Welcome you to the new session of embedded software testing, this is the unit 3, static analysis and code reviews, so there are few sessions in unit 3, study about static analysis and code reviews, instructions and metrics, so these three things we will study in this unit 3. So there are few sessions when the unit and we know that testing can be done with the help of dynamic testing, the other context is static testing, so dynamic testing we know that we can test when the program is executing. So let us do a recap of what we have studied in unit 2, unit 1 we will not recap because we will not gone through while doing the unit 2, so unit 1 was about introduction, basic templates, testing aspects etc., in unit 2 so we have studied about dynamic testing, PM method, static versus dynamic testing its differences, then as part of the dynamic testing we studied about the black box testing, white box testing, differences, advantages, advantages and disadvantages, also we had gone through the core aspects. Then we discussed about the black box testing techniques and testing techniques are equivalence partitioning, boundary value analysis, then state transition or event transition testing and point categories, then we also have an example and go through state event table, then model based design and testing is called MBT, model based testing, then white box testing and the techniques we went through, so we have gone through different techniques under white box testing, they are statement coverage, branch addition coverage, then data flow testing, branch condition testing, branch condition combination testing which is the thing about that MCDT separately we studied on the D1 and D2 perspective, then we have modified combination code scheme, the linear LCSJ testing core sequence jump, then grey box testing which is a mix of both white box as well as black box, then we understood about test driver and test steps which are very important in terms of integration or unit testing, then we go through some of the coverage tools and discussed about different tools that are used for the dynamic testing and analyzers, performance, logic, memory, etc. Then testing tools, life cycle how it is, there is a life cycle chart from the standard book what we refer, then test automation and techniques, automation batch processing and all that we have studied there, then the last one is the risk based testing on the importance of risk based testing on the different strategies how it could be done, so those are some of the sessions in unit 2 in brief, okay, so in the next unit that is static analysis in core coverage, we will try to understand what is static testing, static testing, a process of evaluating a system or component based on its behavior without executing the program, so we know that dynamic testing has to be done when the program is executing, we do lot of black box and white box testing techniques followed in the dynamic testing, whereas static testing is a process of evaluating a system or the units or the components depending on its behavior and the behavior will be checked or verified or analyzed or evaluated without the need of execution of the program because already we have executed the program in process using the black box for one aspect of the testing, these are different aspects these are equally important to do the static testing, here we do not execute the program but the different things are there without executing the different aspects of the inputs from the test artifacts that will be used for static testing, so let us study about that in the next slides, context into context with dynamic testing, a process of evaluating a system or components of behavior during execution that means in contrast to dynamic testing during the execution, we will do the test, that is what the basic difference of dynamic testing and the static testing, okay, the next one is static versus dynamic testing, so basically to do a testing as an embedded system completely both have to be done, some of the things may not be possible with dynamic testing, some of the things possible with the help of static testing, some of the things may not be possible with dynamic testing, some features are definitely not possible with static testing, so likewise we have a complement of each other, so that the testing is complete in all aspects, so that is how these two techniques are mutually done and while doing that we may take credit of each other, so that coverage aspects are taken care, so static, static analysis were explicitly used in the previous embedded software testing, where tools are available and affordability were answered, see just imagine that there are no tools to test when the program is executing, how we can test it, so it is very difficult, so what is to be done for the earlier basis, they used to run, stop, run, stop, verify on the field and when the program is halted, they will extract some of the outputs of the memory statically, so there was a track of tools, embedded tools in terms of testing and the debuggers and the organisers, these were very less in earlier days, that is why we used to have sort of a code review, more of a code review analysis, it could be inspection, we will study about this how they are done, but I am not sure, these are the major contributors for overall testing, embedded software testing, but that has changed nowadays, so more automation with the help of tools and scripts I would say, there are lot of languages like Python and Shell, Shell could be from Command Prom or ID, so they are all evolved, so due to that what is happening is, the unit of software of the program that can be run independently and these tools can be applied on those run and can get the result, so what will happen is, the more emphasis is on dynamic testing, but to gain the confidence, we will augment the dynamic testing with static testing, static approach or testing, etc., so that is how static testing is complementing to dynamic testing, because some of the methods are impossible or very tedious or it is like very difficult or there is no point in doing sort of a test are there, some of the requirements it could be, some of the unit level verification or validation, all this will be done as part of the static testing, so in software development static analysis and dynamic testing are two different ways of detecting defects, unfortunately they are too often thought of as complementation, competition for one another, but it is not a competition actually, and developers are sometimes encouraged to favor one to the exclusion of the other, because they are biased, because they have implemented the code, they do not want to have different approaches and all that, so they used to be always for one of the approach, so this inaccurate and potentially harmful integration maybe, consequence of confusion of the role and the power of the next generation analysis tools basically, static analysis tools, so that is why to clean up all these misunderstandings in the development and testing team, this approach of static analysis, separately it has evolved and come up, so definitely any embedded system that they are going to have, will have static analysis and coverage, which is done without the program, so this is an important aspect in the embedded software testing, the next one, static testing, so what are the different types are there in static testing, which are used for doing the static testing, so there are three things that are done in the static testing, static embedded software testing, static analysis and the next one is reviews, inspection and test process, then the testing metrics, all these together are used under static testing, to make sure that the reports and the completion and the possible criteria are arrived, so these are the three different types, so we know that we can do a review of the requirements and the design code against what is implemented and what is working, so that can be reviewed, it could be informal, walkthrough, peer review, inspection etc under reviews, so we will study about different types of reviews and review process, is very important because every review has its own provinces, what are the types of reviews, what it will bring basically to go through the existing artifacts and understand manually, manually go through documents, basically what is document and what is been working, that should be consistent and matching, that is how they use the reviews and inspection and the test process adopted there, so these are specific to, in terms of validating and verifying the intended behavior of the system statically and static analysis we do with the help of tools and checklists and different categories of static analysis are there, we will study in the next slide and the last one is testing metrics, so we need definitely a metrics tool, manage, control, report, revisit of the artifacts of embedded software testing, so it is very important because without metrics nothing is complete, you are asked how much of the progress you have made on the testing, you should be definitely telling in terms of either numbers or percentage or progress in terms of charts, trends etc, so all this will be part of the metrics, so with the help of metrics the program is well managed and controlled, similarly the metrics are used in terms of analyzing various artifacts as part of the software testing, you could say that it is a overview but as part of static testing this is also important so that the completion is taken as a credit in terms of overall embedded software testing, so three types of static testing are done, static analysis, next one is reviews, inspection and the last one is testing metrics, so static analysis are basically done with the help of support by different tools, so the tools are applied on the code basically or the implemented part, so basically we do an analysis of the code, so that is what we do in static analysis, okay, so let us see each one, what are the details about that, what does it do, static analysis, okay, definition of static analysis, analysis of a program, we know that is a standard definition from the standard BS79251, the various aspects of analysis we do on the program without that is being executed or as per below, unreachable code, the code of what we do is analyze the code, by analyzing what we will discover is there are certain pieces of code, certain software units of the code which are not reachable in the entire execution of the program or which are that sort of a thing, then parameter type mismatches, that means the parameters that is intended to be used in different functions or categories are not being followed, there is a mismatch between what parameters is supposed to be used and how parameters that are implemented, the next one is possible array bound variations, so what is the meaning of array bound variations, we know that we are trying to access an element or index, element index within the array, but the value that is being given is outside it, that is outside the boundary value of the array, we are going to access it, the index of the supplied parameters or whatever it could be, will be they are used actually, so that is a error, that is a issue with that particular function, next one is the faults found by compilers, that means the compilers basically used for building the program, we know that, build the source code, suppose let us say the C code, so what it does, it generates the obj files or the object files, then what we do, we link it, next up is link these objects to generate the executable, in a nutshell I am just briefing this, so while doing this there could be errors, there could be warnings, there could be info, all this have to be cleared, because somebody may argue or a developer may argue, I will clear up the errors, I do not care about warnings, warnings are sometimes very critical, such that some of the above things like parameter incorrectness is there, some of the objects are properly not used and improperly assigned, then there is a index mismatch or wrong use of the index and that is leading to a warning and ignore the warning, you could lead into a runtime issue, so all this will lead into a runtime issue, what is a runtime issue, once we build the executable, what we do is, we will execute that on the target and the error that is getting because of these errors, warning, info, the fault that is going to come from the program are nothing but the runtime issues, so with the help of static analysis, all this pitfalls will be brought out and of course it is depending on the type of language also, the kind of warnings, the errors are getting used, for example missing files could be there and data mismatch, data type