Okay, good morning, and welcome to this week's edition of Encompass Live. I am your host, Krista Burns, here at the Nebraska Library Commission. Encompass Live is the Commission's weekly online event, you might call it a webinar, where we cover anything that may be of interest to librarians in Nebraska and across the country. We do a variety of topics here, presentations, interviews, mini-training sessions, whatever, to our attention. If it's related to libraries, we'll put it on the show. We're not very picky. That's about as picky as we get. We do these sessions live every Wednesday morning at 10 a.m. Central Time, but they are recorded, so if you're unable to join us on Wednesdays, that's fine. You can go to our website and there are recordings of all of our shows that we've done since we started doing this in January 2009. We have commission staff, Nebraska Library Commission staff, that come on to presentations, and we bring in guest speakers from sometimes from elsewhere. Today we have a mixture of that. We actually have our monthly tech talk. Once a month, usually the last Wednesday of the month, I bring Michael Sowers, comes on the show. He is the Technology Innovation Librarian here at the Library Commission. Morning, Krista. Hi, Michael. And he does his tech talk with Michael Sowers, where he shares some news items of the day. We'll see how that goes today. Anything new techie that's come up in the month, but he also brings in guest people to do a presentation or something that is usually techie related, sometimes vaguely. And that's what we're doing this morning, is a tech talk. So I'm going to actually just hand over to Michael to get things started and tell us who he's got with us on the line today. Thanks, Krista. I will start out by saying that for these tech talks, I actually pick the guest, so I'm a bit picky. So I'll make Matthew a little better, I think. Thank you, Michael. You're welcome. Today, we have Matt Hamilton on the line. I found a little biography for him. I'm going to read this here. Part hardware geek, part software geek. He brings a punk rock. Do-it-yourself ethos to librarianship, often turning tradition on its head. That is the IT director for the Anything Library System in Colorado and was named a library journal mover and shaker back in 2010. I've known Matt for a few years now through various conferences and whatnot and a slight, weird Colorado connection in that before I came to Nebraska, I was in Colorado myself and my wife, who is now with me here in Nebraska for a few years, was working for the Rangeview Library District before they went and created a scribble and changed her name. So I've always been watching what's going on there and I heard Matt was doing some very different and interesting things, even beyond what I had already heard about. So we brought him on today and Matt, just say hi and let everybody know you're already there. Hi, everyone. Matt's got a short kind of presentation to kind of get us all started and get us all on the same page with what's going on at Anything. So I'm going to go ahead and let him go through that and then we'll kind of turn into a bit of a conversation after that. Matt, go ahead and take it away. Great. Well, thank you both for having me on this morning. I'm excited to talk about our studio initiative here at Anything. It's something that we've been working on for the past year and we are very excited about the results and about some of the things that are coming up. So just to get started, Anything is we were formerly the Adams County Library System. So Adams County is the county just above Denver County it's a mixture of suburban and rural areas. We have about 1200 square miles in the county and our library locations span about 300 of those square miles. So we have seven branches and a bookmobile and the population is in many ways a challenge socioeconomic population. So I know a lot of folks see our beautiful buildings and some of the things that we do and they think, oh, you know, Rangeview has tons of money, but we actually started out as the worst funded library district in Colorado and several years ago just prior to becoming Anything we were able to pass a mill levy and we were able to become the second worst funded library district in Colorado. So we are moving up in the world and we're very excited about that. But we do operate on an operating budget of about $12.5 million for our seven branches. One of the things that we did as part of becoming Anything is we really developed this model that we refer to as the experience library. And so we really wanted our spaces to be developed and designed around people and not just the collection and of course we don't neglect the collection by any means but we certainly want people to come into our libraries and to encounter and discover and hopefully be delighted by the different ways that they can learn and build community together. And this has included things like our community gardens. So this is actually some kids making seed balls with one of our concierges. We've had programs that are kind of mixed science with food. So this is Chef Ian from the inventing room. He's doing molecular gastronomy. And like a lot of places we've also had some technology centered, mostly gaming centered programs for our teens. Now I have been watching the UMedia project in Chicago Public Library for several years. And when the grants became available, funded by the John B. Catherine T. MacArthur Foundation, to build digital learning labs in libraries and museums across the country, I was really excited. And we got together here at Anything and we talked about it and we decided that we would throw in and try to become one of the initial grantees and we were lucky enough to be chosen as one of the first 12 institutions in the first cohort. And this project was based upon the UMedia model. And so once we got it, we said, okay, great, we got this grant. Now what do we do? And so we started with actually taking a visit to the UMedia space in Chicago. And at first we saw basically what we expected to see. We saw lots of cool technology and some interesting stuff going on. And we met together with the other institutions in the first grantee convening and we started coming up with a little bit of a model of what we were doing. And this is what we developed at that first initial meeting. And what this symbolizes is that we weren't rebuilding the library. We were just sort of taking something that we already loved and we already thought was great and just kind of creating a new twist. And so this is our version of the Anything bug because we felt that Volkswagen had done a very similar thing with their classic. And so our goals initially for this project were that we wanted to re-envision the approach across the district to our team technology programming. We wanted to focus more on content creation rather than just consumption. And in order to do that, we wanted to use the grant funds to build our staff capacity to support this. We wanted to create portable kits for use in team programming across the district. So kits that would include, say, a camera and a light kit and microphone that could be checked out so that any of our team guides and any of our locations could offer this service. And we wanted to establish a pool of volunteers committed to working as community mentors. And I'll talk a little bit about that mentor piece in a minute because, well, that part was the most interesting. And then we wanted to design and implement a model lab. We wanted to open our very own space, and we chose to do that at our anything-right-farms location, and then produce a recipe so that we could reproduce the lab itself in our other six locations. So as I mentioned, we did visit Umedia, Chicago, and one of the things that we were surprised by is that the equipment itself was pretty modest. It was available for anyone to use within the space, and even a geek like me could get in there and try my hand at some turntableism. But really, for us, the transformative moment was when we had a panel with some of the mentors and some of the teens that had worked in the space. And we had been hearing a lot about this Hamago concept, and Hamago is shorthand for the concept that came out of Mimi Ito's research describing the stages of teen engagement with technology hanging out, which is kind of what you would expect, just sort of hanging out, and maybe you're playing some video games together, messing around, which is where maybe you're starting to play around making some remix videos or little basic YouTube videos, and then geeking out, which is really sort of the goal of these spaces is to be able to give the kids the opportunity to take that innate curiosity and start to develop some real skills and perhaps even start to develop a career path in that particular area. And we felt that that was important. It was already something that we were focused on in sort of our focus on 21st century skills development. And one of the reasons why digital media is especially good for this is because it really does help, well, someone once put it, filmmaking is summer camp with goals. And so the creation of digital media really is something that helps build project teams and helps build that teamwork, relationships, and collaboration skills in a way that is somewhat unique. And we felt like we were already doing a pretty good job of hanging out and messing around. It was really going to be the geeking out for us that was going to be a challenge. And so we got started right away. And this is actually a program that one of our team guides, Kate Sweeney, offered in one of our meeting rooms where we took a couple of IMAT computers that we had originally installed in our children's area. And they weren't actually that usable for children, strangely enough. I know Apple has a certain reputation, but for what the kids were trying to do, they weren't such a good fit. And so what had happened is they were actually sitting in my inventory in the IT basement. And Kate found out about this, and she said, I want them. And so she set up her own kind of temporary media lab in a meeting space and started trying this homago activity. So some of the kids came in, and they were just in one corner of the room hanging out. And the reason why that was important is that sort of set the stage for them to get comfortable. And she just started playing around with GarageBand. And that sort of piqued the curiosity of the folks who were innately interested in music making and said, Miss, what is it you're doing there? And that eventually led to a smaller group of kids who really did want to geek out. And they eventually started making their own music, and they would come back and they'd asked to burn it to CDs. And so that was something that was really encouraging for us to see, OK, the model works. It doesn't necessarily take a lot of equipment. It doesn't necessarily require a huge transformation of space. Great, we can do this. And so for us, the challenge at this point really was to level up. We said, OK, we've been an experience library. How can we really take this to the next level? And how can we incorporate the mentorship idea? What the teens had told us in Chicago was that it wasn't really the act of creation. It wasn't really the access to equipment. It was really the relationship with the mentors that had been transformational in their lives. One of the teens told a really great story about how she had just come because some cute boy was at the bus stop and she said, oh, where are you going? And he said, I'm going to the library. You want to go with? And her response was, why are you going to the library? But what she found was that there was a spoken word artist that's one of the mentors, Brother Mike, at Chicago Public Libraries' New Media Space. And she got a little interested and then she would come back. She'd get a little bit more interested. And eventually she ended up going to a national competition for spoken word poetry, which is something that she probably