Hello everyone. I will share with you the presentation about IZONIKA. The topic is practice to environmental multi-talent solution compared with SDN. My presentation will be divided into four parts. The first, I will give a brief introduction to IZONIKA. The second, I will introduce IZONIKA multi-talent solution. And the third, I will introduce our company's multi-talent solution. In the end, I will give a few resolved issues in our company. Now, let us look at why we need IZONIKA, because there are some cases that VTO server cannot cover. There are four typical cases for IZONIKA. The first, you want to have a performance which VTO server cannot provide. The second case, maybe application on to exercise some hardware which cannot be utilized. And the third, some database run poorly in hypervisor. And in the end, some users want to think that dedicated hardware is more safely. This is in architecture. This diagram describes relationship between IZONIKA and the other OpenStack projects. There is no difference between physical server and VTO server. Image provider, glance provider, image service, and Lucian provider, network service. And Kingston provider, authentication service. This is logical architecture. At first, the API will save the user request from the user. And then the API will forward the request to the server scheduler. Now scheduler choose the proper node computer to deal with this request. Now, there is no difference between physical server and VTO server. Then difference comes. Now computer talk to IZONIKA API instead of hypervisor. Then IZONIKA conductor get the image from glance. And get network support from Lucian. And get a warning from Cinder. I don't need to support many physical server from many vendors through a network. Let us talk about multi-talent. This diagram looks good, but there is something we should deal with. Because before Newton cycle, in fact, no conductor can support multi-talent Lucian model. It's just that it supports flight. So all the network can be communicated. Let's talk about multi-talent background. This is a natural requirement from user. User want to apply for environmental. Not just administrator can apply for environmental. But before Newton cycle, IZONIKA doesn't support network isolationation. Also does not support security group. All talents share flight network. And in Newton cycle, multi-talent future is supported. If we want to implement multi-talent solution, there are some issues we should deal with. The first, how to execute network policy? The answer is Lucian will notify SDN controller. And the controller will send policy to TOR switch and TOR switch portal. But SDN controller, how to get which switch, which portal? So next question, how to get a physical network devices? The answer is, IZONIKA will connect LDP information. And then IZONIKA will pass LDP information to Lucian. Lucian then passes LDP information to SDN controller. And then controller will deploy network policy to TOR switch. The last issue, how to ensure network safety? The answer is, IZONIKA will divide network into TXC network, provision network, and the talent network. Every portal of TOR switch, we are experiencing this three kind of network. Let me explain, if you want to understand multi-talent solution, you will learn some concepts about, especially about network. The first network, PXC network, IZONIKA, we are PXC network just to discover new node and connect the capability of new node, of new node. And the second network is provision network. IZONIKA will use provision network to deploy environmental. In fact, there is another network called cleaning network. In our solution, we merge provision network and cleaning network. The final network is talent network. Talent network is used by user to communicate with other server. This is a total deploy view of solution. By mental, we are connected to TOR directory. And every portal of TOR, we are experiencing PXC and provision and talent. IZONIKA node has three network connections. It connects to TOR with PXC network, provision network. It also can communicate with a multi-talent controller. In multi-talent solution, there are four of those cloud administrator, cloud user and network administrator, server administrator. Every mentor has his own lifecycle. He will experience four phases. It enter cloud first. It is applied by user and it is joined by user. And it will excite cloud. Phase one, before service are entering cloud. At this phase, server administrator should set IPMI password for every parameter server. And network administrator should make sure when parameter is connected to TOR, parameter can communicate with IZONIKA node. Phase two, when servers are entering cloud, parameter is connected to TOR switch. The network type is set to PXC. Then parameter gets an IP address from IZONIKA node. Got an FTP image from IZONIKA node. So there is a little OS running on BioMantle. It can connect LDP information. And then parameter will notify IZONIKA node. IZONIKA node will store LDP information in its DB. After service are entering cloud. Now cloud administrator can save all the nodes. Phase three, user is applying service. When IZONIKA nodes receive requests, it will create a port of Lucian provision. And Lucian will tell SDN, SDN will change PXC network to provision network. When network is prepared, IZONIKA begins to provision the BioMantle. After provision, IZONIKA nodes will destroy the provision port and