mismatch, so typecasting is wrongly used, possibly divide by 0 is there, misses of variables, so these are some of the typical issues that are there, so divide by 0 because compiler won't throw any error but warnings could be there or if you set the errors to such a level that this are reported then it will throw a error, so that possibility is that the faults are found by the compilers of such a nature, it could be data type mismatches, there could be missing files, simply it has ignored and somehow it compiled, it is not a correct point, so all this will be part of the compilers, of course MISRA errors, if you have enabled the MISRA check while doing the compilation also it will throw, you can do severity and normal sort of errors, so better to clear up all this type of errors like severity errors also, definitely you have to clear it up and normal errors also sometimes leading into an issue while running the program, so all this have to be clearly analyzed and reported, so that is what the objective of static analysis with the help of the compiler reported faults. The next one being program complexity, so there are tools basically which can measure the complexity of a program, so what is the complexity of a program? Again it is a measure of the percentage of or the measurement of the loops, if statements, cases, switches and all that, how complex the program is written, how complex the program is going to have it, all this will be part of that, so that is measured with the help of tools basically because manually it is difficult, I will explain the complexity measurement which has been made away, it is one of the most popular complexity measurement tool or analysis that they do, so higher the complex or higher the complexity, chances of erroneous, so lesser the complexity, chances are less, it means we have a high complexity program having lot of conditions, lot of wave statements, wide loops, cases and etc., so there is a possibility that the program has become a complex and number of lines of course that also will be into things, we may have a one single function having two long lines and I would consider that as a two huge code to maintain or test it, better to split into tough functions and try to use it as much as much as possible in terms of splitting the overall function, so all this matters in terms of the program complexity, it is very important to avoid such things, so with the help of static analysis we will discover the program complexity and we will report the number, this is a definite reported number for the complexity of the program, we will study about the program complexity using a make a way complexity measurement formula for that, we will study that, so we see these are the some of the static analysis methods that are used, unreachable code, parameter type mismatches, data type mismatches divided by 0, possible array bound violations, faults that are found by compilers in terms of errors, warnings, info type of report, all these are considered as faults under static analysis, those have to be analyzed and fixed, then the last one is the program complexity that also will be analyzed with the help of static analysis, so continuation of the static analysis, static analysis can be used as soon as the code can be compiled, that means code has to be compiled and it should be ready, it is in a good compiled state for the static analysis to be done, static analysis tools may not work properly, so they can find bugs early in the development cycle and bugs found earlier are less expensive to fix, we know that as we progress in the embedded software development towards the end it is very difficult to fix and retest and deliver the product and it will be more expensive to do that than if the bugs are found in the earlier stages of the development cycle. And static analysis, they do not require program inputs, so bugs can be found and any motor without incurring the expense of developing test cases. So sometimes what will happen is we may not need a test case, ideally it is better to have a test case overall like in terms of identifying different aspects of the analysis, but more or less how it is done is, manually it is done with the process that is being laid out, but there may not be a need of test case development separately, but the program itself, so we do not need to worry about the inputs to the program and all, so we can eliminate the bugs without incurring the expense of developing test cases, so that is what the meaning of this. So static analysis they can make it easier and the section will develop dynamic test cases, the consequences they can eliminate more bugs or less expense. So in embedded systems in the industry basically what I have seen is dynamic analysis is dynamic analysis or dynamic testing is done first and then static testing is done. I think this may not be a right approach to attack a embedded systems especially those systems having complex nature, why because some of the issues or the problems can be found during the static testing and where we do the analysis and issues found in the earlier stages, so that before doing the dynamic testing, this solve can be found out because the expense of static analysis is always less than dynamic one, so that is why it is very important to do the static analysis, of course it may not be 100% because it is just compiled some of the issues would not have been fixed in the functionality, still the functionality is not matured, so the code is bound to change, static analysis may get impacted, but where we first cut off what the program is to understand what is going on, better to do a static analysis as a first-hand information that can be used to fix some of the easier bugs before the dynamic testing can be done, so that is what static analysis is going to be useful, so it may not also have been integrated completely with the rest of the program to find the bugs or techniques, but still we can do a static analysis, we can also go through a single file of a database also how it is getting the structure of the program or anything in between this, so all this can be considered for static analysis, so the results are better when the entire program is analyzed, but an analysis of small parts can also be used, just developers can get very quick feedback on their code and the quality of the code, so that is the idea of static analysis and during static analysis so all things that we can do, to present that the code how much have been analyzed, what is the change that is going to happen and the various analysis aspects of the source code where the potential issues are there, all this can be analyzed with the help of tools, the tools can tell basically the percentage of source code where and all the issues, so before we start developing the test cases etc with the help of the tools, so then the graphical representation of the code properties we can use it, basically the representation could have the following four types of reports such as control flow graph, so we will study this later, control flow graph is something like how the control of the program is going to be done and executed, the next one is the call tree that means what are the total number of functionalities, how are the procedures, how they are getting invoked and overall invoking, so both are important here, we will probably go through a tree call tree with an example tool called understanding for cc++ from sky tools, so call tree is very important invoker as well as invoker functions or procedures, so by this we will know how the flow of the program, the control flow is going to be executed when the program is run, then we have a different events and the sequences that are part of the embedded execution, so sequence diagrams will be there that is useful for public analysis, so all these part of the code properties are different architectural inputs such as class diagrams also used, so probably I will try to put few inputs on the class diagrams, sequence diagrams which are useful in terms of representing the code and their properties, so these are all will be analyzed statically, either it could be at the help of tool or it could be done manually, so that is how static analysis is done with different aspects of the code, basically it is done on the code, the next important thing is control coupling and data coupling, so very important item they use especially they use in aerospace industry, so what is control coupling and data coupling, definition from cast paper, cast is certification authorities software team, so this is a dedicated team basically, certification authorities that is what is cast, so that is a group basically they will define how the static analysis should be done manually, so as per that paper this is done by the organization that is called which is nothing but US autonomous organization federal aviation authority, for every airlines to fly or certify FAA will help or FAA will have to mandate that this product is good to fly, so like it is not for the, not only for the entire airlines or the entire aircraft but also for the different components within the aircraft, the complete avionics buses, software, communication whatever we are going to use, so there is a standard, so as per the standards they will verify and certify, without the certification the airlines will not deliver the aircrafts, for certifying that they use certain analysis documents, so they are nothing but cast papers that is called. Okay, so what is the definition of control coupling and data coupling, conduce paper data coupling, data coupling is the dependence of the software component on data not exclusively under the control of that software component, that means the data that is going to be used in the entire software component but it is not entirely getting controlled with that component but it is having a dependence on various other components, that is what the definition of data coupling. The other one other aspect is control coupling, the manner or degree by which one software component influences the execution of another software. We know that there are functionalities, those functionalities are going to various sub functionalities or sub procedures or things, so each one will have a dependency, so how they are binded, so what is the binding between them is what is getting defined in control coupling, so these two are very important, these two have to be analyzed in the static analysis aspect with the help of the various analysis tools or references or standards that are tested from the FAA team, so with the help of that the data coupling analysis and control coupling analysis are done. So this will bring the dependency of the data that are exclusively used outside and inside the software component, also the various components influencing different components will have some sort of a controlling mechanism that flow and the binding of the various components also will be analyzed, so with this analysis control coupling will be reported, so this will help in terms of analysis, static analysis that is being reported. The next one is continuation of static data coupling example, an example of data coupling is a software component that utilizes parameters with a value that is calculated with different software components perhaps being executed at a different calculation rate, very interesting so we have a software functionality that utilizes the parameters that are coming as an input with a value, but the values are computed or calculated by a different software component, so there is a coupling between that component as well as the utilized component, so and of course we can continue in the next component also and it can be updated at a different rate, how are we going to validate that, so that is what this data coupling will bring out. The other one is example of control coupling is a real time software activity that initiates execution of a software component depending upon external parameters or influence, that means in a real time embedded systems we know that external parameters could be a signal, time, information or any events etc, all this will influence in terms of the program flow, so how this program flow is getting identified or executed all is what we are talking about control coupling, so control coupling example is a real time software executive so basically it is a scheduler, so that initiates execution of different components depending on the time it could be depending on the signals or depending on the conditions or some events or some external flags or triggers are done, so that will have the dependency, so all this will be exercised under the control coupling, so that is what about static analysis of control coupling and data