reports on the left. Let's close up the hand boogie up top. I often when I go into the trial balance just search for it like this up top or I'll save the trial balance as one of my favorite reports but the trial balance is located down here just so we know where it is at in the accounting area. I believe it's under the for my accountant area because it has debits and credits in it so that's going to be the general idea for it so let's open it up even if you're not familiar with debits and credits I think the trial balance can be a really good report and we will be using it in the second half or future course when we start a practice problem from scratch and start to build it because the trial balance is thought to be kind of that that building component or stepping stone before we get to the actual construction of the financial statements. Let's think about that in more depth in a sec. Let's go from 010122 to 123122 and run it. So the trial balance you can think about in essence as being the balance sheet on top of the income statement while taking out all kind of subtotals within the trial balance therefore you have a much more streamlined report. So another in essence you have the balance sheet over here that's assets, liabilities and equity you have your accounting equation it ends in the equity section retained earnings being the bottom account and then you've got the net income which is really part of retained earnings that's basically the income statement and then you have the income statement which is the income and cost of goods sold expenses and so on. In the trial balance you could just if you could just see where the cutoffs are then you can use the trial balance even if you don't understand the debits and credits to be kind of that report that you use to verify transactions. So I could see balance sheet accounts here's the assets and then when it goes over to a credit that's the first liability which is accounts payable in this case and then you go down to the equity section which is going to be landing here's the accounts payable and the opening balance so there's the equity section for the opening balance and then you've got the income statement accounts and you've got all these income statement accounts because it's a landscaping business cost of goods sold and then the expense accounts. So the reason that's useful is that because when we do the data input up top and we select the plus button for example all these transactions are being used to do actual journal entries we've talked about every time we enter a transaction we kind of want to verify or think about what it's doing to the financial statements balance sheet and income statement so we went to these transactions and then went to the balance sheet and income statement to drill back down. Now if you understand the trial balance you can just have this report open instead of the balance sheet and income statement and as you enter checks for example you can go into this account and drill down from the trial balance which can be a little bit more streamlined. If the other side was some kind of expense the expense is on the same report down at the bottom in the expense area just without the subtotals and you can still use that to drill down and so that's a nice quick way that you can kind of verify the activity. So I'm going to go back again


All right, it is 1130 a.m. Eastern. Hello, everyone. Welcome to the Ask the Experts session for the Systems Engineering and Hardware Track. We have a panel of experts here who are here to answer all your questions around systems and networking. So please put in all your questions into the chat and we will field them as we see them. I'm gonna hand it over to you now, Aaron. Please take over. And thank you all for doing this. All right, thanks, Hervashi. So on the panel, we have Wyman Long, Priorit Bergava, Thomas Haller and Dan Winship. So we have a good mix of sort of networking expertise, both in sort of the desktop server as well as cloud and kernel expertise. So feel free to ask questions anywhere you want. And if no one can answer them, then sorry. First question, we'll just get right into it. So first question is from Richard Jones. Are you following risk five and what effects might it have on the server landscape? I'll take a shot at answering that. Richard, that's a great question. Historically, we've seen a little bit of interest in risk five over the years or the past little while, rather. I'm following it purely from a point of view that it may become something, may become a product, it may become something more real someday. Adding another architecture is, as always, very interesting at Red Hat. It's not just an engineering effort, there's QE, there's productization, documentation, everything that's involved in there. Once we see enough interest from partners and customers, that's when we'll have a real serious discussion about risk five. I guess along that, there are some efforts to have data centers that are non-X86 and I guess there are some challenges related to that both from a networking side and just a systems execution side. So are there any special considerations from networking or systems that we have to keep in mind? Sorry, Aaron, my screen just went out and I heard the very end of that. Could you repeat that? My apologies. Yeah, so there's sort of other data centers that are starting to migrate to non-intel hardware and that can bring its own challenges and what sort of considerations do we have to have from systems and networking side sort of when thinking about running sort of the full solution, like not just say kernel and OS utilities but like the networking side and hardware enablement and offload enablement, all that sort of stuff, what are the things we have to keep in mind as special considerations? Well, I think from my, I'm primarily kernel focused and so I always like to say we're the bottom of the pile as it relates to the rest of the stack. We try for parity across all architectures with our products. So it doesn't matter what architecture you're running. That again takes effort. It's not just a kind of snap your fingers and hope it works kind of effort. There are things like we have to make sure that the drivers and the devices that these systems adopt are maintainable. We've had in the past where some drivers have come in on some architectures and could not be maintained for long periods of time. We also have to look at the overall specific purpose of some of these processors. A risk five, for example, as you've noted, it has a very much a server footprint, whereas ARM, it was hoped, would have both a server and a laptop footprint. So I think those types of things definitely play into the decisions that are made. There are technical issues throughout the stack that I could get into, but I think I would potentially bore everybody on this call. So I don't want to get too far into that. And with that long rambling answer, I'll end it there. So I work on OpenShift networking and from our perspective, we just use the features that the kernel gives us. So if REL starts supporting other architectures, then we can support them at the higher levels. And yeah, we don't really even notice architecture that much. Okay. Any other questions? It's a pretty short panel so far. Maybe like Thomas and Dan, you can talk a little bit about what's happening in like server side networking developments. I can say something. I work on network manager and in general in the management of networking in REL. So what we want to do is the network manager is the component for configuring networking on the Linux host. And there are other components on top of that that use the API that network manager provides. And I think the point is that we believe that the network manager should be the series of space component that provides an API to other components. So on top of that, we have another project it's called NM State, which is kind of a simply, it provides a different API to applications. And that's it I think. For instance, in OpenShift we're looking at using NM State because people have various complicated networking configurations in their clusters and we don't want everybody running if config or whatever on their OpenShift nodes doing random strange things to the network. So NM State is great because it lets them just sort of declaratively explain their networking configuration. I think you can get that set up. That's still a few releases in the future for us. So someone is just asking, I am part of OpenShift support team and could see we are now moving to OVN from OVS. How do we see OVN helping us moving away from IP tables? What if the North Depots go down? Do they have any mechanism to come up without causing any network disruptions? Okay, so moving from or to OVN from OVS. So the current OpenShift network plugin OpenShift SDN is built on raw OVS basically. OVN is also built on OVS. It's just another layer of abstraction on top of it. So yeah, in OpenShift 4.6, which is coming out this fall, OVN will be, OVN Kubernetes, the plugin will be GA. How do we see OVN helping us moving away from IP tables? I mean, OVN Kubernetes doesn't use IP tables at all. OpenShift SDN and a lot of other Kubernetes network plugins use IP tables to do all the service proxying. And so in a very large cluster, you can have tens of thousands of IP tables rules and things get kind of slow after a while and it causes problems. OVN Kubernetes uses OVN Flows, which compile down to OVS OpenFlow to do all of the load balancing stuff. So it doesn't have the IP tables problems. It's having some problems of its own. We're working through those fixing performance issues. But yeah, I mean, basically, if you're using OVN Kubernetes, you are moved away from IP tables. It uses maybe like 10 IP tables rules total. What if the North Depots go down? So one problem that we had had with OpenShift SDN even is that when doing a cluster upgrade, every node gets restarted, every pod gets restarted. And when you restart the OVS pods, that causes disruption because when OVS isn't running, it can't be routing traffic. So we eventually moved to an architecture where instead of running OVS in pods, we finally moved it back into the system image. So it actually runs as a system deservice on the node rather than as a pod. And so that way it only gets restarted when the node itself gets restarted and there are no pods on it. And so it doesn't interrupt the traffic. So the idea is the same with OVN, that anything that is actually critical to the routing of traffic runs on the node itself. In the North Deep case, if the North Deep pods go down, that means we can't make changes to the network connectivity, whatever, until they come back up. But North Deep isn't actually needed to keep the packets flowing. So if North Deep goes down, the API server, the scheduler, whatever notices that, oh, it's gone down, start a new North Deep pod. And it just does that and it works because the network will still be there. I guess there's some trickiness with, something has to tell North Deep about the new pod. But the North Deep is running in HA mode. So as long as all three North Deep pods don't go down at the same time, then you're fine. And if all three North Deep pods do go down at the same time, you probably have bigger problems, like lightning strike or something. Further questions, type them in. Thanks Dan, I also wanted to point out that Till put a link in the chat to NM State. Ah, okay. So Prarit, tell us about REL8. I just noted, I was just scanning down the people list and I'll tell you this great story about this shirt. This is actually one of my favorite red hat shirts. Denise Dumas gave this to me and I saw her name in the people list.  