Hi Erin. This is Ashley with Oxford Toyota. I just wanted to send you over a quick video greeting That way you can see who you'll be working with I noticed through true car triple a that you are interested in a new 2016 Corolla I went ahead and sent you over an email with a little bit more information about us when you get a moment Please give me a call. My number is 5 0 2 2 and 4 7 1 6 6 where you can also email me back. Thanks. Bye


Hello, this is Waylon Chow. I'm going to be explaining how I introduce a basic analytical framework to my business law students at both the undergraduate and postgraduate levels. This is a framework that I get them to use throughout the whole course. I first provide my students with a simple, relatable, but non-legal scenario that they can analyze using the analytical framework that I'll introduce to them. I've chosen a short video from a soccer game that involves a ball touching a player in the penalty area near the goal, and the decision that the students have to decide is whether or not there has been an illegal handball that leads to a penalty kick. Here's the video. You see the ball has touched this player on the shoulder or upper arm. There are rules about this in soccer that I'll introduce to the students, and this is the video that they get to watch. They also have access to it on their own. It is online, and they can watch it over and over again to do this analysis. I now ask the students to play the role of the referee and to make a decision or to make a call based on what they saw on the video. To make that decision, I ask them to analyze what happened in the video by doing three steps. The first step is identifying or stating the issue that needs to be decided. The second step is determining what is the applicable or relevant rule that is needed to decide the issue, and I give them a link to the actual rule in soccer that would be applicable. The third step is to explain how they applied that applicable rule to the facts of the case. The facts of the case would be what they saw on the video, and by applying those facts to the rule, they would come to their decision. I ask them to work in small groups and to provide written answers that are imported into a platform called Soccerative. The logging information is provided there. There is a virtual room number and the Soccerative website. Let's now talk a little bit about Soccerative, which you may or may not be familiar with. Just in case you are not familiar with it, Soccerative is an online platform with many very useful features for educators, and most of those features are absolutely free. There is a paid version which I've never had the need to get. All the features that I use are free, especially including the one that I'll be talking about right now. One specific feature is the ability to pose a question to students that requires a written answer. There is another feature where you can ask them a multiple choice question, but the feature I'm using here is one asking for a written answer. That feature is called short answer. Even though it's called short answer, there is really no limit that I'm aware of on the length of the answers that the students can input. An answer can be actually quite long. It doesn't necessarily have to be short. I would log in to my account on Soccerative, click on short answer, and put in the question that I want to ask my students. The question in this exercise could be, was there an illegal handball that happened in the video, or did this player, Nanny, the name of the player Nanny, did Nanny commit an illegal handball? So that question is posed on Soccerative, and students would sign in just simply by going to the website and logging in using a virtual room number. The virtual room number is something that is unique to you as the instructor, and the students don't need anything else to get in. They don't need to register for an account or anything like that. They just need to know the virtual room number, and then they're in and they see the question, and they have then the ability to input their answer to the question. So the students would work together in their small groups of three or four people to collaborate, to write their analysis of what they saw on the video. Once all of the groups have posted their answers on to Soccerative, all everything that's been posted would appear on my screen, on my Soccerative screen, which would in an in-person class would be projected on to the big screen. If it was an online class, it would be on the shared screen that everyone would see. So everyone would see all of the posted answers. An additional thing that I would do, and it's entirely optional, is to give the students an opportunity to review and vote on all the answers. So I would start a vote, and every student would then need to log in to Soccerative using the same virtual room number that I mentioned before, and they would see all of the different answers posted by all of the groups and have an opportunity to read through them, and I would ask them to vote for the best analysis. After all the votes are in, I would do a detailed critique of the answer that received the most votes. After completing the soccer analysis exercise, I introduce the basic analytical framework that I want my students to apply throughout the course. So in the business law course, that framework is called the three-step legal analysis. The first step is to state the legal issue or legal questions that arise from the facts of the case. The second step is to state the applicable law or the relevant legal rules that are needed to answer that legal issue. And the third and final step is to apply the law to the facts, which is connecting the facts to the relevant legal rules in order to come to a conclusion. Let's just briefly go over the steps that I went through. The first step was to watch the video, that soccer video. The second step was to review instructions on how to analyze that video using a three-step analysis. And then the third step was to have students work in small groups to prepare a written analysis. And each group posted their analysis on soccer tips. The fourth step is that all of those posts that were posted by the groups are displayed on a projected or shared screen. And the fifth step was to start a vote on soccer tips to allow the students to review all of the posted analyses and then to vote for what they consider to be the best analysis. And then the step after that was to provide a critique of the so-called best analysis, the one that received the most votes. And the last step was to review the analytical framework of the three-step legal analysis. The key competencies that I'm getting students to apply in this exercise is first and foremost critical thinking by giving them an analytical framework that allows them to analyze and critique a situation. The second competency is collaboration by getting them to work in groups to put together that analysis. The third competency is communication by asking them to provide a written analysis, that is getting the students to apply their written communication skills. But there are also verbal communication skills involved in their collaboration process in preparing each group's analysis. And then the fourth competency would be initiative and leadership. So this is the first day of class, so a lot of students don't know each other. So it does require some initiative and leadership in each of those groups to get that collaborative process going and to get the group to produce a final work product, which is the analysis of the video.


So when it comes to protest distros, I've never really gotten the point, mainly because most of the protest distros that I know are usually protesting system D and I have no problem with system D. I use system D on all of my systems and it works fantastically well. I understand the point of not liking system D, but I've never thought that that was enough to go create a separate distro that uses a different in this system. So when it comes to protest distros, I've just never really gotten it. But I think that I'm finally there, but it has nothing to do with system D. So my fellow YouTubers, and I'm not going to name names, they seem to be very happy with Wayland. Now, I've made many videos on this channel over the course of the last three years about why Wayland is not for me, why it hasn't really worked for me. I've tried Wayland several different times and several different desktop environments, several different window managers, and every single time I try, it just doesn't like me. And I have the hardware that is like premier Wayland material. I have an all AMD system. It should work perfectly fine, but it doesn't for me for whatever reason.  I don't know what it is, but Wayland hates me. Now, I have had more success in some situations when I don't make videos on Wayland. So if I just want to use the browser on Wayland, it works perfectly fine. If I want to open up a file manager or whatever, that will work. I can do the vast majority of my real work on Wayland just fine and like it's okay, right? But when I go to make a video or I want to record a podcast or whatever, Wayland's just not there for me. It just doesn't work all that well. So I have been notoriously anti-Wayland, but I continue to see a lot of people who use Wayland and are talking about Wayland being the future and how Xorg's horribly insecure and all that stuff is probably true, but I must protest. So this is where I get into the beginning of the video where I talked about I finally understand protest districts. People who are protesting system D, even though system D works really, really well, they don't want to use it because of some kind of either ethical or anti-corporation stance, or they simply think that system D is bloated.  I'm going to use it for a very, very long time, and I'm going to be that person who uses protest distros that only ship Xorg from now on, or at least offer an Xorg version from now on. If your distro, Fedora, decides to ship a desktop environment that only has Wayland, I won't be using it because you're using Wayland and I'm protesting that. Now normally I think protests are stupid and this one's probably right up there as well, but for me personally, Wayland's not ready yet and the fact that we're pushing this on people, or it feels like we're pushing it on people, just bugs me to no end. I don't want to use Wayland, therefore I'm not going to use Wayland, and unfortunately for me that means I'm going to be constrained in the future to what distributions I can use because as Brody covered in his video today, Plasma 6 on Fedora is going to be Wayland only. They're only going to be shipping Wayland, Xorg will not be or will not have a session enabled on that distro at all, going forward, at least when that change is finally put through, right? They're saying it's going to be Fedora 4 or 40, whenever even happens. Like it's going to happen whether it's Fedora 40 or 41 or whatever, it's going to happen. And that means for me is that as more distros follow that way of doing things, you know, once Fedora does something, you know Ubuntu is going to do it, you know, distributions like Linux Mint and maybe even OpenSUSA, they're all going to follow in the footsteps of Fedora and will be Wayland only. And that means that as time goes on, myself and others who are very anti-Wayland are going to be pushed off into the protest distros. And in this case, we're not going to be protesting system D. We're going to be having to have distros that are protesting the use of Wayland. And that means we're going to be using distros that are increasingly niche, have less support, less community support, less package support, probably we're going to be having some problems. And just