And welcome to Think Tech Hawaii. And I appreciate your interest in the show. This is the state of the state of Hawaii. We cover a multitude of topics from politics through budget and mayoral races and the COVID pandemic and including education and other agencies of the state. I'm your host, Stephanie Stoll Dalton. And today, we're going to be talking about Hawaii education as a function of the state and specifically talking to an expert on education research and how it makes teaching practice effective for all students. You know, Hawaii's diverse multilingual and multi minority student population is served by the state with our school system mostly distinguished as we hear for operating as a single school district. All other U.S. states support P-12 education mostly or even totally through counties and cities in addition to state funding and federal levels of funding too. Sadly, Hawaii's education system receives much less distinction for successful student outcomes even though one U.S. president was educated in Hawaii and attended public and private schools here. It is the case that by partnering and other contributions, Hawaii's education entities such as the Kamehameha Schools, the University of Hawaii Curriculum Research and Development Group, Hawaii Department of Education and others have supported program models and developed program models that improve classroom practices on and also their student outcomes and especially when research study and analysis provided more information and significant findings on teaching and learning. There is a consensus for foundational research that improved Hawaiian student school performance and that it has gone on to influence teaching across the nation and also internationally. Today's guest will talk about Hawaii's contribution of foundational education research and touch on what is research, what's educational research and how is it influential for diverse students in Hawaii and now the nation and also internationally. I'm pleased to introduce our guest today who is Dr. Hector Rivera, an associate professor from who is at the Texas A&M University at College Station in Texas. His teaching and research aims to improve education in communities and school districts with diverse student populations like Hawaii who are English language learners also, they are also high need and they are often from cultural minorities. In addition Hector has worked in Native America and internationally in Greenland, Guatemala, Mexico and Peru. So welcome Hector to think tech Hawaii. Thank you. Thank you. I appreciate it. Aloha. Thank you. I'll call you Hector as it's we've known each other for a while and have the pleasure of that history. So I really thank you for the participation today. So I wanted to get started to hear from you about these the important work that has been done is being done and will continue to be done better and better and how did you come to be an educational researcher? How did you get into this business? Yeah. Well for me the path to research when I met Dr. Roland Tark, the founder of CREED and through his mentorship and research, I was able to learn and develop the tools to really dive into educational research in a way that it was significant and important to me. I was very much interested in the research that had to do with communities and how do we support communities of learners. So that was kind of my interest. So he took on me and as one of his graduate students, so I'm very fortunate to say that I am a product of that process in now conducting research that is based on the research that began in Hawaii. So I'm very excited about actually being in this program and talking to you about these issues because I feel so connected with Hawaii, although I haven't been there that many times. But I think that that connection comes because of that, because of the research, because of the work we have done and also an understanding that the practices and research done there was a springboard and created a foundation for many of us who are now doing research not only in the United States but across the world. So it's exciting. Well that's very good to point that out and I like that you yes have been here and you've worked here some, you're not a comma aina, but you're showing us how what you're talking about is the way the research has gone on and that's been influenced by the work here in Hawaii that has been so compelling and driven so many people to think more about doing this kind of work. So what makes the research that you do informative and also I was going to ask you about the power of it too, but how does research get to be informative? I mean, most people may not know how anything but the grueling practice of the work that has to be done to set it up. So how does it get to be informative and powerful? And I think that's a very good question because it definitely research is informative because it definitely looks from a systematic perspective, right? It's no longer my opinion or the opinion of a few, but as a matter of fact, it's a systematic process of inquiry that we use to be able to gather data and be able to analyze that data. What makes it powerful is that I think it cuts across personal boundaries, personal beliefs, and it goes into the perspective of a community or a group of people, whoever you are doing research with or collaborating with. So that's very powerful. And to me, what's more powerful is that the application of the research because when you think about the applicability of the research and what the research can do in a community and how we can foster development in a direction that the community wants, whether it is in Zuni, whether it is in in Hawaii or whether it is in Greenland, for example. So it's very powerful to know and understand that research is also at least sociopultural research, from my perspective, is contextual. And that's why Dr. Tarik used to refer to it as that sociohistorical because it also accounts for those historical aspects that people many times and neglect or don't see or don't know about, which are important to the communities because to really understand where a group of people is standing right now in their development as a community, it takes that process, a process of really understanding the community, value in the community and understanding the circumstances through which they have both. Well, that is interesting. I think that you might be able to shed some light on the experiment of some of the work that was done here, this foundational research that Roland Tharp led and also Ron Gallimore, too, and supported a lot by the board of directors of Bishop State. But I also am interested to hear you talk about why did the leaders take the program and the findings of the research here with the Hawaiian part of Hawaiian youngsters in the classrooms of elementary school? And then they took those findings and replicated the program in the Navajo School, schools at Rough Rock in Arizona. So they went there to verify, validate, but also some other things happened. So is that an example of the kind of thing you're talking about, that the value of it, there's your universal value, but that specific. So one, can you talk a little about how that works? I think that the universal value is because we all share a lot of commonalities as human beings. And in those commonalities, help us really understand that, you know, there is something that we learned from a particular community that may be applicable to other communities as well. But we also know from a contextual perspective that each community has its own processes and values and beliefs as well that are very specific to that community. And therefore, we need to be