And I'll do her an extra shout out. I don't know if she's doing a session on diversity at DevConf US, but if she is, everybody on this call needs to go and listen to what she says. But look, REL8 is our primary product, sorry, one of our primary products here at Red Hat. We are working hard on REL9. So the shirt is almost out of date. I'll need to ask Denise to give me one. Oh, I just noticed this. She's giving everybody on this call, you have to go, you have to go, you have to go. Listen to what she says. And we're working hard on REL9. REL8 was an interesting process. REL9 is going to be even more interesting. We're moving a lot of our development into more open areas. We're working right now with CentOS Stream, as people may have heard of that as a thing now. We're working on figuring out how we're going to work with CentOS Stream and what our development process will be with CentOS Stream. And that just doesn't go for the kernel. That goes for every package in REL is going to be more outward facing. We are supposed to be an open source company and it's time we acted like one is what I like saying to people these days. REL8 is humming along wonderfully. REL9 is going to do the same, is what I'll say. Yeah, thanks. And Denise's keynote is tomorrow at 9.30 a.m. So like Prarit said, should go and attend. Be quite good. All right. So Irvashi asks, what are some cool technologies that you all are working on in the systems and networking area? Things that people are not familiar in the area would like to know about. Let's make Wayman answer that. Yeah, let me start with that. Okay. I'm a kernel engineer working mainly in the core kernel area, including locking control group as well as some many MM related stuff. Right now I'm trying to back putting one of the upstream memory cycle changes that will help us to reduce the consumption of kernel memory in the kernel. They will, I hope, have an open ship to allow them to use, to have more container with a given set amount of memory. The way that the container work is it make use of the two kernel feature. Primarily one is the C-group to partition the resources in a system. The other one is namespace to isolate the name so that one container are not supposed to see or stop a name from a different container or from the whole system. And also in order to, for the case of memory C-group, in order to control the amount of resource you are allowed to use in a container, you have to set up some kind of limit like how much memory you're supposed to use. And that includes everything the application within the container will consume, like all the pay cash or the file buffer and also all the internal data structure that the kernel maintain for all the processes within the container. And the kernel memory that the system use is that each container will have their own set of what we call the K-main cache. And with the K-main cache, in order to have better performance and you have also of caches within the K-main cache, including the perceived cache as well as per node cache. And it's those caches that can consume quite a bit of memory. So right now, each container or specifically each memory C-group have their own set of K-main cache. And so, and there's no sharing between different container. And as a result, you consume a lot more memory than you are actually using because some of the memory are being kept within the K-main cache. In the K-main cache, you allocate a set of pages for each what we call a slab. And usually you are not going to use up everything within the slab. So the free space left cannot be used by other container. With the upcoming full kernel, we are going to beg for a change that allow us to share the K-main cache between different container. So instead of one cache for each container, we can have one single cache that are shared by all. And in this way, you reduce the consumption of memory by quite a bit and which hopefully will reduce the amount memory consumed by each container. And so we hope we can have more container within a system. And yeah, that's it for me. So I will let the other panelists talk about what they are doing for the new releases. I guess I'll go next. So right now I'm working a lot on stack IPv4, IPv6 stuff and OpenShift. I mean, I think that's pretty much a solved problem like out there in the rest of the networking world, but for Kubernetes for a long time it hasn't been able to do dual stack. So Microsoft has been working on that a lot upstream to get dual stack support for Kubernetes on Azure. And we've been working with them upstream. We're doing a lot of work in OVN Kubernetes and in OpenShift getting all that working for various customers that need to do that. And really the big networking news in OpenShift these days is OVN though. I just talked about that. So I think that's about all I've got. Okay, I can go next. I work on Network Manager as I said, and my Network Manager is a rather old project already, but I really have the feeling that each release kind of is better than before. So I'm very happy about that. And I think that is also attributed that he significantly improved our continuous integration and testing over the past years. That is not a goal in itself, but it really helps that our software, I think works better and more reliable. What I think is the great part here is that there are all these other components that built on the API of Network Manager. That is of course the UI, but also for example, there's cockpit and there is integration with Ansible. And we want to do more with OpenShift and these layered products. So I think in our team we see Network Manager as this part that provides the API for configuring the network. And I'm happy about this position. I think it's right that there is one component that provides it. I mean, it provides something on top of what the kernel directly does because in kernel you just configure the current networking interfaces and the IP addresses, but that's all just for the moment. But then you need ways to persist this. And for that, Network Manager provides an API that is based on profiles. And I think it needs to be one central API in the sense that different components use the same API so that when you configure something, say with cockpit or with Ansible, that it touches the same things. So, yes, that's what I enjoy. I think you're muted, Prarit. I'll speak a little bit about what's going on in some of the platform areas. As we all know, Intel is delayed at seven nanometer for a little while, so they're putting some of those features into and testing processors. Things like we're seeing with CPU frequency enhancements, things like speed select technology, which instead of just allowing an entire processor or an entire core to ramp up its frequency or decrease its frequency, we're now have the ability to have user selected cores rise to user selected frequencies. And it's even more than that. You can modify the heuristic to work the way you want it to. We're seeing some areas of work in SmartNix, getting REL onto both the offload CPU and getting the REL OS involved there. NVMe and storage, things like persistent memory. I know we've tossed around the NVMe phrase for years, but it's now becoming really much more of a thing that we're seeing even in lower end servers. There's a lot of effort around here about edge computing, going out to the edge and making sure REL and Linux runs securely in those areas. So there's a lot of security work going on there. We also, I noticed this in the title, it's called System Engineering and Hardware. I almost wish I had a moment to yell at Aaron and say, hey, change it to Systems Engineering and Platform. We're no longer just doing hardware here. We haven't been for, gosh, 10 years, I'd say. We are a virtualization company. We do deal with partner virtualization platforms. AWS, for example, runs some of their systems run REL. It's actually a big piece here at Red Hat to note that you can run in virtualized environments, containers, et cetera. So there's a lot going on in Platform and it's a constant change here. Just so that you don't stay mad at me, that Systems Engineering and Hardware is actually the name of the track, not the session. So it's not my fault. Oh, is it? Yeah, yeah, yeah. Who do I have to yell at to get them to change that next year? I don't know, someone, maybe Irvachi, yeah. I guess I can answer that question as well a little bit from the OVS side since we talked a little bit about it. One of the cool things from the more recent OVS releases is the support for like AFX-DP interrupt mode on AFX-DP ports. So that's kind of cool. You can actually integrate with the cool buzzword technology that the kernel exposes. It's actually quite neat. This is XDP interface for, or API. I don't really know what the best way of calling it is, but framework, yeah. So that's kind of neat from the OVS side. There's a question. How will SmartNix with an OS embedded enable new platforms workloads? So this is something that we are keeping track of