because we don't want to use Wayland. Now, I understand why this change is happening. Xorg is not maintained any longer. We know that. We know that it is a security nightmare. And for those distros that continue to ship Xorg based sessions of their desktop environments, they have to support those things. They have to solve bugs when things happen. They have to do all these things in order to make sure that that continues to remain as stable as possible without putting so many resources into it that they, you know, overdo it a little bit. Right. So I understand why they've made this change, but damn it. I don't want to use Wayland. Maybe, maybe if it was good for content creation, that might be a possibility for me. Maybe, maybe if there were good window managers out there that had a Wayland session that I could actually use, but there's not really the cutile Wayland session does not work well for me. I've never been able to actually get it to work with my config. Now, I've theorized that I need to start a new config in order to actually get it to work and I may give that a try. I've used Hyperland. Unfortunately, Hyperland doesn't work very well when I'm trying to make videos. It's the age old problems when it comes to Wayland. It works fine for everything, but content creation. And unfortunately, I have a Linux channel that I'd like to continue to make videos for until I can go on there and just use OBS and capture a screen without having to do anything funky to actually get it to work. I can't use Wayland. It's just that simple. So I understand that I have ranted and raved about Wayland many times on the channel, but I was triggered today. Thank you, Brody, for your video. It's not really Brody's fault, although he does do an inordinate number of Wayland videos. I'm just saying he does a lot of Wayland stuff. He's a fanboy of Wayland, I guess. I don't know, but the point is, is that I was triggered and I needed to run a little bit because I finally understand the protest guys, the people who are out there protesting SystemD, I'm with you. Not so much on the SystemD part, but I understand the whole wanting to use something different because the mainstream is going to a direction that you don't want it to go. I can understand that now. I don't know what that means for me in the future, whether or not I actually go forth on the path that I've laid out here in this video and I start using more niche and niche videos or niche and niche distros as time goes on. I don't know if that's the way I'll end up going or capitulation is always an option, right? I mean, I have been known to change my mind just a few times. I have definitely done that in the past. It's possible that Wayland gets good enough in the aspect of content creation that I can use it. I think actually, while I'm here and I'm ranting and raving and rumbling and rambling and all this stuff, I should talk about something else. I think that one of my problems with Wayland may not be that it's not good for content creation, although I think that that's the problem. I think my biggest issue is that I don't want to dedicate myself to Wayland because my favorite window manager is Qtile and I want to be able to go back and use Qtile and my current configuration and all of the scripts and stuff that I've written for Qtile and I want to continue to do that, which means that in order to do that, I have to be able to switch back and forth if I want to use Wayland. So I want to be able to switch to an Xorg-based window manager and then back to Wayland, back and forth. Unfortunately, at the moment, that's not really all that possible because you have to have certain portals for different things, especially if you're going to use Hyperland. I don't know. Like I said, capitulation is always a possibility, but that's only going to happen if Wayland actually gets better for content creation. I think my biggest beef right now is that OBS out of the box just doesn't work with Wayland. I don't understand this. Like you have to have an environment variable set in order for a window capture to work on Wayland. That's not user-friendly. So Intel OBS actually supports that out of the box and maybe I'm just doing something wrong. Maybe if I'm like, was using GNOME. Like maybe I should just use, maybe that's the capitulation that I'll end up having in the futures. I just end up using the GNOME desktop environment. That just sounds like a feature that doesn't really jive with what I want to be around for. That sounds horrible. I don't want to use. I'm offending every GNOME user out there ever, but I don't care for GNOME. And maybe OBS works fine on Wayland and KDE as well, but KDE too is also super buggy and I've always had problems with KDE. You know what? I'm beginning to think that it's a me problem. It probably is a me problem. I can't help it though. Every time I've tried Wayland, no matter where it is, I just, you know, it doesn't work for me. So that's it for this video. I've rented and ramble and raved enough. So if you guys in the comment section below could talk amongst yourself about why either you really like Wayland or you're with me and you're going to stick with Xorg and tell the boat sinks in the comment section below. Let me know which end of that spectrum that you're on. I'd love to hear from you. If you haven't already, leave a thumbs up on this video. I'd really appreciate it. It really does help the channel. You can follow me on Mastodon or Odyssey. Those links will be in the video description. You can support me on Patreon at patreon.com slash linuxcast. You can also support the channel by heading on over to our merch store at shop.thelinuxcast.org where you'll find t-shirts and hats and backpacks and mugs and water bottles and you name it. That kind of stuff is all over there. It's all fantastic and it helps the channel directly. So I really appreciate that. Anybody who goes over there and checks that out, I really appreciate that. And you can tell I'm very rambly. Today I can't get the ending right. So anyways, thanks. Everybody who does support me on Patreon and YouTube you guys are all absolutely amazing without you. Amazing. You're absolutely amazing. I can't talk. Yeah, everybody's absolutely amazing. If you support me, thank you so very, very much for your support. I truly do appreciate it. You guys are awesome. You're also amazing. Apparently amazing, amazing. When did I become Canadian? I don't, I can't even do a Canadian accent. I just, also I just offend. Not only did I offend everybody who uses Guenon, I've also offended Canadians. So I, it's been a long day. Thanks for watching. I'll see you next time.


We're on our third question today and it is of course where I'm going to tell a little bit of our story in Parkland School of Vision which is 30 minutes just outside of Edmonton. We have 11,000 students, 21 school sites and in two years we'll have 23 school sites. And so we took the actual standards of practice and two years ago and I worked directly and continued to work directly with our library learning commons staff in our school division. We meet regularly, usually at six or more meetings a year that we host and they're usually half day to three quarters of a day. The library learning commons staff plan for what kind of topics they would like to take a look at and then I structure everything and guide and facilitate the information. There's lots of success sharing because even though there's email, even though there's YouTube and we can share all sorts of things online, our library learning commons staff are busy with staff and students so they're not necessarily tweeting about their day all the time although we do have some great leaders that help do that. So lots of success sharing when they get physically together to do that. There's always a professionally learning topic or topics each time we meet and I facilitate that and bring them through those particular topics. And in our school division we use the fallot destiny management system for our books. We also are using and it's not on here yet Mac and Via. And Mac and Via connects nicely with destiny. But what we were finding out two years ago is as we were wanting to venture more and more into ebooks and online resources, destiny was making it very difficult. Too many hoops to go through to get the ebooks to set them up to make sure students could access, etc. Mac and Via, simple and each teacher can set up their own learning resources, online resources. So it's very exciting. And then there's the always the ed tech piece of course as my role as part of the ed tech facilitator of our school division I bring that through. So how did we start this journey in the standards? We have the learning policy already the learning comments policy in our school division and in our province. However we really took a look at and took apart the Canadian library standards. It is our Bible for professional learning for moving each of our libraries across the board. So you can see them here. This was downstairs in Stanley A. Milner Library. I took them two years ago in August for a full day. We had them downstairs and I had each of these themes have specific pieces to them. And they each had their stickies and went through and said where are we at now. And then there were some ah-has when they got to oh it's not just about me. It's about the school community. So I don't know where staff are in regards to the instructional design. So they went back and started asking the questions that they needed to baseline where they were and started looking through all those particular pieces. So you can see in the two pictures that's what they were doing in August. And then in June of that same school year we took a look at how far we went. So that was the first year. And so you can see each theme in the Canadian library standards has an exploring section an emerging evolving established and leading into the future section. So for instance the first theme you could see one section of it. The theme is vision for learning. So where am I in across this so you could check off. There's your growth indicator. Where am I at. And if you weren't sure online you can actually see it in action. So very powerful to see those exemplars. And then this school year part of the professional learning each time we got together was a different theme. So you can see this theme has to do with engagement, cultivation and empowering our community of learners. So within the theme here's that vision of learning you just saw earlier. This year we looked at the future piece. So what are they indicating? What's that growth indicator? So let's see what it is. So we took a look at that and then we said in Parkland School Division based on this example what are we already seeing? So we don't feel like there's that huge long journey that we have to take. It's going to take forever to get to the end of it. Then what should we be trying? Very powerful. And then from there I sit down with certain schools and we actually set out an action plan.  And then we sit down with staff, what do we need to do? So same thing, designed for collaboration. Let's look at that example that was showcased in the Canadian Library standards. What do we see already happening in Parkland School Division? And what should we be working on? So this year I've seen them even move forward. It's not no longer check, we're here, check. It's we're here, what are we doing? Where do we want to go? And so you can see the next part of the theme. So if we look at different partnerships, here are the Canadian Library Association examples, and then again what are we seeing occurring in the schools? And what do we want to work towards? So very in depth, really looking at things and understanding it's bigger than just themselves.


