Cam Norrie versus David Goffin is the second quarter final for Wimbledon for 2022 and both guys have had to battle to get to the quarter final stage. Goffin started the tournament off as an unseeded player and will play the qualifier Albert in the first round. This wouldn't pose a problem he'd get through in straight sets 6-2, 6-2, 7-6. In the second round he take on the 31 seed by Ezz and again just like the first round it posed no problem getting through in straight sets 6-1, 6-2, 6-4. In his third round he take on the Frenchman Umbair which posed to be a very tough problem Umbair knowing how to play on grass and after losing the first set Goffin had to fight his way winning in 4, 4-6, 7-5, 6-2, 7-5. In the fourth round he take on the 23 seed TFO which was his toughest match to date and after taking the first set he would eventually go down 2 sets to 1 and have to fight back eventually winning in 5, 7-6, 5-7, 5-7, 6-4, 7-5 in an absolute thriller. Cam Norrie started the tournament off as the number 9 seed and would take on the clay quarter and Duhar in the first round and as you'd expect he won in straight sets 6-love, 7-6, 6-3. In his second round he take on another Spaniard Munnar. This would pose a little bit of a different threat with Munnar going up 2 sets to 1 and Norrie having to battle back from the dead eventually prevailing in 5, 6-4, 3-6, 5-7, 6-love, 6-2. In the third round he take on the American Steve Johnson and Norrie went back to his winning ways getting through in straight sets 6-4, 6-1, 6-love. In the fourth round he take on Tommy Paul the number 30 seed and again another very impressive performance winning in straight sets 6-4, 7-5, 6-4 to advance to the quarterfinals. These two have only played the once before with Norrie getting the retirement win last year on the clay court so not technically a win but a retirement win nonetheless so he has played against this opponent in Goffin. If Goffin's gonna win he's gonna have to be super patient which we know he can. We know Norrie's also very patient but he's gonna have to block out the crowd the crowd are gonna be going crazy for Norrie so he's gonna have to use that experience of blocking out the crowd in big matches especially those kind of Davis cup like atmospheres. If Norrie's gonna win he's gonna have to rise the occasion because he's gonna have to crowd inside use that crowd to his advantage and we know Goffin is a brick wall so he's gonna have to play a lot of points and be precise like he usually is on his ground strokes. This is a very tough match for me to pick because both players are very similar in styles but I'm gonna go with Norrie I reckon the home crowd are gonna get him through in five sets this could be the longest match of the tournament though very very likely that this match is gonna go five and deep into a fifth set but I'm thinking Norrie's gonna win this one and get through the quarterfinals what do you reckon? Let me know down in the comments below


Okay, those of you who watch the channel know I got the best computer in the world, ThinkPad X200, but there's one thing. I realize my X200 does not have. Yeah, I got the maxed out RAM, yeah I got the solid state drive, but I don't have a webcam. Now you can put a webcam in here, but it doesn't actually, mine at least didn't come with one by default. You can actually see where it goes. So in this video I'm going to put a webcam in my ThinkPad and this should work pretty much on any other ThinkPad, they all pretty much come apart more or less the same way. So anyway, let's get this party started. So the supplies you're going to need aside from, of course, the ThinkPad is a little webcam kit and you can actually get these off eBay, they're pretty cheap, mine was around $10. So here's the actual webcam. This thing is going to help stabilize it and keep it screwed down. Here are the screws that came with it and this thing here is going to replace the little portion, you know, it makes, it's, you know, the little hole that the webcam can actually see through. So you're going to need one of these again around $10 on eBay. Once you do, you can get this party started. Okay, so the first thing we're going to want to do is unscrew this little frame that goes over, the basal, whatever it's called, bezel. I don't know how you pronounce it. So there are these three little things, little circles. There's one, there's another, and there's the last one. These three circles, they're actually just coverings for screws. So the first thing we're going to do is remove them. Now I'm going to use my knife here, I've got to get it undone with one hand. Actually I'm going to transfer this to my left hand and what you're going to want to do is sort of pry into these little circles, which hopefully I can do. Do it safely. And these little stickers should just sort of pop out if you give them the right, yeah, so you'll see mine has fallen out, unleashing this little screw here. So just do that for the other two as well. And once you have gotten all of the three out, you should of course have three screws which are totally visible and you're probably able to guess what you're going to do next. Next you're just going to want to unscrew all three of these. So I'm going to do that really briefly. Okay, so once you got all your screws out, this is the part that's a little weird and it actually takes a little bit of faith, but you're going to want to take off this basal. And how you do it is you might be tempted to just start prying the little opening on any side. But the best place to start is actually down here. Now you're going to want to get something to pry in here. I have a breeze card as you can see and you should be able to get some leverage here. Now the reason you want to start at this base here is because this part, based on the angle, if you start pulling out by any other side, it's going to be a lot more difficult to actually pull the screen out. So go ahead and start loosening this up. Okay, I might be able to do it with my hands at this point. Be very careful. Don't pull too quickly and of course make sure you have all the screws out. I guess there's a possibility that your model might have more screws than mine. I don't honestly know. All of the ThinkPad models I know I have dealt with just have these three screws, but you're just going to see this side's coming up. Nice. Okay, so now that the basal's removed. This is what the webcam area is going to look like. Now you'll notice there are two cords here. This one on the right, that is for the think light. It goes up, see this little white thing? I'm