in OpenShift. So OVN Kubernetes, the project to use OVN as a network plugin for Kubernetes and OpenShift was mostly started by people at NVIDIA who are, they're doing something with like giant clusters of GPUs or something, but they're really excited about SmartNix and have been working on support for that in OVN Kubernetes I think Valinox has cards that actually run OVS on the NIC entirely so that you can just offload all of your flow processing to the NIC rather than having to do any of it in CPU. So they've been making sure that OVN supports that, which I'm pretty sure it does like just the current code and get mastered. The way we deploy it in OpenShift right now that won't work, but we have a enhancement proposal open to get that working for 4.7, I think. Thomas, does network manager have any like special knobs or anything to integrate with any SmartNix? Not really. It just uses the kernel abstracts for the most part. So no, it doesn't, also because it doesn't configure like flows directly for that you would need OVS. A network manager can configure OpenVswitch, but it doesn't configure the flows itself, right? Yeah, I guess it just sets up bridges and ports. That's about it. So this question was, how this enables new platforms and workloads and I don't know exactly other than by being faster. Are there, so David asks, is there a strong relationship between OVS and Ansible like network manager? Not that I'm aware. I don't know that there's anything that, I don't know that there's any like Ansible module or plug-in or anything like that that is tightly coupled to OVS. There is a module, okay? Yeah, I know like for us, so the biggest thing that's configuring OVS right now is OVN and so a lot of the projects speak to OVN. So for instance, like OpenStack and OpenShift, they sort of program up OVN and then OVN goes and programs up OVS. So I don't know that there, I don't know what Ansible projects are doing. Okay, NM State supports OVS and has some Ansible support. Okay, cool. Does that include programming flows? Sorry, now I'm asking you questions. Just what NM supports, okay. Possible there are as many experts in the audience as there are for a panel. All right, here's a question since I don't see one posted yet. What is, what's a difficult systems or networking problem that you ran into that you were never able to solve? I guess it's like an interview question too, but like, why not? I wanna hear what Wayman's answer is. So everybody knows he's known as one of the best engineers at Red Hat and if there's a problem that he can't solve, I would really like to hear what his answer is. Well, I can't think of any at the moment. You were high enough, you have at least some way to either where I want it or possibly adjust it. I would not say that you are able to solve every problem that you have, but you just try your best to make the best out of it, okay, that is my philosophy, yeah. There's always something you can do, but it may not completely address the issue or address the problem, but at least give the customer some way to where I want it or handle it in some way. You know, Wayman, that's very profound. I think that a lot of our, a lot of engineers get stuck in the trap of I have to provide a solution and at times there may not be a solution. A perfect solution. And getting something that just works or at least works around a problem that a customer or partner may have is very important and to be able to articulate that this isn't a perfect solution is also very important. There are tons of cases at Red Hat that we deal with that are like that. In my case, it tends to a lot be due to broken firmware. No customer or partner likes to hear that their firmware is broken, but I have to say that a lot of times and that the only fix, the only real fix they can have is to update their firmware. For me, it is sometimes to find, to model a problem like networking configuration that should be, that should, well, you want to have an API to configure all the network, but there is quite a lot of diversity in the technologies and the work and then to abstract this so that you can both implement it and say, wow, this is nice and simple and also that the API of the result of it is actually useful and powerful at the same time. So this I think is pretty hard. Okay, this one is from Marcello to Thomas. How are things going in regards to network manager and network D? I think they are going well. The, well, for example, we don't cooperate so much, but for example, network manager consumes quite a lot of source code of system D to use the DHCP client from network D. Currently, system D doesn't provide this as a proper library, but instead we kind of fork paths of it. So it's, that is actually quite useful. I think we also, we didn't only use it, we also provided patches for system D, for this, for this part. Other than that, I think they, network manager and network D have a different focus and do different things. So both, I think both projects have their value, but are not directly, yeah. On REL, for example, we currently don't support system D network D. It's excluded on REL 8 because, well, I guess the answer is that we, that we want to focus our effort in one solution and that it's, that it would be better if we had one solution that works for a variety of scenarios instead of having two solutions that both have still their own downsides. Yes, I don't know if that answers the question, we do rely on a lot of system D components, right? I mean, we really like system D resolve D, which will be the default on Fedora 33 and newer. And we also use system D host name D. And of course on REL we run this system D service. So in general, we think system D does great things, but there is a function overlap with what network D does. All right, is there anything anyone's looking forward to in the future that they see coming up some new cool piece of technology? This is more of an old piece of technology, but we will now be supporting SCTP in OpenShift. So all of you who were looking forward to that. I'm quite excited about NM State. It's a new project, which, and I think it shows a lot of promise. There is also a presentation by Fernando about NM State on DevCon. I just don't know the time now. I'm actually, even though this isn't purely a systems engineering issue, and I mentioned it before, I'm really looking forward to Centstream. It's going to bring a lot of non-traditional partners to the table for Red Hat to deal with the hardware. So the question from Ali is, I have a modified Linux kernel that works great on QMU, but not on hardware. What tips might you have for testing Linux on hardware and debugging it there? Ali, hopefully you can just type your answers. Are you getting far enough to get output from the kernel or is it stuck in early boot? So I guess there's output coming. Turn it on, the application comes up. Okay. So when you boot it on hardware, one of the things you can do to find out what component, there's a couple of steps here. While running the application on this modified kernel at BARFs. I see. So it's not a kernel issue. Hi, can you hear me? Yep. I think I thought it was better if I just connected directly. So yeah, the application comes up. And while running it on this modified hardware at BARFs, I can see a couple of CPUs are stuck. So that gives me a problem after like 22 seconds. I can see a few page faults. But what I'm actually looking for is, the way I can debug it on QMU, I can connect GDB to it from the outside. I can take memory dumps and look at it through the crash utility. How do I do that on hardware? Or do you have any tips for doing those things? So there is KDump that we have on in all the REL related kernel, CentOS, Fedora, and REL. So when the system does panic, you should be able to collect KDump and there's a utility called crash, which you can use to run on that KDump. There's a lot of documentation about it on tons of websites. I think if you just do a search for how to debug the Fedora kernel with crash, you'll come across a couple of good hits about that. Yes, I've used crash before through QMU memory dumps, yes. Can I ask the nature of the changes you made? So this is regarding the Unikernel Linux project, which I'll be presenting today as well. So this is basically the application linked in directly with, and G-Lipsy linked in directly with the kernel. So everything runs in ring zero. And when this application comes up, it starts running. It's a memcache de-application. When we increase the load on the system, then I see all these behaviors that I do not see on QMU. So the way I've been debugging it on QMU is I can see all the symbols, all the application symbols, G-Lipsy symbols, kernel symbols on QMU. I can take memory dumps and look at it through crash utility. But on hardware, I'm just starting out and there's no place for me actually to start. I see, trying to think of what else I could give you. May I suggest something? The Linux kernel is set a lot of debug capability. If you are on the hardware and see what sort of debug message that it gave you, it may give you some hints on what the problem is. For instance, in that we ship two set of kernels, we have a regular production kernel, this is for performance, and then we have a debug kernel that provide a lot more debugging-related message to allow you to figure out if there's something wrong with the system or the hardware. And also one thing is, well, QMU, they provide you only a set of very simplified MLA hardware. On real hardware, you have a lot more devices and stuff that you won't hit in the QMU environment. That may be reason why you are having problem with putting on the real hardware. That is something that the QMU didn't emulate. So you won't see it when you put on QMU. Great, I understand. All right, so Irvashi let us know that there is a breakout room for anyone that wants to continue the discussion. Thank you all the panelists and thank you all the participants. Yeah, thank you all so much for the session. I definitely learned a lot. As Erin mentioned, we have breakout rooms under the expert tab for each track. If you want to continue conversations there, please feel free to go there. You can share audio and video. We have more sessions coming up in this track from 12.50 p.m. onwards. So we'll see you back here at that time. It's break time now. Thank you all.


