from Las Vegas. It's theCUBE, covering AWS re-invent 2018.  Well, we are live in Las Vegas. Here we are in the Sands Expo, day two of AWS re-invent. theCUBE here with our exclusive coverage, along with Justin Moore and I'm John Walls and now we're now joined by really kind of the Martin and Lewis, I think, of tech. I'll explain that in a second. They've been together for a while now. So, Hal Sien, who is the Solution Go-To-Market Product Manager at Cisco, so Hal, good to see you. Thank you. And Dr. Lars Daniker, who is a big data architect at SAPSE. Lars, thank you for being on. Thanks, thanks so much for being here. Sorry, I said Martin and Lewis, you know, a great team. You guys actually have been together as you've merged products, if you will. I mean, you came up with a partnership earlier this year that's gone very well and it has put the two of you together in several venues. Talk about the partnership and what each is bringing to the table. So, Hal, why don't you dive in on that? Yeah, thank you for that. So, it's been an amazing journey so far. I'm part of the Cloud Platforms Solutions Group in Cisco and we put together amazing new software solutions. Cisco is not known to be a software company, but we are making the pivot now from hardware to software and they're putting together some pretty new, interesting solutions around containers, around security and connectivity. So, back in February, I traveled to Germany with my boss and we happened to take a detour to Waldorf where we came into touch with Dr. Lars and his team. And it was kind of interesting to realize that as Cisco is embarking down this multi-cloud journey, so is SAP. SAP is transforming their company, much like we are, focused on the software side and looking to deliver a very seamless solution for our customers across Clouds. So, we started talking and one thing led to another and they realized that we had a very nice continuum platform. Now, in the Cloud, across Clouds, containerization is being adopted as a common layer and what Cisco is doing there is providing you pristine upstream Kubernetes but fully supported in a turnkey fashion and that was very interesting to SAP. So, Lars, yeah, from your side of the fence, why don't you take us through it? Yeah, so SAP always has, let's say, the goal to transform enterprise companies into what we call intelligent enterprises. So, basically allow build-up of data-driven applications across locations, across stores, across systems and applications and basically make a fully integrated solution for our customers. And when we designed the SAP Data Hub, which is a modern data orchestration and refinery solution across Cloud and across on-prem, we were searching for a solution how we can deploy this in a turnkey fashion and now we are coming already to the connection, right? In a turnkey fashion to the customer because we really had a problem, we were deciding some time ago that we go for Kubernetes, right? For this container platform built up by a lot of companies, Google Redhead and all of those guys and in the Cloud is very well adopted but on-premise, managing this on-premise is really, really a challenge, right? Some customers even don't know what Kubernetes is when we are asking them for that and even if they know operating it, it's really, really hard, right? And we even had this yesterday in our session here at the re-invent and we were asking the people who knows Kubernetes? Half of the room was waving their hands and we're asking, okay, and who can operate a Kubernetes cluster? Then we were down to three or four people, right? That's kicked out, isn't it? And that's exactly why the solution is so great because now we get something where the customer basically plugs the container platform, his Kubernetes cluster into his racks in his data center, pushes the power button, gets the whole thing up, installs the SAP solution on top of that and he's done and he can operate and run it. He gets full stack support from Cisco, software support from SAP and he has a complete enterprise-ready, production-ready solution with one push of a button, virtually said. So describe to me the connection between the Kubernetes side of things where you're running containers and the data hub. So you're loading some data into this and like SAP customers generally have lots and lots of data. So where's the connection between the data and the Kubernetes side of things? Or is this something that customers just don't need to worry about because you just make it seamless? In principle, they don't need to worry about but they can if they want, right? But the SAP data hub, let's describe it really as a bridge between the on-premise world and the cloud world. So you can connect your SAP systems, SAP HANA, BW, ERP systems on the one hand side and you can connect the cloud systems like EMR of AWS or DynamoDB on the other side, right? And now we are building basically pipelines that allows you to formulate an end-to-end workflow, allowing to read data from one source, transform the data with small transformations, date transformations or big transformations like applying a machine learning model and there's mainly seamlessly between on-premise and in the cloud. And the data hub itself is completely containerized and we have chosen Kubernetes as the platform the data hub is running on. And in principle, this is really nice Kubernetes because we can say, we don't care about the hardware beneath that, right? We can say, just provide us Kubernetes and you're good to go. And it's worth for a lot of customers because if they're running in the cloud, they're saying, okay, we have an AWS, we have EKS, right? A completely managed service, so we simply use it. But we observed a lot that there is, especially with enterprise customers, they have a lot of data they don't want to bring into the cloud yet. Sales data, HR data, things like that, right? And they need a hybrid solution because they want to have the data processed on-premise and the data processed in the cloud, right? And this brings exactly this together because we now can run the data hub on EKS, for example, on AWS in the cloud and on the Cisco Container Platform on-premise and really can get the so-called hybrid cloud aspect into the game and into the hands of our customers. Yeah, so Sir Hale, there's choices required here from customers so that they can decide which things that they want to host where. And there's quite a bit of complexity in making that decision and making that choice. How do you help your customers decide which things they should put into the cloud, which things they should run on your solution? Yeah, great question. So what Cisco brings to the answer here is we provide a 20 solution. The Kubernetes doing it yourself, a lot of moving parts, there's tooling, there's the bits itself, how do you upgrade, update them, manage them, security patch them, there's the OS, there's just too many moving parts, right? So a lot of SAP's customers and other customers struggle with that. Secondly, how do you integrate, how do you match what's running in public clouds? Amazon has EKS, there are other Kubernetes distributions running on Amazon, for example, providing a seamless experience that customers really shouldn't worry about what's underneath, that's what we are providing. We're adding in other elements from a solution standpoint. Security, for example, data, transferring data over, we provide a secure VPN tunnel using our software products, CSI 1K, that works with our container management platform. We do all the plumbing for you so you don't have to worry about it. But seamlessly now data can be transferred from the cloud in a very compressed format back on-prem and vice versa, it's two ways. So for customers, they really benefit from having such a turnkey solution provided to them. And best of all, this is an end-to-end stack. You have an application that's multi-cloud, that's running in AWS, that's running on-prem, fully containerized, running on a container platform that is based on upstream, but supported by Cisco. So you get the best of both worlds. You get great support from SAP and Cisco with an end-to-end solution that spans from on-prem to AWS. And this end-to-end key piece here, this is really the key for the customers. An enterprise customer, they don't want to have this small solution there. They have Doop cluster from this vendor and maybe they are streaming solution from another vendor and they have to bring this all together. They want to have end-to-end solutions. And this is what this combination really brings to the customer, right? And allows them then, this is what we said now, this hybrid cloud, data-driven applications. Lars, you mentioned that you did a session yesterday. Yes. Several hundred people, all those hands up, then they all came down. In the Q&A, what were you hearing about, if you could maybe say topically, this is where the questions were coming from the customer base. You know, how would you separate that or how would you organize that? What are people still curious about what they want to tap into? So I think one aspect we're especially about the security part, right? How is this basically happening? And I mean, it was not only me in the session, it was Kip Compton, so the senior vice president from Cisco together with the senior product manager. So we did a three-way session, it was really nice. And the question security was one. The second was mainly about how the integration of the user authentication works. Because if you don't have this integrated, you have your admins log in and manage the permissions in the cloud separately from managing the permissions on-premise, right? And this was a question, how is this working? Luckily, it was solved already, so we could answer those questions. But this was the main, let's say, the main directions that this was going through. And maybe a third direction was in how an enterprise application is running on top of that, right? It's where we also showed in a small demo of how the whole thing is really working. Yeah, actually, last year, a live demo. So the key element here with AWS is we are extending our single pane of glass into AWS. So from the control plane of the container platform, you can spin up Kubernetes workers in EKS. And this is the cool part. We are not building a layer on top of EKS. We are using native EKS services and APIs, right? This is what customers love. Easy, lightweight way to spin up your containers on public cloud and still view them on-premise. So you have a single dashboard with an application that's also multi-cloud running in AWS and on-prem that you can view the underlying infrastructure, which is the Kubernetes nodes, and you can even view how well the application is performing. And you can scale up and down using our cloud center CMP tool. So it's a complete solution. We're not talking about a specific one-off kind of a solution. It's a solution that can scale. And you can do monitoring, you can do migration, you can do scaling very easily. Good partnership. Things are going well. Congratulations on that. And good luck down the road. You still have a few months to get to that first anniversary, but I'm sure you're going to get there. Thank you. Thank you so much. Thank you, gentlemen. Thank you for being with us here on theCUBE. We'll continue live from Las Vegas, where AWS re-invent.


