ed in making projects where the development of the work and the way that the host producer is engaging with the community is not just like we're going to market and we'll see who comes and then we'll contextualize the work somehow so for this audience it's interesting I actually want to be working to build audience and do this is what we do we put as much energy into the album I just want to say how much of that is actually shaped by your perspective of what it takes to create change because I think about the companies here that have a long trajectory are definitely products of the 20th century the long 20th century talking 70 years of a type of what Gramsci would have referred to as war of maneuver right now what we're seeing in this day and age is the need to be able to engage deeply in a war of position where we're entrenched and the political action was happening already in the streets for a period of 75 years the theater was only reflecting what was happening reinforcing that now it's a different scenario these practices in terms of bringing people into the mix inevitably are political acts in and of themselves and so is that part of your theory of what it takes to make change and so I say that's something that's happened for some of us the companies that were born out of that popular theater movement where you were already embracing and reflecting the beauty of human culture to this particular moment where we actually need to engage just in the process of being human once again with one another in time and space it's also not an either or kind of thing and I think that's what can be in political theater not sponsored too much whatever one theater company is doing is the model it's like different audiences, different situations a show that might be really big in New York and that theater for a new audience is doing something that's here or what Robert was doing in DC may not fly in someplace else that different theater different communities and communities inside of communities I was in Denver and I did this thing where all of us just knew the wall thing wouldn't work in San Francisco was they took a bunch of students and I had them have argument two people had to have an argument about abortion on a bus loud argument and then they would get off the bus argument had to go on for 10 minutes just improv-ing, they get off the bus and then the two people who were still there had to go, isn't that interesting and the conversations that happened on the bus but I was doing it to have the impact on the community because it's Denver a very conservative community but also to let the actors know it's okay to talk about politics because that's not when they were getting at school this is the stuff you avoid this is exactly what you want to talk about also if something is not a play we have to be real about that too when it doesn't fit we just we call up there, we finish the film about mission hotel buyers based on the Hondo Mokio short story gentrification is going to be so fast so swiftly in the mission that I personally am not sure that I have a year to write a play about it but last week we made a film about it you know, get a crew be nimble, go out there and what we do, we drag Sean into it we drag Christopher Ward right into it we drag Jeff Boyle into it Michael what's his name Mike Croke Mike Torres and now do it, now that doesn't bow well for a theater panel but it's taking exactly our theatrical and our theater form and taking it right to cinema cinema is also a popular form they know that in Havana they know that in Mexico City it's only a very elite festival thing here in America but I'm looking at what our theater goes for us is on movie screens, not Hollywood but in the cinema we'll quick about what Sean the theater changes man in New York last year speaking to you in the Post Cafe we met a girl from Brooklyn, 18 years old pregnant, had three kids all by ourselves mother been killed, brother been killed Sean together life the same week we came to do the show we came to the community center that she was at, did the show and we separated after that like no one was coming into this place called The Door no one was coming in doing theater live, I mean we're working this place is five, six stories and we're right on the ground floor and all these kids are coming to do like a thousand kids just doing theater right there that's specific and I'll be on that one second we did that, you know what I mean she said, I'm almost going to take my life next thing you know, not only is she about to take her life she's staying alive found out she had three cancerous tumors gave my cast members power up attorney not her, not her grandma, not her cousin she gave us power up attorney when she went under the scope if she didn't make it to Porter Club gave my cast members before she comes out, cancer free removed, one of my cast members wanted to adopt her we brought her out here now that goes over to the world do I mean exceed you know and I had to also just when I was coming up for the younger generation who by the way is going to be quadruple threats in the arts kids are at five years old singing, dancing, acting editing their own video spoken word and these kids don't even know that theater is a reunion with the arts you know what I mean like when I came in got a glass set of papers from Boston said I asked her can I bring hip hop into my theater and she said the most profound thing yes can I infuse different things so now we're in the generation of filmmakers and you know for me I like Chinese opera I like ballet I'm going to incorporate there with everything I do and that to me is a part of the outreach for the younger generation to be like it's not just a standard though you know but come up and do a monologue I may just want to do some collage and pee pot and then come out to something you know I mean give the kids an opportunity to be creative and actually you know from my experience it was 12 years it's created a generational art of multi-disciplinary arts who hasn't yet don't even have a field for them these kids are about to explode onto the scene and I believe to take over this kind of torment theater space it's not giving them the creative juices to go bup wild and then sprinkle them with some social consciousness to not only give them up but they already have a nape lead to just be seen and shown I mean these kids are doing stuff I'm telling you the stumbles and diapers still dance like in the theater community I believe that all the other genres are great but the discipline inside of theater helps harness that energy even more there's nothing like theater training I've trained rappers I've trained spoken word artists better in that field than they were before they started and so to take the techniques we have and help build up other genres and say okay look no more of this isolation stuff okay you do your field over here let's start more of you more let's start being creative let's talk to these digital people down in cell phone valley and get some technology in it too like kids need to be entertained they need to be educated but they need that entertainment aspect as well do you think also this is like how people keep themselves ignorant for instance like last year when I did like the movie there was a couple between here and good there's only one theater in New York that was willing to do it and the reviews were very good but also again I have had here we go I've had theater people say this makes me uncomfortable this personally makes me feel uncomfortable so as a playwright I did my job now I've given you permission by talking about the subject matter to be uncomfortable because also the audience you as audience members have responsibility we have to keep in tune with the world we have to keep ourselves skittlessly alert when I was I went on to the Met and I forgot the name of this painting it was a turn of the century painting last century yeah and this person painted homeless people and this woman said I can't look at this it's too depressing now the artist did his job she chose to keep herself ignorant so at what point does an audience take responsibility as well because you know I'm not saying that it's utopian when you're talking about Havana and you know when you go to Europe people you know again are it's older aesthetically they don't freak the way a lot of people freak I mean that's why a lot of people are color-moving there's a reason for that man because people are much more open in certain ways aesthetically than we are they're used to stories being told and they're not afraid to go to that place so again it's like you also have people's individual comfort zone when they're in the community and they're speaking for the audience audiences here were great people came up to me because what I think because I realized the subject matter was so heavy there were incest survivors there were all kinds of stuff going on we dealt with people from RAIN the rape and incest network and I knew as a writer that I did have a certain kind of responsibility it did open up possibilities it did open up dialogue where those people could take that and individuate it and go and talk about it I was sitting with a certain person Oscar Eustace hey yo I said nothing man and this person I love your work I said let's just cut to the chase if you're going to make love to me through the full play just don't call straight through the phone that's exactly what I said sorry for those of you who freak and so it's you know do the work you're going to do the work I didn't even hear this and of course this person did not do this because they were worried about their board members and this kind of stuff and also again it also underrates audiences because again I know people they would go for a lot of the work they were talking about but you know the big problems I have is these theaters who say these things and I think it's bullshit I think that you know and I said this at another panel they put up all these little graphs and they say well if you do this then you're going to lose this and that it's like no that's not true because every single time I've done a play that was controversial or was a different voice people love it it's like you are the person who's afraid and you need to let them see what is real because they're eager for it they want to see it but also what happens is a lot of people have certain board members that are of a certain age because again age it has to be diversified race, gender, age and so if people are given a certain amount of money people allow certain board members that have a certain amount of power and you can't do that either one great theater in New York is a theater called Radler Street they do an interesting work but I don't know well I think another thing in terms of we talked about diversity it's also a class you know I feel like you've got this group of generally speaking for most theaters rich people and it's a theater it's normally going to be started by some working class that's the original idea it's a group of people who get together and in order to get grants they've got to get a bunch of rich people to sit on the board and those people from you've got everything on your board you've got Wells Fargo and there's going to be stuff where they're just going to go we don't know if we can fund this I had one artistic director come to me after a play I wrote it was like five extended runs in LA and artistic director in the Bay Area comes up and they rejected my play the same play and he came up to me in the audition and he just whispered to me I can't do it you can't do it right and I was like first of all yes you can but he was scared and that's like to reduce somebody who's supposed to be this fearless artist and reduce them down to this fearful little person is what a lot of times I think that that's what class has to be a part of exactly what you were talking about stop I'm going to speak for a moment just to end incredibly moving and rich conversation there's so much more there's so much more but I want to do it again and kind of we started to edge into the conversation about form and form content and place and time period like where we are now but we are out of time to do that but I wanted to sort of just lead that with what you were saying which I'm not sure I completely understood but only because the theory behind it is something we developed and I don't know what that is but the idea that we have as a country and as a culture transformed to a new time and that the richness that is in this room and the passion of work is continuing forward both within those of us who are older those of you who are emerging and creating new work that exists in a whole different kind of way but is still theater and thank God thank God doesn't rely upon an artistic director saying yes or no or a corporate board saying we can fund this or we can't fund that so I think that is so important that Javier and Ryan and all of you who are doing this work and bringing up young people our children to be empowered to create and I'm really excited about that and moving forward and I hope that you guys know how to keep in touch with each other and I'm really excited that this came and we're going to connect in the lobby there's wine there are some refreshments please share the refreshments please there's light snacks and this is the lobby thank you thank you thank you thank you