thinking about that. So the power of research like this and to be able to replicate it in all the contexts is to is an understanding that historically, for example, in the case of my work, that native communities were struggling in similar ways because of subjugation, because of colonization, because of many other issues that they came across. And so it is important for us to keep that in perspective and then to provide them with other news. For example, a key aspect of the research has been the importance of language and how language is intricately, you know, interwoven into the culture of the individual. So in other words, as in Zuni, they used to tell us, if we lose our language, we lose our culture. Because how can we practice our culture? How can we practice our religious, you know, ceremonies if our kids don't know the Zuni language, for example? So to us, that was very important. And the same thing seems to repeat in other countries, you know, when you go to Greenland or when you go to, you know, Peru and work with, you know, people up in the Andes, then you realize that there are there are a lot of different aspects that are similar across communities. I think that that that's really helpful. And it informed and it informed the the practice because understanding that we all have a lot in common, no matter whether we're in New York or Greenland or whatever we are, Native American or whatever, whatever we might be. But all humans share these commonalities. But we and we need to work for those comments, like all humans learn language that have language and all humans when educated need to learn more language and academic language and etc. But there are some other things to consider about the different students of the different communities of the students that we work with it. And we need to learn what some of those really important differences are. So that this general acceptance that language has high priority, then what would be an example of these more specific preferences that that students that a community might have for the education of its students? What what would be some examples of that? I mean, specifics could be their rituals and their components that are very much tied to the community. And sometimes we as educators fail to see the importance of that for the community itself and for the kids, because it's not only an issue of how do you build capacity in a community, but also an issue of how do you connect social emotionally with the children? And so in order for us to look for that social emotional component, which is something that nowadays educators talk about, it's really important for us then to connect to their culture and to connect to their language and to connect to those things that the families, you know, also value and respect. And so that's probably the beginning. How do we value and respect those things that are coming from the community into the classroom? Right. For example, it's interesting to think that in many cases, and I argue with my colleagues here in a kind of, you know, in a friendly way about these issues and I always tell them. And I said, why is it that ELL English learners in many cases are placed in a categorized at risk for having another language older than English? I said, you know, shouldn't that be actually an asset to them? Right. Or for them in this case and for that society in which we need. So those are the kind of questions that we have to ask ourselves because I think in many cases we have assumptions about, you know, what's value and what's important. And once we start cutting through those assumptions, then it is when we begin to realize that, you know, we have then a diverse, rich environment in the classroom, in the classroom, as a matter of fact, in many cases is beginning to represent one of the global society that we also have. Right. So it's an interesting process for us to discover these things or to uncover them individually, not only as researchers, but as educators and to start, you know, trying to work in that area. Yes, that's very interesting. And yes, I wanted to ask you to maybe talk about something more specific, like an example of a research finding that you've used to and that you that's been effective for working with your your programs, your teachers, your communities. Is there a particular approach or strategy that you've researched and have a great deal of respect for and confidence? Definitely, definitely. I think one of the things I have come across for us lately in the research is the idea that we require from educators in many cases to provide differentiated instruction for the kids, which I think is very important and is key for us to do that. But on the other hand, one of the things that we have found is that we are not providing differentiated professional development for teachers. So it's interesting, right? We're asking the teachers to do something that we are actually not doing with them. And I think that that's an important aspect for us to consider. So in a paper that we recently published on Newcomers specifically, we talk about that. We talk about the differentiation that needs to happen because the students are struggling in many cases and they need guidance. And in some cases, they need the support from the educator. They need modeling. They need, you know, responsive assistance, you know, in the work that they are doing, they need to know whether what I'm doing is am I doing it right or not? But at the same time, how should I do it? Meaning, what skills do I need to use? Right? So all that we know that is helpful because that's what builds resilience.  So we want students to be resilient academically. So we want to do that. But on the other hand, we are also not there yet in supporting our teachers in providing that differentiation in the professional development. Because in many cases, professional development has become like a cookie cutter, you know, approach where even if you are a 15 years or 20 years, you know, educator, career educator, you are placing the same professional development activities in many cases as the new teacher. Right? So so those are the challenges we are facing. And I think that research is, you know, helping us to really understand that educators also need those tools so they can be resilient themselves. But that's very insightful. And I think that that is a constraint. There's a constraint now, which is going to be state budgets.  And that is an expensive task, the professional development of the educators. But maybe, you know, what you're saying is it needs to be integrated. It isn't like a separate thing. I seen on the key, it has to integrate with how the teacher grows and develops and sees. So, you know, I, as I mentioned, I, in one of your articles surveying the kids, you know, some of them said some interesting things. So one of them, I just thought it'd be interesting to see what you have to say about what they said. Now, in your article, there's a huge chart and I didn't, I didn't spend a lot of time on it, but I know that these drove some of your coding and, and categorize that sort of thing. So when somebody says something like that, when it's because that would be a feedback loop for teachers, too, is, you know, you can ask the students, how am I doing or what, what do you think about this? But anyway, so what this youngster said about a class that I, that it would be nice to comment on if you'd like. When I do well in this class, it is because I work hard. What does that say? Well, it says also that the student is resilient to begin with, and he himself is not, you know, looking at other external factors only to be the source of his success or her success. But instead he or she