What's going on, infinite family? Welcome back to another video. It's your girl Janice. If you guys are new to the channel, make sure you hit that subscribe button and join the family. Y'all, honestly, I feel like I haven't pranked Isaiah in a long time, cause like saying all of this right now is just really, really weird to me. But anyway, right now, Isaiah just ran aside a store real quick cause he had to get a few things. So I'm in here making the intro because he thinks we're vlogging today when in all reality, I am going to be pranking that as. So first of all, Yassi, when he pranked me, when he said that my ring was fake, I was like, why would you do that? See, I thought we was done with the little pranky pranks, but okay, since he wants to go hard, I'm gonna go even harder, baby. So guess what?  We're going to be talking or whatever.  I don't want to get married to you anymore. And he is going to flip out. So babe, you think that you're the king of pranks? Just wait. You're going to see how much I am the queen. So guys, go ahead and comment down below. Team Junice, go ahead, go and do it because this is about to be a banger. So I don't even have to talk no more. Just wait and see what's about to happen. Let's get it guys. What's going on guys? We'll go back to another video. So right now we are in the car. We are going to go out today. We have a bunch of errands to do. Before we get started with today's vlog, we are actually going to go to get some breakfast. Yes.  Yeah, I know. Like we've been eating clean. So like, I don't know. Just eating smaller meals, I feel like, makes us more hungry. Yeah, for sure. And the thing is they're not like small, I don't want to say they're small portions. Like, I just feel like the food is so light because it's healthy. Yeah. That it's not really filling and it's like, you got to like, I don't know, set that hunger aside in order to stay healthy. Yeah, and then on top of that, like we are usually eating like a big, yeah.  So. Oh my God. You good? I think. Oh, okay. Anyway, why don't you go that way? That's where I'm going to go. No, you're about to go this way. Babe, why would I, no. You're going this way? It's, yes.  Babe, I always go this way. Why would I go back around and all through that traffic? Babe, do you see how many people, nobody's letting you pass. You've been stuck here for a long time. Babe, Walmart's right there. I know, but I'm just saying. That parking lot is crazy. I'm not going through that whole parking lot. I just feel like you're making it mad difficult.  No, I'm not. Look at all these cars that are trying to pass. Babe, we always go this way. You know this is the regular routine. This is nothing new. You just never want to listen to me. I feel like I have like good advice. That's like, you know, like turn in good places. Look at you. Got to crash into somebody like. Who's going to crash into somebody? I hope you don't. These people just are ruthless. Just let me drive. Let me do my thing. No, cause like you couldn't avoid it all of this, but you want to just do your own thing. Avoid all of the white. All of this traffic. Bro, there's more traffic inside that parking lot. That's Walmart. Okay. And it's a Friday. All right. You're mad annoying. Bro, how am I being annoying? Just let me drive. If you wanted to drive, we should have just took your car. You could have drove. I'm not saying that. I'm saying like you never want to listen to my directions. Okay, babe. Okay. This is exactly why I don't want to marry you. What are you talking about? Cause like you make things so difficult. You're being so extra. No, I'm not. Yes, you are.  How am I being extra? I don't want to marry you. Yeah, just throw that in there. No, for real. Like I feel like we should just call the wedding off. Cause you always do this. Why would I call the wedding off? I'm not calling off the wedding. I think we should. For real. For what? Because I didn't take your sense of direction. First of all, Lord your voice. Get over it. Get over what? Get over it. Because I didn't take your sense of direction. You're taking it like to the heart. I'm not taking it to the heart. I'm just saying like you always do this. Like you think that. It's not that serious. Let's move on. Let's move on. No, no, for real. Like this is exactly why I'm like rethinking the whole wedding stuff. Because how are we going to be married? You can't listen to me. It's so dramatic, bruh. All this over a sense of direction? Yes. All this over a sense of direction, right? You're mad. Can we just move on? No, I don't wanna move on. It's not that deep. It is that deep. Cause you do it all the time.  What happens when I take your sense of direction? We end up getting there faster. No, we don't. Yes, we do. No, we don't. Yes, we do. No, we don't. But whatever. Actually, you never listened to my direction. So you wouldn't even know. Let me know when you're over it. Let me know when you're over it. I'm not over it. Like for real. I know you're still going at it. Just let me know when you're over it.  All right, so how about this? Let's play, you ever heard of the silent game? Let's play the silent game.  You already lost. You want me to be quiet? You already lost.  What does that even mean?  You can't, exactly. So how about I'ma keep talking.  No, there isn't. Yeah, there's plenty of ways. We're not gonna go there cause that's not the mood right now. Okay, you're so irritating, bro. Let me know when you're over it. Bro, okay, I'm over it. Are you really? Yeah. Okay, so can we continue with our vlog? Mm-hmm. You done? Yeah, go ahead, three, two. Sure. Yeah, three, two, one, let's just keep talking. Your gestures and like attitudes say otherwise. Like you're not done. Oh my God. Seriously, let me know when you're done. You always do this, bro. Why are you clapping, bro? You're hurting my ear. Let me know when you're done. Let me know when you're done. Let me know when you're done. You had your madding, bro. I was like, I'm trying to tell you, like let's just move on, it's not that serious.  We should just call off the wedding cause I don't take your sense of direction. You don't take my sense of direction. I can't marry you. Like, bro, stop, stop. Okay. Let's just move on from it cause it's really not that deep. Are you done talking? Cause you're talking too much. Yeah, I'll be done. Let's play the silent game. Ready, three, two, one, go. Actually, I don't have to play nothing. You lost.   What are you talking about, bro? Yo, you are annoying today, man. I'm on what? You're being annoying. How am I being annoying? You're talking about sense of direction. You wanna start all this mess for what? I'm already done with that. You won't go and chose violence. Like, relax, bro. Everything is good.  Like, come on, we about to have some breakfast.  Maybe cause I'm hungry. All right. Take it out on something else. Don't take it out on me. Maybe cause you don't feed me.  What do you mean? We going out to eat, I'm taking you to breakfast. This is me feeding you. You want me to physically feed you or something, bro?  I'm a woman. I'm not a girl. You're both. Get it right. You're both. No, I'm not. So you're not a girl? I'm a woman. A girl is a little girl.  You wanna argue about this too? Yes, I do. Okay, let me know when you're done. Let me know, let me know. I can't deal with that for the rest of my life for real. Like we should call off the wedding. Okay. Like for real, for real. Like call the place. Okay, call it off. Call it off. Alright, I'm gonna call the place right now. See if we get a refund for the venue. Okay. I will literally call it off. And I want all that money back to my account. Whatever you act like all that money was from your account. I want all that money back to my account. No, it's none of me.  I'm not, I still wanna marry you.   You wanna marry me still? What is wrong with you? You know what my attitude, you wanna marry me? I don't know. Now I don't know. What type of stuff are you on?  Like I'm getting crazy vibes. Why? Cause now all of a sudden you're happy. So what the hell's wrong with you? Nah, I gave you a ring for no reason though. I don't wanna marry you though. I love you.  You didn't even get angry. Guys, bruh, you being dramatic for what? Like I'm not about to sit there and argue with you over some sense of direction. Like who cares if I went left, right, straight? If I flip the car, bro, who cares? Whoa, if you flip the car, let's not do that. If it's my car, if I wanna flip it, I'll flip it. No, damn. So you're gonna end my life from yours? Who said anything about ending your life? Well that's how I was gonna flip the car. Okay, we're in it. What do you think is gonna happen?  That doesn't mean that. Okay.  I don't care, bro. Man, it was a prank. You're so extra. I should just do a U-turn and go back home. No, because if you do that, you're gonna be hungry too. No, I'm not. Yes, you are? I got pancakes at home. No, you don't. You rely on all the cupcakes. Yeah, my cup. Pancakes. Ew. Cup pancakes.  It's a prank. I wasn't even mad. I just wanted to spark up a argument.   What? You literally just pranked me.  I'm 26 years old. I'm starting to act like it.  You're literally pranking me like a week ago. You're 25. I remember when I was 25. So childish, immature. Grow up.  You act like 25 as a young age. We're about to be damned near 30. Prank, what are you, five? Bro, grow up. Oh, so this is what happens.  You're not a woman.  Look at him. Look at him.    Kisses. I love you. You're crazy. No, I'm not. I was a prank. I wasn't even mad. You're crazy, bro. I just need to spark up an argument so I can bring that up. I can bring it up out of nowhere. Spark it up later tonight. Let's see where it takes us. All right, y'all. That's it. That's it for today's video. We're not vlogging. No. What are we gonna do? Just vlogging. I could have stayed home for this. What? Of course, I got pancakes at home, bro.  Whatever. Yeah, exactly. But anyways, that is it for today's video. I love you guys.  And yeah, we'll catch you guys in the next video. Oh my God, don't do that. That's called revenge. Give me up this cover. Lord Jesus.


