Alright, so thank you guys so much for joining us today for our workshop called Know Where to Go, Primary Sources. Just a couple of quick announcements. The session is being recorded and will be uploaded to the library's YouTube account. So if you unmute yourself during the first half an hour, the recorded section, your name and your video will be included, which is totally fine with us. But if you want to avoid that, please use chat for any questions or comments until we announce that it's no longer being recorded. Also, if you're viewing this recording, please note that some information might have changed throughout the semester, so just be sure to check the library from its up-to-date information. And now to introduce ourselves, Michael, do you want to go first? Thanks, Amber. Hello, everyone. My name is Michael Deike. I'm a Commons librarian at Hodges Library. I work at the front desk a lot and do a lot of research assistance. And sessions like this as well. Of course, my email is listed on there, so if anybody has any questions after this session, feels comfortable asking them of me, you're always welcome to send me an email. Awesome. And my name is Amber Sewell. I issue her pronouns. I'm the teaching and learning librarian here at Hodges Library. And there is my email address as well. I love answering questions from students, so please feel free to hit me up after this. So at the end of this workshop, you'll have learned what a primary source is, some strategies to make researching primary sources easier, and most importantly, where to find them. So to get started, we have to answer the question, what is a primary source? And a very simple definition is that it's a direct record of an event or a subject. And this is kind of in opposition to secondary sources, which talk about an event that's already happened. So say you have a documentary, which is a secondary source, but that includes live footage, say, of a shuttle launch. And so that live footage is going to be your primary source and your documentary is using that to comment on the shuttle launch, if that makes any sense. This can be relative though. There is no like black and white when it comes to a lot of this. So a book review is typically a secondary source, unless you're talking about how a book is received.  Then those book reviews written at the time of publication. So in magazines and newspapers on Bookstagram, any tweets, all of those could then be considered primary sources because your subject of research is the reaction itself. When in doubt, ask your professor. They're the person who decides your grade. So if you were not sure if something counts as a primary source or not, definitely send them an email. They'll be the deciding vote. So some examples of primary sources. Of course, we've got images, diaries, letters, use paper articles, works of art advertisements or some of my favorite types of primary sources. But you also have things like tweets or blogs or interviews and some types of videos. All of these can be things that you can use as primary sources. A couple of things to keep in mind when you're researching primary sources. First, you want to think about the type of primary source that you're going to be looking for. And this really depends on what you're researching. So if you're researching government responses to natural disasters, you're going to want a government report or a newspaper article.  Next, you want to consider the time period. And this can be important for a variety of reasons. One, you need to know what kind of primary sources are available from that time period. Video sources are going to be easier to find from our current events. And you're also going to want to think in terms of the search terms that you're using. So say if you were looking at advertisements for World War One, you're not going to find results if you search for World War One because it was called the Great War until World War Two started. This is often when I recommend people go to Wikipedia and try to find alternate terms for something because you're going to want to use the language they used while the event was happening. And the last reason the time period is important is because one of the things Michael will show when he demonstrates how to find these is a lot of our databases include a filter for dates. So if you are looking for an event that happened in a very specific time frame, you can actually let the databases do a lot of work for you and filter out things that aren't relevant. And lastly, there are some things that they're not going to be primary sources for. This can be an interesting thing to comment on whose story was worth preserving. And sometimes that means that you go searching for something and it doesn't exist. And those are just a couple of quick tips on things to keep in mind when you start researching. Now I'm going to let Michael share his screen and show you where to find these sources. Thanks Amber. All right, I should have my screen shared now, and I'm unmuted. So you should be seeing a page. It's the main library website liv.utk.edu, and I'm going to take you through the process of how to actually get to our primary source databases, and how to search a couple of them. This will not be comprehensive. One thing about primary sources is that there's not a singular central location where you could find, say, all of them, they tend to be scattered about in a lot of different databases. So a smaller amount of items spread about in a lot of different areas. But we have a few resources available to you through the library that'll help you narrow down your searches and get you to the place that you need to be. So if you start on the library's main page, liv.utk.edu, like you see over here, if we scroll down a little bit under our research section that I'm highlighting here. If you go under research guides, click on that. This takes you listening to all the different research guides that the library has available, which are kind of text based walkthroughs on how to do different types of research. And since we have a lot of English courses doing these primary source papers, if we go into the English section here, scroll down a bit until we get to P, you can see here, we have a primary sources guide. Now if I click on that, this takes us to our dedicated primary sources guide where we kind of catalog a lot of different primary source databases that are available for use. So each of these are going to have items that vary a bit in format. The database itself might vary in functionality, and you'll also see things that are very historical in nature. So a lot of items dating back, we've got some databases all the way back to around the 1600s or so. So kind of keep those date ranges in mind when you're doing a project. So one I want to show you real quick is if we're on these general starting sources on our homepage here. A lot of the databases we have outlined here are pretty good for a wide range of topic because they don't cover a specific subject matter. I'll show you what one of these looks like under our historic newspaper section. We scroll down to the bottom. This ProQuest historical newspapers. This is a very good one to pull a lot of different primary sources really quickly. And it covers a wide range of topics. So chances are you can type in the search here and it'll get you at least something that you could probably use on your paper. So I've clicked on it and it opens up right here onto a basic search field. I want to start off at the advanced search, which you can click up at the top here. And over here you can see I've already started a sample search up here for you guys. I'm going to try running a search for the term coffee. And I'm doing it in the date range for say I'm interested in the history of coffee in the 1960s. So down here you have a publication date and you can select specific date range and it gives you the fields where you can select January 1, 1960, December 31, 1969. And what this is going to do is it's going to search a lot of American newspapers dating between the range of 1960 to 1969. So I'm going to run a search here and we're going to see what comes up for coffee because I drink a lot of coffee and I'm very interested in that topic. So over here you see we've got 329,031 results and all these dating in the 1960s range and we've already got a lot of good results coming up. So we've got cool ways to drink coffee, talking about London Fogs, iced coffee rum, those sorts of things, choosing a coffee pot. So if you're interested in appliances in the 1960s, this could be something potentially good for you and a lot of different recipes, all sorts of things are coming up. And of course on the left, generally when you do a search, since I already had this one prepped up, you don't have that problem. It'll organize your results by date newest. When that happens, you might not see your keywords highlighting up in the title or the description abstracts and things like that here. So you want to switch it to relevance so that those more relevant items are elevated to the top of your search string. I'm going to