pretty sure that's the actual think light. So we're not going to worry about this. This thing on the left, it should be plugged into nothing. In fact, there might be a little protective cover on it. That's the thing we're actually going to put in the webcam. So let me go ahead and show you how exactly we're going to put this in. Now this can vary from model to model. So for the X200, you're going to take this little, I mean notice the way it's aligned, but you're going to take this thing and this is actually going to go on top of the webcam. And all together, see these little two screws up here, or screw locations? They're going to go where these two screws are right here. And for example, this hole over here, or these two holes, they're going to correspond to a little indentation, I don't know if you can see it right there. And this little core here, what we're going to do with that is we are going to stuff it in this little entry point here, and that's where it actually connects to the webcam. So that's how you do it. First things first, we're going to remove these little screws here. So now that the screws are removed, we have to remove some physical objects.  Now this is actually an antenna. In fact, all up here, these things here, they're all antennas. That's what the cords are for. Now this one here, of course, is in our way. Now you have a couple options. You can just cut it out. That's totally fine. This is a redundant, to my understanding, at least on the X200 and should be on similar models. This is a MIMO antenna, and it's actually redundant. You don't need it, and if you don't have an Intel Wi-Fi card, it doesn't even matter. It doesn't even have an effect anyway. Otherwise, you're still going to be fine, but you know, so this thing, you can either remove it totally, just cut it out. Or if you have space over here, you can actually move it over. Now I think I'm actually going to move mine over. So this is an antenna here. This is an antenna here. Notice the cords going to both of them. I think I'm going to try and move this antenna over to this vacant area, and then move this there. Hopefully that'll work, but now these little things here, this is tape. This stuff here, you can just cut that. This tape actually is taped down behind the screen. If you really want, you can go and untape it, but that's sort of redundant. So you can just cut it with a knife or something, and then you should be able to just pry this thing out. It is sort of adhesive down, but there's nothing else tying it down besides that adhesive and this tape. So I'm going to remove this and probably remove this, and probably try and move them over. Otherwise, I'm just going to cut this thing out. So here we go. Okay, so now I've relocated these antennas so I can have more room, and you want room up into this point where you have the little slot here, which does that? Take a screw. I'm not even sure. We'll figure out. So I haven't totally dealt with these wires. I'm going to deal with them when I actually put the thing in. But anyway, the other thing we need to do is get rid of this little black thing, because it's just sort of a buffer zone where the camera is going to go. So I'm going to pry that out as well. All right, that took way more effort than I wanted it to. I actually had to pull out the tweezers on that, but yeah, so once you want to make sure that you can see this little thing here, again, this is the thing that actually plugs into the webcam. Now you might notice there's a protective film around it. So the next thing you're going to want to do is with pliers or something else that's very delicate, you're going to want to get rid of this protective film. I think I'm going to do it off-camera because it might be a little too delicate to do with one hand. And if I put it on the tripod, you frankly won't be able to see it. So I'm going to do this real quick. All right, I got it. But I get it with the tow clippers. So that worked out pretty well. Okay, so now it's the simple part.  Now we're just going to screw everything in. So again, this thing, well, actually let's go ahead and start putting stuff in. So first we have our little webcam. Now pull this so it's not underneath the webcam and just sort of dump it in there. This tape is sort of in the way as well. And you want it to just sort of fall into place. Now what you want to do next is make sure you have the little orange cord that's for the data plugged into the little white output box. So it's going to be a tight fit, but just make sure you got it. Make sure all the film is off of it in case too. And once you have that in place, you're going to want to put the little silver protector like tie-in thing on top of it. Make sure all of the screws line up perfectly. So the two screws that you unscrewed before should align with the two holes on both the webcam and the little silver tie-in thing. And then you're just going to want to screw it in. And that's what I'm going to do here. You're sort of looking at my hand right now. But yeah, and once you screw it in, the webcam should be pretty much secure and basically in place. So we're about ready to put back on the bezel, but there's one more thing to do. That is the bezel, of course, has by default this totally blank webcam area thing. Now the webcam kit came with a replacement for that that has a little hole for the webcam. So let's just poke this thing out. It's actually pretty easy. I'm pretty sure it's just the kind of adhesive. Now if you flip it over in the back, you should see those little holes on all this stuff.  But anyway, it doesn't matter. So just, you know, push it out in whatever way. Actually, maybe I'll pull it towards me. Oh yeah, that works. So you can very easily push it out. Let me flip it over so you can see what's going on. Now I've sort of loosened this just by pushing on it a little. And I should be able to just peel it out. If I had fingernails. Now I'm going to have to, come on. Man, today is not my day. Today is not my day. Oh, no, there it goes. Today is my day. Forget it. Okay, great. So it's exactly what we want it to look like. So let's replace it with this new adhesive that has a nice little hole in it. I'm pretty sure it goes on like this. Yeah, I can see the indentation. So I'm going to peel this off, I guess. Yeah, there it comes. One hand. Look at that. One hand. One hand. Actually, let's go ahead and start putting it on. I think that I'm actually pulling, am I actually pulling out the adhesive already? Okay, there it is. All right. I got it. I got it. And now we're just going to make sure and get