Tervetuloa, kaikille. Tällä kertaa, että olemme katsottaneet remote control planes, ja miten näitä on puhuneet tai muistaa komponentin, kuten Konectivityt. Ja tietysti olemme katsottaneet mitä se on ja miksi sinä olet katsottaneet niin kuin tämä. Ja sitten olemme katsottaneet yhdessä kertaa, että miten tehdään asioita. Olemme Jussi from Mirantis working mostly with our K-Zero's Cube distro. Hi, my name is Mod Kazem and I am working by Cubermatic and mainly working on cluster provisioning, cluster networking and life cycle. Glad to be here. All right. So as said, the kind of outline for our session is focusing first on what we actually mean when we talk about a concept called remote control plane. We'll have a look at a couple of different use cases. Where would you actually want to do something like this? And then what are the building blocks and concepts in Kubernetes and other components that you can actually kind of pull this off in a way. And of course we'll have a bit of kind of a history lesson too that what has been there and what is there now in Kubernetes. And a couple of real world integration examples on this. Of course as always we're standing on shoulders of giants here. So we're us as two we're not really the sort of inventors of this stuff. Mainly like more like happy users of what the community is building. What we wanted to have this sort of a talk is the main thing is that there's very little documentation and knowledge on this topic. So we want to raise the awareness that you can actually do something like this. Whether it makes sense for your use case or not that's a different discussion. So basic kudos to the all the original inventors and people that have been working on the different caps in the past and to make this actually happen. All right. Okay. So as what you say already spoke about we're not going to dive into the whole technical background of how we achieve things. So usually a Kubernetes cluster just looks like this. It's a master control plane component. It's a node and you have other worker nodes as well. Where you have your API server or the whole control plane components deployed on the same node and then your worker nodes just keep talking with that guy. Now this was working, still working. It has as what we say we have a bi-directional connection between the worker nodes and the control plane nodes. It's unrestricted so they can speak whether that's a requirement or not. It's fast since again there is no a lot of restriction in there. Reliable of course and secure. And often node local or you have they are on the same layer. Two networking probably and nice things are working. Everything is okay. Sorry. And what's really this whole is all about about remote Kubernetes control plane where you have the control plane components being running on a completely different probably data center or different node out of that subnet and use and those are quite hard to tweak and play with. It's really not that easy to have your ping pong connection going through your worker nodes and the master node or the control plane components. You need a lot of moderation configuration of tweaking and with that we have quite few challenges such as probably one direction since you have you will have some nap going between your control plane components and the worker nodes. It could be very restricted because again you might be hooking into a different network so there should be or I assume there should be some firewall rules and whatever load balancers that you were speaking with. You have a smooth connection in there. Slow of course latency as we said could be on a different data center, different subnet could be here in the US and your worker nodes are in Europe. Not sure if that's a wise idea but who knows. Hashtag itch. So let's reliable of course again network partitioning could happen between your worker and your master node. Probably insecure because there are a lot of plumbing between your worker nodes and your master node component. And of course that everybody don't like. I hope that don't like that there is a possibility that you are doing things over the internet and if not probably going to do a lot of tunneling into that guy. Exactly. So what kind of use cases that we are looking here at where you would like to go for remote cluster instead of just being a very happy user with these local cluster we spoke about in the beginning. So to begin with you have of course this the trust or so to say the segmentation where you have like the control plane components being on a different data zone or different data center where your worker nodes are. Next we have also like of course you need to do a lot of configuration and plumbing and this could be actually also something that where you isolate your control plane components away from your worker nodes so whatever happens there you're still safe in a way. It is also human error, I mean less human error because usually when you have those control plane components being somewhere else then your real work is being carried out when your worker nodes probably human wouldn't be or users in other words normal users wouldn't be able or shouldn't be able to get access on your main components or control plane components that easily. In addition to that you have also as I mentioned earlier the Kubernetes edge use cases where your workloads or apps that you are running is on a very very remote cluster meaning that it could be in someone else's house or in someone else's garage, car, you name it. And of course the last but at least is hybrid cloud the thing that hopefully everybody is now aware of where you might have some connections to the cloud providers but still you have some kind of somewhere dark where you still run your physical data centers and you like to achieve this kind of hybrid model where you have, things are on multi-cloud and other things on your data centers that gives you a lot of flexibility. And this is exactly what we are looking at in this image here. What we see here as you can see on the left side you have your control plane components being deployed somewhere and your workloads are completely isolated could be running really far away from where those control planes are and they could be even like co-located meaning that you could have one node or one cluster where your control plane components for different clusters are being in the same place. Of course you should have then you should take care of namespace isolation, things like that and for you, you could, if you are building a multi-tenancy application here and you would like to get a grip on your control plane components of course and clusters, you could come up with a very nice architecture where you can operate and run hundreds or even thousands based on how your initial architecture scales. Of course with that you have HA because eventually what you have on that isolated thing it's your game, it's your playground so you can really scale up scale down based on the demands that you have and of course you have the very same control plane experience across multiple clusters meaning that there's not too much context is being given to one cluster to another, you treat every single control plane as the same and you leave whatever that has to run on these clusters for the users and of course if you have you need some orchestrations for these control plane components and if they are existing in the same place and you have your controllers for example in one place you could easily operate in that without any, I hope, slowness or latency because you're probably speaking to the same edge to the same end point of course could be like more a lot of specifications into that and eventually it's Kubernetes as a service it's just, you know, you don't need to let your users think a lot about the control planes, think a lot about the Kubernetes is not that easy probably you know that already, networking is not that easy so you need to try to surround these bottlenecks and these obstacles as much as you can otherwise yeah have fun alright, back to UC alright, thanks so why is all this like a challenge I can run my APS server, schedulers all the control plane components I can run it on one box and then I can have a worker that connects to the API right what's the challenge there so the APS server actually has to talk to the in cluster components in many different use cases so when you want to do something like QPCDL, logs XYZ the API actually calls to the cubelet which then talks to the container runtime so API needs to be able to talk to the cubelet but remember previous pictures we had some NAT layers or firewalls in between so API just cannot do that in those test days there's few different use cases where API server expects to be able to actually communicate with the cluster network to, like service IPs pod IPs so when you do QPCDL proxy the API actually takes a proxy connection to the pod or service IP admission controllers which API will be able to call with webhooks which are on the cluster network so it's really this kind of from the API to the cluster communication that is the main challenge with these remote control planes it's not the part where you run the control plane itself that's super easy or well it's still Kubernetes so looking back in time which is always fun there actually was something for this specific use case built in the API server in the past so the API server actually supported SSH tunnels in the past but that was deprecated on version 1.9 for various reasons and after that there's been people like us for example building the same or similar capabilities using various different custom solutions like OpenVPN tunnels or some other other networking gimmicks, let's put it that way but then luckily there was as I mentioned we're standing on soldiers of giants here so there was this KEP 1281 was born in spring 2019 and that's really the kind of foundation on the actual solution and the kind of architecture building blocks that we can utilize nowadays to kind of punch through the firewalls network segments and all that stuff so basically the KEP 1281 lays out the architectural components and concepts how we can actually route these API server to cluster calls and different use cases via something that actually makes it work in these use cases so one of the concepts in that KEP is defining a concept of egress selector on the API server so it's essentially a config flag plus of course YAML so basically this egress selector on the API server side acts as sort of a routing mechanism that when the API server in these different use cases wants to talk to the cluster or to some other external components how do we route that call that it actually can reach the cluster whether it's a pod or whether it's a cubelet or whatever it is as you see in the YAML config example you usually have something the routing the proxying component running kind of as a site car is set up for the API server so the API server actually talks to a local unique socket and then there's something behind that unique socket that then routes the call towards the cluster there's various different types that you can configure for the egress selection so when you're having a type called cluster we mean when API server wants to talk to pods wants to get logs from cubelets when you do proxy stuff and those sort of use cases HCD well that's kind of obvious when API wants to talk to HCD you can actually route that even through this egress selection mechanism and then for the control plane you can configure how the API talks to admission webhooks admission controllers so essentially like our title says it's connectivity so connectivity component is kind of born through that KEP so the KEP is like many other KEPs in Kubernetes it's kind of laying the architectural foundations defining the interfaces how things work and it's really the same here too so the egress selection and how the API talks to the unique socket that's like the interface you can have basically anything behind it but connectivity is one of the SIG projects which is kind of the sort of like the reference implementation for this whole thing as far as I know it's actually