is saying, I also do my part, right? And so that's really important for us to notice in the students, because when it comes to developing a student, students resilience is very important for us to have both components. One is the protective factors that they need, either at the school or classroom level, whether it is a teacher, whether it is a mentor, whether it, you know, whoever it is, they can play a role as a protective factor in the school setting. But on the other hand, there is also the component that has to do with the internal. So going back to by costume perspective, right? What is that intracycological aspects? You know, what is what do I believe about myself? How do I see myself? And I think that that's what we see reflected in the research. The students actually talking about what they feel, what they think about themselves. And that's very powerful. I think it's important for us not to lose those voices, because, for example, in our case, what we do, we actually grab those pieces of information and we actually place them in presentations just to show to the teachers how students are thinking that whenever you do something that gives feedback to your student, you know, responsive assistance, you know, and when you model, when you even do cognitive modeling for your students and help them understand what thinking process you use to get to some place, then all those processes are very important and they are very meaningful for the students as well. Well, that's such an interesting point. I wanted to jump back to when you first used that term, which I did put on our lexicon list in my show info. It's differentiated instruction. So can you talk a little bit about what you mean when you I think most people know what teacher professional development is, just, you know, getting, getting to learn, be a learner while you're doing your work and having resources to help you learn, do it better. But what is differentiated instruction mean as you see it working today? Well, it seems like that, you know, differentiated instruction is trying to move us away from the assumptions that we have, for example, that all the students learn the same way and that therefore I can have a, you know, as Roland Tarp used to say and many of you in CREED as well used to say that, you know, the cemetery approach with occasion where, you know, you have somebody in front of you teaching you and that's the only person who knows what is best and has the knowledge. Differential instruction applies to bring about multiple activities into the classroom and that differentiation of activities is due because the teacher is also engaged with his or her students in getting to know them to begin with. So there cannot be differentiation of instruction just by simply me deciding I'm going to differentiate it when I don't even know my students so therefore I don't know how to differentiate for them. Right, so I need to know who they are. What do you come from? Who are you? What language do you speak? What are your parents? What are, what are you like? What are your values? What are your dreams? You know, so all of those things are very important. When I was a high school student in a newcomer program myself, I, the first assignment that I was given by this marvelous teacher, Ms. Sterling was to actually write my first essay on how did you come to the United States and what are your dreams, right? And so right there, all the grammatical aspects, all the structural aspects of the essay were important but she already had the topic and she got me on the topic. Why? And she got all my friends and classmates on the topic because she was tapping into us as a resource as well. So to me, differentiation of instruction involves those prerequisite components that have to do with getting to know the students. After that, it becomes more about what is it that you wanna do in your classroom, right? How do you wanna set it up? And I think your point is good because it's like an informal assessment that the teacher is doing, which is absolutely required that you have to assess where your students are and know about that so you can take them somewhere that when you do the required assessments, standardized tests, whatever they are, then you'll be able to see what travel you have complete by getting. So I think that that is really helpful to know. Also, I'm impressed that you bring in the values to this, but by having that initial, that getting to know these people you're working with and doing an informal assessment with them, even though you're being social about it and interested in their experience level, it's really important to be respectful and learn about, as you said before too, the values and the norms of the families and the community because transgressing on those is gonna get in the way of having access to these students' real thinking. And that's what the teacher's doing, right? Is the cognition, is developing the cognition and you don't get in there without having a lot of trust and they gotta put the drawbridge down. So how do you get that to happen? Yeah, that's really, really interesting. Yeah, go ahead. I was gonna say that it reminds me of some of the previous work, that Dr. Roland Tharp and John DeMato did in Hawaii in one of the articles they published, I think that the title was, I Won't Learn From You, Resistant in the Classroom. So the other alternative to not getting to know your students is the resistance that we are going to experience in many cases because the students pretty much they check out. So I always tell my graduate students or those who are to become teachers and I was shared with them and I said, well, we know the statistics on the number of the students who are dropping out of the schools, but those statistics are not really telling us the whole number because there are many children who already drop out mentally from the school, meaning that they are sitting there, but they are disengaged. So the question is, what are the processes for engaging students? And obviously one of the key aspects and principles from CREED was student initiative and choice. And that doesn't mean that you let them run wild in the classroom. It means that they have a voice in the classroom. It means that they feel that it's not, the teacher's classroom is their classroom, everybody's classroom. So, you know, as Gordon Wells used to say, developing a community of learners, right? So Gordon Wells, yes, he was some real major influence. Well, let me try another sample statement here. What do you think about the student that said this to your point, I need help figuring out how to succeed in school. When a person says that, when a youngster says that, does that mean he's not paying attention or what? What does it mean? I think to us, for those of us who studied from a resilience perspective, we know that one of the key aspects of being resilient is to be able to be a health seeker, meaning that you actually seek help from others. You don't internally leave it to yourself and get depressed or withdraw from the challenge, but instead you look for the help that you need. So as a matter of fact, that's a resiliency trait that we look in the students or try to build in the students when they don't have them. Yeah, that's interesting, right. To me, that says this person is, this youngster is open. And if a teenager is saying that a high school student, that would be such an opportunity to develop a connection and build trust. But all right, so what about, let me try one more of these. What do you think this means? I get the same chance to answer questions in class as other students. I think that to me, that it speaks about equity in the classroom. We have to