say I'm interested in looking at this one to show you what it looks like here. I click on that and it gives me a full what should be a PDF scan of an actual newspaper. Of course this is from the Washington Post Times Herald. And we have a lovely little PDF of a newspaper article. And under the abstract details section, if I go there, want to save this item later on in the long run. If I go down here, you've got a document URL where you can copy this and save it so that you can come look at it later. So this is ProQuest Historical Newspapers. It's probably familiar to anyone who's done kind of other database searching. It's got a lot of good functionalities. You've got your date rangeability modifier here. And it's a very user friendly database. So it's one that I like to highlight a lot for these primary source papers. Of course, a lot of the primary source databases that are available are not going to be quite as user friendly, maybe lacking in certain areas of functionality. And I'll show you what I mean when we go back to our primary sources guide here. So of course on the left hand side, you may have noticed we have a lot of different topics outlined here. Of course, I'm using the search example of coffee and I know that that's kind of related to food, right? People tend to drink coffee, have beverages, maybe have it with breakfast, things like that. So I'm going to click on food and now we have a lot of databases that are specific to the topic of food. So if you're doing any kind of thing on, say, maybe the history of corn in the United States or something like that, this might be a good place for you to look. I'm going to open up two databases from this list. One is this National Agriculture Library digital collections, because I know that the National Agricultural Library has some stuff on coffee. And I'm also going to go into this cookbook section. And I'm going to open this feeding America source here. And I'll show you kind of the differences in what these look like. And I don't want to take a survey at the moment. Now I'm at the National Agriculture Library database from the United States Department of Agriculture. Of course, this is a government database that focuses on agriculture in the United States. And for anybody who doesn't know watching this recording later on the line, there's a lot of things on growing coffee related to the United States that the United States Department of Agriculture oversees. So that's why you probably be able to find some good primary sources in here. And I'm going to run just a basic search up here for coffee. And you can see I don't necessarily have the same advanced search functionalities that we have for pro quest historical newspapers, but I'm going to run the search and see what we've got. And on the left hand side, this is when I can filter to my publication years, and you can see a lot of things coming up in here aren't necessarily particularly too old. It's 2020 so if you need a resource that's older than 20 years is 2001 2005 2007 not really going to cut it, but we do have one thing showing up and we don't want to discount that one thing because it could be pretty interesting. I'm going to click that one. And you see we've got this government document of experiment station work, and it says it's got a section on coffee substitutes there. So I'm going to open this. We've got our option to download a PDF is over here. Click there. And once again we're going to be getting a digital microfilm PDF scan of this government document. I've got some time here I know I'm interested in coffee. Gonna run a search here coffee substitutes on page 22. And I go over here coffee substitutes and we got a little report on the USDA from 1900s and it talks a bit about the health benefits are negligible health benefits of coffee saying that it doesn't provide a lot of caloric intake. It's not necessarily the most nutritional item but people like it a lot for the caffeine, and it also goes over some potential substitutes that can be domestically grown for coffee in the event. We're not able to get the good stuff from like South America for example. And one of them this was interesting to me on this page particularly as it talks a bit about creating this corn coffee, which sounds a little disgusting to me but I'm sure it would work at times were hard right. It's a good place for you to check. But you can see here kind of a difference would then went then when we were looking at the newspapers. It's formatted a bit differently because it's a government document. So this is kind of another area where the type of item you're looking at is going to come up as well as looking at those date ranges because of course we noticed didn't have a lot available necessarily through this resource. We did have a couple of things and you might find yourself going to a lot of different primary source databases picking maybe one or two things that you're able to find and piecing a bit of a story together using those resources right. So that is the Department of Agriculture Library. The next place I want to show you is this feeding America that I clicked on earlier on the primary source guide and just a backup that's on the food section cookbooks feeding America on the primary sources guide that we have. So the food section of America is a collection of resources from the Michigan State University that has a just bunch of different stuff related to food beverages all sorts of things if you've got a food related topic, definitely a good place to check. I'll do my search for coffee here. And this database you can see gives me a bit of an autocomplete where it shows me some different subject headings that might be good searches for me to do. And that's a handy thing here that you might not see in some other databases differences in functionality yet again. I'm just going to do my standard search for coffee. And we'll see what comes up. And right off the bat we're getting a much wider spread of results than we were in the Agriculture Library 14,000 things where coffee is showing up basic properties of coffee from 1959. That's some metabolism so something more medical oriented image of a coffee roaster. Let's look at that one. So over here, you see, we've got an image of an old coffee roaster. The date is actually estimated here because they don't know the exact date that this image comes from that happens a lot with primary sources as well, where the way these come to be is somebody kind of donates an item to a museum. And now that items become a primary source for research purposes right. However, the person who donated the item doesn't necessarily know when this item came from. So they give a bit of an estimate where maybe some historian looked at it and was like, I know these kinds of coffee roasters were in circulation around this time period. So this one probably early 1800s early 1900s. If I click on this here, it's just got me a nice standard image that I could search and you can look at this and try to make some sense of it and use it to draw some inferences about maybe the types of materials that they were using to create coffee strainers or whatever. You see it's kind of crank action as well, which that might have some insight for you there. But another potential item that you could use that's not necessarily text based in nature. Suppose you found an image of an old coffee pot from the 1960s even that something that you could probably use as a primary source. So that feeding America resources definitely a good place to check out. And going back to our primary sources guide, of course, I've kind of showed us the general starting places in the home section we got all these different topics outlined here, but it's possible that the topic you're doing isn't necessarily covered by any of the ones in here. And I'm going to show you a couple of techniques on how to find something in the event you run into that issue. So we're still going to run off my coffee example and I'm going to show you. We're just going to go to Google, which is a surprisingly good place to find primary sources if you know a couple sets of phrases that can help you pick up things really easily. So I'm going to run a search here, of course, we can always do a search for coffee right and that would bring us up maybe some Wikipedia article that you wouldn't necessarily want to use. Maybe you could find some citations at the end of it that you could find some good resources, but I'm going to show you a couple key keywords here. So of course, with primary sources, they tend to be historical in nature. So I'm going to do coffee. I'm going to do history. I'm going to do the term archives. Now archives are historic in nature. There are places that tend to store a lot of different manuscripts and things like that. And it's a keyword that you can find a lot of different digital repositories online that have primary sources of materials. So I'm going to do coffee history archives run a search there. And when you're doing this, you want to be a bit careful of where you're pulling your resources from. Okay. You want to be on the lookout for dot gov