Hey survivors and frivers. Another video, please like, comment, share and subscribe. If you would like to make a donation, my PayPal link is in the video description. If you are interested in one on one coaching, you can send me an email at narksvivercoaching.com. If you would like to be a part of our private Reddit community, you can sign up for the Patreon page, the link is in the video description. The narksviver private Reddit community is a place where survivors can share their knowledge and experience and have discussions together. If you are interested in being a part of this, just click the link to my Patreon page in the video description. The Narciss Observer Mode, narcissists are predators, they have to stalk their prey. They want to know everything that you are doing or thinking. They want to identify your patterns. They want to learn as much about you as they possibly can. Narciss are Viristic, they love to watch and observe everything you are doing. There is even a disorder known as Viristic Disorder and I wouldn't be surprised if many of these narcissists have this disorder. Narciss may stalk you as you enter or leave your home. They will identify your patterns. They will identify what times go to certain places. They will know when you are alone. Narciss will stalk you in the same way that a rapist, murderer or child molester will stalk their target. Rapists, murderers and child molesters are all narcissists. From my personal experience, I have noticed that narcissists will peep on you getting dressed or having sex. They also like to observe you during vulnerable moments, such as using the toilet or having a shower. I believe that this gives them the narcissists' supply and makes them feel powerful and in control of you. Narciss do not like their targets having their own personal space or privacy. It makes them feel as though they are not in control. It reminds them that the target is a separate human being with their own rights. Narciss want to believe that you are an extension of them or an object. In their minds you exist to serve them. You do not need your own space, you do not need privacy, that's how they think. They enjoy observing people during vulnerable moments or during sexual activities. It gives them a kick, as though they are doing something they know they shouldn't be doing. They are emotionally immature like children, it's creepy but this is what they like to do. They like being behind the scenes and watching what you are doing. There's just something about it which provides them with a rush of excitement, it's like a hunt, a chase, very predatory, like a fox chasing after a rabbit. Narciss operate mainly from the reptilian parts of their brains, so this animal like behaviour comes natural to them. Narciss also understand that they are dependent on the target, without the target the Narciss cannot feel powerful or in control of them. They need to have a target to be in control of, it's like they are slaves to their Narciss Ex-Supply. So there will be a lot of frustration and resentment towards the target, just like a teenager might resent their parents while also being dependent on them. Just like the Narciss Ex-Supply, it gives them a short boost of excitement but it never sustains them, it doesn't last long, so it becomes an endless pursuit day after day where they become slaves to their targets, relying on them, depending on them, unable to live without them and this isn't something they just do occasionally, it is an obsession, an addiction, so they will often have targets where they are watching 24 hours a day.  This is where we get into what I like to call the Observer Mode. The Observer Mode is where the Narciss will mentally put themselves in your body and imagine what you are seeing, hearing, tasting, smelling or feeling in that moment. They imagine what sensations you are currently experiencing, they will then refer to what you are seeing, hearing, tasting, smelling or feeling in a subtle covert way, this causes you to reflect on that sensation and it creates an involuntary connection between you and men, this is done without your will or conscious control, the Narciss will follow your eyes and watch exactly what you are seeing through your eyes, whether it's a person or object, whatever is in front of you that you are looking at with your eyes, they will be observing you watching this and they will continue observing your eyes as you look around at other people or objects, they will then make references to this person or object, something that will make you instantly identify them by what the Narciss is saying to you, this is covert behaviour so the Narciss will not overtly say that you are looking at a person or a chair, they might refer to the colour of the chair, a characteristic of the person or anything else, there really is no limit to the references they could make and this isn't limited to people or objects, it could be anything, the Narciss can also adapt this observer mode to any sounds you hear, anything you smell, any foods or drinks you taste and anything you feel with your hands or bodies, this is some of the most obsessive and extreme behaviour you will ever experience, I have never heard anyone else discuss this kind of covert behaviour before on YouTube or anywhere else, but I already know from the comments on a previous video where I briefly discussed this that other people have experienced it, their eyes will be glued to your eyes, watching whatever you are looking at, I think it starts off with them being jealous of you looking at another person, but then it gets out of control, over time as they continue to practice this behaviour they don't want you to look at anything, they start getting obsessed about what you are seeing, hearing, smelling, tasting or feeling, they want to understand how this sensation is being interpreted or processed internally, I have noticed that even when I wear shades, if I turn around suddenly, I will often see a gangstalker behind me, trying to look behind my lenses at my eyes, they have to know what you are experiencing in any moment and this applies to all of your senses, they also have an obsessive desire to observe your thoughts, they have this arrogant mindset that they really do have the ability to read your thoughts, I personally believe that there are a small number of narcissists that can read your mind, the problem is we absorb the thought of our environments, so just because we have a thought in our minds or we are thinking something, it doesn't mean that thought belongs to us, of course, narcissists who do have the ability to read minds will apply this thought to you, an example is that the narcissist may claim that you are attracted to a person standing in front of you or that you are thinking of cheating on them, due to the stressful and high pressure environment you are in with a narcissist, you are going to be unable to think, unable to control your mind, so you will be more susceptible to absorbing the narcissist's functional thoughts, you may not like the thoughts that are appearing in your mind, so you try to fight them, but while you resist, persist, so you continue to get more of those thoughts and may even create more on your own, without absorbing any more thoughts from the narcissist, if this narcissist has the ability to read your mind, they will then pick up on this and assume that you are thinking of cheating on them, when really you had absorbed what the narcissist was thinking about you and your resistance to these thoughts then caused them to persist and take control of your mind, from this point if you do not have the awareness of this, you may then define yourself by the thoughts which you had originally absorbed from the narcissist, you may identify yourself with these thoughts, these thoughts may then influence your emotions, actions and behaviours, now it has become a self-fulfilling prophecy and the narcissist believes that they were right or wrong, this is the problem if you are a highly sensitive empath with mind-reading abilities and you are in a stressful environment with narcissist, due to the stressful environment especially if you are experiencing abuse, manipulation or reality distortion, you will have difficulty controlling your own mind, narcissist do not want you to control your own mind, they want to be in control of that, this is why they are always trying to get you to react to them, the narcissist don't seem to understand that if you're always reacting to them, your thoughts are influenced by them too, you are going to be unable to generate your own authentic thoughts, because you are constantly reacting to them, of course narcissists are emotionally immature and do not accept responsibility or accountability for anything that they do, so if you try to hold them accountable for anything, they will deny, project, blame shift and gas like you, I hope that I have explained the observer mode well in this video, thank you for watching, please like, comment, share and subscribe, talk to you soon.


Hey everybody, Dr. O here. So in this video, we're going to talk about the function of the parasympathetic activation of the autonomic nervous system. So I'm going to look at it kind of broadly and then we'll get a little more specific. So parasympathetic activation, when this system, when your rest and digest system kicks in, you're basically going to see a decrease in metabolic rate because your body's trying to conserve energy and rebuild. You're going to see a decrease in heart rate and blood pressure. We're not running. We're not fighting. We're not fleeing. You're going to see an increase in secretion by salivary and digestive glands because digestion is going to be a big part of the rest and digest system. You're going to see an increase in movement and blood flow in the GI tract. So that's going to lead to defecation as well. And then like I just said, it's going to stimulate defecation as well as urination. That's going to be the real big picture. We'll look at how it does that in just a moment. So the parasympathetic system really does it focuses on food processing, relaxation, absorption of energy, this rest and digest system. So it's where you're trying to rebuild and conserve energy. That's why some people call this the anabolic system because its job is to increase the amount of nutrients that are in your blood and stored in your body, but not a big deal. So you're storing up energy. So your sympathetic system can mobilize it and use it, I guess. These responses are very short lived and we've talked about that for several reasons compared to the sympathetic system. Remember, the sympathetic nervous system releases norepinephrine and epinephrine, and then in noradrenaline into your bloodstream. So the sympathetic system is going to be very wide reaching and it's going to have a longer effect. But your parasympathetic nervous system only uses really the neurotransmitter acetylcholine. And there's an enzyme called acetylcholine esterase that breaks that down very quickly. So the response of the parasympathetic system is going to be very short lived. The neurotransmitters are going to be released locally and they're going to be broken down or reabsorbed really, really quickly. So the responses are localized for reasons we've talked about and they're only going to last for a few seconds. Whereas the sympathetic system is diffused and the response lasts a lot longer. Okay, let's look at specifically when this entire system kicks in at what happens with parasympathetic activation, the major effects that are occurring. Number one, you see that either at the top, that'd be constriction of the pupil. You're not looking for predators or prey off in the distance. So you're going to be focusing your vision on near vision. So maybe now in the modern world you're watching TV, you're reading a book, reading the paper, these kind of things. So that'd be constriction of the pupils. Increased secretion by your digestive glands, like the salivary glands in the mouth, the gastric glands, the glands in your spalm testin, your pancreas, liver, everything, right? So you're going to be digesting the food that's coming through your body. Number three, be the secretion of hormones that are needed to absorb nutrients. Think about insulin and things like that. So you're going to be absorbing nutrients into your blood and then into your cells, all about storing and absorbing nutrients, as we've said. Number four would be changes in blood flow and glandular activity.  So sexual arousal in both males and females is a parasympathetic response, which is why you need to relax. Parasympathetic nervous system is needed for a man to achieve an erection. Remember, ejaculation is going to be a sympathetic response. Number five, increase in smooth muscle activity along the GI tract. So you're going to be moving food as you digest and absorb it and then eliminate it, which would be number six, the stimulation and coordination of defecation. So defecation is a parasympathetic response along with urination. So seven would be contraction of the urinary bladder so that you can urinate. You do have to relax in order to urinate. Number eight, we're going to see constriction of the respiratory passageways. You don't need to move as much air because you're resting. You're not fighting, you're not fleeing. And number nine, we're going to see a reduction in heart rate and force of contraction and blood pressure. Because again, you're relaxing, you're recuperating, you're not fighting or fleeing. And I already mentioned the last one, number 10, that you're going to sexual arousal and the stimulation of all the sexual glands involved with lubricating the reproductive systems, etc., are going to be under parasympathetic control. Okay, so those are the key functions of the parasympathetic nervous system. I hope this helps. Have a wonderful day. Be blessed.