provide opportunities to all the students. Unless we do that, then the students are not developing that high order thinking that they need to develop, because high order thinking is not only a process that happens as you listen to others and you receive the cognitive modeling from others, but as you learn to ask questions, and what kind of questions you ask. So sometimes your students are going to ask questions that may not seem to be even on the topic or very relevant, but instead of shouting them off, I think that what we need to do is to actually support them and to reframe the question if necessary, in a way that it makes sense to them. Basically, when I think about decisions, I think about in the way that I probably would want somebody to rephrase things for me. And so in some ways, it goes back to the person. And so I think that's important for us to be thinking in that perspective and to see how we are going to support students. You know, sometimes you have students who have difficulty expressing themselves and it's not that they are not smart. It's just that they don't know how to do it in this new language, right? So you take me to Russia, you take me to China or Japan or Korea or any other place, and most likely that I will not be able to be very communicative and I will not be able to express myself as a professor. On the other hand, that doesn't mean that somehow I lost who I am, right? There's something inside me that is still there. It's just the environment that has changed. So the question is how do we support children so that that aspect of them comes out in the environment where they are at, especially those newcomers, those English learners who need that support. So equity is about that. Yes, that's really interesting and helpful and explanatory. I know that I had one other one here, but it has to do with the languages and that a student's saying, you know, when I can't do something, I think it through in my first language and then I usually can work it out. But I mean, he wouldn't necessarily know that was okay to do. I mean, that's where we are. We don't know enough about, right? Assisting teachers and they need more help for, is that okay? I mean, I think we used to have a joke about, what was that? Shifting languages, anyway, shift happens here or something. It's okay to go back and forth. Whereas there were other ideologies that had it going another way like everybody has to stay in their language. But yeah, I think I have a question from a viewer and here it is. It's does Zoom teach students, resilience or is the online barrier too big? He's saying the online barrier. The current online barrier we are talking about. Yeah, does Zoom classes teach students resilience or is the online barrier too big? I guess about to try and get at these more intimate or these more value developments. And that's a very good question. And I think that the jury is still out on that one in some cases because we don't know what the impact is currently or will be of the online barrier that we are experiencing as children are also in families are facing these difficult times. There are too many factors. For example, for some children and some families and some communities is the lack of technology, the lack of resources. In some cases is that, you know, children who already were experiencing an academic gap, then how do they actually do this online now? So that's the question. So there are actually a lot of more questions that researchers are asking nowadays than that we have the answers for. But I think that what we are hopeful about is that resilience can be taught through online programs through online media. It shouldn't be seen as the silver bullet of the answer to the question. But as a matter of fact, as part of the process, meaning that how do I structure my conversations with my students? What is it that I am going to be able to talk to them about? Am I going to be able to allow for them to actually share some of their experiences and to develop some of that critical thinking that they need to develop? That critical thinking leads into higher order thinking that then actually helps the students to become even more resilient. Why? Because they begin to think for themselves. They begin to realize and see, you know, what are some of the things that they can do. And so I think that if we can empower students through that process, whether it is happening or not, that's a different question, right? Because at this point, I think we're still kind of a, you know, the whole pandemic situation. It was so sudden that all of the suddenness schools were out and everybody was online. So I think for us as researchers, we are still looking at programs. For example, some of my most recent work right now, I'm looking more at developing research that looks into that connectivity between the school and community. Is there such a connectivity? How are we connecting? How is the home environment and the school environment communicating with each other to support the child's development, academic development, or socio-emotional development? So definitely there are quite a few questions in that area. So you've already, you've just listed a whole bunch of research questions right there for anyone who wants to follow in your footsteps and get into educational research. It looks like even with everybody getting past the virus, I think we're zooming in education forever anyway. And we'll get it figured out, but those are the key components that you mentioned that really need to be unwrapped. Well, I think we're getting down to a low hot time, Hector. And so we'll have to wrap it up. I don't know, do you have anything else that you wanted to say or remind us? Well, I think it's exciting to talk about education. For me as an educator, I'm always happy and excited to address the issues of educational research, partly because it's powerful. And I think that that's the powerful aspect that I want to convey to communities, to Hawaiian communities, Polynesian communities and other communities in Hawaii. Because I think it's important for us to understand that the power of education is so great and so immense that it changes the trajectory of children. It changes the trajectory on what we hope for, what we, you know, what we dream, what we envision for them in the future. And so I hope that we will continue together to make that effort that we know that any positive step that we take on behalf of children is very important. And you as a classroom teacher who may be watching this, every step that you take when you care for a child, when you show that child that he or she is that, you know, that you care for them, that you mentor them, that you help them, that makes a big difference. It made a difference in my life as a newcomer. And here I am today. So I think it's very important for us to continue in that path, to know and understand that the work that you are doing is not in vain. It's actually for the good of our society as well. Yes. And there's a huge payoff for everybody to feel confident as a teacher and to make a difference in a child's development. And I just wanted to thank you again for this participation and sharing. And I'm Stephanie Stoll Dalton. This program is the state of the state of Hawaii and we are on the ThinkTech live streaming network series. So we've been talking with Dr. Hector Rivera from the A&M, Texas A&M University in a college station about foundational education research in Hawaii and its power to influence youngsters and teachers to teach effectively and fulfill their potential. I'll see you again in two weeks on the next state of the state of Hawaii. Mahalo for your attention. Thank you very much and aloha.


