Hi, this is Assistant Secretary of the Navy Juan Garcia, and this year, for the first time, on October 16 and 17, the Department of the Navy will host our annual Wounded Warrior Hiring Conference at Raleigh Durham, North Carolina. We chose one of the most patriotic regions of the country to leverage nearby Camp Lejeune and Fort Bragg to bring together hiring experts and HR personnel from the military, from the federal government, from the nonprofit sector, and from the private industry, and to bring together firms and companies like yours, patriotic, forward-looking firms looking to invest in one of America's greatest generations. These young people have been entrusted with an incredible amount of responsibility and incredible young age. They embody the term leadership, and they have been trained on some of the most advanced technology the world has ever seen. You'll want to hire these young men and women, not because you're the patriots that you are, but because it's good for your bottom line. It's good for your stockholders. It's good for your firm. It's good for your company. It's good for your office. It's good for your store. You won't be disappointed. We'll see October 16 and 17 at Raleigh Durham, North Carolina. Thanks for your patriotism.


Hi, I'm Magie Chan, and I am the award-winning author of Danny Chun Does Not Do Maths, and my latest book is Keep Dancing Lizzie Chu. Now, I was so happy to be invited by the British Library to create a miniature book, and so I'll finish all by myself. Once I'm going to read the book to you now, it's called Danny Chun's Dimson Surprise. Okay, so I've done all the illustrations myself and the colouring in. Nine-Eye orders, a bamboo tower arrives, what's inside? A dim sum surprise, with dumplings steamed and fried and rice and noodles on the side. A big pot of jasmine tea too. Nine-Eye and I love dim sum. One more tower arrives, but my belly is already full. Something is moving inside. Half duck, half dragon, it's the baby dragon, and it's alive. Definitely a dim sum surprise. That's my little book. I hope you enjoyed making your little books too. It was so much fun. So thank you for the British Library for asking me to make this.


Hey Mustang fans, Bobby Trostle alongside coach Graham Miller after a 1-1 draw which I mean coach when you take a look at your the game that you played I thought that from a time of possession standpoint and momentum you guys had a lot of positive things to walk away with tonight how do you evaluate it? Well yes it's hugely positive after the the Gettysburg Samuris last week you know we had a week break between that game and the guys have really shown it all week at practice they were hungry competitive and obviously you seen the you seen the performance today you know we didn't park the bus against that team we really had pressure and so the positive was the performance and the fact that we were down a goal and we came back as well almost immediately and I'm just really proud of the guys that even in overtime I thought we were the better team in the second overtime and just couldn't put that ball in the back of the net at the end. What about the shift in momentum you mentioned it happened immediately after they scored in the second half how important is that? Well let's say I didn't think we started the second half as well as we could and but the guys rose from it again you know and I think we've been we've been guilty of letting teams get a head start and giving them a goal and then all of a sudden waking up and we seen that in some of the other games but I thought the guys today and it was great for AJ to score you know he's been working hard and and he's got a lot of pressure on him that I've been putting on him but it was a great finish and and the fact the guys just kept going all the way to the end there was more energy there was more you know teamwork everything was exactly what we needed and you ultimately want to win but at the same time this is a team that's ranked number 16 in the land so what can you take away from today moving forward? Well it's a positive result you know we didn't get the win and yes the guys won the win and you can see that at the end you know they weren't they weren't celebrating a tie against the National Team they were okay we didn't get the result we're gonna move on from it and it was a it was a positive result so it's it's always good not to lose. Coach appreciate the time we'll talk to you soon this is coach Miller Bobby Trotson signing off for Mustang Stadium.


Well, thank you, Tom, for that introduction. As you can probably tell from listening to it, I am utterly terrified without PowerPoint. So I'm just going to click every so often and assume that something's happening behind me that will make sense. So good morning. Congratulations. Yay. It's absolutely fantastic to be back on campus. I confess, when I was a student here, I had good days, great days, bad days, and some surreal days. You see, I began at David Mancash's middle school, where sometimes it felt like a scrappy production of the Lord of the Flies was enjoying a daily run for over two decades. As you can tell again from the introduction, my first mistake there was to be a skinny nerd with the name Zitrain. I compounded the error by wearing my school backpack over both shoulders. I was alerted to my lack of fashion sense when someone dropped kicked it from behind while I was wearing it. It sailed about six inches off the ground, taking me with it like a parachute in an updraft. And I landed with it upside down across my stomach. From then on, I carried my pack over my right shoulder. I could then stagger into classes like Latin. We were given quizzes nearly every day, tasked with translating insanely convoluted sentences. We then visit the teacher's desk one by one to look over his shoulder as he graded our respective quizzes, a dot on each clause as he parsed the sentences in an angry red circle around mistakes. What happened if you managed to get through with only dots? A 99 out of 100. There were numerical grading scales back then. Today, I understand you have feel-good grades ranging from woot to epic fail. Anyway, no one ever earned 100 in this teacher's class. 99 was the best you could do. I think the intended lesson was that no one could ever be perfect. The Latin phrase, I think, is personum loserum no matter whatum. I've since drawn a larger lesson.  How you handle these situations will in part determine how happy you can be. Sometimes you can fight it. Sometimes you can persuade the other person of your view. Sometimes you have to just live with it.  Feeling powerless over something you care about is one of the toughest situations to encounter. And such situations don't lessen in adulthood. I remember being surprised in my 20s to discover that adults are basically just like you, only older. As of today, even as you begin the odd cycle of school life and trade in your senior status to become a frosh again, you're part of the general club of humanity that enjoys certain freedoms while still having to reconcile to limits. Of course, don't underestimate the freedom half. Once you're out from under your parents' watchful eyes, and I assume even the borders among you had some form of authority here, you realize that in college or whatever your next stage of life is, you can do whatever you want. By this, I don't mean that you can have anything you want. Rather, you are about to become as free as one can be to make your own decisions without immediate contradiction or discipline from a parent, a teacher, or a boss. There were many things I loved about college and among the best was the realization that I could have lucky charms whenever I felt like it. Breakfast, lunch, dinner, midnight snack. Mom, what did I have when I came home last night? It was rating a bull of lucky charms. And you can substitute your favorite vice here. I assume for some it might be corned beef sandwiches. This is like being thrust suddenly into the universe of a Charlie Brown television special, where adults make only the rarest of appearances. And when they do, they blot like fog horns for about 10 seconds and then promptly leave. Well, we can learn something from Charlie Brown, namely the constraint that accompanies seeming freedom. Wikipedia calls him the great American unsuccess story. Despite the absence of adults, Charlie Brown remains an existentialist spec, buffeted from forces from an absurd world beyond his control. It turns out in college you can take courses about this. He reacts to what befalls him rather than seizing the initiative. It's like the life of a dog. The dog accepts whatever he sees without needing to understand it. People enter the field of vision, cars drive, elevator doors close, and 10 seconds later, they open on an entirely new landscape. Life is random and what we remember of it is quirky. For example, there was one particularly colorful sixth grade math teacher, believe he's here today, who was excellent and mild-mannered, but for one cardinal, or is it ordinal, offense. He'd pose a problem and then the called upon student would timidly offer something like, six, oh, four, silence, the bad kind. Then, oh, oh is a letter, zero is a number, with a pound on the blackboard, enough to raise chalk dust on the other side of the wall in dear old Mr. McMillan's English class. I remember the rule about zero and oh and nothing else from that entire year of mathematics. Little things like this, whether remembered or not, are the dark matter of our universe, invisible but dominating. They comprise the bulk of who and what we are. People weave in and out of your life every day, usually entirely forgettably, and you and theirs. The attendant working to register at Target, the server at the local restaurant, the cell phone addict who sits next to you on a flight. For that, I apologize. Most of life is a stitching together of these moments of seeming insignificance, of shopping and eating and waiting and being slightly annoyed, and a vast expanse of mental prairie that connects the clusters and spires of the life milestone set pieces that we think make us distinct. In today's words, life is largely Twitter, and I wonder if any of us will remember more than about 140 characters from, say, this speech. The set pieces are the graduations, weddings, funerals, and I suppose, statistically speaking, for at least one or two of us, the indictments. And I do know some good lawyers, so keep that in mind. Those milestones may seem more salient because by definition they happen rarely and summon more of our attention. Moreover, we aren't prepared for how to handle them by our own experience. The closest guides we have oddly enough are the ways in which they're worked into our popular culture to make it seem less like dull prairie. That's why there are no bathrooms on the Starship Enterprise. Think about it. Compare how many crises and killings and funerals and first kisses and indictments you've seen on TV instead. The fact is that we can become prisoner both to our regular life scripts, the senambulant routines we fall into in the day by day, and to the melodrama we inherit from Hollywood was an appreciation of the obtuse, the angular, the colorful byplay that gave me more to remember and that challenged me to establish my own identity when so little seemed within my own control. And what it gave me on the bigger picture was a chance to cultivate a passion and to see the world wasn't just me and those who crossed my field of vision momentarily.  