would have never been exposed to. And so that was interesting for us because, as I mentioned, we are the second worst funded library in Colorado. And so we act on a very thin staffing model and we said, gosh, how are we going to meet that requirement of the space? How are we going to be able to fulfill that part of this project? And so we came back and we started thinking about, OK, let's transform our goals a little bit. And so after that initial foray, this is what our goals shifted to. We said, this really isn't necessarily about technology. This is just really about our team programming. And we really want to focus on helping our staff support relationship building, leadership development in our teams, and collaboration. And we initially said, you know what, this isn't about the stuff. We thought it was about the stuff. We thought it was about the equipment. It turns out that that's not necessarily so important. So we almost struck the idea of offering the portable kits for team programming. But I was actually overridden on that one. And I'm glad that I was. Because as it's turned out, that type of programming really has been very popular across the district. And it's been really wonderful and interesting to see some of our team guides who, when they first were confronted with this idea, said, gosh, I don't know if I know anything about creating media. I don't know that I can do this. And some of those folks are most enthusiastic adopters today. And so it really shifted from just the Hamago model to the model of connected learning. And this is something, if you follow library blogs, you've probably seen Buffy Hamilton does a really great job. He's written about this in a number of articles on our blog. I definitely recommend going and checking it out. But this model of learning sort of explains how and why Hamago works and what we can do to kind of support this in our institutions. And when I look at it, I think this is really something that fits well with libraries. Some of the principles of connected learning are that it's interest-powered. And so unlike a school, we don't have a captive audience. For kids to come in and want to learn these things, they have to want to learn these things. It's not just a matter of their parents are telling them, well, go to the library and learn how to make a video. Or a teacher saying, today you're going to create a presentation or you're going to create a slideshow. And that really, I think, helps because we are drawing from their own intrinsic motivation. It also really starts to build that peer culture. And so there's the old joke about Facebook is your high school, so you're connected with all the people that you go to school with. But Tumblr is the social network of all the people that you wish you went to school with. And so by building these affinity networks of kids who share the same interests and then connecting them with mentors who share the same interests, it really creates these powerful opportunities for scaffolding their knowledge, building a collaborative learning network, and being able to take it further. So what we did was we went ahead and we wrote this idea into our strategic plan. So this is one of our fourth initiative in the Anything Strategic Plan for 2012 and 2014. Creativity and innovation are supported by technology. And we do believe that everyone is creative. We do believe that we should provide the tools for people to explore that creativity, connect with others and ideas. And when we say tools, we don't just mean providing a computer or a piece of software. It's also the opportunity to learn how to use that and the space to be able to form those learning networks to learn those things together. And so the grant proceeded led by a number of teams. And so we had our main UMedia, we referred to it at the time as the UMedia project. And so that team consisted of two branch managers, three team guides, one tech guide myself as the IT director, and our family services director. We also received input from team advisory boards at each of our libraries, including for anything right farms where we were going to do the largest remodel of the team space. The team advisory board played a large role in helping us actually define what the space was going to look like and make a lot of choices about how the operations were going to work, hours, that sort of thing. We also formed an advisory council that made up representatives from each of the school districts in Adams County. Our library district actually crosses, I believe it's five school districts. And so that's very interesting and it's really opened up a lot of great collaborative opportunities and some shared understanding about, well, what are your goals and how is this idea of STEM education changing you and changing what you're doing and what can we do to supplement what you're doing in school so that we're not reproducing it, but we really are an add-on, an added value to what you're doing. We also brought in members of other various community organizations, organizations like Denver of Media, which is sort of a public access cable network that is located down in Denver. We brought in members of the CU School for Education, so we have academic representatives and representatives from private industry as well. And then in order to get the work done, we needed to create some breakout teams and so we dedicated some smaller teams for the areas of communications, kind of talking about, well, what is this project all about? How are we going to roll it out? How are we going to announce to the teams what we're doing? How are we going to explain to parents what's going on here? How are we going to drum up enthusiasm and support for this initiative? The activities team was the team that really took a look at, well, what do we want to offer? There's really a lot that you can look at when you're thinking about a creative space in your library. There's everything from, okay, we're going to offer video, we're going to offer video game design classes, we're going to offer hardware classes, working with Arduino and microprocessors. We're going to have 3D printing. And so this team really took a look at each location and each location's community and worked closely with the team advisory boards to decide, well, what works best in this location? And it's not always the same for each community. Because our libraries are spread so far apart, the communities can really be very different. And then there was the mentors team. And this was the team that really sort of developed, okay, so are these folks employees? Are they volunteers? What are our policies around this? How are we going to recruit them? That sort of thing. And we ended up creating a slightly different model than what's in place at some of the media sites. We created a model called Artist in Residence. And that came out of this group. The space and operations team was sort of on the ground stuff. So they were the ones who came up with, well, this is how we're going to remodel the team space. This is going to go here. This is what we need to buy in order to support the activities that the activities team have indicated that we should support in the space. And here is how it's going to work. So here are the policies. Here's how we're going to staff it. And all those sorts of decisions. And then the partnerships team is really about, well, forming partnerships, both for recruiting our artists in residence and also forming partnerships to help develop and extend our programming offerings. And we're hoping that by developing these partnerships, we'll also start to find resources and funding to be able to remodel some of our other spaces in our other locations as well. And then there is the documentation and evaluation team, which was, their job was really to document the progress of the project and to handle the evaluation of the various activities as we go through the project and to write the final report as is required for the IMLS grant. Sorry, I had to grab a quick drink of water there. So our community partners in this were Boulder Digital Arts, which is a group of freelance, mostly graphic artists and some technologists that operate a co-working space up in Boulder and they offer classes for the community. We worked with them to provide content creation training for many of our teen and our tech guides. So things like classes in iMovie and Photoshop, how to develop a script, how to set up lighting for video. We did a very similar partnership with Denver Open Media as well. And then we worked with a smaller group called Rocky Mountain Training and we were able to give some in-depth Adobe Photoshop and InDesign training for all of our teen and our tech guides by working with them as well. And we're hoping that we'll be able to draw on some of their instructors to actually be artists and residents in the space. We also worked and continue to work with the University of Denver School of Library and Information Science. We've set up an internship to help us with the staffing of the space. This model of learning is definitely more staff-intensive than how we previously were handling our teen space. And so by working with some interns, that's going to help us kind of bridge that gap for us. And so the initial learning lab that we were going to build is at our Anything Quite Farms location. So this is a suburban community in the city of Thornton. And this is not an architectural drawing. This is something that I just did when I was sort of initially proposing the idea. So do not take this as high art by any means. But this sort of indicates how we incorporated that idea of space for hanging out, space for messing around, and space for geeking out into our revamp of the teen space at Wright Farms. The area where you see the green, we've added a Microsoft PixelSense, which is a touchscreen table that you can use for collaborative music making and photo editing and gaming and that sort of thing. We moved our public computers there and just made the space a little bit more friendly for teens to socialize. In the areas where you see the blue, we've remodeled those. What used to be referred to as the Wii Room is now a recording studio. And the area that was referred to as the Teen Lounge, we've put in a green screen, we've put in a video editing station, and we've added lighting so that teens can do video production in that area. And then actually for the geeking out space in the study rooms, we haven't done a lot because we really wanted to leave those rooms open to whatever the teens might need or want to do in that space. And so we are offering some screens where you can plug in a couple different laptops and you can collaborate on one big screen. We added some very large whiteboards on the wall so that they can kind of whiteboard things out, create their own storyboards and things like that. But really the focus of that space was not necessarily adding a lot of technology. So we were asked recently to name some accomplishments. We had a grantee convening in Washington, DC where Cohort won the initial 12 libraries and museums who received the grant got to meet Cohort 2, the folks who received the grant in the second round. And what we've been able to do so far is we really have been able to offer new programming across our district. We've had the opportunity for our teen and our tech guides to get some really fantastic training. In fact, I wish I'd had the opportunity to set in on a lot of the stuff because the chance to get tutoring in Adobe Creative Suite or Final Cut Pro and things like that normally is something that's probably too expensive for just the casual hobbyist to work on their own. And it's something that we probably, well, we definitely would not have had the budget to support on that type of scale if we hadn't got the grant. And we are under construction at AnythingCriteFarms. And although it says OpenSmart's 11th, construction is lagging a little bit behind and we're probably not going to open until the week after that. But we're still very excited to