Live from San Francisco, extracting the signal from the noise. It's theCUBE, covering Console Connect Live 2015. Sponsored by Console, there's your host, John Furrier. Okay, welcome back everyone. We are live in San Francisco for special CUBE coverage from SiliconANGLE medium. John Furrier, the founder of SiliconANGLE. My cohost, Jeff Frick, general manager of theCUBE. We are live at Console Connect 2015 and our next guest is Brittany Brockman. CEO of Edge Connects, fastest growing data center now, 23 and growing. Welcome to theCUBE. Thank you very much. Pleasure to be here. I love that stat, fastest growing data center. I thought data centers were supposed to be shrinking and getting built in Alaska, Arizona, Iowa, farmland. Couldn't name better spots. That's probably fastest growing data center plural. You hit the nail on the head. We've knocked out 23 data centers in the last 23 months. These are data centers we've built, not bought for the most part. And you hit on the very markets. You hit on the very thing we're doing, which is putting data centers in markets that typically have not been peering markets. What drove that was this explosion of over the top content. Explain this peering market dynamic. Was that center on the May, West, May, East, major kind of network overlays or autonomous networks? Correct, that's kind of what if you think about the original peering markets, May East or May East and May West, depending on which way you're sitting with the table. And then it kind of expanded to six to eight major peering markets. And then, lo and behold, along comes my kid's generation. And they start consuming. And these things. Exactly, and mobile phones. And they start consuming incredible amounts of over the top content, especially video content that just is tremendous amounts of bandwidth being consumed. And what we anticipated and saw was the opportunity to really bring that content to the eyeballs rather than the eyeballs going and chasing the content. And to do that, I think our dream was and vision was you needed to build data centers near where the broadband traffic is aggregated in pretty much every market in the U.S. ultimately. And bring the over the top content there, first and foremost, now cloud. And we'll see where it goes from there. This is a nice natural extension of expansion strategy. We saw that with head ends with cable. We saw it with cellular, with towers. You guys are doing the same thing where it's a new way where you're going through where the demand is. And that is not necessarily mobile. That's just all internet users. That's correct. It's very, you know, in real estate, it's location, location, location. That's actually how we viewed the data center. When we thought of this model, we actually thought of a tower model. And we said, this is going to be a search ring. Only the center of the search ring is actually going to be the primary aggregation router or routers in a market like Nashville or Detroit or Pittsburgh. And what we're going to do is put a data center near there. That may not be the cheapest real estate in all cases. So this isn't a land bank and we build a data center. We're actually going to put a data center where the traffic is being consumed. And then we'll connect directly into whoever the largest broadband provider is in that market. Make sure that that works well for them. And then make sure it works well for the content and now cloud ecosystems. And I was telling folks earlier, we built the first edge data center in July of 13. There's 23 now, which I think just, you know, the ecosystem spoke loud and clear. And it was one of these, once they got it, once they did it, they've been just a wonderful customer base. And our customers dictate where we go. It's kind of a great way to do it. Now we cover all the shows with theCUBE. We've done 70 shows last year. VMworld, we used that last week. IBM, HP, Google shows, Facebook events. And one thing that's very clear is that the workloads are driving the new architecture, meaning the apps are driving the infrastructure. So you mentioned over the top, that's fallen up and that's now it's going to the mobile. So the edge of the network, not only is the data center, it's location, real time location with devices now, internet of things, self-driving cars. Yeah, I'm going to put you on my fundraising. You've got it. And it's interesting when I- We take 20% of all exits. We can do it in every other bank. In every department too. No, it's, you hit the nail on the head. It's funny when I, when myself and the co-founder Edmund Wilson, when we thought of this, I tell you we were mobile centric. We had this grand vision that was all going to move to mobile and that's how it was going to play out. Turns out there was a whole lot of consumption on your basic broadband networks, but it's really this year, it's really this year where we started to see the transition where mobile's catching up and you're absolutely right. So we started with the over the top content, cloud followed, you hit the nail on the head, internet of things. Now you start to look at some interesting announcements like Verizon doing their TV over the top and this interesting marriage of AT&T and direct TV. And all of a sudden those whole worlds are blurred and it's truly content everywhere. Well another thing that I'll add to your fundraising deck would be the identity systems are merging, right? So you're seeing that hybrid cloud is showing that you can run infrastructure anywhere, or apps anywhere, but identity of the user could be driven by the app. So the identity login, you can say, hey I'm a diss subscriber but I'm here, I'm on HBO Go, I'm on the mobile, I'm in Nashville for a show, I live in Palo Alto. I mean this is complex tech that can be simplified by an edge, how do you talk about that? So we did, you know, I mentioned the over the top, I mentioned cloud, we've talked about some of the other stuff. Just in the last week or so we did a press release with Cloudflare and another great company, rapidly growing company. But it was interesting, the focus of our press release was actually around security. And the need for getting security as far out in the network as you can. Simple, most simple, probably look at a DDoS attack. You want to stop that as far out as you can. You want to put those measures in place. But you just hit the nail on the head, which is my identity is in my phone right now. Me is here, and the ability to kind of bring my version or my cloud with me is just the exact type of things we see happen. So we're pretty excited about it. Talk about some of the technologies in the hood. Flash, you're building data centers in real time, so you're looking at the OPEX, CAPEX piece of it. Can you share some best practices in terms of what you guys have done?  