These labels aren't doled out one person at a time. Exclusively, they are fluid rules that each of us take on at one time or another and each day have a chance to decide how much to adopt. Speaking of which, to escape the backpack kickers, I did retreat a little further into nerddom. I was lucky enough to be given time on the TRS-80 personal computer at school during free periods. Near the computer was a loose-leaf notebook with a series of tutorials about programming. I don't know where it came from, but it walked me through learning basic computer science. The text was both comprehensive and witty. It anticipated my questions just as I had them. Only when I entered the senior school did I meet the author of that book. Someone who teaches philosophy here as well as computer science. One of so many teachers whose care and patience with students has been transcendence. And Peter, I thought your ode to them was fantastic and I can just only echo that.  Thank you very much, it's really just. But my nerdiness came in a good time because those PCs I was on started to be networked. And as President Southered explained in the introduction, I ended up online and as a sysop, a system operator, trying to help answer people's questions and mediate disputes. I came to explore how online communities could try to govern themselves, even as sometimes the basic social structures of high school eluded me. We have such examples today magnified that much more by the reach of the internet, as many of you know when your parents fear. The very fabric of internet routing, the way a message gets from one place to another is basically through gossip. Each of you is like a router in the chain. And to find out what's in that direction, there's no map. The only way to know is to ask the person next to you what she sees on her other side and to relay that to the person on your right and onward and onward.  It's amazing and it's also incredibly vulnerable. One day the government of Pakistan asked its internet service providers to filter YouTube to people in Pakistan. One small internet service provider effectuated the block by gossiping about that map and saying, who knew everybody? I am YouTube. I just discovered that. So give me, you're tired, you're poor, you're packets yearning for pictures of cats flushing toilets. And it worked. The subscriber sent the packets to this Pakistani ISP and they promptly threw them away because the point was to block YouTube.  And if you were sitting in Fox Chapel trying to get to YouTube, your packets were going to Pakistan and they weren't coming back. And if you were YouTube, one of the most popular websites in the world, owned by the most powerful company in the world, there was absolutely nothing you were privileged to do about it. How did this get fixed? It got fixed because word went up almost like the bat signal. Alert, alert, YouTube is down. And who answered the call? But Nanog, the North American Network Operators Group. People far more nerdy than I am. Who knew, right? Who sit in windowless rooms on gorgeous days like this and read messages about the internet being down and develop best practices for fixing it and some of them work at mid-level ISPs. This is an incredibly powerful civic defense force, but also sometimes it makes you wonder, you know, if there were just like a Star Trek convention on one day and they all went. Right? The Die Hard movie kind of writes itself. Also consider, speaking of Star Trek, Star Wars kid, he took a school video camera, borrowed for a class project, put it on a tripod and demoed some lightsaber moods using a golf ball retriever. His friends discovered the video and what did they do? Yeah, they put it online. It became one of the biggest viral hits of all time. He wanted none of this. In fact, he was utterly mortified by it. No matter, mashups and derivatives were made from the original video, including Matrix and Lord of the Rings versions. He became a laughing stock at school. A modicum of compassion and respect turned up in an unlikely place. Wikipedia naturally has an article on Star Wars kid. Each article on Wikipedia has a corresponding discussion page and debate raged there about whether to include his real name in the account of his humiliation. The Wikipedians argued earnestly and then decided by vote, not unanimous, to leave the name out and to this day, the Wikipedia entry omits it. They've since had to address questions like the weight of precedent so those who disagree with the decision know how soon the issue can be reopened and how to achieve enforcement, namely by tapping the efforts of even those Wikipedians who disagree with the outcome but respect the system that produced it. They help keep the project going through challenges large and smalls, large and small. Indeed, at all times, Wikipedia is about 45 minutes from utter destruction, such as from spammers who'd like to turn every single article into an ad for a Rolex watch. There's just that thin geeky line of unpaid volunteers who care to save it that keeps it functioning. Again, the bat signal goes up and well-meaning reasonable people answer it for no money usually not wearing spandex. It's been fascinating to watch Wikipedia fashion an institute a form of law in the best sense of laws and enterprise emanating from people trying to get along and to be fair, understanding that they will not always agree and sometimes they will lose. My view is that Wikipedia and projects like it belong at the heart of a high school and college education. Instead of turning to a handful of approved sources and paraphrasing them to write a 10-page US history paper that'll be viewed and graded only by the teacher who I confess I think looks at a stack of papers and anticipates the same bad movie 20 times, you can be asked to demonstrate a sustained and original contribution to a Wikipedia article on an important topic, having to contend with conflicting sources, arguments, learning to discern and then defend truth amidst chaos and to refine your own view and light of what you discover. It turns out there are a few things as devastatingly disarming to others as admitting when you're wrong. For the world you are entering, really the one you've been in all along is one swimming in received wisdom accepted uncritically. Too easily we farm out the hard work of knowing whether our society is on a sustainable path to policymakers, experts or the media. It's like Katie Couric will tell us if there's anything genuinely worth worrying about. But these channels of authority are overwhelmed, dysfunctional and in some cases outright corrupt. What will reinforce them or even take their place is something you can help build with tools that even 10 years ago were unknown. The key is to move from the reactive, desultory world of Charlie Brown to one in which you appreciate that you are generally at least as empowered as the next person, to realize the ethical dimension that accompanies the day by day as well as those landmark events in life. As my best friend at Shadyside put it, reflecting on what he knows now that he and I had missed in high school. One of the best ways to evaluate your success in life is the effect that you have on a room full of people, family or strangers when you enter. Does it become brighter or darker? That's something you can choose even though too often it's a script followed without much thought. Enterprises like Wikipedia urge us to ask the same question out of virtual lives knowing how often they touch the real ones. We're at a time of great uncertainty. The economy is in the tank after most talking heads assured us things were fine. We're told the global warming will wreak havoc on our planet and we are the cause. Things went right from too early to tell too late to do anything about it. The best among us are afraid of being found out for the frauds we suspect we are because part of leadership is to exude a confidence and stability that isn't always truly felt. The worst among us are Bernie Madoff who's just a fraud. But you are at a time of great promise. In your immediate future, you're literally be handed a catalog of humankind's knowledge and asked to select four or five subjects to study for months at a time. And you'll have an amazing amount of free time. Shady Side is seriously far more rigorous than college. You can use this free time to find and pursue your passions and to greet with joy and mischief new friends and relationships. Speaking of mischief, I do have a couple of confessions to make. It was I and John Beckerman who ran the flag up the flagpole about 20 years ago with something nasty about the headmaster and cut the howler so it could not be taken down. It flew for about a week until a big truck that said Bob's erections on it came to remove it. That made it all worth it, I gotta say. And in the subtle category, it was also me and John who dropped a bean down every one of those little tiny drains in the science lab sinks. What did they use those drains for? So he just rubbed a bean down each drain and ran a little bit of water. And about a week later, beanstalks started creeping up from each of the drains. John shrugged his shoulders and he put a sign on each one that said, do not disturb, experiment in progress. As you forge and savor the interpersonal connections that make all the difference between simulating a successful life and actually living one, I hope you'll be ready to improve the world the only way in which it ever happens to answer a bat signal that calls to you. I hope without needing spandex. Congratulations, good luck, and see you on Facebook.


