I'm Karen Smithio Shimuna, Program Officer for OCLC Research. And today, talking about the work we've been doing that highlights some of the challenges presented by organizational identifiers. I'd like to first start with a short definition of what we mean by organizational identifiers, which are unique, persistent, and public URIs pointing to organized bodies. I give four examples here. They're all hot links. IDLOOK for the national NACO authority file, the International Standards Name Identifiers, or ISNI, the Virtual International Authority Files, or VF, and WIKI data, which also has identifiers. And in this case, all four of them point to none other than University of Washington. So when we look at identifiers, one of the key uses of them is trying to track the scholarly output of an institution. And in fact, three of the most widely used international ranking systems for universities and academic institutions all rely on citations as a factor in how an institution is ranked. Therefore, it's really important that the researcher is affiliated and associated with the correct institution because it's going to affect what the ranking is. I'll note here that national authority files, when they have organizations and identify for organizations, it's usually organizations as either authors or subjects, and they don't really care about organizations that are there solely as affiliation with a researcher. So there might be some gaps. This all started out from work from another OCLC Research Library Partners Task Group that finished its work last year on researcher identifiers. And the report was published last year. And it turned out in discussing the report with the partners that it became key of not only what the researcher identifiers are, but the identifiers for the organizations for which they were affiliated with. And many of the functions and requirements that we had identified for researcher identifiers were equally could not be met, could not be fulfilled unless you also dealt with organizational identifiers. So for example, the institution wants to track all of the scholarly output from their institution. So you need identifiers not just for the researchers, but also the identifiers for each of the schools or departments that you want to track within the institution. Then you want to track research groups which make them prize staff from multiple different institutions. This can get really complicated when you have research groups that get funding externally, and yet each of the staff are represented and affiliated with different institutions and different departments. Then, whoops, I have to click this way. National reporting, a little bit different. I keep on doing that. Not so much in this country, but especially in countries like the United Kingdom and Australia, they have reporting exercises where they have to bring everything up to the national reporting agencies. And that's important because that depends on how much funding they get from their national governments. So again, it's really important that they track the scholarly output of each of the institutions if they're going to get funding. And of course, the funders themselves want to track how much money they're giving to any institution or departments in the success of the funding that they've been given. One of the key ways of disambiguating researchers who share the same name is to also look at where they're affiliated. So you want to have the correct affiliation of those researchers in order to say whether this K. Wong is from Johns Hopkins or from University of Washington, for example. And then you also want to be able to correctly identify the researchers' affiliations on publications. So no matter how diligent you might be on publicly having URIs for your researchers, it's not going to mean much if the publishers themselves don't use the correct identifiers for that same faculty. And of course, it gets more complicated because guess what? Faculty tend not to stay in one place. So by the time something is published, the affiliation for that researcher might well have changed by the time it's actually published. So all of those are kind of needs that also require these persistent, unique public identifiers for organizations. The other aspect of this is many organizations don't even realize they have identifiers already. And we'll go into that soon. So probably not for this audience, but I thought I'd repeat why we're dealing with identifiers to identify things rather than relying on strings, that is, text strings. As an example, when you read an English text, you can often see references to say the Bibliothèque de la France in it because that's what it's called in its own language. It'll be referred to as BNF, or it'll be translated as the National Library of France, all in English text. But if you go to other language texts, these are all referring to the Bibliothèque de la France. And if you know Chinese, then you can easily say, ah, yes, that's the Fong-Borg-Gorgia de la France. But no one's going to be able to immediately associate that unless they have the same identifier. Now, this is really the same kind of issue we have with personal names. People often have nicknames, use middle names, have initials. So it's similar to having Bibliothèque de la France or BNF. But organizations are more complex and have more challenges. So for example, organizations, they merge and they split. So one identifier might become two or three or multiple identifiers. They have a tendency to acquire. Other organizations are get acquired. They can have multiple departments, multiple schools. They have hierarchies. And those hierarchies can change over time. And in fact, they can have multiple hierarchies, depending on where they are or depending on departments. Branches can exist in multiple locations or in multiple countries or different jurisdictions. And it can be even more complex because those countries and jurisdictions can also change over time, adding to that kind of complexity. Others, it can be unclear when a name change represents simply a name change or actually represents different type of organization. And we have found that there's different practices. For example, in the national NACO authority file, a name change, often whether it's one record or two records, there's differences of opinion or approaches of whether at what point do you have a different identifier for simply a name change. And most important, I think, that we have to keep in mind there's different perspectives. And to me, the poster child of this is in the ISNI database. There were people who were really surprised when they looked at their institution's entries in the ISNI database, couldn't understand why there were these departments listed and not other departments. Well, if you looked at the sources, the vendors, the publishers who sell subscriptions don't care about any of your units that don't buy their stuff. They have identifiers for the units of schools that buy their stuff, then they have an identifier.  They don't have an identifier. And for some public goes even further.  Well, that school still exists. But it's a different perspective. So when you're dealing with unique, persistent public identifiers, you're dealing with people who have different needs and, therefore, different approaches under what circumstances you assign an identifier. The Trobe University is currently undergoing a massive restructuring that sort of illustrates the kind of challenge we face when you're dealing with identifiers for organizations. They currently have five different faculties. Most of those faculties also have dozens of different schools or centers associated with them. And they're collapsing them all to two different colleges. And so this is a case where the faculty are actually staying where they are. But their affiliations are changing around them. At the same time, we've been looking at organizational identifiers. There's been another group in the United Kingdom, the JISC-CASRAE Organizational Working Group, also working on looking at organizational identifiers that can be used throughout the higher education in the United Kingdom. CASRAE is the consortia for the advancement of standards and research. What is there, research? Yes, research administration information. They did their own landscape review of what kind of institutional identifiers were out there. They did member stories of use cases. And they are just now publishing the summary of their reports and conclusions. One of which I thought was really interesting that I happen to agree with is trying to separate out the use of identifiers from the services that you build on top of them. The other part of it was that they thought, they came to the conclusion that going on to the future was as a sort of bridging ID or hub that could be employed to link together different identifiers that might be used elsewhere. And finally, they asked, they encouraged institutions to integrate the organizational IDs in a way that they could, in fact, at some point be mapped and curated in the ISNI database. So they came to the conclusion that you're never gonna have just one identifier, you've got all this, but at least use what has already been done for the international standard name identifiers, build services on top of that, and also encourage people that whatever identifiers they do tend to be using to go back and contribute them and link them up in the ISNI database. So I gave the link to the report there. So when we talk about the ISNI organizational identifiers, one reason why our task group has also focused on ISNI is, well, for one thing, they already have almost a half million organizational identifiers, public identifiers assigned. So that's already pretty good progress. They're already being used by ORCID for organizations, ORCIDs for individuals, but any identifications that they use in ORCID, they're using the ISNI for the organizational identifier. They already have links to multiple national authority files because they have links between VF and ISNI. And those are bi-directional links. They're links from VF to ISNI and from ISNI to VF. And they're already present in WikiData. I'll go into that in a little bit more detail now. But first, when you think about ISNI, one other aspect of ISNI that's very appealing when you think about organizational identifiers is that it's not just in the library domain. Yes, they have identifiers from the libraries, archives, museums domain, but they also have identifiers from trade sources and the publishers, text rights, music rights, encyclopedias, and various research and professional organizations like article databases and theses databases. They're also important to libraries. Here's the list of the various types of sources for each of those kinds of categories. So, for example, you have publishers represented like the Balker Registry in Reingold. You also have rights agencies like the Authors Guild represented. You also have music brains in the British Library Sound Archive and then Modern Library Association and various theses and so ProQuest is represented. So you have different sources, often with different perspective, rights agencies that are really, really stringent about assigning the correct identifiers because that affects who gets the royalty check. So you want to make sure that those are all correct. We have statistics, lots of statistics I just wanted to point out. We do have these links between ISNI and BF. These are specifically the number of links from non-BF sources. So BF sources tend to be national libraries or libraries like the Getty Regional Libraries. When we look at just the ones that are not represented in BF, we still have from ISNI to BF 7.4 million links and going the other way, BF source links back to ISNI, over 27 million links. So those are a lot of links between the two that can be used to make sure that you're dealing with the correct organization. BF does aggregate identifiers because each of those sources, of course, also have an identifier. So when we have the LCNACO logo there, it's the LCCN, that's with an id.log.gov. But it also aggregates the identifiers from each of those national libraries, including in this case ISNI and Wikipedia. Wikidata is a disseminator of identifiers and not only aggregates them, but disseminates them. So when you look at the Wikidata entry for the Bibliothèque National de France, you see that it has an ISNI assigned. And then when you go to the English Wikipedia, that same number is in the English Wikipedia, but it's also in the Korean language Wikipedia where I should say Wikidata is how you'd say in Korean. So no matter what language you're looking at, you can use