And two, can you talk about the geography challenges on a state by state basis with respect to data? Okay. You don't have time for that? I think they're going to cut us off. So let me start with some of the best practices on what we did and what we learned from others, quite frankly. When we looked at the, you asked about the OPEX and CAPEX trade offs, it's interesting. When we looked at the edge markets, what we realized is this is something that needed to think about a different OPEX strategy. Because these data centers didn't necessarily need to be 10, 20, 50, 100 megawatt facilities. In fact, what we had to be able to do was create the same level of economics you might get in that type of a center, but in a two, three, four megawatt type of facility, because our customers are, they're actually really, really smart, right? The reality is the largest broadband providers and the largest content and cloud providers, they're loaded with smart people, smarter than we are in many ways. So what we saw was a need to really change the operational support systems in the data center industry. I came out of telecom 20 years ago, 30 years ago now, I hate to admit it. I started in the Bell system and it was remarkable when I looked at the data center space, how kind of yesterday, the operational support systems were. Nobody had actually looked at it and said, if I can run a global telecom network with no people, how come I can't run a network of 20, 50, 60 data centers that are critical nodes on a network in a highly automated, super secure fashion? And five, nine, so you need to have a high availability. Yeah, tier three, certainly tier three does our inspect and operate it. Yeah, that's, you don't get to, you don't get to, that's a day right, so it's mission, right? Right, so it's mission, and that's right. And so it was interesting, we looked at it and people just didn't think of that way. A lot of them thought it was good systems for an individual center or for individual pieces of a data center, the equipment and so on, but not a holistic view that went from security to data center information management to building management, trouble ticketing, the whole thing. I know we've done it right because our customers actually use our system to manage their own workforces inside our centers. That's the ultimate compliment. But we invested a lot in the OSS. So we can actually run these in an automated fashion. Now that takes some getting used to. You know, if you come from the old world, people are convinced you have to have people there, but we can guarantee response times. You pick the timeframe you need. Does your OSS traverse multi-faceted? It does single pane of glass. You as a user, if you were my customer, you'd have a single pane of glass. If you were in all 23 facilities, you'd see into all 23 facilities you could manage raising and lowering the loading bay information. You're looking at all the data centers as one system, one resource pool.  Everything's tracked with the SLA. So we did that on the OpEx site. That changed the game a lot, right there. That led us on a five, we don't call it one to five, two to five megawatt facility, as though we're 20, 30, 40, 100 megawatt type facilities. Does that shift your focus to allow you to run faster on the build out and other things? Yeah, let's me do wholesale at that level. Let's me do wholesale economics. Let's me do wholesale economics to sophisticated customers and do a long-term... Sophisticated customers are used to paying full freight for... That's right. And they're telling you where to go next, right? And you know something? We're okay with our customers telling us where they use it.  That's right. That's right. And so it's kind of retail-sized deployment at wholesale economics. That's right. On the CapEx site, the rule of one, my friend. What we did was we iterated, we iterated, we iterated. My center one and two and three are three different designs. Then we stayed the same. But what we did was... So you expected that. You iterated... We expected it to get bigger, by the way. It turns out one, two, and three, we had to grow across the three. We learned that quickly. So one and two will be like the History Museum. Remember that one? Yeah, we... You got it. They're a little bigger now. Punch cards and... Now we're kidding. The uptake... The uptake, right? That's not that funny. You said you were from the South Coast 30 years ago. And I had to use punch cards. That's not that funny. The... But what we did was we actually came up with a modular design where we could literally kind of start off with a one or two megawatt pod and then expand it to, you know, call it three, four, five megawatts depending on what it is. And we set a hard design goal for us. What we wanted to be able to do was try to build at a KW rate of 50% what the Uptime Institute said you should be able to build that. You can't do that if everything's customized, right? So we really... We set that out as a design goal. I'm not there on some, not at all. You asked about the differences. There's actually a difference, right? There are certain states where labor costs more, where you have to use union labor or not use union labor. And, you know, those drive material cost differences in it. And let's not kid ourselves. Land in some of our markets like Boston and Miami, that's not cheap. Land in others of our markets, such as Detroit or Pittsburgh, are more affordable. And so there are definitely variables in there. The challenge for us was, could we largely provide a within, call it 10% consistent pricing mechanism across all that. So I want to ask you about, just in compare and contrast a little history lesson into where we're at today. So totally get the model. But let's go back to the web, internet. AOL was just a small little startup, UUNet, all these exchange points, they dial up with phone lines. And then those were concentrated infrastructure points that kind of dictated kind of how things were done. And it was not that very innovative. And then things started to expand. And then like Yahoo and the web came, and then Akamai created this overlay. Is this similar concept from a data center standpoint? You guys building kind of a, is it an overlay network? Is it pure network, peering network? How do you describe that? And what does that give you as an advantage from a customer standpoint? What do they get from you? That's the equivalent. And Akamai was clear. You can go to the edge and your images load fast based on the dial up. So a customer of ours is Akamai, right? It's an extremely valuable customer of ours. And what we've tried to do for Akamai is say, hey, let's try to give you a, I don't know if it's an overlay or an underlay, but let's try to provide a set of infrastructure in a whole bunch of markets that here too for didn't necessarily have that peering infrastructure. So we tried to build that, maybe it's a fill in, a densification is probably the best way to describe it. It's a densification of infrastructure across the entire US so that now your Akamai or Limelight or Fastly or Cloudflare or name your favorite or- They can't scale. They need you to scale. Or Google or we hope Google said- Densification. It's, and so what we are is providing a densification of that- Densification goes to API efficacian of the world. Densification, making it more dense and not necessarily to watch more movies. To, yeah, so you can watch more movies. So you can get it more cloud services, a lot of what we're talking about today. And do more Snapchats. And all this good stuff. Yeah, that's exactly what's going on. And so that's what we've done. We've tried to provide the infrastructure you might see in Ashburn, Virginia or in Santa Clara, California. We've tried to- So what's next for you guys? And how do you fit into console? Because obviously you're now becoming essentially a point of presence in these local markets. Yeah, we think console's a great idea. We think in many ways, I'll use my example in Detroit or in Nashville. If we can get our console and us as we continue to expand our relationship, they place a console node in our facility in Nashville. Now all your enterprises in Nashville have a wonderful on-ramp to the console ecosystem. Some of which is the same as ours. Some of which expands our ecosystem. So I