To get started, the most important thing that we cover in this class is that writing video content isn't that scary. It is a soundtrack and a video track. That is it. So I want you to get in the mindset of whenever you're writing something for a video, whenever you're coming up with an idea for video, your end goal in the editing process is you're going to have an audio track on the bottom and a video track on top. So that means you are in control of sound that is connected to a visual. That's it. So whenever you're writing something, whenever you're coming up with an idea for something, that's your process. Welcome to Broadcast Script Writing 101. So I'm gonna go ahead and do a recording here about how to format it. What I like to do is I go into either Microsoft Word or Google Docs, whichever you prefer, and you make a table. There's different ways to do this, but if you know how to do a table, typically you come up to this area, you do a two column table with a lot of rows in between, and so that's gonna give you little places to draft your video. You write visual on the left and then audio on the right, and whatever you have on your right side, you're going to mirror of what image goes with it on your left. So this is really gonna simplify your process for both yourself and your editors of, okay, this is what I'm saying on this side and this is the visual I want represented by this on the other side. Super easy. Once you have a template for your script, you might get a case of writer's block and not know what to fill it in with. To remedy this, try using hey you see so. Hey you see so is a script writing hack that was developed by journalist Bob Dotson on how to best tell a story. Here's how it works. Hey, grabs your attention. You makes the story relatable. See, details you wanna share, and so is the call to action. Here's some further examples of what I mean by that. So hey is the hook for your audience, meaning you wanna get them interested. Here's an example of the sound bite. This new story package is about bees. So it starts with the sound of buzzing to create intrigue.  After that, you'll wanna communicate a you.   A lot of new stories pick one person that represents a bigger something that's happening. Take for example, the family featured in the bee story mentioned earlier. This has been a family endeavor. We originally got started into instilling our kids kind of farm values and ethics in an urban setting.  Next is C. So here you have gotten someone's attention. You've made it about them, so they're super hooked. And then this is the point where you want to set your examples. Local beekeepers have reported colony collapse since 2006. I had 120 hives and in one season I got wiped out to 12. Little puff smoke. Despite the decline, bees and their keepers are still hard at work to keep the colony thriving. But they feel that the EPA is not working hard enough so nationally, many are taking action. The point being with the lawsuit against the EPA is we feel like they haven't performed their duties to regulate the pesticide industry. So you see the struggle. You see how he handled it. The C is just an example of, this is specifically what I'm talking about. And then you have the so, which this is your call to action. So you've gotten their attention, you've made it about them, you've gotten them to see and understand your point and essentially empathize with you. And then so what are you gonna do with this? That is where the so comes in. You need to give people a call to action of what do you want them to do. We have to move forward, but the pesticides we're using now are totally inappropriate for the environment. He's referring to neotiniconoids, seeds that are pretreated with pesticides before they are planted. We used to treat it only when we saw a problem. Now we treat every seed regardless and every cell of that plant has that poison in it. Miles will be heading to California later this month to pick up new colonies to distribute around Boulder. He hopes that with greater awareness, we can solve colony collapse. The call to action in this story is for you to be aware of the neotiniconoid pesticides and how they might be the leading cause of colony collapse. And there you have it, a formatted story. Before you start writing, I have some tips that I wanna share to help you get in your groove. The first is to write unfiltered. You have your format that we introduced in the first part of this story. Then you have your format for how to get people's attention and hold it. And then what you wanna do is just write unfiltered.   Write unfiltered, edit later. And another important thing is just don't get stuck in any one part of your script.  If nothing's coming to me, I just skip it and go to the parts that are coming to me and write for that. And then once you get some things down in your mind, you can go back and revisit it. And then suddenly it's like totally clear how you're gonna hook somebody or how you're gonna make it about them. And then another thing is there is a distinct difference between how you write for reading and then how you write for listening. And what I mean by that is if you're writing for just regular reading, you can use all sorts of fanciful words, you can go as long as you want, you can be as descriptive as you want. But then if you're writing for video, you want to write in a more conversational style. It's easier to listen to.  So my advice for this is after you're writing your script, read it out loud. You will immediately know if you need to rewrite it. The old school rule for broadcast writing is that typically for the news, write like you're speaking to eighth graders. Keep it simple, it'll be easier to listen to. Doesn't need to be fancy, you don't have to prove a point, you just need to get your point across. And then like I said in the beginning, writing for video is not that hard. You just have to get into the main idea that it's an audio track and a visual track and you're off to a great start.


A fiery horse for the speed of light, a cloud of dust and a hearty hyo-silver, the Lone Ranger. The masked rider of the planes fought crime and criminals through the length and breadth of seven states. Outlaws could expect no quarter from him, but he never believed that one mistake should ruin a man's life. If a man deserved a second chance, he always received it. And that is why hyo-silver came to be the battle cry of justice on the frontier. And I'll return with us to those thrilling days when the West was young and adventurely at the end of every trail. The Lone Ranger rides again. Jack Bates owned a small, well-kept ranch in Northern Texas. He lived there with his wife, Mary. And at the time of our story, the young couple are just about ready to sit down for supper. Mary is standing at the stove while Jack washes in a tin basin. Anything else happen while I was at the county seat? Nothing, I guess, Jack. See, I mentioned the hen. Told you the cows were better. Oh, yes, there was a man come by asking about you. A man? Who was it? Didn't say. He was a stranger to me, Jack. There's the cow. What did he want? Oh, he just said his business was personal. He wouldn't leave a message. Well, what did he look like, Mary? How old was he? Oh, pinned. I'd say about middle age. That might mean anything from 40 to 60. I didn't like his looks. He had the most frightful scar alongside of his mouth. What? Well, Jack, what's the matter? Do you know him? Tell me more about him. What'd he ask about me? What'd he say? Jack, for the love of mercy, you've gone pale. Let go of my arm, honey. You're hurting me. What'd that man with a scar say? Well, he just asked if Jack Beats lived here, and I said, yes. He said how long has he lived here, and I told him about two years. Then what? Well, I guess that's about all. I told him where you were, and he asked when you'd be back. I said this evening, and he said thanks, and grinned at me and rode away. Who is he, Jack? I don't know. It doesn't matter. Just forget about it, Mary. Forget about it after the way you've acted? Jack, in the name of goodness, what's the matter with you?  No. No, forget it. But let's sit down. I'm worried, Jack. Did I do or say something I shouldn't have? I don't say anything more about it. Maybe it's someone else I... I won't worry. But you are worried, I can tell. Did... did he say anything about the law? No. He did ask what you looked like and how long I'd known you, but that's all. Oh, it's him all right. Jack, well? Are you hiding from someone? How'd you get that idea? Tell me. There's nothing to tell. You acted as if you were hiding from the law or something. Is that the case? I said not to say anything more about it, Mary. I'll let it drop. The first time... Huh? The first time since we've been married that you've used that tone of speaking to me. I'm sorry, but... Oh, the door. Stay there. I'll go see who it is. I wonder if it's the same man. Well, if it ain't Jack Bates, you... I suppose you remember me, don't you? I... I guess you must have made a mistake, stranger. You're the second man that's been by here thinking I'm some other Jack Bates. Huh? Why are you... What do you want here? Hey, what sort of game you're trying to play? Tell me, you ain't the man I... My wife. I didn't want her to know. Oh, I see. So he ain't forgot Lim Hallstead then, huh? I know you all right, Hallstead. What do you want here? How'd you know I wanted something? You wouldn't come here otherwise. Did your wife know that you was one-time node is Morton? No. Don't mention that name around here. He ain't shot up anyone since you took your new name, have you? No. Look here, Hallstead. Who's you and me walk over past the henhouse where we can talk without your wife over here? Well, suit me. But there's nothing to talk about unless... Unless I got something to say. It just happens I have. You ain't acted glad to see me, Bates. See, I'm willing to use your new name. Maybe I'll turn out to be a blame-good friend to yours. Come on. You never was a friend of anyone. How'd you find me? It took some time. You can bet on that. What are you after?  Well? I could use that reward money. I'd hate to ride to the county seat and tell the sheriff what I know.  That's why I come to you first. I suppose you know they still want you for murder in Kansas. Well, I suppose so. Being as I am broke, I need that reward money. Of course, if we could talk the thing over so as I wouldn't stand to lose nothing by keeping what I know to myself, then I could get away from here. Likely never see you again. Not till you needed more money. Then you'd come back. Ain't likely. Look here, Halstead. I don't have any cash. I couldn't pay you anything if I wanted to. Hmm. Got the farm, ain't you? But it's not so... We can make a deal without too much trouble. You went to jail, you'd lose the farm. Now, sit down here at the edges of Royal Jack and I'll outline just what's on my mind. Lem, you know the situation when I... when I got into that scrape in Kansas. I wasn't more than a kid. I... I didn't know what I was getting into. I didn't mean to start trouble. But you did. If you're the one who planned the whole thing, you rope me in on it and you know it. I thought ever since then that you framed it so as I'd take the blame. Instead of that, you were caught and I got away. I was caught all right and I served my term a good many years. Now I'm a free man, Savvy. But you ain't. And Sheriff Masterson Kansas don't forgive or forget. He wants you, Morton. Stop it. I should say Jack Beats. You see, I'm reformed now and going straight. Huh. I'm blackmailing me. Ain't blackmailing. As I want as a reward is standing for you. I've gone straight. I've changed my name and settled down. Masterson, don't care about that. You see, I should get a sight more than a reward because all the time I spent in the Calibus when you should have been there with me. How much do you want? How much you got. The reward's a thousand dollars. I can't raise that much cash. You know, now ain't that too bad. And my wife, if she knew... She'll know sure enough the law comes to take your mort... I should say Beats. Funny how I keep forgetting your new name, ain't it? If you wish to go back and spend the rest of your life in jail, you sure lose your farm. So if I was in your place, I'd sooner give up the farm of need be to keep out of jail. Well, you aren't really... Now you just sit there and think it over.  