One point, that was the difference between a state birth for Bemidji wrestling and the loss that they suffered against Wilmer in the section final. The Jacks returned many key contributors from last year and are ready for some revenge. The Jacks sent seven wrestlers to the state tournament last year and returned six of them, giving them a season group this winter. It helps us out a lot with the experience and the talent that their team has. They kind of know the expectations, they can take the younger guys kind of under their wing, let them know what to expect, what's expected of them. Some injuries to the roster early in the season have given opportunities to some of the younger wrestlers that should increase the team's depth. Well, certainly it gives us a little bit of a slow start overall, but it gives some other kids some opportunities, some kids with less experience and it'll prepare us better for the end of the season. It gives like people like a chance to show what they got, like if they're not on the varsity lineup and they can step up. There are some holes in the team at the lighter weights. The bar hopes can be filled by some of the eighth graders and freshmen as the year goes on. We want to get them some experience on JV, it's a long season. Get them some success and slowly move them into that position. We just motivate them in practice and like when we're warming up we'll try to get them going and get them the confidence to like go out there and win their match. Bemidji is ranked fifth in the states, Wilmer sixth, so a chance of revenge in the section 8-3-8 championship could be in the cards and has provided plenty of motivation for the Lumberjacks. Just all throughout the offseason, like we've been wanting to get better and just change that one match that we could have changed. It motivates me a lot being as my last year of high school wrestling and I may not be able to wrestle ever again after that. And the Lumberjacks take on Detroit Lakes tomorrow for their first home meet on Thursday against Sartel. All right, they had a good season last year and not too much, they didn't lose too much off that. No, not too much. They finished third at the Paul Bunyan and Brainerd on Saturday, so off to a pretty good start. If you enjoyed this segment of Lakeland News, please consider making a tax-deductible contribution to Lakeland PBS.


Hi, I'm Gabriela, I'm a machine learning engineer and tech lead at Legitim and I'm going to be talking about how we apply machine learning models in production to prevent online credit card fraud and increased conversion for Brazilian e-commerce and how we do it all on top of Kubernetes. First, I'd like to give a bit of a background about how credit card fraud works. In Brazil, where Legitim is based, credit card fraud is considered in some circles to be the national pastime. Brazil alone accounts for 45% of global credit card fraud cases. So let's just say there's plenty of demand for a good anti-fraud solution here. Any company that sells any sort of high-value item online is a prime target for fraudsters. Half-priced plane tickets, discounts on pet products. Sure, why not? A fraudster has a stolen credit card in their hands. Anything that they buy is essentially free. They're not paying the bill for the credit card. So that means they can resell whatever they purchase at a discount price because any money they receive is pure profit. Many of you have probably been on the other side of this experience. While reviewing your credit card statement, you noticed the purchase or a few that you didn't make somebody either stole your credit card or got access to your credit card information and made a bunch of purchases in your name. So what did you do then? You called your credit card company. You explained to them that you've never made this purchase. Maybe you canceled your card even. And the bank tells you they're sorry about it and that they'll refund these charges and you even will get a new card right away. So that's the end of story, right? Well, not exactly. So you see credit card companies aren't exactly known as the most benevolent folks out there and they definitely aren't the types to just give you your money back and put the loss on themselves. So the moment a credit card company refunds those charges to your card, they just turn right around to the original merchant who authorized that purchase and demand the money back from them. So all that money that the credit card company refunded for you, that's actually coming straight from the merchant who let that purchase go through. So this process in which the credit card company essentially reverses a previously proved transaction and forces the original merchants to reimburse them is called a chargeback. They happen all the time and can be disastrous for merchants. If your platform that takes only a small percentage of the value of goods sold on your platform, so say 10% and you originally took in $10 out of a $100 transaction that later comes back as a chargeback, you're now going to need to pay $100 for that chargeback. So if you made $10 on that sale, you're going to now need to make that same sale 10 times to get the value back for that $100 chargeback that you're having to pay. So you need a lot of sales to make up for the losses from one single fraudulent transaction. So this can be devastating for a business and controlling losses from chargebacks is obviously a very major concern. But one thing that's important to notice and that we're trying to convey with this image here is that stopping losses from chargebacks is only one part of the equation. The other set of this coin is conversion. So allegedly, we always say that stopping fraud is easy. If you just reject all of your customer's purchases, you'll never have fraud. That's your solution right there. Well, that's obviously not applicable. So the hard part is balancing your fraud prevention with conversion or more concretely rejecting as few valid customer purchases as possible while blocking as many fraudulent purchases as possible. So you want to reduce your error on both sides of this, not just by not letting fraudulent transactions go through, but also by reducing the amount of legit transactions that you block. So that's where Legiti comes in. What we do is we train machine learning models on vast core pieces of credit card transaction data to deliver customer-specific anti-fraud models to our e-commerce clients. And we're pretty good at it. So we've managed to get credit card fraud in half within six months of entering at one of our customers and increased conversion of valid purchases by nearly 4%. All of this without ever having a single human analysis of an incoming transaction. Our model is deployed in production and when a customer of ours wants to know if they should accept or reject a potentially fraudulent transaction, we respond to them in seconds with a high quality response by consulting the data that we collect from our SDKs and our APIs. But it takes a lot of work to make it happen. So that's the part I'm going to dig into with all of you and not terribly concerned that anybody here is going to be copying our work because as I'm sure many people here know, it's pretty hard to set up a massively scalable data collection and ML model deployment system from scratch. So even when you know what you want it to look like, it's still really hard. And also it all depends on the quality of the data that you have. So you're all going to get a very open and honest look at how things happen behind the scenes at Legity. So let's dive in. As I mentioned, our system is fundamentally based on machine learning. So every time a user is trying to make a purchase with any of our customers, which are the merchants that integrate their platform to our system, our customers reach our API and we consult machine learning models to give them a decision on whether to reject or approve that transaction. But machine learning is only as good as the data you figure models with. So a huge portion of our system is actually focused on data ingestion and processing. So we have both SDK APIs for collecting data in real time. And with that, we get access to transactional, user, session, and behavioral data. And we also have lots of real-time data processing pipelines that get this data in within seconds of us receiving it. The data gets into our database. So this is one example here of API pipeline that we have. So our customers reach us through our API gateway, and we start passing the data through a few different Lambda functions. We use Kinesis SQS to get the data in, and this is all happening within seconds. And then the data is available for us in our database, which we're using Amazon RDS here. However, collecting the data is only the first step towards being able to feed a machine learning model. After that, we still need to transform their raw data into something that is valuable to our models. That's what is called machine learning features. So for that, we use both a feature store and a feature generation Python package to generate those machine learning features. So in our feature store, we store some features which can get pre-calculated so that at usage time, they can simply be fetched from the store. So what happens is that we have some EMR jobs running recurrently. These jobs fetch some data from our database, process this data, get features out of them, and stores it in two different locations. So we have an online store and an offline store. The online store is a very low-latency storage solution. So we're using a Redis cluster running on AWS's Elastic Cache solution. And we also have the offline store, which is a storage solution that has less rigid latency constraints, but is able to store larger amounts of data. And that's one part of the features that we calculate. So the other parts are some features that cannot get calculated beforehand. So we calculate those at real time. And for that, we're sharing code between model training and inference by making usage of an internal Python package. And by sharing that code, we're also actually reducing the risk of getting training serving skew in the feature values that we use. So once we have those features, we can finally train our models. So we use those features to train a different model for each customer that we have. And we might actually have even more than one model per customer, because our API is built in a way that allows for us to have AB testing with our models and also shadow model functionalities. So we get actually quite a few different trained models. Once we have those, we serialize them. That is, we save it to pickle files, basically. And that's where we integrate it with our serving system. So what we have is our order evaluation API. And this is how our customers request and receive our real-time fraud