineering, but independently from the specialization, they have to attend at least one hour compulsory. Why? Because we shouldn't think about robotics only with the idea of creating a robot, but also related to cooperative learning, problem solving and other interdisciplinary skills that are needed in our daily life, apart from, of course, this attractive of robots, okay? Cloud computing that we commonly use, for example, with Dropbox, with Google Drive, you know? I tracking, especially to measure the reading, yes, to improve, for example, the speed of reading of students, both in the main language and in the foreign language, okay? This is not widely spread, but it's true that it's used because with this, there are some research on how to improve these processes, okay? And of course, gaming, okay? The use of games and play at the school. Any doubt? Okay, okay, no, because, I mean, if you have any question, please just press your hands and I'll be more than happy to comment wherever you want, okay? So these are some ideas, eight ideas, but this is now is new or more or less new. Probably next year or in two years time, it will be like all technologies, okay? Because this is changing continuously, okay? So, cloud computing is, for example, Dropbox. El almacenamiento en la nube, por ejemplo. El almacenamiento en la nube, ¿vale? Cuando compartes o en Google Drive que tienes el Word que lo puedes usar en varios dispositivos incluso simultáneos. iTracking es el seguimiento de la vista, ¿vale? Don't worry. I mean, I can speak Spanish if you get lost. I don't mind. Of course, the session is in English, but if you have any question, I have no problems, okay? Great. So, ICT, I kept the abbreviations in Spanish because they are quite visual, tic-tac-tep, okay? As I said earlier, they have a translation also into English, okay? Because in the case of ICT, of course you know that it's information and communication technology, okay? And in the case of Selwyn in 2011, they say schooling in the digital age is a complex, compromised and often contradictory affair. But this is not to say technology cannot us as a focus for improvement. So, technology should be our friend, not our enemy, okay? It's not always ICT because it is not always loyal, but you know, we need to consider it as a focus for improvement, our lessons. And some of the benefits as you know are the universal access to education, okay? Equity, quality of learning and teaching, and also teachers, professional development, and we will say something about that later, okay? But what about the other two abbreviations? In the case of TAC, or in English LKET, is learning and knowledge technologies, okay? Tecnologías del aprendizaje y el conocimiento en Spanish. Okay? That is in fact what we do when we use technology in our lessons, okay? It's not communication as a whole, but using technology for learning purposes, okay? Or teaching purposes. And then this new approach of TAP that keeps the abbreviation in English is technologies for empowerment and participation. Do you remember the empowered learner? So that is the idea, okay? And related to empowerment, we can mention these keywords, okay? Like for example, management, planning, solution, goal, skill, all these helps when we speak about an empowered learner, okay? And did you know this difference between TIC, TAC, and TAP? Does it ring a bell? Okay, in some cases. I have brought a small video I'm sorry this is in Spanish, but it's very short about the differences and how these terms have evolved. And we managed to solve the, well, we hope, the problems with the audio, okay? So I will try, but I have to disconnect the microphone. So if you don't mind, let's watch it. And then at the end, we comment some aspects. The social media that we, as all of you, have been working on, they have been working on this for a long time. How? Here we explain it in detail. So, technologies for information and communication. Their goal is to use social media to encourage our friends and viewers to use the internet and to communicate with them through TAC. State for you. TAC. Technology for knowledge and knowledge. I think it's quite visual, quite clear. And you can see clearly the distinction between one and the others. Of course, in our daily life, I think that we are more in the second step. But why not? We can move towards the third of them. If we empower our learners, for example, with this idea of social engagement, like, for example, this idea of social engagement, like, for example, this idea of a campaign against tobacco consumption, it's very easy. And in some cases, I remember that some weeks ago and related to the topic of the Seuss, I heard that a school had started a project to go to a Seuss, but then the students realized that these animals were in captivity. So they started a movement to try to raise their awareness about the importance of wildlife in real contexts. You know, in Africa, in Asia, depending on their place of origin. And they started with some leaflets and flyers and so forth in this direction. And this also happened, something similar, also at primary school, against the abandonment of pets, especially in summer. Because we always like when we have a kitten, for example, or a poopie, and they are very small. But then summer comes and we have some problems because what can we do? So in this case, we have social concerns that are very near to students and they can also develop this idea of digital citizen with this type of idea of empowerment of the learners. So I think it's not so difficult to introduce this social aspect because they will be... Well, some people say that they will be the citizens of the future, they will be the citizens of the present. So let's try with some social causes that are very easy to... You know, to see the... the awareness of children, this is very easy, okay? So, you know, there are some ideas that we can put into practice that are not so far from our life. Of course, if we say, no, I want to reduce hunger in the world. Maybe this is not as easy to reach as, for example, to avoid this idea of the pets in summer, okay, that they adopt responsibly. Okay?