Be back maybe tomorrow for your answer. I'll think things over. Yeah. You think I'm over, Jack. Think things over. Think things over. Happiness, your wife, his horse. Hurry and fire just one shot, that's all. One shot. No, I can't. I can't. I won't. I won't do it. Get up there. I couldn't do it. I'm glad you didn't fire. I... who are you? Take it easy, Beats. Masked. Where were... You must have been down in the Arroyo. I was. You heard... Enough to understand the situation. I had my gun leveled on you. You'd drawn back in the trigger, I'd have blasted your gun out of your hand. Where'd you come from? Who are you? And that engine? Me, Tonto. You see, if you try to silence that man, there'd have been two witnesses to another murder. But I... I couldn't do it, I... I understand, Beats. You called me Beats. That's twice you called me Beats. You heard my real name. Perhaps I called you Beats, because I'm more or less on your side. My side? Lem Holstead served time in prison in Kansas. Yeah. In Sheriff Masters County. Yeah. That's where they're still looking for you. That affair was 10 years ago. You must have been pretty young. Well, I... I was only 17. I see. But who are you? Where'd you come from? We were watering our horses in the spring down below there. Here's a whisk out. Well, I suppose you'll find Beats and Holstead at that reward now. Perhaps not. Oh, where... Where are you going? Right now. We're heading for Kansas. Halt! Halt! Hidden for Kansas. That means it won't be long before Sheriff Masters will be trying to get me out of this county so he can throw me in jail for murder. The next day. I told you yes to yet be begged for your answer. What about it, Morton? I'm not so loud. I... I don't want Meredith here. Well, I don't hanker to stay around these parts very long. Let me know Prano if you aim to pay me or go to jail in Kansas. I've got to have some time. Let me see what I can do, Lim. How much time? Well, a couple of days. Well, I'll make it for sure then. I'll be back day after tomorrow. And you better have the cash. Get up there. What a doer. Jack? Oh, yeah, Mary. Come inside, Jack. I want to talk to you. Yes, Mary. Something you want to tell me. Life. I don't know. I heard that man call you Morton. Yes, he called me Morton.  I suppose the only thing to do is to tell you everything. But a lot sooner you would. Mary, a man can't hide his past, especially if there's a big mistake in it. It always catches up to him sooner or later. I thought, being as I had gone straight all these years, I could marry you, settle down here in Texas, and be happy. But it's no use. You were in on a killing, weren't you? How'd you know? You kept saying killer Morton in your sleep. Oh, did I? And you were thinking about a son. Your son growing up and being known as the killer son. Mary, I'll tell you the whole story. Maybe you can decide what to do. It all started when Lem Haustead put a proposition up to me. I was just past 17. He was around 30 then. I didn't know he was planning a robbery, but that's what he was doing. We were seen, and there was one shot. Ron! Ron was seen! You shot him! I got away and Lem Haustead was caught. Oh, that's the whole story, Mary. The law still wants me in Kansas. I believe you, Jack. Even if you weren't really to blame, you'd have to pay for it. Eight years, Mary. Eight years during which I tried to square myself with the world. I joined the army, fought engines, took all kinds of chances. But I wasn't ever hurt, not even wounded. So I figured that the Lord had forgiven me. He sees things sometimes different than the law does. Yes, Jack. Now do you still have any use for me? I love you, Jack. What's the wife for if not to stick to her husband through all sorts of trouble? Oh, Mary. There's no use paying Lem Haustead. That wouldn't be the honest thing. Well, if I do sell a place here and pay him, that masked man of the red skin will likely report me anyhow. The only thing to do is to ride to the sheriff and surrender yourself. At least 10 years in jail. Maybe longer. I'll be waiting, Jack. You know that. And the little fellow that's coming. Mary, what of him? He'll be waiting, too. Or she. At least you'll have squared yourself with everyone and then you can face the world for the fine, honest man you are. I wouldn't even see him at all that time. He wouldn't see me, his own paw, until... until he was half grown. Everybody would love you, Jack. I'd tell him all about you and how fine and good you were. And he'd be looking forward the same as me for the time when you'd come back home. Then if that's what you want... It is, Jack. I'll ride to the county seat tomorrow. I'll give myself up. Tell the sheriff to send me to Kansas and... and sheriff masters. You're brave, Jack. I... I haven't been... I'm proud of you. Somehow I... I have a feeling you won't have to go to jail. You don't know sheriff masters. We'll see. Remember, sheriff masters doesn't know you. Before the next act of our Lone Ranger drama, please permit us to pause for just a few moments. Halstead threatened to turn Jack Bates over to sheriff masters. Jack decided to give himself up. Meanwhile, the Lone Ranger and Tonto rode to Kansas and investigated the 10-year-old crime for which Bates was wanted. Then they headed for a railroad station where a gleaming wire showed them that there was a telegraph. Tonto, there's a station right ahead. That's good. We can use that telegraph and check on the reports we've had of Jack Morton. We'll save a lot of time. Those reports are true. We may be able to help him more than he thinks. Oh, there's a... Maybe... maybe Peller not send a message. I think he'll send it all right. We make him. Send him there, Silver Roar Boy. Hi, stranger. I want to speak to you. Your mask. Get away, this ain't no place for masks, man. Say that with a horse's tongue. Not so fast. Don't try to slam that door. I see here. Ain't nothing here that's worth robbing. I don't want to rob you.  I can't do it unless it's railroad business. Yes, you can. It's government business. Yeah? Here's the message I want sent. But see here, mister, this ain't government business. Yes, it is the business of the government. To give men the right to life and liberty. That message means all of that to the men concerned. Jack Morton, say... Well? I was talking with the operator down Texas way this morning. Talking to him? On the telegraph, I mean. We saw to visit back and forth. Well? He told me about Jack Morton. He surrendered himself to the sheriff. He did? Yeah. And I sent him word to sheriff masters up here to go and get him. He's wanted for murder. He's done 10 years ago. I know he is. Fact is, he's on his way here right now. There's a couple of deputies bringing him. Sheriff masters is south of here. Between here and the Texas border. Just so. I had to come a long way north to get to this office. Yeah? If sheriff masters is the kind of man I think, he'll waste no time with Jack Morton. Or Bates, as he calls himself now. Masters don't waste time with no one. He'll have Morton tried first thing in the morning, chances are. Then they'll be set to hang him up for a night if they don't lynch him. They won't hang him, will they? Sure they will. It's been a fugitive too long to get anything else. Send that message and get me an answer as soon as you can. I'll do it, mister, even if it is against the rules. My friend will stay around here at two or more days if necessary. It may take that long before the answer comes. Tunnel. I'm writing for sheriff masters county. You stay here. As soon as the message comes from Washington, bring it to me. Why? You go. The try and postpone are hanging. The Lone Ranger headed south. Meanwhile, Jack Morton had been taken north from Texas to sheriff masters who immediately called for a trial. While the mask rider urged his great horse Silver to its utmost speed, Jack was brought before the judge. Yes, I did it all right. I came to surrender. That's all we need to know, Judge. He's confessed to the crime all right. You plead guilty? Yes. Married, eh? Well, this, this is my wife. She came with me, Your Honor. Well, there's nothing for the jury to decide. Stand up close to the bar and hear your sentence. Yes, sir. If you'd been captured at the time, you would have had 10 years. As it is, you've been a fugitive from justice. You've cost the county no end of time, money, and trouble. You understand that? Yes, sir. For that, you'll get the maximum. I sentence you to hang by the neck till dead. No! Taken to prison, stunned by the grim penalty that had been meted out, Jack sat in his cell with his wife on the opposite side of the bars. There were only a few short hours before he was to hang. Jack, Jack, I can't believe it. It can't be true. Mary, I, I was willing to pay, but this. I'm going to talk to the sheriff. It won't do no good. But it won't do any harm. The lone ranger drew closer to his goal, but he realized how quickly a sentence of death would be carried out. Silver responded to his urging with even greater speed. Come on, Silver! Come in! Well, if you'll mind, do his a good man. Sorry, Mrs. Morton, but the law is the law.  There's not just me that, there's a little one coming. It's too bad, but he killed a man. That was 10 years ago. He wasn't more than a boy. He should have thought of that before he married you. Lem Holstead was only given 10 years. He wasn't killed. Jury was weak-kneed, that's why. Now there's nothing more to talk about. You can stay here in my office if you want to. The hanging is over. Oh, that may help us. Jack, you stay here with Mrs. Morton. I'll go with Pete and Lefty and the prisoner. All right, Sheriff. Sheriff, this is murder you're doing. The law is the law. All set, Sheriff? Come on, we'll get him out in the cell and take him to where the boys are waiting for him. The rope's all set. As soon as we get this done with, the better. I hate like sin to do it, but... Well, we gotta show the rest of the folks that crime don't pay in cans. That's right. Got the keys? Yeah. Sheriff? Yeah? My wife. Did she talk to you? Yeah. You're gonna let me out? Yeah. Then, then you've changed your mind? Changed my mind.  Can't do it, Jack. Well, then why? Pain for me to say. The law spoke. And all I can do is carry out the law. You mean... You're going now, Morton. I reckon it'll be best if you don't see your wife. Come on. No. No, you can't do it. Sheriff... Now, don't make trouble. We got two men here to rope you if we have to do it. There just ain't no way to get around the law. No, I... I reckon they ain't. That's the way to take it, Morton. And I thought... You thought what? That I'd been forgiven. There's the boys right ahead. Hey, there's someone coming there. Come on, sir. That's the mask man. Who? He's riding hard. Maybe he's got word for you, Sheriff. He's heading right this way. Likely wants to share the reward. Man in the car! Hey, what's this mean? Look out there! Stop that! Look out for that horse! Make way! Come on, Jack. This is the sound of the makeshift. But you... What's that, man? Get your gun! Let's just take the house! Snatched him right away from her. Never got the chance to use a gun. Knock me clean off my feet. Where's his wife? I'll hold her. That's what I'll do.  Scour the country for them, too. Come on, save Morton when we get him. What did you say? He got away. My husband? Isn't he gonna hang? He'll hang, but not as planned. We've got to get him back first. I never see nothing like the way that mask man rid up. Lifted him to the white horse and high tail. Oh, thank the Lord. Thank the Lord.  Savvy that? I'm glad to. I'm glad to stay here forever as long as Jack is alive. Several days went by. The sheriff's posse was unable to find any sign of Jack or the mask man. And finally, the deputies returned to town. Sheriff Masters refused to give up. What sort of men are you? Them two couldn't disappear into thin air. We sure hunted high and low for them.  I want both them men dead or alive. He's still alive. You? Do you know where he's hiding? No, Sheriff. If I thought you did. I wouldn't tell you if I did. Huh. Now look here, Mrs. Morton. You can't stay in this your office from now on. Then put me in the jail. I can't do that neither. You ain't committed no crime. No. And I don't think Jack did either.  I wouldn't go, Sheriff. Why not? Because I wouldn't know whether Jack was alive or dead. I wouldn't know whether or not he'd been found and brought back. That rat at all, you can't stay here.  My Mrs. can't warn of feeding you and letting you sleep in our place. Sheriff, we got an Indian here. Well, what about him? Me, Tondo. Tondo. Tondo. Jack's focused on what about him? What are you bringing him here for? He read in the towel and one of the boys recognized him as a friend of the masked man. They seen him last night. He was building a fire on Dead Man's Hill.  Oh. And who you signalling to? Me, send message. To who? To a good friend. The masked man? What for? Me, tell him, come back. Come back?  Not right. Maybe him come heap soon. He can't be close enough to see that signal. If he was, we'd have found him. Him, hide trail, plenty good. I got him. I got him. What? What's that? Here they come. Yeah, they got him. The masked man or the other. He surrendered, Sheriff.  Open both. You wait. He got guns.  You keep back. Where's the message, Tuttle? Yeah, he got it here. Give it to the sheriff. What's this? Sheriff, while you were resting, Morton, I sent a message to Washington to the war department. Jack Morton had a fine army record. Good enough to merit a lot of things. Army record? Jack, Jack, won't you stay away? What did you come back for? We're trusting the masked man, Mary. Tuttle waited for the replies to come in, Sheriff. And I had to take Morton away so we wouldn't be dead when his partner arrived. Morton! The war department sent word to the governor of Kansas. He's sending a pardon by a fast rider. Isn't that what the message says, Tuttle? That's right. That's why we send smoke signals. This sure says them very things, stranger.  You won't hang me till that pardon has a chance to get here, will you? No, Dad, right? Morton, I'm glad it's coming. I'm glad for the sake of your wife and... and... hahahaha! Well, for the sake of your whole dog-gone family. Hey! You have just heard is a copyrighted feature of the Lone Ranger Incorporated.