detection decisions. And we put those trained models as embedded models into this API. This is the API that we're running fully on top of Kubernetes. Here's an example of what the request to the API looks like. It's pretty much a post request where we get a lot of data related to that purchase. And with that, we can relate that purchase to a lot of other different transactions that we've seen in the past. So on this point, one thing that's important to recognize is that this API is reached out in a critical part of a customer sale process. Our API gets used while they're trying to decide whether to approve or reject a transaction. And this might be part of a synchronous flow. So in that case, all of this is happening while their customer is waiting to receive feedback on their purchase attempt. And it delays on this flow, cause a direct impact on their customer experience. This means that this API is under critical latency constraints, and we need a system that can scale without causing degradation in the API's latency. So to achieve that and have that API running in a scalable and reliable manner, we're using Kubernetes. We're on AWS, so we have a Kubernetes cluster deployed on EKS. And that takes away some of the work that would be involved in getting the cluster up and maintaining it. Abstracting away the lower level cluster management tasks, like the management of Kubernetes control playing and the cluster nodes. And we're using EC2s for our nodes, and that's very easy to define the size of the machines we want to use for our nodes, make any modifications to it, should we want to change it. So that's a very flexible solution for us. We're using Terraform as well to manage our infrastructure. So all of this can get code managed and version controlled, and we're able to easily integrate it with the rest of our infrastructure and services network. We built our API using Python, as it integrates well with the machine learning code that we have. So the server runs as a Flask application. The server here, here is this Kubernetes API pointing the middle of this diagram. So this is where this Flask application would be. We then connect this to the rest of our system by using a VPC link to map requests in our API gateway to our EKS load balance, which then routes requests to the Flask apps in the Kubernetes pods. And we build this application as a Docker container and push it to ECR, which then allows for a seamless integration with EKS. This container build happens as part of our CICD systems, so we're able to version the builds and trace back builds to get commits. There are quite a few things that happen inside this application, which are represented by all these different arrows pointing to and from the API. So we parse and validate the content of the request we receive from our customers. We extract some of the features from the feature store, which pre-calculates features. Some other features get calculated in real time by consulting a DB and computing features on top of the query data. We consult our machine learning models. We might even consult a few rules our customers can design themselves in the format of allow and blockless. And we log all of our decisions with information about which decision was used, and that's what allows us to monitor our metrics. We also log decisions for shadow or unselected AB models, and that allows us to compare metrics even between our different models. So all of this means that we have heavy objects loading to memory, which are the models. And there's some intensive CPU usage to calculate features on the fly. As I mentioned before, all of this is happening under very strict latency requirements, so Kubernetes has been serving us very well here by providing a robust way to serve this API. Now, we've got our server up and running, requests are coming in, getting features evaluated and models consulted for decisions, we're properly sending back responses, everything looks great. So our job is done, right? Well, what if out of the blue we start receiving an abnormal amount of requests, and then we'll learn that one of our customers is having a promotion, which is what's accounting for the peak and requests. We don't have any time to make any changes to our setup, but we can't always foresee the type of increased activity beforehand. And we cannot degrade our performance due to that. So that's where Kubernetes auto-scaling functionality comes in really handy for us. We're using Kubernetes horizontal pod auto-scaler, which allows for an extremely easy auto-scaling setup. We've configured it to get triggered on CPU usage, which is the main indicator of degrading performance that we have as an overloaded CPU would result in slower feature computation and hence in an increasing latency. With that, we can now seamlessly and automatically scale without degrading performance, and it really just takes these 20 lines of codes to achieve that. So it's a very easy solution that gets a lot of results. However, our job was not done once we had the system first deployed either. We're constantly making code changes for bringing in improvements, adding new features, or making adaptations to new customers. We're also constantly changing our models because we're constantly retraining them, be due to new data or to the modification or addition of new features. So if deployments are going to happen frequently, we need it automated. To allow that to happen, we're using CI CD, so that changes are automatically deployed every time there is a merge to our main branch. As I mentioned before, changes trigger new containers to get pushed to ECR, and then we just use Helm for upgrading our application release, which is what's happening in this picture here. So this is an actual part of our CI pipeline. This is the Helm deployment step. This is what it looks like while it's updating it. So Helm allows us to redeploy our services live. We don't get any downtime when we do that, and we make usage of the readiness probe configuration to inform the deployment of when and whether new pods are actually ready to start receiving new requests. If that doesn't get reached in a given timeout, the deployment is aborted without any effect to the currently running application. We're also using pre-stop hooks to prevent from pods being killed in the middle of serving requests. So the bad thing about having it automated is that it's easier for errors to slip in, as no one's manually triggering and watching the deployments, right? Well, not in our case. So we've built automated test suites that run not only at the unit and integration level, but also at end-to-end level. That means that each new deployment starts getting tested as soon as it's put out in our actual production environment. And should anything go wrong, rollbacks get automatically triggered to restore the application to its previous version. So here we're also using Helm. For this, we're using Helm's rollback functionality, paired with S3 as a registry, where we store the ID of the latest successful deployment. So if our end-to-end test fail, which is the case in this picture that I got here, Helm just automatically triggers a rollback by using the time sent or the ID for the last successful version. And if end-to-end tests are successful, then that last successful release identification gets updated. So that is the one that's just been deployed. So that was it for today. We hope that with this talk, we could show you how we use Kubernetes to build a real-time fraud detection system that is bringing great value to our customers. And that even a simple low-manage Kubernetes setup can get you a long way. So thank you all for the attention.


Hello and welcome to this presentation of the STM32 Cube Firmware Drivers including Hardware Abstraction Layer and Low Layer Drivers. While this presentation is specifically about the STM32L4, the STM32 Cube HAL is a platform common to the entire STM32 family of microcontrollers. The STM32L4 firmware package offers the standard HAL as well as low layer drivers and examples. STM32 Cube L4 gathers in a single package all the generic embedded software components required to develop an application on STM32L4 microcontrollers. In line with the STM Cube initiative, this set of components is highly portable not only within the STM32L4 series but also to other STM32 series. STM32 Cube L4 is fully compatible with STM32 Cube MX used to generate the initialization code. The package includes the hardware abstraction layer and low layer drivers that cover the microcontroller hardware together with an extensive set of samples running on ST development boards. The STM32 Cube L4 package also contains a set of middleware components, full USB host and device stack supporting many classes, host classes HID, MSC, CDC, audio and MTP, device classes HID, MSC, CDC, audio, DFU, LPM and BCD. STM-WIN, a professional graphical stack solution available in binary format and based on STMicro Electronics Partners solution SEGR-M-WIN, CMSIS-RTOS implementation with free RTOS open source solution, FAT file system based on open source FATFS solution and touch sensing library. They come with free and user-friendly license terms. Professional applications and demonstrations implementing all these middleware components are also provided in the STM32 Cube L4 package. Low layer drivers are included in the STM32 Cube L4 package along with some examples using either the HAL low layer drivers or both. The STM32 L4 firmware architecture allows applications to directly access HAL peripheral drivers or low layer drivers without using HAL peripheral drivers. STM32 Cube offers a highly portable hardware abstraction layer or HAL built around a generic architecture. It allows developers to implement application functions by building on layers such as the middleware layer without requiring any in-depth knowledge of the MCU used. This improves the reusability of the library code and guarantees an easy portability to other devices. In addition, thanks to its layered architecture, the STM32 Cube L4 offers full support of all STM32 L4 microcontrollers. The user has only to define the correct macro in the STM32 L4 XX.H file. STM32 Cube L4 features a rich set of examples and applications at all levels, making it easy to understand and use any HAL driver and or middleware component. These examples run on the ST development boards listed in this table. The STM32 Cube L4 firmware solution comes in a single zip file, having the structure shown in this slide for all STM32 series. The STM32 Nucleo board supports these examples of low layer drivers. For more information about STM32 L4 firmware, please refer to the STM32 Cube user manual getting started with STM32 Cube L4 for STM32 L4 series, as well as the other documentation listed on this slide available on our website at www.st.com. Thank you.