the only implementation but still and I wouldn't want to write one on my own because it's actually quite complex if you look at the whole thing alright so how does it actually work and how do we punch through the firewalls and NAT layers so in this case when we use connectivity so it's divided to two different components a connectivity server and connectivity agent so the connectivity server is acting kind of like the routing logic kind of as a sidekick to the API server so the agent is running within the cluster on the worker nodes whether it's a demon set whether you run it as a deployment there's options and the agent actually opens up a connection to the connectivity server now we have a gRPC tunnel that we can use now when the API wants to talk to say to get logs of a pod API server talks to the local unique socket and behind that socket we have the connectivity server and now the connectivity server knows that okay I have this agent connected to me and they have an open gRPC tunnel so we actually use that tunnel to call to the agent basically saying that hey we want to get logs from this specific cubelet or well it doesn't actually say anything about logs but it basically says that we want to connect to this specific cubelet on this IP address so in a nutshell it's pretty much like reverse tunnels I bet many of you have used those in the past to fancy tricks and all of this is going on top of gRPC so it's secure because it's on top of TLS of course and it's actually in my first impressions it was actually even quite fast I was thinking when we built this it's reverse tunnels on top of TLS on top of gRPC oh god it must be slow as hell but actually it's pretty pretty slick some real world examples as you have already seen what Yuse showed the stack is quite interesting for the whole networking with that at kubermatic we leverage how connectivity do things and what you see over here is a true multi-tenant architecture that we run every day where you have on the right side these blue boxes that has user clusters those are simply a Kubernetes clusters that only run node applications so workloads these clusters there will be no node that's being marked as a master node all of them if you end up with a 3 node cluster and you do the usual kubectl get node you will only see 3 node clusters and none of them is actually marked as master because none of them are master what we do instead is on the left side we have these seed clusters we call them and there in that specific cluster we compact and collocate collocate the control pane components namespaced with all what you need it is completely isolated from what the user the regular user is seeing there is no way that they could communicate and see what's going on in that control plane namespace because it's already on a different clusters and of course there are a lot of RBAC rules for example you have a lot of network isolation so it's not really easy if you end up with a kubectl for the kubectl cluster on the right side for you you won't be able to see how these pods for the control pane components pods for example looks like they're not there, you only see what it matters to you you only see your applications your workload and this is exactly what we are doing we are leveraging connectivity on the left side on the seed cluster we actually inject the API alongside the API server the connectivity agent and there is a connectivity agent running on the on the right side on the user cluster side what happens then when you create a cluster we have some certain controllers that take care of the control plane are in place now all the components are now and then we spawn the machines machines gets worker machines only gets what they need and then user connectivity the agent for example receives a request it finds the right one as what you already mentioned and then the connection between kubelet on the right side and the API server on the left side will be there and what is quite interesting about this you don't have to run the connectivity agent on each node these nodes they would know each other they are observing about each other and they can forward the traffic or route it from one node to another very actively and a lot of observability is being induced so this is exactly how our so to say multi-tenant slash co-location for the control plane components work again right side user clusters or clusters in general there are no control plane relation there is like they are not there when you try to list them and this is a very real world scenario as what you already mentioned like in the past we only had to fiddle a lot with a lot of different applications for example openvpn server where you needed to manage this, manage that and run an openvpn client on the right side it was like a whole mess for us for us we really wanted just to have a reliable connection between the api server or between the control plane components and the worker nodes and call it a day it should be of course reliable, secure, fast and this is what we experienced so far with connectivity and that's why we like it on the left side as you can see also you will see a lot of containers like 35 containers that were only there for connectivity that's all, you need these containers to have connections between your worker nodes and the control plane components which was too much for us but on the left side down you see the openvpn client that eventually will connect and if you I mean openvpn server that's yeah, openvpn is nice but if you do it on that scale very automated sometimes it could be really hard to debug and know what's going on of course never to mention a lot of IB tables rules that we have to introduce to make that on the right side you see the happy path where we use connectivity we have one connectivity injected into our control plane component part up on top and on the lower part you already see that yeah we have only like two agents two pods, those are node demon sets they don't have to run on each node so you don't have to worry about having like 100 of nodes and taking care of agents being running on each one of those this is not the case here and all that done beautifully like the connectivity that you have between your API server or control plane components in general and your worker node is being smooth and secure as possible alright and there's a lot of similarities of course what I've been working on is the K0S distro and in our case we really built connectivity into the picture from day one and for us one of the main driving use cases actually was not this like network segregation or anything but the fact that who are who can deploy stuff on masternodes so if you take your traditional QBADM setup cluster where you have actual masternodes and worker nodes how do you control if Joe can deploy stuff on masternodes there's no R back for that yeah of course you can throw in some OPA gatekeepers what not but should you have to do that in my opinion no so that's why we landed landed on having connectivity in the picture and sort of as an added bonus we got the ability to have this real network segregation and that really really enables some super super interesting deployment scenarios where you run your control plane in a location X and then the workers are somewhere deep down in your bunker and it's enough that they just can call out to the control plane and everything works as in your traditional QBADM cluster that's super cool we actually manage the agents as a demon set to have also high availability for the connections well of course there's no solutions without challenges so as I mentioned and what we're actually giving this talk is lack of documentation and lack of general knowledge that you can actually do something like this the agent setup for the connectivity server and agents is actually a bit tricky how they if you have multiple agents and multiple servers each agent has to have a connection to many servers of course otherwise it's not AJ so it's like M times N issue so that's bit of a tricky topic debugging things is bit hard because there's something in between the call now so you can't do like TCP dump at least that easily on things and then when the connection tunnels are not working as expected you can't do something like QCDL logs the errors that you see on your CLI are super super weird you're not gonna able to figure out that it's actually somewhere in connectivity unless you've seen those errors too many times as I have it's like shooting in the dark so to say and also what I encourage everyone who's interested in this join the SIG that's maintaining this just there is a true lack of contributors so we're trying to do of course our best and but it takes time to land PRs and fixes and all that so join in and help all of us alright there's couple of minutes for questions and I guess we can hang around in the hallway after the talk thank you for sharing your knowledge is it possible to apply this principle to distribute the controllers of the root cluster I mean in this scenario the root cluster is the single point of failure can we use the connectivity to extend this idea also to the controllers thank you we can maybe quickly go back to the slide but let's try so what we have over there as we call the root cluster this is actually a component that would keep things sink down like from upstream to downstream to those seed clusters so it's just if you are not able to speak with the root cluster for some reason maybe it's not available I mean eventually it's one cluster as you already mentioned the real active work so the heavy lefters isn't the root clusters are the seed clusters so the seed cluster this is where your components are going to be co-located usually how we treat those you have like a seed cluster with multiple data centers across I don't know maybe multiple cloud providers as well and then what happens is when you lose access for the root clusters because in general when you access root clusters you will be accessing the seeds based on a lot of authentication authorization and if you lose access to that you can just simply connect to that seed cluster because by the end it's a seed it's a Kubernetes cluster that it has its own kube config and then instead of doing it from upstream to downstream you can just do it downstream like right away hook into it and then see what's going on over there so this is like the model that we kind of think makes sense for that so starting with the open VPN implementation and looking towards the connectivity implementation is there a migration path there that you were able to achieve or look at was it tear down the old clusters and the new ones just get connectivity I think it's pretty much tear down and build again I mean there's no there's no real kind of Kubernetes or any configuration in the API server that you can say that okay you have an open VPN tunnel here so you have to build it yourself so you have to rotate your machine at some point yeah this is pretty awesome what are the strategies that are in place or what are the thoughts on how to make this easier for dynamic environments things like API server pods changing or yeah bouncing around and having new IPs that you need to configure with all the agents yeah alright so that involves something kind of sort of an external load balancer general from Kubernetes point of view so in normal case you configure the agents to talk to a load balancer and basically the connectivity servers you configure that okay there's three servers running so what happens in the agents and this is why I said that HA is a bit tricky so what happens in the agents is that they connect to the load balancer and they take as many connections to the load balancers so that the load balancer does unique connections for the agents so it's kind of like a brute forcing the HA connections gotcha okay and then one other question is there plans to do this bi-directionally as well things like going from the Kubernetes service inside the cluster okay is that in plans or where is that as well there's an open longstanding open PR on doing the tunnel like so that the agent opens up the API port on the worker node and then goes through the same tunnel it's in the works but as mentioned we all can help to make that land and help in testing it and all that stuff can help also actually we have a question here okay one last question we are running out of time and I said I can hang out in the hallway if anyone has any more questions or wants to thanks actually which SIG sorry? which SIG would we engage with special interest group it's a SIG called SIG API server proxy okay something I should have had it and then the real question was what what breaks with this like things like service meshes and Submariner and other funky network stuff does this still work or do I limit myself by doing this I don't think you're limiting yourself at all doing this in what we've seen in K0s use cases what usually is besproken is the HA connections load balancer having wrong creation to have sticky sessions or something and those sort of things which are pain to debug yeah same here for us as I said you could run hundreds or maybe depends on your main infrastructure eventually the underlay and overlay infrastructure scales but mainly what we saw that the agent and the server of connectivity they run smooth as long as they are satisfied with the resources and I don't think that they need a lot of resources as we said some cases you really need to have as what you said already said a lot of redundancy like demon said running on all these notes and other cases you only need for example one deployment and you call it a day and with that as I said we are running this in production so this is a production this is not some kind of POC or demo and so far it has been working multiple clusters, multi cloud slash bare metal alright thanks everyone for joining something new