Good evening and welcome to the town of Williston Development and Review Board for April 24th, 2018. We have two items on the agenda tonight, DP-18-17, a boundary line adjustment and DP-18-18, a master sign plan application. We will start tonight's meeting as we typically do with a public forum. Is anyone here interested in addressing the board? Hearing none, we will dive right into application number one, DP-18-17, Gary A. Howard and Ross R. Howard request for discretionary permit for a boundary line adjustment. If you would please come forward to the table. He's a hard man to move. If you would state your name and address for the record, please. I'm Gary Howard, 697 Butternut Road, Williston, Vermont. Welcome. Staff goes first. Sure. Okay. So this is an application for a boundary line adjustment. A boundary line adjustment is where you have two or more parcels of land and the applicants propose to move one or more of the boundary lines between the parcels but you don't create any new parcels. In this particular case, we have two rather large parcels owned jointly by the two Howard brothers, totaling roughly 162 acres. Now in many cases, boundary line adjustment is processed administratively, but under our regulations, if the amount of land that's moved between one parcel to another is equal to or greater than the amount that would be able to be subdivided, it has to come to the DRB for review and approval. So that's why this is in front of you. So we don't have any development that's being proposed per se. Two pieces of land, a proposal to move one line between the two of these parcels of land. One of the parcels has a house on it, one of them is undeveloped. If approved as proposed, you would still have one parcel with a house, one parcel that would be undeveloped. So the particulars of the two parcels, there's a table that I prepared for you on page two. So you have the existing parcels A and B, existing 92.4 acres and 69.4 and then proposed 40.11 and 1.1. Now the acreage is an important consideration. So this is in the ARZD, the Agricultural Rural Residential Zoning District. And when you have a property in the ARZD that's greater than 10.5 acres, if it gets subdivided, there's a minimum open space requirement of 75%. So it's one of the things that we're always mindful of is the applicant proposing to make one of these parcels smaller than 10.5 acres. And in this case, the answer is no. So both of the parcels today are greater than 10.5 acres. Both of the parcels that are proposed would still be greater than 10.5 acres. So in the event that one or both of these parcels of land would come in for a subdivision request in the future, they would then be subject to the 75% open space requirement or whatever the provision would be available. So this doesn't get them off the hook for any of those requirements. One of the things that I would like to discuss is there are, so the project was reviewed by the Conservation Commission and one of the recommendations from the Conservation Commission recommendation number three was they wanted a floating easement for a primitive path. As you may know, the Conservation Commission frequently recommends that we get a trail easement when we go through rural parts of town. We had a similar type of request a few years ago, actually also on Butternut Road, and we had a discussion about this. We were provided with a legal opinion from the applicants attorney and we got our own legal opinion and basically the upshot of it was, well, a trail is nice, but they're not creating any new demand. And so there's no legal nexus to require a trail. And so the staff recommendation would be just like with the open space provision is the information is out there at some point in time, one or both of these parcels comes in for development that whether there's a trail easement would be ripe for discussion, but staff is not recommending that you impose that condition at this particular time. And so there's proposed findings of fact, conclusions of law, conditions of approval. And so in condition number five, I simply wrote the applicant must address the Conservation Commission comments from the memo concerning their recommendation number three. So that's there for the board to consider. Our recommendation is that you not impose their recommendation as a conditional approval. With that condition number five, to amend it as you see fit. Having said that, I will stop. So your proposed conditions of approval strike the Conservation Commission's recommendation number three. Okay. Okay. Any, now it's your turn to address anything that you feel should be brought up or any concerns that you have with conditions of approval as proposed. No. I have no questions. Okay. And you've read the conditions of approval and yes, okay. The only the only question I had and can clear that up when I came in was that number three by the Conservation Commission. I didn't want to get engaged with a floating, floating easement for a primitive path at this point. Yeah. Okay. Any questions from the board? Are you currently farming this land? No. Okay. Just curious because I was going to say if they're farming it, I would definitely say absolutely no trails because the equipment's going to be going right through wherever the trail is. Okay. Courtney? Okay. Thank you. Any questions from the audience? Okay. Hearing none, we are going to close DP 18-17 at 7-11. Thank you for coming. Does that mean I just need to get the mile out of you? Call me in the morning. Okay. All right. All right. I will. Okay. Thank you. Okay. There's one of those guys I talked to before. The guy in the plaid shirt. He was saying. Okay. Next up is DP 18-18. Master sign plan. Welcome, Andy. If you would state your name and address for the record, please. Andy Rowe. Lamar Owen Dickinson. Essex Vermont. Thank you. Ken? Okay. So this is a request for a master sign plan. Property address is 301 346 Avenue D. So a master sign plan is required whenever you have a building that has multiple tenants or where an applicant wants to have more than the minimum or more I should say more than the maximum amount of signage that can be approved administratively. So in this particular case, we have a multi tenant building. So one of the things that we do when we evaluate a request for a master sign plan is we not only look at what are all the signs that are being proposed and what's the total amount of signage, but there's a theoretical maximum that we have to calculate. And it goes by the square footage of a street facing elevation of the building. In this particular case, we have a building that's on a three sided lot. It's got street frontage on three sides. Now what we have done over time pretty consistently with the board is when we have properties like this, the bylaw was really only contemplating that you calculate signage based on one frontage. So we say pick one frontage, typically it's the biggest. And then we calculate that square footage and we use that for the basis of making a determination on the master sign plan. And so the maximum theoretical amount of signage you could have is 8% of that frontage. So in this particular case, it's 288 square feet. And so we have in the table that's shown on page one and two, there's a breakdown of existing freestanding signs as well as existing and proposed wall signs and then a totaling of what the square footage of all those are and it's 235 square feet. Now it looks like there's an awful lot of signage here. So there are a lot of signs. At closer examination what you'll notice is most of these are pretty small. So this is an industrial building. There are loading docks. So you have signs to identify a tenant suite like here's the door where you go in for the person. There's also a freestanding sign. There's also signage which is to direct delivery and departure trucks, signs for loading docks, et cetera. So at first blush it may look like, oh my God, I can't believe how many signs that are here but in this particular case these are signs that actually make a lot of sense in terms of this type of building. So there's a finding there for the board to make whenever there's a master sign plan that's approved and we've drafted recommendations, conclusions, and conditions of approval for your consideration. Thank you, Ken. Andy, do you have anything else to add? Nothing to add to the staff report other than we'll revise the plans to comply with the one side, the one building facade calculation as Ken outlined and we need to add some shrubs around the base of the two existing freestanding signs. Have you read the, I already know the answer because you're very thorough and I appreciate that. Have you read the recommended conditions of approval? Yes. Do you have any exceptions? Are there any questions from the board? Yeah, does the REM Development Corporation surrounds this property, have any problem with these signs? Nope. That's my only question. I have it at good authority that REM loves signs, especially on their own properties. Good. Any questions from the audience? Okay, thank you for coming. Thank you. I'm going to close DP 18-18 at 7.16, I'm on a mission. Okay, we're going to go into deliberations. I'm trying not to go out on a limb, I'm predicting end time. That was 36. Okay, welcome back to the Williston Development Review Board on April 24th, 2018. We're out of deliberative session at 7.28. Do I have a motion for DP 18-17, Howard boundary line adjustment? As authorized by WDB 6.6.3, I, Courtney Doherty, move that the Williston Development Review Board, having reviewed the application submitted and all accompanying materials, including the recommendation of the town staff and the advisory boards required to comment on this application by the Williston Development By-law, and having heard and duly considered the testimony presented at the public hearing of April 24th, 2018, except the finding of fact and conclusions of law proposed by staff for the review of the DP 18-17, and approved this discretionary permit subject conditions above. This approval authorizes the applicant to file final plans, obtain approval of these plans from staff, and then seek administrative permit for any development, which must proceed in strict conformance with the plans on which this approval is based. Thank you. Is there a second? All second. David seconds it. Any further discussion? All those in favor? Aye. Opposed? Motion carries 4-0. Is there a motion for DP 18-18 master sign plan on Avenue D? Yes. As authorized by WDB 6.6.3, I, David Turner, move that the Williston Development Review Board, having reviewed the application, materials submitted in all accompanying materials, including the recommendations of the town staff and advisory board required to comment on this application by the Williston Unified Development By-law, and having heard and duly considered the testimony presented at the public hearing of April 24th, 2018, except the findings of fact, conclusions of law, conditions of approval proposed by staff for the review of DP 18-18 and approve this discussionary permit for the master sign plan. This approval authorizes the applicant to submit final plans, obtain approval for these plans from staff, and then seek administrative permit for future development, which must proceed in strict conformance with the plans on which this approval is based. Thank you. Is there a second? Second. Thank you, Paul. Any further discussion? All those in favor? Aye. Opposed? Motion carries 4-0. Is there a motion to approve the minutes of April 10th, 2018? So moved. Is there a second? I'll second it. Any discussion? All those in favor? Aye. Opposed? Motion carries 4-0. Is there a motion to adjourn? Ajourn. Thank you, everybody.