the identifier so that you're basically free of the text string and referring specifically to the entity. So ISNI currently has over 8.8 million, almost 8.9 million ISNI's that are publicly assigned. That represents about 40% of the total. There was only one million just two years ago. And as I said, it has over 27 different million links. The IDs are persistent. We now have a process so that when, as part of the ORCID registration process, it also accesses the ISNI database to see whether something has already been assigned. And the linked content coalition has named ISNI as its number one strategy as a bridging for all kinds of identifiers. So the underneath this is a difference between in those different groups, the research groups, tech rights, music rights, libraries and trades and organizations. How many ISNI's have been assigned? And as I said, almost a half million are just for organizations. Now one thing that's different from ISNI than some other organizational IDs is they have a quality team comprised of staff from not only the ISNI team in Lighting, but the British Library and the Phibli Technosciente de France. And it's not just every time somebody, there's a new organization, it automatically gets an ISNI. There's a provisional ISNI's, but it has to go through a matching exercise so that there's a level of confidence that these different sources actually refer to the same entity. So for example, they require at least three or more VF sources to agree that this entity is the same thing. If it's not VF, then it's at least two. And then there's different single sources from the publishers because for the publishers, they need to identify nevertheless, which can be part of the link. So when we say public, it's 8.8 million, but as you see, there's the provisionally unassigned other identifiers that have come in from other sources that have not yet gotten enough corroboration where it's now at more 9.5 million. So roughly 40 some percent of all the identifiers that come in have actually been publicly assigned that you can access. So as I was saying, we have this new task group called Representing Organizations in ISNI Task Group. Even though most of our recommendations are targeted for ISNI, our goal is to also use the kind of data modeling from our use cases so that anyone can use the same kind of data modeling or leverage the data modeling we're doing for their own purposes. We do have representatives from the JISC-CASRA UK working group on our group. So there is some cross-fertilization. The former co-chair of the NISO institutional identifiers group, Grace Agnew, is also part of the group as well as representatives of people who have been very active in the program for cooperative cataloging. So we also have that perspective as well. And the ISNI team in Leiden. So in ISNI, there are a very long set of data elements you can use to have attributes assigned to organizations. Very few of them are actually used, but they're there if somebody wants to take advantage of them. This list, which would deal with some of those issues we were dealing with before, is a member of, is a unit of, is superseded by, is affiliated with, former name, last name. So if you imagine the La Trobe example, you could use some of those data elements to say, ah, this is now superseded, this faculty is now superseded by this college. These came from the NISO institutional identifier working group. But some of our use cases didn't quite fit. So some of the recommendations are just additional attributes like is hosted and hosts, for examples like the Hathi Trust, where you have the Hathi Trust. There are members of the Hathi Trust, but it's hosted by a specific institution, acquired and acquired by, especially for commercial institutions. There's multi-institutional statewide repositories. It might be hosted by some, but a number of them have quote unquote governing boards if to the degree that that might be important, we have governed is governed by as another possible attributes. And then there are cases where people are, it's more than just membership, but actual partnerships where people co-invest both resources and money. So partnering is another attribute. So many of the recommendations I said are for now with ISNI. We'll see examples. I'm just curious, how many in the audience have actually looked inside the ISNI database? Could you raise your hands?  Many times you'll see a long list of different alternate names because they're coming from multiple sources, which can be really confusing if you say, well, which is the one that's actually used by the organization? So one recommendation is at least have a flag that say this institution to the institute, this is the form of name that they want to use regardless of what any of the other sources is. So that's one of the recommendations. As I said, we have all these relationship types, right now they don't display. So to the degree that people are going to be using these other data elements, display them. The contribution forms right now are basically focused on individuals. We think that there's enough differences between individuals and organizations that it deserves its own contribution form. One of the next things we haven't really started yet is an outreach document to explain to the institutions why it's important for them to take some responsibility for their own public identity, and why ISNI may impact how their organization is seen by other organizations or ranking systems. The question about how to engage those organizations to maintain their public identity and since we have a quality assurance team set up, it would be even greater if some of the organizations actually step up to collaborate with them to make sure that the corrected names get disseminated throughout the public arena. So this is, I probably can't see it too much, but this is a partial list of a very, very long list of various departments at the University of Minnesota. And it goes on for pages and pages and pages. So one question is, well there's some departments listed there, as I said, and not others. Some of those names have changed over time. The University of Minnesota did not submit these. They came from different sources. So if it was the University of Minnesota taking responsibility, which ones of these would they want to not only continue to have, but commit to maintaining? Because obviously it's not just a list, but a commitment to maintain this over time. What level of granularity is really needed from an institutional perspective? Do you really need to have every single department of geology and geophysics and various varieties? Do you really need them separately? Is it better at the school level? These are probably questions only the institution itself can answer. The fact of the matter is we're going to have these kinds of entries in ISNI and other databases from other sources. So it behooves the institution to also have a stand on how it wants to be represented in these databases like ISNI. Here's another example, a specific record example. This is from UCLA. And they were kind of surprised. This is the Raouville Bunch Center for African American Studies. It's part of a rather long list of alternate names. It's actually under a C from list. This is actually the name that this center likes to be called. If you go to the website, that's what it calls itself at UCLA. And yet none of those lists of the name appear in the top part. So this is a case where if you're an institution and this is how you want to be called, this is why he said, identify or flag how that institution wants to call itself. And it might be different names in different languages in those countries which have more than one official language. So as I said earlier, I agree with the concept that you free up the identifier from the services you might want to build on top of them. This particular diagram, and anyone who knows me knows, I'd like to have at least one diagram nobody can read per presentation. This is a use case that was developed by Jing Wang at Johns Hopkins University. And it was meant to illustrate the use case of having to have a institutional identifier or affiliation or researchers that are publishing in a publication. So you have different actors, so an administrator who's responsible for aggregating the data within their institution and the curator who's responsible for the affiliation data and their organization data. And you have the software, the publisher who has publishing software that the researcher uses. It presumes it is using an existing get-is-ne API which exists so you can get the API. But then you want to be able to verify the affiliation. And that's not really, that's not really the purpose of an identifier system. So this is the yellow box, a verify affiliation. Now, who's going to create that software? Well, we don't really know, but we do think that there is a need for a verify affiliation service. And whether that's from part of the publisher's software, maybe it's part of a research information management system. Maybe it's just an organization or part of a vivo extension. I mean, there are various kinds of systems out there, but they do need somewhere a module for verify affiliation to make sure that when you're tracking your researchers, they're being affiliated with not only the right institution, but the right school or the right department depending on what the grant criteria were. So I think it illustrates not just the use case of, yes, you want publishers involved in correctly assigning the affiliation for a particular researcher, but also a need for this verify affiliation service. So the issues I thought we could talk about together today are the kinds of things we've run across that quite frankly, we don't have a stand on. I think it's something that the organization, the institution might have a stand on, which is what level of granularity is really needed. And I'm thinking in terms of this archive grid bringing together all kinds of archival collections from different institutional archives. What level is it from the school? Is it the institution? What level? Who has a responsibility to indicate that preferred name for an institution? It's fine to say it's the institution's responsibility. And then there's this whole to make, well, is it the library? Is it the dean's office? Is it the provost? Is it the marketing?  I don't care, you decide. But apparently who decides is not a simple answer for institutions. But that's an issue. How to encourage the use of organizational ISNs by the publishers. I think we have good cases to make within the academic environment. We have standing in the academic environment. After all, OCLC is a library cooperative. So we have a feeling that we can have a fairly good chance of success of encouraging academic institutions in the adoption of organizational identifiers. We don't have the same kind of standing with publishers. Actually, you guys probably have better standing with publishers because you buy their stuff. So you could, in fact, go back to them as part of your negotiations and say, oh, by the way, we really need to have institutional identifiers associated the way we want them as part of what we buy from you. Money is involved, you have more clout. How to better reconcile name variants and related identities from these different perspectives. As I said, you have these rights agencies that have their needs, publishers with their needs. There's lots of name variants. How do you reconcile them and make it clear how and under what circumstances you use the name? I think this is, again, part of a service rather than the identifier itself. And how to engage services to build on top of these organizational ISNAs or crosswalk to them. So those are the issues I've highlighted. That's where we have the questions, discussion. I'll leave the issues up. And now I open it up to you. Either questions, comments, answers to the outstanding questions. Here with your copybook. Thank you, everyone. Thank you.


Who wants to smoke with me? Who wants to smoke with me? Come on. Let's warn that football today. Let's warn the football today. You know what I said, run ahead baby.  You on the green, dive it in the back. Tempo from the jumps. Watch screen, watch screen. Just watch screen. Run screen. Hey, flip that momentum back to us. Let's go. Flip that momentum back to us. He is. He got five before he got knocked back. So we third down and let's call it six. We scored two. First and 10, press, got straight drop. Loops it into flat. Here's Pollard at the right side. Cuts back across the 50. And tried to spin away a little bit. And a nice job to get Tony Pollard on the ground after a gain of nine to the 47.