So I think we've touched upon most of what I wanted to ask regarding vocational training regarding how it's going to affect the socially marginalized communities. So can you, but on ground when it's implemented, what kind of repercussions would it have? You said about commercializing education, can you elaborate a bit more? Yes, see that ABC is the best, it is the tool. Say what will happen, the ABC allows the students, the learners to take courses across institutions, across states and as an extended version across the seas in different countries. That is the fundamental idea of internationalizing education. So what will happen, say let us take first domestically and then we talk about international service. So in this country, if you charge per course instead of per year or a semester, what will happen? Who is going to regulate the fees? Even today, the regulation of fees in different states are as decided by the market force. I mean the private educators and they are part of the game and government has some representatives they discuss, they decide the fees. And like Maharashtra, Tamil Nadu, many states are following that. But per course, how will you charge? There are millions of courses which demand, some courses demand more practice based and which incurs a lot of materials and cost and some courses not. And then millions of courses are there, not just thousands and thousands of domains are there. How are you going to decide the cost of the studies per course and who is going to fix it? So eventually it will be left to the educators, I mean the institutions. Mostly now the private institutions are dominant and they have already taken a chunk of enrollment from the public institutions to the private. Like I don't want to name any institutions, you know in Tamil Nadu, even in other states, dominant players are private institutions, you know what it is. And they have the market power and they have marketing muscles. Through that they will reach out the students, attract the students, brainwash them and they are going to pay huge fees for per course. And eventually it is going to become a multi-trillion, maybe multi-billion dollar industry. So it is commercialization, it is commercialization, centralization and it is communalization. So in that way the ABC has another fallacy is that say it can be done only through online and if it is only online is practically feasible, then the cost involved in online who is going to bear. And most of the students who cannot get high-band connectivities cannot get these courses. And the accessibility in taking the courses in top-notch institutions is another problem. But beyond that the cost involved through online is another impairment. And they are going to pay per course and they are going to incur cost on the connectivities and other resources involved. And it is a commercialization anyway. It's a full known commercialization. Normally most of the people cannot afford. The other consequences, the repercussions you said about the skills and the knowledge as required by the 21st century, what is that? The 21st century skills are not the traditional skills and knowledge that we in contemporary times we groom our kids. See the issue is the consciousness, the human consciousness and the judgmental capacities and their emotional intelligence matters more in 21st century than the operational skills being taught now. So that means we are looking for new competence, new skills, new knowledge. You think that these online ABC and all these value-based education is going to impart this? Cannot. Because unless it is left to the educators, I mean the academic councils, the experts really doing education service, it cannot be done. So that means that the major flaws in this process is we are going to be highly backward and highly uncompetitive in the 21st century and this is going to affect the economy and livelihood. Another issue is when you will have a livelihood increased or improved only when you are productive with your knowledge as a part of, as a unit of your society, you have to be productive, knowledge productivity only takes you to identify new avenues and do new experiments to create your livelihood, new livelihood opportunities because the production and means of production in the 21st century is taking us to define new occupations and new livelihood opportunities. For that education should be open-ended and it should give, it should be more democratic in nature. It should give more room for us to explore more and more our human endeavors. Say as a society I have a learning curve and I have a lot of experiences and drawn from thousands of years of the human activities I cherished and if I just lose all these things and follow the standardized knowledge and skills imposed on me and I am losing all my opportunities to increase or improve my livelihood. So livelihood gives occupations, occupations gives jobs. So these are the connectivities. So knowledge productivity once it is stopped, the society will not be able to increase or improve its livelihood and identify new opportunities for livelihoods and eventually there will be no jobs. So this standardized curriculum is going to directly hit the human evolution in this country and economic activities will be very much pulled back and eventually the country is heading towards the chaos both economically and socially. So I understand that to some extent it has internationalized the frameworks for higher education in the country. So isn't that good? Wouldn't it increase the standards? See as I always used to say that education is contextual, regional, situational. And one practice in some regions, one best practice of some regions cannot fit into some other regions. So in this way you cannot cut and paste any best practice. The best practice maybe it is best to European countries or to some other countries where they have experimented for several years. But if you just cut and copy here it would not work out because the say for instance in the United States the education is liberalized. They follow the pattern of liberal education. And they know how to, what is the limit and what is the dose up to which they can increase or reduce that liberal, you know, inquisitions in studies. Whereas in India, if you apply the same liberal education philosophies here, people will be construing them as something with respect to their own wisdom and with respect to their hidden agenda. So that danger is there. So that means if this is left to the society, it is better. So that means that you cannot copy the code to the best practices being followed elsewhere in any part of the world and justify that people are doing there. Why not we do it here? That cannot happen because one, even in European Union there are 48 countries subscribed to the framework. But they even 50% of them did not implement it till now after 20 years. So that means that it is not possible to standardize a system even within their own region. How do you copy those things? You look at the academic knowledge and skills that they have. They have segregated academic and generic. You look at that educational or academic skills and knowledge in our framework. It is something like, it's a cotton paste of European, you know, they call it as descriptors. And these descriptors, they elaborate it. Whereas in European Union, it is very generic and they have copied it and elaborated it and they have standardized more. So more standardization leads to less innovation. So that means that you cannot copy internationalization. And the internationalization, one of the reason is that India has subscribed to God's agreement in the year 2005. They opened up the higher education market 2005. But till now, no universities are able to come to India and establish their universities. Why? Because there was no law passed so far till now in the parliament allowing the foreign educators to establish institutions here. But one of the aspects of the God's agreement is, you know, exporting educational services across the without establishing institutions in the concerned country. So that means without their physical presence in India, they can export their services. How can they do it? You have to have ABC. They can easily export the service. And they have to meet the, they have to comply with the God's agreement. The World Trade Organization is pressing the government of India. You have signed in 2005 and you also have benefited from our trade agreements on many other aspects. Why don't you allow us to enter into education? That is the compulsion they have. And they could not directly allow them to establish the service here. So indirectly, they want to have a framework like this so that they can deliver the services having their presence there. So these are the consequences of internationalizing the curriculum through this framework. So we have a particular government party ruling in the center and they have particular ideology which is totalitarian, Hindu-majoritarian ideology. Does that get reflected in this framework? That is what. Actually, I have to go a little bit detail. Actually, when a nation state, the concept of nation state is about maybe 200 years old. And primarily the nation states, those who are in governance, took education as a public cause. And they were held responsible just 150 to 100 years ago to cater education. Only then people will be able to democratically, uniformly or equally get access to education. So that was the primary purpose that education was taken. The responsibility of education was taken by the governments. But now it has turned into a kind of tool that the nation state take education as a platform, as an instrument, to create citizens of pervicious and aspirations. So that is now getting reflected in the current right-wing government. That government is known for its own ideals, the Hindutva and Hindurastra and majoritarian approaches. These are all the symptoms of this government. This government cannot establish law. It is unconstitutional. If they implement the majoritarian approaches, the constitution will prevent them from doing so. So the only option is penetrating into the society and how to do it through a socio-cultural moment. And they are already doing it. They have their sister's organizations doing it. But since they are in the government, education is the best platform for them to implement and inculcate their ideals of majoritarian ideals