sites maybe dot edu sites, something like this national coffee blog might not necessarily be the most credible or reputable source it also might not be so easy to site. However, we go down here, we see this folders coffee calm. The folders coffee brand actually has their own corporate digital archive that you could look at. So if I open this up, go here. They have it kind of broken down by year where they have some materials from the 1930s. You've got photo depicting some people working at a folders plant back in the 1930s 1960 new packing plant opened up and they got an image of it that you could use scrolling down. You can see all of the different containers that they've had in the past. So, and also some advertisements will probably show up in here. So it's a very good resource if you are doing, you know, maybe advertisements in the 1940s this one right here has a nice little or their packaging looks like in World War two they specifically updated their packaging in order to conserve metal. So that's pretty interesting. Maybe you're interested in World War two rationing is your topic could use something like this. And this isn't a place that's relatively credible. You can tell just on the basis that it's folders it's their own corporate archive, but of course be careful when you're finding just random blogs on the internet that have these images and things as well. You want to try to find the original posting of it, so that you can have a good credible citation. Now, the term history and archives, those are good ones to put on your Google search. But there's another one that's really good, and it's digital collections. This is what a lot of libraries have called their online repositories over the years so when you run a search for this it pulls up some different things where we've got some stuff this one's from the National Library of Medicine. You got one showing up from the digital collections at New York Public Library which is a very good resource that has a wide range of topics on it. And it's just an automated search for coffee in that database. I'm going to open it up here and show you what it looks like. So over here we've got 550 results and a ton of different stuff things on coffee plantations, a gentleman named General John coffee who might be related to the plant, the coffee plant somehow you've got advertisements are going to show up in here. This one here, something related to Portugal and coffee. So a lot of different resources are going to show up in here even some maps, things like that. There's a lot of different places to go. But yeah so always remember that if you find you have a topic that isn't quite covered by our primary source guide, try breaking it down to what the general topic area is, and use those keywords of archives for digital collections and Google, and you might be able to find some stuff that you wouldn't otherwise notice. And that's all I've got on that, and I'll hand it back to Amber for closing remarks. So speaking of digital collections and archives, there was one other two other things that I wanted to show real quickly before we end here. So this primary source guide is excellent. It's one of my favorite things, especially for primary sources because they can be tricky. And so we've got the different types of sources you can find here but if you go to related guides, you can actually see we've got one for you to use special collections. And they've gone through and digitized a lot. And so down here a digital teaching collections by click this. And this one is specifically for or was put together with English 102 students in mind. And so it's got several of our different digital collections but it also has our primary sources, organized by common themes that they say in English 102 classes. And so this can be a good place if you are researching something regional to like Knoxville or Tennessee and you want to see what connections we have to it or the university in particular. This can be a good place to go. Another resource I wanted to show you really quickly is, I know I said primary sources can you can get a little squidgy, you know, is it primary is it secondary. And we do have a great tutorial that can help you kind of practice determining what type of source it is. So if you're back at the library's homepage, I can go down to tutorials. It's a little bit. I've got this primary versus secondary source tutorial. It's very quick. It's fun. I've played through it a lot of different times. And if you're still not sure how to tell the difference between the two, this tutorial can be a great place to practice. And with that, that is all we've got for you. And we would greatly appreciate it if you all would fill out our survey here. Just a couple of quick questions about the workshop today. If you require attendance for this workshop and filling out the survey will give you that. And we would also like to invite you to join us next week. Same time to 30 where we're going to talk about where to go for secondary sources. And we're going to go ahead and stop the recording now so we can answer any questions anybody has.


The next item of business is a statement by Hamza Yousaf on the ferry services procurement policy review. The minister will take questions at the end of his statement and so there should be no interventions or interruptions. I call on Hamza Yousaf up to 10 minutes, please minister. Thank you, Presiding Officer. As minister for transport and islands, I am responsible for the provision of safe, efficient and reliable ferry services to the island and remote rural communities that rely on them for economic, social and cultural sustainability. It is a responsibility that I and this Government take extremely seriously. That is why my statement to Parliament on 2 February earlier this year announced a policy review on the future approach to the procurement of the Scottish Government's three contracted ferry services, namely the Clyde and Hebrides, the Northern Isles and the Gareth Dunoon town centre route. My announcement was informed by the Scottish Government's joint approach with the RMT trade union to the European Commission on the 1 April 2016 in the commission's response of 22 September. That correspondence concerned the possibility of making a direct award to an in-house operator in compliance with full requirements of the technical exemption and the state aid rules, potentially removing the need for competitive tendering procedures in the future. In my announcement on 2 February, I said that should the review conclude that it would be possible to apply the technical exemption and meet state aid rules, the Scottish Government would be minded to make a direct award to an in-house operator. That remains, her position, subject to wider financial and policy implications but, most crucially, the views of local communities and local stakeholders. On 20 July 2017 this year, I informed Parliament of the policy review's progress. I said that further consideration would be needed to be given to the application of the technical exemption and the state aid rules, following which a final decision can be taken on whether it would be possible to make a direct award to an in-house operator at some point in the future. I made clear that that would require an extension to the planned timeline for the completion of the policy review but that I would publish an interim report setting out the emergent findings and implications for each of the three ferry services. I have published the report, copies of which are available in Spice and from Transport Scotland's website. The report confirms that a direct award to a Teco-compliant in-house operator under the procurement regime would be compatible with the maritime cabotage regulation, subject to further consideration of how we will in practice satisfy the Teco control test. The control test requires the Scottish Government to exert similar levels of control over an in-house operator to that which we exert over one of our own government departments. The immediate consideration will therefore focus on changes to governance arrangements for David McBrane group of companies, something that we believe to be achievable and which can be completed with very little or no impact on employees. The report also confirms the need to satisfy state aid rules. The state aid rules pursue different aims from the procurement regime, although the two are related. State aid rules flow directly from article 107 of the treaty on the functioning of the European Union and state that any aid that is granted by a member's date, which threatens to distort competition, is incompatible with the internal market. It is therefore necessary to consider those rules when assessing the possibility of making a direct award to an in-house company, even if the in-house company is Teco-compliant. That is very clear from the commission's response on 22 September. In our assessment of the state aid rules, we have considered the application of the Altmark criteria, the 2007 passenger transport regulations and services of general economic interest. The conclusion reached us that it