The last loss for the Bemidji Boy soccer team September 18th against St. Cloud Cathedral and the only thing standing between the Jacks in their second straight trip to the state tournament, the Crusaders redemption road for Bemidji tonight. The finals taking place at St. Cloud State. No score late first half, another set piece for the Jacks executed perfectly. Luke Hester brother Silas off the head and in Bemidji strikes first and just minutes later this one huge before intermission the leading scorer Linnaeus Whiting from Ethan Mock the goal is in. Jacks up two nil in the finishing touch just out of the locker room Mock. This time the scorer beautiful assist from Whiting lead is three. Put your party hats on Bemidji. Jacks win their second straight section title. Final score three nil the shutout for more on the big win. Here's Clayton Castle at Husky Stadium. Well they've been leading the Jackson scoring all season and tonight was no different as Silas has the Linnaeus Whiting each found the goal leading the Jacks to another section championship and an appearance in the state tournament. I thought we attacked very well and we finished our opportunities this time. Last time we played we weren't finishing and ultimately that was the difference in this game. We played very well in the back line after losing our center back in the first game on Thursday against or Tuesday against Artel we kind of knew that we're gonna have to rebuild and we we definitely had some lumps we were out of shape a little bit but tonight we seem to fit back into the groove and the guys played real well the back five were really solid. How does it feel to be going to state? It feels amazing for the second straight year you know especially to do it with our brother Luke now and the whole team it just feels great to be back. The Jacks will find out their location seating an opponent for the state tournament later this week. Reporting from Husky Stadium at St. Cloud State Clayton Castle, Lakeland News. If you've enjoyed this segment of Lakeland News please consider making a tax deductible contribution to Lakeland Public Television.


Good evening everyone. Instead of a speech on this topic this evening, I want instead to give you a bit more or a bit of an update on what's going on with Brexit since the interview I've got that was showing at half past seven with Brian Sylvester. So that was recorded yesterday, but since then we've had some developments and I want to share those with you but also give some clarification on some other matters that we'll be talking about. So first piece to clarify is what are the sticking points in the current negotiations between the UK and the EU on the on our trade? So our we will stop the UK will stop obeying EU rules on the 31st of December and it is according to latest news, which I'll get to in a minute, looking less likely that we'll be able to reach a trade deal between now and the 31st of December. The sticking points are the fishing rights and the EU wants to keep the common fisheries policy which is that the European waters are common and open to anyone to fish them. The UK wants its own fishing waters back and a 12 mile 12 mile zone of its own fishing waters which I think is non-negotiable and I'm hoping that the British government will actually demand this and keep demanding it and hold its nerve on this. Another one is the jurisdiction of the European Court of Justice and it wants the EU wants it to be the ruler on disputes between the UK and the EU on any future trade agreement. The likelihood is that the potential for bias on the part of the ECJ which interprets law in favour of greater unification and very much not in favour of countries breaking away from the EU as the UK has done. So needless to say the UK doesn't want the decision maker to be the ECJ so they want to create a new arbiter, a new body to oversee this. The level playing field is also an issue. Now what this means is that the EU wants the UK to stick to similar policy on things like environmental regulations or workers rights or state aid. The EU wants this to prevent the UK gaining a competitive edge over them by for example being able to give subsidies to farmers and this would be the state aid element of it or indeed environmental regulations. At the point of that, the point of leaving the EU was to be able to make our own rules, regulations and laws and to have to be to have to maintain the same laws on crucial parts of our economy and our society as the EU is not breaking away, it is not leaving the EU so those are the main sticking points. The withdrawal agreement on these issues essentially says that we will remain under the jurisdiction of the European Court of Justice until the transition period ends and that on the jurisdiction or the on the fishing rights that a separate agreement must be reached well that's the agreement that people are trying to reach now and can't and it seems to me to be probably the difficult one you either have shared waters or you don't but the whole point of it is to get coastal waters back for the UK and for the coastal economy in the UK and that has to be non-negotiable acting in the best interest of the coastal communities and economy in this country has to be non-negotiable so the latest news is that trade talks to according to the BBC this afternoon UK EU talks to reach a post-Brexit trade deal are unlikely to continue after Sunday Foreign Secretary Dominic Rob has said his comments come after a meeting between Boris Johnson and EU Commission President Ursula von der Leyen aimed at breaking the Brexit trade deadlock Mrs von der Leyen said she had a good conversation but it is difficult another development since I spoke to Brian yesterday is that the EU has set out its measures in the event of a no deal by the end of the 31st of December again according to the BBC the EU has published contingency plans in case of the possible collapse of Brexit trade talks with the UK the plans aim to ensure smooth UK EU air road air and road travel as well as allowing the possibility of fishing access to each other's waters they come after talks between UK PM Boris Johnson and EU chief Ursula van der Leyen aimed at ending a deadlock over the deal ended without agreement the UK is due to stop following EU trade deals on the 31st or trading rules on the 31st of December so what happens on the 31st of December in the event of a no deal well the EU's contingency plans in point form according to this report to ensure the provision of certain air services between EU EU and UK to allow aviation safety certificates to be used in EU aircraft without disruption to ensure basic connectivity for road freight and passenger transport for six months providing the UK does the same to allow the possibility of reciprocal to allow the possibility of reciprocal fishing access for UK and EU vessels in each other's waters for one year or until an agreement was reached okay so according to the EU's plans if there's no deal at the end of this we would carry on as we are in terms of fishing for a year trading under WTO rules the government gives quite a lot of guidance for this because this is what is going to happen if we don't reach a deal with the EU by the 31st of December we'll trade under WTO rules now as it sounds like these are actual rules and I'll read to you from the government the government's website from 1st of January 2021 if no trade agreement exists between the UK and another country trade with that country will take place under world trade WTO rules WTO rules state now this is the most favorite nation rule a WTO rule state that the same trade in terms must be applied to all WTO members unless there is a trade agreement between two or more countries most favorite nation means that the UK cannot offer better trading terms to one country or not another unless through a trade agreement so there are rules and there are regulations however they allow for the country for the UK to make its own trade agreements and to agree for tariff free trade for example we don't know what's going to happen between now and the 34th of December but I do know what needs to happen and that is that the British government holds its nerve sticks to its guns and makes sure that it acts in the best interests of the British people particularly with regard to our ability to make our own rules and regulations in the best interests of the British people and also particularly with regard to the fishing communities and coastal communities that have been so decimated around this country we need to breathe life back into them and we can only do that if we give them back their fishing waters we can and will reach a simple trade deal with the European Union but we shouldn't be bullied and we shouldn't be drawn into an agreement where we don't actually have independence at all this is and always has been about more than trade it's about sovereignty it's about the right and ability of the United Kingdom to stand independently as a sovereign nation governed by its people that's what this is all about the trade deals will come there's no these doom stories it's not going to happen we will trade as we always have and always will it's fairly simple what we need to do but let's see if we have a government in Boris Johnson's government that is willing and able and have the courage to do it we'll see what happens between the 31st between now and the 34th of December and we will of course keep covering this and keep you up to date with it enjoy the interview with Brian at half seven see you later


So welcome to Learning Objectives to Foster Student Learning. My name is Ainsley Camps and I'm an Educational Developer here at the CTLT. And Amber Shaw is joining me today and we wanna welcome you to this session. In this session, we're gonna be exploring the benefits of using Learning Objectives, including the way that they help student learning. So we're gonna present a straightforward approach to doing this and you'll get a chance to practice some of the writing of Learning Objectives in your own context. So that's pretty exciting. But just before we begin, we wanna acknowledge that we are on the traditional ancestral unceded territories of the Musqueam people. And I want to thank Judy for this, Judy Chan for this framework that she's shared before in the past. And now I have taken some time to look at and reflect on a little bit more deeply. I will put the resource that we got this image from later on in the Wiki. If anyone's interested in reading this article, it's very interesting. So I'll put it there for your reading later. But this graphic, I think was helpful for me in gaining a deeper understanding of Indigenous worldview. It's kind of like a really nice way of depicting the basics of that, I guess. And we know that there is a great diversity among Indigenous people. We acknowledge that for sure. But there are some commonalities, I think in the worldview. And the one that's sticking out for me is that the interconnection for us between, for Indigenous people between the physical, emotional, spiritual and intellectual parts of the person and how we are interconnected with the land and our relationships with two others that we share the land with. And that means all other beings, trees, rocks, everything, and all of the people and animals that we know. So how does this relate to learning objectives, you ask? Well, what we are doing here is we are developing students that will go out and become good citizens, hopefully. And while they're here with us, they'll be making decisions about what they will study, how they will study, how they will contribute to our community here and how they are preparing for their contributions in the future. And so it's really important for us to think about what we want students to take away from our courses. And so