this nice and precise, but pretty much exactly. I want to get it super right on it. I got to make sure it's going to bother me if I get just the millimeter off. Okay. That looks about right. And yep, there are some air bubbles, but if they are visible, I'll just remove this and try again, but I think there is nothing over where the webcam is actually going to display. So that should be it. Now let's go ahead and put this thing back on where it belongs. Okay, now to return the basil to where it belongs. This should pretty much just snap on. It's the easy part. Yep, that's just working. Just working. I'm going to make sure it all snaps. I think there's still some parts down here. All right, that sounds about right. All right, so looking good. Still going to snap up here. Okay, I'm going to go ahead and turn this thing on and hopefully I can go ahead and access the webcam. Let's see what it looks like. Okay, so boot it up. Now it should show up in dev. So if I list the stuff in dev, it should, yeah, there it is, video zero. Maybe this is actually working. So let me try, let me run mpv on dev video zero. Moment of truth, let's see if something happens. Something happening. Oh my God, it's actually working. Look at that. Wow, there we are.  What's this? Oh my God, there's some kind of splotch.  But we got this thing working. I'm actually surprised, I'm actually surprised it worked. I sort of felt like it wasn't going to, but this thing apparently worked out. So webcam, I'm going to go fix that splotch, whatever it is. Hopefully it's just something on the film here so I don't have to open anything up. But yeah, that's how you add a webcam to your ThinkPad and now I got everything. Even if it has a little splotch on it, I'll fix it. Alright so just an update, as you can see I have the webcam playing right now. There's no splotch, it ends up once I started opening the thing up, I think it was part of the little black pillow buffer thing they have. It just sort of, when I was ripping it out maybe one part got stuck but it fell out when I started opening it. So now it's all clean, as you can see I have a webcam. Here I am doing the final edits to this video you're watching right now. But anyway, so around $10 or so is all it takes to get one of these ThinkPad webcam kits. I think they're sort of different models for different clusters of ThinkPad families. I think this X200 has the same as an X200 tablet and the slim version and I think maybe the X220 and stuff like that. But look it up on eBay if you're interested. I think most modern ThinkPads just all come with webcams but this is for those of you who happened to be like me and didn't have one. So yeah super easy improvement and that's about it. So I guess, I see I'm glad I have a YouTube channel now because I actually get stuff done like otherwise I'd just be saying oh maybe I should add a webcam to my computer maybe I should replace this part or something but now I actually have a reason to do it. And I noticed because no one else had done this for ThinkPads on YouTube yet but now it's out there. Hope you enjoyed it. Hope you learned something. See you on the flip side. So thanks for watching.


Hello everyone, my name is Andrew, I'm from Catalyst and I'm here to talk to you about Moodle Asset Archiving, cleaning up your Moodle with a growing footprint of data. So Catalyst IT, we're the premium sponsor here, we were awarded partner of the year on Monday which is amazing, thank you very much Moodle. We've been doing Moodle for a number of years and we have a global team and we do big Moodles. So we have been doing big Moodles since around 2008, we were one of the first organisations to be associated with Moodle on AWS. So based on that experience I wanted to share some insights and some stories and some things that might be of use to you in a growing Moodle footprint. So as part of the digital asset archiving, part of the thing I wanted to do first is just talk a little bit about the word archiving because there's a lot of definitions out there on the internet around archiving and you know it's a historical thing, archiving is not new, we've been archiving physical documents for some time and I sort of came up with the first definition of archiving, the long one there which I'm not going to read, but the layman term for archiving I like is keeping things available for future use but with less storage and clutter and I think that's an applicable definition for Moodle but I want to focus on the future use component because you should in the future, it's obvious, but you should in the future be able to actually use it, it's obvious but I say it all the same and I mentioned this a few times, you need to be aware of legal considerations with archiving, it's real, it's the world we live in in terms of retention and deletion and also the restore process of how people will get access to archive data needs to be explored and documented and made clear prior you know because it matters because it plays towards the ability to do future use. So once again compliance and archiving, a lot of organisations have pretty ordinary and old and sometimes silly backup and archiving policies because they were built in a time they were made when it was dependent on how many tape drives you had or how many small discs you had available and good archiving policy doesn't mean you're compliant and being compliant doesn't mean you have good archiving policy. So here's a question for who remembers, do you remember your first ever digital camera? So let's say that was in, yes I remember my first ever digital camera, let's say that was in 2008 right? So who could if they were at home get access to all of the photos they took in 2008? Okay, who could get access to all the photos taken in October in 2008 quickly and easily? Okay, who woke up one day and decided that we're going to get rid of all of our photos that are older than five years because we just don't need them? Okay, I certainly don't, I just wanted to give an example and here's some photos actually here's some photos from us and some of these are well from before 2008 and since some old photos are catalysts just give you an example of a data set that it isn't all about every data asset needs to go through a cycle of use archiving and deletion right? There are digital assets that you pretty much want to keep forever. A big data footprint is not always wrong right like you shouldn't, there is not a process where everything has to be discarded. So moodle and archiving, what are the common problems? Now I only have sort of 15 minutes so I just wanted to