so that they can create uniform citizens which are obedient to the nation state. Mostly you look at Mussolini or Hitler anybody and they also wish to create a kind of a nation state, a majoritarian nation state in their own countries. When they did so, they used education as the main tool. They did not use weapons and they did not use any laws and legislations because they could not make such kind of laws and legislations because their constitution also did not allow them to do so. So the only way, informal way, which does not require any laws and legislations is education because education is more informal in nature where you can easily inject your ideals and also students there from third standard to the age of 29 until the students study, until they complete their youth hood and they want to take over the youths and create a new citizen, a kind of a citizen. So that means that it is purely a plot, it's purely a plot to create a kind of a citizen citizenry that would further these government's wishes and long term goals. That's why they created the frame. This is enough. This is one great weapon enough for them to achieve their goals. You are saying any education framework should ensure that a student can study fail as well as succeed given another opportunity, but this framework does not have that. So what kind of repercussion would that have? See, not only this framework, you look at the early childhood learning that they are going to introduce in school education. Right from third standard onwards, they are going to have a kind of a so called public examinations like that, third standard, fifth standard, eighth. And from ninth onwards, the secondary school starts from ninth onwards, they have said they are going to implement semester based system. That means from ninth to 12, four years, eight semesters and eight public examinations. So eight plus these three about 11 public examinations in 12 years time frame students are going to take. Imagine the hardship involved and the filtration involved. The government doesn't want more graduates. They want more workforce, operators. Okay, no problem. Any country you go, there are more operators and now more workforces. That will be less, you know, graduates. But it should not be implemented in a segregated fashion, isn't it? The haves will have degrees. The have nots will be workforce. The haves will have honors degree, research based degrees. The have nots will not have. This is the partiality it is going to do. So the filtration starts from third standard onwards, third standard onwards. And then it continues up to the entry exit, multiple entry exit systems they are planning to have. So in this multiple exit systems, what is going to happen is that the multiple exit means it is not optional for the students. That is one side. They can also opt if they have no money or if they have any personal problems, they can just opt to leave out and then enter back. That is optional. But it is forcefully also sending the students out. If you fail, then you have to be retained, detained at that milestone and you have to get through it to pursue the studies until then you are stopped there. So that means there is a forceful exit also is involved in this framework. If that happens, what will happen? So that means that this system, this framework thinks that when a student fails, that is an end to him. He should not succeed. So education should primarily give opportunities to students to fail. I am not asking students, all students to fail. If they succeed in the first stroke, welcome. But in case if they fail, they should be given an opportunity to improve and succeed. So that is the very fundamental idea of education, the philosophy of education. Because failure means to them mark, if they score less mark, it is failure. Does it mean that they have less, they are less knowledgeable and skillful? Are they testing the other skills and all around learning abilities, learned abilities of the students by one single examination? Not, practically not. So you cannot consider a student just because he scored low or failed in the mark. You cannot just kick him out because he learned and he has skills and he also has knowledge, but only in this test he failed. You should give him an opportunity to pursue, learn more and exhibit his talents and abilities more. So all over the world, this is the philosophy. But in this country, never ever in the world in the history, you will see a framework sending the students and showing the exit door just because he failed. In that case, what will happen, that majority of the students is going to increase the dropout rates among the rural students and majority schedule class, backward class students, they are going to face a very big problem. That means that it is going to discourage the higher education and detain them and stop them from pursuing higher education. So you said during the drafting period, a lot of stakeholders were not taken into this process. The states were not considered a diverse set of educationals were not taken into the fold. What about the implementation? Would that also not be in a diversified manner? Would that also be in a very narrow focus? No, actually any educational interventions or initiatives aiming for good human potential should look into the diverse requirements of these societies, regions and stakeholders, which are very diverse in nature, it is known all over the world. Especially in a country like India, where the society is highly diverse in terms of culture, in terms of social values and systems and language and also the demographic conditions also are so much different. We compare Tamil Nadu with Bihar, the demographic conditions are very much opposite in nature. So in this case, suitably the educational interventions and initiatives should be devised in such a fashion so that it meets that requirements of that context. So whereas what happened that they are trying to standardize it, centralize it, make it uniform so that there is no scope for innovations or there is no scope for any tweaking or fine-tuning the system to meet the requirements of that particular region, of that particular society. So it is not at all possible. But the other question is, in addition to this, it is known historically and scientifically it is proved diversity leads to knowledge productivity. So you take Weygotsky and other major philosophers, they said that as long as more diverse groups are involved social units are involved in learning, it increases the knowledge or the understanding. So that means that the mental development of the child increases when it is exposed to diverse learning. So that means various social units, members from various social units are collectively when they are studying and that improves, gives an opportunity for the students to improve their innovations of creativity and mental ability that they call like something called the proximate development, the proximate mental development. So that means that diversity is very much important even for research and knowledge productivity. It is known. So this is trying to kill anyway. But they are saying that we have the power to do it. Do they have constitutional power and mandate to do so? Even constitutionally, they have no power and authority to do so. The reason is, in the list one, the entry 66 empowers the national state, I mean the national government to set standards and coordinate the things. So it is just a coordination and determination of standards. That's it. You cannot come and regulate it because this is 100% regulation. A common curriculum framework is a regulation. It is not just setting the standards. Part of it is standard. You can set it as long as it is generic and where all stakeholders are involved. And if it is open-ended, you can set that kind of a standard. Or you can set a standard like this is the number of credit, volume of credit for this particular course. You can set that. But you should not go into detail and create the descriptors saying that this is what you should learn. So this is a blatant violation of the constitution because the entry 32 in the state list empowers the state governments only to establish and regulate wind-up higher education institutions, not the center. So that means the federal, the union government cannot regulate the curriculum or the educational process. Only states have the power. So constitutionally also this is against the framework is against the constitution. They might say they have a scope in the concurrent list. But concurrent list is subject to entry 32 and entry 66. Entry 66 is the central list. Entry 32 is state list. So the concurrent list is subject to both. That means it must comply with both constitutional provisions. So in that manner, even in the concurrent list, they cannot use concurrent list as a premise to implement this framework. So you have said that this is not taking into the states along with the center. The state list and the center list are not both given the chance that they have to be given. So does it mean that this framework goes by the one nation, one language, one religion and one education policy, one education framework in that manner as if headed towards that? Yeah, this is the extended consistent activities that the union government plans to implement in India. So they have been following several laws and amending a lot of legislations and initiatives they have taken to make the oneness in this country in terms of society, culture, even the religious aspects are also involved. So they are trying to say that we are one country, one nation, so education should also be one. But the problem is we are of different nations. That is the problem. We are all of different nations because we have a different thought process going on in different regions. That's what I say that it is a notional nation. I call it as notional nation. Maybe it's a terminology, but it is nothing but that it's the collective consciousness of certain group of people or a society in a given region in the country. That represents their wishes, their consciousness and their culture and their value systems. And that is what I call notional nation. So that means that the nation, the constitutional nation which is driven by the constitution should limit its activities and initiatives within the purview of the constitution. It should not go into beyond that and create a kind of a society because the constitution doesn't allow the nation state to do so. So that means that this country has a different caste hierarchical systems and different communities and different cultures and lives and which is undemocratic because it is hierarchically placed. So in a given undemocratic society, the education should play a democratic role in extending its service, bypassing or demolishing the undemocratic system. The situations and conditions prevailing in this country. So that means that education and democracy both are related in such a way that more and more open-ended, free and democratic educational process you have, more and more democratization of the society will be happening because we are unequal and we are undemocratic. So the society itself is not able to recline its weaknesses, its unequal and undemocratic weaknesses itself for the past several thousand years. So that means that education at least should do its minimal role in attempting to incorporate all the diverse views of the society, the requirements of the society into its curriculum, into its educational service process. So that it will at least over a period of time will try to recline over a period of time the undemocratic or unequal conditions of the society. So that is the kind of educational policy, philosophy and system we need in this country. Certainly the country ruled by this current government with these frameworks and the national education policy 2020, in total it is trying to put its own majoritarian agenda into it and it is not taking into account the ground reality. So that means that it is against the people of the country, it is against the society and it is against the nation itself. So in that way this must be thrown out. Thank you. Thanks.