that is how we begin to design what we do is through learning objectives, what is it that we want students to take away from their experience in our classrooms? So that's what we're gonna be talking about today. So I'm gonna hand it over to Amber to introduce herself in and go over the agenda. Hi, my name's Amber. My pronouns are she, her, and I was born and educated on the traditional lands of the Powhatan people. And today I am on the traditional ancestral and unceded Tories of the Musqueam. Thanks, Ainsley. So our agenda for today is we are gonna do what are learning objectives? So we'll go over definition. Why do we use them? We're gonna do how to write learning objectives. We're gonna practice writing one and we'd like you to actually write it out. Come back to it later and share with a partner. So we'll practice and share. We'll do an introduction to Benjamin Bloom's taxonomy. And then at the end, we'll hopefully have that nice, beautiful learning outcome that you're super happy with at the very end. There may be time for Q&A. If we go all the way to time, I know Ainsley is often available by email and so am I, which I can put in the chat box. And can we go to the next slide? Of course. Thank you. Okay, so here's what I want you to do. Don't enter anything in the chat yet. So we're gonna try something. Don't put it in the chat yet, but think on a scale of one to five. One is not at all and five is I should be facilitating this workshop. How comfortable are you in writing learning outcomes? So I'd like you to put a number in the chat but don't hit enter yet. We're gonna try and do a waterfall. I'm excited. I wanna see if this works. So we're all gonna put a number in the chat box. How comfortable are you writing your learning outcomes from one to five? And then when I say go, we're gonna all hit enter and we're gonna see a waterfall go down in the chat. So take just a minute. Think about how comfortable you are with learning outcomes and writing them out. Get your number, put it in the chat and then we're gonna do three, two, one. You're gonna hit enter. Ready? Three, two, one, go. Oh, that's so cool. I love it. Nice. All right. So we got season four today.  Oh no. 2.5. All right. All right. Amazing. Thank you. Okay, good to know. So if we can go to the next meta slide. So this is our learning objectives about learning objectives. I think this is like the most meta slide I've ever done. All right. So by the end of this session, you should be able to describe the benefits of using learning objectives, write effective learning objectives and practice using Benjamin Bloom's revised taxonomy to write your learning objectives. So those are our learning objectives about learning objectives. Huh? Media. Any questions in the chat or if you wanna unmute your mic before we jump in and get started? I do have a question. Yeah. Hi, Amber and Ansley and Judy, nice to meet you. This, I don't know how relevant it is, but I was wondering if learning outcomes can be used interchangeably with learning objectives. Yeah. So that's a great question. And I've seen, I think Judy, Ansley and I would give three different answers. So I can quickly give my answer in that I think I use them interchangeably, but I have seen them used to talk about different levels. So sometimes you'll see objectives and outcomes if you're talking at a program level versus sort of a course level versus sort of a just a 50 minute lesson level. And if that distinction is made, that definition is really helpful. I think I use them interchangeably, but Ansley, I'll throw that to you. How do you use them? Well, you know what? I think the next couple of slides are gonna answer that question, you know, from my perspective. So we'll see, but I really agree with you, Amber. They're interchangeable. For today's, for the purpose of today, we'll say they're interchangeable. So what are they? What are learning objectives? And why do we use them if I can change the slide? And so I can ask you to define what a learning outcome is, but I'm hoping you don't mind that I just continue and give you that definition, the definition that we will be working with today because I wanna get into the meat of writing them. I don't want to take too much time, you know, talking about what they are. So to establish what they are from our perspective, they are what a learner knows or can do as a result of the learning, okay? So I'm switching both two sets of slides here, so it just takes me a little while. So to dig down a little bit deeper, they're specific, they're measurable, they're short-term observable student behaviors that we use to evaluate the student and ourselves. We use those things to evaluate where we're at and where we would like to go. And then there is, you know, they are a description of a performance that we want learners to be able to do maybe at the end of a course, at the end of a lesson or module. And they focus on student learning. And this is a very important part of what learning objectives are. They're not, we're not opening somebody's brain and putting the funnel in and just, you know, just adding stuff. There's a transactional thing that's happening here. And we are focused on the student and what they will take away. So it's really important, as you'll see in future slides here, it's really important that we focus on the learner when we're writing and designing learning objectives. So as Amber said, there are different levels of learning objectives. And so there is the program level. So what kind of person, you know, what kind of student, how do we want someone to be prepared when they graduate from the program?  I have they, are they prepared when they enter our course? And then the module and lesson level are kind of nested in there. Everything is kind of fits into everything else. And it just gets bigger and bigger into the program. So today, what we're gonna be looking at is just the lesson level. Okay, so hopefully it doesn't change. So here we are. I just, it came to me not too long ago that not everybody knows or has played darts, but this is a dart board and it's a game. And the object of the game is to throw the dart and hit this little red circular thing in the middle. And you can see the points, you know, going out. So if you hit that white circle outside, you get eight points, but 10 is the middle and that's where we're aiming for with the dart. So this is kind of an analogy for how we think about learning objectives. Because, you know, you can imagine if you didn't have a dart board, it would be pretty hard to play the game. You need to be focused on some kind of goal. And so that's what learning outcomes are. They're guide posts in designing our activities and assessments and they tell us, they tell the students what they'll get out of the course and how they, like we're teaching them how to learn to throw the dart to hit the bullseye. So the student knows what they're aiming for. They know how they're gonna get there. And it gives students an opportunity to assess their readiness and where they are as they progress through the course. So hopefully now you can recognize how important they are. So how does one write an effective learning objective or learning outcome that fosters student learning? That does all these things. So I mentioned earlier, really important that the first consideration when we're writing learning outcomes is that they focus on the learner. So what the student will learn, how they will learn and the conditions in which they will learn. So here's some examples. By the end of this lesson, learners will be able to, so we're addressing the learner. We're telling them, this is where we hope you'll be at the end of this lesson and engage student who's involved and participates in the classes. This is where they'll be at the end of the laboratory activity or the end of the lesson. Okay, and as I said earlier, specific. So as for a paramedic, let's say, being able to assess a person's vital signs within a certain amount of time, that might be an important learning objective. So we've given them specifically what it is they're going to be learning. They're going to be learning how to assess a person's vital signs within a certain context because we know that paramedics need to be quick in what they're doing. They're in an emergency situation. So within a certain amount of time is an important context and it's very specific to their job. So Amber's checking on the chat box. So she'll let me know if you have any questions. And so I'm just kind of going through this little teach piece so that we can begin to, we can be on the same page so we can start to write some learning outcomes ourselves. So specific means three things. So when I was talking about paramedics, we're talking about the verb assess. We're talking about the subject. What they are going to assess is a person's vital signs and the context of criteria under which a paramedic is required to do this is within a certain amount of time. So here's another example. By the end of this lesson, learners will be able to create a social media plan for a nonprofit organization. So this is very specific. We could make a social media plan for an organization that is not a marketing, an organization that's marketing to their customers that's trying to make money. And this would, I think you would agree would have a different focus, a different context than one that is created for a nonprofit organization. So I'm just gonna give you some more examples here. So you think about this one. By the end of this module, students will be able to select appropriate materials for use in building wood-framed houses. So just take a minute to think about where's the verb? What is the subject and what is the context?  But you don't have to. It's up to you. It depends on how excited you are. So here's the answer. The verb is to select. We want them to be able to select appropriate materials. So the materials that are appropriate, that's very specific. And the context is in the context of building wood-framed homes. It's not a cement apartment building. It's not a firehouse. It's not a church. It's a wood-framed home. Okay, hopefully everybody's with me here. I'm looking at the screen and I just see a bunch of like little names. So I hope everybody's okay. So here's another example. By the end of this lesson, students would be able to apply water sterilization techniques to purify drinking water. Thanks for the thumbs up. So tell me now, where's the verb, the subject and the context here? Can I have a brave volunteer to unmute themselves and just rhyme off what those three things are? I can volunteer. So I would say that here, the action verb would be apply. The subject would be water sterilization techniques and the context would be to purify the drinking water. Excellent. A plus. So those are some examples of specific and learner-centered learning outcomes. Because yeah, we address the student in each one of those examples as well. So we covered the learner-centered aspect. So now we'd like to give you a turn to write a learning outcome yourself. And so we're gonna ask you at this time just to work on your own and think about a course that you are teaching or may want to be teaching in the future or your discipline as a whole and just think about a learning outcome that you could write down at this stage that has all those specific components and addresses the learner. And we'll give you a few minutes to do that. And then Amber's gonna add just another layer to this, another helpful layer to the writing of learning outcomes, which is learning domains. We mentioned that earlier in the learning outcomes for this workshop. And then we'll get together in groups and kind of see how we did.  