Hey everyone, Shaybear1000 here.  Stick around. Okay so I got the Santa Claus I was gonna put him in the boat and make it look like he was driving a boat but didn't realize he was so small so I came up with another idea now this thing is 20 bucks at Walmart 1985 everyday low prices right well I mean nothing to hold the arms in as you just saw and the legs when you put the legs on they don't stay in they've got these holes they're similar to this up in here I don't like doing that but and right here so I had to use zip ties to tie it together because it didn't come with any zip ties so um so I had to do that and but anyway it's supposed to be indoor outdoor he does light up but his stance I don't know see he's got ski poles I don't know if these are supposed to be skis or skates okay so if they're skates why is he got ski poles right and if they're skis why is he in a skating stance I know splitting hairs but it doesn't make sense to me that kind of stuff really lingers on me for some reason they're so short you would think they're they're skates but so anyway I know one of my haters is going to say it's $20 what do you expect just like the uh I got a comment yesterday I think it was it said they commented about the uh the grinder that I did a review on it's $40 you get what you pay for well if that was the case I took that back and bought a $20 electric one instead of the battery powered one and it's still working fine I use it all the time so if that was the case I get what I pay for shouldn't I have shouldn't the battery powered one have been twice as good as the electric one see people need to think about that stuff before they start hating on me because I think things through and that's why I feel about it for $40 I wanted to do what it said to do on the box and it didn't well that's just for touching up stuff around the house if if you got one of them you're going to be more than just touching up stuff around the house okay you know you're going to be grinding you're going to be doing that stuff it just you know for $40 the electric one for 20 bucks is working fine if it lasts me a year I'm good with that so my way of thinking is if you get what you pay for and I got a decent one for $20 why how come the battery powered one that's $40 isn't doubly as good I don't know so anyway I've got got this left over these are the rear legs part of the neck I think they're they're kind of on a hinge okay so I got I got this here I saved this off the reindeer excuse me I also saved this off the reindeer I cut it off this piece is what this spins around and this is what make would make the head go up and down that little worm there a little crank I'm going to figure out a way to hook this up to the Santa Claus I may stick this in the ground hook this up to the Santa Claus somehow and make the Santa Claus go like this kind of like he's skiing or skating or whatever but you know what I mean he's going to he's going to he's going to now be animated hopefully so I'm going to bring you over here where we're going to put him up I'm putting him up right over here about where the deer was not as far out though and then I've got another idea about how to cover some stuff up so let's go ahead and let's get started on this sorry about the wind guys trying to talk loud but not too loud so let's um let's get everything over here see what we can do with this thing okay guys so the first thing I'm going to do take these uh these screws I got here I'm just going to stick these in the ground to help keep him from falling over but they got to be loose enough for him to pivot on so get these in here now he can pivot now I gotta figure out how I'm going to make him do that okay so this is probably going to stick down in the ground I may have to straighten this or cut it off um so I've got some chrome on my neck I've got this piece of rod that I'm going to be that I'm going to be putting around around this and hooking it on until he's back but I got to find out so right here's about the farthest it's going to come back and then I got to figure out where the farthest it is you know what I mean to go that way it's not that hard to do because the other piece is not that's not going to be long enough okay so I've got some zip ties over here if I need them and the Santa Claus is going to plug into this and this of course is going to plug into the extension cord okay so let me uh I'm going to go ahead and straighten this or cut it off or something it's pretty sturdy I can get straight into a little bit there we go that should be there we go that should do it now I can run my rod up here or down here wherever I need to run it so let me go turn let me get this plugged in and turn that on so we can see exactly how far we have to uh how long we have to make our rod okay guys it's only been a minute or so I've got this bent like that and I've got this bent like that this there's a a rod back here and I'm going to squeeze that I'm going to put that into that rod like that then I'm going to squeeze this together maybe so it doesn't pull out this thing's pretty slow but so was the deer so all right all right now we're going to hook him up to our thing I've got to put a cotter pin in there and a little washer so this doesn't you know slip off there but let's plug him in try him out here okay pretty good I got to do some adjusting and I'll be back with you all I'm going to do is pull it south of the ground to move it a little bit okay guys I think I got it adjusted just about right we're going to plug him in so he lights up and then and he's not oh okay I got to plug this in okay and uh see how he does there he goes first let's get his arms on okay I've got his arm right here you can't really see these things they should be painted white or silver or something now let's see what happens there he goes of course we'll see what he looks like after dark all right so he's working guys so I've got an idea to cover up some of this stuff I'm not sure about this thing yet so let me go get my stuff and I'll show you what I'm going to do around him okay guys there we go he's moving now I know you can see that stuff in the back there that's okay and the lights on the back the white lights they do not work because these are lights I was going to throw away and I thought I'm sure I can use them for something so that's why I put him in the back every time right insurance calls um so that's why I put him in the back so the white light the white lights are supposed to like simulate snow and he's like skiing or skating or whatever um if I had another little Christmas tree I would put over top of that thing in the back but I think it'll be fine after dark it'll look okay you know I'm not entering a contest but I thought you know I had that piece because I was going to save it that the motor right there that piece I was going to save it anyway and then when we got that Santa Claus I was like well he's too he's too little to put in the boat so I thought hmm I'm going to make him animated so we made him animated so let's let it get dark we'll come back out check him out and see how he does and um yeah he he jerks a little bit but so does so so do the deer if you watch the deer closely they'll jerk um it'll be fine I think so I'm going to let it run until dark time and then we'll see see what he looks like then I think he'll be all right so I'm going to speed you up and we're going to watch him for a minute where we'll speed you up a couple times all right guys so we're going to wait on it to get dark I'm holding my tripod on the boat I kind of turned him that way so he's kind of like greeting monkey when she pulls in the driveway isn't that pretty cool so anyway guys let's let it get dark and we'll come out I'm not going to mess with him I'm just going to make sure he's going to be all right he don't follow over anything um he shouldn't because I got a big old spike down in there so he should be okay all right I'll see you guys when it gets dark okay guys here he is done some tweaking I forgot to tell you but you probably noticed I moved to the motor from this side of him to the other side of him but he's been out here for a few hours now just going back and forth so yeah I think he'll be all right I don't know if the camera's picking up how good he's moving but he is moving pretty good he's still a little jerky but you know it's all right so you're right there he jerk but that's okay there he is so thanks for joining me guys I appreciate it thanks for watching thanks for all your comments hope everyone has a merry christmas stay tuned for more videos and uh I said in my last video that I'm tentatively planning for Saturday to take my overnighter camp out so uh we'll do a little fishing I'm going to try out my uh my new hatchet that Brian and Marla sent me and I'm going to try out my hammock that I had set up one time but I've never got to sleep in it so hopefully yeah it should be fine uh as long as monkey's feeling feeling well then I will go ahead and do that so all right guys again thanks for watching appreciate it shea bear the myth the mayor the myth the man the legend I'm gone for now Merry Christmas everyone we'll see you in the next one bye bye take care