update the talent. So finally, SDN will change TOR port to the talent network. After that, the whole provision process is finished. Phase four, users are destroying service. If we use a thousand liter mental server anymore. So he destroys service. In fact, IZONIKA supports the convenient network separately from provision network. But in our solution, we merge them without security issues. IZONIKA will destroy the talent port first. Phase five, servers are exiting cloud. When there is something wrong with BioMantle, we can make servers exit from cloud. This is the detail of interaction of multi-talented. At first, we use a boot instance to Nava. Now we create a port from Lucian. Now we call IZONIKA API to deploy BioMantle. IZONIKA will create a provision port. Then IZONIKA will deploy BioMantle. Power of BioMantle nodes. And then provision processor is finished. So it did a provision port. Then it opted the port of the talent. Now SDN controller will deploy a real network policy to TOR port. At the end, IZONIKA will power on BioMantle nodes. Or it's finished. These are important design issues in this solution. How can provision network or PXC network access to management network? This is a general problem in many of the project. For example, when it comes to kit, how talent network access to management API? The answer of hate is talent network can access management API through public network. This is a hate solution. When it comes to normal metadata, we made a process between talent and network and almost like management network. But when it comes to IZONIKA, how should we do? Our solution is we set a provision network gateway as IZONIKA nodes. And then when IZONIKA nodes receive request, it will forward the request to open stack management network. Then we share with you a use case from our company. It's a financial case. We have deployed over 10 hundreds of physical services. At last, I will share with you the typical resolve of the issues. First, that will make sure you connect to the problem. In fact, it's a general problem, not just about IZONIKA. And the IPMN tools issues, sometimes we should upgrade the IPMN tools to latest version. And we also encounter some GPT deployment problem. We don't stream the latest code to resolve it. That's all. I hope you will get something from my speech. And now it's time for question and answer. Which SDN controller? Our company have our own SDN controller solution. So I use our own... But this solution is popular. Every SDN controller should write his own solution driver to implement this solution. I think it doesn't matter. You can request, for example, two or four networkers at the same time we can deal with it. Or you just... When it comes to this solution, you just need a connection. Yeah. SDN controller now, when control... One port, we'll experience a PXC networker and provay networker and tunnel networker. So just one port. You mean just... Maybe you want multi-networker. This is supported. But in Newton's cycle, it doesn't support... It doesn't support... When it comes to multi-networker connection, it is supported. If you have any question, you can contact me after the meeting. Thank you for your time.


So I'm just going to figure out how I can slip through to my first slide. Let me see here. I'm not sure how to get the next slide up. Oh, there we go. Great. So I wrote Sadie Leggs about my mother-in-law's story. And there's two things that people find really interesting about that. One is that a daughter-in-law and a mother-in-law would work together on a story. And the other is that it has a really unusual name. What happened is Margaret and I live in the country. And we have quite a long drive into town. And when we drive into town, she tells me stories about growing up in the high Arctic. One day she told me about an incident that happened at her school. She said, we were just driving. And she said, they used to call me Sadie Leggs. And I said, oh. And she said, yes. When I went to a residential school when I was younger, mean nun gave me these horrible red stockings and made me wear them. And then everybody laughed at me and made fun of me. But then she told me what she did with the stockings. And that's a secret she kept for about 65 years and didn't tell anybody. And when I heard what she did with the stockings, I just knew right away that it had to be written in a story. It was sort of the first story of any kind of triumph I'd ever heard come out of residential school. And I thought, this is perfect. This is something that we can tell children about. I went on begging her to let me write the story. And I'll let her tell you why she didn't want me to write the story. I didn't want my grandchildren to know about it. I was nodding at one time. So that is why she was reluctant to have the story told. So if you look on a map here, this is a map of the northern part of Canada. And I'm not sure if my cursor shows up. But Saks Harbor is on here. And if you look down how far it is down to Alberta, it's quite a long way. So that's where Saks Harbor is. And that's where Margaret grew up and was born. And when she went to school, she had to cross the way across the ocean and up the river to a clavec. It was actually quite a distance. So on Saks Harbor, there was no schools on Saks Harbor. There was no schools. And Margaret really wanted to learn how to read. So she traveled this long distance to go to the school. But when she was there, she