will be necessary to demonstrate full compliance with the four Altmark criteria in order to satisfy the state aid rules. The fourth Altmark criteria can be particularly challenging. It can be satisfied by means of a public procurement procedure, as highlighted in the European Commission's letter of 22 September. It can also be satisfied by means of a detailed benchmarking exercise to demonstrate that the compensation for discharging the public service obligation does not exceed that, which would be required by a typical well-run and adequately equipped undertaking in the ferry sector. It is therefore clear that there are a number of complex legal policy and financial issues that still need to be addressed before we can ascertain whether it would be possible to make a direct award to an in-house operator. However, I am working to address those issues in a positive manner. For example, we need to build a case for making direct awards that satisfy the Teco exemption in state aid rules. We have to follow up on the initial views of local communities and stakeholders. We have to engage rigorously with the European Commission on the final approach that we intend to take in relation to the future procurement of ferry services. It will take time to conduct the necessary analysis, and that is the implications for each of the three ferry service contracts. The Clyde and Hebrides ferry services will continue to be operated by CalMac under the terms of the recently tender contract. That contract will deliver efficiency savings and 350 service improvement commitments. That said, I believe that similar savings and improvements could also be delivered by means of a direct award to an in-house operator. That will be part of our case for making direct awards that satisfy the requirements of Teco and state aid rules. The current contract effectively guarantees that the Clyde and Hebrides ferry services will be provided by a public sector operator for the best part of the next seven years until the end of September 2024. Let me be clear that we cannot and will not put the protection afforded to the Clyde and Hebrides ferry services by the current contract at any risk whatsoever. We need to be sure that a direct award to an in-house operator would meet the full requirements of the Teco exemption and state aid rules before making such an award. If I can satisfy the European Commission, which I will work hard to do, it would be my intention to scrap future-tendering processes for the Clyde and Hebrides ferry services and appoint the contract to CalMac directly. The current contract provides a sufficient time for further detailed analysis to be given to CalMac's governance arrangements, as required by the Teco control test and detailed benchmarking that is required by the fourth altmark criteria. The conclusion of the analysis will then be used to build the Scottish Government's case for making a direct award to an in-house operator for the Clyde and Hebrides ferry services in the future. In the case of the Northern Isles ferry services, arrangements are in hand to extend the current contract by 18 months from April 2018 to October 2019. A decision on whether it would be possible to make a direct award for the Northern Isles or to continue tendering will have to be taken by the spring of 2018. This timeline will allow 18 months to complete a full tendering procedure, should that be required. In reaching a decision, we will take account of progress that has been made on further consideration of Tecl exemption and state aid rules. Crucially, we will also follow-up on our earlier engagement by writing to key local community stakeholders in order to build a better understanding of their preference for the future approach to procurement of the Northern Isles ferry services. Turning to Gwyrwch Dynun, the current contract was due to have expired in June of this year. That contract was extended by nine months to March 2018, and we will make arrangements to extend it by a further nine months until December 2018. A direct award allowing for the transport of vehicles under the state aid rules is not considered to be a deliverable option, given the limitations of public service obligation, which only applies to the transport of foot passengers. As the Scottish Government's long-standing policy position and the local community's aspiration is for the return of a vehicle-carrying service to the town centre route, tendering provides an approach that could potentially realise that outcome. For that reason, the currently paused tender exercise will be restarted as soon as practically possible. In setting out the implications for the three ferry service contracts, our priority is to ensure the provision of the best ferry services possible to our islands and remote rural communities, while ensuring value for money to the taxpayer. That priority is supported by our programme for Scotland 2017-18, where we set out our commitment to maximising the socio-economic development of our islands and remote communities through the provision of safe, efficient and reliable ferry services. The interim report, published today, demonstrates our continued commitment to delivering the outcome. The minister will now take questions on the issues raised in the statements for which I will allow around 20 minutes, so please press your question to speak buttons. Jamie Greene, please. Thank you, Presiding Officer. I thank the minister for advance sight of his statement. What we have learned today is that, despite more than 18 months of intensive wranglings, the Government is no farther forward in its pursuit of a policy to ditch open and transparent procurement of ferry services in favour of a strategy to direct their word contracts to a Government-owned entity, which effectively sews up future contracts, if given indefinitely to CalMac. Clearly, the out-mark criteria and technical exemption hoops that have to be jumped through are onerous and causing the Government unnecessary headache. In his own words today, they are challenging, to say the least. In the context of the following advice from Audit Scotland, which says that Transport Scotland will find it challenging to continue to provide ferry services that meets the needs of users within its allocated budget. All that being said, why is the minister dogmatically pursuing this ideological decision to avoid future tenders? What are the cost implications to this taxpayer, including the legal costs and Government time being spent on engaging with the European Union on its state aid rules? Moreover, given the success of recent tenders, including the iron service and the Clyde, does he not agree with me that tender process is a vital one and a vital one to ensure that incumbent operators are both kept in their toes, but also that it offers the Government the opportunity to choose the best operator from a variety of bids that meet the needs of users, but also provides value for money to the taxpayer. Can I try to be constructive to the member? I thought that he was unfair to say that we have not got any further forward. We have. It is our belief, through the detailed work that we have done, that we can make a case for a direct award. We have to, of course, satisfy the European Commission. The member will only roll clearly from his own party's discussions with the EU that those things can take a bit of time. We will, of course, approach that in a manner that can be as quick as possible from our perspective, but clearly we are reliant on the opinion of the European Commission. The work that has been done in the interim report is very detailed, and I would welcome some of his feedback on that. He makes a good point that there can be some perceived benefits of tendering. That competition helps those who are bidding to sharpen their pencils to make sure that they put in the most efficient bid. Competition can help to drive efficiency. I think that that is an argument that he and some of his colleagues have made to me before. It is not one that I dismiss what I would say on the other hand. I believe that it is possible to drive those similar efficiencies even with a direct award through KPIs. The other point that I would make to him is that, of course, tendering can cost—we know that the CHIFTS contract, the CHIFTS tender, costs around £1.1 million. That is not including the cost that would have emerged from CalMac having to bid, which, of course, is a wholly Scottish Government-owned company. He mentioned Aaron. I think that he would do well to speak to the community on Aaron to take their views on whether they would prefer CalMac to have this contract directly awarded or whether they would like competitive tender in the future. Our ferry services are run well. On the final point that he made in relation to the Audit Scotland report—in fact, the Audit Scotland report itself—it's opening line was that the ferry services in Scotland are run well. Neil Bibby I thank the minister for advance copy of his statement. There will never be some frustration that a decision on tech exemption has been delayed. However, I can say that this gives us the