coupling, so I think we will study little more on control coupling control flow analysis, it is also called as control flow analysis, it considers the use of program and its flow, visual inspection of control flow is also really important, so that we know where the flow is going, who is calling or who is getting called, examples called tree unreachable completely or reachable partially, parametric issues, the parameters are prepared but with the help of parameters the call tree is not reached completely or the call tree is partially reached and the program is not executing properly, so all this will be brought out in control coupling and control flow analysis, so it is very important to understand control coupling and data coupling aspects and listener get confused with data flow testing especially in the data flow coupling and any other testing aspects like we did on white box, black box and all these are different aspects is part of the static analysis, the next one is the static metrics that are used for software complexity, so we will go through static analysis with the help of the tools, also the testing metrics with the help of make up a complexity etc., followed by that we will study the reviews instruction in the further sessions, so static metrics are used for static analysis with the help of tools, as I said software complexity is one of the aspects of software static analysis, makes a base complex, cyclomatic complexity is called, measure is one, range of code is one, pan out and fan in, nesting levels, so these are some of the metrics that are used, we will try to understand at least the make up a complexity, what is the make up a complexity, how it has come, so we know that a piece of program or the software has number of diamonds, diamonds are the process or the decision boxes, so more decisions are there in the code, the more complexity it is that we know that, so statement coverage, decision coverage and make up a coverage all three have to be taken here in terms of coverage aspects, you know we have studied for white box testing statement coverage, decision coverage and all that, so make up a coverage is also very important in terms of whether we have covered completely, all this will be followed and dependencies taken care while doing the testing, so there are tools that can measure the complexity of the program, it also presents percentage of loops, if statements etc, high complexity will have more problems in terms of maintenance, it is a error prone, chances are high, error prone software, but extremely complex programs we move from home, in terms of closed loop control systems with the help of skilled people that is getting developed and make up a complexity, so there are number of decisions in a program or the control program, so here you can see that it is just that program has and the nodes that the program has plus 2 will give you the complexity measure that is how the calculation is done and we know that lines of code is also required, so basically lines of code is measurement of size of the program basically, so lines of code is nothing but the executable lines of code, it is not the lines that the program has, it is the lines of executable also called executable lines of code, so we will not use the lines of code just, but we will use the lines of executable code such as statement followed by semicolon, I am talking about C language, above that we have a command, the command is also a line, but it is not considered as an executable, similarly we have in a loop or for loop semicolon itself as a one executable line that is also controlled under the LOC, then we have the fan out and fan in, fan out is the amount of models that is total number of model calls, models with high fan out are often found in the upper part of the call tree that means the higher part of the call tree we will study about the call tree, so fan out will be more, fan in is the amount of models that call a specific model, so we have to understand the difference, fan out is the amount of models a given model calls, how many calls it will make, fan in is the other way where the amount of models that call a specific model that means the current model is called by other models, so this number of fan out and fan in also one of the static analysis matrix that is used in software testing. So next one is the next testing level, we know that testing for example many statements nested into each other getting into a deep nesting level, so if we will have another if else again if like this, so to go deep, so this could lead into a nesting level, so we have to understand what is the deep level, so this also will be coming under as a edge in terms of a complexity this also will be measured, so code will be very difficult to understand, so it is more difficult when the complexity or the cyclometric complexity of the program is high, so simple nesting level is if X is greater than 0 do something, so this is one nesting level, suppose we have more ifs within that then it will become multiple nesting levels, if X is greater than 0 it will be appropriately aligned, if Y is greater than 0, greater than 0 then do something else or nothing, now we have come one deep we have done, next is done when X is greater than 0 else do nothing, so this has complexity level as 1, this nesting level is more than 1, here in this case it is 2 because we have edges more edges that is very small than 1, we will have to understand that more in the next slide, okay, so make way complexity is also called as a cyclometric complexity, how it is calculated is E minus n plus 2, so E is nothing but edges, n is nothing but nodes, I will try to depict this way, we have a program going this way and we have a flow functionality, flow 1 then we have a flow 2 then we will be into flow 3, here we have 3 nodes, this can be also called as node 1 and we also called as node 2 and node 3, so the else part if it is a diamond then it can become a node 4, so here we have 1 2 3 4 nodes and edges we can see 1 2 3 4 minus 3 plus 2 that is 1 plus 2 3, so this is a complexity of this program is 3, so likewise it will getting calculated, so it is very important to understand cyclometric complexity or the make a base cyclometric complexity, so in other words it is also can be considered as edges or the links in the flow graph and minus n, n number of nodes in the flow graph plus number of disconnected parts of the flow graph or 3 plus 2 is the default number that is being added, okay. Let us try to understand a simple example of cyclometric complexity, this is from the reference from web, I can just explain you, in the first one we have 2 nodes and one edge, you can see edge is 1, node 2 and the p is 1, that is the disconnected part, there is no disconnected part, so only one connection we have, so we use something like make a base 1 minus 2 plus 2 equal to 1 that is edges 1 edge 2 nodes, 1 edge sorry 1 node sorry 1 edge minus 2 nodes plus 2 will become 1 that is in other way it is also the in terms of parts it can be adjust minus nodes plus 2p or simply adjust minus nodes plus 2 because mostly the disconnection is going to be very less in many of the flow, it will be usually connected but considering that also we can use this formula where 1, 2p is used, p is the connections, so 1 connection is there, so it will become 1, complexity is 1, in this case the flow between different nodes we can see it will go this way, it will reach here, there is some condition it will come back here, it will go again, go again, so like this the flow is there, so what is the complexity of this program, we can understand this, see something like a far loop or condition whatever it could be, but the flow is something like this, so what is the complexity here, we can see one is here, other one is like this, so 2 that means we have how many edges, 1, 2, 3, 4 edges, we have how many nodes, 4 nodes 1, 2, 3, 4, I will write it for your understanding 1, 2, 3, there are 4 nodes and edge number 1, edge number 2, this is edge number 3, 4 edges are there, so what will be our make up a complexity for this, n e minus n plus 2 here, 4 minus 4 because 4 and this 4 nodes plus 2, it will become 2, so complexity of this program is 2. Similarly, here another program you can consider this as a multi-threaded parallel task sort of a thing where we have 2 parts, so in this case the complexity is 2, I will leave it to you how you are going to perfect because we know the formula. The last one is the state forward, we know that there are 5 nodes and 4 edges, 4 minus 5 it will become minus 1 plus 2, 1, so single one level of complexity is there in this type of program, so that is what is the definition and understanding of the complexity, so as the complexity increases the program is having more complicated or the flow is more, the control is more deeper. So generally if the complexity is greater than 10 meaning that the complexity is too high and it calls for river, that means generally in embedded industry automotive or aerospace it takes the complexity has to be around 10 or less than 10 considering the whole program. If it is more than 10 means the complexity is high, so usually they will ask to rework on that or reworking there are different methods and all that, that is all developers work, they will either split the functionality or the conditions that are underneath this complexity to make sure that the make a base of the complexities within the limit of 10. So the complexity specifies the number of independent paths the program has, so we know that here the path is 2, first path is direct, other path is from third node come back to second, third, fourth, so 2 paths it can execute, so it specifies the number of independent paths the program has. In the case of here first and the path is only 1, so it is as simple as that, so the star what is mentioned here is P in case of disconnected nodes basically nodes it will become 2P, so that is what the meaning of back away complexity and its analysis, this has to be analyzed and reported basically. The next one is few more examples I try to put it based on a book how to apply static and dynamic analysis more practice by auto winter it is a good book we can study to see that and here some examples I have taken from one of the sample, so this report make a by complexity is been reported with the help of a tool called LDRU, LDRU another tool they use it for finding the make a by complexity. So here you can see make a by is 10 that means it is just complex, the complexity is just in normal range you can see number of independent paths, so one is the one here you can see 2, 3, 4, 5, 6, 7 here and 8, 9, 10 like this the complexity is being arrived, the tool itself will produce it you will have to calculate manually it is basically with the help of the formula which I have spoken in the previous slide, edge minus nodes plus 2. Similarly we have more complex you can see here the flow of the different edges within the nodes and the complexity here it is very much, the program is display program, so displays are basically different complexity, so the complexity is 20 in this case, the more complexity you can see here it is very complex where the complexity is 46 definitely it calls for a rework, so that is what is about the complexity control flow, control flow analysis make a by complex, so in the next session we will study about the data flow, data flow analysis and the matrix part, so that is the end of the session today.


Welcome to the Tick-Mail Update, I'm Kiana Daniels, CEO of Investdiva.com on Tuesday. Eurozone's zoo survey on economic sentiment and expectations for October came in better than expected and so did the New Zealand's Consumer Price Index. Tomorrow we have the UK and Canada's Consumer Price Index as well as America's retail sales advance for September. Meanwhile, Bank of England's Carney will take part in a panel at the IMF event right before the ECB Chief Economist, Lane, speaks in Washington. Today I'm looking at the pound dollar pair, which has been stretching high in the sky after bottoming out on October 10th and has already reached and surpassed all the medium-term fabonacci-tracement levels we've been keeping and as profit-taking levels. In the long run, I have talked about the possible formation of a massive double bottom bullish reversal chart pattern. If Brexit talks continue to keep the bull satisfied, this long-term reversal could confirm sooner than later. Of course, trading in the financial markets involves a risk of loss and it should only trade the money you can afford to lose. If you liked this video, give it a thumbs up and subscribe to our social media. I will get back to you with more updates tomorrow.