ended up being stuck there for two years because of the distance. So on the map, it doesn't look very far, but it's very far. And I often tell children to kind of put it in context for them. I say that if she was any further north, if she was a mile further north, she would be living with Santa Claus. So this is actually a picture of bank silence where Margaret grew up. And the ocean in the front there, that's frozen for most of the year. And so that trapped them in at the island there. There was no airplanes that landed at that time. And no other vehicles just boat when the ocean wasn't frozen. So the buildings in the picture, they look like wooden houses, but they're actually tents. The Margaret's people were semi-nomadic. And they lived in tents so that they could follow around in these communities occasionally to follow where the game would be because they hunted and trapped. I also point out when I'm speaking to children how there's no trees in this area. That's how far north she was, that there was no trees. That's true. And here's a picture, Margaret's the larger one in this picture. And this shows how very warmly she was trapped. So I'd like to show this picture and talk about how the Indigenous people of the north had some really great skills for coping with living on the land and surviving a very harsh climate. And this is a type of park that is called the Mother Hubbard. And inside underneath the fabric is a very, very heavy stick for lining. I'll click through in here. And this is a picture. This is where Margaret ended up going to school. The time that she actually went to the school, this building was turned into a hospital. And then another building was built beside it. And that was the school she went to. In the center, the center nun is Sister McQuillan for anybody who's actually read Fat and Legs. She would be the swan. And in this picture, you can see the girls have the gray outfits on. Those are actually smocks over their uniforms because they were required to do a lot of very heavy physical demanding labor. And that was to keep their uniforms from getting dirty. Over behind the school, there are some trees visible. They're pretty tiny trees. But that was unusual for Margaret. For most of us and for the students that we talked to, they've grown up around trees. So the idea of not having trees say to be put in a desert kind of environment or up north where there's no landmarks to find your way from us, that would be something very scary. We'd be very scared of getting lost with no way to find where we were at. But for Margaret, the trees are very scary. So when they used to take her berry picking, she was always very terrified of getting lost in the trees. I'm just going to go through some residential school history. I'm not sure how much you know, but I'll tell you how I present it to children when I'm talking to them and how I put it in context. So it started in the 1840s, but that's really hard for children to understand because it happened so long ago. So the way that I tell children about it, I describe it that it was before your great-great-grandparents. It was a long time ago. But most of the students we talked to, their parents would have been in school while there was still residential schools open. For myself, I was graduated from high school before the residential schools ended. I tell them that not for Margaret, she lived far enough away that they couldn't take her away to the school, but lots of children were forcibly taken to these schools. And the children always want to know, well, how come the parents didn't just say no, or how come they didn't hide them? The reason is because RCMP would arrest the parents if they didn't hand over their children. Some people did hide the children and they did what they could to protect the children and keep them safe. Obviously, their very loving parents didn't want the children to go, but they didn't have much recourse. And sometimes the children were kidnapped, a plane would come into a community, for example, and any children that were standing around just sort of grabbed them and take off with them without the parent's permission. One thing I tell the children that's important to remember is residential schools weren't about what they wanted the children to know. It wasn't about what they were going to teach them. It was about what they didn't want them to know, what they didn't want them to be taught. What they didn't want them to be taught was anything that helped them live off the land. Indigenous children were extremely skilled and strong and creative and had a lot of skills that even as adults today, we couldn't imagine having those skills. They knew how to sew, how to tan highs, how to fix nets, how to set trap lines. There was so many skills that they had. When the settlers came, they looked around and they saw the land that they wanted. But of course, there's people already living here. So they tried to find the best way they could to get the people off the land.  And they replaced those with very low-skilled jobs because they knew if they took the people off the land, they had to go somewhere. So the idea of where they would go was that they would go to urban centers and they could do very menial jobs.  