Hey guys, it's Shay here again with another Alden series. We have Kelly Broughton here who's going to give us a description of Alt Textbooks workshop. Hi. Hey, Carol. How are you? Good. Good. So what is your role here in Alden? I'm the assistant dean for research and education services. And most of the public services operations and the subject librarians work under my coordination. Awesome. So what exactly is the Alt Textbooks workshop? Well, this is the second year that the libraries have sponsored a program that incentivizes faculty to redevelop or redesign their courses to incorporate cheaper materials for their students and to get rid of the expensive textbook. So the workshop series this year has six components to it. Faculty spend six hours in the workshops over the semester learning about copyright and incorporating multimedia and Creative Commons licensing, library content and open education resources into their courses in place of an expensive textbook. Awesome. So how would you say just how is one of the workshops ran? It's an active learning hour. We have like 35 or so faculty and their subject librarians in the classroom with an expert presenter on whatever topic we're doing that week. We do a little active learning. Today we just finished a Creative Commons workshop where our subject librarian for the humanities, Brian McGurie, taught us about how to read Creative Commons licensing marks, how to apply them to our own work, and how we might want to use other people who have open resources using Creative Commons licenses. Awesome. So is it like hands-on? A little bit, yeah. But it's pretty condensed. There's been a lot of material in an hour with some workshop group activities. Awesome. Where are they hosted? Here in Alden in 251. Awesome. So what would you say, what specific materials do you need in these workshops? Just your brain. We do use some laptops, so usually people have enough devices with them to cover some group projects. Awesome. And how would this benefit an average student here and benefit faculty? Well, for faculty it offers them some set aside time and some support to redesign their courses or relook at the course materials that they're assigning or requiring students to purchase. So it forces them to carve out time out of their calendar to think about this, and then it provides some basic support to help them get through the process, as well as if they finish all six workshops and change the required content for the students and lower the price, they get a $250 incentive at the end of the semester. For students, it reduces the price of the books you need to buy for these courses. So last year when we did this, we had 29 participants, and I think they looked at 32 different classes between these 29 participants, and we spent $12,000 in incentives, and we saved students $230,000 in course material costs this year. That's awesome. Has any students came back later on and you know, gave like a kind of a testimonial over the appreciated? We don't have any testimonials from students right now, but we have faculty telling us about testimonials from students. So we did have some faculty say that when she announced in her class that there would be no textbook that they had to purchase for this class, everybody clapped. That's awesome. How often do you have these series? Are they once a semester? We did them in spring last year and spring this year, so we haven't quite decided what we'll do next year, and honestly the truth is that if there's any faculty member out there who's interested in doing this right now, they just need to get a hold of their librarian. Awesome. How do you have to enroll into the series? For the incentive, yes, for the incentive program you do, but this type of support, the libraries and our partners in the Office of Instructional Innovation are here all the time to help the faculty do this. Is it free for students today? Oh, yeah. Awesome. Well, if you guys have any questions for Kelly, you can write in our comments. You can come in and you can ask her one-on-one, and where's your office located? In the faculty comments, third floor, vault in, room 301C. Awesome. Well, thank you guys. Thank you, Kelly. Thank you. And have a good day. Thanks.


Hey guys, hope you're having a fantastic first weekend of the decade My message for this weekend is to not despise the small things. So whether you're starting out something for the first time You're not dreading it because hey everybody starts somewhere We all start at zero friends. We all start with zero followers and you know to start from scratch and despise it. Well, it's part of the journey and If you remember the journey and enjoy the little things instead of despising them Then the journey will be a lot better long term for me Some of the small things include driving the car to a destination. You want to get there as soon as possible But the journey isn't as is important. Maybe you can put on a podcast. Maybe you can sing your favorite song or album and really enjoy the journey and the Surroundings because if we're always in a race to get somewhere to get to the end of the line Then what's the point in doing the job in the first place? So if we're doing the job purely for money, we're not really living our lives Are we make sure you enjoy the little things make sure you're driving towards something that you really want to do And if you're there already Enjoy it Have a good one


Hey everyone, I've got a very important topic for you tonight. The worst thing you can do to a narcissist. I think it's very important that we discuss this together, because I think a lot of people have got it confused when you want the narcissist to know that you're really done but then you don't want them to think that they're getting to you to think that you're still hurting.  You have to get to a place where you're not just pretending anymore, where instead of you just saying that you don't care, you get to a place where you really don't care. See a lot of people think that to get to the narcissist, to get revenge on them, you have to be angry, you have to be really mad, to be fuelled, hatred, or indifference. You have to treat them with contempt as though they're worthless, or beneath your consideration. And here's the thing, see, I know a lot of people on YouTube will say that you should be indifferent, you should treat them with contempt, act as like they don't matter. A lot of people think that's the way to get them back. Well, I disagree. I don't think that's true. And actually I think the narcissist is well aware that when you display any hate or anger towards them, they know it's not real. They know that that hatred is really just you still desiring their acceptance, still desiring a sense of belonging with them. Even when you're indifferent to them, even when you show indifference to the narcissist in their minds, that's still you changing because of something they did. That's still you acting differently as a result of what they did to you. It's still a reaction. So they're still going to get supply. It's still going to fuel them because whether you're hateful, angry, or you're showing indifference to them, it still shows that you care, because if you didn't care, you wouldn't be doing any of that. So what am I getting at here? The worst thing you can do to a narcissist. It's not to fight back. It's not about getting mad. It's not about acting like they're so beneath you. No, that's not going to solve anything. You know what they really can't stand.  If anything, you may even wish them the best in life because you've got over it. You don't wish them anything bad anymore because you've moved past it. See, someone who experiences hate, anger, or even if they act indifferent, it's only because they were wanting a different outcome or result, even if it's just you were wanting them to act differently towards you. But when you get to a point where you don't care how they act, you don't care what they're doing, who they're with, nothing they say or do can bother you anymore. You may not be overly happy or excited if you see them or if they try and contact you, but then you're not hateful or angry either.    And at that point, you no longer react to them in the same way.  They don't fit you anymore. They don't vibe with you anymore. They're not relevant. But that doesn't mean that you hate the clothes. It just means they don't fit anymore. You're neutral with it. It's okay.  It doesn't matter. And that is the worst thing you can do to a narcissist because they can feel your hate. They can feel your anger towards them and it fuels them. It makes them feel alive. Any reaction will make them feel alive, even if you're indifferent. If you all of a sudden start acting as though they're worthless or they're beneath your consideration, they know that it's not real. Because if it was real, then you wouldn't have just done that all of a sudden. But if you gradually and naturally throw out your healing process, you just become neutral towards them where you don't see them as being beneath you. You accept them as they are. You understand why they do what they do, why they are the way that they are. And you see them on the same level and yet at the same time you walk away and you just let them do their thing and you do your thing. When you do that, it kills them inside because that's when they really know that you're done, that you don't see them in the same way anymore. And it's like the more time that goes on, the more value they lose in your eyes, the more distance there is between you. But whether you look up to a narcissist and admire them as you did in the beginning, or you hate them, or you treat them with contempt, you're indifferent. You're still giving them supply because they know why you're doing that. They know that you're trying to hurt them.  You've got so much going on now. So many things that are more significant and worrying about what a narcissist is doing or worrying about the things that they did to you. When you get to that point, that is the worst thing that hurts a narcissist. When you're neutral towards them, just cut off that supply because they want you to worry about them. They want you to be constantly thinking about everything they did to you, constantly worrying about everything that they might do in the future. They want you to be resentful. They want you to hold a grudge against them for the rest of your life, where you can never let go. I know it's hard in the beginning. It's natural to be angry when someone hurts you. It's natural to be indifferent, but at some point you have to get to a point where you can forgive so that you can then elevate yourself. And that doesn't mean looking down on the narcissist, calling them names or insulting them because again, they know why you're doing that. They know that they're getting to you. They can tell how you feel by how you react to them. And when you're neutral, they just see it as though you just don't care about them anymore. They don't matter. And there's nothing worse than that for a narcissist. If there's one thing they all want, it's just to feel like they matter to someone, to feel like they're something significant. After all, that's why they abandoned who they really are and created a false self because their true self wasn't noticed. It didn't get them the attention and admiration that they were looking for. So when you're neutral with a narcissist, they just can't feed off you anymore. Anyway, that's all I've got to say for this topic. I hope it's been helpful to all of you. I've got 244 by viewers right now. Great to have you all here. We have a new website as well where you can read my blog posts and book coaching sessions and join our support forum. It's at www.noxviver.co.uk and there is currently a discount code on all sessions. It's NS Welcome 25 in capital letters. So do check out our new website. And also we do have another channel now as well. It's called spiritual secrets. So if you're interested in self development, healing, spirituality, do check that out. Just click on to the channel and then on to Nox Viva YouTube channel, click on the community page. And the link to the spiritual secrets channel should be on that page. And finally, I do have a new email as well. If you would like to contact me, it's coaching at noxviver.co.uk. Or you can also contact me on my Instagram, which is knock survivor YouTube. Okay, that's all for tonight. I hope you all enjoyed the video. I hope you got something out of it and I will talk to you all very soon.