Leave me but the shoes on my peach and I'm willing to go out there and live on bread and water the rest of my life so it helped me God. I'll preach it if I have to preach it from the street corner but take not my holy spirit from me. Wow, I mean what can you say that's that's friendship with the Holy Spirit. Hello this is David Diger Hernandez and I'm joined by my good friend Mr. Stephen Moctezuma. Hello this is a reaction video to powerful ministry moments of Ms. Catherine Coleman. Before we begin make sure you're subscribed to Encounter TV and click that notification bell when you do subscribe so that you can receive notices when we put out new content. We release teachings and sermons on the Holy Spirit prayer spiritual warfare and such topics. We also put out videos that show the power of the Holy Spirit at work and of course we also feature the worship ministry of Mr. Stephen Moctezuma. When I was 13 years old I read a biography on Catherine Coleman and her life story greatly impacted my life. Not only have I been directly impacted by her life through her videos and audio sermons and books but I've also been indirectly impacted by her life through the people that she has influenced. Now I'll try not to pause it too much but I'll add commentary where I see it necessary. Let's get right into this. When it comes to the mighty third person at Trinity then the manifestation of his power then the gifts of the spirit more than the healing of the physical. There is a communion. There's a fellowship the one who takes the loneliness out of your life. You can trust him. Jesus trusted him and he knew then I've ever known him and I feel that if Jesus is sure that I can trust him. I can trust him to lead me. I can trust him to guide me. I can trust him to protect and to overshadow me with his divine presence. Such magnetism on this woman. I mean you can really sense a strong anointing as she's talking. Now I knew people who knew Miss Catherine Coleman personally and many of them told me the same thing they said she didn't pretend to be spiritual. She was spiritual. I think that's a powerful testimony and definitely you can see that coming through as she speaks. One day I just looked up and said wonderful Jesus I don't have a thing. Not a thing. But if you can take nothing and use it I offer you that nothing. I know I love you. All I can give you is my love. I'll give you every ounce of strength in my body. That's all I have to give you. To this very hour I have never forgotten for when I've come. There isn't a day of my life that I don't pray that same prayer and mean it with all of my heart. All I have is my love. You can use it. Take it.  All you see is this. Another person try to describe it. Don't. Then I know that's all you see.  I don't get where it is. I don't care how small or how large the auditorium. I have the size of the crowd. I die a thousand deaths. Okay so a couple things here. Number one Ms. Catherine Coleman spoke of the surrendered life the death to self. We so rarely hear this message today and I think it's important that we begin to hear it again. That was one of the things that she said that most impacted me. That she dies a thousand deaths before stepping on to the platform. It's all him. When she says Lord if you can use nothing here it is. I relate it to that. As I read those words in her biography I relate it to that. I would say Lord I don't really have any special talents. There's really nothing about me that stands out. So I can't offer you much. But if you can use nothing here it is and that certainly is hopefully a running theme in my life. The second thing that I notice and this is something that she spoke of often was all you see is the white dress. And I think I can relate in some ways to that because I feel like sometimes people see the cameras the lights the live streams they see the services and they kind of see you at your best for those couple hours a week that you're ministering. But people don't know what goes on behind that. They don't see the death to self. They don't see the struggles the trials and it's only Jesus who sustains us. I like to say that if it weren't for the grace of God if it weren't for the presence of Jesus in my life I would be a thousand pieces on the floor and truly I mean that. Steve anything you want to add to that? I think you can really see how genuine and how much love she has for the Lord when she speaks. She speaks I mean she speaks with conviction so it's a very powerful to see. All right let's see the next one here. Joe what is this?  You mean this is a little boy's wheel chair? Yes. He's so happy. I would have come to Las Vegas just for the healing of this youngster. How old are you honey? 11. Tell the people how old you are. 11. What's your name? 11.  Does nothing hurt? Doesn't it hurt? You mean it doesn't hurt. Okay take your wheel chair. You push it honey. Go on. There he goes. This is holy ground. Oh God love it. I want to see you're riding your bike tomorrow. Tomorrow he'll be riding his bicycle. So several things we can comment there. First of all when she says if it was just for you that I came to Las Vegas I would come I think she's being sincere when she says that she had such a love for people. You could see the love of the Holy Spirit beaming through her as she looked at the people. The second thing to note is that she would have medical doctors there to help verify the healings and I thought that was very powerful about her ministry. Now some people are of the belief that she didn't want her services televised. This was not the case. In fact she wanted to televised more of her services but her producers I believe over at CBS insisted that no one would want to watch a church service on television which is why we have so few of her services on camera. That was just a powerful moment though. I love the way that she kind of shows the people a little bit more of faith by having the little boy push his own wheelchair. Yeah that was great. I mean that's such a faithster that's just powerful. The little boy's face lighting up once he was healed tremendous. So Steve one of the things about her ministry that I pray is true of ours is that in her services the presence of Jesus would become real. She used to say when Jesus becomes more real to you than your sickness you'll be healed. And that's what the Holy Spirit does. He points to Jesus. And in those moments of worship you notice she's talking about Jesus she's pointing them to Jesus. She's trying to get them with the eyes of their heart to look at Jesus. And in those moments that's when his presence becomes tangible. Now we actually still use this song to this day in our services. You'll hear Steve singing it you'll hear me singing it. I kind of relate to Catherine Coleman a little bit there in that neither of us can really sing but we still sing anyway on the platform. Thank God we have Steve there in the services. Steve how many miracles have we seen in those services when singing that same chorus countless and there's something behind that song. I mean the simplicity and the beauty and the elegance of it I mean countless miracles. I think that's it the simplicity. You kind of just forget about having to memorize all the words and you're able to just sing it to the Lord. So you have tremendous anointing tremendous presence on those meetings you can see great crowds have gathered there. People would drive for miles fly in from across the country. They would pack auditoriums by the thousands and people still wouldn't be able to get into the building. So definitely that's the drawl there for sure the presence of the Holy Ghost. Cancer of both hips of the bone and that's her wheelchair. Is there no pain at all.  That's power as the fire the Holy Ghost these people for those who are new here they are not fainting this is the power of God. Understand it I don't understand it sometimes I think these old physical bodies of ours are just not geared for this much power. This is power believe me. Did you expect to be out of that wheelchair in this place today. No she said I expected to be in that wheelchair for a long time. So this is something we get asked about a lot to the slain in the spirit phenomenon. This is simply a temporary physical reaction to the manifested tangible power of the Holy Spirit. I can't really explain to you why people fall over but we know it's the power of God. People experience his presence to such degrees that they're unable to stand. It's a real phenomenon we've had people in our meetings that come up on the platform go out under the power and then when they get picked up and I asked them what they're feeling. They're looking around going I can't believe this is real I can't believe this is real we had one guy get up and he said this isn't real this isn't real this isn't real. And yes it's the power of the Holy Ghost certainly one of those phenomenons that followed her ministry. I'm not afraid of Satan. I can use the same weapon on Satan that Jesus used. It is written.  I agree the Holy Spirit that's this anointing shall leave not to die Holy Spirit from me. He can take everything that I've got he can strip me of everything I believe in me but the clothing to cover my body. Leave me but the shoes on my feet so help me God. I'll preach it if I have to preach it from the street corner but take not die Holy Spirit from me. Wow I mean what can you say that's that's friendship with the Holy Spirit. One of her greatest fears was that she would grieve the Holy Spirit she so loved the Holy Spirit and that's my prayer. You and I would be friends of the Holy Spirit that we would know him that way we would love him and honor him. Katherine Coleman left a powerful legacy as you can see you can definitely tell that there's something on her and it's the Holy Spirit. And I think she paved the way for many people to know who he is and to understand his power in a real tangible way. And I think that's such a powerful thing she's she's a legend she is one of the things I rarely talk about is the dream I had of Miss Katherine Coleman. In my dream I was taken to her office I'm standing outside her door I see her name on the window of her door. And then when I opened the door I saw Miss Katherine Coleman standing there with her back facing me she was wearing that beautiful white dress. I looked around the room I could see books I saw a typewriter.  And she simply said Dave how are you and she gave me a big hug and the moment that she wrapped her arms around me I felt this intense heat come over me. I felt currents of electric power pulsing up and down my being. And then I woke up. I don't know what to make of that dream but I thought it would be interesting to share. Well that does it for this reaction video to powerful ministry moments of Katherine Coleman. Don't forget to subscribe to EncounterTV on YouTube click that notification bell when you do subscribe. As I said we release teachings and sermons on the Holy Spirit prayers spiritual warfare and so much more. We release videos of the power of the Holy Spirit in action. We also feature the worship ministry of Mr. Stephen Mock the Zuma. You can also follow us wherever you're watching us. Until next time remember nothing is impossible with God. 