My name is Dan Mogulov, I'm with the Campus Office of Communications and Public Affairs and it is my distinct honor and privilege to welcome you all to what is the second in a series of what are called campus conversations. The first was just a while back with the campus' CFO Rosemary Ray and in the future we'll also be welcoming Vice Chancellor Administration Mark Fisher and Chancellor Carol Christ. But today it is my distinct honor and privilege to welcome Paul Alavisatos, who is the Executive Vice Chancellor and Provost for the Berkeley campus.  Paul will sort of help set the table. I have a few questions that I have in my back pocket and then we'll be taking questions that come from you, the members of the audience today. Paul is a celebrated chemist, accomplished administrator and longtime member of our community. He assumed his current role in July 1st, 2017. In his capacity as EBCP he serves as the Chancellor's leading senior executive responsible for UC Berkeley's day-to-day operations and he's also Berkeley's chief academic officer responsible for the planning, development, implementation, assessment and enhancements. A lot of things you're responsible for. Of all academic programs, policies and supporting infrastructure. In addition to his role as EBCP Paul is the Samsung Distinguished Professor of Nanoscience and Nanotechnology, the founding director of the Cavalry Energy Nanoscience Institute, director emeritus of Lawrence Berkeley National Laboratory where he remains a senior faculty scientist. He also holds professorships in UC Berkeley's departments of chemistry and material science. Then I have in the last section here all of his rewards. It would take me the rest of the 45 minutes. So I'm not even going to go there. Plus I'd get in trouble so I'm just going to say without further ado I just want to welcome Paul. Thank you. Thank you for joining us. Thanks so much. It's so great to be with you this afternoon. At first I thought just from the evidence in my eyes that it must be a lot of students here because of where you're all seated as far back as you can be. But then I look at who I know and I see, maybe not, it looks like a lot more staff than faculty. It's such a pleasure to be with you and, you know, Dan described some of my responsibilities, not all of which I can completely enumerate myself so you'd think, okay, it must be a pretty challenging and daunting situation, which it certainly is. But I'm a semester in, you know, just started in this role in July. And so it's a pleasure for me to tell you a little bit about some of my experiences so far and what I see as issues. And I really hope we can have a good discussion with you where you can ask a lot of questions and I'll do my very best to answer them. So one thing I'd like to start with is just by saying that last semester I had the opportunity to visit all the academic units. And that was really special. I am, in July I'll be a faculty member for 30 years at Berkeley. So I've been here quite a long time, I was a graduate student here as well. And so, you know, I've been on the Berkeley campus for a long time and yet it's quite remarkable to me how much I didn't know about the amazing things that go on here. And I was really struck in my visits by what I think we all know to be true, which is that really Berkeley has a positively astonishing range of programs that are innovative and very enterprising in how they approach their areas and remain really at the forefront of knowledge in every case. And often without all the resources that maybe some others enjoy, but because they're really creative. And they have a strong community spirit, they're really able to do amazing things. And so that was really a wonderful feeling, I have to say. I wish everyone at Berkeley could have it because it would certainly make you feel that sense of really mission and devotion to the community here that is really very widespread and our greatest asset as we go into a period is a difficult one and where also there's a tremendous amount of opportunity. So as a citizen, I guess I would say it was really a special experience to have that opportunity to visit all the way across the campus. This is a pretty important period of time that we're in. I think you all know this is the sesquicentennial, the 150th anniversary of this amazing place. And we have in this moment kind of a very interesting juxtaposition of kind of an inherent contradiction of the life that we're in right now and of the challenges that we have to meet in the next period of time together. On the one hand, we're just part way through a really hard process of bringing our financial house in order in a circumstance where many things have changed around us. And so I'll say a few words about that. On the one hand, we have that reality of a difficult budget and a big change in our whole financial arrangement. And yet at the same time, we have a situation where if you stand back and look, you feel like, well, the need of society for a truly amazing and great public institution like this one has never, ever been greater and the opportunity for us remains enormous. And we need to be thinking about how do we organize ourselves in a fresh way so that 20 or 50 years from now, this place, it remains really vital and really strong. I feel that last part very acutely, I have a responsibility in this academic world of looking at what's happening with the faculty. And as you know, the faculty turn over kind of over a long period of time. It might be 30 years over which really, if you look at me, I'm sitting here 30 years after I first joined the faculty. And so you can really see that there's this kind of long term character that's built in. In fact, one of the goals that society has in creating great universities is in fact to have a place where some thinking goes on about the real long term. And so we have that obligation and we need to be thinking very hard about where do we want to be. So I will try to just give you a little bit of a snapshot of how those two things are playing out really this semester and the important role that all of you need to play in helping us think through about where we're going to be. So on the budget front, which is our here and now, we have to make things happen this year and next year, okay? We do have a real situation to work together on. As you know, a few years ago, we entered a period where we had a budget deficit that we've been running a deficit for a while. But we entered into a period where we committed to really bringing our finances under control. And so we started just a couple years ago with a budget deficit of $149 million. We put in a commitment to bring that down over a period of a number of years, four years. And in that first period, we had a commitment to bring it down to 110. And I'm pleased to say that the campus brought it down much better than that. And when the final year settled, we were at 77. This year again, we have to go through a process of bringing that down from, if we said 110, bringing it down to 57 and then in a subsequent year to the mid-30s and then 20 and then zero. So in the 2020, 2021 academic year, we should really be dealing with no deficit if we are able to execute on that. And that's a really serious thing to contemplate doing. What I can say is that during the course of this, some of that correction is happening. For example, in this current academic year, more than half of that is happening through new sources of money. And we're going to have a discussion around what we mean by that new sources of money because we can think of it strictly as a revenue discussion, but we can also think of it very much in terms of what it means about what we're trying to grow and what we want to do in the future and how we want to interact with society. But I can say that at least in this current fiscal year, half of that deficit will be made up by new sources of money. And hopefully in the next coming years, a larger and larger fraction of that, that's how it will be. So that's incredibly important. And what I can say is that our ability to stay to that timetable, it's within sight, it's just hard, but it's a couple of years away really where we could be talking about a situation of financial stability and one where we can make a pivot towards really seriously contemplating what we want to do in a different kind of arrangement, a different kind of fiscal environment. And one thing I can say is I'm absolutely convinced that we need to stick to that timetable. We can't stretch it out further. And there are challenges. There are constantly challenges in trying to do that. For example, we did have the state not come in at the 4% increase, which it had pledged, and instead of 3%, which corresponds to $7 million. And that shows up in our budget as a new uncertainty for us. And likewise, there are questions around, well, will the legislature invest more, or will we be enabled to have, in lieu of that, if that doesn't happen, can we have some tuition support? And we're in a difficult circumstance where, for example, the tuition for next year isn't even going to be decided by the regions until May. So a student might have to decide whether to accept admission or not, not even knowing what their tuition goal would be. So we have to operate inside that environment. And I guess what I would say is I think we really have to hit our budget numbers regardless of those uncertainties. What I can say is I think we will do that, and that we have a path to doing that that is a sensible one. But we have to pay close attention to it, and we have to be successful at doing it. At the same time, as I mentioned to you, this is a year that marks our 150th, and the chancellor I think has helped us very much to think about where it is that we want to be going forward. She started a strategic planning process. I hope you've all heard about it. It's ongoing. It's a very close collaboration with the Academic Senate and with engagement with staff and students in a lot of different forums. And over the course of this semester, we really will be talking about many of our ideas of where do we want to be? And where do we want to be in 10 and 20 years? And those are very fundamental. So that discussion around strategic plan is really, if you like, it's trying to address some of the core issues like people, places, dollars, and ideas, okay? Things that this university all really has to care about. So we have working groups that are thinking on the ideas front about, what are the grand challenges? What are the ideas that really are ones that Berkeley wants to leave a mark on at a larger scale? We have a society that's struggling around issues of democracy, civil society, free speech. What does it mean to be human? We have a situation where we know there are phenomenal advances taking place in brain and mind, in artificial intelligence, in robotics, about how we will be thinking, how people will be employed, what their jobs will be like. All of those components of things. So there are many ideas around topics of grand challenge, that this community needs to have some articulated planning around in order to be successful. And when we talk about our people who are here, I really think it's vital that we think about the enormous changes taking place in education, in higher education today, that all of society needs to be thinking about. For example, what is a great undergraduate education? There are some things about that that will never change. We want our students, of course, to learn how to have a life that emerges from values. How to have certain core ways of learning that don't change. And yet, all the other changes I described to you that are happening in society mean that students want to have more experiential learning. They want to have more learning not just within one discipline, but in the context of problems that they really care about. We have to change how we organize ourselves to do that. We have more master's degree students this year, or at least an equal number, maybe a little bit more, than we do PhD students. That's a profound change. Suddenly