I'd love to invite Anna to turn her camera on so I can introduce her to you all but I'm sure she already knows a lot of you and you already know a lot about her as an amazing midwife and educator. So welcome, Anna. Hi, thanks so much, Jane. It's lovely to be here. And I'm going to go ahead and read a little bit about your bio for those of you that don't know you as well as some of us do. Anna has been a midwife for 18 years. She's got a passion for relational, humanized, and right spaced midwifery care for all. And she has worked across the UK as a caseload team and birth centre midwife. Before moving into our current role as a midwifery educator and researcher at the University of Central Lancashire, she led infant feeding services in a local maternity service, implementing the UNICEF UK baby-friendly initiative. Yay, we know how hard that is, so salute you for that. In 2019, she completed her PhD with the maternal and infant nutrition and nurture unit at UCLan. She is a member of the UNICEF UK baby-friendly qualifications board and designation committee. She's co-director of all4maternity.com and publishes the practicing midwife and student midwife journals. I think she probably actually never sleeps. She was awarded a national teaching fellowship award in 2019 for her contribution to midwifery education. She leads the MSc midwifery at UCLan and is principal investigator with the main and thrive centres and units there, leading research projects, exploring collaborative learning in practice and continuity of carer across undergraduate education and midwifery continuity of carer throughout Lancashire and South Cumbria. Let's go ahead and welcome the amazing Dr Anna Byram. Thank you so much, Anna. Thanks honestly for your huge support, Jane, in preparing for today, but also to Linda and Ally and Chris and the incredible team and creating this space for sharing and learning and caring for each other over two days and around the world. It feels a real honor to be here with you all and so wonderful to see so many familiar names in the chat and online today. So a big hello to my lovely friends and colleagues and to see lovely new names and to hear from so many of you. Thank you for joining this session. So today I'm sharing with you some of my research work that's just started this year exploring what I believe to be a really crucial and essential part of my work as an educator is finding and enabling relational continuity of carer opportunities for future midwives and it's lovely to hear Jane welcoming our student colleagues onto the call because you are our future and I've got lots of fellow educators as well on the call so it's really wonderful to be in this space with you. I'd like to just take a moment to introduce a couple of my colleagues who help prepare the slides. So Carol Machadi is the lead midwife education at the University of Central Lancashire in the UK. Each university that offers midwifery training and education has a lead midwife education to enable quality and to help with curriculum development and Carol led our most recent curriculum development to be in line with the new nursing and medical council standards in the UK that were actually supported by Jane's sister Professor Mary Remfrew so we're really excited to be able to work towards those new standards and then my colleague Nisha Ridley from UCLan who's currently working with Health Education England in a workforce and education transformation and expansion role helping to really make room for more students to become midwives in the UK which is what we need in the UK and around the world and we're hearing lots about that with all of the amazing social media from the ICM all about investing in midwives and in each other and the need to follow the data in the massive impact that universal care for midwives can bring. So this presentation is brought to you from all of us and also the research team that's involved in supporting student midwife continuity of carer at UCLan and beyond. So in this presentation I'm going to be sharing some of the context for the work that we're undertaking and then give you some insights from my colleague Carol has done a little video and so she's going to tell you a little bit about how we created our curricula and hopefully that will give some insights for those of us on the call that are involved in developing curriculum and are interested in particular in embedding continuity of care experiences for students and then I'll talk to you a little bit about the research evaluation and the ways that we're hoping to transform things within our organisation but across our whole system across the region and then nationally as well in the UK. So why midwifery continuity of carer for student future midwives? So we've been working really closely with Nisha Wigley in our locality so we're based at UCLan in Preston in the United Kingdom and this is in the northwest region in Lancashire and South Cumbria so our students are placed in one of four maternity sites in that area and we're really interested in learning how we can support students and we asked ourselves this question why is midwifery continuity of care is so important for future midwives education? Well the reason for us is that it's actually about centering the woman the person and the family at the heart of the education that we offer to student midwives and wrapping our curriculum around that family unit however that family may look is the goal of any curricula any midwifery curricula and rather than focusing and centering on the institution on the education institution or the placement areas we feel it's really crucial that any education that we develop actually has that family and that woman that person that we care for as midwives right at the heart and putting them at the heart of everything what did they need from future midwives what do they need from our education curriculum and approaches helps to direct a really holistic approach to curriculum design and development but in the UK there are also a range of key drivers and obviously a lot of this is underpinned by key and up-to-date information and evidence so we've got the amazing Lancet midwifery series that was pulled together by an incredible team of researchers led by Professor Mary Renfrew and you can read all of those open access papers from 2014 and they're setting an amazing tone for how we should develop quality maternal and newborn care and the quality framework for maternal and newborn care is an amazing tool for any educator to think about how they can develop the curriculum to meet the needs of families based on global evidence and information we've also got local and national evidence on how midwifery continuity of carer relational continuity of care improves outcomes for women birthing people and families but also improves well-being for staff and staff satisfaction which is really important and you know midwives and like other health professionals you know want to see good job satisfaction feel good about our work and get a lot of meaning and generate meaning in our work and a lot of that meaning for midwives comes from relational care we've then got the better births transformation agenda that was a review of maternity services in the UK and across England actually and because our university is set in England that's how this framework helps to govern our approach to strengthening maternity services so this set out ways to improve care for families and by reviewing all of the maternity services listening to what families wanted and then setting out an agenda we're coming towards the end of that better births agenda but it's been most of the principles set out in that transformation agenda have been picked up by the NHS long-term plan and a big component of both the better births and the NHS plan agendas links to maternity and midwifery continuity of carer and then we've more recently had the NMC standards that set out the requirements to become a midwife for the learner and those standards of proficiency for midwives and also sets out the standards for supervision and assessment in practice and also the standards for educational institutions and practice learning partners so that's really guiding us to think about that so the NMC is the Nursing and Midwifery Council in the UK that regulates midwifery as a profession and ensures good educational standards for educational programmes in the UK and we also have national maternity workforce strategies that really also set out intentions around how many students should be trained in order to meet the needs of the service and to provide optimal care to women and families so they set out targets for workforce but we know that everybody around the world has been have been facing huge challenges in supporting effective student learning because of COVID-19 that's had a massive impact on staffing and service demands we also know that when we want to change practice and change approaches to education it can be really difficult because all change requires huge transition and it requires people to do things differently and you know that can be really difficult especially in the context of COVID and we know that like many areas of healthcare there can be challenges with recruitment retention and staffing that can really have a knock-on effect on learning for students as well so whilst we've got amazing policy directives and evidence to support what we should do we have to remember that we also have some challenging contexts and consequences because of the global pandemic so these we know that by using some of this evidence we can really make a difference and as a university and many universities now because we're validating against the nursing and midwifery council standards these have been actually set alongside the framework for quality maternal newborn health so this is the Lancet series framework that was developed from mapping and charting all the evidence that's out there about what women people and families want from the care and what components of care matter for improved outcomes and we know from the midwifery Lancet series that midwifery care improves over 56 outcomes for mothers and babies and actually the features of effective care are included in this diagram so if you haven't already had a look at the Lancet midwifery series I would really recommend that you read it because it's still relevant today in 2021 we should really be using this to set out some of the practice categories how we organise our care as midwives what values should underpin our practice and the importance of philosophy midwifery philosophy and how we should be functioning as care providers how we should balance our knowledge and skills and respecting cultural safety and cultural influences on people's lives and experiences so the nursing and midwifery council standards of proficiency in the UK have been launched in early 2019 and part of these standards have been to provide safe and effective midwifery care promoting and providing continuity of care and carer so you can see there there are six domains within the standards but domain two clearly sets out that student midwives have to demonstrate at the point of qualification that they are proficient at providing and promoting and supporting continuity of care and carer and actually as a university we when we reviewed these brilliant and important standards we realised that if you support students to offer continuity of care and carer they will actually develop all of the other domains