So, what are the mechanisms that we have to ensure quality standards and content creation are equal. So, we get to adequacy like pure, if someone who wants to say, wants to comment on what standards we employ right now when we talk about measuring adequacy, adequacy of quality of content. All of you is me. Who is me? Who is me? Who is me? Who is me? What is me? What is me? What is me? Our mechanism is that we have to ensure quality standards and content creation are equal. We as the general population and India and NME ICT, we can take whichever they believe want. There are no standards in content creation. I don't see. No, there should be standard. No, there should be standard because we know what you can develop. That's fine. Actually, regarding the requirement there can be a standard, but presentations or delivery mechanisms, etc., or other issues. It depends upon the people who are developing the thing because there are so many ways you can explain. Structure we can clarify. Structure. You can explain. Structure, objectives, etc., etc. So, those structures. The structures are of, yeah, that is a standard practice. Structures. Structure of this. The content with structure, structure can be standardized. It has, many people have worked on that. We also follow the same thing for each of these programs. We follow a particular structure. But so far as the content is concerned, it depends upon the individual who is developing there. I don't think. So, the point I wanted to make with Pearson as an organization, they are a large company, but then you see one of their focuses is around learning efficacy.  And if it doesn't, so there is a sense of quality you can have in terms of how well does a piece of thing. I fully agree. I fully agree. Structure. Structure. Structure. Structure. Structure. Structure. You must have certain structure, objectives, etc., etc. So, the requirements of an average student of that level, they need to work on that in the content. So, in one project, this is an environment in which that there is always a sense of success. I think that Professor Ray was saying that when you write, you know, so about competency and setting objectives for us and then making sure. Actually, in activity at Ocata and elsewhere, there are four in activities in the country. We started in instruction. Then, the learning objectives, objectives from the, in terms of the students, after the training is over, what they will be able to do. Then, go through explanation. Then, small, small, small chapters. In fact, okay. And then, we will say some questions. The evaluation of the questions. All these things are true. That is the structure. So, if some standards are required, that's the right. Yes, we can find a standard for the structure. For the mechanism, if we suggest some mechanism. We have been doing this. We are in this business for last 40 years. One point you must improve that what shall be the format. Because we have to, out of these deliberations, we have to fix certain standard of content generation. So, technology may be divided. You must have some audio, video, anything. But what will be the ultimate learning outcome of that particular content. And the module is to be identified. Otherwise, this sort of discussion could not be moving at all. Let us deliver it on that what should be a common format for generation of content structures. Because this point does not really one meaning and we have already discussed four, five points over. Which does not carry meaning at all. I am an honorable man. No, I didn't get an example. Can I just want to just say a very quick thing. For instance, when you are off your land. See, radio is a tool you are incorporating. There is a standard. There is a quality standard that we are working on. No, let me finish this. If you take it with a web camera, such as all of us have from your laptop and you grab a picture and that like it. It's very difficult from the studio to record it. So that is what we mean by defining standard. What is acceptable for the enemy ICT? Isn't that something that you can take from your room while discussing it on your laptop or should we have studio standards? Let's move into certain things. Definition is hard to do. That is the quality standard. This makes a difference. If you say that laptop based video is acceptable, anybody can contribute a laptop based video. If you say a studio based thing, they have to go down to a studio to collect it. Just a quick comment. The total cost of the setup that Southconn uses, I've gone and seen it. It's around $200. It's a good microphone. We believe the video is distracting. Actually, that's why I think that's audio only. And he uses a ordinary laptop. So what I'm saying is we have to be careful in terms of studio versus non-studio. So let's not say that standard is acceptable. If you have everything available, this is the best of the selection. We're only going to look for the quality of the video. Great. What you argue about form and substance will come out and therefore we want the best content. Yes, sir? I think the first thing here is the quality. The standard of the quality of the laptop is that the confidence in the resource versus the feature is important. How the feature is connected, how the feature is engaged. That's the first barrier. The confidence of the feature. The transparency in selection of the feature, how they are in the resource person. That comes first thing. The structure comes later on. And the structure, there's a bit by all, there's a four-quarter difference. The selection of the resource person, the structure of the content, and then the certification and validation. Student feedback also plays in the content. Of course, the students feedback. The certification and validation. VHEC, I'm direction CEC, which is involved in the content creation at the government level. We are creating content for it on 87 individual subjects right now. E-content. And we are following the important approach. We are following the rigorous method of this validation and certification. We are doing certification and validation at two level. The first at our production center level, then at CEC level, we involve the user group as well as we involve some outside experts at CEC level for certification and validation. So this is required. That is important in the area. So some area, the students are not done. They are going to understand the basics for such kind of things. You should see that. I think basically you are creating content for the students. They are not even to understand the content. And then the test comes there itself. The students, they are not able to understand. Now we take the ideas in the students. The idea is required. I was talking of... The content created also is different from the content created. The content created is what the ingredient is, because of the focus of the infrastructure present in India. Go outside of IIT and all the way to IK. What is the bandwidth available for a person to correlate in the environment? So apart from the structure, format, two things are very important. The competency of the teacher, there should be a mechanism for the level. Can I leave that out of this moment? Because it is again a subjectivity. You have to give me a standard where you derive the competency of the teacher. But the other methods, what you mentioned since you are developing content, you mentioned the standards that NBICP and you. I think that the competency of the teacher might be given to you. But the rest are very useful. To be honest, I don't know what the standards are. And if you are developing content, they obviously pass through. Do you have something more? I think the last part is possible to enforce quality standards through the outsourcing of NBICP. I think it is. Do you have any objection to that? I don't want to object to that. So why? Is it possible to enforce quality standards through outsourcing of NBICP? And if you want to object to it, then why? I would like to say respect to access, I mean. We are always trying to limit ourselves to thinking that we have all access to this information. What about colleges or people, content creators, books type of places where there is less than 40 KVPS access available? What is the concept of NBICP? And if you want to expand content to spread for these people, the content you create should also take out the infrastructure present. I think once we are in the building, they take care of the first part. And then we come to that in point number 5 as well because that is not relevant with standards for content, unless you think it is. So it is because what we can do is that we have got a new tool. We can create standards for tools to be used for any content creator to use it. Rather than saying this content... We don't have that. For instance, we can modify its resolution and so we should create tools and content creator to utilize it. Rather than saying this will be focused with this thing. In some places, I can have... I think it is not a good one. I don't know how to say that. But... Tools should be in the standard space. Excuse me. This is actually what we have been talking about. So this is chapter XYZ. Then you start with the introduction. Then you write the learning objectives. This chapter you follow. And then chapter explanations. Then chapter explanations. As examples and questions. Then the evaluation. This is actually again the form of a particular content. What we are talking about is content creation. So that is not the main question. Because a question is in technology there is a need to upgrade existing content. Which the presence of various delivery mechanisms, what methods are required and what are the methods that we would employ to keep the content. And I think to that end the point that you are making about taking into account existing infrastructure and then factoring that in when you speak about, you know, updating content, I think that speaks more closely to the scope of it. But any other comments on whether you want to employ or if you are creating an update content? Yes sir. You are more in technology work. So that is what we have to take care of it. And that is also a technique. That part which is related to how you are. Thank you. Can I address this question? They are all used to reading books. I mean people of my generation learn different books. Wasn't so much in teaching. What is the change in the book in the content that the next generation of learners use? They are talking about a change in the technology and require to upgrade the existing content. Now let me go back into the way that I normally mark it between all the books. Let me go for a little one. Make short notes in an added note. Essentially in a computer terminology what you are doing is you are marking up this