all of these students who have completed undergraduate degrees, whether here or elsewhere, find themselves needing to know more because the complexity of human knowledge is changing, because the nature of labor markets are changing, and they need to be able to get things from us that the university maybe 25 years ago didn't organize itself around. Suddenly we have a whole population of people who are here for a year or two years, and their engagement, how they mesh with the rest of this community, how they connect with undergraduates, graduate students, and faculty. We need to think about them as part of our human network and how they can be supported, but also how they can be part of it and help everybody else. The graduate students profound changes. For example, it's always been that PhD program about learning how to create new knowledge, but their opportunities now, a society needs people who can create new knowledge to have a level of versatility that maybe they didn't need to have 10 or 20 years ago. So we have to structure the PhD program in a way that offers them those kinds of things. There will also be in the strategic plan a lot of thinking about dollars. How does money flow into a great public university like this? We know it's not gonna be the same way. It's not going to be that the legislature is going to send us one sum of money that then gets dispersed throughout this complex organization. In fact, we're gonna have an environment where many different actors in society, philanthropists, alumni, corporations, non-government organizations, foreign governments, all kinds of people care a lot about what happens here and they want to be involved and they will be involved supporting things that they find interesting. And so that's going to change the financial picture of the university. How do we maintain the broad range of academic work that goes on when some subjects are ones that maybe can generate a lot of financial support because they're so immediately connected to a societal need. But we're here for 30 and 50 years. We better make sure we're supporting the ideas that are required for the long-term future. So we have to rethink our whole financial structure. So I hope that you can see how complex and how interesting the set of problems that we have are. And I guess if there's one thing I would like to leave as a thought in just my early comments, it's that the two are linked with each other, the financial challenges of today and our vision for where we wanna be are very much connected. And in fact, the one way we're going to solve the problems that we might have around today's budget is around really having a serious discussion about what our best ideas are, about where we wanna be and thinking about how to grow in those directions. That's going to get us the financial picture that will give the kind of stability we need so that a great public university can remain that way for a really long time, my drill. So we're about to move into the Q&A portion. For those of you who are standing in the back, we have loads of seats up here. Neither Paul or I have ever jumped into a mosh pit, you have nothing to worry about. Come on up and join us. Have we already collected the... Okay, so if you have questions, please pass them out. No, no, we're on the cards. If we write them down in the cards and if you could pass them to the outside end of the aisles. Yeah, the outside. If you could just pass those cards down to the outside end, people are gonna come along and pick them up. So while we're doing this, I'm gonna abuse the privilege of my position here. I have some questions of my own. I actually wanna start on the budget. So recently, you and Chancellor Chris penned an op-ed in the Daily Cal and it sort of said two different things about the budget and I would ask them to see if you could resolve them. On one hand, it expressed cautious optimism for our future. You talked a little bit about this just now. On the other hand, you talked about all these uncertainties. How do you reconcile these two? Because when I think about uncertainties, I get nothing but anxious. And when I think about cautious optimism usually means there are not too many uncertainties. How do you think about it and how do you reconcile those two? Well, there's a lot of dislocation going on but we did outperform our budget target and we're very much on track to hit our target at least to hit our target this year. So we're heading in the right direction and in the face of uncertainty, we have to be prudent. In other words, we have to really stay focused on making sure that that year 2020, 2021 that we hit our target there. And we can do that but we have to also have built into our financial planning the possibility that we could have some surprises. And so that's what we've been trying to do because I mean, I have to say to my opinion if we for example said, well, we were on target but then X, Y or Z happened and now suddenly we're saying 2023, to me that would just be the most, that would be such a letdown and I think we can avoid doing that. And so that's why I say on the one hand we have to be reasonably determined, confident, do it but we have to be really careful prudent and those are kind of contradictory things and it is hard and we really have taken a lot of hard hits to our system that are difficult ones and to say anything less wouldn't be honest but on the other hand, it's not that far away and we've closed a big chunk of what we need to. So that's where we are. So how do you deal with that challenge and just have a couple of more and then we'll open it up. The challenge of the fact that here on campus we don't control all of the levers. We can't set tuition, we can't set the price and effect that students pay for attending. We can't set the number of students that we admit or where we admit them from. We can't set the level of state funding. What kind of challenges that pose and can they be circumvented? Can they be overcome? Is it just a part of our reality that we have to accept? Well, look, I mean, it is definitely true that the things that you mentioned are really, they are major challenges and it is also true that if you look at a period a little bit greater than 10 years, we've gone from a total number of students on the campus of just a little bit, around the 30,000 a little bit over to more like 40,000 total, including all kinds of students. And so that's been an enormous amount of growth during a period when the budget has been tighter and we have not been able to increase the faculty size. So we've got the same number of faculty and yet we've got a lot more students here of all different kinds. And so all of those things are just tremendously dislocating challenges. I will say that I am pleased with many of the new ideas that have come in that have brought new resources to the campus. Many of them have to do with extending educational opportunity in places where it's needed. So they really in a sense make up a lot of academic sense, but they also correspond to new programs that have been bringing in some monies. And I'll just to give you an example of that. I don't think that that need has yet reached its plateau. A lot of the pressure, for example, on enrollment comes because the state has a really growing, talented population of people from all different kind of diverse communities, a lot of whom don't come from family backgrounds where higher education has been accessible to them. So in a sense, the state's need for us has only grown greater in an environment of a lot of different fiscal constraints. And so we have to ask ourselves the question, are there ways we can serve more people? For example, have we exploited what's possible with online education? I actually think we have not done very much there compared to what might be possible. And if we could, for example, extend the benefits of some engagement with Berkeley to a lot of people who might not physically be present on the campus, maybe we can increase the capacity of the university to help people in the state. Maybe we could have more people doing year abroad. If they do that, that increases the duty factor of the capacity of the campus substantially. So I think we have to be asking ourselves, what are some levers that we can turn, which will expand the capacity of the university to help people in the state with the footprint we have. And frankly, in some cases, even with the budget that we have. And that's hard to do, but it is possible. And to the extent that we do it, it will lower the pressure on these other areas where the pressure is coming onto us just because of the needs of the state in many ways. So you say that the state needs us now more than ever, but there are those I think who believe that everybody understands that except for the state. And in that context, I have a question about the recent endorsement that you and the Chancellor provided for a moderate increase in tuition. Does that represent for you an abandonment of hope that the state's ever gonna return to the sort of financial partner it was in the past and that the days of advocacy are over or is there something else at work here? Well, it's a long game. So abandonment would be a phrase I would never use in that context. The state has an ongoing relationship with its public universities that is very long, very deep. It has its moments of strength and weakness. I will say that if you just look at, for example, the support that we get for faculty and we thought of it in terms of an endowment, it would correspond to something like 15 billion in terms of the annual amount that we get from the state that allows us to keep the faculty that we have going. And so to look at that and say, well, we don't think the state is contributing, it's complicated. I mean, they're wanting to get more out of the institution in a period when it's without necessarily meeting the incremental costs, but it would be a big mistake for us to look around us and feel like the state isn't contributing or that they're not an vital stakeholder. So I think our goal should be to restore some fiscal responsibility. I think, for example, specifically with respect to Berkeley, but you also see some of that conversation going on, particularly at the system-wide level. If they feel like the financial resources are not getting the kind of responsible stewardship they need, it's hard to get into a conversation with them about, come on, let's reinvest. So I think if we can put our fiscal house in order, we'll be in a stronger position if we can show that we are able to extend the benefits to a broader population. I think those kinds of conversations become much more possible. And I don't think we should abandon them. They will always, I think, and should always be a key player. Having said that, I also think we shouldn't have a singular focus that a public university means that the money comes from one way in which the public engages, i.e. the legislature. I mentioned all the other constituents that really care about what a great public university is like, alumni, philanthropists, foundations, companies, all of them have an important stake in what happens inside this university that belongs to them in many ways. So I think that we will have a more broad-based source of incomes that will also help us be a little bit more resilient instead of having a single major-only source. Yeah. So I'm gonna jump in now to some of the questions that came up from you in the audience. And the first one is about money, again, and the state. And it notes that public support for the UC and higher ed continues to decline. And the question is, at what point are we no longer public, and how do we stay public? And I would add to that, what does that mean to you, Paul, to be public? I mean, I will only note, former chancellor Bergenow towards the end of his tenure started to talk about Berkeley as a state-situated school as opposed to a state-funded school. I think our budget, we're now down to about what? 10, 11, 12% of the budget is state-supported. So what makes us public, and how do we stay public? Well, first of