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PowerPoint. And you can read through the background in terms of the importance or the relevance of the assessment tool. I will close through it in detail. What I'd like to do is demonstrate the three different tests and how they work with ASL language acquisition in terms of the assessment. So you will hear of the three different tests that I will be referring to. One is the ASL chronological awareness test. The second one is the ASL receptive skills test. And the third one being the ASL expressive skills test. So you can see the slide on your screen. I'm hoping that you're following along here. I will expand on each of those tests. But the important piece for me is to share that all three of these tests are done on a conflict. And all of the tests are done on experienced researchers, teachers, teachers of the deaf ASL specialists or ASL experts. All three are done on an individual basis with one person at a time and take approximately 15 minutes of protest. And again, the children access these testing materials through the computer. For the three tests, these were developed to fill in the gaps for teaching strategies for bilingual programming. When we look at ASL language acquisition and literacy development, these three tests will provide the necessary information for teachers. We have standardized tests out there and have for years and years that are revised and updated on a regular basis. However, we've never had anything sufficient or equal for ASL language assessments. So this is where we're coming to the field. This is the first of its kind in the world. These three tests that we are bringing forward, they are standardized norm reference assessment tools. And I will explain each of them individually. When we look at a delay in first language acquisition, we know that it has a detrimental impact on learning. Both in later years and following years in addition to literacy development. So these assessment tools will measure, report, and support teachers in their methodology when working with them. And it will also assist in developing appropriate programming to meet the needs of the children that teachers are working with. We look at age appropriateness for ASL acquisition within our testing assessment tools. And so again, these tests will support teachers in the classroom. The participants that we've had in this testing design, the students were between ages of 4 to 13. And often the questions that they were asked that are asked is, can we use these assessment tools after the age of 13? The answer is yes. So we look at using these tools for immigrants or students who are delayed language users. So again, these tools can be used for children that are about the age of 13. We collected data from various schools, large programs with high numbers of participating students within Canada and the United States. So it is a North America assessment tool and we have established the norms based on each of these. So I'll first focus on the phonological awareness test for ASL, which was the first one I spoke of. The ASL-PHE focuses on the child's ability to identify phonological features or similarities between sounds and what phonological relationships are there. So we look at these parameters being catching, movement or location. The test is broken down into five parts. So initially, for the person who is administering the test, they would log in on the computer and download from the database in a live session. So we're putting the names, the age of the student, the school, the student has parents who are deaf and so forth. Then we'll work into a vocabulary check. And so initially what the administrator is doing is checking if the child knows these particular signs. And we're not testing the signs that they know. If they don't know these vocabulary items for the vocabulary check, then you don't move forward with the test because this child would not be ready for the phonological awareness test. So we give them a few signs and if they don't know those signs, then we can try to work through that in that moment. The third piece of the process then, because everything is available to the administrator on the computer, we then go to the educational area which provides instructions on how to proceed with the test. And then you move to the actual test. And there are 24 items, a test block of 24 items. And I'll provide you with an example of what that will work with. So this is what you will see on the screen. And the very first bit that you note there, the person signing, that is actually the third of full screen. Sorry, but you'll see on your computer. So you see three examples right now on my PowerPoint slide. The top one is what I'm looking at right now. So the person is there, the child watches the sign that they're seeing on the screen. And so this is the sign cue would be soon for this particular piece, this element. And then the child would need to identify which word has all three parameters that matches that particular cue sign. So if you look at the first diagram, you'll see a picture of eggs. So that has the same handshake as the sign for soon, but the movement is different. And it's also located in the same area. So we could say that there are two parameters that match. But then if you look at the next picture, that being of the spoon. And often children will sign that to themselves. So they will sign this to themselves as they're working through the picture. So spoon does have the same handshake, different movement again, but then the same location. So it meets two out of the three parameters. And then the third picture is of the train, which actually meets all three parameters. It meets the handshake being that of soon very, very same handshake. The same movement of both hands and the location is the same. So then the child would choose the train as being the best match. And the kids can actually answer themselves on the computer. The next picture again is looking at two parameters. So we're looking at a handshake and movement together or a location and movement together or handshake and location together. And so you would work through these as they're laid out. So you get the idea of what this looks like in the first portion of the phonological process. So the signer then looks at the cute sign for this next one being light. The sign for light. The first picture is a picture of cheese. It doesn't match any of the parameters of handshake movement or location. The second picture is a pumpkin. So it's got the same movement, different location, but the same handshake. And then the third picture is, sorry, then you move down to the bottom under cute speech being money. And this is the sign for money. And that matches the same for the first picture being flower, the same handshake. So I'm sure you get the idea of what this test looks like and how you would progress through. Truly, it's amazing how a four-year-old, if they're born deaf, exposed to the language, have deaf parents, their phonological awareness is amazing. And it is wonderful to watch a child with those skills work through the test as such. I'm going to move to the second part of the test that is the ASL with subject test, and this has been developed for several years now, and many schools are using that test. So it has been released quite some time ago. I'll share a little bit of information about that specific. The same group of children in terms of ages were used to work through this test, from the ages of four to 13. And in this test, we're looking for eight grammatical categories that children are able to identify. A sign that they can identify a picture that matches that sign for grammatical groups. So they could be looking at phrases, sentences, and so forth. The test was based on a British sign language, an assessment test used in Britain, that's based on the PP, the team of children familiar with the Peabody picture vocabulary test. Standardized tests, so the design and the format is very similar to that specific assessment tool. And again, that test was designed by people at the University of Winnipeg, the one that I just showed you, the phonological awareness was designed for five people at the University of Alberta. I'm sorry, I said Winnipeg at the University of Manitoba, my apologies. So again, the receptor skills test looks at eight grammatical categories. So they're looking at negation, number distribution, noun and verb distinction, spatial verbs, size and shape specifiers, kind of like classifiers, role shifting and conditional. So looking at whether the child can identify those specific features of the grammar and I will try to provide them. So similarly to the PPVT assessment, you often open with a diagram of something. Well, it's the cat, right? You're looking at the cat and then you're looking at the text below and matching the print to the picture. So using that as a foundation or an idea, the child will look at this and see the signer on the screen. So the screen will be comprised of the signer. He will sign ball and then where it's placed. And then that particular screen fades out and the next screen that comes in is the one of the four pictures where the child has to then discern which picture matches what they just saw from the signer. So for this example, it would be the first picture of the ball on top of the table. It was not a doll, it was not a chair, it was not footwork and so on. The entire test package can be purchased for $230. If you check on the website, you will find all of the relative information there. It is being sold through Northman Science Research. And that one is there. And so you will receive in this package of 42 items that will capillary check the manual that is on DVD. It was now also provided on USB. So once you buy the set, you can use it as often as you wish for one-on-one settings. Administrators would typically then again provide this test and those administrators would be ASL creators, ASL experts, the staff and so forth. The third test is connected to the first one. The second one I just spoke about is the receptive test. Now this one has not been yet released. It was the ASL Expressive Skills Test. This is measuring the child's grammar, the ability of their grammar level, their narrative skills, and content analysis. So we are now looking for norms for age-appropriate expressive narrative skills. I'm taking my slide with the next slide over here. So you'll see the three pictures on the screen. That set has three videos for the expressive. And there's a lot of potential for this particular test to be used in any other language. Again, each video is only three minutes. There is no spoken language or signed language on these videos. They're fully either done in mind, gesture, or facial expressions. And so you would have the child watch one of the videos and then they could sit with a person who's giving them the test or somebody else and they would retell the story that they just watched and be videotaped while they were retelling. So if it's children that are using French Sign Language or Spanish Sign Language, this tool can be used for any language user. And then the assessor can watch and look to see whether or not the child is at an appropriate level of expression in their language use. We're looking at the grammar assessment. We're looking for spatial expressions. We're looking for aspect, manners, role-shifting. All of that is being assessed. And can the child identify those features? So there are two people involved in the conversation and the dialogue at the board. Again, through role-shifting, can the child discern all of those features? We have just concluded the pilot test. It's past November, November of 2017. So the ASL PAT and the ASL EST are now going through their roles. And they're looking to hopefully to release this kind of form as we have all of that information ready to go. So those are the three tests that are available now for standardized assessment tools. And I'd like to now speak a little bit about other resources that have been developed by the team at the Alberta University of Alberta under the Western Center for Studies and in-depth studies. And there are different resources that are available that I would like to share with you. So you'll see on your screen here. Well, let me speak first in English. We know that we have families of words. And when we look at ASL, we also have families of handshakes. So we've decided to work with these 10 groups of handshakes in this particular game or activity. These are also available in poster size, whether that be small poster size 8x10 or really large poster size they are published and they are available. So children will identify various handshakes. And again, it's the first phonological unit of American Sign Language is the handshake. So this is how they will work through this and everything is kind of grouped by similar handshakes. So whether we've got a full O, a flat O, the handshake of one. So I will show you a little bit more later. But this particular diagram that you're seeing is ready for distribution. So the poster aside, our team at the University of Alberta included young deaf children to design various apps that we are developing. These apps are interactive and they promote children to develop their phones. Again, through these apps which are all games, they're fun, they're motivating and we are very excited about the project. So we have a set of five right now that you can work through English and ASL in both languages. So it's all individually based. All of the games are set up so that a child can work through them at their own. Most of the games work with matching handshakes on the apps. Essentially, we believe that ASL phonology is a facilitative gateway into early reading in English for bilingual deaf learners. I'm looking at this on the screen with my glasses now. So we know that it's the foundation for literacy