An atmosphere is a layer or a set of layers of gases surrounding a planet or other material body that is held in place by the gravity of that body. An atmosphere is more likely to be retained if the gravity it is subject to is high and the temperature of the atmosphere is low. The atmosphere of earth is composed of nitrogen about 78% oxygen about 21% are gone about 0.9% with carbon dioxide and other gases in trace amounts. Oxygen is used by most organisms for respiration. Nitrogen is fixed by bacteria and lightning to produce ammonia used in the construction of nucleotides and amino acids and carbon dioxide is used by plants algae and cyanobacteria for photosynthesis. The atmosphere helps to protect living organisms from genetic damage by solar ultraviolet radiation, solar wine and cosmic rays. The current composition of the earth's atmosphere is the product of billions of years of biochemical modification of the paleo atmosphere by living organisms. The term stellar atmosphere describes the outer region of a star and typically includes the portion above the opaque photosphere. Stars with sufficiently low temperatures may have outer atmospheres with compound molecules.


Sorry. Our next talk is Knut Irvind's talk on custom Debian distributions. Thank you. I just have one warning first. Is it possible to get this sound a bit lower? Because I'm always speaking too high. The sound people. Thank you. If you find strange spelling errors, it's just my handicap. I'm totally dyslexic. We will have to leave it at that. I just tell this to the teacher because they know how to make red marks on my things that I write. Okay. I will talk about client technology a lot. And time spent maintaining custom Debian distribution installation in huge municipalities. I also want to talk about economy and user experience and what next. What do we believe in? School of Linux Debian ADU will be an important path further. And some of this, I have also this warning as a standard thing, is too complicated for teachers. So if it's two teachers here or three, you will probably have some questions afterward. Okay. What's School of Linux Debian ADU? You have probably heard about it, but I will mention it. It's a network architecture out of the box, operational concept, digital user profile, open office and 75 other user programs. It's tailor made. And it's also one important thing that it's made for our mother tongue. In Norway, people, pupils in regular don't speak English. And for the most of the world, that's the case. It's about 344 different countries. And it's almost over, it's almost 400 languages that are official out there. So most of the computer programs in education has to be in your native tongue. And it's also made for the school budget and we have one to two hours to install and configure. Try that with Red Hat, try that with Windows Server. Good luck. We have also had some user evaluations from different parties. And we don't, in this presentation, do any, what you call it, kind of saying that Linux or Free Software or whatever is good enough. Everybody has said that it's good enough in our perspective, in our experience. So I will go to the economical realities. This is the situation in Norwegian schools. The headmaster has to choose between hardware and people. The cost of operating infrastructure with ICT as an add-on to the other teaching activities costs one to two positions. The municipality in Nittadal in 2002, 2001, they said we're going to standardize on Windows 2 98 because that is the only thing we have the money to run and the hardware. After they introduced Linux in 2002, they haven't the money to choose Windows because of the prices of the hardware. There you have it. And I believe this is the same situation in Sweden, in Denmark, in Finland. And if you can think that this is countries that is almost the richest country in the world. You can just imagine how it is in Spain, in Africa, in India, in China, in Italy. Thank you. So to believe, as somebody mentioned in my room, that well it's just to buy a new computer. It's not, the money isn't there. So to believe to buy a new computer is out of the questions for most of the schools. Now I'm going to talk about client technology and I will go fast because I have something up in the end. The traditional computer architecture in the 90s was or are thick clients and they run everything on the client. But the most important things is that you have considerable administration of software on each client. The program is run locally and are administrated on every client. And this gives good support of application. You have one structure of saving files. You can do it on a server and services can be centralized. You use moderate bandwidth, but you must have newer hardware. And the single structure of running application is around 150 euros annually to operate every PC. And that's market prices in Norway. Not included cost for hardware, network licenses or ICT person at the school that doing the pedagogical work or helping out, shifting out old hardware that don't works anymore. So the schools don't have the money. So they should suggest to, oh yeah, we have no money. We will use Windows 98 and we will put on the top a graphical terminal, Citrix or FreeNX. That will breathe new life into your computer. Yes, but it's expensive and I'm not going to explain why. This is the basic concepts. What about FreeNX and Citrix?  The user application is run centrally, both local and central operation. You probably should use FreeNX. It uses half the bandwidth of Citrix, but if you have limited bandwidth anyway and places your server centrally, you have saturation and other complication that really kills off the client. You don't have the support of sound really good. It's not just working as the pupils expected to work with media rich application with animation, with small movie clips and such. That is very popular in the first and secondary, the first years you are studying at the school. Because you have to also support media rich application, you also need a lot of workstation, then you get double structures of running a user application. The price, the cheapest price we have in a huge installation running Citrix is 240 euro per machine. Then it's market prices, it's huge installation, not included cost for hardware network, licenses or ICT contacts at every school. So what did we do then five years ago? We said that real thing clients will make new life without a hard drive, no moving parts on the clients. It will really solve the problem using the hardware. All the applications and all the installed software is run from one server. The thing clients just handle keyboard, graphics, no local administration. And we also newly have deployed a lot of installation with this workstation. Then we can really give support to everything, video, USB, DVD, more complicated Java application, flash, games, etc. And you get as little administration as with the thing clients.  And this gives a simple structure for running user application and the price running this is 150 euro annually operating the system. And the reason is mostly because of the software where you run it. We have done some calculation with the municipality of Oslo, the main city in Norway, with three schools as an example, 400 users, 150 clients at every school. And we have one advantage that maximum 60% of the machines is in concurrent use. And here you are, the amount of servers. This will be a good one for future Siemens or HP or Dell. They will sell a lot of servers. So if you go for Citrix, you are there. You have a lot of servers. But the school next effort is about saving money for the school. So we really recommend thick clients or half thick clients, even with Windows. And the most important cost factors are concurrent users, the amount of servers, the maintenance of client software, and here are the market prices. Have you seen a picture like this before? Okay, it's the Italian humor. The thing is that when you put this on the graph and you look at 30 clients, 60 clients and 120 clients in a marketplace and you ask for the prices as we have done. You can see that if you have an operation at school with 30 clients, you ask the market price to run this, or you have 60 or 120. And compare the prices running the server. It's about on Linux 24,000 original crowns. I don't remember what's in Euro, but it's around that. You add also on what it costs to operate every client because it's concurrent user. That is the price factor on operating the system. Then you get some interesting results. Graphical terminals are three times more expensive than running workstations with Windows and Linux, if you have 120 clients. Graphical terminals don't scale as well as they do with workstation. The same thing you have about client is that it don't scale so well as workstation, but it's cheaper in the first place because of the software running on the server. But if you look to less disks workstation, then you really have scalability. And the reason for that is that you're running software from one place. You can almost run 150 clients with this less disks workstation. Yes, the difference between think clients is that when running the application on a think client, every application runs on a server. Running the applications on a diskless or less disks workstation, every user application runs on the client hardware. So it's more like a workstation, but the hard drive is placed on the server. This is all technology too. It's like Windows 3.0 with Novell. But it was not possible to do that with Windows 95 because of registry. So it's not a new thing. It's about 18 years old way of thinking. I believe that they did it on Unix too 20 years ago. And what does this tell us? It tells us that this less workstation or half thick clients are the most cost efficient solution if you have a server infrastructure. With running cost that is 40% less than all other alternatives. Using Citrix, Windows Terminal Server or FreeNX costs more than three times more compared to any other client alternative. Laptops are probably the same price ratio as think clients. Windows workstation has almost the same maintenance cost as Linux workstation if the hardware is identical. No schools have identical hardware after one year. And then you have to have different images to soft up the clients. So we know this is kind of disappointing, that one. Because Linux could be as expensive to run and to maintain as Windows thick clients. So if you choose the Extramedura architecture you get higher maintenance cost. Because they have a lot of workstations installed. The price difference between Linux on this alternative is that you don't need to buy software. And if you're running Linux workstation the software in the schools for the price of cheap hardware after five, six years the licenses to Microsoft with school prices is the same as hardware. So you can say that if you go for workstation you will after five years have paid all your hardware if you are running Linux and compared to Windows you will get twice as much hardware for your money. There you have it. And it's also one more thing in this story. From a political standpoint if they're going to promote Citrix the suppliers have heavy interest in the solution they recommend to the school because they earn more money. The other thing is that functionality of the user applications heavily depends on where to place the running of the application. It should be run near the user. But we have in Norway this discussion of a lot of ICT services in the municipalities that really want to run Citrix because they believe it saves money. It's not saving money in the school but they believe it does. And when they do that they remove the application from the user kind of way and they have to transport graphics and everything on Citrix or FreeNX and then there you have it. You don't really are able to support media rich application because of the bandwidth limitation even if Norway has this grant plan of giving everybody every school one gigabit bandwidth. And the most important factor is to educate the teachers because they don't know how to use the equipment. Now I will go and show you some results from the municipality and the workload in medium sized Norwegian municipalities and large ones. And if you look to the left you will see that Hurum has 200 clients consuming 450. They have increased that to almost 600 today. Nittal have 506 clients and Citrix also have planned to in 2008 to have 25,000 or almost 26,000 clients. The interesting thing that they use one half a position just 50% of a week to operate these installations. And they also have a central pedagogic resource and at the school they have or have not an ICT contact that helps out if some technical thing breaks. In Hurum the municipality, the centralized operator does every maintenance of the hardware himself. If they call him he will change the machine. On Kongslinger they use almost three and a half hours a week with five think clients at every school. In Nittal they use one to two hours a week with 50 think clients and also they have 12 work hours a week. 150 think clients. This is the workload. And I have to ask you one control question here. How much is it, what is the, if you have 100 clients on your workplace, how many persons are employed running that operation? What's the usual amount of work hours? You probably know this. You know somebody that runs 100 clients, 200 clients. Nobody knows. Give it a shot. Yeah. One man for, say it once more because he has a microphone and everybody will listen to it. We say one man for 50 to 100 clients. Here you have it. You have one man and also a pedagogical responsibility for 450 clients. Or