open up the space. But we didn't wait, as I mentioned, we didn't wait for the remodel in the teen space at AnythingCriteFarms to let this change the way that we approached working with our teens. And so what this is, these are some images from our Wednesday afternoons. Wednesdays at Wright Farms, we have anywhere from about 60 to close to 100 teens who come into the library. This is due to early release and our proximity to several different schools that are within walking distance. And originally it was a little bit chaotic. But after coming back from Chicago, our teen guide, Mo Yang, really took a look at what he could do to change the way that we managed our library on Wednesdays. And what they did was they created different zones. They created zones for hanging out. They created zones for messing around. They started staffing it in a way that the kids could always expect to find the same people in the same areas and they could start to build those mentor-like relationships. And what we found is that Wednesdays are actually very pleasant and even the adults have noticed and they've come up and they've made comments about, wow, you know, the kids really seem to be doing some fun things. And also it's no longer disturbing to me what they're doing. I'm able to come in here and I'm able to enjoy the library and I see that the kids are having just as much fun as they were too. At our Huron Street location, Kate has continued to do some really great work with GarageBand. She's also started doing digital storytelling classes as well. And after working with the same group of kids for about four months, she had the Itty-Think Grammys and so they invited the kids in to showcase their work and to really help with that identity-building component. So some of these kids maybe had never made music before, had never made video before, and they were able to say, you know what, I'm a musician. I'm a video maker. And they invited their parents in. They received awards. And it actually drew in adults who were just walking by and said, you know, wow, what's going on? And they enjoyed watching the showcase as well. Under the guise of the Studio Initiative and as part of our transformation into really focusing more on content creation, they also applied for an LSTA grant at our Anything Brighton Library. And they took a look at their community and they determined that a makerspace was a better fit for what the interests of their community were. And so this is actually our adult guide, Kathy Lane, is working with the MakerBot Replicator. We have that there. And this is LEGO We Do, which is really kind of a fun tool. A lot of folks maybe have heard of LEGO Mindstorms product, which is a little bit more challenging as far as getting to learn robotics and that sort of thing. LEGO We Do allows you to build these little objects and they include sensors and motors and you can start to learn using a visual programming interface. So it starts to teach kids how to work with sensors, how to work with motors, and also how to develop a sense for programming logic. And this is probably our tech guide, Aaron Bach, who's working with some kids on a project there.  They set up a photography studio and they've been having a lot of fun doing everything from fashion photography to other types of photography as well. And I'd like to comment that one of the reasons why this has been so successful for us at Anything Brighton is that we've really allowed that interest-driven learning not to just come from the community but to come from the staff as well. So Aaron was particularly interested in learning more about robotics and Deirdre is an excellent amateur photographer. And so by sort of tapping into the skills and the interests and the hobbies of our staff, it really helped us create the buy-in for trying something new in the organization. Anything Brighton was also the first place that we had our first mentor to work with the teens. And this was a great experiment for us because it really did confirm what we had learned in Chicago and from some of the other media sites such as Art Lab Plus in Washington, D.C. The kids just really enjoyed connecting with a professional photographer. And not just around photography, they were just fascinated about, well, how did you get into this and what was your career path and you've traveled where and what is that like? And so that has been very encouraging for us as we go forward with our Artist in Residence program. So this is the construction that's starting to happen at Anything Bright Farms. If you've never seen construction before, this is what it looks like. And we're starting to ramp up our excitement within the community. We've produced a promotional video and we're starting to kind of let the teens know and let parents know these are the kind of things that are going to be available here. And for us, the participation in this, the most exciting part has really been seeing homago work and seeing how it can draw out interest in kids and ability in kids that maybe they didn't really know they had and expose them to possibilities that maybe they wouldn't have had or maybe they wouldn't have known that they would have had. And also it's been really exciting for me to see how excited staff has gotten to implement programming that is based on their interests and their hobbies. Some of the challenges have been working with the partnerships, defining sort of who's going to do what and really creating that accountability. That's something that we're continuing to learn more about. Defining the role of mentors for anything was something that was really challenging for us too. This really, we had a volunteer program in place and we certainly had staff roles clearly defined. This was a whole new phenomenon for us. They weren't quite volunteers. They definitely weren't anything staff. And so kind of wrapping our mind around, well, what are the privacy issues about them working with potentially patron information and what about working with teens and do we need to worry about everything from criminal background checks and how do we know that someone is a good educator just because they're a good artist. And so that's been very interesting and I think that that's probably the area where we've actually done the most work. And then recruiting mentors has been very interesting as well. What we wish we knew when we started this and I'm the IT guy so this is what I'm going to say is that the logistical challenge of managing so many different types of media and equipment has really taken up a lot of time for my IT staff. Apple products are definitely very user friendly. They're phenomenal consumer devices but to manage them on sort of an enterprise level is definitely a challenge sometimes. And just, and everyone probably knows this, in any new initiative communication is key. Despite regular district wide announcements and meetings, many did still feel out of the loop in relation to this project. I noticed I'm taking a little bit more time than I intended so I'm going to kind of skip through this and I wanted to talk about one last thing and that was in order to really roll this out for our staff so our staff felt confident and comfortable working with digital content creation we took the opportunity just last week to use our all staff training day that we have the very president's day called TechFest to really give our staff a flavor of what is it like to work with the Homago model and what is it like to work with all sorts of these creative endeavors. And so this is our all access pass for TechFest that day and we broke into 12 groups and paired groups of 10 with a mentor in 12 different content areas. So this is one of our system administrators, Phil Gilchrist, he is working with our 3D printer. He worked with the group to show them how you design 3D objects using a software called Tinkercad and then help them print the objects that they had designed. This is Sheena is our tech guide at anything right farms and so she worked with the team showing them how to set up lighting, how to develop storyboards, how to create your script and then eventually produce a small video piece. We also had a Minecraft group. Anything has offered a Minecraft server once we found that a lot of kids were using it and they were wanting to play together and create together. So we had a group that explored Minecraft. And finally this is the, I believe they're called the PondTunes. We had a group who used GarageBand and learned how to write a song that day and that was a lot of fun. So that is our initiative called the Studio at Anything Libraries. We eventually hope to have studios open at all of our locations and yeah, I guess are there any questions? Wow. Thank you, Matt. That was wonderful and going long is not a problem because A, we can go long and B, the more you can tell us that the more interest I think everybody will be in this. First, we want to start, remind everybody that if you have any questions from the audience, just go ahead and either type them into the questions area and we'll happily pass those along to Matt or raise your hand if you have a microphone and we will happily allow you to ask your question directly. I think the first reaction Kristin and I had for you there is congratulations on the moving up in the funding list in Colorado. How to put a positive spin on it is wonderful. And speaking of money, here's the one question that usually comes up especially whenever there's a grant involved. How much money did you actually get from the grant to be able to fund this? Our ballpark it at least so we can get an idea. Well, so in the case of the IMLS digital learning lab grant, that grant was for $100,000 of which we spent around $35,000 on equipment and closer to, I want to say about $32,000 on the training for all of our teen and our tech guides. Those were the bulk of the expenses there. Okay. And early on in the presentation you mentioned something of a concierge. Yes. Could you kind of fill us in on what you were talking about there? Sure. So the anything staffing model is not completely different than other libraries but it's a little bit different. We have Wranglers who are our material handlers. So those are the folks who are shelving books and doing that sort of activity. And then our concierge are the folks who are kind of the public face of the organization. They are the ones who will be at our perch and will be assisting with whatever a patron might need.  So they're responsible for most if not all of the programming in a branch and they're also responsible to some degree for the collection in their particular subject area. So most of our branches have a teen guide, a tech guide, an adult guide, and a children's guide. Okay. All right. I have a question from the audience. Any other plans for showcasing the creations from the studio? This is from Brenda Howe. And I guess I had a related question in my list which is so how the creations and or what the library has done is there a way anybody else can get their hands on this stuff? Well, right now because we're just sort of ramping up, we don't have a lot of sort of end products. Certainly with the programming that Kate has done, the teens have produced some music. They've produced some videos. But because we're very sensitive to kind of protecting the privacy of the teens, that's not something we've really shared out a lot of. That's one of the things that we're really working on ways to do now, especially as we're about to open the studio at Wright Farms and we're expecting that we'll be creating a lot more content. In terms of like a physical showcase, that is definitely one of the key aspects of this that really helps the kid kind of get confirmation that what they've done has value and again really helps with that sort of identity building.  