so they will also develop the skills to be an accountable autonomous professional midwife they will learn how to provide universal care for all women and newborn infants they'll learn about the importance of additional care for those women and newborn infants with complications and they'll learn how to be an excellent colleague scholar and leader and of course develop themselves as a skilled practitioner so this is why we wanted to really focus in our curriculum on centering continuity of care experiences because we feel that by doing that it centres women people and families it will offer a transforming learning experience and environment for students which will enable good quality learning opportunities whilst also helping to increase the capacity and allowing more learners to have opportunities to become midwives by following women and families and it will help to prepare the future workforce to meet those drivers that I talked about meeting the better births agenda in the NHS long-term plan so we really felt confident that this was a really important and good approach to take when we were looking at our curriculum development. So I'm now going to share a video with you from our principal lecturer Carol Machade who will talk you through our steps to creating our curriculum which as you'll hear from Carol really centres the importance of following women and families through and providing continuity of care along with other things so I know Jane you're going to share a little video now thank you. Hello everyone my name is Carol Machade and I'm a principal lecturer and lead midwifery education at the University of Central Lancashire. I want to share with you today the midwifery team journey for our new curriculum through to the successful approval event. The curriculum planning process for the preparation of the three course proposed which are BSE midwifery a BSE and MSc shortened program occurred over approximately 18 months although it feels significantly longer due to the impact that COVID-19 had on our original plans which I know many of us have been affected by. The initial stages of development involved education and service staff working collaboratively to design an experience for the students that is grounded in practice and underpinned by evidence. Current students, practice placement representatives and service users were involved in the planning process to ensure a truly collaborative approach was taken throughout this time. The courses developed were driven by the NMC standards of pre-registration midwifery programs including part one standards framework for nursing and midwifery education, part two standards for student supervision and assessment and part three standards of proficiency for midwives. During the initial stages of development for this program academic staff, stakeholder groups which included clinical staff, service users and students were consulted to canvas their views on the current program and the future development mapped to the new NMC standards. This facilitated collaboration in developing the program structure, themes, modules and teaching, learning and assessment strategies. To fully embrace the new standards a number of key themes were identified which are either needed adding or enhancing in our current curriculum and the key changes that we are specific to this program are the introduction of the newborn infant physical examination, continuity of care and carer, flexible assessment strategy with optional choices, BFI, interprofessional learning integrated into cases and relevant to midwifery practice and involvement of service users in program planning, case design and delivery. The midwifery curriculum planning team collectively agreed to continue but further developed the already established midwifery and educational philosophies of salute genesis and case-based learning as this was well reflected in the feedback from the focus groups. The team felt the curriculum themes should reflect the six domains of the NMC standards of proficiency for midwives and wrap around the midwifery and educational philosophies. The program, modular structure, module titles, length and credit value were agreed collectively with task and finish groups being convened to determine module aims, content, learning outcomes, teaching, learning and assessment strategies. The philosophy of our midwifery education programs is underpinned by a salutogenic orientation to healthcare which stems from Antonovsky's theory. This represents an approach that has moved away from the traditional pathological paradigm of dichotomizing normal abnormal and low risk high risk to perceived health on a continuum. The curriculum is designed to ensure that learning skills development and care delivery are focused on the promotion of health and well-being irrespective of the classification of risk assigned to the woman baby or family and that both education and practice are sensitive to the socio-cultural context of all individuals concerned. Salute Genesis informed the selection of case-based learning methodology, enabling a woman, baby and family-centered curriculum that also meets students' individual learning needs. CBL as a student-centered approach to learning invites students to work in small teams to review case scenarios from midwifery practice. The cases ensure students consider the holistic needs of women and families whilst building their midwifery knowledge and skills aligned with the quality framework for maternal and newborn health and NMC standards. Individual cases are supported by core learning activities including simulation and through appropriate work-based learning. The midwifery curriculum planning team agreed that learning is a situated contextualized activity that is integral to and inseparable from social practice. As midwifery is a social practice, students of midwifery work alongside experienced practitioners in placements in order to develop their learning and skills as they engage with others in routine, tacit and explicit collaboration. Students are exposed to new and challenging situations guided by qualified supervisors and assessors in the practice settings to become fully participating members of the midwifery profession at the point of qualification. This transformative approach to learning and teaching is also employed in the university setting as it is deemed to be effective at capturing the meaning-making process of adult learners. A spiral curriculum enables topics to be introduced generally and revisited more specifically at increasing levels of complexity as the program progresses. Longer modules facilitate integration of curriculum themes and allow the program team through collaborative timetabling to create links across subjects and thereby enhance the student learning experience. Feedback is seen as an important component of learning and teaching. This is given formally and informally to individual students and groups to enhance their learning experience. As students need to experience a variety of settings and models of maternity care, the program has reflected this in the planners with continuity models being used throughout the course alongside in-hospital provision and specialist services including neonatal and multidisciplinary provision. A focus on the continuity in the final period will help to prepare students for registration and becoming the future midwife. During the planning, the team were keen to fully embrace the continuity theme embedded within the new midwifery standards and the concept of the gestational curriculum emerged. By mapping the gestational pathway of a woman through her maternity experience, the team mapped a corresponding curriculum with the aim to have students on placement at critical points during the woman's experience. From the sample planner, you can see the students are in placement between 19 to 17 weeks, 27 to 36 weeks and 39 to 3 weeks postnatal. The hope is that students can fully engage in continuity of care in this new curriculum unlike our current model of case holding which can be limited with requirements for theoretical attendance. Within the theory elements of the program, recognition has been given to the varied learning styles of adult learners and aligned with the university's learning and teaching strategy. A range of assessment methods is used throughout the program to facilitate students' development and progression. The curriculum has been developed to be inclusive, applied, flexible and sustainable with the introduction of flexible assessment strategies and varied modes of achieving the theoretical elements within the modules. The accessible learning and assessment enable people irrespective of their backgrounds to fulfill their potential and meet their life and career goals. In January, following an approval event in November, we had confirmation that our programs have been fully approved. But this is not the end, just the beginning. Now we need to work to implement these innovative programs. Thank you for listening. It's lovely to have Carol being able to join and share with us and have an opportunity to share the really important work that she and the team have done to really centre families at the heart of our curriculum and we hope it does give opportunities to inspire other people that will be working really hard towards developing their education curriculum and certainly that anyone working around the world is welcome to get in touch with us to talk about the practical side of things and the work that we did and how we came to build this approach. Basically, I just wanted to share now some insights from the research that we're doing which we hope will help us to learn ways that we need to approach the support that students need, but also practice learning midwives and colleagues that are supporting learning in practice, what their needs are, but also of course most importantly women, families and the people that we care for. So I actually just wanted to introduce my other colleague, Christina Felton, who's a midwifery educator at the University of Cumbria. This piece of work is being done in collaboration with the two midwifery training schools in Lancashire and South Cumbria. There's two universities that offer midwifery training and education, so we're working together to do this and what I believe that collaboration is the best way to approach transformation in midwifery education. So I want to talk now about our projects supporting and sustaining midwifery continuity of care for future midwives. So we have gone from or we're in the process of transitioning from a placement-orientated learning. When students go out into practice alongside the theoretical components of their degree program, we often and historically place them in very specific placement settings. So for example they've been placed in a community setting or in a hospital setting and within the hospital that's been placements such as antenatal ward, birthing centre's delivery suites or postnatal wards and others such as neonatal units, gynecology wards and departments, early pregnancy assessment units and wider services within the health system. But this has been very much driven by the placement and the students have become part of the service and followed the service and what we're aiming to do with our new curriculum is to encourage the students to follow women and families. So no longer will they be going to specific placements, they will be meeting specific families and following the journey that family will