pick the big ones. So what are the organizational problems that people are trying to solve around a big moodle because that's generally the context so often it's too much repetition, clutter and junk lots of copies of courses, stale data, server and cloud constraints you know we're running out of storage on our infrastructure we don't have enough disks, there's too many files, cost management because we're spending too much on our IT infrastructure or once again compliance and legal considerations it's important but usually quite frustrating. So let's explore that question of our moodle site data is overflowing or growing too fast. A lot of organizations in the COVID period their moodle got fatter and fatter and fatter right in terms of more and more data got in there and this sort of scenario that's meant to be a picture of a hard disk exploding from too much data that was the best of the bad options that AI gave me. So you know let's imagine a world in which there was an eight terabytes of data and in 2019 and then 12 and 2020 and then 15 and then 18 and then 24 that's a pretty common scenario and catalyst has numerous moodles that are well over 100 terabytes by the way and that looks like a trajectory that's problematic to organizations because they might have limited storage or they might have ideas about what their budgets are and something needs to be done. So when you are faced with this issue don't just look at the storage total right because it's not necessarily about the right number the right amount of storage that should live in your moodle. Ask questions like I mean hopefully there's some useful tips in here that might actually solve some people's problems but often it's not quite that simple. How are your course backup set up right course backups often can be set up in ways in which you're storing far too many copies of the same thing. Are you using media files in ways that are swelling your data storage unnecessarily like putting big raw media files inside moodle is not particularly efficient. You should either they should be they should be transcoded better or you should be using a video repository. Can you see any patterns or classifications around this the swelling in data is a particular faculties is a particular courses is a particular professors and the other one is how much of your data is associated with courses that are no longer being delivered or have not being delivered in some time. That's a useful one in some of the difficult discussions around defining old content you know what else can you see about your data footprint you know things like log storage which is not a magic wand but still with asking and the first question which I put last is what is your organization's data storage budget right like often there isn't one but that that allows you to make decisions with periods as it grows. So the other problem is you know we've got too much old stuff right we've got this we've got this moodle that has old courses and we know we've got to do something about it that causes problems we're not using the material it's outdated we don't want people to mistakenly choose it. So let's imagine a situation and we've had this discussion so many times we work with clients especially with the 3.9 4.1 migration sorry upgrade imagine you've got a I've got a reasonable size moodle with 3000 courses in there you're a university you've got a course AI and economics 2022 we're keeping that one of course right but you've got a course that's you know HML marketing you know 1998 okay moodle wasn't around in 1998 but let's say 2008 right an old course that no one's using you're never going to deliver again and you go yep that's all we've got to get rid of it. The challenge we see or have seen with our clients is that you know there'll be the what we call the gray area between the definite yes and the definite no for example fashion in 1999 1980s Libya that might be a really important part of analyzing social change in the Middle East right that might be something that someone still actually wants to use that might have good learning assets in it right you know philosophical maths chair dancing polar bears whatever it's not always easy to define the yes or no when you look at an already full moodle and hence this idea to just get rid of all the old or bad content often isn't quite as easy as people think and then the exercise you don't really get rid of much I'm in Europe so you are cool which I believe needs to be careful so the other one that does anyone in anyone's organization if you prepared to I'll put my hand up because we do have what's we call an archive moodle instance which is like an old version of moodle before you upgraded that you sort of keep somewhere so you can go and look at it right this is a popular approach to maintaining copies of old content but you do need to be very careful because an archive moodle like 3.3 or 3.1 or whatever or 3.9 soon is actually a production moodle right like it is a production moodle with the expectations around data protection and backups and all those sort of things and sometimes it doesn't get treated like a production moodle moodle doesn't know it's an archive moodle doesn't have an a native archive mode so you know there are things that could happen in your moodle your archive moodle that would be very bad you know for example if cron decided to run and send lots of emails out or something like that or someone updated a forum post or you know there's things around application updates potentially access control could all be cooked because you remove it from your IDP and you put a couple of logins so that people can log in and then you suddenly lose all this access control that's very important around who can see data you know should students have access absolutely not but someone might decide that's a good idea what is your end of life for these applications because they shouldn't just sit there it shouldn't be internet available but often it is because that's what makes it more usable so we're very very cautious about archive instances of old moodle's because they tend to just hang around forever and the risk around I mean you know the risk around data breaches and student details being published or any of that stuff is you know is very very real and only getting it's not to say the people are hacking more but certainly the consequences of these things is more and more real so the other approach is shipping off course backups it's fine but course backups are a relatively inefficient way of doing storage and also you run the risk of once again losing access control