half a position. Locally if you add that to 10 schools you also have a week. So you have almost one and a half work week. I call that that in the region. I'm sorry. But anyway you have one and a half position running 450 clients. Okay. There you have it. At the schools they use one third, one fifth of what's the regular manpower running an operation. We have put that up in a charter when running LTSP clients on older PCs. ICT contact central operation, what it costs annually. And it's very efficient. I have learned them as myself. This is my guys. Hurum has a lot of money. So they have built one gigahertz infrastructure. They have more money for every client. They have bought newer equipment. Kong swing is between. Half of their schools have one gigabyte fiber to their schools. And four of them have just 1.5 megabyte to their school. But anyway that's not so important. The important thing is the annual cost of every client. Here you have it. And if you add on the hardware you will see that just 60 to 70 percent or as much as 70 percent of the cost is manpower. And we also have calculated the cost in 2008 doubling the amount of PCs because every municipality really does that. They double the amount of PCs because it's mandatory to have computers in their education. And the interesting thing is that there are in fact a reduced cost here for centralized operation. So the person running the installation centrally they want to double the amount of the clients. But they don't increase the manpower because they don't believe it's necessary to do that. So School of Linux is pretty scalable. And we have also one more observation. It's more cheap or it's cheaper to do centralized operation than a local one. So if you have an ICT operator on every schools running the operation and not have anything centrally and don't centralize it's more expensive. And it's more expensive running Windows than think lines. And the parties that say this is Teleplan is a kind of private but independent firm that just investigates what things cost in a telecom market and the municipality of Oslo. They used 2.5 million crowns to investigate this. And what those experiences in municipality tells us? Central operation is the most efficient way to maintain the system. The school in its scales well. Think lines are cheaper to maintain than think lines in most of the cases. The cost of Microsoft licenses over 5 to 6 years is the same as the hardware. It also tells us that supplies have to cut the amount of clients or reduce the cost of operation to match School of Linux. Why pay more to get less? And this is a market thing. The last one is a marketing question. Because School of Linux is propagating and operating in a marketplace. It's not a kind of national effort. It's a kind of you have to compete in the marketplace. And this one is probably the most important thing for the decision makers. If you have to choose for one infrastructure with Linux compared to Windows or proprietary solution, you have this advice to the decision makers to make a budget showing them what Linux costs and show them what Windows costs. Okay. I will just go through some objections we will meet in the usability space or user space. Yeah, you can ask a question. I was wondering if maybe on those cost analysis you saw that there was a strong impact in terms of cost because of the technical training for the operators switching from Windows terminals to Windows-based terminals. I mean, if you had more cost because of that. Yeah, the thing he asked about is the cost of training for Linux operators. Is that correct? Okay. I will take that because I am coming to that now. And I will take the objection that we meet all day. School of Linux don't support some. OpenOffice makes a mess. Using School of Linux don't prepare their pupils on their future jobs. You have to be a Linux guru to operate the system. Here are your questions. And there are no pedagogic programs on Linux. This is our work every day with DB and EDU. Okay. Objections about the client. Some does not work on School of Linux. Some works on thin clients, but you have to turn it on. And it's not always there. So you have to ask your vendor or your supplier of reused thin clients to turn it on and have sometimes to find the right sound card. It's not easy, but it's doable. With this test and thick clients, it just works. Remember, clients are intended to use on 10-year-old hardware. That's machine that you will just throw away anyway. So to expect that to give sound, I believe you should place it in the areas in the school, in the library where it's expected to be sound-free. You shouldn't have sound at all. You just choose half thick clients in the music lab. The place is where you need sound. So there you are. Have it considered this workstation that will give you the sound. The other objection is about OpenOffice.org. OpenOffice makes a mess when people take document home from school. Okay. The people who have MS Office, the parent MS Office, have their home. What to do with OpenOffice? The most easy thing is to turn on the support of Microsoft Office 97 as a default. Or teach the people to save MS Office 97 for their home use. It's easier to do that in secondary school. Or give them a CD with OpenOffice to use at home. Tell the parent what to expect. Strangely enough, in Norway we really promote, we really have done a lot of political work to make the government support open standards. And we have this one question. If I'm going to have a dialogue with public offices or to interchange some data, whatever, should I be a customer of Microsoft? We have asked this question a lot of times. And they say, the government say, we should not be a customer of Microsoft. You should choose every operating system you want to. But anyway, coming to the daily work, the teacher are not there. So how should we manage that? And the easiest way is to turn on OpenOffice support, it should say 97 here, as a default documentation if you're going to have an easy life. And this is a huge objection. We must learn Microsoft because of work possibilities. And the answer is my kid should not learn niche products. Well, the main objection is my kid should learn niche products. But then we have this argument and it's a bit difficult. The first one, we did not know 15 years ago that word perfect should be replaced by Microsoft. We don't know what to expect in 10 years. So the people should be able to handle change. And that's why it's a good thing to learn people's different solutions. The other one thing does not exclude the other. It's the other, what you call it, helping to get rid of the objections. And most of the teaching programs is platform independent. You get it on the web. And here you are with your question, the Linux guru question. We don't trust Linux people that are interested in the cause. If you are a person that are into Debian, you are a danger for your community or for your municipality. Have you heard that one before? Yeah. Yeah, it's dangerous. Look at them. Strange shirts and you know. But many municipalities that have started with school have no prior knowledge. They run big installation today without being a Linux guru and they also support windows on some clients. They rely a little on external support that is easy to find in 2006. That was not the situation five years ago, much have changed. And experiences with the municipality you have seen here is that you need, they say that to meet two things. You need less support. The person that had started rolling out school Linux have no prior experiences. And they have done it anyway. And they have done a bigger installation that they were able to do with competitive proprietary software. And they have just learned the thing through the net and some small courses. So every money spent on doing this is the opposite that we tell them. We tell them that you need more money to learn Linux. The truth are that the municipality that has started with school Linux and roll it out and supporting it uses less time learning it, less time supporting it, less time to buy external consultants. So who is telling that Linux is more expensive? The person that sells support that are more expensive than Linux. But this is very difficult to explain because people don't believe that what you call the second runner up is cheaper than the biggest and most supported platform. Here is the last one. There are no pedagogic programs on Linux. We use drill pro is a popular program in Norway. And other programs running on Windows that don't run on Linux. Well, we run those programs with Vine and it works. Most of the pedagogical programs is used in the web browser. So most of the vendors now test it out on Firefox on Linux. And the most of the school Linux has completed the national exams with success using the national exams in the web browser. And I will sum this up. I have two more minutes. Five, okay. We have some difficulties and this I will propose and this will be a kind of we want to work together with in Debbie and the EDU just to fix some things that are problematic for us. The first is that in school Linux 2.0, the swap and the client was turned off as default. All of the clients through the two megabit RAM crashes in some municipality. It talks about 50% of the machines. It's about 250 to 500 clients that don't work anymore. And that's not good for your reputation, is it? Upgrades from one... Version one of school Linux 2.0 is too difficult. Multilevel configuration will handle a lot of that. Do you know what multilevel configuration are? Is that known to you? Multilevel configuration? Yeah. Okay. It's a bit... Sometimes it's up, yeah, five minutes. And I ask because we really need help on that because when upgrading the configuration breaks we have also done some hacking in school Linux that have made it more difficult to upgrade. But we really have some... We need some solution that makes upgrades easier. And the hardware support is not good enough on laptops, even on servers. So we have tailored Kubernetes with laptops with the configuration files we need that connects the laptops to the school's network. And we also in the future probably will be nice to have support for multi-architecture that can support different clients because we could have AMD 64 processor on the server and we have half-thick clients with Intel i386 support or Intel i686. And my last advice on this talk is don't talk negative about different tests to pollution. It's application that the user won't talking negative about other reflects back on yourself. That said, people that has user windows tend to like KDE. That's just an observation. It's not a science study, but it's the feedback from the teachers. You can't... If you have come from a window as well, it's a bit easier. Our competitor is proprietary software. The ICT service in the municipality or the headmasters could be bought. The low windows, okay? It's safe. It goes after the lowest hanging fruit. We help people that want help. Why use our scarce resources on people that won't have any help. And here you have some other guys in Norway. You always up there someplace. Andreev. You probably have some questions. Thank you. If no one has, I have one. There's not much time left, but if you can tell what... I mean, we've seen the Scholar Linux is successful. We have seen that Scholar Linux is successful. It would be interesting since we are all around here with lots of Debian developers to know what Debian can do with Scholar Linux, where it works well, where problems are still around. And if you can give suggestions to make the life of Scholar Linux easier. The three suggestions we have is to turn on the Swap on the LTSB. That's the shortest win. The second one is the multi-level architecture. And we have a third one. Well, not multi-level architecture, but multi-level configuration. And multi-level architecture in the future. But the other things is more handleable. Handleable. My original English. Thank you. So, on hardware support, with units, we have always some objections when the bosses in the municipality don't... Debian don't work on their laptops. They tend to go to Red Hat. They tend to go to Kubuntu. That's a step backwards, because they should use their Debian that they use on their servers. It was one more question. Over there, I suppose. Okay. Yeah. If you can shortly say what kind of applications or the list of applications that you include. Well, I can say something about... They include a lot of the applications, but the most used one is the web browser. Okay? They don't really know yet what to use in their laptop on the... They don't know about computers. So the biggest problem we have now in Norway is to get the use of the systems. They have installed it, but it's a kind of thing that the use of the computer have a bit stagnated in the seventh and ninth class level or school level. So it's the web browser, then it's the office application. The pupils hate the office application. They shouldn't use it. But anyway, they have to... They are enforced to using it. But it's a lot of other applications that are not very in use, but it should be used. It's squeakland with e-toys and making simulation, that kind of thing. K-stars, that kind of science application. That's proper in the science department, but it's not widely used. So we are measuring that to catch up what's really in use and try to promote lectures and sharing lectures using the right software. I have to wrap up, probably. Okay? Thank you for listening. All help we can get from the Debian community will be nice to get to school links and we will promote it as hell in all of Europe, in Africa, in India, whatever. So help us, please. Thank you.