particular content. Now that is possible with books. I am just giving you an example of changing content in how to be used for the next generation. Can you use that line as a discussion thread to give us solutions for this particular answer. There is a need to upgrade the existing content given there are different types of delivery mechanisms such as video, printed books and various types of e-content including e-books. What methods are required to keep the content up to date? Isn't it possible that the next set of books that come out have QR codes which link it to the video videos that are available or to take further reading that one wants to do. You can always have links to each other. So that is the only way you can update content and new methods of types of information are available. I can't really integrate the existing ones. Very often from common libraries take the British Council for instance. It means on them they are extremely irritating but they are not what you want. There is something perhaps something else. There is also the problem with sharing You have the choice to scan the QR tag or not. Do you? There is a QR code you have to scan it then it gives you something else. Unless you want to look at your phone look at it. Ok, no the problem with mashups can be that they can be too mashup. What I was going to say is if you look at content not as a book not as a video a modern website is content. It is hyperlinked and everything else and all the rest of the world in businesses keep their websites updated by adding additional content adding new types of content something that is outdated moving it out substituting it So we already have the flexible the web and HTML and all these things are actually really content types and why isn't learning content it is not that single video it is rarely if you think of it as a website thing that is usually going in and out specific tools get making updating specific things more easy so you know what I talked about in the morning if you do as a platform video you want to add new examples you add a couple of slides publishing again specific tools can help us specific people but it is really a website content is a website just like people see websites of today you know it is coming at the version of content they are they are in the provision of blogs so that people can interact on the level in fact the feedback drives what you have to do if you laugh blog is a kind of a tool it is an interactive kind of a thing we are we are using the tools of the web to integrate data and allow constant updates content in the form of books which is useful it comes in editions after 2 years 5 years whereas the content creation in the present technology form could be even everyday problem that is one part the second part is content creation it takes a lot of time to understand there could be direct simulations which are introduced into the content thereby you understand the topic much quicker faster how does IC engine work you know you write it in files pages instead you can write it in the form of a spot video clipping and that becomes a better content creation I personally don't like videos only that right in the front I am sure that there are two groups at least to understand the process this might not be understood in one hour we are not talking about content creation to bring you back to the topic do you know who Lili Singh is yeah so Lili Singh is a video developer who might often ask me to get autograph but she has 3 million followers and she creates a whole content she is very clear though I had to search her point is that she creates her own content so we don't know content creation and content creation tools in the future of this content I like the relevance of integrating content and using the existing tools to keep content updated but it doesn't necessarily have to be linear versioning in terms of time we don't have the time for the half-life of the information much shorter than 4-30 years ago yes we are saying that some of the technology has moved ahead but we are not really using exploiting all these technologies for example the markups that you mentioned ebooks is very easy to integrate this technology the research labs are coming out with it and I am sure good commercialization will be possible so if you have this idea that content is this monolithic book and how do we put on modern technology relevant or proper so how do we use it what point is content updating actually if I consider what is the point of view that content appearance is based on the requirement based on the nutritional object views then the app will be different because then we have I didn't know I got this I didn't know we have identify where the content suffices the requirement or not because not that some I don't know I don't know what that actually follows what we just give is integration question of the sense one big point imagine your app in ebook as a website one life the entire ebook as a website this is dynamic so you can say like I was saying you can modify it I find a better video I make a link so it's if the authors allow that whatever then becomes a dynamic website so the content incrementally gets better if the committee of that thing allows so just the website is also being able to capsule it into a form that we have used so in the links I agree with what you are saying we just use the word web technology and allow dynamic update that should be at the time since you brought up the concept of ebook that comes in with standards which we cannot define among ourselves there are standards for instance for learning management system there are standards for an ebook who is accepting them they have to be defined as local standards with the real advantage that is go to the d-like standard it was there you could develop things you don't have those standards do we have to define them for this particular project so that we can get uniformity or should we allow chaotic content to be created so that it will be on the basis of form and substance selected by an algorithm I think we should have standards but what are the standards e.g. the ebook e.g. the standard we have to be able to I am going to say we are not going to be again but we have to be for instance the standard that you develop and you have to also use what we can get to any other that only has the actual important I am saying that we have to publish what we do in the ebook in the ebook and say this is the choice ok so I think e.g. should we mention the standard ok so question number 6 is easy enough to pass what four quadrants methods are can you generate content from any of the quadrants automatically the answer is quite simple yes the answer is that it has been easily generated from voice text before content content you should take as text content ok if I understand what the four quadrants are I am not sure it is audio, video, the whiteboard and you have text I think they said animation video audio is one video is just for questionnaire I think these four quadrants are not quite questionnaire and in fact part will be there actually if there is a PC we are as I told you we are developing content on k7000 subjects the projection we are developing e content there are four quadrants this is the the first quadrant is textual document video illustrations in fact it is required salivation this is the first quadrant then the second one is video and audio content in an organized form including graphics and animation then the third quadrant related links to kpedia development of course open content on internet case studies then nf.l information historical development of the subject article this this is included in the third quadrant then fourth quadrant multiple choice questions problem quizzes, assignments solutions, online feedback so discussions on setting up the FZ and clarification of general list consumption etc. this is the fourth quadrant and this is divided into self learning kind of the fourth quadrant self learning assessment and the third one is web resources and the first quadrant is the text resources and the second quadrant is visual resource this is how the fourth quadrant is third one is web resources this is the fourth quadrant then open content on internet case studies including historical development of the subject including articles ok thank you anyway comments on being able to create one audio content and see the content easily being able to create more the emphasis is more on self learning kind of the material which is the fourth quadrant which include multiple choice questions problems quizzes assignments solutions feedback it is kind of the self learning and it is the innovation kind of the one left The fourth one. This point raised in the form of the feedback in this focus more on this set of assessment type of the material. Now there are two questions. Can you generate one component from the other? That is the second issue. And the second is that? I am answering the second one. The second one is can you precisely define the requirement of the fourth component if you can mind assess the other? Yes. The point is that there should be much more of a focus on problem solving and evaluation of this method. There must be some detail between these four components. Otherwise it is meaningless. The focus would be more on self-learning kind of information. You must be serious. But will you use some examples? Self-learning for video questions. Say multiple trash questions are there. This is there. Self-learning and assessment kind of thing is included in the presentation. Some problems are given and those problems are... This is what I wanted to share with you sir. I don't want to share with everyone but you can describe it and then you can give them the slides. Okay, here we have a Centurion University. We have non-standards as a new form of pedagogy. And we have created content for engineering, management, training, ITI. And we have many options here as Sun is discussing. It is completely self-learning package. We have lecture notes. We provide the students lecture notes, difficulties, solved question banks, assessments, class cards and additional information that can be provided by the facilitator. And the students have given excellent impact on the assessment option. The teachers can create as many quizzes as they want. And the students can take n number of quizzes, n number of exams, n number of tests. And that helps the students to improve their performance. And this is how we also compare the students for tomorrow because there are four important skills. Digital skills, communication, creativity and collaboration. These are the four skills. Every teacher while facilitating has to concentrate on these four skills. So this is one of the options which has the students and the facilitators to be in