and digital repositories are sometimes a bit of a mess so a big moodle is not a bad moodle want to leave you with that thought and we love big moodle's so that's all I've got time for come to us a lot of booth thank you so we have a few minutes for questions if there are any literal mic runner do you have any suggestions when dealing with files and moodle I see all your points on this chart but the storing of files and moodle is you have to go into the tables view the huge tables and then you find the hash of that table that file and then delete it if you want to get rid of it or if you want to find duplicate videos and everything and so there's missing just now a sort admin file explorer just can see where is that one used or whatever do you have any hints how do you deal with thousands of files and get rid of them so we follow the wise words of our clients and these things but look analyze report explore okay so moodle should actually defend against duplicate files being uploaded because of the way the abstraction layer works for the file system so you shouldn't get a lot of duplicate copies of large files but you need to analyze you need to look for certain things and it isn't always easy but you need to first you need to define the question you're trying to answer right please I want to find all the files that are in courses that no one has enrolled in for whatever right and that's a solvable problem right there are a lot of a lot of SQL out there that has been published that would help you get some of the way but some of the SQL book will become quite complicated and it may be even needs to be a custom script or a custom report you know you could conceivably plug in your moodle database into a business intelligence system or something like a reporting tool I can tell the board but you need to actively and iteratively explore understanding the question you're trying to answer because it can be quite difficult I think that really interesting kind of unique use case we have students to do a two-year course 20 modules but the rewarding body requires that they can access for five years which is frustrating that means we end up often with hundreds of students who haven't logged in for three or four years they're just it that to me is clutter but I appreciate the need what's your thoughts on for example downloading that category or that collection of modules and having a separate moodle which should they be required to access again it's in a separate space and away from the main VLE does that cause more complications or is it better to actually just accept that I'm going to have hundreds of dormant accounts and live with that it like it depends but I will say that there is an overhead to every moodle instance right especially if it's a busy one that has a bit of data and is important organizationally and if you're using a moodle in ways that aren't isn't for delivering actually delivering education that you do need to think about making sure that that's not going to bite you but I mean you could you could choose either approach you could choose either approach it might also depend in your case around whether or not they're using an IDP like an organization level identity provider which might roll their accounts over conceivably and that that might be a consideration but both are viable it's just a matter of what works for you I don't I think there'd be pluses and minuses to both approaches. We have time for one last question. Hello I'm from the Profutura Foundation I had a question regarding certifications because we've been running for six years and we managed not to lead anything yet but we get we get teachers asking for certifications of courses they did six years ago. So the only thing we can actually manage to get those certifications is to have is to have the course actually available. So how have you managed that before because once you work with public organizations sometimes they require exactly the same modules even if the course has evolved and you have a second version of the same course they need exact the exact activity times exact modules they actually did. So how do you manage them did you generate them before archiving them or something like that so you have the actual record that the course was done. There is a great convenience to having everything in Moodle and it's staying in Moodle right there is a great convenience to that. So I mean your it depends to some degree about how much data gets generated and how big the footprint is. If it's not causing you operational problems to keep things inside Moodle then maybe you just keep things inside Moodle but if you export it then you need to be very clear that you've exported in a way that will make sense 10 years in the future or something right because that's one of the great risks of removing things from Moodle is that versions change things change and you know it will probably work but you don't you're not as sure as if it's living inside Rooza. There's nothing wrong with leaving things inside Moodle but with some organizations they have just such a massive footprint of data like if you have courses of people uploading a lot of files and all that stuff then it's it's more of an issue. But if you have like a compliance based training system for example where there isn't really that much data coming from the user and it's just like tasks and certifications and a small level assessment. The data footprint is quite small so you don't have to pull things out that's that we're sort of we're hooked on this idea of rotating and removing data and purging data but historically that was because we didn't have any storage now we do so you don't have to remove it and it sounds as though you're it's easy if you if it stays where it is so leave it where it is.


Welcome, traders, to another Tickmill Charter with me, Patrick Manili. I want to draw your attention today to a developing opportunity in the Kiwi Yen on the daily timeframe. I've just posted a chart of the day on the Tickmill blog site with a similar setup in the Aussie Yen. We have been consolidating in a triangle pattern here for most of this week and last and we now look like we might be seeing some upside momentum develop here. We've got a monthly VWAP bullish, weekly VWAP bullish and a bullish close today at or above current levels will suggest that certainly we can get a retest of the prior cycle highs to $72.89 and then through there look for a test of the equality objective at $75.41. As always, traders, plan the trade, trade the plan, most importantly manage your risk. Until next time, thanks very much.