all, let me say that there is an ethos that makes us public. And it has to do with an ethos of public service and with a vision for how each of us who comes here thinks about something greater than ourselves, which is how to help society to be a better place. And that's a way of thinking that I think is embedded in the culture very, very, very deeply. So we can look for a big, there is a big transformation going on in the flow of dollars into the university and how that supports what goes on here. But I think the fundamental underlying cultural ethos is inside this place about service, about access with excellence, about comprehensive excellence, about believing in the benefit of knowledge about, and if there's one thing that I've experienced with Berkeley over all the years I've been here, there's certain cultural characteristics like relentless questioning of everything that are really wonderful Berkeley attributes that don't go away very easily. So that to me is what defines us in a sense. And certainly, we need to try to turn back that discussion with the legislature, we need to be very focused on it. You asked about the tuition issue. Look, I would love it if the state decided to really invest again in a significant way and start to increment its investment in the public university. Perhaps that will happen. But absent that, we need to all have a conversation about how everybody can contribute. And the students, in fact, in some cases can contribute in a way that protects the students with low income. In fact, they will get that monies through financial aid, but will bring resource that they can bring to the table. If we don't have these other kinds of investments, that's one of the things that may be necessary in order for people to be able to graduate on time, get through the gateway courses they need to, and so on. And that's a discussion. I mean, it's an uncomfortable one, but we have to have it. So we're gonna leave the budget just for a second and move over sort of the academic side of the house, if you will. And the question here is, besides enhanced awareness of the array of creative and innovative programs, what were some of your takeaway message, what were some of the takeaway messages from your listening tour of academic units? What did you come away with feeling, understanding, knowing, and thinking about? Well, I learned an awful lot of things about the specific areas that were going on, which I didn't know, and which were very, very helpful to me because of the, you know, I need to be able to understand what are the big issues for those different disciplines today in terms of academics. But I mean, you know, there are some larger issues there. The faculty size, having stayed constant for a long time, has put enormous stress on the system. So, you know, we are working really hard. I believe you'll start seeing already in this next academic year some of our progress in growing the size of the faculty. You know, it's gonna be done through philanthropic support and it will be modest over time, but we have set a target to grow it by 100 and there are a number of disciplines where in fact we have, we're a little bit subcritical. And part of that has happened. I'll just, you know, point out an obvious academic trend that I think we all know of. It's very exciting to see the advent of data science transforming huge numbers of academic disciplines. And suddenly we have very large numbers of students who are majoring in sociology or history or chemistry and who need these tools of data science all of a sudden. And so that's led to this kind of giant change in where people are getting instruction from and where they need it in the future and so on. And that's led to a situation, I think, frankly, where some disciplines have kind of lost some of the critical mass among the faculty that they need in order to sustain things. And so we have to redress that and I think the data science activities that we're planning and talking about will do a tremendous amount, not only to make sure that the academic disciplines more broadly are able to be having the right numbers of faculty, but also, frankly, to address issues like inequality and inequity of access to the ability to learn about things like computer science and data science, which, frankly, because College of Engineering has been so impacted in its enrollment, many people you just look and you can see the diversity out in the workplace and the commercial workplace has been so poor. Berkeley is gonna be able to play a really big role in that area by creating these new data science majors and minors that are gonna let a lot of students with different backgrounds and from different academic interest levels to interest areas to come in and get those tools and then go out into the workplace and hopefully diversify what has been a really not very well diversified sector of the economy that's growing so fast. So those things are connected and I learned how much that stress on the system has been really playing a big role and certainly also I think there's been a huge dislocation around the financial model that has played out in terms of effecting the services and how we deliver them and people are really frustrated with those things and so we have a lot of work to do to try to get those things back on track. I mean, it's a project, good project, but a real one. So that offers sort of a segue to the next question which is, what is your vision of great undergraduate education? And I'd also note, people probably read in the paper, they just announced a new president for Harvard and the new president, one of the key things he sort of put before himself was confronting this eroding support for the very value of an undergraduate education in today's economy, in today's country and a sort of deterioration of confidence among the public in what we do and what we offer. So what's your vision? Where do you think we're going in the largest sense when it comes to undergraduate education? Okay, well, thank you Ron. So grateful for getting a question like that. Look, I mean, first of all, let's remind ourselves that there are really an undergraduate education is helping a human being to learn how to learn what we know already in a broad way to really be able to access knowledge themselves and to be an active learner, not to just be a kind of passive learner.  So if there's anything a young person would need today, it's to learn how to learn not to have just learned a specific thing. So in that sense, yeah, there is a disconnect to their elements of society that don't seem to quite grasp that profound change and wanna convert all universities into a kind of trade school, which I think would be the last good outcome for people who need to be able to develop over the entire course of a career. But let me be very specific, as we talk about our undergraduate education, in my own thinking, and this will develop hopefully in a strategic plan with all the community input, but I can say personally, I've come to be thinking of it as really that there might be three sets of issues for our undergraduates today, which I'll call all linked together, let's say thrive, launch, discover, okay? So first of all, in my tour, another thing that I learned, which is still, I just can't wrap my head around it entirely, although so many of you live with this every day. There are a lot of students, not just undergraduates, but also graduate students and even of course also staff, whose basic needs are not met. I mean, because of the housing crisis, they're not able really to be housed properly and they have issues getting enough food. So I mean, I think if there's one thing we have to do in an undergraduate initiative, it's to try our utmost to establish conditions where there's a sufficient degree of housing and where there's, people have a baseline of needs met so that they can be in a position to learn and I think that's gotta be front and center of our campaign that's gonna start next year. On the launch front, we have to redouble our efforts to say that students in those first 18 months really get the kinds of early experiences that they need to get their gateway courses to not be blocked in areas that they need to get through and we're having a lot of trouble doing that and also to get some of the early experiences that help them take part in what might happen in the end stages of a good undergraduate degree which I would put under that rubric of discovery and say that an undergraduate today probably really needs to be having a self-driven topic that's a problem-driven kind of experience where they take what they're learning in their discipline-based major but they also have a context around it and a problem that they care about that they really come to know. That will help them then to launch onto a life themselves that is one that's purposeful. I think it's a really important time to be thinking about what happens with undergraduate education and Berkeley's gonna be able to do something really special because we have some of the very best research and discovery opportunities. So if we say that's gonna be a characteristic of the future for undergraduate education, we're gonna be in a very strong position to be really leaders in that. Thank you. So speaking of relentless questioning, this next one is a hard one I think, a challenging one. So given the cuts that academic units are absorbing, what cuts and budgetary disciplines does the campus expect from athletics? Well, look, I think we do have to have a very serious discussion around athletics. We have, as you probably know, a search going on right now for a new athletics director. We have a lot of financial challenges there. As the chancellor, I think, has made it very clear there are kind of two different kinds of challenges that are faced inside the world, the financial, in the financial world of athletics, there are two challenges that we certainly need to be thinking about. One is the ongoing programmatic needs of athletics on a year-to-year basis and the other are the capital issues around athletics. What do you mean by capital? Well, I mean so many of the issues around the infrastructure, the stadium, but also other parts of the facilities that are needed in order to actually have athletics programs. So both of those have financial challenges about them and the new athletics director is gonna certainly have to play a key role in helping shape an understanding around those. I do wanna add one more thing onto this though. Just now I'm giving my own observation here, which is that I do think our community also needs to be engaged in a discussion about what do we really aspire for student athletes? We have some amazing, amazing people here on the campus who come as student athletes. We have others to whom we have a deep commitment in terms of they've come here and we need to make sure that they're getting the kinds of education and tools and opportunities subsequently in life to be able to be successful. So I think that it is clear that we have a lot of financial challenges in athletics, but I also wanna say basically, I think we also have some significant discussion to be having around what our academic vision is around how we wanna see that develop. And I guess I'm gonna say that I do think that there's a lot of discussion going on right now about what the next stage of athletics at Berkeley is gonna look like and when the new leadership position is filled, I think that's gonna be a real key period of time to define what that looks like. So the person who wrote that last question obviously felt that pressing one hot button deserves pressing another. So the second question. Why not? As, and I know this is near and dear to the hearts and concerns of many staff members, which is as we restructure aspects of CSS campus shared services, what are the lessons being learned? Yeah, well, so I do think that we really did, we have a lot to learn there. It's a good question. First of all, let me say that our ability to deliver the services for academic units has really taken a big hit over a period of time that has really