The Chinese philosopher Confucius said I hear and I forget. I see and I remember. I do and I understand. I mean, he's no Rick Astley, but I suppose he has a point. As a speaker, you can use presentational aids to help support the content of your speech and increase the odds that your audience will understand and remember what you say. In this video, we'll talk about the different types of presentational aids and offer some tips on preparing and using presentational aids during your speeches. Let's get started. Presentational aids come in all shapes and sizes. The type of presentational aid that best suits your needs will depend on a variety of factors, such as the size of the audience, the technology available and how much time you have to prepare. One of the most obvious kinds of presentational aids is stuff. If you're talking about an object, you can bring that object in. If you can't bring in the actual thing because it's too big, too small, too expensive, too dangerous, or you simply don't have access to it, then you might need to find an alternative way to work it in. You could consider a life-size model, a large-scale model of a small thing, a small-scale model of a large thing, or maybe a nice picture. Posters and flip charts may be low-tech, but they're public-speaking classics and can be effective when employed correctly. Advancements in technology have led to an increase in the use of multimedia tools like PowerPoint and Prezi. Audio and video have also become commonplace in speeches with the rise of technology. Handouts can be helpful in allowing an audience to carry information from the presentation with them. They do carry some risk, though, as we'll discuss in a moment. Finally, don't forget about using yourself as a presentational aid. Through your personal appearance, demonstrations, and in other ways, you also become a tool for delivering information visually. Regardless of the type of presentational aid or aids you plan to use, it's important that these aids be thoroughly prepared in advance. It's a good idea to use the KISS rule when preparing visual aids. Keep it simple, silly! Remember that you're giving a speech, not an advanced tutorial on fancy design and a display of your understanding of the entire spectrum of known colors. These tips will help you prepare neat and clean presentational aids that support the content of your speech without being a distraction. When it comes to text in front of an audience, use the 6x6 rule. No more than six words per line and six lines per slide or poster. Stick to keywords or phrases and avoid paragraphs of text. Don't use more than two different fonts. Stick to two or three different colors and make sure your font color contrasts with the background color. Stay away from clipart and other cheesy chart junk. Avoid bolding, underlining, and italics unless it's absolutely necessary. Make sure that the lettering is large, in charge, and easy to read. And, for the love of everything holy, under no circumstances should you use animations or transitions that slow the pace of your speech. I'm just going to assume that you've followed these tips and now have the perfectly prepared presentational aid, but what about using it effectively during your speech? Don't sweat it, we've got you covered there, too. Just follow these simple rules.  Get used to handling them, changing the slide, pressing play, or whatever it is you'll be doing. Your aid should only be visible when you're using it. If it's not in use, then hide it if at all possible. Otherwise, it'll just be a distraction. When you are using the aid, make sure your presentational aids are visible to everyone in the audience. Speak to your audience, not the presentational aid. Don't use handouts unless absolutely necessary because the audience is going to focus their attention on whatever's in front of them and not what you're saying. And be sure to keep visual aids visible long enough for the audience to see and understand them. Used effectively, presentational aids can enhance your speech a great deal. So, in preparing and using your visual aids, remember the wise words of Confucius. I hear and I forget, I see and I remember, I do and I understand. And also, the wise words of Jerry Maguire who said, show me the money or whatever else you're talking about.


It's strange. Our system is much more simple. We present it to Parliament. We're discussing it inside the government, it's very complicated. Or everybody wants more money. Yeah. No, we need this one. What do you mean by that? Let's speak it slower. I would know. For us, everybody does not speak Portuguese and wants to learn Portuguese. And it's easier to start with Brazilian. Because all the silhouettes are separate. We speak more quickly. And that's it. Small words. We've met you all. I respect all of you. We're out there more than the last night. We're all still filled with Christmas spirit. We are. Thank you very much. Thank you very much. Thank you very much. Thank you very much. Thank you very much. Thank you.


Do not think just because women have sexual privilege and act on it on marrying up and society values it and they can throw that out in the mainstream and be okay with it. That you can do the same when you exercise male privilege. Your male privilege is to get the highest quality woman you can at the best possible time in your life. It's typically going to be when you're older. Do not think you won't be shamed when you act on it. Older men being sexually active with, marrying and taking up sexual time with younger, vibrant women who are younger, fitter, hotter and free of the social baggage of women his age. Do not think that's socially acceptable. If you doubt me, ask your mother.