opportunity to get it right. I would ask that the minister builds a case with island communities, trade unions and members from across the chamber for ending the costly tendering process. Can I ask the minister how many times he has met the European Commission to discuss the four criteria and state aid guidelines? The minister will also be aware that specification changes can be made to the Northern Isle service irrespective of TECL. Will the minister agree to an expanded contract to include inter-island services and an increased freight capacity? Two weeks ago, this Parliament called on the Scottish Government to agree fair funding for inter-island ferry services in the Northern Isles. What steps has the Government since taken to ensure investment in the fleet does not put those councils at a disproportionate financial risk? Finally, since the minister's last statement, Audit Scotland has published its report on ferry services, it has found that there is no Scotland-wide long-term strategy for ferries. It said that it would be challenging to continue to provide ferry services that meets the needs of users within allocated budgets. In light of his statement today, how will the minister address the concerns that are raised by Audit Scotland? Does he accept that publicly-owned ferry services can be run effectively, affordably and in the public interest? I will engage with the unions and the other stakeholders on building a case. I have met them on a number of occasions, most recently on this issue, just a couple of weeks ago. My officials meet the European Commission on a number of occasions and meet them regularly to discuss the technical exemption. It is how we have managed to get to the position that we have got to. I thought that he strayed slightly off-topic, but I am sure that he accidentally went on to inter-island ferry services. I repeat what I said in the chamber only a few moments ago, which is that there is a window of opportunity for his own party to set on record whether they would support a final budget in February if it included provision for inter-island ferries. I asked his colleague Rhoda Grant that question, and she refused to say that she would. He has an opportunity, and any of his colleagues who are going to ask questions next can clarify that point. On the Audit Scotland report, I thought that the recommendations were very positive. They are the ones that we reflect on. We have a ferries plan up until 2022. The call for Audit Scotland must have a longer term. That is a very eminently sensible recommendation from Audit Scotland. As I said, it is one that we reflect on. Again, I am probably oversubscribed in questions, so please be succinct to Kenneth Gibson, followed by Maurice Corry. Thank you, Presiding Officer. As a constituency MSP for the island of Arna, I can say that certainty is very important to islanders in terms of service delivery, and therefore I believe that they will welcome the minister's comments today. I am just wondering about the issue of governance arrangements, which the minister talked about in his statement. I am just wondering if he can perhaps talk about what changes to governance would have to be made by David McBrain should the minister's plans come to fruition. In the interests of brevity, I am hoping that it can be minimal changes, because we certainly do not envisage that the changes that we will make will have any or only little impact on employees. It really refers to what you call the technical tests and the control tests. I will just read part A of that directly. It says that the contracting authority exercises over that person, controls similar to that, which it exercises over its own departments, which is called the control test. Essentially, we would have to ensure that David McBrain's governance was aligned in similar ways to our own government departments. Transport Scotland, perhaps, would be an example of that. We are working through the detail of that, what it will mean, and we will work closely with CalMac. The minimal change would be better, because I believe that the relationship that we have with CalMac works well on an operational level. Maurice Corry, followed by Jackie Baillie. I am pleased to learn from the minister that the guruk to the noon ferry tender process has restarted. Can the minister, this afternoon, confirm to the chamber that the timelines, process and any job losses in this tender are affected and also update us on the guruk to CalMac and ferry tender process itself? Hamza Yousaf. On his guruk to Cal Craig, I could not update him, because he knows that that is the responsibility of SPT, not this Government. However, I will look, I am sure, shortly to get an update before the holidays from Councillor Martyn for us, the chair of SPT. In relation to his other question, we do not envisage job losses as a result of this tender process. As I said, there is an extension, a further nine-month extension, to the contract at Guruk Dunun, and it is the only way that I can see, potentially, a vehicle service that could come into fruition. Jackie Baillie, followed by John Finnie. The minister has previously said that the transfer of the guruk to Cal Craig and ferry service from SPT to the Scottish Government had to await the outcome of the procurement policy review. Local passengers and members of the chamber have been very patient. Now that he has decided to tender the guruk to Dunun route, will he take steps to transfer the guruk to Cal Craig and ferry service as promise to the Scottish Government and provide me with an indication of the likely timetable? Again, I am entirely convinced that it is related to the statement. However, I will give the member an update. I would say that the promise has always been to have constructive dialogue in order to explore the fair funding formula for the transfer. We will continue to do that. The member will be aware that recently that service was retendered, and a number of bidders have come forward. Therefore, we are hopefully able to establish once a bidder has chosen what the true cost of that contract will be. That helps to inform our discussions, and I can give the member an absolute assurance that those conversations will continue in the constructive way that they have with SPT thus far. Can I remind members that it is about issues raised in the statement, though I can see that it has been very imaginative hooks going on here? Thank you, Presiding Officer. I thank the minister for early sight of the statement and commend the good work that has been going on—hopefully much more to come. Minister, community use is very important, but there is only one factor in decision making. The problem with a commercial supplier is that they will always weigh up, particularly a multinational one. It is all the way up cost and profits, so the situation cannot change. I think that a previous contributor talked about political philosophy. This is about a political philosophy. I support— Mr Finlay, thank you very much for your question, please. —exclusively in the public interest or not. Can you explain what waiting you put on the public's views, and would you accept that they can change? I do accept that they can change, but in terms of political philosophy, I have been very consistent since my statement in February that this Government's preference is for a direct award across the country. I would say that, equally, it is a political philosophy of ours that we should be listening to the communities themselves. If the community is our hostile to a direct award, if a community wishes to see a tendering for whatever reason, then I do not think that we can discount that. I would say that I would put a lot of weight to that, but that is not the only factor that should be considered by any matter or means. What I will be engaging with in the new year, and my officials will be engaging with, is the process of community engagement. Of course, I will keep the member updated on how that goes. Stuart McMillan, followed by Tavish Scott. Thank you, Presiding Officer. Can the minister have been more specific in terms of the timescale for the restarting of the Gwyrwchdenan tender exercise and also what does he hope to achieve with that process? Effectively, it will start as soon as practically possible. Obviously, when we pause tender, it is the number of things that will have to do to restart it, but early in the new year would be the intention to restart it. The extension that we have asked for takes us up to December 2018, so a new ferry contract would have to be in place by then. However, I can keep the member updated on the progress of the tender exercise. Tavish Scott, followed by John Mason. Would the minister accept that people in the Northern Isles, Oregon and Shetland, will be today disappointed that he has not announced the re-tenning of the North Isles services, because that is very much what they wish to see, and that was reflected indeed in his own document that has been published today? Would he accept that he decides to take this in-house? We will see a freight operation set up in competition with that, because that is