Hey, hey from CESA, and welcome to Create an Individual Class. This training is designed for administrators who have used CESA in the past, have teachers and students on their dashboard already, and just need to create a few classes for the new school year. Once these classes are created, teachers and students can start to use CESA. CESA uses the platform, content, and professional development to create a powerful learning loop between school and home. Teachers create engaging learning experiences, students respond with the multimodal learning tools giving them voice and choice in learning, and families become partners in the learning process. To get started creating classes, you will need to log into your CESA administrator account. From a computer, navigate to app.CESA.me, then click I'm a CESA for Schools Administrator. Enter your login credentials to access your CESA admin dashboard. Now it's your turn to log into your school admin dashboard. First, navigate to app.CESA.me from your computer, then click I'm a CESA for Schools Administrator, and then enter your login credentials. Pause the video now to log into your school admin dashboard. Let's now learn how to create a class from your CESA admin dashboard. Once you are logged in as a CESA administrator, you will see your school admin dashboard. To create an individual class for a teacher, head to the classes tab. Then click add individual class. In the pop-up window that appears, name the teacher's class and select a grade level. If the class is a combination of two grade levels, select one grade or choose other. And then click the green check when you are finished naming the teacher's class and selecting a grade level. Next, choose a sign-in mode for students. Younger students in the lower grades usually use class code sign-in. Students will log into their class by scanning a unique QR code. Older students in the upper grades usually use email slash Google sign-in. If students do not have email addresses, choose the QR code option. Now it's your turn to create a new class. First, head to the classes tab. Then click add individual class. Next, name the class and select a grade level. And then choose a sign-in mode for students. Pause the video now to create a new class. Once you have named the teacher's class, selected a grade level and sign-in mode, it is time to add the teacher. The teachers that appear here are already connected to the school admin dashboard. Search for the teacher you want to add here. Then click add to class. To move to the next step, make sure to click that green check. If you do not see the teacher that you are looking for, you will need to create a new teacher account. To do so, click create new teacher account. Then add their first name, last name and email address and click create teacher account. You have just added a teacher to the new class. And now it's your turn to add a teacher to the class. First, find a teacher on your dashboard or create a new teacher account. Then click add to class. And then click the green check to add the teacher to their new class. Pause the video now to add a teacher to the class. Now it is time to add students. The students that appear here are already connected to your school admin dashboard. Search for students. When you find the right student, click add to class. If you do not see students here, they have not yet been added to your school admin dashboard. We will share more about how to add students to the class manually in a moment. If you are unable to add students at this stage, click the green check mark twice to continue in order to create the class. When you have added all of the students, click the green check to review. Take a moment to review which students will be added to your new class. And when you have checked that the list is accurate, click the green check. Congratulations! You have created a new class in Seesaw. The teachers that you added will receive an email letting them know about their new class. They will also see the class when they log in to their Seesaw teacher account. And now it's your turn to add students to the class. First, search for students that are on your school dashboard. Then click add to class to add an individual student. And then click the green check to review. Pause the video now to add students to the class. You have just finished creating a class in Seesaw. If you need to create any additional classes for your teachers, we challenge you to do so now. Just repeat the steps in this video. If your students have not been added to your school admin dashboard just yet, follow these steps to add students directly to the new class you just created. To do so, head back to the classes tab in your school admin dashboard. Find the class that you want to add students to. Click the three dots next to that class and select class settings. In the pop-up, navigate to students and click manage students. If there are no students enrolled in the class, this pop-up will appear blank. To add students directly to the class, click add students. Then click create a new student. To create a new student, you need to add their first name, last name, student ID, and select a student sign-in method. Make sure to type in each student's unique student ID. You can use any combination of letters or numbers. For example, you can use the IDs you have for students for other purposes. Or you can create a Seesaw-specific ID for each student. Just make sure student IDs stay the same year over year. Then review the student's information and make sure you have entered a first name, last name, student ID, and selected a student sign-in method. When the information looks accurate, click create new student. In the next pop-up, you might see students with similar information found on your Seesaw school admin dashboard. This appears to ensure you do not create a duplicate student account. Make sure to select the correct student and click add student to class. Once you have selected the student, review the students you would like to add to your teacher's class. Then click add student to class to confirm. Repeat this step for each new student that needs to be added to a class. Once you have added all of the students, you are done. You have finished creating your teacher's class in Seesaw. Now it's your turn to add new students to the class. First, access class settings in the classes tab. Then navigate to manage students, click add student, click create new student. Then input the student's first name, last name, and student ID, and click add student to class. Pause the video now to add students to the class. Thanks for joining us today.


Ice cream! Ice cream! Ice cream! Oh my god! Yes! This one. Yes! The master. I'll get you an ice cream. What do you want? A single shower cup. Yeah! Yes! Ice cream! I got some ice cream. And you can have one! Yay!


to you today about art, science, and ethics in communication study with a concentration on the latter. Most certainly there is art in communication. There's artistry in the way that messages are crafted, in the way that they are exchanged, and in the manner that they have impact on audiences. Like a visual artist who takes paint onto a blank canvas, a communicator combines words and images and adds to them a mood or an emotion by using a particular tone of voice, by varying his or her inflection and enunciation, and combining body language for good measure. Communication involves science as well. The scientific study of communication seeks to understand the functions, processes, and effects of human interactions in face to face and mediated contexts with a view to understand and possibly improve its effectiveness. The social scientific study of communication or communication research is systematic and planned. It adheres to a set of protocols and long established structures and procedures. It is theoretically and conceptually connected to a large body of knowledge, and while communication study may be initially driven by curiosity, it is methodical and aimed at addressing a particular problem or answering a specific question. Because communication is a complex behavior, so intimately intertwined with our personal and societal development, the expanse of communication study these days is so broad and the issues absolutely many. Hence the areas open to communication investigation can and do include violence, children and the family, migration, technology and its effects or impact, the economics of media, politics, political communication, drugs, civil-military relations, conflict and peace, human rights, gender issues, popular culture, health, public advocacy education, and the list goes on. Given that communication is a broad-ranged area, it is not surprising that its body of theory has been built up from various social sciences with psychology, anthropology, sociology, economics and political science being at its prominent roots. The birth and development of print, film, radio and television as mass media channels for information, entertainment and persuasion at the start of the 20th century led to so much speculation, fascination, argumentation and debate about their power to influence audiences. A major research concern in communication study is the audience. More specifically, communication effects on audiences, considering that technological developments have radically affected how we transmit and receive information, select and prioritize our needs and aspirations, form and maintain personal relationships, create and resolve social conflict. It is widely accepted, albeit quite cautiously and non-definitely, that exposure to communication, whether through interpersonal channels, through traditional mass media or the newer electronic media forms, leads to changes among its audiences. The extent of media impact, however, varies according to the particular theoretical perspective that one takes. It is in this context of studying audiences that I wish to focus on the ethical considerations in communication research. What is ethics? Ethics has to do with preserving and assuring that no harm is visited upon the participants who provide the information for the study, upon the researcher who undertakes the study. Moreover, that the research serves a greater good, the interest of a larger group or society itself. No harm, whether physical and psychological, real or virtual. Many writers have noted that ethical norms are so ubiquitous, such that they could be regarded as simple common sense. However, if accepting what is right and wrong were nothing more than common sense, then why are there so many ethical disputes and issues in our society? So let's talk about ethics in communication research and let's begin with a major phase in the cycle of scientific research. For me, the first phase is what we can call the research conceptualization stage. It's here that the problem is formulated, that objectives and goals are set, that the variables and measures are specified. The second phase is the data gathering or generation stage during which observations are made, interviews are conducted, tests administered. The third is the data reduction and analysis phase. And the fourth, the interpretation, reporting and utilization phase, which actually brings us back to the first phase. Throughout the research process, there are ethical considerations that one must consider. Let's consider the first phase, the data planning or conceptualization phase. This is where we do problem identification. Our problems of interest in communication verge from the controversial, sensitive and even upsetting. For example, in a family communication study, you as researcher are keenly interested in how dialogue, discussion and interaction between parents and children and among siblings may reduce or increase anxiety, a very relevant and important topic these days. But before you even completely conceptualize that problem, ask yourself these things. Do you have the qualifications to do such a study? Do you have a background in family therapy? Consider feasibility of access. Will there be families that will allow your entry?  