now have a great on-ramp to go. I can be a Nashville business getting on the console on-ramp here in Nashville, going to Ashburn, picking up my cloud services on a very direct, secure, highest quality connection possible. Yeah, mission critical, just to extend out the connection to the edge. And now what we've done is kind of make an on-ramp in every market. That's awesome. Final word, I wanted to get you to your point of view. Share with the folks here watching live and on demand who didn't make the event. What's going on here at Console Connect Live? What's the vibe? Who's here? What are they missing? What's going on? Give a quick summary. I think the vibe is a little bit of wow. That next generation of software-defined connection is here. I don't think it's, I don't even know if folks had thought about it in some ways. I think we got infatuated with SDN and NFV and some of that, but there's an element of it here in software-defined connection. And I think there's a sense of it's real. I think that's the real vibe I get. I think the other big thing we're hearing today is the ecosystems that are starting to circle around and starting to really get excited about it. I'm seeing big key anchors to lots of ecosystems sitting at the table today. And that's exciting. So one of the things I want to just, Mark Andreessen just retweeted one of my comments I mentioned earlier about 10X developer, I was referencing to one of his comments. He said, in DevOps, in the development world, with cloud, one developer's like 10 developers in the old days. Network Engine, we coined the term here in the queue this morning, 10X network engineers. There's not enough guys out there to make your market. So what we see is this console connected, 10X network engineer, they're making your market for you. They're essentially saying, hey, you don't need to be a network total geek. You can be sufficient enough with pushing a button, knowing how networks and provisioning basic stuff. And they're up and running. You can be competent in IT and be a network engineer in many ways. And be able to do some of the things that before, here too, for you might have to hire an expert network engineer. And you're lucky with that too, right? I mean, just not enough people in the world. There are. I mean, you know. How do you know if it's good or bad? How many Bill Norton's are there out there? How many Paul games are there out there? Not many. There's only one Bill Norton. I just want to stop here and read it out loud. Thanks so much for sharing your insights. We've been a little long there, but great content. Congratulations, and how old is the company and what's next? Company was founded in the middle of 2010. And what's next? We're actually this year moving outside the US. We'll be moving internationally this year. So hopefully when we do this next year, we'll be talking about the first 10 or 11 markets outside the US. Well, we'd love to find out what adventure you're going to, get you on theCUBE, and hear about your global consumption contract with customers and how that's going, especially with your data in multiple countries and all these jurisdictions. That's a whole other CUBE segment in itself. Yes, it is. We're here inside theCUBE, sharing some insight with you. With sharing the data, we'll be right back with more live in San Francisco after this short break.


So if you have a repair job to be done, would you like to go to the manufacturer or to the local mechanic? Everything in this body was created from within. When it is so, can't it fix from within? The thousands of people who are watching live on the internet, they all want to know, is there is a prescription for good health? Spirituality, no commentation. Because I have seen, you know, some of the impossible things that you have done for other people when they were not well. But more importantly, when your health took bad, no doctor or no medical dictionary or director could ever detect it. So is there something else to stay well? I read in the book, Aditi beautifully wrote in a biography. She said you are a mystic, you know, to have an undiagnosed illness and then got it cured. See, the whole body… I hope you all have the same question on your health. You want to stay healthy, right? Yes. And everybody who is looking at us today, they want to know, Dr. Aditi never asked this question. How do we stay? I want their business, but I want them to stay well, so on. The thing is, we created this body from inside. So the manufacturer of this body is inside. So if you have a repair job to be done, would you like to go to the manufacturer or to the local mechanic? If you had excess, if you had excess, you would like to go to the manufacturer. If you have lost excess, you will go to the local tinker to do this and that. If there was no medical science as it is, I would say even half the people would be dead by now, here in this audience. Yes. Because the average life expectancy of an Indian in 1947 was twenty-eight years. Today it has risen to sixty-four. One important factor is medical science the way it is. So I am not trying to be little or make fun of medical sciences. It is very significant what has been achieved in the last thirty to forty years is phenomenal. The question is just this. If you had excess to the source of that which creates this body, definitely every problem that you generate within the body could be handled. Now there are two kinds of ailments, infectious and chronic. Infectious ailments happen to us because of an external invasion from an organism. You must go to the doctor, don't try to meditate on it. But seventy percent of the ailments on the planet are self-created. I am saying self-created because it happened from within you. So what is happening from within you can be very easily fixed from within you. What comes to you from outside, you need outside help for that. So you have to fight an organism, then you need medicine. So the rest of the ailments almost seventy percent are self-created. Why would your body work against you? This body is essentially programmed for health. Every cell in this body is programmed for health. Why would it turn against you? Because somewhere you are not keeping it happy, to put it in a very simple language. Why would your own family turn against you? Somewhere they are not happy with you, isn't it? Yes or no, they are not happy with you with something that you are doing. So similarly some cells in the body, some parts of your body are not happy with you for some reason. You must pay little more attention. There is a way, a systematic way of paying attention to this one because everything in this body was created from within. When it is so, can't it fix from within? So this is not a miracle. I want people to understand this is not a miracle. What is a miracle is, suppose you did not know what is electricity. I came here and I just pressed that part of the wall and lights come on. Who do you think I am? Suppose you know a thousand years ago if I had a cell phone, I could just pull out the cell phone and talk to somebody in America, you would think I am God, isn't it? So what is a miracle is that which you do not understand, that which is not fitting into your and your logical perception seems miraculous to you. As your logic evolves, so many things which were miracles hundred years ago are normal things in our day-to-day life today, isn't it? Isn't it so? So it is not a miracle, it's just a deeper understanding of your own, the way you are constructed. So this is something that we need to pay attention to.