Felly mae ichin meddwl yw'r gwybod o'i ddwyfodol. Felly mae'n gwneud gwybod i ddiwrnodd, mae'n gwneud i'r ddaeth Cymru a ddod yn gweld i'n gwybod i'w ddwyfodol ac mae'n gweld i'w ddwyfodol iawn. I wnaeth i ddefnyddio ddwyfodol i wneud i'w ddwyfodol i'r ddwyfodol i'w ddwyfodol hynny. Felly mae'n gweithio i ddwyfodol i ddwyfodol, I'm going to go file new and I'm going to call this branches diffuse. Now I had caps lock on. And mug branches underscore diffuse. That's better. Okay now the size. We'll do this as a 2k text so that's 2048 by 2048 wicked. And everything's good so we'll click okay on that.  And now I'm going to go to file open and we're going to open those other four images. So let's get those all open. They'll all open across the top. I'm just going to copy them over one at a time onto the kind of master image. So we'll start with this one. So I'm going to press control A and control C. So I've selected all and then I copied it. And then we're going to go. How do I get back across there? Where's my main? What's going on here? There it is branches diffuse. Right so we'll paste this one onto here. Lovely. And we're just going to position it somewhere off the side. I want to try and make as good use of the texture space as I can. So I'm going to resize that a little bit. Okay so that's the first one on there. Okay now we need another one. So we'll get this one. Control A, control C, back to my main diffuse and then I'm going to do control V to paste. That'll put it on a new layer for me, which is handy so that I can resize things and move things around independently at this stage. Okay so this one kind of looks like it wants to go up in the top corner I think. Okay let's resize that. So I'm just trying to make sure I'm getting the most out of this space that I've got. Okay so I'm done with that one. What have I gotten here? I haven't got this one yet. So control A, control C, back into my main image. Paste that in. Where's this one going to go? Where's this cheeky little one going to go up here I reckon? Control T to resize and we'll get it fairly close, something like that. Okay so I'm now done with that one. And this is my final one. Control A, control C, get this one into here, control V to paste. And this one I think one I'm going to do is rotate this one around. So I press control and T again to turn on the free transform tool. And I'll put that one there. So I can see straight away that I'm not really getting the best use of space out of this so I'm going to do a little bit of moving around. So let's just move that one down to the bottom. Okay so I think we can do a little bit better with this one. So what happens if I rotate this around? Maybe? Okay yeah I think I know what I'm going to do now. So I'm going to have this one. I'm going to rotate this one around as well. I don't know if I needed to rotate them around. But it feels good to do it so this one can be a little bit smaller because it's going to be a smaller branch and this one. Nope. And this one we're going to flip around this way and we'll move it over here like that. It's not bad. I can still do a little bit better somewhere. I know I can. Okay so we're going to move this one up here sort of into the middle and I know that that now means that I can get a little bit more out of this one better. Yeah that's not bad. So I'm fairly happy with that. I probably could pack this a little bit tighter but it's a 2k texture and I'll get away with it. And I don't want to spend all day doing this because it's not a very interesting part of the video is it? So we've got all those images ready to go. So that can now be imported as one texture map when we get to the Maya part. But it's still a little bit of setting up that we need to do to make this work as a tree branch texture. So what I'm going to do first of all is just flatten this image. So I've selected all layers at once. I'm going to right click and do merge layers. So there now all be beautifully merged together. And then what I'm going to do is create a new layer. So this one is going to be my alpha. And if you've never used alpha layers before what they essentially are are black and white images that tell a 3D application such as Maya or Unreal Engine which parts of an image you can see and which parts of an image you want to be see through. So for something like a tree branch it's really useful. But we need to set that up first. So on my layer 4 which is the one with all my branches on. I'm going to what do I want to do? Instead of the magic wand tool I'm going to use quick selection. On what I'm doing is I'm just trying to select everything as you can see. But hopefully when I let go it's just pinging to the branches because there's nothing else on those layers. So that's really good. And then I'm going to go to my alpha layer. So you can see I've still got that selection. My marquee is it called a marquee? The wiggly line is still there. Right so the bit that I want to be seen needs to be white. You can see that my two colours here that I have are black and white. So I'm going to use the keyboard shortcut to fill this with the colour I want. So it's alt and delete to fill that part of the image with white. And everything that I don't want to be shown through I want to be black. So to do that I'm going to go to select and in this. So now everything apart from the space with the branches in is selected. And I press control and delete and that will fill with the background colour. And you can see now I've got quite a handsome looking alpha channel. If I press control and d to deselect this is the very pretty image that it leaves me with. Which is spot on. That's exactly what I wanted it to look like. So this is no good here though. It's just in the way and it won't actually function as an alpha channel. To make it be an alpha channel we need to go to channels which is just next to layers. You can see we've got RGB which is showing all three of your colour channels at once. And we need an alpha channel but it's not there. So here if you're on layers this would be create new layer but in channels it creates a new channel. And because there isn't an alpha channel that's what it will create a new alpha channel. So we're going to go to alpha layer. We're going to press control A and control C to select everything on that layer. Back into channels make sure you're on the alpha layer and then control and v to paste. That now is given as an alpha channel. That is going to be so amazing later when we need to use it. Okay so that bit's done. So you can see because we've been working on the alpha channel that's the bit that's visible. But we don't want that to be visible. We want the RGB to be visible again. So I'm going to turn that on. Whenever you're previewing your alpha the bits that are going to be see through show up red. Just in case you're wondering why that was red. So I'm just going to kill that because I don't need to be able to see it now. So that's the alpha set up. That's ace. So the last thing I really need to do I can bin this alpha layer now. It's done its job. I want to make sure that I have a colour around the edge because I want to make sure that if the alpha channel if there's a bit of bleeding going on around the edge that it's still showing the right colour. So we need to set that up now. So I'm going to create a new layer and this is going to go behind the layer with the branches on and we need to get some colour on here. So I'm just going to lay down a kind of green colour. So I'm just going to sample kind of a middle of the road green I think that appears in most of the branches. And I'm going to press control and D just to turn that selection off and alt and delete to fill. And that's fine. That's good enough. What I will also do though because I just want to make sure that the colours match as much as possible is I'm going to duplicate this layer a couple of times like that just by dragging it onto the new layer icon. And then I'm going to put a bit of a blur on these and that will just spill these colours out a little bit over the edge around the edge so it should be the matching colour that we get which is what we want. So I'm going to go to filter down to blur and I'll be using Gaussian blur because it's my favourite type of blur. If you haven't got a favourite type of blur you should get one. Okay and we just want to make sure that we're not blurring it too much. And hopefully you can see in the background that it's just causing these edges to be a little bit if I just flick that on and off. You see it's just blending a little bit better with the background which is the effect I'm going for. So I'll do it on that layer and I'm just going to repeat it on this layer just to make the effect a little bit stronger. So we're going to do that blur again. Gaussian blur. Okay let's see what effect this is having. So you can see it's adding when I flick that on and off it's adding to the blurred effect that we get which is what we want. I might blur this one out a little bit further. Maybe not. Maybe I don't like that. Yeah that looks okay. So I click on okay on that and I think that will do for me. I'm happy with that. So we're now going to save this out as a texture and then we'll move into Maya to start building the tree. So let's get this saved now and we need to save this out properly otherwise it will be in no use to us. So file save as. So the first thing I'm going to do is save like a master version of the texture so if there's anything wrong with it I can come back into Photoshop the one that's got all the layers and I can make adjustments. So I'm going to call this one ranches master and that's going to stay as a Photoshop file so I'll click on save and that's that one done. And then I want a compressed version which is flattened so it only has one layer but also has an alpha channel so we can use that one in Maya so I'm going to go to file save as. This one's going to be a target. Target is my favorite image format. Again you should have a favorite image format. We're going to call this one ranches diffuse. Okay now this is important when you're working with a target file and you need the alpha channel to come through make sure alpha channels is selected. So save that what you also need to do is this target options box will come up and you've got a choice how many bits per pixel do you want and if you want the alpha channel you need to choose 32. 24 bits is RGB it's eight times three so eight bits per color and then 32 is another eight bits which is another color which is your alpha channel so we need to have that one selected as well and we'll click on. Okay so that is the branches set up what we need to do now is get into Maya and start building the branches in 3D. Yes!