cost us a lot and it's been a very divisive set of issues and it's also been very costly. And I think that my read of it is that we really need to be in a careful partnership between the academic units and the center on how we're gonna deliver services. And that dialogue between the two really failed during that period around the centralization of the services and it failed because the two sides weren't able really to connect with each other properly. So that's a, it's a really a difficult thing. On the other hand, I want to emphasize this as strongly as I possibly can. We can think about the various assets that we have as a community. I talked with you about our history, our ethos, the possibility of the future and so on. If there's one thing that this campus has that is an off scale phenomenal resource, it is the staff who are here. And by that I mean the staff in departments but also the staff who serve the central functions of the campus. They are amazing people. They're mostly here because they really believe in the mission of the university. They feel about the university, they care about it. And so when we have a misstep like that where we organize ourselves in a way that isn't productive and then it creates a lot of kinda back and forth of not being a good discussion, a good dialogue and people getting angry, it degrades that community that's required in order for the place to be resilient. So clearly we need to be really much more careful and thoughtful about those kinds of changes and there needs to be a more careful discussion. I'm optimistic that the kind of regionalization that we're in the midst of creating will allow us to reach the balance that we need. We need a balance where the local academic needs are really discussed and understood. And they're also discussed and understood in the context of what the budget allows. There are trade-offs made within those areas to achieve the best services that we can. But whatever happens in that local area should not end up by specializing to such a degree, imposing costs on everybody else that's not in that region. And I think that the regional size entities that we're talking about will be well-sized for doing that. We have an existence proof with what's gone on in College of Engineering and having at it also environmental design in the high school. That area has provided services at a good quality level. And so we're seeking to emulate that and I think we're gonna have a partnership there between the academic units and the center in order to try to get the service level right. And we can't afford to have a lot of churning or back and forth where we're not really trying to be problem solvers and to get to where we need to go on that. So it's not a good chapter in our kind of organizational history, but we can learn from it and I tried to say what I thought are some of the lessons. Thanks. The next question is gonna slightly different territory. It has to do with faculty and I think it raises a subject that I'm not sure everybody is even aware of at the moment and that is this. Whoops, I got the wrong one, sorry. There was a growing national conversation indeed within the UC system about the benefits of defining different kinds of faculty appointments. Some focused on research and some predominantly on teaching. Do you envision exploration in this direction for Cal? Well, whether I envision it for exploration or not, it's a reality of what has happened. I mean, I mentioned to you that we've gone from sort of 30,000 students, just 40,000 students approximately and that the 1500 ladder rank faculty hasn't changed during that period but that doesn't mean that those people, that that happened without any support and in fact there's an absolutely wonderful group of people on the campus now who are in a variety of roles. In fact, I would say that if we really take that conversation or take that area apart a little bit more, what we'll find is that many of the discussions we're having are around how the way in which society interacts with the university is becoming more, they're becoming more intertwined, university isn't sort of this thing that's kind of separately walled off, people come in and then they go out. It's become a much more interactive place. People come in for different periods of time. They come in for a couple of years to get a kind of training and they go back out. They start their company here and then they come back in later on and so there are so many things now that are much more interactive than they used to be. What that means is that we actually need to also have people on the faculty or teaching here who have experiences that are not conventional academic experiences. So we might see that going on in a variety of places around the campus. It might, you know, obvious places might be things like public health or social welfare or law or, you know, any number of places, but even in other disciplines we can see that happening that there might be more, you know, ones where we didn't think of that in the past. And so, you know, I think that we should really be having a discussion around what are the kinds of experiences that people who are teaching here need to have, what are the kinds of things that they do. And to say that there's a monochromatic one that's strictly, you know, around somebody who is doing research may not completely describe the full range of what we need in order to provide the academic environment that's needed. So that's a topic I would say we have to have. And I also think that there is a range of probabilities that somebody will be really good at different things and we probably need to balance that off as well in terms of the teaching and research and other such things. So it's a fact that it's happening. It's a national phenomenon. And I think that we should be open and also thoughtful about how we make sure that people with a variety of experiences, talents are here and that we honor all of those people and treat them with the kind of respect and kind of opportunities that they deserve. So Paul, you've talked a lot today about evolving needs, evolving interests, about the need for us to get out in front of that and how it sort of impacts our vision for the future of the campus. And one of the things I've heard you talk a lot about is entrepreneurship. And I know for myself in college that was never a word I heard. It wasn't anything anybody expected out of the university. Talk to us a little bit about how you see entrepreneurship playing a role in our educational offerings in the kind of students and faculty we attract, what we provide to them and why is it so important as opposed to just leaving that to the private sector after graduation? Well, look, first of all, I think that this is part of an ongoing larger, again, kind of global conversation around universities. It's a fascinating topic. I'm personally, I have personal experiences in this area because in my own research, it turned out that things that we worked on had the potential to have practical impacts and I personally got involved in trying to see those through. And I can say as a scholar that it had a number of effects on me. First of all, when things that we did work on turned out to have practical impact, it was a kind of ultimate validation of some of the early ideas we had. So it was, in a sense, a continuation of our work. But I can also say that, for example, a couple of times when some of the things we worked on were commercialized, it became very apparent that the companies that I was involved in had far outstripped all the academic labs. And so I got an early warning call saying, hey, if you wanna keep working and be at the cutting edge, you're gonna have to shift your research direction. So my research group had to go through kind of an existential crisis of thinking, are we gonna keep doing this when there's somebody 20 miles away who's so much out ahead of us? Well, no, we probably can't do that. We could probably keep publishing papers in the academic world might be perfectly happy, but it rings hollow, it isn't true anymore. I think that just shows how deeply connected, really, in a sense, the advances in the university are with what happens in society. They have to go back and forth. But meanwhile, I guess I would say the connections between advanced scholarship and economic development, the whole nature of those have just become very different than they were decades ago. And the students are saying it themselves. It's in their interest, excitement, what they wanna do. So a lot of people who are at the cutting edge of academics feel that need to be connected with where their work goes. And the university has to evolve to allow that to occur. I'm thrilled with some of the things I see happening at Berkeley. I think we've laid a phenomenal groundwork so that in 10, that's one area. I think there's a lot of things we need to do there, a lot of things. But I believe we've got a kind of groundwork there that means in 10 and 20 years, this topic, we're gonna just be off scale great in that. And all you have to do is go to the two sides of campus, go as you're heading to the bar, take a look and see that skydeck sign up there. And that's incredibly exciting what happens inside that place. And if you go to the other side of campus where there used to be a photocopy place, it's now the house, students created incubator, just walk into that place, don't even go past the reception. Just stand there for 30 seconds and look and see what's happening. And you will feel good about our future. I mean, the Berkeley kids are inventing the future, no matter what we do. It's just phenomenal what's happening. It is just phenomenal. You can't miss it. So it's happening and we need to do a number of things to help it along. And I think it's just wonderful. Great, I think we have time for one more question before we close it up so I'm gonna bundle two together. This one actually comes from a student who says I'm graduating in May and would like to help solve challenges faced by the university in the future. What organization can I join as an alum that have a say in big decisions here on campus? And I'm also gonna bundle that with a question for somebody else who wanted to know how do we get involved with Sacramento? So people who are interested in contributing and supporting the university's cause and having a voice in sort of what our future is. What would your advice be? Wow, I'm gonna start crying now. Yay! Thank you for asking that question. You know, look, that's terrific. And you know, one thing I would urge you to do if you're willing to is I don't know what your major is while you're here, but I will say that whatever college or school you're involved in that they have a pressing need to be involved in a discussion with you about what it is you're doing and where you're going and how you're gonna be successful in the future and they would love to have a deeper ongoing engagement with you. But we do have a lot of ways through our alumni relations group from them to stay engaged with the campus while you're out there. This past weekend on Saturday, I had the wonderful opportunity to be with a group of class campaign leaders. There was the class of 1968. Imagine the class of 1968, the 100th class of Berkeley. The class that Mario Savio matriculated in. The class that's gonna celebrate their 50th anniversary on our 150th. So there was a group of amazing people they'd been involved with us for 50 years after they graduated. And they were helping make this place really have a brilliant future. So get involved in your class campaign through the university development group because even now it's not too early to be planning for your fifth anniversary, your first anniversary that class campaign that happens and helping us keep track of your classmates and being involved in helping us think that way. That group was really very deeply thoughtful about how experiences at Berkeley are changing and how excited they are at this stage in their life about helping us think about what will be next. So thank you for the question and go Bears. Yeah.