Well, good afternoon and thanks for allowing me to present this paper, Impact in Action. We do have limited time, so a link to the paper in two different locations is provided below. I'm Stephen Seemey, my colleagues, are Ed Lopetier and Ken Erickson, the Tucson Invented Systems titled the Paper, Impact in Action, glad you stayed on, Nathan. We are conducting multiple phase development efforts aligned to a series of other design qualification efforts, DO 178, the supplement DO 331, reuse guidance AC 2148 and the airworthiness guidance for the Army 7062. The outline for the paper, for the presentation, we want to introduce impact improvements and modernizations of programing's affecting capabilities and technologies. We got a nice acronym out of that one. Highlight and describe two current phase development efforts. These are multiple phase applications to the guidance described on the cover page and in the title of the paper. I want to identify and introduce a new term, model-based open systems approach. Now we're bringing in the face and open systems approach and applications into model-based system engineering and identify some additional benefits that you actually get using the awesome model-based system engineering tool if you apply it to phase development efforts and then summarize with next steps. So impact, identified improvements and modernizations of programs affecting capabilities and technologies. It was a funded research and development effort by then the Army's named ADD, the director that does the research for advanced aircraft. It was conducted in 2014-2015 with a report printed out. It was one of a series of S&T research efforts and studies. The objective and intent of impact were to prepare the aviation community for using improved tools and processes in order to modernize design and development capabilities that exist back in 2014 so that it can be prepared for the next generation of aircraft designs defined by the vision and referenced in the paper. The development process for the next generation aircraft will be prepared for advanced capabilities. I'll be required to address tomorrow's complex battle space environments. That battle space is both manned and unmanned teams and aircraft and ships as in terms of NAVSEE operating in complex operational environments that is day, night, all-weather, hostile environments with terrain over land, sea, etc. This will ensure that the military will own the environment and the quotes through a collection of highly integrated advanced aircraft and capabilities operating collectively as a set of interoperably advanced capabilities that is a system of airborne systems of systems and there's essentially a lot of references in the paper. So in bottom line, impact was a report for the gaps and tools and processes needed for the next generation aircraft designs. So we want to jump into the description of two-phase development efforts pictorially with the face architectures. We have the Arkham project on the left and the AGX EIS. Arkham is the Army's aviation radio control manager and the AGX is an aircraft gateway with the extra represent next generation and EIS is the external interface systems. Side-by-side we have a comms domain on the left, aircraft survivability equipment onto platforms. We have the face diagrams you can see in very small images down below, the devices that we're going to control. We have several radios on the left and aircraft survivability on the right. Arkham is the Army's comms domain and its shared comms across the aircraft and AGX is the domain for aircraft survivability initially focused on the Apache aircraft. Side-by-side we have face, five face UOCs for Arkham, seven face UOCs for the AGX EIS. Jumping to the bottom, both of these programs will be verified to be face conformant and run through airworthiness. Difference a little bit there. We've got the Army face VA on the left and we've got the TES savvy face VA on the right. On the left we have the more generic airworthiness with a very long new name and acronym to combat capability development command aviation missile command system readiness director dash airworthiness. On the right it'll be the Apache subdivision of airworthiness. So Arkham has five modules as the radio control component, communications manager, the mission and network planning, and the bulk data manager. On the right hand side for the AGX is all the aircraft survivability equipment that's currently hosted on the Apache. We have two versions of the radar warning receivers. We have an MRFI, modern radar frequency interferometer. We have a common missile warning system with the counter dispenser Kirkham. We have two versions of laser detecting sets. We have an infrared jammer and a radio frequency jammer on the Apache as the aircraft survivability equipment suite. Again, they'll be both run through face conformance and airworthiness. Different flavors of VAs and different flavors of airworthiness kind of speaks to the robustness that we're using these tools in this environment. So I wanted to point out, if those are familiar and not with the DO178, that there's life cycle and side by side, these are identical. If looking at what I referred to as a DO178 dashboard, essentially there's 71 objectives and the back of DO178, they have tables and you need to comply with each of these objectives. It's essentially a life cycle in order to go through airworthiness. They have 22 life cycle design artifacts, 11-1 through 11-22. And for DAL-C, design assurance level C, you have 62 objectives. I want to highlight, and it pulls out a little bit later in another couple slides, the green versus yellow. Yellow is an objective that needs to be performed and demonstrated on a target architecture, leaving the greens, the other ones, to be performed off of a target architecture. And this kind of leans into a reuse potential that will be illustrated on the next couple of figures. So again, on the bottom, we have airworthy face and then airworthy qualifications on two different flavors of airworthiness over at the U.S. Army. Then we get into the benefits of a model-based open system architecture and the proven process here. Side by side, my dashboard enhances. And I'll read the title for this. When we used DO331, which is the model-based supplement of DO178C, we have this idea of theory of sufficient. If you have a sufficiently described model, you can have the auto generation of artifacts that are used for both face and DO178. That's the embedded control code, the models, the test cases and procedures, the results with tracing, and all of the lifecycle design artifacts. The qualify this is that our capability