Welcome to the K-12 online conference. My name is David Jakes, and I'm going to be talking about reimagining the spaces in which we learn This is the second video in a series of four Previously I talked about mindset and establishing a mindset and lens about how we think about space This video, I'll be discussing the landscape of spatial change in terms of what spaces look like currently in school beyond schools and How we design contemporary and agile spaces for learning so The first question is is you know, where do you start and we we started addressing that question in the previous video, but you know in that video we talked about spaces as a third teacher and The importance of elevating the role that spaces play in learning and teaching and learning We talked about teachers as designers and being able to craft more contemporary kinds of experiences for students When they have more contemporary spaces to work with we also talked about language and how critical that is in terms of Shifting mindsets and perspectives about the role of spaces I mentioned moving from a classroom to a studio model and the role of that simple change in nomenclature may play in the perception of what that space can be and how it's valued in an education If you're going any organizational change in spatial change is certainly part of that Is that you have to have a language capable of supporting that change? So the the next step really you know in the key consideration This was mentioned in the first video as well is what do you want the experience at school to be? This is the formative question that has to be addressed It's a focus on experience and not things and by things I mean technology and furniture and lighting and things like that but a clear Definition in the set of expectations for the learner experience at school is Really important and you need that to move forward in terms of how you design spaces My friend Ryan Breitag asked that question a little bit different way And he says do you have the habitats to support the habits you wish students to develop and that's a that's a really creative way to explain that and it captures the Movement in schools today to rethink what learning looks like The boundaries of where learning occurs and so on so we have a lot of discussion in education today About what a contemporary learning experience can look like and it can be summarized in in my thinking at least in Some of these educational trends and I'm going to present those and talk briefly about each one So all these trends of course have spatial implications if we're going to shift what learning looks like in schools We have to have the habitats to support that so you know There's a large amount of discussion about personalized and personal learning in schools in how we grant agency to kids To make their own choices about learning and the pathways that they assume for learning We know that one-to-one technology has been in play for a long time We know that there are schools that have been five to six years into this But we also know that schools are just stepping into it So we talked in the first video about being able to connect to people ideas and resources You know through technology and what that might mean for learning that can take us to blended learning or online learning and with Pokemon Go And renewed interest in what and how we shape virtual learning in schools there's also an opportunity for on-demand learning and just in time learning more on that in just a second and Schools and almost all schools now Are jumping into the notion of making and having maker spaces and what that means For the kind of experience kids have at school beyond that There are there is a high degree of interest in saying that are thinking about community-based education world-based education and Literally learning beyond the brick-and-mortar walls of of traditional schools. So The opportunity in all this is that when you look at this list These are challenges to our traditional mindset about learning There are things that potentially can take learning forward in in creating new kinds of experience for kids But in every single one of these cases there has to be a consideration of space space is a third teacher, right? We have to elevate the notion of space that space plays and all the things that you're looking at on the screen right now Certainly has spatial implications and there's an opportunity to use these because these represent experience, right? And they can inform if we unpack these and what they look like as an experience for kids They can inform the kinds of spaces that we want for kids. So there is an opportunity for that and the question now that you have to think about is if those those Kinds of ideas are important to you or if your school is exploring those ideas or some ideas that might not have been on the List, what are the spatial implications for those new kinds of experiences? So let's let's explore this first slide and this is Something that when I show the slide to educators in a live presentation Everybody starts sort of chuckling and laughing a little bit because you normally wouldn't think that physical education is something that would have a You know be done through an online kind of course It's completely disruptive to our thinking and our traditional thinking about what what physical education is But when you start thinking about that when you start thinking about the technology and Fitbits and all that We need to talk think about the fact that kids could literally work with a personal trainer for four hours a week and document that with Technology and submit that you start to realize that there is a possibility that an online experience and what that means in terms of allowing kids to shape their own perspectives about physical education and where and where where that took place and when it took place is something that's pretty intriguing and so, you know the connection to digital spaces is interesting and Reshaping our whole thinking about traditional educational structures in a new way has implications for spatial design You know Harvard has launched a virtual classroom for students anywhere and when you look at this You know, it's not what it is now, but it's what it can become. I think in a lot of cases. This is sort of like a virtual lecture hall But the interesting thing is that that people are distributed now around the world and people now around the world It potentially could have access to this course and so What happens when we start to thinking about the combination of physical spaces and digital spaces in combination? How can we start to use the incredible? Affordances of digital technology to extend our thinking about space and about learning in Illinois where I live We're going to test snow days and on lines snow days And while I think that online learning can doesn't need a snow day to to exist I think this is sort of an intriguing kind of idea and it's a step into exploring the power of distributed and connected to an online learning and so Now when we're not engaged in physical space when kids are spread out through the community and still have to learn How does a digital space step in? How do we craft? Pedagogical approaches that make sense. How do we prepare kids to be more online learners? How do we prepare them to be asynchronous learners? There's a whole series of questions that come into play as these disruptive kinds of thoughts about Where education takes place in the landscape of spaces that can support that the intersection of that is Intriguing we also have we know that and you're probably familiar with this is Google powered VR with with the Google expeditions We know that that virtual reality in being able to engage kids in a different way through VR technology Is something that's that's sort of interesting kids of course are immediately attracted to this The other thing that I'm going to rest it in in terms of virtual reality is location based Kind of a software. This is blue beam and what it looks like is when you you have a blue beam Are these these little discs that you see here that communicate and send out on broadcast a beacon? Literally to a cell phone that has the blue beam app on it So imagine a case where you're in a library you have you have a career section Let's say and you have a career event happening on Wednesday night And so a student that has the app on their phone walks into the career section The disc perceives that somebody is in their space in the career area and broadcast out to the student that that career Event is going to take place on Wednesday And so a really cool thing is that what happens when the spaces themselves become communicative, right and allow students to interact with them on their own terms Don't know what that looks like yet. I'm interested to see if any schools would approach this But having spaces that talk to students on their own is is really an quite a disruptive idea Beyond these kinds of of new technologies We know that we also have other digital kinds of landscapes Merging, you know that kids are using Minecraft and Minecraft is working in their way into school schools Beyond making in digital environments. We know that maker spaces and making is incredibly important direction in schools are going This is beta box. It's on-demand It's an on-demand maker space. It's in a shipping container. It looks like this inside and so This is a you know a completely disruptive way to think about spaces spaces for learning inside a shipping container pretty cool You know beyond those kinds of spaces. We're also looking at a highly connective social space Students today expect this kind of social space Inhabit it. This is a this is an example of a third place The third place is defined as for adults. It's between work any space between work and home for students it's any space between School and home so you know I work in these kinds of environments all the time is independent freelancer and I see students of high school age in these spaces interacting you can see the technology in this space And the cool thing is that you know, here's a student that's actually a part of she's a