what happened 15 years ago, and I do not think that that is in the interests of either the Government or indeed the islands. Therefore, would he undertake to get on with that re-tenning of the Northern Isles, which is very much what is looked for, and also publish the freight fares review, because that is also a document that is badly needed not just in the Northern Isles, but in the West Coast as well. I find that a very helpful contribution from Tavish Scott. I did not mean to sound surprised when I said that, but it is a genuinely helpful contribution from Tavish Scott. On the freight fares review, we obviously did not commit to a timing of when to publish that, but I accept his point wholeheartedly that whenever I travel to the islands, that is an issue that is raising much concerns. Therefore, I accept what he says, and I can give him an assurance that we are working to get to a solution where, of course, we see the benefits of a review and policy, and I do not think that we have got to that position yet, so I will continue to keep him updated on his more substantial point. I found it interesting and helpful, because it is probably the first time that I have had an indication from the constituency member that they would be opposed to a direct word of that, is what I heard correctly. On my travels to Shetland and Orkney, I have to say that, at best, it seems that the community is agnostic at some very openly hostile to that. Of course, his view on that will be important to me, as will the MP's view, as will, of course, the council's view, as well as ferry groups in local communities, but he can get assurance that the extension of the contract will, in some way, give reassurance to the local community in Shetland that they will have stability for the 18 months that we have extended the contract. John Mason, followed by Jamie Halcro Johnston. I very much welcome the fact that the minister is proceeding carefully in all of this. Could he spell out for us what the risks are if he was to rush this process and make an in-house award? John Mason was an accountant in a former life, so I am pleased that he is continuing that prudent approach. He is right that we have to be careful in terms of the approach that we take, because if we simply directly awarded a contract without satisfying the state aid rules, without satisfying the TECL criteria, then, of course, there would be a real potential that it would be challenged by the European Commission and therefore we would have to re-tender, which would be a costly exercise in itself. We have to make sure that we fulfil the various criteria, whether that is state aid or whether that is TECL. I am of the opinion that we can do that. That will be the approach that the Government will be taking, and as I say, if we can satisfy, certainly for Clyde and Hebrides, it would absolutely be my intention to scrap any future tenders. Jamie Halcro Johnston, followed by Angus MacDonald. Can the minister update us on the outcomes of discussions with Serco Northlink on the extension of the Northern Isles Faries contract to October 2019? Is he able to give assurances that the extension to the contract will not have any adverse impact on the current service? I can absolutely give that assurance. I have a very good working relationship with Stuart Garrett, who is based at Serco Northlink. He has been very helpful, very constructive from day 1 on his approach, and I commend him and give him credit for that. Therefore, there will be stability for the Northern Isles, for the service that they receive, and there should be no detriment at all in service for the period of that contract extension. Angus MacDonald, followed by David Stewart. I should refer members to my register of interests to own a non-domestic property in the Western Isles. Personally, I hope that we see the scrapping of future tendering processes for Clyde and Hebrides ferry services, which CalMac appointed indefinitely. I am sure that the majority of customers share that hope. Does the minister agree that the priority of this whole process is to guarantee the best ferry services possible and also to ensure value for money for taxpayers? I think that that is absolutely right, and it takes me back to my answer to Jamie Greene's question. We have to ensure that, if we get to a position where a direct award is possible is legally compatible, we have to ensure that the appropriate KPIs are put in place so that efficiency is driven throughout the contract and best value for the taxpayer and for the consumer. It is worth saying that, of course, there has been a huge increase in ferry traffic and tourism to our islands. There is no doubt that it is driven by our decision to roll out RET in the Western Isles. I hope to see a similar boom in tourism as we look to roll out RET in the Northern Isles—a manifesto commitment that we have met that will be rolled out in the first half of 2018. David Stewart, followed by Mary Gougeon. The minister refers to the challenging nature of the fourth alt-mark criterion, but, as Thomson's listeners have made clear, the criterion has been successfully met in the past, in case L189 of Leake III on the Italian Postal Service. Could the minister ask his officials to check the case, as it may help in discussions around the Northern Isles and the Gourik to Dunoon ferry service? I will, but I know that they have checked it. I have also looked at the case. I know that it is one that has been raised by David Stewart himself and also raised by the RMT. I thank David Stewart—I should say very much on the record—to a driving force around the issue of the tech exemption along with colleagues in the RMT. What I would say to David Stewart is that it is also my belief that we can satisfy both the state aid criteria and the tech exemption test as well. I have clearly got to make that case to the European Commission and it is for the European Commission to determine whether or not we have satisfied those, but I know the case that he is talking about and, of course, I will give it a further reflection. The last question in the statement is from Mary Gougeon. Can the minister confirm that any decision to be taken will not delay arrangements for the introduction of cheaper fares on the Northern Isles service? Well, you have also passed yourselves this afternoon. I have to say that we have run out of questions. That concludes questions on the 30 services procurement policy review. We shall move on to the next item of business. I will give you a couple of minutes to shift seats around.


Hi guys! Today we are going to talk about the University of Michigan Supplemental Essays. I am going to offer an updated review on how to write these, on how to kind of consider what you should be thinking about and writing about thematically and content-wise. So we're going to break that down today. Hi, my name is Dr. Josie. This is Write Your Acceptance. Thank you for stopping by. I have worked with hundreds and hundreds of students by this point on their college essays, medical school personal statements. My thing is the writing and how to help you stand out in your application cycle. So let's get started. Michigan has two main essays, and the first essay is Everyone Belongs to Many Different Communities and or Groups Defined by, among other things, Share Geography, Religion, Ethnicity, Income, Quizzing, Interest, Race, Ideology, or Intellectual Heritage. Choose one of the communities to which you belong and describe that community and your place within it. This is 300 words. So when you are pre-writing, you want to consider for this first essay kind of to make a list of the quote-unquote easy communities and more challenging communities. Easy and hard in the sense of like, what are the communities that you kind of easily find the low-hanging fruit for you, right?  So what are these kind of easily identifiable groups? And those are quote-unquote the easy communities, right? The ones that you can kind of easily find yourself in. And then the more challenging ones are the ones that you would have to kind of create the case as to one, how it's a community and two, how you belong in there. And so these kind of more creative ones are sometimes the more interesting ones, especially when thinking about your essays holistically. So let's take a step back and think about your supplements kind of in relation to all other aspects of your application. You're not writing these supplements in a vacuum, right?  So when you're thinking about all of your essays, right, what you wrote about in your main essay, and then kind of what you should be considering in these supplements, you want to think about have I in some aspect of my application, addressed intellectual curiosity, have I discussed identity in my identity in my place and how I define that identity, community engagement, my relationship to my community and social awareness that my actions impact others and that I know I affect others in positive ways.  