Consider whether your intrusion into the scene for the purpose of research will aggravate the family situation even more. When it comes to reviewing the literature, a significant and important part of the conceptualization phase, consider the potential for plagiarism. As you go over various materials, you may become overwhelmed by the amount of studies to cite. Such exhaustion might lead to plagiarism. Researchers like us need to be constantly reminded, in fact, like a broken record, that we must fully acknowledge all content that belongs to others. But then again, what about using instruments that already exist? Let's say in your study of the internet use and political participation, you stumble into an instrument to measure civic engagement, which lo and behold, is so appropriate for your own study. What do you do? Do you merely tweak the instrument, then cite the original as reference? Is that sufficient? Will that suffice as recognition of intellectual rights of the other? Before you do that, please consider writing the original author and getting permission from him or her. When it comes to developing the methodology for conducting your study, there are several things to consider. Among them, the respondents. Who are you involving in your study? Are your research participants children under the age of 18? Maybe in their formative years between five and twelve? Will they not need somebody's permission before they are involved in yours? Then on the other extreme, are you involving people who are elderly? And what about those who have physical or mental challenges? Those who are in conditions of bereavement? Those who are prisoners? Consider access to them and the ethics of approaching them for purposes of your study. Then let's talk about sampling. And here there are issues beyond the use of probability versus non-probability techniques. Discussing that would take longer than this session. So I leave that for another time. Consider sample size. And that's a normal question. How big or how small can the sample be? In quantitative research, a mistake in computing a required sample size may actually lead to errors or bias when analyzing the data. Then again, there are the gatekeepers. As gatekeepers, they do control access to those whom you include in your sample. Gatekeepers often control access to participants whom we are interested in. For example, in an organization, the manager's control over access to employees. This has ethical implications because the power that such gatekeepers exercise over those individuals. For example, they may control what is granted or not to you, the researcher. They could coerce individuals into taking part in your research without your knowing it. And they may influence the nature of their responses. So consider these questions. Ask yourself, do I think that the participants are taking part voluntarily? Is their participation truly voluntary? How do I determine this? And if I am not sure about their voluntary participation, how can I take this into account when I analyze the data? Problems with gatekeepers affect the representativeness of the sample. Qualitative research designs are more likely to use non-probability sampling techniques, such as purposive sampling. And even quantitative research designs that use probability sampling can suffer from issues of reliability associated with gatekeepers. In the case of quantitative research designs using probability sampling, ask yourself whether the gatekeepers are giving you an accurate list of the population. Are they giving a complete list without missing out on potential participants? For example, those who can give a negative view of the organization. In the case of qualitative research designs using non-probability sampling, ask yourself whether gatekeepers are coercing participants. The right of refusal and bias impacts upon the data that you gather. People who refuse to take part in a study, which is incidentally the right, may introduce bias into a sample. You know very well that designing the sampling of a study takes a long and tedious process. However, during the fact of data gathering and your first question to a respondent is you may refuse to answer, you are actually inside praying that please don't, please cooperate because your non-participation thwarts my entire analytical design. So how do you nicely tell respondents, you have the right to say no, but please don't.  Let's now go to the second phase of research, data gathering or construction phase and some of the ethical considerations that you might want to consider. First off and still related to sampling is the recruitment of research participants. Can you approach respondents in a public space? What impact will this have on the data that you collect? I'll tell you one story. In one of the research studies that I did using technology as a data gathering device, we had no problems recruiting participants even in a crowded and public lobby of a mall. Using technology and in this case a touch screen computer drew many respondents to our booths to such an extent that those who were not included in the sample wanted to participate in it. How do you politely tell them you're not included in our sampling scheme? Nobody's going to accept that right? So what we did the following day was to bring in two touch screens, one for the selected respondent and the other for those who insist in the research participation. They didn't know it but we threw away that data. Now when it comes to giving incentives, do you give incentives for data gathering? Is payment for participation in research ethical? Well, there are positives and negatives of it. In focus group discussions, participants are normally given a token gift whether these are in the forms of cash gift certificates. Now these are more or less allowable. But what about survey respondents? Do you pay them? How does that impact upon the data that they give you? What about when deception is involved especially in cases of observation when you cannot declare that you are actually there to observe data? What do you do? Well, invoke the greater good becomes problematic, right? Then there are issues of risks and hazards to you the researcher. How do you deal with weather and natural or physical hazards? What happens when the time for data gathering comes and there is a storm? What happens when you have to bring equipment with you when doing data gathering? And what happens when it is your own personal safety that is involved? One researcher who sought to study indigenous knowledge decided that her venue of study was with the book collots. The book collots are one of our indigenous peoples who live in remote areas of Luzon and coincidentally they are known as headhunters. Since the study involved collecting information about indigenous knowledge, how did this particular researcher deal with important issues on personal safety? Well, in her case, she came off with her head intact. There are also confidentiality issues. Remember when you have to deal with deception, how do you make a record of your observations without your respondents knowing it? Is filming doing photography of participants whether covert or otherwise permissible? Don't they have to sign a waiver? How do you deal with that? Then there are issues of confidentiality and privacy. I'll tell you another story. A student wanted to do the role of the elderly and family communication in situations of urbanizing communities. So the student set out, identified several families where there were elderly in the family. Having selected them, she visited them on a regular basis over a long period of time to such an extent that the elderly sought her company and in fact anticipated it. Until one time when the one who opened the door and let the researcher in was the daughter of the elderly family member and she said, I don't know what my mother is telling you but in my family we love our mother very much. However, because we have to go out and work, she may be offended by some of the things that we do. So can I please know what she is telling you and maybe we can give our own side. Now that perspective was not included in the original study but it did impact the reliability and validity of the study. Now let's go to the data reduction and analysis phase. In quantitative analysis, what do you do when you find out that there is purelessness in the data collected? There is one case when we discovered that the data returned to us were plucked out of the mango tree which means that they were all inventions of the data gatherer. We found out about it late in the game. Well, what do you do with spurious data? Do you throw them away?  What do you do? Well, I advise you to throw them away. In qualitative analysis, how do you preserve the richness of the data, provide details that would require disclosure of information and put at risk the anonymity of the data source as well as the confidentiality that you had originally promised? During the last phase, the fourth phase of research, the interpretation, reporting and utilization phase, again there are issues of ethics that you should consider.  If it is quantitative research, how do you use statistics so you do not misrepresent, misinform, mislead or lie? How do you give appropriate credit when using other people's works? This seems common place, but then again these are important considerations. I've talked to you about some of the issues in ethics and they are many and even more complex than the ones I have cited.