development in English. I'll show you some of the apps that we've developed and the options, the gameplay options that are now ready. So you look at the handshake, you match it with a picture. There could be an English word, English text, then you would match it with the handshake. So again, it works through both languages. Hopefully that I can share a demonstration with you on my iPad right now. And so you'll see on your PowerPoint it says my world world. And again, this is designed for deaf children to develop their own personal dictionary. We know that at school, kids will start to develop their own personal dictionary each time they learn a word. They start to note those in their own little dictionary and it's typically done in alphabetical order. So A for Apple, and once they've learned that, they'll put it in their little dictionary under A. We've developed something very similar. It's a different kind of word wall and it's a picture dictionary based on handshakes. But it works in the very same way. So do they know the sign for Apple? Apple's not under A, Apple is under X to handshake X because of the parameter Apple sign. So let's see if I can show you a little demo here on my iPad. I'm hoping you can see. So you would click on the word wall and then the child screen would flip to this. Very similar to what's on the PowerPoint right now. So I'm going to create the handshake one. And it's also color coded to match with the family of handshakes that I showed you on the poster earlier. So I'll click the handshake one. And then there are a list of words that are put into this particular page that show the diagram, the printed word that will match with this handshake. So all of these words are done with this particular handshake in ASAP. And then later the child has the option of adding in their own words. So they can go in so I'll get back to where I was. There again they can add a word. So if there's a new word that they learned that meets this particular handshake, so board for example, they can put that in there. So they can add the text. They can add a picture, maybe something that they downloaded from the internet or some type of diagram that fits the word board. So it's a very interactive tool and the child can participate by incorporating the words that they learned in the business. That's one of the apps that we have. So from the same word wall we developed this drag and draw. And it's a game. So it's right here, drag and draw. This is the handshake in the middle. So it's W on my screen. You know yours is such a different handshake maybe for the PowerPoints, but so you can drag and draw the actual words that are correct that meet the handshake with the parameters. So if I put wood in there it doesn't work, it'll go back because it doesn't meet the parameters. So once the kids get all of the correct pictures and they drag them and draw them to the right handshake it changes the handshake. So we have five different games and we've had a lot of help from young deaf children to work through these games for the speed. Is it user friendly? Is it fun? Is it engaging? And we've been manipulating and changing the apps as we've moved through these processes. So some kids felt that some things were too fast because they moved through these screens. So now we've added more incorporated levels of difficulty. So again, younger children can start at the lowest level and then build themselves up. You can know that older children like to just move through things really quickly. Again, it's a scoring system so the kids can work through these apps on their own. It's a very self-paced type of activity that they can engage themselves in. This is another app. It's called the Hungry Penguin. And as an example, there are three different handshakes located in the top in the penguin's belly. As the fish are going by, you're trying to find the pictures that fit the handshake. And as you feed the penguins these pictures, they will change to different handshakes. And sometimes the fish start to move a little bit faster, the more that you start to engage with it. So let's see what else fits with this handshake. Yeah. And then we just slide them on driving them through to feed the penguins. Again, all five different things relate to the handshakes that the kids are learning, the parameters that the kids are learning. You can go back here to... Let's see if I get to... This one's called the Endless Wall. So again, the handshake is there, and you can bring the penguin up to specific signs and go through the various handshakes and words.  And again, it gets forced for each of those. I hope this gives you an idea of what we've been doing. The apps are ready to be released, hopefully this summer. It's just going through the licensing process. Can we speak? This particular book, this activity book is ready to be released. It's got 24 pages of activities and it's really beneficial for young children. Parents can use these if their children at home for storytime or playtime. It's very similar to the I spy with my little I, something that is new. However, this has now been adopted for ASL users. So children will say, I spy with my little I something that is signed with the handshake apps. And then they need to look for pictures like apple, onion, and electric. So those types of things. This is ready in the University of Alberta to go to the store or sale. I hope that you've appreciated some of this information. It's new resources and materials that support ASL development in deaf and hard of hearing children. And for further information, please feel free to contact Linda Macquarie at the University of Alberta. She will provide much information to you and that information is also here for you as well. I do look forward to hearing from you. Thank you so much for your time today. So. Thank you, Linda. I'm going to do there has been one question and you had already mentioned that that these have not been released. The apps haven't been released yet. Do you have a timeline or you're just waiting for the approval process or the release date? Yeah, I think it would be hard for us to determine exact timelines because things are always changing. So every time we say something, you know, maybe spring 2018 and then it doesn't happen. Fall 2018 and it might not happen. What I want people to know is that we're ready to release it. It's the process that we're going through right now. So the licensing, the sign-offs and all of that. But the activity book is ready. You have a bookstore? Only? Oh, sorry. No, not through the University of Alberta bookstore. We haven't decided where it will be available but it will be out in the summertime ready to go. I will let you know when it's ready to access it, I guess. Can you give us an idea of what the cost of these apps and the activity book might be? Just the range. I know that it won't be exact. Unfortunately, I don't know that I could go into details as such. We're trying to get the apps connected with Apple, so people would kind of pay as they play or they would download a license of some sort. That really isn't a question that I can answer but when or you might be the best person to pose that question to. I have to look at the computer a little bit closer. I have vision issues as well. Are there any resources you would suggest that pair with these that would support a child learning ASL? For example, chronological suggestions for teaching handshakes? Yes. There is one specific app called Find My Handshape and it has various levels where children should be able to identify their first handshakes in ASL. The first basic handshakes. All of those diagrams would be included in the activity. Children would identify A, B, C, 1, S, O, 5, those are the first seven handshakes that deaf infants would learn. They go to that level first and then they would move up to the next complexity level as they progress. Age relevant depends on your acquisition and your exposure. Some kids are depending on their age and when they require ASL as their language. Thank you. Another question, quite a few questions here. Would you recommend that the ASL test, the first part of your presentation, be administered by a deaf ASL user or could a teacher of the deaf and hard of hearing with intermediate sign be able to administer it? Okay. For the second test I'm going to say it would be really easy a teacher of the deaf could administer that test. For the ASL phonological test I would say teacher of the deaf as well would administer that test. All of the information is built within the computer so it's just a matter of recording the child's choices whether it's correct response or incorrect response. So teacher of the deaf would certainly administer that test. However, for the third one the expressive test through the piloting experience I recognize that it's really important to have an ASL user administer that type of test and the reason why is when the child expresses the story there may be things that will absolutely show higher levels of chromatic and those types of skills may not be identified on native signer. So I would ask for caution for that particular test who's maybe rating the expressive test. Certainly you can administer it and videotape it but to get it to a different team to actually do the because there are native users that are trained to rate these parts of the exam. So this is going back to the question about other resources for students who are learning sign and learning sign shapes. You mentioned something but the listener missed your reference. It was the name of the resource for learning sign shapes that isn't in here. Sorry, I made you confused. So I asked the question would you recommend do you have any resources that would suggest pairing with these that would support a child learning ASL and you gave an example of chronological learning? Yeah, okay certainly. I mean there's also I think there's 30 years of research that's out there for ASL acquisition and the research that we've been doing has been based on the realistic information about ASL as a language. I mean there is stuff out there for sure and again the smallest unit of phonological awareness for English is letter by letter, right? So when we look at ASL we've researched this as being hand shapes as being the smallest unit not sign shapes but hand shapes and that being the smallest unit of ASL phonology. So that information is out there and now when we have children or babies who are learning the language they start with these basic hand shapes hand shape one or five for mom but as we get further into the complexity of the hand shapes x and so forth are much more complex. So yes we have the stuff that we're doing now that you're seeing come out now is parallel to what's already been out there based on the research. So you've talked about the app set the University of Alberta is preparing and the individual was asking about teaching hand shapes in a chronological order and you had mentioned an app right away and they're looking for the name of that app or resource. I'm sorry I don't remember myself either. I think I'm thinking about two different things the family of hand shapes that I showed you on the poster there's find my hand shapes was that it? I'm sorry Carl. Find my hand shapes right so find my hand shapes is based on the family of signs or hand shapes for me and then themselves they will identify the basic hand shapes that young children have so that's already out there Is that the one you're talking about? Is it an app, a game, or a book? Well all of the resources they're all University of Alberta resources I spy hand shapes, a poster all of that stuff is all Alberta University of Alberta resources So find my hand shapes as part of the U of A product Yes. That's where we were confused. Okay great. I have a question personally about the the ASL assessment tools the three of them are they all and I might have missed it because we were dealing with the technology are they all available at this time or are some of them not available? No. Only the second one is available. Okay that one was released seven years ago and schools are using that standardized test the first one the ASL PAT and the third one the ASL expressive test hoping to have released this all. Thank you. So I'm just going to check and see if there's any more questions and if not then I want that's it. Thank you Linda so much this was very interesting and I think it feels to a number of different people and we'll have to have you back when everything is complete and ready for purchase. Thank you so much for doing this.