I liked doing this. Maybe I can go further with it. We're looking at some online tools too. We're working with a closed social network called iRenix and that's really meant to be a place for the kids to collaborate on projects. So they can upload their projects. They can talk about it. They can get critique from the Anything Guides or from any artists and residents that they're working with. And then if they choose to share those end products out, they can share them out on their social network of choice. Okay, great. I mean, I gotta say, I love to see the stuff that they're coming up with and I realize you have permissions issues and all these, especially if you're dealing with younger kids. So that leads me to this other question I have which I'll kind of go in both directions from. I'm really focusing on the teens, which is spectacular. What about in both directions, younger kids and or adults or the teens that will kind of age out of this and not be someone who'd hang out in the teen section anymore? Where do you see this going out from the teens? Well, one of the reasons why we focused on teens was that the IMLS grant and the LSTA grant were both specifically targeted for teens. In the case of the IMLS grant, the MacArthur Foundation, what they're really trying to do is they're really trying to create a community of both research and application around customized learning, around this connected learning model. They felt that working in the schools, there are too many hurdles. Schools have too many restrictions that they currently have to work on. They've got to teach to the test, that sort of thing. By us being an opt-in space, we're able to kind of take some of this research that's coming out of the Connective Learning Research Network, apply it in a real-world situation, and hopefully we can help demonstrate the value of that approach, which in turn we hope will have some effect on the schools. For us personally, well, personally as in the library, we definitely want to push this out to other age groups. Teens were a good place to start because they do tend to be more comfortable with digital media tools. They do tend to be a little bit more comfortable in terms of experimenting and ambiguity. We're not quite sure what this program's going to turn out like, but let's learn together. But it is our intention to start to offer similar types of programming to adults and certainly to kids. I know whenever we had the opportunity, when we set up the training, we would invite adult guides and children's guides to attend the training as well if they were able to be free that day. I know that some of our children's guides are starting to experiment with some iPad-based programs. I think stop animation type stuff. Cool. I'm still waiting to play with a 3D printer myself, so I might have to take a road trip. Another question. We're not far. Yeah, I know. I'm looking for reasons. Connie from our audience has asked, how often are mentors working with the programs and how challenging is it to find mentors? I know you mentioned that that was one of your challenges. Yeah, so that is what we have the least experience in so far. We have had one mentor, the photography mentor, at anything Brighton in the maker space there, and we have a video mentor that we're working with here at Anything Bright Farms. And we, literally two weeks ago, finally finalized the job description and sort of our policies around what an artist in residence is going to look like and what the requirements for training and that sort of thing are. And we have started the recruiting process. We currently have, I think it's about six other folks in line that we're talking to and we're talking about bringing on board, but so far it's just been the two. Okay. And how are you trying to find these folks? Are you approaching? Are you advertising? Hot earlight. By any means necessary. Now, so we created a, one of our inspirations was really museums. And this was interesting. When we met as a grantee cohort in Chicago, there were libraries and there were museums. And as we learned more about the importance of mentors, we all kind of went, oh my gosh, okay, we really got to put more into this idea than we originally thought. And we were all worried about, okay, I can't just hire new mentors like Chicago did. We don't have the funding or the staff lines available for that. And all the libraries were really concerned and all of the museums were not. And it's because museums use volunteers as a field a lot more than libraries do. And so we went and we talked with museums about, well, how is it that you do this? And I had a really great conversation with the folks from the Museum of Fine Arts in Houston. And I was really surprised by the depth of their program. They actually require a three-year commitment. They have an entire year of training before the volunteer works with the public. And so that really sort of inspired us to say, okay, if they can do it for three years, we can certainly find some folks. And they were who kind of first turned me on to the idea of using the Volunteer Match website. And we've had a little bit of success there so far, a couple of hits. And then we're really thinking in terms of personal networks. So I have a friend who works for the MIT Media Labs. He's one of the developers of Scratch. And so I asked him to come in and to do some Scratch workshops. Our graphic artists in the communications department is reaching out to her community. I've been looking at the Boulder, Denver, New Tech meetup group to kind of work with the startup community, because a lot of those folks are very interested in contributing to the community as well. So really kind of a wide range of approaches. Great. Yeah, I think that networking out there, especially with Boulder right over there, there's a couple of tech startups floating around over there. Yeah, just a few. Okay, so let me kind of change angles here a little bit. Have you had any ideas under this program that you thought were like really spectacular ideas, but then you just realized you just couldn't do it? Oh, that is a great question. I'll add, which might be easier. Have you tried something that just went, okay, yeah, tried that, isn't going to work. We're not going to do that again. Well, I know one of our guides tried a team program where they were drawing, yeah, they were using styluses to do drawing on iPads, and that didn't go over. And the 3D printing, we're still figuring out ways to incorporate that into programming. Right now, people come in, they see it, they think it's really neat, but in terms of how to work with it, it's a little bit intimidating. It's not something you can just pick up. Yeah, and it's definitely not instant gratification either. Absolutely not. Yeah, I know originally before we bought it, there were all these ideas, oh, we're going to use this program where you take pictures of someone from all these different angles and you make an action figure of that person. And then we got it, we started testing it, and we realized, oh my gosh, something like that will take four hours to print. Right. How are we going to do that in a program? So, yeah, and in that regard, we're actually working with a local firm called Lullspot, and we're thinking about maybe getting one of their printers. It looks like that might be a little bit of a better fit, and we're kind of talking to them about some of those hurdles to see what we could do to get around that. And then, probably kind of maybe my last big question for you is, a lot of our listeners, and especially here in Nebraska, are very small libraries. Right. And just the concept of a district pretty much doesn't exist in this state. Right. What if you really had to kind of pare it down? You are a single branch library, not a lot of space. Maybe you can find some money somewhere, but there's still a lot of limitations, staff-wise, time-wise, space-wise, that sort of thing. What are maybe the one or two things out of this you think that these would be the things to focus on or try in a small environment? Sure, sure. First of all, you don't have to have Apple computers and you don't have to have Adobe Creative Suite to do this type of thing. You can use really any sort of hardware, and there are a lot of free and open-source tools that are available on the web that you could use in terms of your technology. So what I would say the focus would be is to tap into the interests and expertise of your staff and the interests and expertise of folks in the community and really work on trying to pair someone who has some expertise in a given area with teams who are interested in that. And that doesn't have to be technology related. It could be knitting or woodworking or something like that. Kids don't get the opportunity to create the way that they once did. And so I think it's really just pairing the teams with a good role model and giving them the opportunity to create. And again, it doesn't have to be teams, but that's one age group. But that's what I would focus on. Yeah, no, that's I think wonderful, wonderful advice. The one other thing I'll say, and everything kind of Matt's mentioned where there's a link involved website group, Chris has been taking notes and we'll get those up as soon as we can. Unfortunately, delicious is down at the moment, which is where we usually post all that stuff, but it will show up in the show notes. Matt wrote a blog post for the Tame the Web blog just the other day about the staff day that they did and the tech fest. And I got to say the one... Oh yeah, I can... Right, yeah. We're going to go ahead and take control back. We'll have Chris to pull that up while I'm talking here because I can only do one thing at a time. But one of the things you mentioned in the article, and I think you also mentioned when you were talking about it in your presentation is that the staff at the end of the day had something... They accomplished something, they produced something, they had something to take away, whether it was a video or pictures or whatnot. And we've been doing more and more training kind of like that. We're trying to push that. And I think from the sounds of it... No, there's the article. Thank you, Christa. From the sound of it, the staff really enjoyed... I mean, just looking at those pictures, I got to say the staff definitely seemed to enjoy the training day, which is not something all staff generally get into all that well. Yeah, you know, this was really a big risk for us. We had had three other tech fests before in previous years, and they had been much more your traditional staff day. We had a keynote or two. We had breakout formal classes that were more of a classroom format or presentation format. And, you know, the reviews had always been positive, but this year we said, you know, let's do it. Let's take it further. Let's take a risk. Let's actually apply this model and get the stuff in people's hands. And what we found... And I had no idea how it would go over. You know, I didn't know if people would say, you're going to expect me to do what. I'm not creative. But as it turns out, it generated more buzz than any of our other tech fests, and people have continued to talk about it, and they've asked for us to do it again. They said, you know, can we do this next week? And so, yeah, it was really exciting to see the enthusiasm with which they embraced it and how much they enjoyed it. Yeah, I got to say that comment, can we do it again, is one of the greatest comments you can ever get. I did something at a conference last year, and literally people came to us at the end of the day. It was a day-long track, and they said, so you're doing this again tomorrow, right? And we're like, we wish. But no, I mean, because there was another day at the conference, and we're like, no, we're not. But, you know, tell the organizers that. I mean, that is a wonderful, wonderful compliment. What are two other questions about staff training? Because it's kind of a topic I'm really into. What was it the type where, was it mandatory to attend, or optional? I mean, could the janitors show up? What was the organization from kind of that point of view? So, yeah, all of our full-day staff development days, they're not mandatory, but we do ask that everyone comes. And generally, all the full-time staff will be there. And any part-time staff are allowed to have extra hours to be able to come that week as well. And yes, we encourage the facility staff. We encourage everyone to attend. We think that both sort of the building of the culture, of the organization, so a shared understanding, and just the teamwork and the bonding and the getting the chance, no folks from other branches, is just invaluable. Sure. And we're running a little long here, which is never a problem. But I have one more question for you. And you don't have to name names, obviously, but kind of from the sounds of how well this day went, did you have anybody that you could think of that was, like, in the morning, they were like, okay, I'm here. And by the end of the day, they were, like, totally changed, transformed, I guess might be the word I'm looking for. Yes. Okay. Success. That's what I'll say. That's fine. I was hoping you, I kind of assumed you would say that.  