And the girls they taught, sometimes they taught them how to sew or they taught them things like being a nurse's aide. There's certainly no eye to teaching an Indigenous girl any skills that would benefit her if she wanted to become a doctor. They just figured that they were fit for changing bedpants and serving meals basically. I know many children who have been to these schools who didn't actually spend any time in a classroom. I have a friend whose mother went to school when she was about five and left when she was 14 and never learned to read or write, never entered a classroom. The minute she got to the school, they put her in the kitchen to work. I'd like to explain to the children, we don't cover the abuse very much. We don't talk about the abuse because we deal with talking to young children that isn't very appropriate generally. But I do like to tell the children about the living conditions. And I think that's enough sometimes to give them a general idea of what it was like at the residential schools. So for Margaret, the meals were pretty bad. They had weak cabbage soup and porridge and things like that. They weren't fed a whole lot. And a lot of schools, they had what they call blue milk. The survivors talk a lot about blue milk and blue milk is milk that has turned and they would often make children drink stuff like that. Also, a lot of residential school survivors, they don't like to eat fish because they were forced to eat fish that had turned or just other foods that wasn't very good. And the children stick a lot of these schools, obviously. One of the most important things I think to cover when thinking about residential school or talking about it is the distance that it created between parents and children. For Margaret, she was gone from home for two years and lost her language. When she went home, she wasn't able to communicate then with her mother. She spoke very, very little English. And Margaret remembered very little in a reluctant. So that created a lot of distance. And also the growing up apart from each other created distance as well. Children went back and they didn't have any of the skills that they needed to live off the land. So the elders would look at them and go to their parents and say, what's wrong with your children? How come they don't know anything? How come they're so useless? So that created a lot of shame so that the beginning of the story or the end of the story was not when the children went home from the school. When ended up happening is exactly what was intended that children couldn't sit in very well. So they ended up going to the cities and trying to find places they could fit. Another big thing that happened is the children grew up without parents. They grew up in an institution. So they didn't get, I tell the children they didn't get bedtime kisses. They didn't get hugs. They didn't get bedtime stories. Nobody helps them if they skin their knee. When they grew up to be parents, they had no idea then how to be parents themselves. So for myself, my stepfather went to residential school. And I can remember washing dishes in boiling water. I tell the students I talked to, that's not because he was a bad man. It was because he was taught that's how you wash dishes. And that is the only way that you can get them properly cleaned. We also used to get our knuckles wrapped a lot with this fork when we were sitting at the dinner table if we didn't have impeccable manners. Again, that was something that would have been done to him, the knuckle wrapping. I'll tell the children about the Truth and Reconciliation Commission. And I believe it's next year. I could be wrong on that, but it's coming up. You can find it on the Truth and Reconciliation website. The national events will be held in Alberta. And they have, I believe it will be Edmonton. And they have a wonderful education day where people get to learn a lot about residential school as a good resource for students. But I tell them how what the Truth and Reconciliation National events do is they bring in residential school survivors and give them a very safe place to share their stories. They're very supported there. And then these stories are then recorded so that they can be remembered and not forgotten. And also they have a lot of, it's not just about all the sadness. They have cultural celebrations. It's usually at powwows and they have a talent show and they have ceremonies and lots of great stuff going on. And my personal favorite part of the TRC is the very last thing that they do before closing ceremonies is have a birthday party for the survivors. And they hand out hundreds of cupcakes and candles. I would think that students really identify with the idea that when these children went to school they never got to have a birthday party. So when we go to these national events and they have the birthday party, it's not unusual to see somebody 80 or 90 years old even having their first birthday party and the first time that they've ever had anybody sing happy birthday for them. And that's something that the children, it really hits home with students. This is a location of a lot of the residential schools that I don't have a map of all of them. This shows the provincial or the federal schools that have been recognized. But many federal schools have yet to be recognized and it's lacking all of the provincial schools on this map. So particularly for the prairie provinces and throughout the including Alberta where there is high Métis population, most of the Métis schools were provincial. But I do like to use this map as a resource because I can say to children now if you look where you live you'll see