So this phase diagram that we understand a little bit better now, we call this a pressure composition phase diagram just naming it after the axes. The vertical axis is pressure, the horizontal axis is the composition of a solution, either mole fraction in the liquid phase and or mole fraction in the vapor phase depending on which of these two curves we're using. So as with any phase diagram we can use it to tell what phase a system will occupy if we prepare it at a particular pressure and composition. It might be single phase or it might be phase coexistence. We can also use it for example to read off, if I say prepare a solution at this composition under what pressure will it first exhibit vapor forming in the liquid or will it first exhibit liquid condensing out of the vapor. Likewise we can say if I form the first droplet, if I have a gas and I compress it until I form the first droplet, what will be the composition of that droplet? It will happen at this pressure and that droplet which is liquid I could read over to this curve and read the liquid composition. So there's a lot of ways we can use this pressure composition phase diagram. But for now I want to talk about a different axis, the temperature composition phase diagram and that's because pressure is actually not the most convenient axis to use for a phase diagram. If I say composition is fine, if I say prepare a solution that's 40%, 60%, ethanol, methanol as a mole fraction, that's easy enough to do. But if I say and make sure and do it under conditions where it generates a pressure above the liquid of 70 torr, that's a little bit hard to engineer, hard to do. What's much easier would be if I were to say prepare that 60-40 solution but do it at a temperature of 30 degrees Celsius. Temperature is much easier to control than directly controlling the pressure of the system. So we need to think about how this diagram would look at temperature coordinates in addition to pressure coordinates. And there's a connection of course between the pressure at which a liquid evaporates and becomes a gas or the pressure at which it condenses. There's a connection between those pressures and the temperatures at which it would do the same thing. For example, when the pressure is equal to, and now I'll be thinking primarily about single component systems so I can write P star as a vapor pressure. If the pressure is exactly equal to the vapor pressure, then I know I have equilibrium between two phases, the gas and the liquid phase. On the other hand, if the pressure is less than the vapor pressure, then the system will have evaporated and be in the gas phase. If the pressure is greater than the vapor pressure, then I'll have liquid phase. If I want to make those same statements about temperature, I have liquid and gas coexisting in equilibrium whenever the temperature is equal to the boiling point, the vaporization temperature. I have a gas whenever the temperature is greater than the vaporization temperature. And I have a liquid whenever the temperature is lower than the boiling point or the vaporization temperature. So knowing what the boiling point is is equivalent in temperature terms to knowing what the vapor pressure is. But the signs of these two are different. A substance with a high vapor pressure is going to have a low boiling point and vice versa. A volatile liquid with a high vapor pressure is going to boil relatively easily at a low temperature. Luckily we know something about the connection between the vapor pressure of a substance and its boiling point. And we know that from the Clausius-Clapeyron equation. If you remember the Clausius-Clapeyron equation in one form that we've seen it, that says the log of P2 over P1 is equal to enthalpy of vaporization over R with a negative sign times the difference not of the boiling points but of one over the boiling points. So remember on a phase diagram, a single component phase diagram, the temperatures and the pressures along the phase coexistence line between the liquid and the gas, that line is described by this P1, P2, T1, T2 type of coordinates. This much detail is actually not necessary for us right now. What we need to know is that the log of the pressure is proportional to and we don't much care about the exact magnitude of the proportionality but the log of the pressure varies with one over the temperature. In fact, the log of the temperature varies with one over the temperature and again that is confirming our statement that when the vapor pressure gets larger the boiling point gets lower. More volatile substances have lower boiling points. So that's enough at least in principle for us to say if I can draw a graph of P as a function of composition I could plug, I could transform those pressures and write them instead as temperatures rather than vapor pressures. So we won't do that mathematically, we won't do it quantitatively, we will just make use of this qualitative observation that says as the vapor pressure goes up the boiling point goes down and so substances with a high vapor pressure have a lower boiling point so when I redraw this diagram over here next to this one, if I redraw not a pressure composition phase diagram but a temperature composition phase diagram of these two solvents A and B I had written A with a higher vapor pressure so I'll write A with a lower boiling point so vaporization temperature of A, B has a lower vapor pressure so I'll write it with a higher boiling point, temperature of vaporization of B. Again these two end points are going to be connected by lines connected by the bubble point and the dew point curves. On the pressure diagram the bubble point curve where the liquid exists and is in coexistence with the vapor at a particular liquid state composition is the upper of the two curves. Once I'm talking about temperature again because of this inverse relationship between pressure and temperature the lower of the two curves, if there's two curves the lower of the two curves is going to be the bubble point curve. In addition to that it's no longer going to be a straight line, I'm not going to draw a straight line to connect the temperatures because this is not a linear relationship between pressure and temperature so again the exact mathematical form of the line isn't terribly important for us but I'll just draw a somewhat curved line rather than a straight line this will be our bubble point curve and below this temperature, below the temperature given by this bubble point coexistence curve will have liquid again because when I cool a liquid or a solution below the temperature at which it vaporizes given by this bubble point curve I'm going to have a liquid. On the other side what used to be the lower curve is now going to be the upper curve it's going to be the dew point curve. It used to not be a straight line I'm going to transform it by some function that is not a straight line it doesn't magically undo the nonlinearness of this curve I end up with still another nonlinear curve that ends up at the same end points and this dew point curve is again going to be nonlinear not a straight line if I heat the substance to above the dew point curve then I've got a pure single gas phase not pure it's still a solution but I have a single phase gaseous system if I have a temperature and a composition that fall in between these two curves then I have phase coexistence I have liquid coexisting with gas if I want if I have a system at this temperature for example it will be in equilibrium with a liquid at this composition and a gas at this composition so just as on the pressure composition phase diagram the temperature composition phase diagram has a liquid gas coexistence region the horizontal lines in this phase coexistence region are tie lines that tell us the composition of the liquid where the line encounters the liquid phase composition of the gas where the liquid encounters or the substance encounters the gas phase side of the phase diagram so everything is basically the same for the temperature composition diagram as it is for the pressure composition diagram with the one exception that has been turned upside down there's an inverse relationship nonlinear inverse relationship between boiling points and vapor pressures so it's often more convenient to use this temperature composition phase diagram to understand at what point a liquid will begin to evaporate or gas will begin to condense in fact we can draw some quick cartoons and illustrate how that would work much as we did for the phase I'm sorry the pressure composition phase diagram if I have a mixture of liquid A and B and the temperature is below so if I start here at a temperature below the bubble point curve I've got a pure liquid if I heat that system up until I get to the bubble point curve what will happen is what the name bubble point curve suggests will happen if I heat that system so temperature is increasing until I get to this point let me go ahead and label these this is diagram one this is point one when I get to the bubble point curve at this point two diagram two what will happen is I will have formed my first so I've got A and B in the liquid I'll form my first droplet my first bubble of vapor in this solution again the composition of the vapor will be different than the composition of the liquid I will it will be enriched in the more volatile component the one with the lower boiling point or the one with the higher vapor pressure I can continue to increase the temperature further until I've boiled away much of the liquid and I have now a substantial amount of A and B in the gas phase if I label that system number three that may be at a point like this line this horizontal line where the liquid composition and the gas composition are now substantially different than they were in my initial system the liquid system has been depleted substantially in that more volatile component because most much of it has evaporated into the vapor phase the vapor phase is more enriched in that volatile component a than the original system was because it evaporated out of the liquid more readily continuing even more to the point where now I've got a lot of A and B in the gas phase only a little bit of liquid left that would correspond to a point like this one this horizontal line this time line where the vapor composition is now almost exactly the same as the initial composition of the system was the liquid left behind is substantially depleted as about as depleted as we can make it in component a because it's the last little bit to evaporate so it's largely component B and if I continue to increase the temperature even more I get to a point like this one where that would be purely in the vapor phase all I've got is molecules of A and B in the vapor phase no liquid left at all and once I have passed that dew point curve I can continue to increase the pressure and all that's going to happen now I won't change the composition anymore I'll just heat the system further expand it further as I as I raise the temperature so again very similar to the process that happened as we crossed from one phase to another on the pressure composition diagram we can use the tie lines to read the compositions in the same way but now what we're talking about is boiling a system rather as by changing its temperature rather than condensing or evaporating a system by changing its pressure


from Palo Alto. It's theCUBE, covering Women Transforming Technology 2017, brought to you by VMware. Hey, welcome back, everybody. Jeff Frick here with theCUBE. We're wrapping up a full day here at the VMware headquarters. I always want to say VMworld and not VMware. For the Women Transforming Technology Conference, been a fantastic day. Kicked off by Kara Swisher, wrapped up by Gloria Steinman in a whole lot of interesting sessions and topics in between, and really happy to have Rebecca Knight hosting all day. Thank you, Rebecca, for carrying the freight. It's been great. It's been a lot of fun. So I want to kind of turn the table. You've been doing all the interviews all day. And in an interview, you kind of, you know, you live in Boston, so you're not out here all the time. Kind of what is your perspective? A lot of conversation of kind of the Silicon Valley bubble and the Silicon Valley point of view, but it doesn't necessarily represent every place. It's a unique little spot on the world. So what's been your take on that piece of the interviews today? I think that that is exactly what I've been thinking about. As an East Coaster, I mean, I live in Boston. I don't live in Nowheresville. I mean, but it's also a center of innovation and technological change, particularly Cambridge. But there is this real special magic about Silicon Valley, and yet Silicon Valley also believes, it drinks its own Kool-Aid, and so it has its own feeling of specialness too. So it's interesting to be here and watch it all happen. Now, other areas that you cover when you're not hosting theCUBE is management and leadership. And obviously, Boston is a hotbed of academe. I think what, Harvard was, I think, the first college set up in the United States. So when you look at some of the issues, there's a lot of topic today on Uber, what's going on at Uber and some of the kind of overt sexism, if you will. When you look at kind of leadership and the study of leadership and management, what are some of the things that you're seeing that are kind of new and innovative? You would think it's 2017 for God's sake. You'd think we'd be past some of these sophomoric issues, but we're not, not by a long shot. It is very depressing, I'm going to be honest. And I think particularly with leadership right now, I write a column for Harvard Business Review and Harvard Business School is teaching the next generation how to be leaders, how to be responsible and be the next captains of industry. And yet in Washington, we have this real example of how not to do it. In the sense of not listen to experts, not take other people's perspectives, not be willing to collaborate and listen really. Right, right, but by the same token, I mean one of Keras themes was many of the great entrepreneurs that are driving innovation and we hear it from stories of jobs all the time. They don't collaborate and they don't kind of toe the line and they do break glass and break barriers because they think differently not to steal directly from that line. But so it's an interesting kind of juxtaposition of maintaining individuality, yet you also have to operate in the world in which we live. Yes, and I think that that, exactly, yes. Those are very successful people tend to have that kind of driving personality. And yet the other part of Kera's speech was talking about the virtues of graciousness and how that really can also be a powerful part of leadership. Right, so as the study of management evolves, kind of how do you see that changing over time? You've been at it for a while. I mean is it kind of more of the same? Is it fundamentally different what they're teaching in schools or as we study leadership? I'm always struck by, you know, we don't spend more time kind of studying, you know, the Marines of Parris Island. I mean they teach young kids that are, you know, 18 years old, 19 years old, they turn into 23 year old leaders that are, you know, sending people to their deaths for the cause of the greater good that their, you know, objectives are trying to achieve. It's fascinating to me that, you know, we don't draw kind of more leadership studies from a broader range of perspectives or am I just missing the point? No, and I think you're absolutely right. In talking about the military and talking about war time, I mean those are high pressurized situations where it's not just, oh, we're not going to make our numbers this quarter. My platoon is going, I'm sending them into their death. If this doesn't work out the way I've strategized. So no, I think that they're, I think that increasingly business schools are trying to take lessons from other parts of the military, for example, and also using philosophy and art. Design thinking is another hot thing at business schools right now. Trying to take other disciplines and finding the best bits and what they can apply in terms of how you run your business. It's interesting the whole design thinking cause that's a, that's getting a rebirth at Stanford. At Stanford, exactly, the D-School, yeah. It's funny, we interviewed Dan Gordon from Gordon Beers Brewery who was introducing a new Apple, a malted Apple beverage and he had this gal that worked at, or was from Stanford, played softball at Stanford and they were doing this design thinking and they just had a white label.  So there does continue to be this kind of evolution. No, it's absolutely true. So biggest surprises of the day. Biggest surprises of the day. I mean, I just, I first of all just want to congratulate VMware of choosing Gloria Steinem to be the keynote close. Like I said, I think that that was just such a bold choice and unexpected choice. Yes, it's a women's conference but she is a, she's a real feminist icon. So I think it was, I just, I'm so proud to be here and listen to Gloria. And how about some of your favorite moments from a few of the interviews? So many great interviews. Yambin Lee, really an energetic presence and she just had a lot of interesting things to say about mixing sort of her personality, her role as a mother and her role as a leader and technologist. I think that was great. I loved listening to Nicola Aikut talk about how she uses design thinking to devise a sustainability strategy here at VMware and Lily Chang talking about her childhood in Taiwan, the daughter of a mother who had to fight for everything including an education for Lily and now what she does here in the office of the CTO at VMware. So so many great women. Yeah, that's really my favorite part of theCUBE is we get to talk to so many people for whatever reason there just isn't necessarily a format for them to sit down and really tell their story. They're all terrific stories. Well, Rebecca, I want to thank you again for making the big trip. It was great. It was great. I love it. I love this place. And we look forward to many more events with you as we get deeper into 2017 conference season which is going to be crazy, by the way. All right, well, thanks again, Rebecca. She's Rebecca Knight. I'm Jeff Rick. You're watching theCUBE from VMware headquarters at the Women Transforming Technology Conference. Thanks for watching.