Hey, I'm Ryan Poole with Georgia Power. As many of you gathered together during this holiday season, I wanted to provide a quick update on our overall restoration efforts for customers impacted by winter storm Elliott. We continue to make progress. We restored power to over 250,000 customers. Although that's progress, there's much work that needs to be done, customers that are still without power during these cold temperatures and certainly in the midst of holiday season. Our crews will not stop until our generation plants is working around the clock to ensure we can meet the needs of increased demand during these cold temperatures. As we keep customers and our crews safe on top of mind, we are working to restore power as quickly as possible so that you, your friends, your family, and your neighbors can get back to the things that matter to you most. We will continue to update our estimated restoration times at georgipower.com slash storm throughout the day today. We want to say we appreciate your understanding and your patience as we work around the clock to restore power to all of our customers that can receive power. Please stay safe and take care.


Welcome to IAA where we celebrate our innovation addictions. Tonight we're going to share our addictions to innovation with others. I'll start us off. I, my name is Jeremy, and I'm addicted to blogger. I just can't stop reading and sharing all the great tech that's out there. Would anybody else in the group like to share? My IAA is Google Forms. I can't stop using them for assessments, exit tickets, evaluations, and assessments of my tech support for other staff. My staff is also using them for pre and post tests and other data collection as well. My IAA is Google Drive. It's my go-to place for file creation and sharing. I just can't stop using it to create and share files. My IAA is Twitter. It's my personal learning network, and I steal everything I've learned about technology and all the cool tricks from all those great tweeders out there. Thank you all for sharing tonight. Now, go innovate.


guys. I'm Braden, editor-in-chief of SupplementsWall.com. Today we'll be going through a few questions that you guys have left with us and who best to answer than our fitness expert Rob Riches. Thank you for having me. So today's subject is competing and modeling. Okay. Next question is coming from Neil from Ohio. It's question number four. Okay. Is competing expensive? What should I expect if I'm doing a show? I don't think anyone's asked me this before. I love this question. Is it expensive? It can be. Certainly if because here's what comes into it when you want to do a competition. You really need to line up several months ahead of you and so supplementation which can certainly give you an edge if nothing more than just enable you to recover and train at your sort of your fullest potential. That doesn't get too costly. Some people really rely on certain diets maybe a lot of meats or fishes that can start to get expensive especially on based on where you shop but we've done many videos where good nutrition doesn't have to be expensive. The real cost to a competition comes down to this regardless if you're paying for a coach a trainer a nutritionist it's there's entry to the the competition the organization often if it's a new organization that you're looking into there's a membership there's the cost of the competition the category cost often spray tanning as well and ticket entry if you want to bring friends and family that can be somewhat expensive not not going to break bank but just like any sport could be soccer tennis whatever it might be there's always a cost to kind of progress further and I really don't think competing on stages anything more than that and it's very very rewarding to have friends and family there seeing you on stage so yeah definitely do the math ahead of time but it's it's not a lot of money you just need to be aware of all the different additional factors that you might need to account for. Rob thank you very much that covers our fitness questions and guys by all means if you have any questions further questions from what we've spoken about or any new questions that you would like to ask Rob should I say an email yeah leave a comment on this video and we'll try our best to answer all the questions we can and until next time please follow us on facebook or youtube and instagram twitter so all in there we've got content pretty much daily relating to training nutrition supplementation if you have a question I'd say twitter is our best point of contact just because we're on it all day but if not an email and one of the team I guess we'll find it and shoot it over to us. See you next time. Bye.


Gold contract down $8.80, trading at $18.18 an ounce. We have silver down $0.54, $20.89 an ounce, light sweet crude up $1.12, trading at $76.50 10-year notes and bonds, a 10-year note down $16.00, $110.30, 30-year off a full point, plus 5 ticks at $123.10 and $Kingdala, $Kingdala up $610.00, trading at $105.204, Euro is at $105, yen is at $136, and the British pound is at $1.19 to $1.00. We're going to take a look at the yield folks, we're yielding right now, $3.495. We're going to have some fun here the last hour man, here check it out, with the S&Ps they just went up and tested that spike this morning and it has better volume than the spike so this is going to go higher. We'll see, I suspect we're going to get into somewhere like $39.85 or $82 right now, you can see this right here. So that spike this morning had 44,000 car contracts, we just did 41, yeah see it's pretty cool. So I suspect it's going to go right into this, they actually can get into this what, $39.86. So we're almost there, NQs, we take a look at the NQs, what do you have in the NQs? NQs here, let's take a look, oh see this is lagging too, interesting, see the NQs haven't even made it yet, the NQs the spike on the NQs, we're here right now, the NQs, $12,018 and that had 15,000 car contracts, we went into it with $13,000, yeah, oh this is interesting. So the NQs if you're going to fire away, let me see the bottom, the bottom line, I expect both of them are going to basically give it up, you're doing the counter trend bounce right now, you're getting up, I suspect we're going to be flipping right around at the same time so it's going to be pretty cool close out here. We take a look at the gold contract, gold's in a confirmed ABC structure now, $17.75 is the number, you know and it's going to be a slow bleed man, that's the bottom line, that's what we have happening out here and it's all about that good old US dollar, the dollar is getting closer and closer to the .382 and you know what you have out here, you have wide price spread today so you get the wide price spread going, I suspect you're going to go $106,500, $107,222.