Thanks for checking out this movie review video. This is for the 2020 release Shutter Original Haunted. Now I know you may say 2020 it's 2021 at this point. Yes, but it was technically a film done in 2020. We're just getting it in 2021, early 2021. And when that's coming to Shutter, it's going to be January 14th, which is a Thursday. Now this review is coming out before that and for that reason. And since it's a new film, there will be no spoilers in this. Now I say that but thematically there will be spoilers, but not events wise. I'm not going to tell you necessarily what happens other than a brief synopsis, which will kind of entail no more than what's kind of already out there as a synopsis, quick synopsis for the film. So anyway, this one is directed by Vincent Pernaud, who did films Persepolis, Villemollet, 81, Chicken with Plums, and Asylum, Twisted Horror and Fantasy Tales. I tried to do my best French there for some of those titles, but I couldn't. So this is a French writer-director and he wrote the script also with Lia Pernaudet and it was translated over into English by someone else. So just know it was originally in French, then translated over to English, script-wise that is, and it was shot in English. So no subtitles or anything like that. Yeah, so synopsis. It does give a little bit away, but it doesn't give a lot away. Basically, I can't give you any synopsis without giving away a little bit of something. So it's about a woman who ends up being abducted quickly, gets away, and is basically then chased throughout the film, and you don't know what happens at the end. You'll have to watch the sea. So anyway, that's basically the best synopsis I can give without giving too much away. It starts with the telling of a tale that sets the stage for the entire film. Now I would say pay attention to the tale because thematically it's important to the movie, which makes sense because otherwise they wouldn't have it to open up the film. So for that reason it's not one of these kind of like grab you scenes and enthrall you type things that a lot of films do, especially horror films, early on immediately in the film, but it gives you important context for where the filmmaker is trying to go with the film. And once you see the end of it, you I think you should reflect back on what the story or the tale was in the beginning of it. They have an animation for the telling of the tale. It's kind of like a, it's a mixture of live action acting and animation and the live action acting is just shadows really. It actually looks really cool and works really well. It does look a little bit potentially weird at times because of that kind of fusing of the animation and the real life, but I think ultimately it really does look cool. I think it really does work. But when I say that it looks weird from time to time, it's your mind kind of being like, wait live action and this type of animation, it's just a weird thing to see. You've not seen it before. Or I mean, maybe you have. I have not seen it before. There's a real uh oh moment early on that lets you know that things are really about to get intense. Things are really about to change in the film. And that's where everything just really starts down the path of intensity. And there is a lot of intensity in this film. So if you're a person who likes more of a relaxed type horror film and not one that's always go, go, go, go, go intensity, intensity, intensity, this is probably not this film for you or if you're not in the right mood for it. But I would say, like I say with pretty much every film is no matter what I think, no matter what I say in my review, every film is worth checking out at least one time so that you can make up your own mind. Do you love it? Do you hate it? Because whatever I'm saying, you may 100% agree with me. You may 100% not agree with me. Or you may agree with some and not agree with other things. You should figure that out for yourself. But I will give you my opinion. There's a real quirky character who pops up early in this film and I found myself really, really hoping that they would be in the film a lot more. But based off who the person is or who the character is, who they play, you kind of probably already know going into it, they're not going to be in it all that long because you know, it's not the type of character that this is built for, unfortunately. And that I mean their job. You'll know what I mean when you see it. But really quirky character, I loved the character immediately. I was like, I need more of this character. But that does not happen, unfortunately. There's a kill that takes place in this film that ends up being offscreen. And now a lot of the times I kind of rail against that. I'm like, this is a horror film. This is what we're here to see. This is what we want as horror fans. But I was okay with it. Very surprisingly, I was okay with it. And I think it's because of a combination of the acting of it, the way they set up the tension going into it, the music that they used as a backdrop for it, and then the events that happen after the fact, because it's creepy, it's chilling, it's well pulled off, like you still get a good feeling of, oh my gosh, from it without actually seeing it. So it did work. And I was kind of surprised. And it speaks to, there is good filmmaking at play here. I mean, the directing is very good. The cinematography is very good. The acting is very good. All those technical things for this film are very good, in my opinion. The main villain in this, so there are basically like two villains to it. And the main villain kind of oscillates between being like scary and creepy, and then making all these kind of jokes and being lighthearted. But the type of jokes and his version of lighthearted is not everyone else's. So that stays creepy. But it's this interesting kind of dichotomy of he's this person, he's this person, he's this person, he's this person, which, you know, is supposed to say something about who he is at his core, obviously. And it works.  Good acting. The film is set at night, and they do a very good job actually of making sure that you can actually see everything that's going on. This is one thing, I mean, the whole film's not taking place at night, but the beginning large portion of it is taking place at night. And I appreciate the fact that they made sure you can actually see what's happening. Too many times there are films that have night scenes or are entirely done in the night at night. And you can't see what's happening because the shots are too quick, because it's not lighted enough. There are ways to light scenes so it doesn't look like there's unnatural light coming in, even when it's dark. Just saying. And they did a good job with that here. That's what I'm trying to get at. Kudos to them, because I've seen too many instances where it's all sorts of crappy. There are a few good surprises in this film. For a while, it goes quite a while into it, and I was feeling like, are we gonna get to something different at any point, because I feel like I know exactly where this is going, and we're just going over the same thing kind of over and over again. But there are some surprises that are kind of littered throughout there. Are there enough, for me personally, no, I really don't think so. And one of the other things is that I'm not the type of person who likes just consistent action, and there's a decent amount of consistent action for long periods of time in this film. So for me personally, that doesn't enthrall me. Story enthralls me. Story moving things forward enthralls me, not just action, action, action, action. So I got kind of bored with this film for that reason. Just saying. But some people may really like that. Some people do. There's a situation the main character stumble upon toward the end that makes absolutely no sense, and it comes out of left field. And the interaction or not interaction they really have with that situation doesn't feel realistic for the situation. It was this real kind of like, what are we doing moment when it popped up? And it didn't really add anything to the film, honestly. So I don't know why they did it. It didn't make sense. It does try to get too dramatic at the end, and it ends up playing a bit ridiculous because of the level of dramatic that it goes for, especially because it draws things out too much, this kind of going back to what I was saying about kind of like the action just kind of going on too long or going down the same path and retreading stuff consistently early on. The ending, it does the same thing. It's just too long. And that goes to what is the runtime of this? Like with credits and everything, it's an hour and 26 minutes. It feels longer than that. And that should never happen. If you are under an hour and a half and it feels longer than an hour and a half, that's not a good thing. That means you needed to be better with your editing. You needed to cut some more stuff out of the film. That's one of my biggest problems with this film, honestly, is it just feels like it goes on too long. It just really does. Like I said before, really good directing, really good cinematography, really good acting. So those things, like I said before, technically great. The soundtrack was really awesome, very appropriate, very kind of like pulled back. Until it got towards maybe about halfway or a little bit past halfway, and then it started really amping up. And then it became kind of over the top for me. And it finishes very over the top to kind of go along with how it was saying things got kind of ridiculous. And that that is disappointing for me. There's an underlying theme of male aggression in pursuing women and a parallel of how it kind of makes people seem feral in a way. People can become very primitive, very feral when they go to that place of just aggressively going after a woman. And that's very much on display in the film. I believe the intent of the film to be a metaphor for an abusive relationship. So think about that when you finish the film. And certain portions are an allegory for the shift of male attitudes toward women from an older generation to a younger generation. And if you think about what I just said there, you'll know one portion in particular of the film, you'll be able to think to it and be like, oh, okay, that does make sense. And I really do think those two things that I listed there are points that are trying to be made with this film, or at least that's what I see in it. I'd be interested to know what the filmmaker would say about that. There are two villains that can actually be seen as representing two sides of the same person. So I want to throw that out there, watch the film, and then go back or think back on it and think these two villains as one, as just a representation of two sides of the same person. And see what you think about that, because the attention that you should pay then to the interactions and their personality traits and how they interact with each other is very interesting to view it that way. So I viewed it as it's potentially a situation of, you know, from a metaphorical standpoint representing one person, but representing one person as two physical different people within the context of the film and the story. Interesting, though. There are some portions that could be too disturbing, I do believe. So some people, like I was saying, some people might not be into this. It's not because of what's shown necessarily, but it's kind of how the tone is set for it and the acting as well. How good the acting is really sell some of the stuff that makes it more disturbing and how they set the tone for everything. And the music does play into that as well. So I do foresee some people seeing this and thinking it's too disturbing for them. It's too much for them. For me, there were times where I felt a little bit uncomfortable, but I was like, that's good filmmaking if I can feel that way. So I appreciated that aspect of it. But yeah, some people are not really going to see this and be like, I'm disgusted. I hate it. It's too much. And I understand that that's fine. Not everything's for everyone. But I was okay with it. I'm glad I saw it once. Now, that said, I'm not a huge fan of this film. It's okay, in my opinion. You know, I laid out everything good and everything bad in my opinion on it. So yeah, but I would be interested in hearing what everyone else has to say. So put it in the comments. So out of five stars with half stars in play, I was between two and a half and three stars. But I think I'm going to go towards the three. And the reason I'm going to go towards the three is because all the technical stuff like I was saying is very, very good. It looks really good and the acting in particular. So I think it deserves that additional half star bump. The reason I was initially thinking about a two and a half is just because I do feel very in the middle about it when I look at it and boil it down. It's too long, it drags too much. It seems like there's a lot of the same going on. The surprises, a few of them are interesting. But in the long run, I don't think they really meant much to the story. You know, but looks great, great acting, technically really well pulled off. I would like to see what this filmmaker can do with a different script, one that he hasn't been involved with, honestly. But all that said, I think the thematic stuff, at least what I could see in this film, that's cool. I just think they could have done it in a different way and not as over the top. That's another thing. I really don't like it when things go over the top unless they're doing it for a little bit of a comedic value. So anyway, but those are all my opinions. You can tell me if you think that I'm right about that or if I'm wrong about that, which actually, that's not actually true. Just tell me your thoughts. You can't say right or wrong with someone's opinion, but tell me your thoughts. Basically is what I'm getting at. I want to hear what you think of it. Did you love it? Did you hate it? Are you in the middle like me on it? I would love to hear that. But like I do say, always give a film a chance. You know, it's worth watching once. So do that. Now, another thing that's worth doing once is subscribing to my channel. I would really appreciate it if you could do that. That's your best way to repay me for any video I've ever done this one or any other one. It's quick, it's painless, and I appreciate it a lot. Now, believe me when I say that every time I get a new subscriber, I actually look at that person's profile and think to myself, excuse me, think to myself, that's a cool person. I'm very grateful. So thank you. But anyway, thanks for checking this out. And until next time, keep it brutal.