In fact, I wish I could remember which library it is, but the last time I got on the soapbox, I heard from a library in Nebraska about a month later saying, you know what? We heard that advice. We are now closed half a day every month. All the staff come in, we watch a video together, we learn how to do something together, and they've just integrated that group staff-wide training into their hours once a month. They got the board approval to stay closed those three or four hours. And, you know, the patrons might complain at first that you're not open those hours, but the service to those patrons is going to be that much better through the training of the staff instead of, you know, and I understand larger libraries once a year closing, you know, that makes some sense. But the more the better, I think, and it's definitely worth the investment of that time. Oh, absolutely. We actually have three all-day staff training days every year. So TechFest is just one of them. And it's, of course, always got a technology focus. And then in addition to that, we have, like, concierge unites. So that's where all the concierges get together. Is that a word? Concierges. Okay. They all get together and they get some training and also some team building and, you know, get to talk about their role in the organization and kind of what their concerns are. And we have guide unites and wrangler unites and that sort of thing as well. Well, let me know when the next Tech one is. Maybe I'll crash the party or something. Sounds like fun. Oh, well, we would love to have you. All right. Any other questions from the audience? No, no more. It looks like there's no more urgent questions. Quite a few very good presentations. Thank you so much. This was a great session. Yes. This was wonderful. Thank you, Matt. Oh, awesome and amazing. Well, thank you. Thanks for having me. Yes, you're awesome and amazing, Matt. Well, thank you very much. Don't play it in pause. So, Matt, thanks once again. We're going to go ahead and we've got control back. We're going to go ahead and put everybody back on mute and just kind of wrap the day. I did have some kind of tech pointer resources to show you, but delicious is down still. So we will still provide those links in the... Oh, now it's up. All right. Okay, real quick. Let me see if I can... Wow, that is luck. 713. Here we go. I won't take a lot of time showing these. I'll just point out some of them here, and then you can look at them. There's maybe five or six. URL void. This was an interesting site that I found where somebody sends you a URL. You're not sure you want to click on it. Chances are if you're not sure you want to click on it, chances are you don't. But you can actually put that URL into the URL void website, and it will give you kind of a report of what other sites that track known bad websites think of it. So you can kind of look at it there. The docracy terms of service site. This is a site where you can track how terms of service for different websites and hardware are changing. So if you want to see how Facebook is changing their terms of service and things like that. You can track the history of what they've updated. And they analyze the changes too. So you can see what's changed and what that would theoretically mean to you. What does the internetthink.net? This is a neat thing. This one I will show you real quick because it's kind of fun.  But what does the library think of libraries? So it's going to look at your social networks and various other things and kind of give you a positive versus negative versus indifference sort of thing. And library is 68% positive. So we must be doing something right. Then the last one I'll just point you to there. Phone clean. If you are an iPod, iPad, iPhone sort of user, this is a sharp piece of software you can use to kind of clean up space. The cruft that the software from upgrades and things like that creates temporary files. People do that on their Windows boxes and Macs all the time. This is now a piece of software you can use to do that on your iOS devices. So just a few things there. And that's going to pretty much wrap up my tips and tricks for the month. So would you like me to bring up the end compass live? Yes. Thank you, Michael. Glad we got that. That was perfect timing. All this whole hour delicious has been down and we were not able to get to it. And just now, poof, it was back. Thank you very much. Delicious. So thank you, Michael. Thank you, Matt. That was a great session. So we will wrap it up for today's episode of M Compass Live. I hope you join us next week when our topic will be part three of our digital preservation series. The last, the final part. This is on the management and providing access. We have Karen Kier from the Nebraska State Historical Society has joined us twice. This will be a third time talking about the Library of Congress's software program for doing digital preservation. The previous two sessions have been recorded on our website already. And next week is the final part three of the series. So that will be next Wednesday on the show. So I hope you'll sign up, register and join us for that. Also, end compass live is on Facebook, as you can see here. So if you are a Facebook user, you can go ahead and please like us there and you'll get notifications of when we have new sessions and recordings are up. We will link to and like other pages of the organizations that are related or have been on the show. So definitely if you're using Facebook, go ahead and like us and you'll be notified of what we're doing there. And we really should mention tomorrow. Okay. Are we bringing that up? Yeah, go ahead. Okay. So we have an event. Just want to do a personal bug for tomorrow. All right. A big talk from small libraries, second annual. So I guess once you have a second one, you can call it annual. Conference for highlighting all of the sessions are done by libraries with very low FTEs. I think our lowest one is under 700 or something like that. FTEs. Sorry. Pop served. But everybody's definitely around 10,000 or less. We have seven or six one hour sessions and five 10 minute sessions going on throughout the day. We have had over 500 people register so far, but there's still plenty of room and you don't have to register anymore. Just go to this website and I'll see blogs on Nebraska dot gov slash big talk. The login instructions are there. It starts at 845 AM central time tomorrow morning and we'll go to 5 PM central time. It's going to be a wonderful day. You can come and go as you need to. The schedule is on there. Speaker bios are on there. And Chris and I will be living in this room all day tomorrow along with our co-worker Laura running that show. So even if you're from a big library, some of the topics maybe of interest to you, let's you see what small libraries are doing. So please join us tomorrow for that. So this is a free and open to anyone. Send this URL out to anybody you know. Michael said is the login info for it that you can. If you did not pre-register, go ahead and join us whenever you want throughout the day. As we have speakers from all across the country. This is not a Nebraska centric thing at all. We have speakers all the way from New York to Alaska literally and everything in between. So check out the speakers list and the schedule and join us tomorrow and join us next week for Encompass Live. And other than that, I don't see any other urgent last-minute questions coming in, which is good. Thank you very much and we'll see you next week on Encompass Live. Bye. Bye.


Before we get into working with vectors, it would be nice for demonstration purposes if we could draw lines in the game world in a very simple way. Just doing so from code without having to add game objects and all that. And we can do that with the debug dot draw line method where you pass in a starting point and endpoint and then a color. So here we have two vector threes, A and B. And this first called the draw line is drawing from the origin. That's what this is. This is zero zero zero two point A two vector A and we're making that line green. And the second call we're also drawing from the origin but this time to be and we're making it red. So let's play the game. And you can see here the lines are being drawn but only in the scene view and that's because these calls to debug dot draw line. They're considered so-called gizmos. They are not really rendered elements of our game. They're there in our editor for visualization and editing purposes. And so that's why by default they're not showing up in the game view. But I can enable rendering of gizmos in the game view if I click this button. And so now they're showing up in the game view. It'll also be really nice if we can draw information and some basic controls on the screen rather than relying on the console for spitting out all information, which is a little clumsy in many cases. So we want to add some HUD elements and the way we do that in Unity there's actually an old system and the new system. The old system is called the GUI system aka the IM GUI system as an immediate mode system. This is legacy. It's kept around for compatibility with older games. But it's also what is used by the Unity editor itself when it draws the little windows and elements of the editor. And in fact if you want to extend the editor you can do so and when you do you use this old API to create those interface elements. Aside from those cases it's still sometimes nice to use this old IM GUI system for quick and dirty prototyping, for putting debug info on the screen and basic controls on the screen like say a button, but we don't really care how it looks like or if it's positioned precisely in the right spot. The old system is nice for this because we can very quickly do so with just a couple lines of code. We can put an individual element on screen. For more complex stuff and for things that we want to make look good you want to use the new system, which has more options for layouts, for styling, and also I've seen claims that it's more efficient, that this old system had some efficiency issues. But the way you use this new system is you create game objects with certain components, but particularly for prototyping and quick debugging purposes it's often more convenient to add these elements from code. And so here's how we can use the old IM GUI system. There's a special method in our scripts called on GUI. And this is a method that's called at least once per frame, though I think in some cases it can be called multiple times per frame. I'm not sure exactly why, but I know that's the case. Anyway, in the method we're calling static methods of GUI such as label here to create a text label, a button to create a button that we can click, text field to create a text field where we can enter text, and a box, which is just like label, but by default it has a gray 50% transparent background. And these methods all follow a pattern. The first argument is a rect argument, rect is in rectangle, it's specifying the balance of where the element is going to be