Today I want to talk about seven things that are hindering your spiritual growth and we want to get to the bottom of that kind of distance. We want to get to the bottom of that, that hindrance that's preventing us from moving closer to Christ because we're either moving closer to Him or moving further away from Him. And I think a lot of these factors play into that. This has been an important topic for me to dig into too, just for me personally, like finding out, hey, am I doing any of these things that are directly hindering my faith? Because ultimately we want to be moving closer to Christ. That's the goal of this channel. This is The Daily Disciple where I help you follow Jesus daily and so we want to be moving closer to Christ every single day. So let's get into these seven things and as we're going along here, just mark down, like take note of, okay, have I been doing this? Is this, this might be like a factor here in this distance from God or even just, you know, maybe you're not even sensing that distance from God. You're good, but we need to be aware of these things. We need to be intentional about pursuing Christ. So just take note of each one of these things and just evaluate, hey, am I falling into these things? So let's get into it. First thing is the suppression of doubts and questions. Now in the last week's video, we talked a little bit about kind of the deconstructionist movement. How a lot of people were beginning to ask questions after putting off a lot of these questions for many years of their lives, because they're in environments where questions weren't welcome. They were like, well, you know, you got to believe the fundamentals and if you don't believe that, then get out kind of thing. And I get that, right? You got to have dividing lines. But at the same time, if we don't create environments that you can ask questions and be honest about what you're thinking, then we're missing out. Then we're doing a disservice to people. And so in your personal life, you can ask yourself, am I suppressing questions here? Am I trying to cover for God? Because that's really what it comes down to sometimes. We don't think that God has the answers. So we try to cover for him and we don't ask those questions because we don't think there's a reasonable answer. But listen, friends, there is. I truly believe that there is. And that doesn't mean that we're going to find it right away. But it means that we need to have enough faith in God to not need to cover for him. We don't need to make excuses for God. He's got this. He's God.  What are the questions? And just begin writing down those questions. And it might feel scary to you. Maybe if you grew up in the environment where questions were all of a sudden an accusation against God or an assault on your faith or whatever like this could be a kind of a painful, scary experience. But I just want to encourage you questions aren't a lack of faith. Actually, through questions, through discovering our own doubts and questions, we actually our faith is strengthened in an amazing way. So I want to encourage you write down those questions that you have. So the next thing here is spending too much time immersed in crowds that are either spiritually toxic or relationally toxic. So let's talk a little bit about relational toxicity. Okay. In another video, I think in the next video, we're going to talk about kind of should you cut out toxic people out of your life, but just as a little bit of an egg, you know, a glimpse into that toxic people are people that are hurtful and shaming.  They are people that do not respect your boundaries and boundaries or things that you you put a line in the sand to say this is how I would like to be treated. And if somebody crosses that boundary multiple times, not respecting those boundaries. That is a relationally toxic person. And if you surround yourself with those people, it's going to become draining very quickly. Like I've experienced that when you like people are not respecting your boundaries and you say, hey, I need you to respect my boundaries here, but then they don't. And it just draws you away from God because you're fixed with you're just like so bitter at this person frustrated with the whole situation. When what you need to do is say, hey, I need to distance myself from this person.  And I just think I need to distance myself from you. And so let's, you know, talk about spiritually toxic, somebody that encourages you to compromise your faith either directly or just promotes apathy towards God.  It can be tough to find people that, you know, line up with your worldview. And I totally I affirm people that are trying to become friends with people that aren't Christians. Because I think that's so important. We got to be a witness, right? But when you're constantly immersed with people that are not only like not affirming your faith and pushing you towards Christ, but they're actually kind of like, well, like bringing in this like sense of like apathy to you. Because you're like, well, they don't really care about this stuff. Why do I need to care? And so I just want to, I want you to watch it, right? Just watch, like evaluate how much time I'm spending with these people. Because, you know, a lot of people can be directly hostile to your faith and you can put up with it with for a time. But listen to me, like, like relationally talk, like relational toxicity, spiritual toxicity will drain you and it's not going to be good. So I can talk about that a little bit more. Let me know in the comments if you want me to talk a little bit more about relational toxicity and spiritual toxicity. But, you know, for now we'll keep moving on. Number three is neglecting spiritual disciplines. I think one of the big things that often gets in the way of people reading the Bible or praying is that they don't think they can, they know how to do it. Or they just don't feel equipped to do it. I saw this amazing clip from Matt Chandler the other day that kind of goes more in depth than this. I don't know how to study. I don't know how to pray. I don't know the Bible. I know that's accusation. It's not true. And you should expect a spiritual fight. So here's an idea. Fight him. Open up your Bible and go, I don't get it. I want to get it. Help me, Holy Spirit.  Like that, this is getting back and this is waking up. This is getting in the game. Stop believing that you don't know how to pray. You don't know how to read your Bible.  You don't know. Stop it. It's a lie. So number four is unconfessed sin.  And I remember, like just as an example, when I was a kid, I broke one of my parents' picture frames. I was so nervous about it. I was like, oh, so anxious. Like as a kid, I was already super anxious.  So I tried to hide it, tried to keep it away from them. But in doing this, it actually brought up a lot of shame and guilt in me. And I tried to hide from my parents. I wouldn't talk to them at the dinner table. I would try to avoid them, all that kind of thing, right? And so it really put up a wall in our relationship. Ultimately, when I did admit it, they ended up just forgiving me. I was like, what? How did that happen? Like at eight years old, I was like, whoa, this is crazy.  But it reminds me of our relationship with God, right? Because when we have these like guilt, we have this guilt, right? This unconfessed sin, it puts up a wall between us and God. Often people let shame draw them away from God. And I just think that's so sad because what God actually wants to do with our sin is he wants to forgive it. He wants to bring us back to himself. Like he's like, draw near to me and I will draw near to you. Confess your sin and you will be forgiven.  It's not like, you know, as a Christian, I just want to clarify this, right? At the moment of conversion, this idea of justification, you are being made right with God. When you repent, trust in Jesus, you're made right with God, right? So this idea, it's not like you need to confess every sin and then that's when Jesus forgives it. And if you didn't confess that sin, then that would be unpaid for sin.  No, no, no. Confessing your sin is actually a lot for us too. It's like, hey, I wanted to confess. I want to keep everything in the open. And so confess it to God, show yourself to be humble and he will forgive you. And it'll restore that relationship, tear down that wall that's preventing you from going deeper in relationship with God. John 1 9 says, if we confess our sin, he is faithful and just to forgive us our sins and cleanse us of all unrighteousness. So the sixth thing that hinders our relationship with God or our spiritual growth is isolation and disconnection from community. And this year, man, what a year for isolation and disconnection from community. I've been feeling this for a long time. We're still locked down in Winnipeg where I live. It's wild. We're not allowed to church. We're not allowed to like, at least at the time of making this video, probably when I release it too, we're not technically allowed to socialize with anybody outside of our household. And it's so difficult. It's so challenging. And so if you're in the same situation as me, like I get it, right? Like this is really challenging situation. Connect with people on Zoom. Connect with people on FaceTime over the phone. You know, they're pouring to the people that you live with, all that stuff. But if you have the opportunity to get out and be in community, please do that. I actually wrote a little journal entry last year that talks a little bit about this that I'd like to read for you. And it goes something like this. I want community where I can be real, authentic, be myself. Many of us long for that kind of intimate connection with a group of people. In our society of phone obsessed, social media preoccupied, individualistic and isolated people. The hope for something deeper is universal. I'm there too. Looking for an authentic community. One where I can be vulnerable and honest. Isolation is cold yet comfortable existence. Connection is life giving yet an intrusive lifestyle. I find myself putting up walls to avoid intimacy. The fear of rejection and being seen as weak or failure wrapped tightly around the things I try to share. What will they think of me if I admit this?  