take through all of those placement areas. So they will still go and do community visits and community care and antenatal ward based care as appropriate and intranatal care in birthing centres, homes or delivery suites or obstetric units and obviously we'll offer care on postnatal wards but this will all be wrapped around the families that they're caring for and this is the big transition that we are making and requires a lot of practical thinking through of how we offer this support and so we are leading a research program to help. We are basing this on the amazing work that has come out from around the world, especially in Australia. There's fantastic insights and research being done from especially around the Gold Coast and the university there. So it's Griffith University has put lots and lots of information out and research out about the benefits. Not only the benefits for women and families have been provided care in this way from students but also students experiences in their learning journey. So we know that it actually improves outcomes for learners, it improves outcomes for women and families. I just wondered if people could remember just to keep their microphones muted because I think I can hear somebody's got their microphone on. Thank you but we'll look forward to having some questions later. So what we're interested in doing is learning from the research evidence about continuity of care but also applying our own experiences locally. So this is our locality here, you can see we're close to Blackpool and the coast in the northwest of England just underneath Scotland so we're quite high up in the UK and England and we've got four maternity sites that are in our local system, our local area so four hospitals that students and maternity services that students will engage with and we're interested in offering students an opportunity to work in small teams together with midwives and community teams and get involved in a coaching and peer learning opportunities so that we will be building on collaborative learning and practice principles which is a movement from one-to-one mentorship models where a student works with one mentor building on the new NMC standards for supervision and assessment in practice. We're moving to a coaching model where a group of peers will work alongside one midwife coach to learn together and that's really important for developing that scholarship, that collaborative working and sharing learning together because we want to keep a really positive culture in practice. So the project that we're running is a great amazing research team have come together to share expertise and experience so I'm leading this project but working alongside Professor Jill Thompson, Professor Sue Down who are giving me their support as a junior researcher. We've also gotten a fantastic team of research fellows and associates so Dr Kenny Finlasen, Dr Clive Palmer, Dr Claire Feely, Christine Fulton and John T Kenwood and these this team are made up of practitioners with skills and confidence in practice learning and approaches to practice learning educators so that we can make sure that we attend to the education needs and curriculum development needs and then others that are involved in coaching, collaborative learning and also midwifery research so that we can bring all that expertise together and then alongside the research as we also have an amazing range of students who are going to be piloting midwifery continuity of carer over the next six months to help us learn together to build together an amazing toolkit of resources for staff and students and to ensure that our curriculum plans over the next year and beyond are going to offer safe learning opportunities but also meet the needs of both students, the service and obviously families in the care. So we're interested in developing guidance, looking at what practice equipment is needed, we're interested in evaluating student experiences and learning what the supervisors and assessors need in practice. After the first six months we'll have this really lovely framework that will help us to understand what we do need to do going forward when we increase the student numbers to more than just the pilot group and over the next 12 months from really from October for a full year an academic year for us in the UK runs from September to September we're going to track then a full cohort of students and continue with this evaluation project just to be sure that we understand the kind of needs of students but also the service and the provision required. So we're really looking forward to being able to share that and perhaps next year we can come back and share where we're up to with our learning and then in addition to that we've reached out to the national continuity of care routine working with NHS England and Professor Trixie McCree leads that programme and we've been invited to be part of the national subgroup looking at developing a toolkit for educators, students and beyond because I just think rather than us doing this in one area of the UK it'd be great if we could have a national approach that obviously then can be shared globally so that we can understand if you're developing a curriculum what things do you need to consider for your course plans and modules but also if you're supporting students in practice what do you need to consider to enable this whether you've got continuity teams existing or not and then what students need to prepare to work in this way as a student but then beyond obviously as you transition to qualification and our Royal College of Midwives in the UK has put together a really helpful series to support us and it's about supporting that ongoing development so I know Mary Scott Davis and Leah Briganti are doing amazing work with the RCM to support this approach for students so that brings me to sort of the end of the presentation it'd be nice now just to play a little summary video to kind of pull together these key messages that you could take forward into your practice I think that'll be shared now thanks everybody and I think we've still got a little bit of time for any questions I know people have been commenting throughout or I can say Jenny oh hi Jenny I think the main question I'm seeing is Celine and a few people were asking about could you talk about the work life work balance for young midwives and then we need to finish up in about five minutes thank you okay yeah so these are the things that we'd like to learn through the project is understanding that because we what we found from the research that we've done before this piece of research was with continuity of care and midwives themselves and teams of midwives that are already established and we've learned that actually from that locally to us that it really strengthens work life balance working in these models that are very flexible and adaptable so we want to make sure that we put in really supportive programs of support for students that will include preparation support along the way and we're learning with students how to navigate those things and I suppose it's going to be different for every type of student and learner what their home life experiences are what issues are cropping up so it's about having a flexible and adaptable approach to this that allows for those you know shifts and changes that we see to people's lives as they move forwards so hopefully that answers the questions in part I think once we've completed this evaluation work we'll have definitely better insights into what particular issues arise for students and then how we can overcome and navigate those. The journey is asking how do you see issues of students meeting NMC requirements when they're all having different experiences in different areas? Yeah that's a really good question again it's part of what we want to try and find out and learn together but we know that students will be working in small teams so continuity teams where they're able to learn from each other's case loads as well and attend with each other to appointments to offer learning opportunities in that collaborative approach which is similar to how the midwifery continuity of carer teams work now so having some group opportunities and we also alongside the centre of their learning will be continuity of carer but then we've also mapped the capacity in the core areas of the service so students will also be able to book themselves on around their case load to those other opportunities and learning so we'll be creating a whole learning opportunity list and students can book themselves on to those wider learning opportunities so that's how we're hoping to address it but I think the sort of balance will be something that we review as we continuously work through just like we have to do now you know students some students can end up with imbalances where they've only end up seeing caesarians because that happens to be what happens on their shifts other multiple shifts and we need to relook at that with them so I think it's just doing what we always have done in that regard. I hope that's answered people's questions but if you'd like to find out more then you can email us my email address is there at UCLan or really happy to come and chat to people and offer any support and also Caitlin Wilson is is leading the national group so if there's UK midwives that want to be involved or contribute to that it'd be amazing. Well I think that was such a fantastic comprehensive presentation so inspiring for educators midwives student midwives I think I heard you call yourself a junior researcher so it's like you're just like respect Anna thank you so much and again would you mind typing I can see your email there but if anyone would like to contact you we will be posting the recording as well and so good thank you for all the resources in the chat it's so good we're able to shade all these resources as well