But if your let's say main essay is about your cross country theme or how you tried out for cross country four times until you made it, maybe you're not writing about you're definitely not writing about cross country in your supplements for community, right? Because you've already hit community engagement in a way in the main essay. So maybe for the community, you do an intellectual community or you do kind of something a little bit more creative, something that you've created yourself. So you want to kind of think about am I hitting the four pillars in some aspect in your application. So if your main essay is about your Indian American community and you start with a traditional holiday or how you tripped on the last leg of a cross country meet and that kind of brought upon or sparked some lessons and growth in your sense of character and self and self worth, then those are already easily identifiable communities, right? So then when you're thinking about the supplement from Michigan, you don't want to do another or I would say consider doing a more creative aspect of community. Maybe it's a VR club that you're a part of, or maybe you talk about kind of a grocery system service that you set up for the Elder League in your community during COVID. And that essay starts with I have 75 grandparents, and then you can kind of go into how you set up this kind of grocery chain with you and your buddies. And you would help Elder League that couldn't get out that shouldn't have gotten out of the house to be safe. And so then you built this community, you created this community that wasn't like easily identifiable beforehand. So think about these kinds of easy communities that are easily identifiable. And then the ones that you've helped build or you've kind of constructed or are creative in nature that you can kind of find your place in. This is just 300 words. So you want to take just a few lines about what the community is. Maybe you start with image driven so sensory and I have quite a few videos I'm going to put I'm a link videos above on how to tell a story how to drop in an anecdote, right?  So image driven, drop me into kind of what is going on. And then maybe just a couple lines of how you identify this community or how you define this community and your role in it, right? So remember chances are that in one of your 10 common app activities, this activity or this community is reflected in some way in that list. So you don't need a ton of information because they're going to get information from that aspect of your application or resume, they're seeing your resume. What you really want to focus on is your role in that community that is super important, what you do and how you make a difference. Those are the three things that you want to focus on at least the second half of so like 150 words of that community essay. Are you struggling with your Michigan supplements or another supplement? If you are and want some feedback from me, drop a comment below and I'd love to help you out. I am also still working with students and accepting a couple of last minute students for those deadlines coming up. Definitely send me a note or comment below and I'll give you my email. All right, so let's dive into the second essay. The second essay is the why us basically. It is a hardy 500 to 550 words and the prompt exactly as it states is. Describe the unique qualities that attract you to the specific undergraduate college or school, including preferred admission and dual degree programs to which you are applying to at the University of Michigan. How would that curriculum support your interests? So honestly, I love the University of Michigan supplements because it has a little bit of everything. The community you can definitely recycle for other schools. And then this why us, once you have this kind of longer, more robust why us essay that is research intensive, but is kind of giving a little bit of you and a little bit of them, once you have this template, you can kind of recycle this template for other schools. If you have a number of why us essays, or you're really, really kind of in the muck and stuck with this essay, I do have a template that you can grab. I will link it in the description below and you can check that out. And I give you more content. I give you an actual template. I give you a word bank and kind of a phrase bank to kind of, you know, dress up the language and what you should be researching so that you can really kind of deepen your case and make your case as strong, most compelling as possible. So like I said, this essay is more research intensive. You are, you should be kind of really diving deep into their academic program, their courses, professors, research opportunities. And so what you want to think about is don't go for the kind of level one, very easy introduction classes, like so introduction to biology or introduction to philosophy. Don't go for the Europe, the undergraduate research opportunities, because while it may seem unique to them, those are for the most part opportunities and resources that are available in a lot of universities. So you really want to do kind of some diving deep into research for more higher level courses for specific professors, then kind of dip into their CVs, see what they're researching on, see a book that they published recently, look at the syllabus, what are the learning outcomes, maybe you can kind of talk about how you've been interested in learning or deepening your knowledge in XYZ and get very specific, look at very specific research kind of projects and student organizations, so intellectual pursuits beyond the classroom and name a couple of them, very specific ones to Michigan students. So make your case as detail oriented as possible. So because this why us in many ways is academic in nature, they want to know how you're going to guess, live, but most importantly, learn at the University of Michigan, you want to make sure that you are being very intentional with what information you share about yourself and when information you share about Michigan, so that you make a case that as soon as you step onto Ann Arbor and onto the campus, that you are going to take full advantage of all of the academic and social and community resources, right? You want to make sure that you're finding like I said, those upper level courses and maybe there's a way instead of just saying pursuing courses like and that you mentioned a course would be of interest because I would get to learn that you can mention that, but then you can say while studying or while creating a three armed robot in my engineering course in high school, I determines that and then talk about something that you learned in relation to the class that you're going to kind of learn more about and deepen your knowledge there. So take moments that are key kind of Michigan specific moments in your why us to kind of share a little bit about yourself, maybe the introduction. So think about those pillars again. Remember, you always want to be zooming into these essays and really giving them depth and detail, but you always want to be zooming out and look at your application as holistically as possible. What are you sharing about yourself? You want to share intellectual curiosity, you want to share social awareness, community engagement identity. So if you haven't really done community engagement or social awareness, maybe you start with something, maybe you start with an engineering competition, or you start with a philosophy debate or a model United Nations experience like competition that you did, right? And it's very kind of image driven and anecdote and story. And then you go into the second half of that intro would say something like pursuing a degree in public policy at the University of Michigan would be of interest because I would get to and then connect that to the story that you just shared. So you gave a little bit of you and then you start with key kind of content about Michigan. So I've seen fun kind of intros where students will have kind of like in code language hope to be a Wolverine or I love Michigan. I've seen fun intros about kind of cultural holidays or tradition that is kind of relevant to Michigan students and then how they kind of connected that to something that they've a tradition they started in their high school. So you don't always or I would say shy away from starting with pursuing a degree at the University of Michigan would mean that you could put that in somewhere in the intro maybe towards the second half of the introduction or the beginning of the paragraph too. But I would start with something that is unique to you or unique to how you would access resources at Michigan so that it is a little bit about you and a little bit about them. So like I mentioned, I have a YS template if you want more kind of guidance from me, you can grab that in the description below. If you have general comments or questions that you want to ask me, drop a comment. I'm happy to kind of guide you as best as I can. And thank you for watching. If you are applying to Ross, I want some guidance on that student artifact and the Ross essay comment below and I'm happy to kind of go back and forth and share some tidbits on that one. Thanks for watching. Take care. Bye.