tune with the time. This is the school level. Pardon? No, no, this is for engineering level. For the school level also we have. So this, Dr. was 4.7% of those four skills that you looked at. Yes, because they go beyond the present, what is the method that the students take? Does anyone have any other points that they go beyond? Knowledge representation, I would call it. Or concept maps, maybe. Is one way of knowledge representation. Because what we need is a way to tie up all the coordinates. So we need a syllabus and we need some kind of knowledge representation. What's the form of knowledge representation? That's actually a very useful point. I feel that the concept is actually not used to be much better than unless you have a knowledge representation. Exactly. One thing like a mind map. Anything like a mind map. That also if you look at the Khan Academy, they have a structure of when it sees three vectors there is another thing. Largely the same as this kind of form. Exactly, exactly. That's great. With the help of mind maps we can create that concept. Okay, next is the existing model which is largely project based. Assigned to faculty and academic institutions. Such faculty do not have necessarily such faculty do not necessarily have to require specific competencies in terms of instructional design in related areas. What kinds of efforts are needed to address this? This is the actual data. We have to do that. Is it the one that after was convincing? No, this is of the knowledge, but this is an issue that I face. Instructional design is not what we were taught in our faculty domain and subject. And only if you do something in the area. Here my response to this question actually also connects to the models that we talked about right in the beginning. I think one thing that's missing in these models is some sort of a biological model of a text. We've been focusing a lot on the technology and the domain. But for example, what Anup mentioned earlier that there are games and simulations, there are videos, and there are guidelines connecting for example the learning objective level to what type of media one should use. And there are several of these guidelines present. If such a guideline is available, it's against the guidelines and recommendation level. I don't think we should make it in certain standards. But for somebody who doesn't know how to begin, such a guideline is not going to be easy. And one thing we're planning to do in this regard is the new books that I want you to know now which is a pocket tension. You're planning to do one on how to create and open up these books. Similar to the EJs one you're on for the EJs one thing. So I don't know, I'll give you my example that I have zero experience in instructional design but our university is a very different kind of university. My teaching model is limited and we have much more interactive classes than the teaching that we all use. So it doesn't really matter. I can offer shifts by lecture on the fly to another topic as I know. That's where the knowledge representation becomes important for me and for my class because we can go or go to the floor. When you have a strict curriculum based course, then how do you design your content as teachers or as administrators to your field or teachers have these skills? I think not. I think instructional design is an extremely important part in any teacher's curriculum. Instruction design for a particular content is even more different than for face-to-face. So the short answer is no. The long answer is how? Is it the solution by teaching teachers? It's too much of training I think. Can I ask you? Yes, go ahead. When PhD is becoming mandatory for future teachers, why can't you listen? The basics of instructional design we have posed for the PhD students themselves. I think when you're teaching, you have to learn ways of changing technology. The basics of it. I'm not even aware of what this instructional design creates and requires. At the PhD, due to the course level, I can get aware of what is to be done. I know from UGC's requirements that an academic staff college for upgrading skills, one of them has to be an IT. The problem I know from our own academic staff college is not going to run down to university like KU in public, but they don't know enough IT to teach them. So you see, more of IT, the creation of digital content is missing, and this is a skill that is missing even at the upper level. So it has to actually disseminate from... So for example, UGC has essentially taken the initiative by bringing CC as you are fighting out academic staff college together for the orientation of teachers for this ICD. For excellence, you know, from all of them. Yes, yes, yes. That's it. That's what we're doing. We're doing the other S and X number of faculty to create a curriculum of particular content. That is our recommendation. Let me go back to you. The problem is that there's been drop-down smoke from the IITs to others. There was no other problem there. But there are very good teachers in different places. So if we democratize content creation, then it will also showcase the teaching ability of people who are so far not visible. That's the bottom line that we want to give you. But the future of content creation is not just about democratizing this so that every teacher has a space to make themselves visible. It is also about what are the tools and policies we need. And it's not very easy to predict the future like I started seeing. So the answer is that we need to first be building our teachers in ICT also. And I'll come to you and get some more inputs so that that's on. Okay. So one of the problems I've got, why do we actually, I should have asked, was it interesting to introduce this institution a little more because you're from a technical space and he's in the UTC space. He develops a lot of the content that we use in universities. But if you allow me, I can do a five minute interview. I definitely can do it but I have this obligation to present. Yes, yes, yes. Okay, the pros and cons of outsourcing some of the development works such as transportation and driving. That's close. Quality, speed. It should not be. The cost might be more than the cost of producing the revenue. There are many. Okay, so I can thank you for some pros and cons. It should not be coming up to 70 to 40 people. Content creation should also be something that can be... Why are we not, you know, multimedia power generation? That doesn't say it there. Translation coming up, first I'm sure that these translation coming up are learning more and more learning process. It should not affect the employment issues. Sorry, can you repeat the question? The translation activity should be focused more on making sure the students get understanding of the content rather than excess for me on hardcore translation because that will affect the employability in the larger scale. There are general areas where there is no nature. There has to be a translation of the content. It is meant for the learning. That's the basis of translation. Okay, so there is a large and vibrant private sector. Is there any possibility of leveraging the expertise that I'm taking a step out here? I can't from very leftist universities and they haven't died from this particular question. Comments? Yes, yes, yes. There has to be something. There is a need to put in a certification and evaluation to be able to check on the content. We should be sure that we can have the learning best done. And also I think for the translation and learning everything I think is a better way to go about things that I've tried to do. But subject to the certification evaluation. Does everyone agree? Provide it. There is no subjectivity of the organization and the background. And also long as it's guided and subject to all the checks and policies I think it's okay. This also leads to the creation of a standard in doing those things. Because you can't have a single private entity trying to own and say for a better common good handling of the translation. Because of a prior ability. We cannot depend on a single entity in private entity. This leads to the creation of standards for those translations and what other content modifications are needed. If those types of multiple partners can be taken, it is good. Depending on a single partner, it's a rather simple one. Yes, yes. Why don't we use the institutions? There are some professors in Auria and Bangla and all these Maybe we can diversify humanity in any case. That would be very nice. Next question. Next question. Please give me your comment and how we will talk in the future. How can such continued techniques be used? As I was discussing the in the case that has to be protected with local income because there was some very difficult reasons. What are the areas of isolation and isolation? When they are being protected by independent law and by independent law and You have a lot of content today from top universities around the world, how would you like to make use of this?  Would you like to replace that with a lecture that is given from the mind, which has been rated as a very good lecture on top dynamics? And how would you like to integrate that into your teaching? I tell you what you would be accused of. You would be accused of not doing your job because you are paid to teach. No, no, we are supposed to be in the development league. No, no, so we have to create a policy where it is acceptable for a teacher to take a lecture that is rated as very good on that particular topic, use it as their classroom material and then find out how to integrate it into their teaching. So how do we do it? We have created so many courses in material online. The latest one was Optical Communication by a faculty who took part in the end而已. And we created the whole course. For the 2nd lecture, we have created a file on material online. It has come up very, very well. There are handouts from MIT, there are handouts from Stanford. There are assignments also. There are careers also. So not only that, earlier we were not about to make it, I'm getting actually a look at the key part. One part is evidence. It's only a matter of using a glass and then looking at it like that. So how do you use it, gentlemen? I brought it to this point because I know that teachers and colleges would be accused of getting their students to go and watch a video and not take the link. So that's the flip side. How would you use high quality content from outside and integrate it with these materials and then it would be used? Well, I don't believe that it's going to be a huge impact issue against any device. And they think the glass is more interesting and that I've developed this way of the topic because we were, for example, a post on Optical Communication, Optical Fibers, and