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Live from San Francisco, it's theCUBE, covering DockerCon 18. Brought to you by Docker and its ecosystem partners. Welcome back to theCUBE. We are live in San Francisco at DockerCon 2018. I'm Lisa Martin with John Troyer on a stunning day here in San Francisco. This event draws between 5,000 and 6,000 people in only its fifth year. They did a very good job during the general session this morning, John, of having some great female leaders on stage, and we're very pleased to welcome another female leader to theCUBE for the first time. Alex Chen, you are the director of technology at GACA. Welcome to theCUBE. Thank you, thank you. It's great to be here. So you're speaking here at DockerCon 2018. I want to get to that in a second, but tell us a little bit about GACA. What do you guys do? Yeah, so we're a global education design studio based in Tokyo and in New York, and what we do is we put on experimental education programs and build experimental education technology that aim to reclaim the magic of learning. So we put on summer camps, we have coding classes, music classes, and we build software for early learners. And my early learners, what age group are you talking about? So age three to five, what we build is beautiful story and art driven apps for kids age three to five to be able to spend time more thoughtfully on tablets because nowadays, you know, kids are always on tablets no matter what we do, and so what we want to do is create a world that they can be in in which parents feel like this is a good place for my child to spend time. They're learning, it's artful, it's thoughtfully built. Great, well Alex, you are also the founder of the Code Collective. The Code Cooperative, yes. Code Cooperative, I'm sorry. How did you get started with that, and can you tell us a little bit about that as well? Yes, so the Code Cooperative is my passion project and I started it in 2016, the day after the presidential elections actually, and it's an organization that teaches formerly incarcerated individuals computer literacy and coding so that they can build websites and technical solutions to the problems they've identified in the criminal justice system. Some examples of that might be? Yeah, so a story I'd love to tell is from the pilot class, I had one student who was a 65 year old man and he'd been in prison for over 20 years, and so at 65, he took our class and he learned HTML, CSS and JavaScript and built a website that aims to educate visitors about the legacy of slavery and Jim Crow in the criminal justice system today. It was like an interactive quiz. Yeah, that was really cool. It was called The Criminal Injustice System. Nice, nice. What were some of the drivers that really led you to go, you know what, we've got a huge opportunity here to take some of these people who have had some, made some different choices and really sort of rehabilitate them in a way that's going to enable tech for good. What were some of the things that we just went, we've got to do this? Yeah, that's a good question. Well, I read the book, The New Jim Crow, which you may have heard of. It's an incredible book that really details a lot of the problems that exist today within the U.S. criminal justice system and I thought to myself, I want to learn more about the justice system and contribute positively to justice system reform, but I don't know anything about it. So what I should do is work with people who have been through the system, learn from them and empower them to highlight the issues that they see within the justice system. And that's something that I think is really important when it comes to building technology. Right now, the gatekeepers of tech are kind of a homogenous group and we tend to build tech solutions for the entire world, but actually the people who are best equipped to solve problems are those who have experienced them. And so that's why I decided to start the Code Cooperative. Nice, Alex, you're talking here, you've got an interesting titled session. Can you, let's, I'll make sure I get it right. Shaving my head made me a better programmer. I, if I can connect that to the rest of DockerCon maybe. I mean, Docker has been very good their whole history about developer experience, making things easier for people. And I think sometimes people don't realize not only when you make things easier, you actually can bring in new audiences, kids, prisoners, right, are able to use today's technology where they probably, 30, 40 years ago, they wouldn't have had access to it because it's easier, it's more powerful, it's more ubiquitous. But sometimes we get stuck in old tropes and so I'm curious, I'd love for you to kind of talk a little bit about your talk and kind of what you're going to be talking about here at the show. Sure, yes. So my talk is called shaving my head made me a better programmer and it's a little bit of a misleading title. But basically it's the story of my journey through the tech industry as a minority woman. So I studied computer science and I've been a software engineer for my entire career and yet I've encountered a lot of challenges because of my gender, because of, you know, how I present to the world and when I shaved my head a lot of those challenges kind of disappeared because I wasn't perceived as feminine anymore and so when I realized that tech isn't the meritocracy that I thought it was, I kind of started on this new quest to make tech as diverse and inclusive as possible so that people from all backgrounds, all genders can learn to code and write code happily and, you know, safely. And it's just the story of how that happened and the lessons I've learned and some tips on how to make organizations more inclusive because that's the bulk of my work now. So you were a CS major in New York? Yeah. So were you always interested in STEM as a kid or was it something that you got into when you were in college? What was that sort of age that you found it really exciting and said no matter what, if there's very few women here, I love this, I want to do this? That's a great question. So I am originally from France actually and when I was growing up there was really little like, you know, computer science education in schools but I really wanted to be an astronaut when I got to college so I joined the engineering program at my school and I'd never coded at that point but one of the requirements was an intro to programming class in Python so I took it and I fell in love with it immediately and I was like I'm majoring in computer science, this is so cool, this is the coolest thing I've ever done and then as I entered the computer science world I realized like, oh, there's not that many women here and actually like I'm treated very differently so I fell in love with it and then because I love it so much I just kind of powered through. Your passion is very palpable so at any point did you feel sort of out of place going I'm one of the only females here or did you say, I don't care, I like this? Yeah, it's both, I mean you feel out of place when there's very few of you of people who look like you in the room even if you don't want to feel out of place even if you try to pretend that's not the case you can't help but feel that and when I was starting out and throughout my career people didn't necessarily want to work with me didn't believe I was a good programmer even though I was at the top of all my classes and so even though I tried to make the most out of my experience I couldn't really escape the stigma attached to my gender in this field. Alex, we're an interesting part of our culture now I suppose, especially online. On one hand social media has elevated a lot of folks' voices that would not have been heard otherwise because of gatekeepers, on the other hand we have our current online discourse which is kind of not very pleasant sometimes. So I am interested both kind of how you're navigating that online and then maybe as a follow up then as you work with companies how you're working with them and what you're telling them but I mean in terms of online I love Twitter and yet it frustrates me Facebook as well, et cetera. How do you navigate that online yourself? That's a great question. Honestly I have been kind of rich reading from social media I haven't really experienced too many negative interactions on social media because I not really a big presence there. I did kind of have a really bad experience once during a Grace Hopper conference. I tweeted something during the male Ally panel of like 2015 or something and that got picked up by some Gamergate writers and then like a lot of people started tweeting negative things at me but that's kind of the extent of my negative experiences online. I do think that social, as you say social media has allowed for uplifting of voices that were previously unheard has allowed for activism to organize. There's so many positive things that come from social media and also it has a really nefarious effect on people and I think that something needs to change in terms of how these companies build their software. It needs to be safer for all people and also needs to be built more ethically less trying to manipulate our psyches. You know? That's I think super important. I think luckily, I mean at least that's a conversation now right Lisa that at least Facebook and I mean I think eventually as a society will I hope we'll get through this and figure this out but I don't feel like we're particularly literate with social at this point. But I did want to ask about your work with companies as you're talking with, you said you do talk with some companies about diversity and things like that. Is there any either signs that folks are getting it right or things that you start off with as you're working with different, if someone asks, you know, how do we become a more diverse workforce? Yeah, that's a good question. I can't really point to any companies that I say are doing amazing. There are some companies where I know folks are very happy. Slack is one of them. You know, Thoughtbot is another one of them. I'll say Gakko. But a few tips that I generally give organizations is that you need to work to understand the problem. Why is there a lack of diversity in tech? Why is your team not diverse? Then you need to measure your data. You can't make a positive change if you don't know how much you're changing, right? So gather diversity data on your team not just in terms