The next item of business is the statement by Jenny Gilruth on relationships and behaviour policy in schools. The cabinet secretary will take questions at the end of our statement, therefore there should be no interventions or interruptions. I call on the cabinet secretary around 10 minutes to please him. The issues associated with behaviour and relationships in our schools are thorny ones for any Government. It is imperative that we address those issues and that we do so honestly. That is what I will do today. Yesterday, the Government published the behaviour in Scottish schools research, which provides the accurate national picture of behaviour in our schools. I wish to thank the researchers at Scotsend for their work on the publication and, of course, the teachers and support staff who contributed. The report is a substantive one. It does not shy from the real challenges in our schools and I will not seek to sugarcoat the Government's response to the seriousness of the challenge ahead of us. It is essential that we get that right. Members will recall that, in May of this year, I committed to engagement with teachers, support staff, local authority staff and parents, carers and children and young people's representatives through a range of behaviour summits. In June, I convened a headteachers task force to hear directly the views and concerns of headteachers from across Scotland on issues surrounding school exclusion. In September and in October, I chaired behaviour summits focused on recording and monitoring of incidents, with the last summit yesterday focused on the outputs from the Bissar research. The summit sessions and engagement events, along with the research evidence, will inform the areas that we need to focus on in the joint action plan. The research shows that both primary and secondary school staff have been reporting generally good behaviour amongst most pupils, and indeed the most commonly reported positive behaviours, where pupils following instructions and seeking support from staff or peers when needed. It is important that we keep that big picture in mind. I also ask colleagues across the chamber to bear in mind that those issues are not unique to Scotland. Context is important. The research noticed that the pandemic's impact has contributed to delays in relation to communication skills and also to dysregulation. Indeed, as I outlined in the statement to Parliament earlier this month, the number of young children in Scotland experiencing speech and language delays has increased since Covid, with this difference being doubled between our poorest and wealthiest communities. Covid has not created challenging behaviour, but rather it has exacerbated the conditions in which it allows it to flourish. Similarly, action for our children reported earlier this month that, as the cost of living crisis has deepened, more children are going to school hungry. More of our young people are anxious or stressed, and they bring this with them to school. It is also worth saying that Scotland is not unique. The Welsh Education Minister Jeremy Miles spoke only last week about similar challenges, and the chief inspector for schools in England has confirmed an increase in disruptive behaviour post-pandemic. Internationally, the OECD has confirmed this shift through its own research. That context is important in terms of the framing. The research tells us that low-level disruptive behaviour, disengagement and some forms of serious disruptive behaviours have increased since 2016. That includes increases in behaviours such as violence and abuse between pupils and towards staff. I am absolutely clear that our schools should be safe and consistent learning environments for all. No teacher or support assistant should ever face violence or abusive behaviour in their place of work. While it is clear that it remains low-level disruption rather than violence that has the greatest impact on staff rather on day-to-day basis, the impact of that can be debilitating for teachers. It also disrupts others from their learning. The research identifies a number of emerging trends in behaviour from our young people, including in-school truncie, vaping, disruptive use of mobile phones and misogyny. At one of the task force events that I chaired, a headteacher told of young people who would lap the school building. They are present during registration but not during lessons. Instead, they wander the corridors or they sit in the toilets. These young people are not learning. The research shows that many of our children are struggling. That is particularly true of those who missed out on transitions from early years to primary or from primary to secondary. It is extremely concerning that some of the biggest challenges with violence and aggression are seen in our youngest children in primary 1 to 3. Our young people should not be demonised. When the Bissar research was first commissioned back in 2006, we had Asbo's and David Cameron hugging Hoogarty's hoodies, and while Mr Cameron might be back, I do not think that we want a return to punitive approaches. Societies moved on. Equally, we should all be mindful of citing specific examples in the chamber that involve our young people, because none of us knows the context. Those are all Scotland's children, but we have to commit for a plan for improvement. The status quo is not an option. Scotland's schools are not run by me as Cabinet Secretary, nor would I wish it to be so. It is imperative, therefore, that local authorities are engaged in the action required to improve behaviour and relationships in Scotland's schools. The report mentions the lack of support from some local authorities and disparate approaches to behaviour management policies. To that end, we will develop a national action plan to set out the parameters to improve behaviour and support better relationships in Scotland's schools. The plan will include a range of practical suggestions and solutions. It will be established with representatives from education, parents and carers, teaching unions, directors of education and, of course, with COSLA. We will also ensure that it is informed by the experiences of children and young people. The multi-year plan will set out actions at national, local and at a school level. We will use the feedback from the behaviour summits alongside the BISSER research to inform the areas that we need to focus on in the action plan. To drive this work forward with urgency, I have asked the newly appointed interim chief inspector, Jenny McManus, to strengthen the evidence that HM inspectors gather during their school inspections. That will ensure that we have an accurate picture of behaviour in Scotland's schools to support improvement. The report discusses challenges with teacher confidence, with some believing that approaches to promoting positive behaviour are having a detrimental impact on overall behaviour. There is a perception that the focus on positive relationships means that there are limited consequences anymore for inappropriate behaviour. I am clear of the need for local authorities to identify their own approaches to supporting staff, who, of course, they employ. To that end, I am pleased to announce today that the Scottish Government will provide support of £900,000 for local councils to use to support training for their staff in responding to the new challenges in our schools post Covid. I am grateful to the EIS and to the NASUWT for their recent research on behaviour in our schools. The EIS research points to violent incidents increasing in our schools by over 80 per cent among their members. They also mentioned underreporting and staff feeling unsupported. I also want to make mention of the NASUWT's research, which is specifically considered the gendered impact of challenging behaviour, a theme that has also been captured by the BISSER research, which I indicated that female teachers describe misogyny and sexism with verbal abuse more frequently being directed at them. The gender equality task force in education and learning provides the context for the forthcoming gender-based violence in schools framework, and that framework will give guidance on tackling the issue proactively and preventively, and it will launch in the coming weeks. My former colleagues talked about the corrosive impact of social media influencers poisoning everyday teaching, with the type of intolerance towards women that we all thought long over. That has wider implications for a workforce who are predominantly female. I think that we need to be pragmatic about reporting, because without consistent and accurate recording of incidents, there will be limited evidence for schools and councils to use to support improvement. Today, I encourage in the strongest possible terms more accurate reporting of all incidents of inappropriate, abusive or violent behaviour in our schools. I recognise that in doing so, initially the data on incidents will increase. However, it remains my view that it is necessary for us to continue to strengthen the evidence base in order to inform improvements at school and at local authority level. The fifth iteration of the behaviour in Scottish schools research presents a challenge to all of us interested in improving Scotland's education. We cannot suggest that the pandemic has not exacerbated inequity and nor must we blame it for those challenges. Schools equally cannot do this alone, they need help. Scotland's parents and carers are crucial to supporting improvements that we need to see in our schools. To that end, I have asked Connect and the National Parent Forum for Scotland to directly contribute to the national action plan so that nationally we can support the development of whole-school behaviour management policies that embed the home-to-school link. The BISA research is a substantive body of work. I have invited opposition MSP spokespeople to meet with the researchers and with me directly to allow them to present the findings in more detail. I am also conscious of the expectations within the education portfolio to meet the challenge posed by the report. Many of the levers that I believe we require to pool sit in other parts of government. Therefore, I have asked colleagues for cross-portfolio engagement with health and justice colleagues on their responsibilities to ensure that we can better support an approach that recognises the need for joined-up policymaking. Today, I have set out a five-point plan that attempts to respond to the rallying cry for support that underpins the BISA research. A national plan for action developed in partnership with key stakeholders and informed by headteachers from Scotland's schools. Support spearheaded by our new chief inspector to ensure that HMI inspections are documenting the accurate picture of behaviour in Scotland's schools to help to support improvement. Funding for staff for training to allow our local authorities to better support their teams. A call for more accurate and consistent reporting of incidents in our schools and a dedicated approach to responding to issues surrounding misogyny. However, I also call on action for those who have a role in supporting improved relationships and behaviours in our schools. To support this, Education Scotland published a suite of practical materials developed with teachers on areas such as expectations and consequences. I encourage their use by all Education Scotland staff as they engage and support our schools. The summits and the research have shown that at school, local and national level, there are things we can and should be doing better. I ask all partners to reflect on whether there is action that they can take now to drive local improvements. Let me be clear, Presiding Officer. Violence in Scotland's schools is unacceptable. It is unacceptable for the staff in our schools and for the young people that we entrust in their care. It is essential that pupils and their families are reassured that our schools are safe, consistent learning environments for our young people and for those who work there. We have much to build on, Presiding Officer. Our education system is focused on achieving excellence