certainly a class was shown a video of America's Impessivity. And that came out from outside. Those are the first points that we don't have enough teachers, but the good promotion of our teachers is that they don't teach. We have to be honest about that. But there's a problem with this concept of a teacher and there is a public perception of a teacher's person who shares work. I was accused of being person who works half the day of the year for being such a combination. These are the kind of perception you have. I'm giving you this from a teacher's perspective. So how would we use it? You know, if we have a mashup or we have some sort of a policy which allows a blending of purposes and the content that is from abroad that we are using is allowed as part of our syllabus, as part of our curriculum, then it would be fine. No. It must be accepted. There are two parts of it. You were saying the part of the curriculum. I was saying something like that. You know, I need a faculty. I'm not saying that I'm going to learn everything from there. I was saying that you blended it so that you have a blended classroom where you blend it, but you also predefined the content that can be developed. In some cases, an open teacher might be able to do a good enough job. There are a lot of pros and cons of having a teacher that has the skills Why don't you want to replace something like that? Yes. In case it isn't good, it's not going to be good. Should we promote the use of open source software and education? Yes. Yes. It also comes down to the design. Can you tell me why? I'll tell you the difference. See, Microsoft is having a very improved advice. Yes. Now, here's the flip. I'm a very, very ardent fan of open source and I use it. I work with it, but in altering tools, open source is way below what you can get from that same app and what you can get from it. Even with that, from the Microsoft, you're talking about content creation. Any information on funding for an open source? So I say that it should be promoted, but it should not be non-exclusive. Yes. That's what you need to get done. Can you record classroom pictures of outstanding teachers and make it as something that is relevant to the public as it is a lot easier to create such recordings compared to studio recordings? Yes. Who will be dividing the outside media? I will get an outside media. No, you have to. It's going to take a little bit of time. That's going to come from the local students. That's going to take a little bit of time. You can support the place. Suppose you take a university. In the university, you can pinpoint, you say that this person, this particular faculty member is expertizing. I think honestly, it's important that you should ask every teacher to give a lecture, their killer lecture, their favorite lecture and record it and put it up. Because we must make teachers a lot more visible than they are. So it's not that we are only outstanding teachers. Just make every teacher give an outstanding lecture. I'm sure that anyone can give one outstanding lecture. But are we, how many of us are teachers left in the audience and are we administrators left? So you are not administrators? Yes. And you are providing a step to look at everything. Okay, should we come up with effective strategies to create textbooks for all universities making the different deals but from the same original resource? That's all that's happening. Should we leave it for the yes? Because if you're not tired and you have a future of one more question, but I want one round of last comments from those who have the energy to do it. Ideally these questions should be extended beyond the yes or no into why and into how. And I don't think we have enough expertise left over here. Okay, now should we use the social media experience in content creation? Should we ensure that the content creating crowd sourcing means unknown such as quality? We leave us at the second one because crowd sourcing, I can jump that down and send to my email. There are methods in which you can ensure crowd sourcing meets quality control. First is have a standard operating procedure on what you define as correct. And the second is always have redundancy. So you have more than one or two persons who are activating some particular... Then the content will be there. Transparency of the process is assured. But I'm saying that to keep crowd sourced content or to quality check crowdsourced... I run an experiment on this one. First part, should we use the social media experience in content creation? Okay, this is something that is still at the very nascent stage of research. For instance, if you put up a topic and ask your students to write a copy and give them a wiki. The wiki can give you enough details on who is put what content that you are grading on the wiki. Obviously, how the content is made. And that's an example. It's not exactly social media, but it's a creative. If you're using social media, you want to cover some social media experience? On the social media, the emphasis should also be on writing rather than creating more discussions. Because creating videos or seeing videos is one thing. But able to represent it back in an experiment back requires other skills to be popular students. You are dependent on rich media is not good for students all around the world. Not good for teaching, but not for the students. Maybe you can give us an input on that. I'm not sure I'll read that in the wiki. Because then I draw back to some projects that we were doing at CRS at one point in time. Where we actually found that in the creation of videos and in the creation of other information. The learning was exponentially better than it was. Learning is always will be higher. I'm talking from the angle of examination or other common factors present. A student in 10th or last year in college could be very learned or can do a lot of great things on social media. But in his meeting, rank on a particular common example. The translation to what I can do or answer the particular problem is an issue. I actually agree with you. I have a favour towards a printed material, text, rather than anything else. Because you can read it, you can scan it, you can search it. Both for software as well as for learning is easier. I've never liked video, because you just have a talking face. You have to learn extract all the information.  However, I would love it if I had a tool that I could generate a greedy image for an animation. And generate video that goes beyond the path point that we can go and test. Do we have software here? Okay, there are two points that we want to wind up with. There were some points which Anup had put in. Is that the tools of teaching in our country are missing games and simulations which are more involved than civil, multiple choice and other things. There is the paradigm of constructivism, which is a concept of the media where students learn together. And there is a lack of completely or proper solving environments which we know. Our education is largely about this. So I think that the content should be created along these points as well. I'd love that if you had an objection to it. Probably went off the stage so I could have said anything. Okay, do you have any last points? If you can wait for another two minutes, I'll ask Mr. Rajpeet. Thank you. I would like to do my speech in the first step.  Now we are down to a magic number of seven games. What's the first point? For the first point, I'll do, to any way I say, a lot of content is created, for example, in media. Not all the skills are covered to the same extent to what are some of the big gaps that need immediate focus. Since we are hearing about content and media content, it's a whole thing that really does a lot of good work. But so far as the gap is concerned, we all understand that the, what is the percentage of the meaning students of the total population of the students of higher education. And for that matter, the population of all technical courses. I think it's 14%. The rest of it, 86%. The total population, it's only the 14%, the engineering and other technical students in higher education. 86% of the students' populations belongs to arts, social sciences and other like professional courses, and social sciences, basic science courses. One more problem is that these courses normally don't involve computers, normally technically learning. Yes, yes. So, they say use gap. And I think they accept CC, which is right now involved in, yes or no, only 87% of the students. The rest of the gap is, it's a use gap. As you are saying that the annual is teaching more than 400 courses, 600 courses. Yes, yes. I'm not talking about all 600 courses, but it's a pretty fact that the gap is enormous. So, the first question is there need to be addressed. So, there is need to fill up this gap, there is need to be more content for 86% of the students' population in higher education. Which is a use gap. This needs to be emphasized. Sure, it's quite interesting that you know that the semester is pushing, the focus is on DSP. The focus is more on technical techniques. Content creation of the technical courses. Why do you think the problem here, if she was talking about, I had this problem, but from the point of view, I really raised my hand for this question. Sorry, I didn't mean that. You could have brought it up that IIT is taking all the money. No, no, no. It's true. One more problem. One more problem. The point is that it's a fact. It's not a start-up. This is good and this is bad. The point is, they have done, they have done good work. They have done quite good work. That should be appreciated. But at the same time, they need to put more emphasis on content creation. I think actually this point needs to be made. See, because of this mission, the scale of grants for doing some particular work will not just go on for one, four, ten, four, it's going on for a hundred, four, at least. Nobody could get grants like 16 crores to study the pedagogy of some subjects. Yes, you are right. I know what your institute has been doing because they are on the JNU campus land. They have been struggling to produce these kind of courses in some teamsheds, which give them a little bit like one crore will be probably better. So the whole idea is that there is a huge amount of money in this and it will be very localized. It should be democratized. And I was hoping that we could adopt the future of content creation. So again, since we are down to a basic number of 17, we have a strong leftist, point number nine, where you involve a vibrant private sector in the development of content, at least open to teachers, present skills, and also the important point of being able to teach present teachers instructional design and a rather bit authoring tool to create these courses.