model and awesome, a different tool, is sufficient. It generates more than the face data models, but it allows for that efficiency to generate the embedded code. Nathan just asked for the TSS to be generated. It generates that, the cases and procedures, et cetera. So when you're looking at the dashboard below, you're getting a lot of these objective compliances generated through the use of the tool. Additionally, since we have the green versus yellow, we have now the opportunity for reuse for the reuse guidance AC2148. So the model-based open system architecture used in the SAVI tool allows for the development test and integration of six additional compliance objectives with little additional level of effort. So essentially, you're getting more from the same. So what we're getting is we're getting B-like design and testing for C-like levels of effort. The efforts that we're bringing in, the compliance objectives are the six are listed on the bottom left of the table. We end up bringing high-level requirements being compatible with the target architecture, low-level requirements being compatible with the target architecture, which is extreme amount of work. Low-level requirements are verifiable that software architecture is conformed on the target architecture and then software architecture is verifiable as well as source code. This chart is animated, but it's not animating on this one. So I'll go ahead. The model-based system, open systems approach used in the tool has reuse benefits as well. When we look at the ratio of the green versus yellow, the green as they are, the design artifacts as they are can be reused on different platforms, whereas the yellow identified and separated as it needs to be compatible with the target architecture. This reusable software component face needs to be ported to the target time operating system and the processors, and then we auto-generate and run the testing artifacts to be executed on these targets in order to support the demonstration of the yellow compliance objectives there. Therefore, we're able to achieve the goal of the face approach, rapid acquisition of reusable aviation capabilities of cyber physical systems on complex systems of systems aircraft, regraining ownership of aircraft interfaces and promote aviation plug and play and the procurement of reusable portable capabilities and we get to field them a much faster. So essentially you'll build on the left the original aircraft for error worthiness. Put all your artifacts in a repository and then you can port these artifacts to the different architectures as shown on the bottom there. Reuse 90% of the compliance objectives illustrated in the chart above and then run the 10 remaining percent of the specific platform resources in getting conformance on different aircraft platforms there. So essentially it results in a fleet of different type of vehicles having compatible capabilities also distributed in a much expedient way. So if we got some time and questions, this has been briefed in several different formats at the Pentagon. This is a huge chart to discuss back to. Summary with next steps, our tool is commercially available. My division here we actively participate in the face consortium since its inception in 2010. We lead in several working groups. We also provide development engineering services. We are a sanctioned VA, the savvy VA. Lessons learned from using the ecosystem. When a cross-organizational team, both of these are being developed with different companies, provides insight to how complex systems of systems, example is the future vertical lift family of systems will be developed in our near future. So we're on schedule to develop and field in 2021 two different sets of multiple face development efforts that align both face conformance and airworthiness efforts corresponding to the armies and following guidance of the 2148 reuse guidance. The next steps will be indirect and direct development for the future vertical lift family of systems that awaits the community. Essentially that aircraft includes flora, which is the future attack for Sonica's reconnaissance, elacraft and flora, the future long range assault aircraft. And we're currently supporting JMR efforts, the air vehicle mission system architecture IDD and the FAP, which is the architectural design for the FVL. So with that, I go to a question slide and we should have some time for questions. If you need to find additional information, you've got links on the bottom and on the cover page or contact information as well. So thank you very much and you guys have a great day. Oh, Stephen. Yes. We just had a question come through, if you don't mind. OK. Sure. I can read it to you. I'm getting bombed. Savvy does, I'm getting bombed and I can't read the question. I can read it to you. Yes, thank you. Does each of the USCs have its own DSDM or are they aligned to one? If one, which one? Great question. It'll be a generic DSDM for the comms domain and we're going to make one for the aircraft survivability domain. That's an excellent question. So essentially it leads into the reuse plug and play. So right now the left one where we're spinning two radios, we could then add the additional capabilities for another radio and that'll be a comms domain DSDM for aircraft survivability. We have seven devices and we could spin that, take in or take out other devices to make that aircraft survivability domain. Excellent question. One domain for each domain. One model for each domain. Is there anything else? Nope, that is a question. So with any view through after we left this presentation, we'll get those questions to Steven and get you an answer. But those are all the questions as of right now. So thank you very much, Steven.


If you've ever seen Back to the Future, you'll know that in order to get the DeLorean running again, DOC needed 1.21 gigawatts of power. But what is a gigawatt? Rest assured, it's a very real thing. Just one gigawatt of power is the equivalent of almost 6.7 million solar panels, or 400 wind turbines. That's more than five Nimitz-class aircraft carriers at peak power. Great sky, as DOC would say! The Renewable Energy Program Office, or REPO, was created to help meet the SECNAV's goal of using alternative energy sources to generate 1 gigawatt of renewable energy into procurement by the end of 2015. According to REPO, 1 gigawatt of renewable energy can help us be a better and stronger Navy. They say the program will be cost-effective, mission-compatible, and stabilize long-term operational costs. Join the discussion and learn how to do your part. Visit the Navy's Green Fleet website. Forward to the future, shipmates!