and equity for all children and young people. We have now to enact a national plan that better supports our teachers and support staff in the workplace, recognising the role of local government as an employer. That plan has to better protect the learning outcomes of our young people, the vast majority of whom are well-behaved. That is a surprise that better behaviour and relationships in our schools can deliver, and I look forward to working with our partners across Scottish education to deliver just that. The cabinet secretary will now take questions on the issues raised in her statement. I intend to allow around 20 minutes, after which we will need to move to the next item of business, and I encourage members who have not already done so, but wish to ask a question to press the request-to-speak buttons. I thank the cabinet secretary for advance sight of her statement, but many listening will be concerned at what amounts to plenty of talk but precious few solutions. There are still no new specific guidance for school staff. There is no review of exclusions policies, as many stakeholders have called for, and there is no plan for dealing with attendance issues. I hope that I can prompt some details of actions that are being proposed. Given that, as the report shows, social media and other identified triggers are less prevalent in primary schools, what has the cabinet secretary's research told her is causing the increase in incidents there, and what solutions will be implemented specifically to address those? Secondly, £900,000 for local councils to use on training is welcome, but from which budget is that being taken? When will it be distributed, and how much training can be provided for £28,000 per council? Finally, the cabinet secretary has apparently belatedly realised that these issues are not generated in and will not be solved by schools alone. As she says, context is important. Inexplicably, the cabinet secretary refused repeated pleas from Opposition spokespersons to help her at the behaviour summits, so why has it taken until now to acknowledge and seek support from other portfolios such as Health and Justice, whose context and presumably budgets will be key? I thank the member for a number of different points that he has raised. I will attempt to respond to all of them. He asked a question at the end of his contribution about engagement with the Opposition. Since my appointment, I have been pretty clear in terms of my engagement with the Opposition. I engage with his predecessor directly on this matter and with other members from other parties. In relation to the behaviour summits itself, I was very clear that it would not have been appropriate for Opposition members to be in the room where we had parents and carers, teachers and a variety of different stakeholders talking about their experiences. However, I have written to the education committee to say that I would be more than happy to come to the committee to talk to this in more detail. I have also engaged with the member on this directly. The important point is that the report that we are discussing today is a 200-page long document. It is important that members have an opportunity to engage with their researchers directly on their contributions to that end. However, I very much recognise the opportunity for engagement with the Opposition on this. The issue is substantive. I hear the member talking from a sedentary position. I would encourage you to ignore any comments from a sedentary position, but I would also discourage those comments from a sedentary position. I welcome Mr Kerr's offers of help, and I think that it is important that we do work on a cross-party basis on this issue. The issues that the report throws up are substantive and they are seriously challenging. The member notes that I belatedly recognise that this cannot just be about schools. I am not necessarily sure that he has been listening to some of my contributions since March. As a former teacher, I have always recognised that this has never just been about schools. That is why it is important that, in Government, we have a cross-portfolio approach to how we respond to some of the challenges here. Engaging our health colleagues directly, for example, and some of the challenges that we experience in our early years where, of course, they have responsibility. The member asks a question in relation to the additional budget. It will come, of course, from the education budget and it will be delivered, as I understand it, in this financial year. I am happy to write to him with more detail on that, but that is the agreement that we have come to with local government colleagues. It is, of course, for local government colleagues to decide upon the training that they think appropriate for the staff in their local area and not, I think, for government to dictate. He asks a question in relation to primary schools. Obviously, there are a number of factors that are interacting with that change and that challenge. I have witnessed it and it totally, myself and some of my visits to Scotland's schools, and it is changing the type of learning and teaching that we see in our early years. Undoubtedly, there are a range of factors playing into this. I mentioned the pandemic that has undoubtedly had an impact in relation to speech and language delays. We also see the on-going impacts of the cost of living crisis with some of our youngest and our poorest attending school, Hungary. There are a variety of different factors that are contributing to that matter, but I commit to working with the member and across the Parliament on this issue, because I recognise the scale of the challenge here. Thank you. I have a lot of members to get in, so we will need brief responses and not multiple questions in a question. Thank you, Deputy Presiding Officer. I thank the cabinet secretary for advance sight of her statement, but I cannot hide my disappointment today. I feel teachers will feel blamed, parents will feel sidelined and pupils could feel abandoned. Many of the issues mentioned have been known for a long time, so I imagine that school staff, pupils and parents will be wondering why the announcement today is for the development of a plan rather than a plan, and I welcome clarity on when the Government will publish the plan. We also know from the research yesterday that support staff are experiencing higher levels of disruptive behaviours than other staff. Support staff are often the lowest paid staff, yet they barely get a mention in the statement. Therefore, I am deeply concerned that not only does the £900,000 announcement suggest that the problem is in staff training, but that it is unlikely to scratch the surface of investment needed. At a time when leadership is needed, today's statement feels a bit like the cabinet secretary believes she is a bystander. Whilst local authorities might be the employer, can I ask the cabinet secretary what she is going to do to equip them and schools to properly support and resource the whole community approach that is needed to sort this? I thank the member for her question. She raises a number of points as similar to Mr Kerr, so I will try to respond to them. I really take issue with the member's point in relation to being a bystander, however. We debated this substantively in May. We actually had a very good debate at that time for my recollection. It may not be the member's. I then held a task force with head teachers to talk to the issue specifically on exclusion in June. In September, I chaired the first behaviour summit, which was focused on recording, and in October I focused on the second behaviour summit, which was focused on some of the variants in the system. Yesterday, I chaired that summit to talk to the evidence in that room where parents, teachers and representatives of young people's organisations were. I take issue with the member on that point. The second point that she raises in relation to the action plan. As I set out in my statement, I do not employ Scotland's teachers, nor do I wish to. Some of the action that needs to be taken requires to be taken at local authority level, which is why we will need to come back with the agreed action plan. I am more than happy to write to the member on that. I expect, Presiding Officer, to come back to Parliament, actually, subject to parliamentary approval, to confirm that action plan. However, it will need to be engaged with a cosla, but also with teachers and parents. She spoke about parents directly. I want to take issue with that point, because I had very helpful meeting yesterday with Connect to celebrate their 75th anniversary in the Parliament. I believe that the member was there. A really worthwhile organisation that we work closely with. We also support the national parent forum, which has agreed to support some of our work around what it can do to help to support parents' understanding of whole-school policies and behaviour. I think that that is hugely important to developing the type of support that we need to see. Fundamentally, when responding to issues such as challenging behaviour, schools have a responsibility to do so, and they do that usually very well. They need support from their local authorities. I have taken leadership at national level. I have to say to the member that it is now for other partners to come forward and for us to work together on that action plan. I commit to Parliament to do just that. Okay. We have less than 13 minutes. We have 10 members that want to ask questions, so the questions and particularly the responses will need to be briefer. I call first Ruth Maguire to be followed by Ross McCollum. Presiding Officer, the cabinet secretary highlighted the need for accurate recording of all incidents in school, even if that means figures rise. Does the cabinet secretary agree with me that it is incumbent on all of us in this chamber to not demonise children and young people and to engage with those figures constructively rather than sensationalising or using them to focus on individual schools, noting that that is precisely what can put teachers off reporting? I absolutely agree with the member. I think that there is a level of fear within the teaching population around about reporting because they are concerned that when they do report, their individual school will be identified. I think that all members need to be cognisant of that. As I have indicated in my statement, it is essential that schools and our councils, of course, base their actions and policies on these issues on the best available evidence. I heard during the summit process itself that some schools and school staff were concerned about recording incidents because of the negative perception of increased incidents, but I am absolutely clear that we must record all incidents in order to address those issues appropriately, which has been a key theme from today's statement. I received an email from a father in Fife telling me of the horrendous bullying his care experienced son experienced attacks that were filmed and jeered on by onlookers, months of physical abuse met with empty promises of investigation that came to nothing, months of continual attacks that the boy hiding in the toilets and teachers and staff impotent in the face of classroom behaviour, forcing the family to remove their son on the grounds that the school simply could not keep him safe. So what does the cabinet secretary have to say to teachers, school staff, parents and carers who have waited six months with a promise of action to hear nothing but yet another future plan that hasn't been developed yet? I have to say to member that I am not necessarily sure that I would agree with that characterisation. However, she outlines a very sensitive case in Fife, of course, and my thoughts are with that family, which must be a very challenging time that they have gone through. I recognise some of the individual challenge that will be associated with that. We all hear of examples in our own constituencies, I am sure, of similar events, and that can be deeply challenging. In relation to the support that exists for parents and teachers themselves, the