Will they dismiss me as emotional or unreasonable? Will they see me as immature and thus my reputation be tainted? Community requires compassion. I need compassion. The people in my community need compassion. When we are compassionate to others, we tangibly reflect God's character. Some have an easier time extending compassion to others than they do themselves. We often hold ourselves to unrealistic expectations and standards as if we're still living under the law. When we fail to meet our expectations, we run from intimacy within community out of fear of being exposed. It's kind of the same thing that we do with God too. If we could be more compassionate with ourselves, how much that impact the way we treat others? If we can freely rest in God's grace for us, perhaps we can more freely point to that grace for others. Then vulnerability within community becomes less of wallowing in our failure, but rather baptizing others in grace through word and deed. I know it's challenging, especially in this time, but do not settle for disconnection. Do not settle for isolation.  Form those bonds. Don't let fear cast you outside of looking for that intimacy within community because you need that. That's going to be essential in your walk with Christ. The sixth thing that is hindering your spiritual growth is insecurities and fear in stepping into your calling. This is huge. Speaking from experience, this is something that has hindered my life tremendously. I was scared to admit to people that this is what I was passionate about. The daily disciple was my mission that I felt the Lord is leaning to pursue this because I thought they would honestly think that I was a loser or a failure or some sort of dreamer that had no sense of what is realistic or reasonable or responsible. Anytime somebody would ask me about what I was passionate about, I would always put this to the back burner, even though it was the thing that was most on my mind. I would try to hone into other things and that kind of thing because of my fear and insecurity.  But at least in regard to how I talk about it with other people, no, I'm going to step into this. I'm going to say what actually I believe, which is that God has called me into this. I'm going to be firm in my calling and I'm going to try to work on that every day and give it to God and say, God, hey, you know what? I'm going to sacrifice my pride here. Even if it is hurting my pride a little bit, I might feel like people think less of me because I'm firmly stepping into this calling, but I care more about your opinion of me than I do about their opinion of me. And that's what it comes down to. It's like, if God has called you to something and I want to speak to you, like maybe you're at this point where like you kind of are feeling prompted towards something that maybe seems a little crazy. Believe me, I know crazy. I know like God, you know, he doesn't always deliver us into things that seem reasonable or responsible. Most of the time it's like, yo, God, this is wild. I don't know about this. It seems scary. How are you going to do this? I want you to step into that. Like if I'm the only person in your life that is saying, do that, then let me be the only person but say like, listen to me when I say, you have to do that. You have to for yourself, for God. I think of like, I can't exactly remember. I should know where this is from, but I always think about, you know, when the disciple, I can't remember who it is once again, but it's like, where else would I go, Lord? I just always think of that.  You know, if God is your protector, if he is your Lord, if he is your provider, right, then why would you want to go outside of that and do something else? So I think we got to be firm in our conviction. And of course, man, there's bad days. There's discouraging days. But ultimately, I think it's that community piece too, being surrounded by a community of people that can encourage you to step into your calling despite your insecurities, despite your fear and step into what God has called you into because this life is not long. That's what I'm realizing more and more every day. You know, I'm not that old. Most people laugh at me when I'm like, I'm feeling old. No, I'm not that old. But I get more and more of a sense that this life is short and if you're not spending, if you're not doing something that God wants you to do, then what are you doing? You know what I'm saying? So yeah, anyway, you got this.  And the last thing is apathy towards knowing God more. It's not that we're lazy. This is something. It's not that we're lazy about not reading our Bible necessarily or praying or whatever. Most of the time when we're procrastinating or avoiding something that we actually kind of think that is good, but we just don't want to do it. It's because we have yet to develop a vision for that thing. It's like, okay, we know we're supposed to pray. We know we're supposed to read our Bible. We're supposed to know God more. But why? And when you start realizing, look, God has given himself for us that while we were sinners, Christ died for us that through soaking ourselves in His Word and what He's given us, we get to know Him more and thus walk more empowered in His Spirit in our daily lives. Wouldn't you want to learn about the king of the universe? Think about it.  How would that change your life and influence the way that you interact with people? So just begin to catch this vision. That's what I'm trying to preach here is like, okay, we have an apathy towards knowing God more but why? Because we have yet to catch a vision of the beauty and the glory and the connectedness, I don't know if that's a word, with God that we can experience when we are committed to learning more about Him and developing that relationship with Him. So it's like this, develop the vision, find the why of why you want to read your Bible, why you should. And then once you have that, that's what you can go back to when you're feeling discouraged, when you're feeling a little bit apathetic in the morning. I don't want to read the Bible, but then you're like, why is my why? What's my why? Oh, it's because I want to have that intimate relationship with Christ because I love Him so much because of the gospel, because He's created me, because, and you can keep going back and following this trail that can pull you out of your slumber, you know what I'm saying? And so that's what I would encourage you to do. That's something that I've done in my life and it's beneficial when you're continuing to form this vision of what it looks like when you continually, intentionally pursue a relationship with Christ. It's amazing. Well, that's it for today. Thank you so much to each of my patrons on Patreon. It has been amazing. There have been like 20 of you that have joined within the last couple of weeks, which is mind-blowing. It's so exciting. Exciting. Like, honestly, I didn't expect it, but this is kind of like the momentum that daily disciple really needs and God's just amazing coming through and providing and continuing to provide for those, you know, with those of you who continue to come through and support even now. So thank you so much. And if you want to help support my ministry, head on over to patreon.com slash daily underscore disciple and you can support on there. You can catch bonus episodes of sibling squabble. I hope you guys are enjoying that podcast, by the way. There'll be more episodes on YouTube soon. Thank you so much for watching, guys, and I hope you have a great day. God bless.


One, two, three, four! Ready, exercise! One, two, three, four! You can finish that a lot, you're in good shape!   It was really good.


Everybody forced here ripped in a box of 2022 elite football hobby for Jonathan Q. Here we go Jonathan Let's see a big pen pals hit That would be awesome. Yeah, J. Ra was good big dumper was great at Zach Wilson. That's a nice pen pals It's an Aiden Hutchinson purple ink first pack You're at Jonathan Good start high life DK Champagne of beers Dodger jankies world series. I hope that doesn't happen any of that Sauce Gartner to 999 Jets rookie. I want Mariners Padres or like Guardians Padres against Ricky Olitas trail on Berks Guardians of Big Dumper World Series MVP has a nice ring do it Kenny pig into 399 very good box so far Elite deck Lamar Jackson Desmond Ritter rookie to 999 Playmakers Nick Chubb star status Justin Jefferson rookie on deck Kyle Hamilton JK Dobbins to 73 Keontae Ingram rookie to 990 or 399 excuse me 399 old pits on the jersey card non numbered That elitist cave on Thibodeau Thibodeau Nice a die-cut numbered Tom Brady 9 of 24 Nice Brady really good box here Elitist Aaron Donald Wonder what the odds are for big number World Series MVP probably way against him He's a he's a catcher. Yeah, and he hits like 200 But World Series MVP, you don't have to do a whole lot you get like three homers probably win it Yeah, Derek Henry 359 to 399 I'm gonna look at the names that have won World Series MVP. They're all over the place, man You lead deck down and cook nice easy Rookie auto turn of the century to 199 Eric is a conma Trey McBride rookie numbered to 75 Playmakers Cooper Cup I make some plays as for sure John met you the third to 999 and rookie on deck Malik Willis Base that'll do it good box for you Jonathan. Thank you again. We'll get him right out to you