of who's there but who's in a leadership role. Who gets promoted, who gets fired? Who's a manager? And then you need to commit. Like that's I think the place where a lot of people struggle is, you know, there's a lot of candidates who fit this kind of homogeneous image of what a programmer is. And so it can be easy sometimes to just be like, well, we need to hire someone right now. So let's just hire this person. But in order to actually make a change, you need to commit and you need to say, I'm not going to compromise on the goals that we've set. You're absolutely right. That commitment word is exactly what's needed to drive that accountability and hold organizations up to that. I was just at VMware a couple of weeks ago in Palo Alto at the Women Transforming Technology event. And we had a whole day of all talking with females in tech, which I always love to do. And theCUBE is very passionate about supporting that. But cultural, the cultural change is imperative. You know, we talk about digital transformation at every event and there's the CIO that says, hey, we have to change the culture here to transform digitally, but also to start moving those numbers from what? Less than 25% of tech roles are held by women. The culture has to change. It seems like you're in a position potentially to actually influence the culture at these companies that you talk to about opening their eyes to commit. Does that excite you from within? Yes, yeah, I do talk to a lot of organizations about this, but I think the work that I do that might actually tip the scale is basically the education programs that I run in New York. All of my classrooms are reflected diversity of New York, both in terms of student and teacher body. So like all of my students learn in an environment that is extremely diverse. They learn from teachers who look like them and I wish I learned to code in that way. And another important thing that we teach our students is how to code as an ethical endeavor. So we teach our students to measure the ethical ramifications of their decisions when they build software so that hopefully, the technologists of tomorrow, the CTOs of tomorrow, they build code in a way that is best for humanity. They build code with empathy. We're going back to your day job. You're working with kids. We talked about getting through social media, cultural change. It's going to depend on the next generation. So Alex, are the kids all right? Are they going to save us? The kids are pretty all right. I mean, so my classroom is basically coding meets social entrepreneurship. So all of our kids build an app that solves a problem they've identified in their communities and these kids are just coming up with the most beautiful solutions, like more brilliant than like any adult that I've met. I feel good about the future. Well it's key to get those different perspectives and when you were saying, they're having the opportunity to code and create apps that are relevant to them. That's where you could really ignite that passion. Exactly, that's so important. It is important because when you're passionate about something, and we saw that on stage today with a lot of the Docker folks and Microsoft and McKesson, when you're passionate about something and really making a change, you can feel it. So it's good to hear that we're going in the right direction, but also you know, we're in this age there and you talked about ethics where it's essential, because technology, we see a lot of examples of where tech is not used for good. And there's you know, world leaders are getting some of the leaders of tech companies together saying, I'm challenging you, make tech for good because we're seeing too much of the negative right now. How does that influence, you know, whether it's the breaches at Equifax or there was a breach recently at MyHeritage so the DNA testing companies to Cambridge Analytica how do you see that the kids, the young kids respond to that going, that's a really poor use of tech. Are they aware of that? I think some kids are, and in our classroom we spend some time talking about, we have discussions about ethics of software. So that's something that's very important to us. But largely, most classrooms in the United States know. I mean, computer science education is not a standard in most classrooms in the US, in New York State only 1% of high schoolers actually have access to any kind of computer science education. And so most kids, you know, they might hear tidbits from like the TV or social media or something but they're not necessarily informed enough to make one, good decisions as consumers and two, good decisions as potential technologists. So that's something that we're trying to spread and that I hope other folks are also trying to work on. Another thing that I think is shocking is when we were at the Women Transforming Technology event just a few weeks ago at VMware in Palo Alto, they just announced with Stanford, Stanford's investing $15 million into their gender research, VMware and Stanford wanting to look at what are the barriers for women in tech and minorities in tech and starting to dissolve some of those barriers. One of the things that they actually had in their press release of announcing this big $15 million investment from VMware in Stanford is a McKinsey report that said 20%, or sorry, enterprise organizations that have females in management positions, probably executive management positions, didn't specify positions, are 20% more profitable. And I just, you just think, the numbers are saying when you have more thought diversity you're actually going to be a more profitable organization but I think to your point earlier Alex there has to be a commitment and there has to be a group within an organization that stands accountable. Absolutely. So we are thankful for you, donating some of your time today to talk to us about what you're doing. It's good to hear that the next generation, John, I think they got our backs. All right, that's good. And Alex, have a great time with your very provocative session this afternoon. We thank you so much for your time and it's really cool to hear how you're using your passion for tech for good. Thank you so much, it was great to be here. We want to thank you for watching theCUBE. I'm Lisa Martin with John Troyer from San Francisco at DockerCon 2018. Stick around, John and I will be right back with our next guest.


Hey guys, John Hammond here. So in this video, I want to showcase Python Flask. So Flask for Python is a micro framework for creating websites and web applications all within Python. And it's awesome. It's super clean. It's super cool. It's pretty prevalent in the capture-to-flag scene. I see a lot in different challenges. Personally, I've used it to develop some like web-oriented challenges. And it's awesome for like rapid prototyping and quick development of an application that you want because you've got that web interface front-end like HTML, CSS, JavaScript, and jQuery for those pretty animations. And you've got Python in the background as your back-end programming language. And you have all the power that you would normally have with Python scripting and Python code. So it's awesome. I want to showcase some of the cool things we can do with it in this video series. I am going to be checking out a little bit of the documentation. It's available online at flask.poco.org, flask.poco, I don't know. And I'm going to be using the tutorial as kind of a skeleton or like a jumping-off point for this tutorial video series. And I will be showing the documentation because I want you as viewers to be able to see it, be able to read it and understand it. Kind of have a little bit more exposure to it so you're able to do it on your own later on. So let's get to it. I'm going to open up a terminal, start to work here. As you can see in the easy-to-setup notion here, they do explain that you can install the flask module by using PIP. So PIP is Python's package manager. If you don't have PIP, you can probably pseudo-app install Python PIP. I'm using apps because I'm on Ubuntu, but you'll use whatever is appropriate for your distribution of Linux. And then we can just go ahead and install it with PIP. So pseudo-pip install flask. You may need to use PIP 3 depending on what you're trying to do with Python 2 or Python 3. I'm trying to use Python 3 a little bit more because I know some people had mentioned that I should be using it in the comments and you're totally right. If you need to hit yes to go ahead and approve and agree to it being installed, you can do that. Mine is already installed so there's no need for me to run through that anyway. So I'm going to create a directory that I can work in here. You can do the same if you'd like. And let's get started on a script to start our flask application. So I am trying to use Python 3 and I am trying to keep in touch with the PEP 8 standard. So I have that sublime flake, I think it is, it's called. Installed and that plugin that I'll be using for sublime to keep track of my Python code. But we'll see how it goes. I may have to wrestle with that and I hope that's not too annoying. So normally you wouldn't want to import flask like any other application or any other module that you're trying to import into your own program with the namespace noted here. But flask actually takes advantage of this mentality in this programming mindset of using the WSGI or web server gateway interface. And the way that it does that is through its own application class or an object that you'll typically see. And you can get access to that from that module. So from the lowercase flask import capital flask. And this is the class defining the object or the WSGI object that we'll use in that pretty much house everything for our own application. And you'll see that denoted by this object or variable app that you'll see in a lot of other flask code and we'll just use it to kind of move with the standard. And that will be an instance of this flask class. So whenever you create this object, it needs to be configured and you can like use a flask configuration in a couple of different ways. If you wanted to explore the documentation and tutorials to see the other options, you can do it with a configuration file like external text file to use. You can do it with environment variables or you can do it with just variables local to this script itself. So to do that you use the underscore underscore name variable and then