And here we have a question from Shoki Bulkak. How do I start using STM32 for beginners? Of course, RTOS 2 and also from China 2499. What will you say for freshers who eagerly wanted to do things in embedded area? Is there any course provided by STD to follow? Okay so both are very nice questions so thank you for them, I'm alright. I'm sorry, I'm Evo Tissas and I'm head of the microcontroller support team. I know what I would say to beginners in embedded area welcome to the embedded world. Okay so basically what you will need to learn to begin with the embedded applications there are few things you need. First is the C language. You need to learn the C language because in 95% of the application this language is used. C is a big language no? Well yes it is but of course for this we will not help you much but I can recommend few materials where you can start with. So those are two different books? Yes two different books one is C in a nutshell which is quite large and the second one is thinking in C. These two books you will find freely on the internet and this will give you the introduction to the C language and of course you will find everything you need for the C. And that's it? Well that's it for the C but so then we have to learn the microcontroller. How long does it take to learn C? A couple weeks? That's a nice question okay for me it was about a couple of months. A couple months? Yes I think so because first you start with the basics you write your first hello world application and you think you know everything but you don't and then you have to learn how to properly program in the C. There's not possible without having to see some other programming language? Yeah you can use a similar language if you like but it's a little bit more difficult and honestly nowadays it's a little bit how to say old-fashioned way to program microcontrollers. You can use C++ as well I would say this may be the future for the for the microcontroller programming but of course there are some limits on the microcontroller resources so the C++ is not so easy to use. Well Java of course it's possible but honestly I would not recommend it for the micros due to the limited resources. Sorry .NET also an option but the same problems like with the Java. And what is the next step? The next step learn the microcontroller itself. You need to learn the peripherals you need to learn how. You need to learn what's around it? Exactly what are the communication peripherals, how to use them, how they work, how to work with the GPIOs so this is the way this is about the microcontroller. Then you need to learn how to use the development environment IDE, the C compiler and the last step probably is to learn the debugging. How to debug the microcontroller, how to find the mistakes in your code, how to find the problems in the hardware. Many people know how to do all this? Well all the embedded programmers know it. And how to do how to learn it? I could recommend you some online resources so for our customers for STN32 our team is preparing so-called MOOCs, Massive Open Online Curse. Where on which platform? Where can people find them? You can find them on this very simple web link. So you have to type in the whole thing here? Exactly but maybe a little bit easier it's just to type in STN32 education inside the Google and it will point you directly. And this MOOC has the whole package? The whole thing from a beginner? Yes, exactly. There are a few steps. There are five steps of the MOOCs. The first is very the basics of the STN32 which will teach you how to use the Kube MX tool chain. It will teach you mainly this. Then we have another step which will teach you the hardware of the STN32, the peripherals and everything. Then we have more advanced steps where you will learn about the Laura, about the motor control and these kind of things. So there are a lot of materials available already and part of the question was also the free RTOS. So regarding free RTOS unfortunately we don't have online resources right now but what we are providing we have also the face-to-face sessions for our customers. These face-to-face trainings you will find on the same page like that means the STN32 education. The next session is in Milano, end of March. Unfortunately there are only three places left for the moment. How much is it cost to get in there? It's free of charge for our customers. It's free. Just sign up and show up. Exactly but you need to pay yourself the travel expenses. And there will be more and more of these events in the future. Sure. We have the plan for the trainings. You will find it on the STN32 education page. So the face-to-face training, they are coming. There is the free RTOS training as well and we plan also to publish the free RTOS training as a MOC course.


Hi everyone, Joe for jaspyscasebreaks.com coming at you with a one-pack break of 2020 Panini Prism draft picks college football. The whole point of this thing is really to give away a few spots, four spots to be exact in that NT random team full case break. Now I think we just need to do, so this is break eight, we just need to do two more packs and then we'll be in Breaksville on that. And then we got to sell some teams straight up, so some spots straight up, but then we could be in break, we could do it tonight. Now one spot gets you three in this, one, two, three. How many sell-o-packs for the basketball, good question Jack. I think, I think two. How many spots do we have left? How many spots left in the mixer? Yeah it looks like just one more and then the spots straight up. So sell-o-pack forty-seven for the basketball mixer plus a handful of spots straight up and then we're in Breaksville on that one too. Alright, let's roll it, let's randomize it, so this is for NT football ladies and gentlemen. Let's roll it and randomize it two and a three, five times, NT football random teams. Two, three, four and five. After five times we got Jason down to Nick, two and a three, five times for the universities. One, two, three, four and five. After five times we've got Arkansas down to Tennessee. I don't want that IP number, I just want Arkansas down to Tennessee. There we go and I'll just show you the teams here. I'm not going to read off all these, all these teams, got to preserve the golden voice but I'll group the, I'm just going to show you the list as is and then I'll group them by your first name in just a second. I just want to get this on, on video here on, on Wax. Alright, there you go. So now let's alphabetize by your first names. So Anthony, those are your teams, Chad, Derek, Greg, E, Greg L, Jason, Jason M, Jeff, John, Joe, Josh, Josh M, Kevin, Matt, Nick, Renee and Tyler. So now let's close up the John thing anyone's going to trade in a one-pack break. The trade window closed and let's see what's inside. This is the last pack from the box that we opened up. So the next, I think two, the next two prism pack breaks that we need to do for NT will be from a fresh box. It's Tom Brady to 149, Tyler Johnson to 149 and your hit is Kendrick Rogers, Gene Autograph, Texas A&M, Texas A&M Aggies goes to Jeff. Jeff W with that one. So there you go, Jeff. Alright. And there you go. Now let's give away some spots. Once again, going back to the product page here. Top four, original 23 names. Top four. We'll get a spot in NT, NFL, random case. So there's the original list right there. Let's roll it. Let's randomize it. We're after nine. Good luck. One, two, three, six. Good luck, everybody. Ninth and final time. After nine, we've got top four right here, Josh. The X-line, John D., Tyler P., and Josh M. Congrats to you. We'll put a little rooftop symbol next to your name when you see the break, when we eventually get that done. And we'll put PD, prism draft, number eight. I think this one's number eight, right? Just so you know it's from that particular break. There you have it. Thanks for watching, everyone. I'm Joe. I'll see you for the next one. Bye-bye.


Positive money is trying to achieve and raise the awareness of where money comes from, who creates it, who controls it, and I think they're doing a fantastic job in that respect. Some of their publications, the information on the website is very easy to understand and shines a light on a very important area. One of the big things we've been doing is getting ordinary people to understand this. So a lot of people think that economics is too complicated and there's too much jargon. We try and take the jargon out of it to make it accessible, so some of the people that are interested in what we're doing and some of our supporters range from 16-year-old school students right through to 85-year-old retired engineers who are interested in why is there so much debt, why is there so much instability in the economy, why does the cost of living seem to get higher and higher? So Positive Money has really always been about its supporters, they've been the ones that have allowed the organisation to grow, whether that's been organising events, telling their friends and family about Positive Money or donating to us each month, Positive Money really is its supporters. Basically we want to remove the power to create money away from banks and give it to the transparent, accountable, public body that would work for public interest. We think this is a big problem and we think that actually the power to create money shouldn't be privately owned, money shouldn't be created to start, I think that actually the power to create money should be returned to the people essentially. What really struck me about Positive Money is how easy it is to get involved with the campaign and that Positive Money are calling for a real and significant change to the way that the monetary system works in the UK. So I've been to a conference where I was surrounded by a number of people from different constituencies, including people from working in UK banks, in banks from overseas, also people from the environmental movement, people from the left of the political spectrum and from the right. This whole coalition of people all speaking about the same issue that's important to them and all uniting around this issue. They look and dissect where money comes from, make it simple to understand. I think that's probably one of the main reasons why I'm still involved with Positive Money. So we're hoping that in five years we can get to the point where people have a much better understanding of what is actually wrong with the banking system as it is today and that instead of talking about how do we tweak the current banking system to make it work slightly better than it does today, we can actually have a talk about how to fundamentally reform it so that we have a stable banking system, a stable economy, much lower debt, much lower inequality. In the long term, we want hundreds and thousands of people involved in the movement, both nationally and internationally. We want so many people involved that it's impossible for people with the power to make change to avoid the question, why can't we have a money system that serves people and planet?