So, hi everybody. My name is Volker Simonis. I'm working for SAP in the SAP JVM team. We are involved in the OpenJDK project since about 10 years. As Mark put it, we contributed some ports, Aax, PowerPCS 390. We're also contributing a lot of bug fixes, serviceability features and stuff like that. Well, recently there has been a lot of discussions about the future of Java. Is Java still free? What can we do? So hopefully this talk can bring some light into the Java story. So all these slides are on GitHub. I will show this slide at the end one more time so you can take a picture if you want. I have a lot of links in my slides so you can use it as a starting point if you're interested in these topics. So let's start very easy. What is Java? It's actually three different things. It's a programming language, a virtual machine, a runtime and a class library and API and all this together makes up the Java platform. But Java is also a trademark. So don't be afraid. This is the only blinking slide I will have. But this is very important because Java trademark is owned by Oracle and only they can use it. You can buy commercial license to use Java, but otherwise you stick to OpenJDK. Which is not bad. So what is the Java community process? It was mentioned in Mark's talk as well. It's actually a mechanism, a formal mechanism for the work on Java specifications. It's also around 20 years old now. And it's actually no standard body. So some people think it's like ISO or NC or stuff like that. But it's actually more of an industrial consortium and it's still dominated by Oracle, which is okay. Yes, and the JCP develops Java specification in so-called Java specification requests and the Java specification request creates a specification, a reference implementation and the TCK, which is a technology compatibility kit, which has the duty to verify that alternate implementations are conformed to the specification. So this is actually a good thing, I think, and it's quite unique among the different programming languages that we have, that Java and the Java ecosystem has very good TCKs. But there is also problems with this and we will see that. So I explained what a TCK is. The JCP has often be criticized as being just a rubber stump organization and that's partially true, but there have been situations, maybe the older here in the audience will remember the Apache versus Sun problems, where the JCP postponed Java 7 delivery for a lot of time and some people say that this was even the reason why Sun finally open sourced its Java implementation in the OpenGDK. And just recently the executive committee rejected the first version of the JSR376, which was the Jigsaw and forced the OpenGDK community to more thoroughly hear the community and bring some more changes to Jigsaw before they were finalized and released. So there is some advantages in having such a body. And actually the JCP cared for three different Java platforms. We had Java EE, Java SE and ME, which is a micro edition, and I already said that we had Java EE, so Java EE has actually moved out of the JCP out to the Eclipse Foundation and it's now called EE4J. Again, this is part of the reason for these name changes, because Oracle owns the trademark on Java, so it cannot be called Java EE anymore. It has its new name EE4J, which is quite nice, I think. JCP still cares about ME, but ME it's basically defunded. It hasn't happened anything there in the last few years, and I don't see any actions there, which is sad, but it's how it is. So currently JCP is actually only stewarding the Java SE development, and that's also what we will talk about in this second part of my talk. So what is the JCP? So JCP is Java compatibility, it's actually the TCK for certifying Java SE standardization conformance. But unfortunately, the JCP is only available to commercial Java licenses or to the OpenJDK community, which signs the OpenJDK community TCK license agreement, so-called OCTLA. But the problem is that with this, you can only certify JPL license implementations, which are substantially derived from the OpenJDK. And this term, substantially derived, it's a little fuzzy. For quite some time, Oracle was very handled this very freely, but recently there have been some problems, maybe you have read that Oracle withdraw the TCK from the DOP OpenJDK project, which used it to certify its OpenJ9 builds, which used a different virtual machine, the OpenJ9, combined it with the OpenJDK class library to create an alternative Java development kit. I remember it very well when we were here many years before, 10, 8, 9 years. There were other alternate VM implementations, JamVM, IKVM, I don't know, there were a lot of others, and they all used the TCK to certify, and it was considered substantially derived if they used the OpenJDK class library, but obviously this has changed with VMs, which are by a competitor like IBM. Another problem is JCK is that it's closed source, so the R-class actually and the A-agreement, so you cannot openly speak about the results or the problems, you can only communicate them back to Oracle. And while it's assessing that it's a good test kit for compatibility, you have to be aware that it's quite complex, it contains more than 140,000 tests, and the JCK 6 user guide, which is the only one which is available online under the Apache license, it's about 300 pages, which describes how to certify VMs, so you can have a look at it, certification is quite complex. And you have to be reminded conformance is not quality, so the JCK checks that your implementation is conformant, conforms to the specification, but it doesn't mean that your certification is high quality or it's stable or whatsoever, so you need different tests for proving quality. So what is the JEP process compared to the JSR process? JEPs were mentioned, the JSR as I told you is the Java specification request, which means how the JCP creates new specifications, and recently there is only one umbrella JSR for new Java releases, so all the features in Java are developed using the OpenJDK as JEPs, so the last JSR which specified a part of the SE platform was the JIC, so the modularization JEP, since then we only have umbrella, so-called umbrella JSRs, which contain all the JEPs, but JEPs are not developed using the JCP, but in the OpenJDK. So JEPs, JDK enhancement and proposal process, this is somehow still dominated by Oracle, because new JEPs require endorsement and funding by group leads, and currently all the group leads are from Oracle. You saw the picture, I mean Oracle also, 80% of the developers are from Oracle, so that's also maybe normal. Hopefully more and more contributors from outside will show up and maybe even become group leads to change that, and OpenJDK lead who sits here is the ultimate instance who decides which JEPs get included into a roadmap. So we have three kinds of JEPs, SE, these are JEPs that have to be approved by the JCP in the umbrella JSR, so SE JEPs change the Java platform standard edition specification. Then we have JDK scoped JEPs which change the interface, like add new command line options, add new classes, which are not in the Java namespace, maybe in the JDK namespace or ComSun or other classes, and we have pure implementation JEPs which maybe add a new GC or which add a new JIT compiler or improve the JIT or add a new platform port, so these are actually not visible through the interface. You see the functionality maybe faster, but you don't see the change in the interface. And this is the same slide which Mark showed. I think mine is nicer because they have colors. But what I wanted to show is so the green ones are actually the SE scoped JEPs which change something in the standard. So you see, for example, the process API update, this really added some new classes, Java, along with the process and functions to existing classes. Then we have the yellow ones which are the JDK scoped. So for example, we have a new Docklet API that's not standardized by the JCP, but it's still some classes which you can use in your project if you want. And then we have the white ones which are pure implementation scoped JEPs, like for example, the new build system or stuff like that or the Linux S390 port which was contributed by us. This is the same picture for Java 10, 11 and for 12. So you see, for example, 10 at very few, SE scoped changes local variable type inference, but this was quite visible change. And Java 11, which is a long-term release support, this brought in, for example, the new HTTP client as a standard. So when we go back, you see that in 9 we had the HTTP client as incubator module, which was not standardized, so we'll come to the difference between incubator modules and preview features in a few slides. Actually, just right now. So what are preview features in incubator modules? Incubator modules are defined by JEP 11. So the reason behind them is to ship non-final APIs with a JDK and in order to get feedback from the developers, improve this and finally standardize them. So this is a pure open JDK mechanism, so other VM implementers don't have to follow this. So, for example, if the Oracle JDK creates a new incubator module and you are developing your own JDK Java virtual machine, you don't have to also provide such a module. These modules are in the JDK incubator module or package. And actually, the reason behind this, you bring in an incubator module in a release and then it has to either be finalized and standardized in the next version or at least substantially improved. Otherwise, it has to be removed. So it actually should be like a one-shot example. If it's acknowledged by the community and people like it, you can finally standardize it or otherwise you can improve it if you get all the feedback or just remove it if it's not required. As I told you, this is not part of Java SE. And then with JEP 12, the processing introduced the so-called preview language and VM features. So this is actually a feature which is fully specified and implemented, but it may not be permanent. But this will be part of Java SE. So a preview language or VM feature will have its own SDK and everybody who pretends to implement this specific SE version will have to also implement its preview features. And they have to be enabled by the minus-minus-enabled preview frag. So by default, they will be switched off. And again, if there will be positive feedback, they can be made permanent. Otherwise, they can be removed in a follow-up release. Okay, so OpenJDK was mentioned here before. It's a Java SE reference implementation since Java 7. It's under GPL plus class plus exception, the class plus exception saves you from the viral nature of GPL so you can run your applications on OpenJDK without getting infected. Oh, sorry, I didn't have to say that. You have to inform me about your... Most of the people didn't hear anyway. But until OpenJDK 8, OpenJDK was a source-only project. So OpenJDK only provided the sources for the OpenJDK. Since Java 9, Oracle builds OpenJDK builds under GPL plus class plus exception, but only for Linux, Macs and Windows. So they don't build it on all the platforms supported by the OpenJDK, which has a much broader platform support. And they only do it for two updates, so for six months. But there are a lot of binary distributions from various other vendors, and I will present most of them, hopefully, at least all I know of. And they do different versions of the OpenJDK on different platforms. For different platform versions, you can choose the one you want. And then we come to the OpenJDK updates project. So this is actually the place where all three releases are maintained. So JDK 6, currently maintained by Azul, was previously maintained by Rhettat. JDK 7 maintained by Rhettat 8, so I updated this slide yesterday evening, by Andrew Haley Rhettat, very fine. JDK 9 updates, not maintained anymore in the OpenJDK project, but we will see there are other vendors who still support JDK 9 updates. It's Azul, for example. JDK 10, a short-term release as well, abandoned in the OpenJDK because nobody stepped up to take over the role of the updates project lead for JDK 10. Yes, and we all wait for Andrew to raise his hand for JDK 11. Okay, so Oracle JDK, it's derived from the OpenJDK. I would say substantially derived from the OpenJDK. So it had non-Java AC add-ons until Java 8, like Java FX. Web start, this is something which is very confusing for people who are now switching to OpenJDK-based distributions because many people thought that Java FX is part of the SE standard. I know it never was and it was never explicitly mentioned, but for many people, Oracle JDK was Java. It actually is Java, but not the Java AC platform. And it had commercial features like file recorder and mission control, which you could only use if you had a support contract. So until JDK 8 update 202, which came out, I think two weeks ago, the Oracle JDK was under the Oracle binary code license, which allowed you to use it productively. It allowed commercial use, but it still had a field of use restriction and this is also something many people were not aware of. So for