rendered. So here, the first two coordinates, that's the x, y coordinates in screen pixels of the top left of where your element is going to be. So here 10, 10, that means the top left of our label is 10 pixels from the left of the screen and 10 pixels down from the top of the screen. And then the width is 100 pixels wide and the height is 20 pixels tall. Here for the button, it's 10 pixels from the left of the screen, 70 pixels down, 50 pixels wide and 30 pixels tall. The second argument to these methods is the content we want to render in the box. In all these cases, it's just a string, but there are other kinds of content. You can nest elements within each other, like say you could have buttons and text fields inside your boxes and things of that nature. But for our purposes, we just want to render some strings. And you'll notice that both button and text field are returning values. Label box returned nothing, but button will return true if the button you're creating has been clicked. And this is a little head scratching because we're specifying that the button exists every frame. Every frame we're recreating the thing, a new as if it didn't exist before. And yet the IAM GUI system seems to somehow retain information about what elements have existed before and what the user is doing with the screen, like say where they're clicking and if there are elements that require keyboard focus like text fields, where that keyboard focus is going to be. So there's a little bit of magic I don't entirely understand about this IAM GUI system because it's not really truly immediate. An immediate mode GUI system is one where the API doesn't retain anything about what our UI looks like from frame to frame. That's up to us to keep track of the state from frame to frame. That's why every called on GUI, which is called at least once a frame, we're effectively recreating the UI each time. And yet somehow it's registering that like say this button has been clicked in the same frame where it's being created and even more mysterious actually down here the text field text fields have keyboard focus. So in one frame you click the thing to give it keyboard focus. But then, but then I think as long as you keep creating that same text field the subsequent frames that somehow like keeping track of oh that thing still has a keyboard focus so that when you type this is the string here we're passing in which is this private field that's starting out starter text. But then each called on GUI recreating text field setting the string that we see in the text field and then text field returns the string whether or not it's been modified. So in most frames the return string here will be the same as the one we pass in but then in frames where the user has previously given the text field focus and they start typing on the keyboard they hit letters and spaces and backspaces and so forth. The return string will then reflect that input it will reflect those changes. So it's a little funny here because that part of the state we're keeping track of that ourselves. The GUI system is not keeping track of what text is in the text field but then the fact that the text field has keyboard focus somehow the system keeps track of that. I don't know exactly what's happening. By the way here the argument 25 that's just the max length this text field lets you enter. So the return string will be at most 25 characters long. Also note down here for the box the coordinate we specified for the X if you want to position something relative to the right side of the screen we can use screen.width to get the width of our game view and then subtract 200 from that and effectively now this box is positioned with its top left corner 200 pixels from the right edge of the game view. So anyway this is called at least once per frame and each time these method calls are putting these elements on the screen. So if we come here play the game and as you can see the UI elements don't show up in the scene view they only show up in the game and over here this is our label this is our button here I can click it and every time I do it's printed out in the console click the button with text because in our code we're checking what button returns and every time we click the button the next call to the GUI button here will return true and so that's why this is printed out. And then we have our text field down here I put keyboard focus on it and I'm just going to edit the text whatever I want and in our code each time I change the text in the text field that is what's being returned here and assigned to the text field of our class. And lastly the box here as I said is positioned 200 pixels from the right of the screen so as I change the width of our game notice it's just staying 200 pixels from the right of the screen. Anyway so now we can put some quick and dirty GUI elements on our screen there are ways in this old system to do more sophisticated layouts that is positioning of the elements relative to each other and relative to the screen and so forth you can also change the styling like say for our box if we wanted to change what color this background is or whether the corners are rounded or what the border color is etc and the fonts inside and their sizes and their colors we can do all that. If you're interested it's described here in the manual under UI and immediate mode GUI all this other stuff is the new system the canvas based system we'll talk about later in more detail but for now all we care about is that we can put some basic elements on the screen and that'll be handy when demonstrating other features. The vector two type as we've discussed is a struct consisting of simply an X value and a Y value two floats this struct has a number of interesting properties and methods which we're going to enumerate here in a minute but then we have the vector three struct which of course adds in a third float the Z component and this vector three class has all the same properties and methods but then it has a few things in addition and I'm going to briefly walk you through this as well though I don't want to really go deep in any math here some things that are kind of confusing later on we'll be going into more detail about how these methods and properties might be useful in games various ways they can be applied but there's a series of videos on YouTube that I recommend called math for game developers that starts out covering vectors and all these things we can do with them there's also a bunch of other topics matrices, quaternions and various other math stuff useful in games so that's a very useful resource but for now I'm just going to enumerate vector two and vector three classes first off with vector two we have these static properties right, left, up, down, one and zero and these are just vector two values which you might commonly use such as the unit vector pointing in the right word direction that is assuming you're facing down the Z axis in the positive direction the X axis runs off to the right so the right unit vector would have the coordinates one and zero and the left unit vector would have the coordinates negative one and zero up would be zero one down would be zero negative one and then one that's not a unit vector because the magnitude is not one but it's just both components are one and then there's zero which is just both components are zero so sometimes it's just not a short hand rather than having to write either of these I understand that the code won't be any more efficient either way whether you use these properties or not is really just a matter of style and then lastly we have positive infinity where both components are the special float value representing positive infinity and negative infinity where both float components are the special float value representing negative infinity and then getting into the methods here assume for all these examples that we have two vector two values one called A one called B and first off there's an instance method called equals where it returns true if your A and B are exactly equal so it's equivalent to just doing this doing a quality test between their X components and in that with a quality test between their Y components exactly the same thing but then the quality operator is overloaded for vector two such that it returns true even in some cases where A and B are not exactly equal there's a little bit of slough where if their difference is less than one E negative five that's one over ten thousand I believe yeah so if it's a very small difference you still get back true otherwise it'll be false and then the plus operator returns a vector where the X components have been added together to produce the new X component and the Y components have been added together to produce the new Y component and the way the plus override method is defined is it's commutative so A plus B returns the same thing as B plus A same result and then we have subtraction which is same deal except of course we're subtracting rather than adding but of course keep in mind subtraction is not commutative so it matters whether we're subtracting B from A or A from B the order changes the result we get and then we can also use the multiplication operator but not between two vectors one of them is a scalar value just an ordinary number value and what this does is it produces a new vector where the X component is produced by multiplying the X component of the vector times the scalar and same deal for the Y component and this is commutative so A times 5 is the same as 5 times A likewise for the division operator the other operator is just a number it's a scalar it's not a vector so this here is dividing the respective components by 5 the difference though is that this operator is defined only in one direction so if we try divide a number by a vector there's no defined method and so this is just a compiler the scale method does actually let us multiply two vectors together just like we add them and subtract them so here when we scale A and B we get the X component by multiplying the two X components together and we get the new Y component by multiplying the two Y components together and then we have a few instance properties which are read only such as getting the magnitude of the vector that is the length or the square magnitude where it's the length multiplied by itself which is useful in some cases because the way magnitude is computed is that it's actually cheaper to get the square magnitude rather than the actual magnitude because it involves the Pythagorean theorem and that requires getting the square root square roots are expensive operations anyway sometimes you want the square magnitude because if you're just comparing the two lengths of two vectors and you just care about the relative length you probably then would just use the square magnitude because it's cheaper to get than the actual magnitude also we can get the normal of our vector which is the unit vector that points in the same direction unit vector meaning it has a length of one so we have some vector points in some direction it has some magnitude which is not necessarily one but the normalized property returns is a vector pointing in the same direction but having a length of one and then a bit confusingly there's also the normalized method which doesn't return a new vector it actually mutates it so property returns the normal vector of A which takes A into its normal vector lastly here the vector 2 type also has about a dozen static methods we can use including distance which takes to vector 2's A and B and this is the same as subtracting B from A and getting the length of that vector when you subtract vector B from A you're getting a vector that effectively represents the direction and distance you would have to travel to get from B to A and so if we just want the distance between two points we get the magnitude of this vector the clamp magnitude method oops that really shouldn't say A not X we have some vector 2 called A and we want to get a vector which points in the same direction but if our vector exceeds the