Hi, I'm Greg Pearl. We're at CES 2020 and I'm the product marketing engineer for microcontrollers for our industrial market and security. So what we're showing today is STM32 Trust. STM32 Trust is our security framework that we're promoting for our microcontroller product line. It includes our STM32 series plus our STSafe secure microcontroller that we're promoting as a overall secure framework that fits our STM32 microcontroller ecosystem. So with STM32 Trust, what you can rely on is that our ecosystem will give you the code protection you need for verifying that your code is authentic and integral. And we're also working with that framework for code and execution protection so while the chip is running, data is protected under an umbrella of STM32 Trust. Also for higher security applications, the STSafe can be used for certificate storage and other data of high value that needs to be protected under a very secure hardware umbrella. The importance of STM32 Trust is that it's an ecosystem that's very flexible and fits within the standard ecosystem that our customers are used to for development under the STM32. So what you'll see from STM moving forward is higher levels of security and integration into our products that will fit and most importantly be flexible within our development environment to allow the customers to develop a level of security that they determine is important for their company and their cybersecurity groups and the customers that they're trying to address. So with STM32 Trust, one of the things that we're highlighting today is a new landing page on ST.com. So at ST.com slash STM32 Trust, we're aggregating all of our security information. So from a security perspective when customers are developing and they need certain security functions and services, they can now easily navigate all of our 17 different product line series and determine the types of security they need, but most importantly that guides them through the ecosystem, getting started guides, application notes, definitions for the different types of security that you may need for your design. Also security trainings and videos on our different products as well as ecosystem guidelines and partners that our customers can work with to get different types of software or services implemented or consulting services needed to be able to achieve what's trying to be accomplished from a security perspective. So please visit STM32 Trust and thank you very much for attending.


So blessed to be a blessing aims to empower girl, the girl child and also the boy child because we've seen that so many charity organizations are focused only on the girl child but for us we thought that if we empower our girl child and we do not empower a boy child we will be living out a mark and that's why we incorporate and do their mentorship program for all the young generation just to make them understand instead of vying or rather running for equality they can vying to they can seek the equity because when we when we see when we seek equity everyone will be able to understand their responsibility their role in the society and also the place that they need to take so that they can be able to to conjoin and to work together in the society. Okay you've worked aspect of people are struggling to fight for equality instead of working together for equity. Yes. So what is the difference between the two? Equality everyone seeks to put their same their lengths or rather their life in the same level like what a man can do a woman can do a woman can do even better but now when we fight for equity we will be able to understand what is the role of the man in the society what is the role of the woman in the society how can a man pull and help a woman how can a woman pull and help a man so that at the end of the day the same goal that the society is seeking for will be achieved but when now we we keep on seeking for equality it becomes like a competition everyone wants to to fight for the best position in the society. So we should appreciate our roles that we are different yes we can't be the same we have our own strengths and when we work together uh there's great things great things will happen basically right exactly okay so what are the projects that you've uh undertaken with the organization so far? So far so good we've been able to do the mentorship program for the boys and also for the girls and when we come together we teach these young girls and these young boys how they need to respond to the society of the and also of the skills that they can do to be able to put them in a good place in the society and also in the kingdom of God because we are a Christian based organization yeah and as for now we are trying to seek if we can come together with other organization to help this young generation to acquire skills hand skills that they can be able to put their life in good shape wow that's great so why why is Christianity the backbone or the foundation of it because you've mentioned that because personally I'm a Christian and I was raised in a Christian family and besides that our motto is blessed to be a blessing is sharing faith hope and love and when we say faith because we are Christians everything that we do is based on the Christian path of it yes incredible and now take me through the how the mentorship of the boys are and how the mentorship of the girls are how different they are how you conduct them basically so at some point we do bring the boys and the girls together because we tend to believe that there are topics when we teach these young girls and these young boys when they are together they will be able to understand and then also at some point we do separate them when we teach the boys about the society we teach them how to handle the woman of the 21st century and also when we are talking to the girls we teach them how to handle the man and not the man only but basically everything about life in this 21st century yes and how was that worked out for the boys how was the reception the feedback after the mentoring after the mentorship programs we do get positive feedback because like I said many many charity organizations have based their support on the girl child only so when you look around every time when even when you go to mentorship program and we do for the girls only the boys are like we've been neglected so you know when they find someone who can bring them close somebody who can would love to hear their story to hear their challenges they become so receptive that you can you can see even in their eyes like wow so there is someone that values and there is someone that who cares about the boy child too so what would you say are some of the challenges that the boys are facing from you know your interaction with them one of them is that they tend to feel that the woman has been given more empowerment and the care and the concern more than the boy child they will share sometimes like you know Maria if we are to go for an interview you and me the the the higher probability is that you will be chosen and I will be left out so they tend to feel like there is a there is a some certain level of neglect by the by the society and actually I've had that a lot too so how do you counter that because that is also a mindset that they know when I go to this interview she'll be chosen because you know they have a higher chance so how do you counter them how do you encourage them we encourage them by what I began by saying by showing them that first we are not equal because when we are equal we will tend to seek the things that are not also meant for us so we make the boy child to understand that if you play or if you remain in your lane do what you need to do as a young man as a young boy things in the society will just fit in for you we make them to understand that even though the girl child is being empowered they are not being empowered to overcome them but rather they are being empowered to help them because for us as Christian we also believe that a woman was created to be a helper so we make this young generation of boys to understand that the woman is not competing with them but rather they are just being empowered so that they can help them and you know when they understand that they will not want to run like we are in a competition we are being neglected but they will understand that this woman is just being pulled so that he can be able to empower me in my weaknesses and also pull my strength where they can yes so you want that aspect of the woman being a helper but you know sometimes uh some ladies you know want to be the the head and uh that's why we have many feminists and all that and we want to be more than men we want to take roles of men so how do you uh how do you you come back to this when you're mentoring the ladies yeah that's why we are here to to teach the girls that as much as we are being empowered we need to focus on the equity that is what we advocate for that uh your position in the society your title in the in the society should not be meant to pull down the other people in the society not even the men alone but even your fellow gender so we we we teach the girls that whatever you gain whatever whatever you receive whatever you achieve from the society should not be meant to pull down the other people yes it's supposed to compliment yes it's supposed it's supposed to compliment sure okay and i understand that you do something extra for the girls as much as you mentor both of them so what tell us about this um you know where we began this mentorship program uh we found out it was in the slums of Nairobi we found out that because of the feminine hygiene uh park now that is the panty the sanitary parks uh that sanitary towels sops because of just a feminine hygiene park so many girls were going astray to an extent of selling their bodies just giving in to men because they cannot afford a feminine hygiene park so we thought of instead of just doing the mentorship program if we get the resources we can be supporting these girls monthly and we are glad that we've been able to reach out to more than a thousand of girls every month in partnership uh with mana ministries and other partners who have come through to support and to help us and it is and it and it's been of a very very positive impact you can't believe sometimes you just give a girl a feminine uh product and they just cry like now i won't go to do this i won't go to do something negative to my body because i have what i need well sometimes we take that for granted the simple things yes that we have and some people actually go and sell you know they have to because they don't have anything so they have to sell themselves and get the parts and there's a time we talked to a guest and uh she said that even mothers young mothers were selling themselves so that they can afford to buy pumpers for their kids so how is this changing their lives now that you give them because now you can't i don't know if you buy them every month so what's what what happens when you don't give them this uh this pack when you don't give the packs even before because we've set a date like every third um uh week or rather Saturday of the month we do the mentorship program and also distribute the sanitary tablets so a week before the schedule dates they are always calling like are you coming if you don't come we will be in a mess this month are you really coming will you be coming so they keep on asking and that show you how much the dire need for these feminine products is mostly in the slums and also in the interior places like last year we were in the interior of mombasa and we could not believe girls telling us that i have to use i have to cut an old cloth so that i can use whenever i am having my menstrual period wow yes so this are some sad cases but thank god for what you're doing you're doing great things out there so now uh the lives have changed do you do follow-ups uh now and then yes we do yes we do like i have said in the slums of uh Nairobi we have more than 200 girls so what we did because there are too many and we cannot be doing the the the random follow-up we divided uh these 200 girls in four groups so each group has a leader and a contact person in the field so anytime we want to check on one group we just call the contact person and we ask and we ask how is everything how are the girls uh if we are if we are to go we just let them know that next week we will be coming to we will be coming to have a time with a certain group so that's how we do our follow-up wow okay and someone might ask you to you've said you're mentoring both girls and boys and boys having any struggles like the girls are sure yes what is unique what is that unique struggle you you know the the world is changing and as the world is changing the challenges are also rising you know in the olden times it was uh hard for a boy to share that maybe they are going through a trauma of GBV but now you get to hear boys sharing with