The patriotic front, you know, does it stand any chance of a comeback? If you as the patriotic front which you keep doing say, oh no, this current president might just be a one-time president, why would the people of Zambia want to return you again? Even if let us say that the new donors to be a one-time government, then why would the people of Zambia want to come back to you again instead of, you know, picking another person to continue, you know, governing the country? Thank you very much, Nikio, for that question and thank you viewers out there. The issue of one-time government is out because this is 100% clear that this is the one-time government. It is very clear that it is a one-time government. It is very clear that it is the one-time government. They have no governance plan. And we want to congratulate President Akainde in advance for making it, after so many years in opposition, as Republican president, and for that side of media history, not only for opposition, for the party called UPND, even for your tribal meds. They are now comfortable that they have governed the country before. So the issue of one-time is that it is not an issue now because it is 100% these guys that are going out. Why PF is an alternative? PF is an alternative because the people, they have told us that you guys are the best political party, but the only things that you add are terrorism and violence. So we have taught them. Okay, thank you very much our masters. On capitalism, we are very sorry. On violence, we are very sorry. And we are just human. And we have said, give us chance for us to see whether we have repented or not. But we have repented because we have heard what they have told us. In terms of development, we can be compared to UPND. We can't, because as we are pro, we are face of a proper government. And our program is to develop this country by putting up infrastructure, by turning around the economy, by opening up other economic sectors. That is what we believe in as PF. So the alternative here, it can't even go very far. The alternative is from PF to UPND, from UPND to PF. We want to reach, in fact we have reached a situation where the democracy in America is the same democracy which we want to push in our country. We are sending the UPND back in opposition, not because it's a bad party, but the president has messed up this country. So we want them to go and reflect first and come up with good ideas how to govern the country. Because as it is now, it is Chimbuino plan. And as a country, we can't have a president and government without ideas. Then the people will suffer. They sent us into this local leaf for us to reflect on other things which we did not do well. And now we have realized that capitalism was bad and violence. So as we are going back in 2026, it will be 100% a new PF with the transformed mind towards one another. Towards brothers and sisters. So for me, the answer here in Kiwi is lies in PF. The answer to push this country forward. So the issue to do with UPND, and I want the PF out there in all the 10 provinces, 156 constituencies. Be proud of yourselves. Stand up and defend your party. Make sure that you put on those uniforms, the green uniforms, put on them. We are in a free country. Zambia is our country. And PF, we are very proud because we brought development to this country called Zambia. So for me, in Kiwi, I would urge the people of Zambia to start reorganizing themselves because PF is coming back. In government. There are not two ways about it. They are not two ways about it. Do you know the reason why the UPND and President Takahinde Itzrema wanted to slap the tag of corruption to PF?  Now he has failed to succeed. He has failed to manage to succeed on branding PF corrupt. Because the people now, the people are there. They are sharp. The people of Zambia. They say, yes, Mr. President, PF are corrupt, yes. What have I done? No, actually they stole. Or they stole what? They stole money. From where? Tell us where they stole money. From where? Tell us. Show us. Where is the money? Six, eight months down the line. Tell me the money which they have recovered. Tell me. They went to recover money from the private individual. Private individual. Private individual who has nothing to do with government. Private individual. Okay? Private individual.   If you can say, yes, I got this money using one, two, three, four. If you are my girlfriend, I can even give you one million dollars. As long as I know where that one million dollars is coming from. It is not your fault, man. You are not corrupt. You are not a free woman.  Okay? So why should you start now prosecuting innocent people? So are you telling me that in Zambia, if Nikiu and other ladies, they have boyfriends? So those boyfriends, they can't give anything to them. They can't buy cars to them. They can't buy houses for them. They can't upgrade them because the ACC, they will say Proceeds of Crime. Is that what you are saying in this country today? They are lacking you because you will be suffering you guys. There will be no one helping you.  So this country, Nikiu and viewers out there, there is no fight against corruption which this government is doing.  This thing will backfire on them very soon. We have cooperating partners. So these embassies, you see, don't think that they are just drinking tea. Don't think that they are just drinking tea, those people. No. They give reports to their respective countries. If it's every day, if it's every Wednesday, if it's every Tuesday, they give. They talk to their presidents, these people. They talk to their prime ministers. They talk to their head of governments, these people. How is Zambia? What is happening? So those are the things which we need to avoid as a country. Those are the things which we need to avoid as a country. I want to wish the people of Zambia well. I want to wish President Tucker in the HM and the U.P.N.D. government well because we don't want to come and have more problems when they leave power in 2026. We want to hug them. We want to peck them. And we want to tell them, guys, job well done. You have done your part. We want to continue. Go and train for the mistakes which you have made. Go and train. You can't run the government today based on borrowed money. You cannot. We have to think outside the box. And that's what we are coming to do. We are going to think outside the box. We want to make sure that the lost glory for Zambia comes back.


So in the Army we understand that personnel under number one priority at all times including in this Pre-dangerous time going on in the world. So we also understand that readiness is very close behind. That's our number two priority So we're just continuing turning wrenches throughout the night working on our age 64 maintenance Whether it's during phase maintenance or unscheduled maintenance We understand that we have a mission still and unit readiness is still top priority So to mitigate with the kind of crazy time we have going on in the world We have a single point of entry into all of our hangars They're gonna use hand sanitizer or hand washing stations in and out of every single building At all times we're about 25 to 50% manning To kind of mitigate that those social interactions and try to cut those down a little bit and then the social distancing using about six feet working on all the aircraft between everybody so That has really helped us keep safe down here and yeah in our leadership They've been awesome about doing town hall meetings and kind of keeping us all up to date They kind of came at this with a high intensity and I sent my cap off to our guys down here who have also matched that intensity And looking out for each other police and shut their battle buddies up and making sure we're all doing the right things down here to stay safe So like I said, they include the social distancing making sure that their battle buddies are coming in and out of the hangar At a single venturi making sure that they're policing up their buddies on the hand washing and everyone's practicing safe procedures That's what's keeping us successful down here. We understand we have a mission still we understand the fight tonight We will be ready