specified length here we want to get the vector pointing in the same direction but which has that length so say if A here has a length of 10 we'll get back here a vector pointing in the same direction but which has a length of 5 on the other hand if the length of 2 to A, if the length of A were already less than 5 we would just get back the same values A the max method takes two vectors A and B and returns a vector where the X component is the larger of the two X components and the Y component is the larger of the two Y components and likewise the min method returns a vector where the X component is the smaller of the two X components and the Y component is the smaller of the two Y components off the top of my head I can't imagine that it's identical but I'm sure there are cases where it comes up and next we have the static angle method which returns the angle between the two vectors and the angle returned is expressed in terms of degrees and it's the absolute angle so the sign is always positive and because it's the absolute angle it doesn't matter the order of the vectors if it's from A to B or B to A we get the same angle regardless whereas the signed angle method returns the angle and degrees between the two vectors but it's signed so it matters if we're getting the angle from A to B as here or the angle from B to A next we have the dot method as in finding the dot product and the dot product is an operation which is defined as multiplying the respective X components together and multiplying the respective Y components together but then we sum those two products together so we're getting back a single value a scalar value not a vector so that's how the operation is defined the interesting question is why is this useful well we can prove that the dot product of A and B is equal to the magnitude of A multiplied by the magnitude of B multiplied by the cosine of the angle between them and in fact this equation is the basis for how we compute the angle between two vectors which we won't go into here but understand that's how it's done and also be clear dot product is commutative as you can see here to get the same result moving on there is the LERP method LERP meaning linearly interpolate and that is we have two vectors which effectively represent points in space right there's a ambiguity between a vector of whether it's a point in space or it's a line from the origin towards that point it's kind of both at once anyway thinking of our vectors as being points in space something you would often want to do particularly in games is find the points in between some percentage of the way from A to B and that's what LERP does this here is going to return the point which is on the line segment from A to B but 40% of the way from A towards B if this were 0.5 it would be half way between them if it was 0% the vector returned would equal A if this value were 1 that's 100% of the way to B so the value we get back would be equal to B and then we have a variation LERP unclamped which is exactly the same but it doesn't clamp this value in the range of 0 to 1 so 2.4 effectively represents 240% of the way from A to B so we've gone past B twice over and then another 40% also could even be negative so you can start at A and move away from B you can go in the opposite direction if this value is negative then we have move towards which is similar we're starting at A and we want to find a point on the line segment towards B but instead of specifying the percentage of how far between them we want to go we specify how far we want to go in absolute distance so assuming here that the distance from A to B is 10 units this call is going to return a vector representing the point on the line segment from A to B that's 4 units away from A we've traveled 4 units from A towards B if though the distance from A to B is smaller than the value we specify here then the value we get back is just going to be B we're traveling from A towards B but we're never going to overshoot so in this case say if the distance from A to B is 3 units long well 4 overshoots that but we wouldn't overshoot instead we just get back a vector which is the same as B then we have the most complicated method to use called smooth damp which serves a similar purpose it returns a point on the line segment between A and B and the velocity we want to travel from A towards B we specify a time value which is in seconds of how long we want to take to reach the target to reach B we can also clamp the speed we're going to travel we can specify a max speed which defaults to infinity so effectively there is no max speed and lastly we're specifying for this one call what is the unit of time elapsed how long are we traveling so it's how fast we're traveling by the way is a special named parameter where you can emit it and it'll default to time.delta time so if you call it an update it'll just be whatever the delta time is for that update but otherwise you can specify it explicitly if you want but the weird thing here is this time to target this doesn't have any influence on the vector returned but velocity here is a special kind of parameter called the rough parameter which in C sharp means that the value passed in it's actually passed by reference and so it can be modified so smooth amp yes it's returning to new vector 2 but it's also modifying your velocity and the value it sets your velocity to is dependent on the time to target the method estimates given how much you're traveling here in this one operation in this one call given the remaining distance what velocity would you need to be traveling at to reach the end target in this specified time so this one's quite complicated it's a little involved but it can sometimes be quite useful because it's a fairly common thing we want to simulate an object moving from one point to another under acceleration lastly for vector 2 we have the reflect method which returns a vector with the magnitude of a the same magnitude but its direction is as if a has been bounced off a surface or in two dimensions I should say a line we don't have surfaces in two dimensions we have lines so what line though are we bouncing a off of well it's a line defined by this vector b where b is its normal and b must be a unit vector it must be normalized otherwise you don't get correct results so make sure it's normalized and also be clear this is a little strange but we don't care where the surface is positioned in space all that matters is its slope because it's the slope that determines the direction of the return vector and again the magnitude of the return vector is always equal to a's magnitude here's an illustration of how the reflect method works we're creating this vector a and b and then reflecting a off of b being sure to normalize b because it's expecting a normalized vector otherwise you get an incorrect result so we now have these three vectors and we want to draw them out first we make a green then we make b red and the reflection vector we make magenta so let's see that in action and before I hit play here we're going to want to see the x y axis dead on and we can do that by messing with these buttons here and I also click the button in the center that switches us to an orthogonal projection it'll look like a blueprint cross section of the x y axis anyway so hit play here and I'll hit shift enter to maximize the window okay so green here is the vector a this little green sphere is just illustrating the origin I also put that in the scene and the red line is our vector b this gets normalized so you have a vector with the same direction but with a length of one and that is used to describe a surface a line I should say we're in two dimensions so I should say a line that runs perpendicular to this normal so it runs like this that is the slope of the line and so now imagine that our vector a is hitting a line with that slope at this point so the way the line is described it doesn't really have a position it just has a slope so it's at this point where the contact is made and we bounce off at an inverse angle and that would be like shooting it off in this direction because the slope is like here it slanted this way so we would shoot off this way as you see here the magenta vector it has the same magnitude as our vector a and it has the direction of the inverse angle and to make this clearer here I'm going to come back and uncomment this line where we're drawing the reflect vector but the starting end point are offset by a so it'll draw starting from the end point of the green line so I'm going to use this code switch back wait for the code to recompile and there it is this is the same vector just drawn starting from this position rather than from the origin as you can see if the slope looked like this this is bouncing off at the inverse angle


Telephone conversation between President Johnson and Abe Fortas in the late afternoon of November 29, 1963, time unknown. President, that's good. I rewrote it. I told him I was going to. That's good. Okay, go ahead. You ready? You got anything else to say to me? Yes, sir. Wait a minute. Mr. Barnes made his announcement. They called me the Attorney General of Texas. And he was going on and on. And I thought he ought to be told about the plan for the commission. And that's one of the things you see. Yeah. Because Barnes had already said it. Yeah. And he was very priest-driven and said that's a wonderful idea and all of the good. So I think he wrote that in the way. Okay. He wanted to cover that. You think I ought to tell him? Talk to him before it's over? I imagine so. You can do it. Don't just follow him. I'm talking to that guy. We're definitely out there. Yeah, we're out there. But if somebody better call him. Because I think I've broken faith with him. I called him and already told him I'd call him again. You tell him as soon as it's done. Put that first on your list. As soon as I get some clearances. Okay. Tell her. You all, Marie? Yes, sir. Go ahead. The President today announced that he was appointing a special commission, capital S, capital C, to study and report upon all facts and circumstances relating to the assassination of the late President John F. Kennedy and the subsequent murder of the man charged with the assassination paragraph. The President stated that the majority and minority leaders of the Senate and the half of the representatives have been consulted with respect to the proposed special commission. Marie, you have to make a note there for me on the side, will you? Uh, this, I do not know the facts. Now, did you turn out? Yeah. Within, you know, relating to this photographic investigation, I do not know the facts and this has to be conformed, right? Conformed. Right. Now, we continue, right? All right. Paragraph, the members of the special commission are calling, depending on the space, because I don't know who they are. All right. And paragraph, the President stated that the special commission would be instructed to evaluate all available information concerning the subject of the inquiry. The Federal Bureau of Investigation, come up, pursuant to an earlier directive of the President, come up, is making a complete investigation of the facts. An inquiry is also scheduled by the Texas Court of Inquiry that's kept proceeding. Thank you. Convened by the Attorney General of Texas under Texas law. Paragraph, the special commission. The special commission. We'll have before it, um, helpful evidence, uncovered by the FBI, and helpful information available to any agency of the federal government. The Attorney General of Texas, and also for cooperation, all federal agencies and offices are being directed to produce services and cooperation. The commission will also be empowered to conduct any further investigations, and it means that the President stated that the investigation is now underway by the FBI and others, together with the report of the special commission. Make sure that all aspects of the investigation and murder are known, and that the public is fully informed. Fully informed. All right, sir. Thank you.