Alrighty, with the park closing on weekdays, that brings back drone updates. Now with that being said, there is absolutely nothing to report on yet, so if you're looking for something, click out of the video, no I'm kidding. There isn't anything to report on, but I'm gonna go over a few things, so we've been getting a ton of DMs asking the same question over and over again, so I'm gonna quickly answer some of the really repeating questions for anyone watching this video that may not know, but I have a feeling most people that watch my drone updates are really big fans of Canada's Wonderland and probably know this information on their own and don't actually need my help. But in case you do, reservations are no longer required for the day visits of season pass holders, so you can just show up. That is why there are no more dates on the season pass holders reservation system, so a lot of people have been asking, there is a separate reservation thing, you just gotta scroll down a little bit further when you're on your reservation page, and you will see the Halloween Haunt reservation page.  Whoo, nonetheless, that is it about the reservations, that seems to be the most common question, and yes, Fastlane is still available, and Fastlane does go into Halloween Haunt, but Fastlane is not available for Winterfest for obvious reasons. With that being said, I'm trying to think if there's any other really out there questions that people have been constantly asking that I can possibly answer. A lot of people have been asking where Canada's Wonderland's announcement is. Wonderland has made an announcement, it is a half announcement so far about the restaurant which will be on Firework Hill just directly there, that is why I flew the drone. I want to go look to see if any fencing was going up, because I am expecting construction based off of Cedar Faire's conference call to start sometime soon, because on the conference call they said once Parks moved into weekend operations that construction projects would commence in the end of Q3, beginning of Q4, so we are around that timeframe and we have begun weekend operations, but again, this was literally filmed as the park just begun weekend operations, so it could take a week or two before construction starts, but I just wanted to make sure if the fences were going up that I was there to report on it. Nonetheless, the only thing I caught on camera was someone planting grass seed. I'm going to zoom in for you guys, but yeah, the only update I have for you guys today. Woo! Okay, sorry, I find it funny is I feel like I should title it that and make the thumbnail about that, but yeah, they're planting grass seed at Canada's Wonderland. There's your update, guys. Oh man. Anyways, that's about it. They are building, you can see it when you ride Time Warp going up the lift hill. They are building haunt structures just beside that new educational building in the Kingswood area that they use for school events and other events and then winterfest storage when they're not having events. They're building some stages. I posted on Instagram what I think those stages could be used for, because the scare zones, again, the actors in the scare zones, I don't anticipate, this is just me guessing, that they will be able to get close to you. So they're going to have to incorporate some sort of thing that separates them. But yeah, nonetheless, that's it, guys. Grass seed at Canada's Wonderland. Reservation is no longer required for season pass holders during the day. And yeah, no further updates. I will keep you guys posted if anything happens at Canada's Wonderland. Thanks so much for watching, guys, and hopefully you have an amazing weekend. It's Friday. Oh my God. Hopefully you had an amazing couple days at school and now you're going to have an amazing weekend. And thanks for watching. Have a good one, guys. Bye.


What's up and welcome to one take I'm Gil and today I want to talk about a movie where every time I read news about it I have to remind myself that yes This movie is actually happening and that's the matrix for part of the reason that's such a surprise to me is Because over the last few years there have been reports of a matrix movie in development But it's always been described not as a sequel or a prequel but more of a spinoff A movie that takes place in the matrix universe think of rogue one in the Star Wars universe For example or using the matrix as an example the animatrix the anime spin-off short films that were released on DVD But after a few years of a slow drip of rumors and reports It was finally announced just recently matrix force happening not only that but Keanu Reeves and Kerry and Moss two of the main original cast members are back today We have a little bit more news on the matrix for the first official casting announcement Besides Keanu Reeves and Kerry and Moss it looks like Yahya Abdul Mateen the second will be in the matrix for In a role that has not yet been announced This is an actor whose biggest role is probably as black Manta the villain in the movie Aquaman Now like I said, it hasn't been announced who he's actually playing But since the original announcement there have been rumors that the studio is looking for someone to play a young Morpheus So with this casting announcement people have already started to speculate Maybe he's being cast for that role now Justin Kroll a reporter for Variety had this to say So in regards to who he will be playing while I was originally told this would be for a young Morpheus Sources close to the project would not confirm with one adding it would be inaccurate to say that That said a couple insiders added that even if he isn't playing a version of Morpheus There is still a strong possibility He would be playing someone connected to the character like a son or nephew But for now it's unknown a couple of thoughts on this story The idea that the studio is looking for someone to play a young Morpheus is a strange idea Especially considering that they brought Carrie-Anne Moss back they brought Keanu Reeves back So if you're going to bring back Morpheus, why wouldn't you bring back Lawrence fishborn the actor who played him? Originally now people keep specifying they're looking for someone to play a young Morpheus Now when you hear that you immediately think Flashback you think prequel or you can get real sci-fi and say that the original Matrix movies Alluded to the cyclical nature of the Matrix Maybe we'll see a future iteration of the Matrix where a younger Morpheus Exists as a predecessor to the Morpheus we saw in the previous film Maybe Keanu Reeves and Carrie-Anne Moss are reprising their characters Not as humans, but as code that has lived on so they come back at an older age Interacting with a newer younger version of Morpheus. That could be what's happening It's not that crazy a theory But even if that were the case with de-aging technology through CGI Being so common in film now a couple of examples off the top of my head Gemini man with Will Smith the Irishman with Robert De Niro Al Pacino and Joe Pesci If they really wanted to bring that character back the character that we know I can't imagine that they wouldn't go with Lawrence fishborn Even if they needed to DHM using special effects So I think more likely what's happening here is a game of Hollywood internet telephone I see two possibilities one of which was alluded to in Justin Kroll's tweet Maybe the studio is looking for someone to play a younger character connected to Morpheus a son a nephew a relative of some kind That's a possibility and maybe the story just got twisted and People just took the word young and the word Morpheus and stuck them together another possibility is that the name Morpheus will become sort of a code name and a Younger character has adopted the moniker Morpheus or it could be a combination of the two Maybe Morpheus's nephew decides to name himself Morpheus as part of some cause Maybe another human uprising of some sort anyway at this point There's very little known about the matrix for really all we know is who wrote it and that's Lana Wachowski Alexander Heeman and David Mitchell we know that Lana Wachowski will be directing and we know three of the actors who have been cast in this Movie having said all that I got to admit I'm pretty excited for this movie the matrix two and three even though they were disappointing They hit me at a time in my life where I was just sort of discovering How incredible and original cinema can be the matrix two and three were probably the first time That I lived through the hype of a complete trilogy of films I couldn't wait for two to come out I remember watching three in theaters before I was old enough to know kind of how not great it was But in the moment I was so into that movie I remember my hands shaking during the final showdown Between Neo and agent Smith even though I barely comprehended what was going on So a lot of this might be rose-colored glasses and nostalgia But I'm super excited for the matrix four and if I put all the irrational Nostalgia aside, I'm still just very curious to see where they go with this franchise Because the way the matrix revolutions ended it's very unclear where you would go with a sequel especially bringing back Neo and Trinity Assuming that Keanu Reeves and Carrie Ann Moss are reprising their roles and I'm gonna spoil the matrix now So if you haven't seen the matrix a movie from nearly 20 years ago, you're gonna want to shut this off But it's really interesting to hear they're bringing back these actors whose characters died in the last movie So I want to say I'm cautiously optimistic, but really I'm I'm psyched I can't wait to see this movie and it goes into production next year The fact that we just got this casting announcement makes me think that there's probably more news on the way I think it won't be long before we start to learn a little bit more about the plot And hear more casting announcements And I've got to think it won't be long before we solve this Morpheus mystery is morpheus in the movie Morpheus junior or some other version of that character. Hopefully we'll find out soon Anyway, if you enjoyed this video hit the like button Make sure to subscribe to this channel and hit the little bell icon So you get notifications whenever we make more videos like this one. Thanks for watching


Welcome to Talking Baseball, we've got recurring guest, good friend Jack Flierty with us. We have such a fun conversation with Cole Tucker coming up. A fun conversation with the guys from Sesame's Family Barbecue. Fantastic fun conversation with Jack Curry. 2017 All-Star, Mr. 305 himself. Yandere Lanzo, what's up, Yandere? How you doing, man? MOB, step up. We know that the game is way different. The players, the structure is different. Okay, figure out how to come back. NBA, figure out how to...  There. I'm boycotting Moscow Zoo because they think humans are blaming animals for more. We love Iris by the Goo Goo Dolls. There's this one live performance from 2004, 4th of July in Buffalo, New York that we hammer.  I mean, that is not what I would have guessed. Wait, is it raining in that video? It's raining. Yes, I've seen that. That's an awesome video. There are some trades. The money can work, even though Bradley Beale's making a lot of money. Nick's fans aren't really worried about the nuts. Again, not in a trash talk way. We've got our own ginormous problems. We cut to the crowd and this guy says, that a boy, David. And no one calls him David, so we're all weirded out by that fan. I'm your host, Bob. It's Skinner here with Michael. It's Justin Pennick. We've got Dan Snier on the show. He covers the Giants. He does his own Giants podcast. Big Blue Man. He does a lot of good Giants work. Residents and migrants alike in the region feared for their lives, as reports flooded in of alone travelers mysteriously disappearing. When I asked Joe about those four championship teams, he said, you asking me about this again gives me goosebumps. Mr. Chris Stapleton, he's basically like your musical avatar. Yeah, I love him. If you could be one musician, it would be him. Inside the rock nicely by Purzinski. And he tried to beat the way the runner threw it.  Yeah, I got 106 people came here. They didn't just come to watch me pitch, Dick. Came to watch me hit, too. The Greek mystique cannot tell the difference between a man and a woman.