it's everything in the namespace of this script to be treated as the configuration for our app. So once that's created, we want to define routes or locations that we typically be able to go to from the website and access them through our web browser. So the front facing forward slash is kind of the most common one. That's like the root of our web page, right? The index that we go to. Like if you went to johnhamman.org, no page specified, it would bring you to the forward slash to note that that's the top of the website. But you could go to other like router URL locations like view like source or view posts or log in and stuff like that. But let's define one with a Python decorator. So a Python decorator allows us to have some code that essentially goes before and after a regular function. And they're awesome because that's how flask denotes. This is how I'm going to make this function that follows a magic special function that flask can use to really display this out in a web browser. It makes everything super easy and super clean. The way we do it is with an at symbol just the very front and the object that we're working with in this case our application with the route method here. And the argument that will pass in will be the location that we want like forward slash log in or forward slash view posts, etc. Or just the forward slash. So that will be defined as a decorator before our function and that function name can be whatever you want. So if you wanted that to be your login function or your like photos page, etc. I'm just going to call this index because that is our index page. So this is our front page for our flask app. And we'll return just a simple string here, hello world. And that return statement is going to display that out to the web browser. That's essentially what the web browser will get from this location. So when that's returned, we're okay. Now we'll want to run our application. And we can do that with just the typical Python boilerplate if name is equal to main for a typical include guards. And we can run app dot run. Cool. So I'm going to save this and we need a new line at the very end of the file. Thanks to our pep8 standard. Okay, so we're good. Now I'll hop back over to my command line here. We've got that file. We can mark it executable if we'd like. We can run it just like that as a script.  It's treating it as a production environment. But we'll have to change this to development or debug later on because we're not in a production environment. That'll give us a little bit more testing, a little bit more options. Debug mode is currently off. We can turn on soon, but we'll see where it's running a link in our web browser. Another way of actually starting this is just, you know, Python, hello world. And that doesn't give us that fancy output. But if we wanted to use an even other way to do this by using a flask variable or environment variable, you can say flask app is going to be the name of the script that you want to run. And then the command flask run, that works just fine.  But they didn't know, okay, if you can use an environment variable to actually go ahead and use that. If I wanted to also explain flask environment equals development, I wonder if that will turn debug on for us. Nope. Okay. I don't know if I can do two variables at once, whatever. So anyway, let's start this server up just like we are doing. And then we can access it in 127.001 at port 5000. So that is the port that flask decides to run on just on localhost because we're doing local development and testing right now. And we get our hello world string. So that's it. Super simple, right? Like not a whole lot of code here, but define a location for application to go to and flask will just serve it up. Super cool, super simple. But we have a lot of power with this. And I want to go into the more in a coming video, like how we can use dynamic URL routing, like how we can actually integrate with a database, like create a login page, a handle post requests, et cetera. Go ahead and work with sessions, work with cookies, do a file upload, a lot of really, really cool stuff. And if you want to dive into the documentation, you can certainly do that too. But I'll try and showcase them in this video series. So hey, thank you guys for watching. I want to give a shout out for my supporters, people that love me on Patreon. I cannot say thank you enough. That's why I do this at the end of every video. All of your support, no matter how big or how small, really does inspire me and motivate me to keep making more cool stuff. If you did like this video, please do press that like button. Maybe comment, maybe subscribe. If you really want to support me, check me out on Patreon. Thanks guys. See you in the next video.


Some arguments focus on the person and not what they're saying. A way to keep your focus on the discussion is to think of the sporting phrase, play the ball, not the player. It's hard to listen to people we don't like and difficult to disagree with those that we trust and admire, but there's a difference between who a person is and what they're saying. For example, you might not like a particular fossil fuel company because of past illegal and unethical behaviour. A smiling representative from the company comes on television and claims their chemical research division has discovered an environmentally friendly, clean form of petrol. It's too easy to be suspicious of their actions. After all, you don't like them. They could be lying to make money. The company's history may imply its actions could warrant closer attention and further discussion, but you can't logically claim that they're wrong based on that argument alone. Linking your dislike with your disbelief is playing the player, not the issue. You can't be an expert on all things and how you feel about a person can be attempting first step in deciding if you trust them. But arguments based on who you trust and who you suspect just aren't valid. We turn to experts when we're looking for good advice. However, claiming a conclusion is logically true because an expert may the claim is a poor argument. Climate change is not a concern because experts say so. It's a concern because the facts and the logic indicate that global warming is a sound conclusion. That doesn't mean that we should ignore experts. Instead, we need to ask questions to better understand the facts and the logic that they use.


You all know that Indian army and several state polices in India serve two separate functions. But do you know that an organization present in India serves both the function of the Indian army and police forces? That is none other than the central armed police force. To know about this special organization watch this video fully. First a question. Police and public order are placed under which list in the schedule 7 of the constitution. I hope you all have guessed it right. Police and public order are placed under the state list. However the union ministry of home affairs assists state government by providing them support of the central armed police forces. Here the central armed police forces include Assam Rifles, Border Security Force, Central Industrial Security Force, Central Reserve Police Force, Indo-Tibetian Border Police, National Security Guard and finally Sahastra Seema Ball. All of them have their own primary roles. And apart from that all CAPFs are involved in assisting police in law and order situations and also army in counter terrorist operations. Now let us see a few points about each force. First let us take Assam Rifles. See the Assam Rifles came into being in 1835 itself. It was initially raised as a militia and was called as Chachar Levy. This was formed initially to protect British tea estates and the British settlements against northeast tribal rights. Right now the Assam Rifles is tasked with the maintenance of law and order in the northeast along with the Indian army. And it also got the Indo-Myanmer border. One unique feature of Assam Rifles is that it is the only paramilitary force with a dual control structure. While the administrative control of the force is with the Ministry of Home Affairs, its operational control is with the Indian army which is under the Ministry of Defence. Moving on to the Border Security Force. The BSF is considered as the first line of defence for the Indian territories. It was raised in 1965 after the Indo-Pakistan War. Right now it is deployed on the Indo-Pakistan border and also along the Indo-Bangladesh border. Here note that the BSF has an air wing, marine wing, artillery regiment and also commando units. Then there is ITBP which is nothing but Indo-Tibetian Border Force. See it was raised in the year 1962 after the Indo-China War. Right now it is deployed along the Indian-China border. ITBP is a specialised mountain force as it covers the rugged terrain along the India-China border. Now let us take the Sastra Seema Ball. It was raised in the year 1963. This unit is deployed along Indo-Nepal and Indo-Bhutan borders. These four that we just saw now are the border guarding forces of the CAPF. These CISF and CRPF are the forces dedicated to internal security. Now let us see briefly about Central Industrial Security Force which is also known as CISF. It came into existence in the year 1969. This force was raised to provide integrated security cover to the public sector undertakings. Right now CISF provides security cover to critical infrastructure installations like the nuclear power plants, space establishments, airports, seaports, power plants, sensitive government buildings and even heritage monuments. The CISF also provides security cover to the Delhi Metro. Now finally coming to CRPF. See it was initially called as Crowns Representative Police. After the CRPF Act of 1949 it took up the name CRPF. The Central Reserve Police Force aids the government in maintaining rule of law, public order, internal security and national integrity. Finally coming to the elite force which is called as National Security Guard. See NSG is a special task force of the CAPF. It is a specialized counter-terrorism unit raised in the year 1984. It is raised to tackle all facets of terrorism inside the borders of the country. These are all the seven Central Armed Police Force units present in India. Through this discussion we have learned about CAPF and the seven organizations present under it. To watch more interesting contents like this please subscribe to Shankara Ace Academy.