One of the most famous assertions in the Christian Bible it's found in the book of Matthew chapter 1 is that in the Jewish Bible the prophet Isaiah predicted the Messiah is going to be born of a virgin and it's based upon a mistranslation of the Hebrew. Isaiah speaks about an Alma that would give birth Alma as a young girl young woman and the Christian Bible insists that the word Alma means virgin. Now one of the primary ways in which this mistranslation is defended and justified is by appealing to the Greek translation of the Tanakh of the Hebrew Bible where missionaries insist that the rabbis themselves when they translated the Tanakh into Greek they rendered Alma from the seventh chapter of Isaiah as Parthenas which they say means a virgin and so the Christian defense basically says don't accuse us of mistranslating Isaiah as virgin your own rabbis when they translated the Bible from Hebrew into Greek they translated Alma as Parthenas and that means virgin and that's where their defense is is based however there are numerous problems with this number one we know that the rabbis when they translated the Tanakh I'm sorry when they translated the scriptures into Greek they did not translate the entire Tanakh the rabbis only translated the five books of Moses we know that the story is told in the Talmud tractate Megillah 9a that King Petalmi summoned 72 rabbis from Jerusalem to Alexandria to translate the five books of Moses into Greek the story goes that he put them into 72 different rooms and at the end each of their translations matched exactly this was done in the third century BCE now this story is confirmed by Josephus who tells us that the 72 rabbis only translated the five books of Moses and in an ancient Greek letter called the letter of Aristias which confirms that King Petalmi had the rabbis translate the Torah the five books of Moses it's not clear it's not exactly clear who translated the rest of the Tanakh who did the rest of it we know that our Khazal our sages translated the five books of Moses but who did the rest of the Tanakh is not really well known it's not known at all and this is confirmed by Christian scholars if you were to get a contemporary version of the Septuagint you'll find in the introduction the following declaration is made the variety of translators is by the way is our Christian editors of this the variety of the translators meaning of the Bible is proven by the unequal character of the version some books show that the translators were by no means competent to the task meaning some of the books in the Tanakh you can see we're done very poorly while others on the contrary exhibit on the whole a very careful translation the five books of Moses is considered to be the part best executed while the book of Isaiah appears to be the very worst by the way Isaiah is exactly where we're looking to find the defense of this mistranslation for the virgin birth number two in ancient Koina Greek the word Parthenus does not mean virgin anyway it really means the exact same thing that Alman means which is a young woman this is confirmed by one of the leading scholars of ancient Greek Spiros Ohades in his commentary to the Bible and it's confirmed in this Septuagint translation of Genesis chapter 34 which is a story of the rape of Dina when the daughter of Jacob Dina is raped so there if you get the Greek translation it speaks about her after her being raped as a Parthenus so clearly Parthenus does not mean a virgin furthermore the entire Septuagint both the Chumash the five books of Moses and the rest of the books of the Bible were not valued by the Jewish people they were not studied by the Jewish people they were not preserved by the Jewish people if you go to any Jewish library you'll never find a Septuagint it's basically a book the Jewish people dissociated themselves from one of the ways we know this is that our sages tell us that when this translation was done we didn't want to do it we were forced to do it and the sages proclaimed it the sages saw this of an event of the translation of our Bible into Greek as a tragedy and the sages proclaimed a fast day the 10th day of Tevet is a day where we mourn this terrible tragedy of the translation of our scriptures into Greek so this is a version of the Bible that was not really ours it's not one that we study that we preserved and so the question is so who preserved these books and we know that they were preserved only by the church and we know that the version that we have today is not the version that our rabbis made how do we know this because because it's fine because the Talmud tells us that when the sages translated the five books of Moses into Greek the Talmud tells us that the sages made about a dozen editorial emanations to the text that the rabbis in order to make sure that people did not misunderstand their reading of the Greek they made some editorial changes in their translation and the Talmud gives us those editorial changes if you study the Talmud's list of these changes and you compare it to the version to the text of the Septuagint to the five books of Moses that we have today you will not find these editorial changes that proves that whatever version of the Septuagint we have today is not our version another important point is that the Christian Bible when quoting from the Hebrew Bible very frequently does not quote from the Masoretic text which is again the text that we as a Jewish people have preserved and passed down they go to the Septuagint the Greek translation why is this strange it's strange because our Tanakh was not written in Greek and the Christian Bible itself says in the book of Romans that God entrusted his oracles to the people of Israel the Christian Bible admits that God entrusted his scriptures to the Jewish people and that if it wasn't for the Jewish people there wouldn't be a Bible for Christians to read therefore the only Bible that's reliable is the one that's been passed down by the Jewish people which is the Masoretic text and not a Greek translation that was done by who knows who one very interesting example of this is from the Christian Bible book of Acts chapter 7 where in verses 14 to 15 it says those of you who know the the Chumash the five books of Noah's as well will spot the problem in the Christian Bible book of Acts it says that 75 people went down to Egypt 75 people went down to Egypt whereas in the book of Genesis chapter 46 verse 27 in Exodus chapter 1 verse 5 in Deuteronomy chapter 10 verse 22 we're told it was 70 Jews that went down to Egypt so what happens how is it possible for the New Testament to say it was 75 so the answer is very simple because they're not quoting from the Jewish Bible they're not quoting from the Masoretic text they're quoting from the Targum Shivim the Septuagint and the question would be what is the authority of this Greek translation how does anyone have the right to ignore the Hebrew text that's been passed down faithfully by the people that God appointed to be the guardians his witnesses over his text how can anyone ignore what the Hebrew text says and base their Bible upon a Greek translation that we don't know who did it what is the authority of that translation and why does it supersede the Hebrew text