collegiate college student and She's a northern Illinois university. She's working on the online course. You see the traditional book in and uh worksheet or it looks like presentations a powerpoint presentation printout On the right hand side, but she's working Interactively doing homework from northern Illinois on on their in their blackboard interface And at the same time she's doing that she's actually working with this on her Cell phone It's chug study and and this is a way in which she can get take a certainly just a picture of her Of her homework and get response and tutoring experience. So we start to see where we have Spaces that are Informal beyond school that students inhabit where they're capable of connecting To traditional kinds of elements of school that use non traditional Learning assistant kinds of tools in this process. It's an amazing Kind of ecology that's emerging that's blending You know traditional physical Learning in schools with on-demand kind of socialized or more social kinds of spaces Where kids have choices and decisions to make about how they learn where they learn and in who they learn with You know that also for me is you know beyond working in the starbucks or in the coffee shop I've made the decision to work in a co-working space and You know for me, this is a more professional kind of space It's an on-demand space again that I pay a monthly fee to to be able to work with on their entrepreneurs on their freelancers And it's filled the capability and you can see the the notion of All the different kinds of spaces that I can assume even on this main floor at any given point So it's about about allowing me to pick and choose the space I want to support the kind of learning or kind of activity that I want to engage in And that's all part of it. So, you know in the landscape of Of learning spaces now Involves traditional educational spaces in school becoming more capable more flexible and more agile But it also involves a much wider range of expectations for space and how it serves learning relative to Digital spaces for learning and then on-demand informal locations for learning That students can pick and choose how they interact in So beyond that and going back to school then we can take a look at making this is kevin jerit's work in New Jersey You see the experience in his maker space It's care think design act right There's his expectations for learning broadly Broadcast to his kids and always a reminder of what they do and how they do it within this space And then you know it looks like this and this is a completely different kind of experience now you have You have a much more industrial feel Where kids have now the option to craft things that are important to them They can walk into this space and in create things of meaning and of value And then a representative of their understanding and knowledge It also allows them to engage in really reflective and purposeful design questions That are community-based where they can actually use a design process now to In this space craft solutions for people to things that matter for those people And the other thing that I really like about about the space is this Is the slat wall the white wall on the side where would allows kids to display their work in progress So it not only does it function in storage of products that are ongoing But it also celebrates the work that's taking place in the space and It really manifests ideas and allows other kids to see what other kids are working on That's a really cool idea You know the other opportunity and there's there's there's spaces beyond school The kids who engage in creative and thoughtful Kinds of activities that allow them to follow their own passions. This is meta media in Evanston, Illinois And it looks like this inside and so this is a remodeled Lobby of a ymca that gives kids options for after school particularly middle school kids It's all only open to middle school kids, but allows them to to explore crafting media That allows them to follow their passions working with tutors and mentors adult tutors and mentors that That are passionate about media that that are passionate about kids and help them understand ways in which they can Advance their understanding of media and in what it means for them and for their lives in a space beyond school That they can go to after school or on the weekends These are really terrific ideas. So we start to see not only kids have options in school to explore But actual locations beyond school that are much more academic and rigorous in nature like this space As opposed to like a star books or something like that. It gives them options to take learning in different directions So, you know given that You know in terms of the landscape going back to that question what we want to be able to do is Focus on on some things here That make will make sense and pull this together. So You know in any kind of space we're looking at content right kids have to know their world And understanding content still is still important, but what content you're going to teach is is a key thing, right? The content can be used in is to help develop skills or what they can do content is what you know Skills are what you can do collaboration as an example of a skill, right? And then mindsets and how you think Is is another kind of Way to think about the kinds of experiences that you can design in space You know, how do we how do what do we know? What can we do? How do we think and all those things factor into learning dispositions? That allow us to approach any learning kind of condition any kind of new kind of experience with a set of behaviors And skill sets that allow us to be effective learners in that new condition. So literally What we're looking at in terms of landscape are the kinds of spaces and understanding of the spaces whether physical or digital Whether they're formal or informal whether in school or out of school That allows kids to develop what they know what they can do how they think and how they act as learners along the same lines Now the landscape of learning is like this it can occur anytime with any one Of any size group from meaning individual to groups of two to groups of thousands in a in a massive online open course It allows people to explore learning according to their own path using any kind of device And now literally the landscape of learning is that it should occur in any kind of space So when you look at content skills mindsets and the development of learning Dispositions That allow people to learn anytime Any with anyone of any of any size group down any path of exploration according to their own passions With any kind of device or technology or any kind of learning tools In different kinds of spaces that becomes a much more complex ecology of how learning takes place The question I have for you is really then how can we begin to move past an educational model That is tethered to time and place Okay, and move closer to learning that's immersive mobile Collaborative and social And that's a tremendous challenge for schools, but it's a worthy challenge So i'm going to leave you with that idea of The landscape that we're exploring now or can't explore now Creates that kind of shift To become untethered to time and place And to create new conditions and create new understandings that reflect A contemporary education in the kinds of experiences that allow kids Develop into temporary contemporary kinds of learners that maximize their own identity Their own dispositions for learning And their own passions for the way in which learning should occur that of course has to take place in a variety of spaces That i'll talk and work together So up next what we're going to do is we're going to be jumping into a way in which you can Use that mindset To address and support the development of a way Through that landscape and develop and think about the way in which a process can support An intelligent and thoughtful and purposeful Way to address the changes that are taking place in education in terms of what we'd like to see Students to be able to do but also how can spaces be created that are capable of supporting Those kinds of trajectories. So video three is on process. It's upcoming


After 89 days, the search for 36 year old Candy Green Gonzalez continues. Saturday we spoke with Sue Abbott about their efforts. We have probably covered around 2,500 acres in Floyd County since we started looking for her. We are still conducting all of the searches. The ESP is still handling the investigative side to try to get the information on where she could possibly be. Although the family's efforts to find Gonzalez have turned up empty, Abbott explains that they continue to make flyers even if they get taken down. We try to put them on locations that we have asked if it's okay to put them up and we'll put them on telephone poles and in intersections. And we may drive by 30 minutes later and the photos are down. You know, her flyers are missing. So that is rather frustrating because it does cost a lot and we do want her face out there. We want people to know that we are still searching for her. We have not stopped looking for Candy since the day she went missing. If you have information leading to the discovery of Gonzalez, you can call<PHONE_NUMBER> or<PHONE_NUMBER>. A $10,000 reward is available. For Mountain Top News, I'm Joel Chorjol.


Maybe you've heard the phrase, the best defense is a good offense. Major Catherine Baker is chief of Army Public Health Nursing, and she couldn't agree more. When you get the flu vaccine, whether it's the flu mist or the injectable, it protects you against the flu for that year. This year, the vaccine comes in the traditional injectable or a nasal mist. As we put it in, you just breathe normally, and that is it. It's painless. You may have a little achiness, maybe a little fever, and you just take note of your time on whatever your doctor would normally order for your offer. ID card holders' independence can build a good defense this year, thanks to numerous flu shot events around the Kaiserslautern military community. Senior Airman Ben Virgis, Ryan Ordnance Barracks, Germany.