Three? Okay. So we're gonna give you three minutes. So that means that it'll be 25 after. Ready for the next slide? Yep, that'd be great. Okay, we've got something in the chat. It's part of the reason for focusing on verbs to engage the learner in taking charge of their own learning rather than being passive. That's a great reason to focus on the verb. Yeah. That is great. Yeah, active learning. And I think there's a session on active learning tomorrow morning. Yes, come back for that. It's in person, so it's gonna be super fun. We're gonna be doing a whole bunch of really engaging, taking charge activities. Neat. Yeah, let's dive into the verbs, hey? All right. So Bloom's learning domain, here we go. So Benjamin Bloom came up with learning domains. This has been around for quite a while. It's a set of three domains used for classifying educational learning objectives or outcomes into those levels that everyone wants to jump into of how complex and how specific we're writing those learning outcomes. So we have three icons here. One is the hand, one is the head, one is the heart. And so we're using the hand as our icon for psychomotor skills. So if you have something that involves a psychomotor skill, those would be a learning objective in that domain. And then a lot of learning objectives that I see at UBC fall into the cognitive domain. And then we've got learning objectives that are in the domain, what we call the affective domain. And so that's things about values and feelings and reflections. And I really like the three domains that helps me think through. But in practice, writing learning outcomes very often, I'll have a learning outcome that might go across two, if not all three domains. So it's not really the box, box, box, but it's helpful for me to sort of structure that way. Let's, yeah, dive into the cognitive. All right, so by the end of this module, learners will be able to define. So if you're looking for students to provide a definition, that would be in the cognitive domain. So maybe they're defining photosynthesis, its significance. By the end of this lesson, students will be able to list the subfields of anthropology. So these are sort of cognitive things. And we're gonna look just in a second at those steps in that domain. And the next slide, here they are. So we've got one, two, three, four, five, six, thinking about taking our students up from just knowledge. So definitions, which definitions are hard. I spend a long time in one of my classes just going through definitions and getting students to define things. So just because it's sort of at the bottom of the cognitive domain, doesn't mean that it isn't really challenging. There's some sample verbs there. So if we're in that knowledge part, we would get students to define or identify or label. Sometimes I forget students can't identify, right? Before I start pushing them up the scale. So it's good to think about what students can do, getting them pushing up from knowledge to comprehension. Application is quite a different thing, being able to apply something or demonstrate something. Going into analysis and evaluation and synthesis is quite challenging, right? And then you get those sample verbs up there. So there's some classes where, it might be a first year class and we stay down in the knowledge and comprehension and then moving up into second and third and fourth year. There might be first year classes where we do get all the way up to analysis and evaluation, but this is sort of where you think about students from the program level and then going down into what do I actually want them to do today? Yeah, nice. Can we go psychomotor? Okay, so by the end of this module, learners will be able to perform a backward dive. That's the psychomotor skill, it's very physical. By the end of this lesson, students will be able to calibrate a pH meter before measuring samples. So this is a learning outcome I took from my course in that I think it's part cognitive and it's part psychomotor, but there is a psychomotor skill that students need to do in order to physically calibrate a pH meter before they measure samples. So that's a good one to kind of think across domains. And then here's Bloom's taxonomy. I think there's seven in the psychomotor. So we go from the bottom, we've got perception, and we can go all the way up to adaptation and organization. I really like using Bloom's. I have it sort of like stuck to the wall in my office. I get those nice verbs so I can say, what do I want students to do? Do I want them to be able to recognize? Do I want them to be able to duplicate something or all the way up? Do I want them to be able to do something very original like design and originate? So those are in the psychomotor domain. And then our third domain would be the affective. I spend some time here in my courses now. I didn't use to, but for example, a learning outcome in the affective domain would be by the end of this module, learners will acknowledge, excuse me, the land that we're living and working on. So the acknowledgement is an affective learning outcome. By the end of this class, students will advocate. That's much higher up, right? As we'll see for the new scholarship program for BC Indigenous students. So if we look at Bloom's domain going here, there's five of them. So at the sort of base where we would start, we have things like acknowledging, being aware of something, paying attention to something. That's really important before you start moving up. I have jumped in too high with students, not realizing that they, I needed to start down here with the accepting and acknowledging before asking them to go all the way up to something like defending and advocating and acting on something from, especially like a social justice perspective. So it's helpful for me to have those verbs and to go up and Ainsley has dropped in the chat box, the Google doc that has these on there. Thank you. Amazing. Okay, so before we practice a little bit, are there any questions, anybody said now you have access to the document? Are there any questions about the three learning domains or any of those verbs sort of scaffolding up before we jump in and use them? I actually, I have a question Amber, if I can jump in. When we did the activity where we wrote our own learning objective, I noticed that I wanted to use two different verbs. I wanted to use both. Learners will be able to identify and implement. Just wondering if you can speak too, if that's appropriate to use two different verbs if we should try and just be using one in light of these categories. Yeah, so from my experience, and I do the same thing, I have those, especially at my course level. So in my syllabus, I might have two verbs because over the, because those would be sort of at a lower level and a higher level. And so from my course learning objectives, I might have identify and implement or identify and do something. And so by the end of the course, we've covered that. And so those two, putting those two together makes sense to me on the course level. I think, and Ainsley wants to jump in. So like to me though, those are two distinct learning outcomes and it would happen at different times in the course. When we're talking on this level, the module and lesson level, like what Amber's saying about, scaffolding someone up, like having some activities that lead from one to the other is something you're gonna be doing. So it's kind of like, this is our learning outcome for now, the first verb. And then we're working through some activities that are gonna bring you up to the implementation level. So just two different perspectives, objectives, outcomes, two different perspectives. Thank you for your question. Yeah, I also think that, not really in the scope of this very short workshop, but when you're aligning, your learning outcomes with your assessments, that would be someplace where I would look at those and say, where in the assessment am I testing, am I testing it down here or am I testing it up here, assuming? So that's a whole other workshop, but awesome question. Yeah, and we will be doing some other workshops we've decided, so yeah, so stay tuned. Nice. If there aren't any, that was awesome. Yeah, let's practice, let's do it. So you have your learning objective from before, like 20 minutes ago that you wrote. So now we'd like you to look at it now that you have the Bloom's taxonomy. And maybe you already did this and that's awesome. See if you can identify the domain. So whether you think that it's a psychomotor, whether you think it's a cognitive or whether you think it's an affective or maybe you think it's sort of going in between two, identify the level of learning in there, in the taxonomy and then choose an action verb or look at the verb that you picked and see if that makes sense to you that specifies where your learner is and then just take a minute and revise and get that really happy solid in the Bloom's taxonomy. We're gonna give you five minutes because you might have more than one to do. I'm happy to answer any questions on the mic or in the chat during those five minutes, but that's gonna bring us to 942. So we're gonna take five minutes. The Google Doc is up there. So you have all of those nice objectives. I was just saying, hello. I was just saying that I just, I had an opportunity to visit one of the rooms while you were working and what I saw was like a lot of really awesome stuff going on. And one of the things that I noticed was kind of like this, just the nesting of say a course level objective and then a lesson level objective and how difficult it is sometimes, like really, I guess we do need to start with the course level objectives, like what we want to end up with and then we kind of divide it down from there. So we think about what are the modules? What are the pieces that we need to reach that course level one? And then what are the lesson levels objectives that will lead to each module? So it is super overwhelming to kind of try and in one hour come up with a lesson level objective because there's so much sort of thought and dividing that has to happen from the course down to the lesson level. So I just wanted to say to you that it is, you won't be able to do it maybe today, but hopefully this has started you thinking about how to write a specific and learner centered learning objective and you've started to think about the objectives on from the program level right down to the lesson level and that's kind of like what we were hoping that you would get out of today. And so with that, we'll return to our original question. And maybe this time you can just add your number to the chat, we won't do a waterfall this time. We'll just ask you to add your number to the chat. Like, are you more comfortable now than you were at the beginning of this workshop? Well, that's heartening, it seems like wow. 3.7. Yeah, woohoo. So it looks like we got like a strong B anyways and moving some people are moving into the A minus A area. Oh my goodness, Judy, she came from a four to a 4.4. So I'm happy about that because, you know, that's good, Judy. I'm glad I was able, we were able to do that. So yeah, so thank you. Amber's put the Qualtrics survey, it's three questions. If you can just go in there, these questions are not particularly about the facilitation of this workshop, but more about your experience of the Summer Institute, the CTLT Summer Institute. We really appreciate your input on that. It does affect programming. So if you don't mind doing that, that would be great. Amber's added our contact information. Contact us, stay in contact. Tell us about your learning outcomes and how you're making out there. And we'd be glad to help. Both of us are super excited and interested to talk about learning objectives with anybody. We're just, we love it. And it's 10 o'clock. So we'll let you go with that. Thank you for coming. Thank you for participating. Take care, everybody.