example, you have never been allowed to use the Oracle JDK in embedded devices, for example on mobile devices and stuff like that. Now after Java 8 update 202 and for JDK 11 and ongoing Oracle JDK is under Oracle Technology Network license, which is for personal development use, but you cannot use it in production anymore. Okay, so this is one of my favorite slides. It may look a little complicated, but this shows the license flow. So in the middle, we have the open JDK, which is under GPR class bus exception and because Oracle is actually the owner, the copyright owner of the sources, they have the right to real license it and they actually do it. They do a licensing and for example, sell the open JDK licenses with the commercial. They just switch the copyright headers and sell it, for example, to companies like SAP or IBM. So SAP and IBM, they are free to do their own commercial Java distributions like we do, for example, SAP JVM, but SAP also contributes back to the open JDK. I mentioned that and we do that under the Oracle Contribution Agreements, which is actually a copyright sharing agreement. So we still keep the copyright on our contributions, but we also share them with Oracle and this allows Oracle to then real license our contributions to the open JDK to others so IBM can profit from our enhancements, we can profit from IBM's enhancement. And then everybody, also SAP, for example, we not only build a commercial version of Java, but we also build a pure open JDK-based Java distribution called Submachine. Other companies like Azure, they build Zulu VM from it. Amazon builds Coretto. Also, they just take the plain open JDK and build their binary distributions out of it and they all contribute under the Oracle Contribution Agreement. Okay, so just a quick overview of the Java versioning. So we had 678, but the update scheme was quite complex in the past. So we had 8 up to 20, 40, 60 for limited update releases, which introduced new features. Then we had critical patch updates, CPUs, which were odd numbered, like 8025, 31 and so on. And we even had patch set updates, which only contained the security fixes of our critical patch update because critical patch update could also contain non-security fixes. So with JAP-223, a new version scheme was introduced with Java 9. So we get 9, like before, 678, but then the update releases were the third number, like 901 was the first update release, but then the second update release was called 904. So why four? Because actually this third number denoted the months after the initial release. So first update actually means it was released the months after 9 was released and four was released, three months after 901 was released. So this was a little confusing. So with Java 10, again we got a slightly change in the versioning scheme. It was also adapted to the new time-based release. And we had, actually it looks pretty the same, but you may realize that now the first update is called 10.01, the second one 10.02 and so on. There was also a Java vendor version introduced. This is a system property and also a tag which vendors can use to denote their version numbers. So this was 18.3 for 10 and 18.9 for 11, you may guess, what is this? This is the year and the months. So actually this number comes from a very initial proposal of this JAP where there was a proposal to do it like this year, like Ubuntu this year and months, but nobody really liked it in the community, so we switched to the scheme we have now, but obviously Oracle liked it, so they somehow wanted to preserve it. But yes, and also we also added the notion of LTS. So the version string can also contain LTS if it's an LTS release. But in the end with this bug, they finally also want to get rid of it because nobody uses Java vendor version. For example, V4 submachine don't use it and other vendors as well. So it's now proposed to remove the Java vendor version from the version as again. So how does this look like when you, you have Oracle JDK on the top and the Open JDK on the lower end. If you run Java minus version, you see the first difference is that Oracle JDK, also it's built from exactly the same sources, but by Oracle and called Oracle JDK, they have the right to call it Java while the Open JDK builds and the GPL, they are just called Open JDK. Then we get the version and this is the vendor version, which is still in 4.11. And we get also the build numbers and the version of the runtime, which is usually the same like for the class library, which is the same like for the runtime. But isn't there something missing? This is Java 11, so LTS release. I'm not sure if Oracle was not sure if they should make an LTS out of 11. I suppose they just more than forget to add this string because then with 11, 1 and or 2, they added the LTS string to the release. While you can see that Open JDK has no LTS tag because as I told you, LTS, it's not an attribute of the Open JDK, it's vendor or implementer specific. So different vendors can decide to do LTS or not, but it's not tied to the Open JDK project, actually. So some words about the release model. Yes, we saw that before. We have releases every six months and updates a month after the first release and then every three months thereafter. Open JDK, so Oracle provides two of these updates for all the releases. So actually, by default, all releases are short-term releases in the Open JDK. Some vendors' version scheme is actually intended for enhancements, but it's not used currently. And Open JDK vulnerability group, which we, thankfully, have now, cares for and coordinates security fixes which go into the update releases. So a very quick overview of the various Open JDK distributions which we have. ICT from Reddit, it was the first, actually, Open JDK distribution. They built the first build harness which enabled it, which made it possible then 11, 12 years ago to build Open JDK sources with only free software. They are the base of Linux for Open JDK packages and most Linux distributions. And nowadays, they have a lot of extra features which are downpour to all the releases, for example, like Shenandoah, ICT web, and they also support new platforms, also, in older releases which also contribute upstream into the Open JDK, but, for example, R64 or Shenandoah is in Open JDK 12 or 13, but in Open JDK sources, A, it's not available, but the binary is built by Reddit. It's supported. And recently, I saw they also have a Windows version, so it was interesting for me, but yes. Then we have adopt Open JDK, Open J9. I put this on the same slide. As we adopt Open JDK, it's actually a community initiative which provides pre-built binaries and they support both hotspot VM and Open J9 VM, so Open J9 is a Java virtual machine from IBM which was open sourced in the Eclipse Open J9 project now and it can be combined with the Open JDK class library to create a Java JDK. They support a bunch of platforms and IBM offers support for Open J9-based adopt Open JDK binaries. I mentioned before we have Zulu Enterprise, Zulu Embedded. This Open JDK-based distribution from Zulu, they offer commercial support for it. They support versions from 6 to 8. They have this medium-term support. What I don't quite like is that they have like a private source model, so the sources are actually in the GPL, but they don't have public repositories. You can of course always request the source code of such a release, but you have to do it manually. Then we have Coretto from Amazon. They only have eight now, but they plan to provide 11 later this year. They also have LTS support. They have Open Github repo with some add-on and fixes. Liberica, another Open JDK-based distribution from Bellsoft. Also, you can buy commercial support from them if you want. Submachine, well, as you can see in my t-shirt, this is one of my babies. We also have Open Github repost. We have some add-on, down ports and fixes. We only support it for our customers, which have actually support contacts with SAP. They also get support from it. There is others like GraalVM, Jyx, Jakarta, JMVM. There's a very good list on Viki, so if you're interested in this, you can look there. Then we have commercial JDKs like Oracle JDK, IBM, SDK, Java, JVM, HP, Fujitsu also have a JDK. Excelsior Jet, it's a special JDK. It's commercial JDK which does ahead of time compilation. Jamaica VM, it's a real-time JVM. And yes, how do you actually choose your JDK? Well, of course you have to see which Java version is supported. You should look for a platform support, especially if you want to support all the Linux systems, for example, with all the kernels or GDPC. You have to be very careful because not all these distributions run on all the Linux versions. You have to look at the support and support time frames, see if it's free or paid. And of course you should look how your render is involved in the Open JDK process. This is the same slide presented by Mark before. So obviously somebody who is involved in the Open JDK project could be trusted more than somebody who does everything on his own. So in the end I would say Java or Open JDK is alive and kicking. You have the choice which distribution to use with OpenJ9.io even have a great alternative VM now. Competition is good. Collaboration is good as well, maybe even better. And I don't like the proprietary JDK and I think it will become dispensable because the Java platform is quite major now. Everybody uses the Open JDK class library anyway and if you don't have the possibility to speak about these things it won't be important anymore. So that's all my slides are available here. Thanks for listening.


Uh-oh, it's the- Oh! F**k! I like that! Hey guys, Realistic Gaming here. Today we're gonna be playing Scary Teacher 3D. No clue what this game is up with. So far, it's like, she's sort of like a talking tom where you get to beat him up at the moment.  You don't deserve to speak in my classroom! There you go, man. Now she's out. Alright, so you can like, buy stuff like that. So it's sort of like, kick the buddy, I guess. We could even throw eggs at her. Oh my god, imagine how long I've been wanting to do this to a teacher! That's what you get. She's pretty ugly looking too. Alright, so there's the story mode. Let's go check that out. I don't know what the story would be about, but... Oh great, and we got an ad. Swipe to choose a car, but I don't swipe when I exit out. Thank you, man. Alright, it says career mode. And I do have some coins, because I saw this spinning wheel here and I clicked on it and you can like, get free stuff with the wheel, but you have to watch an ad. So I kind of got carried away accumulating 230 points, but... Whatever, let's go on to the story mode. Miss T is the most cruel and evil teacher of school, and luckily, she has our math teacher. Oh, so she's a math teacher just like Baldi! What if this is Baldi's math teacher? Like, her is his mentor. I don't know, man. Every student is scared of her anger and punishments. Oh God, so she seems like she's a mean teacher. You have to teach her a lesson by setting up pranks in her house. Wait, so we're going to go to her house and practice teacher Miss T. Okay, continue. Oh God, so it doesn't seem like it's a scary game. Seems like it's sort of like a fun troll game. Enter the house. Get the pen from the code and place it over the couch so that it pitches Miss T when she sits. That sounds pretty painful, but hey, she's a mean teacher. She's got it coming. Okay, so get the pen. Can there's a pen? All right, so, okay, can you go away? Was that creepy little boy, man? Is he staring at us? The link. Oh, so I guess it's like a tutorial. Oh God. Oh, I guess not. Drag upward and move forward. Oh no, this is some weird cameras. Oh, she's, okay, so we have to do it right now while she's at her library. Okay, so we get the pen. Oh no, she's coming. Collect it, hurry, man. Okay, we collect the pen. Dude, she's coming back. We got to be quicker. Oh no, she's actually leaving. All right, so it shows you where she's at. That's pretty cool. Run away before she comes back. Oh no, she came out of the room. I mean, clearly, how did she not see us? Like, we just ran away and she didn't see us. Do we close the door? Okay, let's just look at her. Oh, she's out! Oh, she's out! Dude, she sat down on that thing. That was a bit painful. Is there a secret witch inside? No, bitch, it just does. Miss T. Oh, he's there at level 20. We've only got 20 coins for that. All right, next. Okay, so what else are we going to do? So it seems like we're bullying the teacher. This is a dream come true. Oh God, what is that? A mousetrap?  