local authority has an obligation and responsibility at that level, and there are a range of actions that it can take. Of course, we have national guidance in relation to exclusion. I think that Mr Kerr raised the issue of exclusion specifically, and I did not have time for my response to him, but I think that through the national action plan that is something that we might want to consider in more detail, so that our staff are equipped with a range of different actions that they can take to manage challenging behaviour as and when it does occur. It does occur in classrooms, we all accept that, but it is important that teachers have those at their disposal, and fundamentally that they are supported in taking the necessary action when they need to when challenging behaviour arises. Fulton MacGregor, to be followed by Alec Rowley. Thank you, Presiding Officer. The Cabinet Secretary joined me last night at the reception for the parent-led organisation, Connect, celebrating their 75th anniversary and some of the fantastic achievements over those years. What engagement there was with parents and carers in publishing this report, and does she think that changing relationships and behaviour in school will only truly happen if there is proper collaboration with those who care for our young people outside of school times? For his question, it was a fantastic celebration last night of Connect. Of course, at their 75th anniversary, as I mentioned in my response to Pam Duncan Glancy, a really powerful organisation who has done a power of work over a number of years campaigning for Scotland's children. Our parents and carers, as I believe, are absolutely key to driving the improvements that we need to see in our schools in terms of behaviour. From the start of the process back in May, I made it very clear that the summits themselves would include parent representatives who have made a very valuable contribution to our discussions. Their role remains critical to progress and, with that in mind, I have asked Connect and, of course, the national parent forum for Scotland to directly contribute to the national action plan. Alec Rowley, to be followed by Ben Macpherson. Presiding Officer, this statement from the SNP Government fails to offer any meaningful actions to tackle the problems in our schools. Fails to understand the pressure staff are working under. Fails to recognise the wider consequences of bad behaviour by a few on the majority. Teachers up and down Scotland will be dismayed that point 1 of a five-point plan is to make a plan. How many plans will it take before teachers get the support that they need? Does the cabinet secretary not recognise that the Government is going to have to commit far more resources to address the challenges in our schools? He seems to think that I am in charge of Scotland's schools. As cabinet secretary, our local authorities have a responsibility to run their schools. They have to be part of this process in relation to the agreed action plan. I committed, I think, in my response to Pam Duncan-Glancy to come back to update Parliament on that action plan. However, it is fundamental that they take a role in that. Of course, if the member has read the report, there is some critique, I have to say, of some of the support that exists in Scotland's schools at the current time in that regard. Whether that is through QIOs or other education support managers, there is a plethora of different support that local authorities can provide in terms of supporting good behaviour in our schools. Education Scotland also has a role to play in that regard. We have 32 different attainment advisers who work with our local authorities to provide support on the ground. Today, Education Scotland has provided further advice that will help to support the development of good practice in our schools and to support staff with some of the strategies that they need. Cabinet secretary, we have seven minutes and we have six members who want to ask a question. I am going to have to ask you to conclude when we move on to Ben Macpherson to be followed by Willie Rennie. The research pointed to worrying increases in abuse by young people towards teachers and support staff, but it also showed that the majority of abuse is between pupils. Can the cabinet secretary provide an update on the Government's anti-bullying guidance, entitled Respect for All, and how the findings of the bizarre research can feed into the planned refresh of that guidance? Mr Macpherson is absolutely right to raise the issues surrounding bullying. Ross McCall alluded to an incident in her own region that may be related to bullying. It seems to be a common theme coming out from the summit discussions. We are currently reviewing our anti-bullying guidance, and we have established a working group to help with that process. However, the priorities that have been identified for the review, particularly in light of bizarre, I should say, include online bullying, prejudice-based bullying and recording and monitoring of incidents. As part of that review, we are also engaging with children and young people to ensure that the update reflects their experiences and expectations. Today's statement just misses the point. It is not more training that staff need. It is more support resources, such as educational psychologists and specialist teachers. There is not much at all that is new on boundaries and consequences. Does the cabinet secretary really think that the plan will cut violence in schools by the time of the next survey? I thank the member for his question. I have to say that he asked for additional resources, and we are already providing £145 million in next year's budget to protect increased teacher numbers and support staff. That is fundamental because we recognise the role of teachers in supporting good behaviour in our young people. He talks about the plan and identifying consequences and how that might be dealt with. I have to say that it is not for me as cabinet secretary to respond to individual incidents. We need to make sure that we are not disempowering the teaching profession, who are trained professionals and who know how to respond to challenging behaviour as and when they see it. What they need, I think, is better direction in terms of the national support that is available, and they also need support from the local authorities who employ them, unlike the Government. It is important that we have a joined-up approach. That is why the action plan itself will set that out in more detail. Many respondents to an EIS survey on violence and aggression in schools perceive an increase in misogyny against staff. What steps is the Government taking to dismantle gender stereotypes and address sexism in schools? The findings of the EIS survey really correlate with some of the findings from the bitter research itself. As I indicated in my statement, I will bring forward that joint action plan with partners to fully respond to the findings of the research. I think that the plan itself will also give us further actions specifically targeted on gender-based violence in schools to address those concerns. In particular, though, I would also reconfirm that the Scottish Government will shortly, in the coming weeks, publish guidance for schools and education authorities, which provides a framework to respond positively to gender-based violence in schools. That framework provides comprehensive guidance on addressing those concerns, including challenging inappropriate and abusive language and also responding to incidents of gender-based violence in our schools. Cabinet Secretary, the use of mobile phones has been highlighted by secondary school staff. It is one of the most frequent and disruptive behaviours in class. Here in Edinburgh, the head teacher at the Royal High School has taken the opportunity to strengthen their mobile phone policy. Devices are not permitted to be used during the school day and it is being strictly enforced. As a result, there has been a marked improvement in pupil engagement with pupils talking more and being less heightened about what they are missing on their devices. Does the cabinet secretary agree that a consistent and enforced mobile phone policy that restricts their use is vital if we are serious about tackling behaviour issues in our schools? Important point. We have discussed this very recently. I am aware of the work at the Royal High on the issue and the impact that it seems to have had on learning and teaching in that school. Of course, it would be a matter for individual head teachers to look at their school context and particularly how they can enforce that, working with parents and carers in their wider community. However, I am always stuck, Presiding Officer, by the chamber and our own use of mobile devices in the chamber. I think that we all maybe could learn a bit of a lesson from some of the work around about mobile phone bands. Certainly, when I was first elected in 2016, you were not allowed a phone or a laptop with the previous session, Mr Adam, may recall that. I think that our use of mobile phone technology, not just in our young people, has changed the way in which we all interact with each other and we should be mindful of that. I think that schools are maybe teaching us about how we can go about our business in a more effective way, which listens to each other. Presiding Officer, I fully support the Scottish Government's hard work to successfully reduce pupil exclusions, including removal from school registers, while maintaining continued education and support when exclusion is necessary and proportionate. However, in the behaviour in schools 2023 report, teachers warn that a lack of consequences is fueling unacceptable behaviours and that the cabinet secretary provides reassurance that schools and local authorities can act to exclude a pupil when persistent, aggressive and violent behaviour pose a risk to an on-going threat to the wellbeing and safety of another pupil. In answer to the member's question, yes, to be specific, the power to exclude pupils from schools rests with educational authorities is devolved to them to school leaders, so that has not changed. However, our national policy position, which is set out within included, engaged and involved part 2 guidance, confirms that exclusion should be used as a measure of last resort. Once other approaches to respond to that behaviour have been exhausted. I also repeat what I have already said this afternoon that violence in Scotland schools of course is unacceptable. It is unacceptable for the staff in our schools and for our young people, but I recognise what the member says about consequences. That is something that I have heard throughout the summit process and I encourage local authorities in schools to consider their policies in light of the findings of the BISA research. However, I also think that it is important to be clear that where it is appropriate, schools are empowered to use the consequences that they have at their disposal. I am very grateful, Deputy Presiding Officer. These are all Scotland's children, but young people have not been involved in any of the summits. Their voice is absent from this statement, this report or indeed the action plan. Feeling safe in Scotland is the thing that matters most to young people according to the national discussion. In England, one in 10 pupils feel unsafe in school. Does the Scottish Government know how many young people in Scotland feel safe in schools? I thank the member for his question. I should say that youth groups were involved in the summit process, although not young people themselves. However, I have committed through the action plan to engage them directly on that, because I think that the member raises an important point. To the specific point that he asked, I do not have the detail of that in front of me, but I would be more than happy to write to the member with a little bit more detail if we have that detail in the Scottish Government. That concludes the item of business on the statement. There will be a brief pause before we move to the next item of business, to allow front benches to change.