you their stories that i'm going through a trauma which the society thought that this should be be a girl's trauma somebody is molesting a girl child but in in this period even the boy child is suffering the same case as the girl child so how are you helping them with this we share with them because sometimes you know the parties involved are so are very close people to these young boys and because they they live in fear we tend to help them gain the courage we we we teach them that there are legal ways which they can undertake for them to get the the justice that they need or and also we teach them to understand their rights now when you don't understand your right people can really take advantage of you so we teach them to understand their rights and also if we can help them to go the legal way for them to be able to get the justice they need and also free themselves from these kakuns that that are making their lives seem miserable we do that okay yes so how do you get funding because you've said you buy things you help them how do you get funding um like i've shared with you um at this point mana ministries has been of very big help to us um and also we through mana ministries also we've had another friend from an organization called all for its glory and once in a while we do get individual partners to just see on the social media what we do and they say this month i will support you with the pack of sanita retire wells so basically since 2018 where now we became so active i can say mana ministries all for its glory and um individual partners will see what we do on the social media at the ones who have been supporting us so far so good okay yes and some people have questions over supporting charity organization because of some stories we've had in the past you know so how do okay do you benefit from it you know getting the funds and everything is that something you get from it um what i can say as for now whatever we get we give it 100 because we are we are still a small organization trying to establish ourselves so whatever we get our main focus and our heart our goal is focused on giving back to the society so what we get what we do is just look at the logistic part of it we work on the logistic part of it and then whatever remains we put it out for the people that we need to serve so it's a hundred percent for the charity yes yes sure yes well incredible so how do you support yourself i'm working at mana ministries as the administrators so i'm on on the payroll okay all right you speak with so much passion for this yes so tell us what what brought you to to start this organization out of all the things you would have done why start a bless to be a blessing maria was raised in the slums of dandora and i can say within me there was just a passion of serving other people since i was a child so to me it's a combination of gods calling in the experiences that i personally went through because i became a mother when i was a teenager back in the slums of nerobi so i understand the struggle that the girls go through when they share their stories i see myself being duplicated in their stories because these are some of the hardships that i went through i there was a time i could not afford a sanitary towels and so i said god because you've called me to do this when i get the the strength whenever i will receive the resources that i need to give back to the society i will go back to the slums and give back to the girls and to the boys and that's what i did when god blessed me so wow so what exactly gives you satisfaction out of doing this what gives me satisfaction is that at the end of the day in my heart i know that when we do what we do a life has been impacted and transformed positively for god's glory now when you started there must have been some challenges or did you face challenges yes sure yes sure yes what were some of the challenges and what got you to push through them the funny thing is that when we began blessed to be a blessing we came together just as a group of people from the slums yeah that was in back in 2016 and that's why i said from 2016 to 2018 we were quite passive so you understand in a group of people where we you do not know each other deeply yeah some would contribute this month others would not some decided to just pull out of the group because of their own reasons and so i was left with blessed to be a blessing now as maria alone yes 2016 2017 i tried to pull through every month if i don't have the resources the resources i will just pull two of my friends and we just go visit our children so do cleaning because we do not have anything to give them we just do cleaning we play with their children and just have a good time with them sometimes we will just go to the street children have a good time with them share with them the word of god until 2018 when now we met mana ministries and we started doing uh greater things more than what we did in the in the past two years so how you know uh some people might have uh a great vision but you know because because of the lack of support of people you know drawing out at some point they uh decide to live you know that vision alone why was it so important for you it was important for me because to me it's uh it's a calling you know when you are passionate about your calling i tend to believe that there is nothing that will deter you not lack of resources even if you lack resources there are still other creative ways that you can come up with and continue to serve like for me when when people pulled out and i was left alone with a blessing to be a blessing i thought of i don't have resources but i have my hands i can go to a home i have my mouth i can use my voice to speak to this to the to the to the children in the street and that's what we did until now we came to a point where we can get the resources and now give and continue to do more with our hands and with our voices so we use what we have to do what we want at the moment sure should stop complaining yes all right what are some of the success stories that the memorable success stories from the lives you've impacted uh them uh uh in the in the in the slums or in the slums of Nairobi of Nairobi kisumu so you first tell us where they're located in which Nairobi and which other places Nairobi kisumu and Mombasa and Mombasa so those are the areas that we've quite uh developed in in our endeavor to do the mentorship program and um one one one of the story that that's that stood out for me is um back in madara slums there was this girl that we met and she was going through the trauma of uh gbv and we we we did not we did not like do so much to him but we used our voice to teach this girl the rights that that that that she needs for him to be able to be freed from what she was going through and uh she listened to us and the good thing is that she used the right channel to be able to get the justice the justice that she yeah that she deserves and um you know I was I was happy when he came back and told me that Maria because of the story you shared I decided to go this trail and now I can tell you for free that I've been picked out of the place because she she was living with a relative who was taking advantage of her and because of that she went to the government she went to the local authorities and reported the case and this girl was able to be taken out of this home and now she's in a better and secure place living her life normally yeah wow that's so incredible so how can people support you how can the community support you so you can reach us you can reach out to us because we have a we we are in the media platform with social media platform we have a facebook page a blessing to be a blessing and uh if you are outside the country for now you can you can use now they because now we are partners whatever we receive through them they they give it to they give it to us so if it is papal we are using mana office at yahoo.com and you can also reach out to us through our local number which is plus 254 793 770 91 8 or plus 254 718 930 182 the social media handle the social media handle we have we have we have we only have facebook a facebook page which is blessed to be a blessing yes charity organization charity organization alright uh as we come to our clothes on this what is your vision for blessed to be a blessing organization um my my vision is to one day put up one of the best psychological center that will help because so many people are going are going through mental traumas physical traumas so my vision is to have one of the best psychological center where people will come will just come share out their stories and they get help to be able to live a positive life are these people talking you're talking about from the ones that you are helping from the slums generally from the slums from the most developed areas you know trauma doesn't doesn't define a person or rather doesn't choose there are people who are living in high end areas who are going through trauma yes to very to them would be a certain noble thing for you to do as we close this last question before you give us your final word what is that one thing that when you go you want people to remember you for when i'm gone when you long gone what is that one thing what legacy do you want to live behind the legacy that i would want to live behind is that i touched a million souls transformed in and impacted their lives positively yes so it is safe to say that this you're living out your purpose yes because you're already doing this yes okay thank you very much you have such an amazing story amazing hearts we you know we celebrate you today in strength of a woman thank you all right so we have had a conversation with maria atiyano atiyano i've forgotten that we've had a wonderful conversation with maria atiyano who's doing great things out there she is the founder and director of bless to be a blessing charity organization and from the conversation you can see just how much you can do with the little you have and with time god bless you and you do great things in the world so we celebrate such ladies today it is wcw that's the hashtag to use at 1 to 5 for a channel keep the conversation going we take a short break and we'll be back with that later on


Hi, everyone. Basil Chapman here. This is Tuesday, January the 25th. This is the Tiger Financial News Network 11am market update. Downs down 453. That sounds like, oh, it's not that bad. It's not that great. But wait a minute. American Express is added to it. American Express is up 12 points. Because the real thing here is the S&P. The S&P is down 84 points at 43.26. Given back, a huge chunk of that fantastic turnaround yesterday from the 422.62 low. So let's just keep this in mind that if, between 2 and 3 o'clock this afternoon, if there is, I'll have to use the Dow just because I always use the Dow. If the Dow is about minus 180 or better, that means the S&P will be probably about minus 57 or minus 62 or better or maybe even better than that. That'll be a good sign for maybe that the Fed, whatever they say, is going to be helpful to the market. Just I'm saying that the Dow actually be down 600 something, just the same as the S&P. And that off the yesterday's move says, just be really careful here. Be very selective. So in the meantime, let's go back to the S&P, the S&P at this particular point down 86. If it starts to trade under 4,300 and holds there for more than about 30 minutes after the moment I'm talking to you right now, that's just be real careful because there could be a lot of weakness into the close rather than strength, which is what many people would like to see. The QQQ, NDX100, that's really the vehicle that you want to follow. It's down 9 points, down 2.5% off the yesterday's move. That's not great, but it's not bad. So just make sure that it holds 340 because if it goes under 340 that's a real problem. You're looking at the IWM, the Russell 2000, same thing, 196, must hold 194 otherwise that's a big problem. Gold, gold actually moved up very nicely then it pulled back a little bit. It's sort of 5, it's made a new recovery high. I like what I'm seeing because gold, I didn't want to see gold up about 30 or 40 points because that would say that the financials, the XLF, will be tanking and they're not really tanking right now. They're holding okay. So this is saying, this is part of the process of trying to establish some kind of a button. If you're looking at crude oil, crude oil had a really nice rally. It's up $1.37 and $84.68. This is a good sign and because of Russia, just think crude oil is in play. I don't think it's going to have a major turn down. Then the TLT bonds should be much, much higher and it's not. Something different is happening here. Have a wonderful rest of the day. I'll be back with Tom a little later on this afternoon. Otherwise, I'll see you tomorrow. Have a great day. Stay tuned for Larry Pizzamenti to be great programming all the way through today.