Oh no, I'm sorry, Miss T, but I have to do this. Why is there a cake next to her? So you're just going to bake a cake and fall asleep right next to it? Okay, whatever, man. Do your thing, Miss T. Okay, so let's grab this, follow the footsteps and collect the mousetrap. I can lie, the controls are a bit weird because I am playing it on PC so I have to like kind of do everything with one thing at a time. Oh God, okay, let's go over here. Oh no, hopefully she doesn't wake up, you guys. I do not want to wake her up because she looks pretty scary. Okay, that was loud and she didn't wake up. Oh God, okay, now we turn. Replace the mousetrap. Oh God, it took that so savage. Okay, let's get out of here before she wakes up. Oh God, I'm out of here, man. Oh, dude, look at her hand, it took red. Oh, level complete. This is pretty easy, man. Oh, what is that? Down, up, down, looks like a scary ghost. I don't know, let's just go on to the next one. Oh look, this is the game I was talking about. Kick the buddy. Oh no, what is that? Thor's hammer? Oh no, that guy is getting wrecked. Rest the piece to it, man. Okay, can we skip this? Okay, we can, nice. Okay, so we're on level three now. What do we have to now? You have to scare Miss T to throw the blanket out of the window, but first you have to find the crowbar to open the window. Oh God, so she's chilling by the pool right now. We're about to go bug her. Like, she's just minding her own business, but I guess we're troublemakers. Here we go, open the door. Look at the crowbar. Wait, how are we going to scare her though? Just by throwing out a blanket out the window? That doesn't seem too scary to me, man. Okay, what do we do? We open the window now? We break this bad boy, collect the blanket from the bed in the room. Okay. Oh, we just took the blanket just like that, huh? I don't get that, look. How's that even scary?  Oh, I thought she thinks there's a ghost. Oh, greatest later, man. Not right now. Oh my God. Hey, BC Mouse. No, stop this. This is pure madness. Oh, geez, there you go. Okay, now what? Put a trap over the main door of the house and free the stranded cat which Miss T has locked into shed. Dude, why is she keeping a cat in the shed? Oh no, she's like a cat kidnapper. Okay, we're going to help you out, kidding. Don't worry. Even though I prefer dogs over cats, but we'll help you out. Okay, so look at her go. Oh, there's a trap. Okay, where are we at though? Like, how did she not see us the whole time? And now she goes into her house. Okay, so we have to be quick to collect the trap before she comes back out. Oh God, I'm stuck here. Run faster. I know we can run faster than this, man. Collect the trap. Collect it. All right, let's go. So now we have to place it outside the... Oh, wait. Outside what main door? The house? I don't know if they mean the main door house or the shack. I'm just going to go to the main door of the house. Let's place it over here. I mean, hopefully he man here because this is the main door. Not really the cat. Okay, we did tonight. We were supposed to place it there. Oh no, she's coming back. We have to free the cat before she comes. No. I'm coming, Whiskers. Even though I don't know if that's her name or not. But that's like a typical cat name, right? Oh God, she's... Dude, she's almost at the front door. We got to open the door. Now release the cat. Okay, where do we go? Isn't the cat released? 360 up here. Oh no, she's out. We have to grab the cat right away before she comes. Can we escape through here? Wait, but this is leading to her house. Oh no, she's coming. Let's just get out of there, man. Hopefully she doesn't catch us looking in her house. Hopefully we're safe back here. Wait, maybe she's going to come back here because the door's open. Oh no, we just got ourselves into some deep trouble, you guys. Wait, what is that, a gun? Miss T is not a wrench. Uh-oh, run away before she comes. Oh, okay, so we actually did make it out of there. I thought she was going to get us there for a moment. Oh God, not another ad. Don't stop. I am going to stop this. There you go. Okay, so now we're on level. How many levels are there? It could be like a million levels and we're going to keep playing. Oh God, put me dying Miss T shampoo in the washroom to teaser do it before she comes. Although I feel like this is going to be a little difficult since it is upstairs. Oh God, hopefully she doesn't. Oh, she's sleeping. Okay, we're Gucci right now. Wait, why is the music like doubling? Okay, open sesame. Wait, it's not the bathroom. Oh my God, I didn't know where the restroom was. I totally lost you guys. All right, here it is. Uh-oh, she got up. This is not good. Went away before she comes. We have to run. Wait, where'd she go? Miss T? Where did she go, you guys? I don't know, but we have to run. Oh, she's coming. No, because it's run down the hallway. What if we just hide here? Wait, she's walking in the wall. I think she's broken. Let's go have a look, man. Let's go check out Miss T. Maybe she's not feeling so well. She's walking in place. Hey, what are you doing over here, Miss T? Uh-oh, I think... Oh God, she's running after us. No, she actually chases you. Miss T caught your red-handed restart. But I guess we have no other choice because she wasn't even moving. She got stuck there, alright? I guess we'll try one more time. Oh God, please don't. Okay, that's way more peaceful. Okay, so hopefully she doesn't get stuck walking in place this time. And we actually get to complete the level. Yes, yes, we know, man. You ain't gotta tell us. Oh, I think it's gonna happen again, you guys. Wait, actually, we can just go to this door over here. Because this was... I mean, it was a restaurant door. There you go. Okay, she's like we're doing better this time. Oh no, she's coming. We gotta move faster. Oh no, she's actually coming this time. Oh God, no. Dude, does she not see us?  Okay, whatever, man, we gotta wait. That's all that matters. Well, look at her. There she goes into the restroom. Let's just go hide in here. She has been carried out. It kind of suits her better because of her pink coat. Hey, you look better with pink hair. Oh God, she is really angry. Dude, she got so mad. She had stink coming out of her hair or her ears. Oh, a Roblox I had. Hey, what's a Roblox? I think Roblox is spying on me. Okay, now what are we gonna do to... Oh my God, she has like a secret room right there. Get the pictures of Miss T, foster children from the cupboard. Cupboard, whom she enforced a lot of torture. Oh God, okay, so we have to get the pictures. Collect the picture from Chucky. Who's Chucky? Is Chucky like another student? Harry, she's gonna... Okay, she's going up the stairs. I think we're gonna play this time. Collect the pictures. Dude, she's running up here. Oh my God, that was, she's running. Okay. Oh my God, what if... We just closed the door. Oh, okay, she didn't hear that. Oh my God, that was so close. That was scary, man. Dude, she, she went like full sprint mode on us. Okay, now we don't want to review it right now, man. Okay, so I guess how many levels? Can we check how many levels are at home? Go back to the menu. Isn't this wonderful? I'm gonna go and say it in your thaliese. Oh, skip, thank you. Okay, so teaser mode. Oh, there's a multiplayer mode. Wait, so you can play this online? I guess we should try it. Let's get around the multiplayer mode. I mean, why not? Finding your match. Oh God, this... Oh, I'm the teacher. And somebody else is a dev.  Somebody's trying to stick it to your house. The intruder wants to steal things. You need to catch the thief. Oh God, I feel like this guy's gonna get away from me. He'll go nothing. Wait, what? To run? How do we even walk? Play one has to climb your request.   What kind of person are you, man? Or maybe he wanted to be the teacher. That's all you left. Okay, hopefully we had somebody this time. Oh, no, we're the thief. When other players will run, you can hear the footsteps. Steal her very precious gift box and escape. Oh God, I feel like I'm not gonna do good at this. Oh, no. Well, here goes nothing. Okay, so where... Oh, we can actually see where she's at. Bro, she's already upstairs looking. Oh, there's a window over here. Okay, let's not go through the main entrance. So she won't see us like going through there. Because I mean, everybody would go through the main entrance. Look at her. She's already going through the main entrance. Oh, no, we gotta be faster. Can let's open this. Oh my God, they're coming this way. Oh, the gift is right here.  Hello, she saw me. Get away. Oh, she didn't see me. Boy, you just whack past us. Whack past us, I mean. Whatever, I'm out of here. Oh God, we need to escape. Run. How do you run? Oh, there you go. This is way more easier. Wow. Okay, so where do we escape to? No, we run just like that. Man, we're awesome. No, I don't want to rematch. She had no mask for me, man. All right, so I guess that's pretty much to the game. You have like all these levels, which would be pretty cool if you can see how many levels are all total. Or maybe what if we click it? Okay, episode one. How many levels are in episode one? It says 10 levels, eight levels. So I guess we just beat episode one, and then there's episode two, which you have to buy for a dollar. How many episodes are there at five? So there's only four episodes out at the moment, which they might even update it because I assume this game is fairly new. All right, you guys, well, thank you guys for watching. Thank you guys for the amazing support. If you guys enjoyed the video, make sure to slap the like button. If you're new to the channel, make sure to subscribe and hit that notification bell, and I will see you guys in the next one. Bye. Bye.


The design philosophy of HD Venue has always been to provide really versatile products and we've basically taken that philosophy to the next level with more modern features and more versatility throughout the range. In addition to this we've also upgraded the cosmetics throughout the range as well with a smarter, more modern look. We used Mark II HD Venue as the benchmark and then decided we want to add in some of the developments that we've been working on with other products since Mark II was released. We've done numerous improvements to other products as far as tightening up the sound, fine-tuning certain parts of the EQ and adding in modern features as well.