What's up everybody? Jason here for jaspyscasebrakes.com 2021 Pinini Mosaic basketball just sold out This is a three box hobby break two random teams each number four the last three boxes of the master case again guys 15 total spots Everybody gets two random teams in the NBA remember no veteran common ship, but everything else will and of course We sold some spots straight up six straight up from Kevin to Ryan to Nick to Andrew Thank you guys and then from Robert all the way down to Steve Birch I should say right here because we doubled up your names Got those in a pack filler for a fraction of the price. So Let's roll the dice. We'll randomize goes for names and teams four and a three seven times. Good luck one two three four five six and seven Seven times four and a three Steve Birch down to Steve Birch As in his name Philip to know or I say shoot pronounce it that way or you're just trying to make a joke because it's not a habit anymore four and three seven times one two three four five six and Seven four and three seven seven bowls down to the Detroit Pistons All right, so Steve Birch you have the bulls Kevin you have the pelicans Robert with the Rockets Kevin with the Pacers and 76 Was Robert with the Celtics Rumpel Josh with the Spurs Ryan K-Song with the Kings Terry with the heat Ryan with the Thunder straight up Josh Raptors Kevin with the Knicks Robert with the Clippers Steve with the magic nixed over with the Jazz Steve Birch with the Mavericks Terry with the T-Wolves Nick with the Bucks Andrew with the Nets Steve with the Wizards Kevin Better thing with the Blazers next over with the Nuggets Steve with the Hawks Knicks over with the Hornets Andrew with the Grizzlies Steve with the Cavs Robert with the Lakers Kevin with the Sun Steve With the Warriors and the Detroit Pistons. I'm a little slow right now, Jack I'm a little sluggish Plus my eyes All right, so I'll give you guys a quick minute for trades Quick minute for trades Again guys, I would love to try to end off the night with some hip parade with that multi-sport edition We're done a five left and just 20 left in a pack filler. I know it's a little pricey a 200 spot, but again If you do get a hit you're definitely making back your $200 investment You know, Danos wearing my number 24 for Alexander Frolov, which looks really nice Just want an obi-toppin, please. All right, I'll get you an obi-toppin. All right They may actually go get a little shoebox. I don't need all right Cooley. Oh Oh Two on one, baby I'm sure the glove gold guitar come on man All right guys lost three boxes around in teams. We put a little RT right there. It's there. They're the retro Nice, it has a little twist over the Chevy logo. I think the Chevy logo is a light Instead of it being like silver silver. I believe it's just there's something different about this jersey compared to the rest But that's a retro look though for sure campaign Anthony Davis USA CJ LB Yeah, the Chevy logo silver instead of it being like a dark Isis stew or little beef stew Well, Detroit Steve Birch Overdrive LeBron James And we got a ball ball number 299 Blue chips little Peyton Pritchard Weissman Vince Carter silver cure Louis jr. And Cole Anthony Yeah, no, it is a bit different though. I just seen it right now again They're exactly identical minus the the logo instead of it being like that darker gray darker shade of gray black It's like silver, but yeah, I want to buy one of those jerseys actually they look really cool Kind of cool they have white gloves to watch the evens air nasement on the echo Lamello True rookie right there on yacka shake Melton and a swagger Yolk it's Coral Killian Cole Anthony Mike Conley little pink for the Utah Jazz put her next over Jen Smith silver Tim Duncan and a James Weissman blue chips White parallel numbered one out of 25 Very nice very nice color in this box, and we're gonna end off with a straight fire For Andrew the Nets there Kevin Durant Yeah, the font's a little different to you All right, so there you go a little amines Isaiah Stewart was your autograph blue chips white out of 25 First box in the books next Like that's gold Looks like it was gold, but then again, it could be that straight fire Pressure the chew a little Anthony Edwards red Very nice blue chips Puckoo Center stage little Yanis onto the combo and a blue Tyrese Halliburton for the Sacramento Kings going to Ryan C 25 out of 99, and I think that is the true rookie Yep, very nice John Morant LaMelo base And I know you asked for OB topping Kevin, but you're gonna get an Emanuel quickly We're finally getting some better rookie autographs. I feel like the first handful of breaks They didn't have really good rookie autographs and so far beef stew and now Emanuel quickly There you go nice boxer so far James Weissman and a Zach Levine. I think that is gold. Yes nine out of ten gold montage For the bulls going to Steve Birch. What a great box Emanuel quickly Tyrese Halliburton a red James Weissman USA Wow, and we have a stained glass coming up. This is a box. All right This is a box and it's Anthony Davis stained glass for the Lakers Robert Rumkel There you go, buddy What a killer box and we're still like halfway Pat Williams red rookie Straight fire Tyler hero Paul Mills app Pink number to 49 blue chips maxi another maxi introductions Hey, Richard red NBA debut and a swagger Russell Westbrook Solid solid salt I'm past my core suit. Sorry about that cats Steve Birch All right, so here was the second box again some really really nice stuff a couple of red rookies Then we had to stain glass the gold Levine quickly in a halibur in blue Some really nice colors there. All right guys last box mojo. All right guys So once I get done with this right now in about 10 minutes That'll leave us a good 30 minutes or so to potentially fill up any of the hip break break But it's baseball or basketball or you guys really filled up both. I'll stay extra and do both The multi sport and the baseball, but of course just try to get one of those done At least tonight before we call it Richard Patrick Williams and a Mason plumb Detroit one of Steve Birch maxi silver USA halibur and Sabonis we're gonna get some nice type of color here, right? I feel like there hasn't really been much besides the autograph so far Paul George a little blue for the Clippers Robert uncle It's a 99 Stepping Curry man of mastery Josh green silver and a jammer and stained glass for the Grizzlies That is going to Andrew and the Grizzlies Nice last two out of three boxes to have a stained glass and a center stage Our autograph wasn't the best, but we did get a stained glass. All right. So here was the last box guys Plumlee Lamello Paul George color Jammer and stained glass center stage Tyrese maxi overdrafts the bonus introductions and a Josh green silver So really appreciate you guys. So we ended up dig. We ended up getting two stained glass They gave us John Moran. We got a gold Zach Levine Manu quickly autograph Halibur and blue Anthony Edwards silver USA Isaiah Stewart overdrive LeBron James James wise been out of 25 And some nice other parallels and rookies guys, so really appreciate you guys This was break number four. I'll see if we have more of this. I can repost it up. Jasper's case breaks calm


What is going on guys welcome back to the channel and I appreciate you being here today I am back at it with another video like I said people as soon as any info or anything And for related drops, I will have you covered here on my channel Now the following info was put forth to me by my power my life crisis who is also planning on covering every speck of info There is an anthem so you should definitely go and check him out and show him some loving His channel can be found linked within the video description So the image we were about to check out was taken from a recent Anthem milestone review and the image was taken by Alan Baxter Who is the Bioware production guy who has a passion for video games according to his Twitter This what we were about to see was actually taken I believe as a tease on behalf of Bioware into the world of Anthem because we can't really make out exactly what it is But it's enough here to definitely get us interested now the image you can see on screen now Like I said, it's quite hard to make out exactly what it is, but we can speculate for sure That's what we do people So what can we see here now? We know for sure it states chart of exploration And we can see what looks to be kind of like an orbit view of a certain amount of planets Maybe these planets were able to explore. Maybe that's what they're there for We saw at the end of the original trailer from E3 like a portal kind of thing which takes us I believe two different planets Was this confirmed? I kind of remember it being confirmed that there will be multiple planets this Adds that speculation. It really does now What's most interesting about this is the kind of node things under right here now I'm guessing they are nodes, but they could be or mean anything But because they are showcased next to what we believe here is a orbit view of said planets We are able to explore these could be a certain number of activities We have to do within a set planet now. We know the game for sure is a looter shooter We know we can explore things We know we are javelins who are able to customize our players beyond what we've seen elsewhere What if these node things we see here are set activities within each planet offering sources of new Customization for our individual characters. What if these are paths leading us to an end game What if these nodes are set missions and quest lines for each individual planet? We do get to explore I mean we can keep going and keep going these nodes could be anything But they definitely do with part of the game and because like I said, we've got this planetary orbit view It must be something to do with said planets So yeah, even though we don't know what this image means and what these items portray We know they have something to do with a core game Problem is from this image. It's hard to speculate and even though we do speculate It's still speculation meaning we are kind of guessing as to what this is or what it means for us as and from fans I've tried my hardest to get this image looking a little more sharp so we can make out What these tiny little images might refer to but honestly, I can't get it looking any better than the one we see on screen now Now a few to do to took part at this event have mentioned that news is coming pretty soon That news you guys will obviously find here on my channel So if you're new around here and anthem is what you are interested in be sure to subscribe Anthem is definitely the way forward people and I do have high expectations for it I mean as you guys know, I'm a destiny youtuber so to speak destiny is my game at the moment It is the game I play most and enjoy covering but the moment I saw anthem I was hooked it basically seemed to have the best parts of so many great games all rolled up into a single game Yes, EA partly directs and create the game and this too many seems problematic But to me personally, I believe EA being the multi-million dollar company is have definitely learned to respect us first and Deliver on our best interests. They tried to take the root of game development and making money with Star Wars Battlefront 2 The community wasn't having any of it and cause an uproar Something which led to Star Wars although a great great game becoming one of the worst rate games of the past few years People search reviews of the game and they are spammed by reviews stating its ruined by Michael transactions Even though EA seemed to have sorted the issue within the first week of the game's release It still took a hold and in my opinion ruined the game as a whole It could have been one of the best first-person shooters of the past few years for sure the game in my opinion is amazing It's just been burdened with EA's mistaken grid and for this very reason. I do believe anthem will be a success I don't believe they'd even try and incorporate a system as such even remotely similar to what we saw in Star Wars Battlefront 2 EA stupid. I honestly don't believe they can make that same mistake again Well, it's hope not anyway anthem at the moment seems like a promising game again run by developers No doubt taking interest in the mistakes of other creators making games out there and being sure not to incorporate them into their game And the mistakes being made by certain game developers are pretty big too anthem couldn't be a game Which brings back hope to console games and for that very reason I am super hyped for it the game seeming looks promising and what we've seen so far Leaves me with high expectations. I pray and hope and from an EA and by the way deliver and on that note guys I am out. Hope you guys enjoyed the video Let me know what you think about this image down below within that comment section Let me know what you think it could be. I hope you enjoyed the video. Thanks always stopping by and hopefully people I'll see you on that next one