The concept of causal non-separability has been introduced to describe physical processes that follow quantum theories' local laws but cannot be embedded in a well-defined global causal structure. While there are two proposed generalizations for multipartite scenarios, they are inequivalent. A new definition is proposed for the general case, which turns out to be equivalent to extensible causal non-separability and is more natural for multipartite scenarios. Necessary and sufficient conditions are derived to characterize causally, non-separable processes in practice, allowing practical tests through witnesses of causal non-separability. This article was offered by Julian Wex, Alistair A. Abbott and Cyril Bransard.


What do you think about how women are treated under Islam? Islam is obviously very discriminatory and very oppressive towards women. This is a universally known fact. Men are in charge of women that if they fail to be obedient, men can discipline their wives, separating the beds and finally beating them. Islam allows this, the Quran allows this. The so-called beating is used as a last resort. The beating is conducted with a miswap, which I have here, okay? Is this little stick here, okay?  Okay, I mean, this isn't the hard days. I mean, you like to search for hard days, right? Why don't you look for the hard days? Where the Prophet said that you're not supposed to hurt the women? Find me that hard days. My laptop is not working. You will not be able to tell me the source because it's not there.  This is what you are afraid of.


Growth prediction technology has become increasingly important for ensuring the safety of image processing techniques. It can be used to supplement the growth images obtained from the original images, especially when there are insufficient datasets. This makes it possible to increase the robustness of machine learning algorithms, which can then be applied to a wide range of applications. Furthermore, this technology can be used to predict the growth of living organisms, which can further extend its use into unexplored areas. A systematic literature review was conducted to investigate the current trends in biological growth prediction. The results were published in 47 papers between 2017 and 2022, with 20 papers focusing on machine learning. These papers focused on using LSTM, JAN, and STN as the most commonly used methods. This article was authored by Yojiro Hairi, Bishnu Prasad Gautam and Katsumi Wasaki.


Everybody forced here ripping six boxes for Michael B. Michael B's got two of each of the next three done about the list To 21 22 obsidian basketball. There are two 2022 leaf autographs multi-sport jerseys two of them here And two contenders basketball from 21 22, so we'll start with the contenders Michael Thank you again for the order. Good luck Here with attendees and go to the obsidian and then we'll finish with the jerseys Way of the cards if we do it first Yeah, he's a tough sell now, but I mean if you believe in him. He's a good. Bye Louise Robert White Sox got to figure it out. See what though. It's not just him He's been pretty good this year Here we go. Here we go Come on big Scotty Barnes big kid Cunningham I'm gonna use these again. All right, so none of the vet base ships. We got lottery ticket Davey on Mitchell None of that base ships There's a semi-final ticket Darius Basely two of 99 right has an attitude problem I mean, I guess that's a case hit right there license to dominate Luca Donchich Very nice Great start for you Michael. I hope so too man Superstar die-cut Kevin Durant Nice, thanks Tony. Yeah, I mean he's a hole. I have some stuff. I'm not Lester trying to sell you at 60 of 249 Anthony Davis Louise Robert's a hold for sure. I think a holder a buy How do you feel about him? There will be a time where he at least does a lot really well and you'll have a chance to sell sweet shots Damian Lillard Still looking for an auto here. He's too talented guys lose Robert's too talented lottery tickets Moses Moody Franz Wagner rookie of the year inserts Yeah, that base is donated Sweet shots Paul George Two autos. Oh, there's an auto right there. Just facing right at me. Luca Garza rookie ticket That's an on-card right there. Luca Garza Let's see a bigger hit than a Luca Garza this next one here lottery ticket Scotty Barnes Yeah, I wish a lot of tickets and we got a mark price 71 of 199 on the Ledger contenders auto Alright, let's see bigger hits in the next one. Come on now one more contenders Show us the big barns the Cade the Jalen Green the Wagner the giddy Show us one of those premium editions those golds Those are pretty sick. Yeah, you need a big card here Let's do it Michael.  They're a little weird, but I mean their case hits they do self fairly well There's a rookie of the year Jalen Suggs insert There's a John Sally legendary contenders auto 190 of 199 Sally Come on need a big rookie hit here. Come on 133 of 149 first round ticket Jaren Jackson jr Triple J a Frans Wagner lottery ticket this time Thanks for the likes guys appreciate it. And it is a rookie ticket on cart auto Herbert Jones on the numbered Not the biggest hits and contenders If you've seen we'll have a big hit Dave you on Mitchell rookie of the year insert there Lottery ticket giddy Mobile would be sick really hoping for a big hit in the city now sweet shots Mike Conley Yeah, it looks fantastic this year sweet shots Yanis On to the combo Okay, all right to obsidian now Michael. Good luck man. Come on. There's a die-cut Long big die-cut was her. I think there was average like what a case T was Malik Beasley cabs Collins Sexton and a Josh Christopher rookie base your base cards there Hornets lightning strike auto Kelly ubré jr 36 of 99 Kelly ubré Herbert Jones definitely underrated Pacers Aurora auto TJ Warren 53 of 149 purple Gary Trent jr 27 and 99 Vitrious die-cut thunder rookie Josh giddy That's pretty nice right there We go Michael Vitrious die-cut I believe counts as a case hit. These are non numbered There we go Nice, there we go It counts as a case it again non numbered giddy vitrious die-cut love the vitrious design I like it a lot more than just like the weird wide V look Now that those are bad, I just think this is so much cooler the break sure listed ahead of time David I Didn't change the price me personally. I maybe it changed. I do not know Spurs Joe Weiss camp Hawks King Capella and Hornets James Book Knight rookie Rockets Jay Sean Tate lightning strike auto number in 75 and 99 the breaks are listed a few days ahead of time So maybe the price went down. Oh, that's pretty nice Austin Reeves rookie Jersey auto Nice Reeves 85 and 99 definitely one of his first autos. I've seen since like draft products sweet Reeves T-Wolves Pat Bev 11 to 25 T-Wolves play-in game legend Pat Bev and Magnitude jazz Donovan Mitchell 32 of 99 right multi-sport leaf jerseys here two of these now come on First time I've opened one of these Be cool to pull one of the guys on the on the box a holland a curry a kershaw or my homes Oh, is that who I think it is Okay, all right, so This is a Mariners Rodriguez is Julio a rod. That's Julio, right say anywhere Oh It says right on the bag. Nice. So Julio Rodriguez. This is what I thought Hell, yeah, man, that's awesome Yeah, Julio Rodriguez dude, that's fire. I should have just looked for the name on the on the box instead of assuming There we go. Hey Jersey there That's fire Honestly, maybe That's awesome. That's sick.  He's gonna win a l rookie of the year That's a pretty recognizable one right there run CMC this time Where's our auto? Nice.  Hey Michael. Thank you again, man We'll get those cards and jerseys right out to you