It's never easy calling off a relationship. The idea that this initial point of connection can shift as people mature and experience different aspects of life is sometimes uncomfortable. As hard as it is to tell someone things just aren't working out between you two, it would be even harder to continue forcing it, telling yourself that things will eventually work out when you know deep down they won't. Does this sound familiar? Here are 7 signs they may not be a keeper. 1. You find yourself consistently unhappy with the relationship. We know relationships aren't just all games and no work, but if it's constant work without fulfillment then is it really the right one for you? Happiness is not an emotion that can be felt on a consistent basis. As humans we experience bad days, drama, and disagreements, but no one should ever make you feel like you have to satisfy your partner's needs or that your partner isn't helping you satisfy your own desires or ambitions. A healthy relationship means checking in with one another frequently and making sure a balance is achieved. 2. You hold a toxic dynamic with your partner. Based on one study researchers have discovered that there are three main conflict styles in relationships. Mutual constructive, demand withdrawal, and mutual avoidance. While conflicts are not inherently bad and are to be expected in any relationship, ongoing conflict can hurt both partners rather than bringing them closer. The mutual constructive style strengthens the relationship when both partners can only express what is bothering them as they work together to find a solution. Toxic conflict dynamics however lie within the styles of demand withdrawal and mutual avoidance. In the demand withdrawal circumstance, one partner will try to discuss an issue while the other partner wants to avoid it. In other words, one person will often criticize while the other defends. As for mutual avoidance, both partners will avoid conflict and choose not to express their true feelings. When this happens, there will always be this underlying feeling that makes all the happy moments feel less genuine, the feeling that there's some other issue that hasn't been confronted. Slowly but surely the tension builds up and eventually both partners quietly grow apart from one another. Before we continue with the rest of the video, be sure to subscribe to our channel for more content and share this video with others. With your help we can reach more people and provide more support. Now on to point number 3. You have a hard time trusting the other person. It's one thing to have trust issues due to trauma or a bad childhood, but it's another thing to put your heart on the line only to experience let downs one after the other. One person can't do all the heavy lifting in the relationship. If you're putting in all the work, practicing vulnerability and exercising open communication but your partner chooses to lie, betray, or beat around the bush, this goes to show they might not be as fully invested in the relationship as you are. I hope you're enjoying this video so far and we want to quickly introduce you to our new Sine mascot that we're creating here. For those of you who have been watching for a long time, you may recognize the name. Isn't he cute? Okay, back to it. 4. They only see your ideal self, not you. Who doesn't fantasize about meeting someone who gets all of your dad jokes or being with a great conversationalist? But over time as you continue to date someone, imagination will fade as you replace them with real-life experiences. This is why falling in love is a slow, gradual process. A partner may hint towards their idealization. Do they constantly talk about how you should lose weight or that you should pick up a certain hobby because it'd be so attractive or compare you with their friend's partner? Probably not a keeper. 5. They focus on problems more than solutions. Does your partner focus on what happened in the past more than the present? Or they forgive you only to bring up that thing that you did to them when you have a future argument? Relationships take time, space, and collaborative efforts to flourish. But if you feel like your partner is holding on to the past more than trying to understand how to make things work and move forward, it might be time to adjust this and ask them where the both of you are headed. 6. They test you constantly. You're probably familiar with the concept of testing, whether you've done it plenty in school, for your license, or nailing a job interview. Life, in fact, is a series of tests in itself, and you may have to work harder on some days to find your willpower. In a stable relationship, your partner is meant to give you a safe space where you can be yourself. If they insist, however, on making you feel like you have to earn their love, not only can it be manipulative but abusive. 7. Your values don't align with theirs. Take a good, hard look at your partner, and know what I don't mean observing the brands they wear or the haircut they might have just gotten. I mean really look within them. Do they want the same things as you in life, or have similar priorities? Values are different from hobbies and interests, where they're more fixed. If you want to focus more on your career, but they want to settle down already and have kids, this may cause friction more than fulfillment. It's always a good idea to have these talks to make sure you and your partner are on the same page. We just want to say thank you for being an ever-supporting fan of our channel. We really appreciate the side community we've built together. If you haven't yet, be sure to subscribe to our channel for more content. Comment below and let us know what was the time when you realized a partner wasn't the one. And be sure to check out our video we did on the opposite. Signs that they are a keeper. And as always, thanks for watching.


Turkish President, Iran is main obstacle in issue of opening Zangaza Corridor. Iran is the main obstacle in issue of opening Zangaza Corridor Turkish President Recep Tayyip Erdogan told reporters. He noted that Azerbaijan and Iran are countries where the majority of the population are Muslims. This attitude of Iran worries both Azerbaijan and us. In fact, it should worry them too, Erdogan added. The Zangaza Corridor is a concept for a transport corridor which, if implemented, would give Azerbaijan unimpeded access to its exclave Nakhchivan Autonomous Republic without Armenian checkpoints along the border between Iran and Armenia. Re-establishment of transport connections was envisaged by Article 9 of the trilateral statement signed by Azerbaijani Armenian and Russian leaders following the 2020 Second Karabakh War, which stated that all economic and transport connections in the region shall be unblocked. According to the statement, Armenia shall guarantee the security of transport connections between the western regions of the Republic of Azerbaijan and the Nakhchivan Autonomous Republic in order to arrange unobstructed movement of persons, vehicles and cargo in both directions.


Out of our grant, we took over one million dollars and we dedicated that to the renovation of an area that would serve as a classroom or training ground for students in mission critical operations. The students can come into a data center environment that has real generators, real UPSs, switch gears, crack units, servers and racks. Everything that's needed to run a data center so that our students would have the ultimate training ground. It's actually two parts to the data center. One part of the data center controls the college itself. It's linked to the actual colleges system, the college HVAC system. It provides power and cooling to the servers that are there that are supplying the load for the college. The other part of the data center is really for students. So our aim is to allow students to be able to work within the labs, within the data center. Our students are able to not just simulate, but to be in that real world environment and learn. They can actually put their hands on real world equipment like what they use in this industry. We've also invested in a classroom. We spent probably about $300,000 of technology in our multimedia data center classroom as well, which would be kind of a command and control center in a data center environment so they can come in here and brainstorm. They can create SAP manuals, that sort of thing. The equipment, the software, everything that they would be working with in industry is right there in that room. So we've invested a lot of money because we truly believe in the program itself.


How many nuggets can you do? None. How many nuggets can you do? 306! I like that attitude. We need more of you. Yeah. Get better. How many nuggets do you do? 24. 24, I like that. That's good. That's healthy. That's healthy. That's elite. I think he's healthier. Nah. My shit's huge.