Hi, I'm Zor. Welcome to New Zor education. Today we will spend some time solving problems, my favorite kind of thing. Now, I hope I will be able to solve these problems. They're supposed to be very simple. It's all about lines and planes in three-dimensional space. Some of them actually we did address before, so maybe it's a little bit repetitious. Anyway, this is part of the advanced mathematics course for teenagers. Present it on unizor.com where I suggest you to watch this lecture from because it has nodes with the conditions of these problems. And I do suggest you to spend some time before you watch this lecture. Try to solve these problems yourself. They're not difficult at all, so Well, let's just try to do it. Okay, first I wanted to remind you three major axioms. Basically, everything in solid geometry is based upon. It's not a complete set of axioms. Complete set of axioms is a very big one, but these are major ones which you will be using like always and all the proofs which you make. So the first axiom says that if you have two points that belong to the same line, a and b belong to the same line, a, lowercase a, and these two lines also belong to the same plane gamma. Therefore, an entire line belongs to the plane gamma. So if you have a plane and you have two points of a line belong to this plane, then every point on the line which connects them also is part of this plane. So that's one thing. Next thing is if you have two planes intersecting with each other and there is some point a which belongs to this intersection, then there is a line, straight line, which actually is there. I should say it belongs to not equal to. Then there is a line, straight line, which is their intersection, which contains this point a. So if you have one plane and then another plane and they intersect somewhere and there is a point a which belongs to this intersection. So there is a line, straight line, which is their intersection. It belongs to both of those. So it's actually is an intersection is a line, which contains this point. So that's the second axiom and the third axiom is very simple. If you have three points in space, which do not lie on the same line, then there is one and only one plane which passes through these three points. So three points not on the same line uniquely define a plane, which contains them. Okay, so I just wanted to remind you these main axioms because you will always be eventually using it somewhere. All right, so now let's go to the problem. The first problem is construct a plane which intersects three given planes. Well, it's actually a very simple thing because you can pick one point on each of the plane of the three given planes and three points uniquely or not uniquely define the plane. If they are not on the same line, they uniquely identify the plane and since these three points belong to three different planes, let's say you have one plane, you have another plane, somehow here and the third plane. So you pick three points and since three points define the plane, so we can always draw some kind of a plane which goes through these three points and obviously it will intersect this plane, this plane and this plane because the points belong to these three planes, right? Now, if they are on the same line just by accident, it's still possible to draw a plane through this line, so through any line we can draw as many planes as we want to. So again, we can construct any plane which intersects these three. So there is no problem with this. Okay, this is easy. Well, they are all easy. Next is, I believe we have already addressed it before, but as a repetition, I would like to mention it right now. If you have two angles in space formed by two pairs of half lines and the sides of the angles are correspondingly parallel, then the angles are congruent. So here it is, you have one, let's say A, B and point P and then you have another A' B' P'. So A parallel to A' B parallel to B' in space, in three-dimensional space. Then I'm saying that these two angles are congruent. Now, how can we prove it? Well, we can do it this way. Let's take some segment and put this segment here, here, here and here. Let's call it A, B, A' B'. So P A is equal to P B is equal to P' A' equals to P' B'. Okay, now let's connect P to P' A to A' and B to B'. So what can we say about P A A' P'. Well, P A and P' A' are parallel, right? Because lines A and A' are parallel. Which means they lie in the same plane and do not intersect, right? Okay, also P A is equal to P' A' by lengths. So in this plane P A A' P' in this plane which contains these two parallel lines and these two basically segments are equal. We're talking about parallelogram because it's a quadrilateral, quadrilateral which has two opposite sides parallel and equal in lengths to each other. That means this is the parallelogram. Which means P P P' and A A' are parallel and equal. So P P' parallel and equal to A A' Now similarly P B B' P' is also parallelogram because P B is parallel to P' B' and equal in lengths. So therefore we can say that P P' is parallel and equal to B B'. So all three of them P P' A A' and B B' they are all equal to each other in lengths and parallel. Which means that if I will move this figure along this direction on the same distance my point P will go into point P' E goes to A' and B goes to B' which proves congruence of these two angles. That's it. Now this is very important because this particular theorem will be used in others. So again let me just repeat it. If two angles have correspondingly parallel sides in space then the angles are congruent. Next. Next I have a plane and two lines A and B. I know that they are parallel and I also know that line B is perpendicular to the plane gamma. I have to prove that the second line is also perpendicular. So one is perpendicular and another is parallel to a perpendicular. These are bases. So how can I prove perpendicularity of A to the plane gamma? Well you remember that there is a very important characteristic of perpendicularity. Perpendicular is defined as the line which is perpendicular to all lines which goes through this base. But there is a sufficient condition, it's sufficient to be perpendicular to two lines. So what I'm saying is the following. I will draw from this base of the perpendicular B one line and another which connects to this base of the A. And from this base I will draw a parallel to this one. So what happens is the following. This angle is straight, I mean right, sorry straight. It's a right angle because B is perpendicular. But now since this line is parallel to this and this is parallel to this, this is also perpendicular. Now same thing with this angle. This is the right angle because B is perpendicular. Now A is also making the same angle because again A is parallel to B and this is one in the same line so it's parallel to itself so this angle is also right angle. So here we have two lines, the A is perpendicular to this one and this one. That's a sufficient condition for A to be perpendicular to gamma. So if you have two parallel lines, one is perpendicular and other is also perpendicular to the same plane. Next, well in a way it's basically a reverse problem. You have two lines again, A perpendicular to gamma and B perpendicular to gamma. So perpendicularity is given now and I have to prove the parallelism. Now the previous problem was the parallelism was given and one of them is perpendicular then another is perpendicular. Now I have another one is also perpendicular and I have to prove the parallel. So two perpendicular to the same plane are parallel to each other. So we know both of them are perpendicular. The question is to prove that they are parallel. Alright, well let's do a trick which is actually using the previous theorem. Let me from the point A draw a line parallel to B, A prime. Now by previous theorem I know that this line is supposed to be perpendicular to the plane gamma. So if A is perpendicular and A prime is perpendicular I have one point from which two perpendicular are going to the same plane. And when we were actually discussing this issue in one of the previous lectures we have proven that if there is a plane and a point on this plane there is one and only one perpendicular to this plane which means that A and A prime are supposed to be one and the same which means A is parallel to B as well as A prime is parallel by construction. So we are basically referring to the previous theorem and the fact of the uniqueness of the perpendicular at point. Okay, the next is the theorem about the following. If you have a plane and a line parallel to this plane then the distance from all points to the plane is exactly the same. So let's pick up two points A and B. Well actually in my notes I call them M and N. So let's call it M and N. Now you remember that the distance from a point to a plane is measured by the perpendicular to the plane. You have to make a projection. This is P and this is Q. Okay, so basically I have to prove that M P equals to N Q. Now M P is a perpendicular and Q is perpendicular. By previous problem these two are supposed to be parallel to each other which means they belong to the same plane. So M N Q and P belong to the same plane. Okay, that's good. Well, what is P Q? P Q is intersection of this plane M and Q P with gamma. With plane gamma, right? Because if two points belong to a plane the line in between belongs to one of the axioms, right? So what I can say is that M N Q P plane is intersecting plane gamma along the line P Q. Alright, now there was another theorem that if you have a line parallel to a plane and any other plane which goes through this line then intersection of that other plane would be parallel to the line itself. So that was another theorem which we have learned in the lecture where I introduced the parallelism between lines and planes. Which means that P Q is parallel to M N. Now before that I mentioned that M P is parallel to M Q as two perpendicular to the same plane. So within the plane M N Q P, M N Q P is parallelogram because the opposite sides are correspondingly parallel to each other. And obviously the consequence of this is this, that M P is equal to M Q. So two perpendicular from two different points on the line which is parallel to the plane. The perpendicular to this plane are equal in lengths which means that the plane and line are equidistant. Wherever you make the measure of the distance between the point here to the plane it will be exactly the same. Which is obvious, I mean if you are line parallel to the plane obviously you are moving on the same distance from the plane all the time. But this is the proof. Ok, now my last problem is if you have three planes and two of them, let's say gamma, delta and rho. If you have two of them separately parallel to the third then they are supposed to be parallel to each other. So if this parallel to this and this parallel to this they must be parallel to each other. Again, obviously it's obvious, obviously it's obvious. Yes, I mean visually it's obvious. Alright, how can we prove it? Well, here is what we can do. Well, let's assume that they are not parallel, which means they intersect somewhere. Something like this. This is their interception. Just for chance. Ok, now let's pick point here and any point here or two points here and draw a plane. Now this plane would intersect all three planes along some lines. Now, there was another theorem before we were proving when we were talking about planes, parallel planes and traversal. That if you have two parallel planes and traversal then the intersection lines are parallel to each other. So, we have some kind of a line of intersection of our new plane here, here and here. So, these two lines are supposed to be parallel to each other. Because it's the result of the intersection of the plane which goes through these three points with this and with this. Now, these are, we have to prove that these are parallel. But what we can do is that if they are not parallel it means that they are actually intersecting at this point. Now, within this new plane which contains this line, well and obviously this line, this point, this line, this line and this line. Within this fourth plane this is supposed to be parallel to this, right? Because gamma and rho are parallel to each other. This is the condition of our problem. And we have cut these two parallel planes with this fourth plane. So, this line and this line are supposed to be parallel to each other. Now, this line and this line are also supposed to be parallel to each other because delta and rho are parallel to each other. So, within this fourth plane we have an interesting situation. We have this line parallel to this and this line parallel to this. But nevertheless, these two intersect at some point. Now, this is a pure plane geometry and we know that this is impossible because if two lines are separately parallel to the third one, they are supposed to be parallel to each other and to do not intersect. So, that's the contradiction. So, what we have done, we have reduced the three dimensional problem into two dimensional by cutting through some point which lies on presumable intersection of these two planes. So, we presumed that there is an intersection and we came to the incorrect conclusion that in the plane geometry is basically impossible. The two lines which are separately parallel to the third one intersect, which is impossible. So, that proves that our initial consideration that these two planes somewhere intersect is wrong. So, they do not intersect, which means they are parallel. Well, that completes this set of problems. Very easy problems. As you see, I maybe made just one extra drawing, one extra construction if you wish to prove these statements. These are easy problems and what I would suggest you to do is go to the website Unizor.com, look at the conditions of these problems, look at whatever they are stating and try to either replicate or come up with a different proof of whatever I just did. It would probably better educate you in relatively strict logic which we are trying to achieve right now in these conditions. Alright, that's it. Thank you very much and good luck.