that there are dots near there. And then I tell them that means that one of your friends may have a parent or a grandparent who went to residential school or your parents may have a friend who went to residential school or even maybe your next-door neighbor may have gone to residential school. So this is something that affects people in your community. I like to set up if the children haven't read the book, we set up about who the characters are. And it's important when I tell them, when we talk about Margaret and discuss her that she's actually a real person and that this is a real story. It isn't made up. And luckily when I'm in the classroom I have Margaret with me. So it's easy for them to see that it is a real story. And Margaret is a girl who had no way of learning to read without going to the school. And so they had to go to the school and then was stuck there for two years. And then we talk about Catherine. And children really have a good sense of what a bully is. Unfortunately, we've all known bullies in our lives. And I use this opportunity to talk a little bit about lateral violence. So when Margaret arrived at the school there was an older girl there who really bullied the other girl. I tell them that probably when Catherine first went to the school she was probably treated very badly by the nuns, by the older girls. And that people who have a lot of hurt in their life sometimes turn around and put that hurt on other people and turn around hurt other people. Also, Catherine was somebody who helped keep the other girls in line for the nuns. And by doing that she probably kept herself very protected. And it was a way of making sure that she wasn't going to be a victim herself. In this story, for those of you who haven't read it, there's the swan. And she'd be the one in white. And her name is Sister McClellan. And she's a real person who is very kind to Margaret. The other character is the raven. The raven was not a very good person at all. And we chose not to name that particular nun who was nasty to Margaret. And it is based mostly on one particular nun who was nasty. But then we added in some stuff that happened from other people who were also nasty. So it wasn't just one particularly bad apple at the school. There were other nuns that weren't very nice. When I ask the children about their first day of school, usually most of them can remember their first day of school. And I tell them about recently I took my daughter to her first day of school. I get the children to talk a little bit about what their first day of school was like. So for my daughter, I took her and her teacher met her at the door and led her over to her space on the carpet. And they sang songs and they played centers. I went back to get her. You know, she's rarely away from me. She didn't want to come home. She wanted to stay at school, which broke my heart, but I was glad she liked her teacher. Margaret would have had her own fantasies about what school was going to be like for her. And I imagine, you know, she thought that the teachers were going to be just like her mom and really nice to her and care about her, that she would magically learn to read right away and play lots with the other children. But that's not what her first day was like at all. So I'm going to just hand it over to Margaret here. And I'm going to let her read about what her first day of school was like. And I'll see if I can get her up on the screen here while I do that. Okay, let's see if we can get you up there, Margaret. I'll hold that for you. Yeah, I'll hold it and you can just read. I followed the deep, none upstairs that creeped under my feet to a large room filled with beds. Across the room were seven girls who had been among the seven children I had seen earlier.  The outsider pushed me into place at the end of the roll, and I nearly gagged from the odor that leaked it from the stalls behind it. Another dark cloth none passed by the girls, eyeing them up and down one by one. She clutched a large pair of shoes.  I knew the girl must be of the copper inlet from then Victoria Island because her park of cover was drawn high at the sides. The front and the back hanging low like a beaver's tail, unlike the Mother Hubbard Park as we were in the west. The girl shrank under the nun's glare, catching a firm hold on one of the girl's long braids. The nun sniffed it off with a clean slice and let it fall to the floor. The girl he had her face in her hand since the second braid was cut. The nun did the same to four other girls, staring only one old girl and one of the outsider's children, who was likely a trapper's daughter.  At last only I remained. I held my breath. I was large for my age. Surely she would pass over me. She did not.  I stepped back from her head across, which nearly struck me in the face. But she reached out and yanked me back by one braid. I couldn't fix my own hair. I protested and developed them. I tried and with the same motion a bird makes to pull a piece of flesh from a fish, clamped the jaws of the shears down on my braid and severed it. I was horrified. I wasn't a baby. My other braid fell to the floor to meet the first, and I joined the others in their weeping. There we stood, sobbing in the humiliation of our discarded hair. So that's really a very different sort of first day of school. It's true here. So one of the things I like to talk about with the students is their reasons why they think that the hair was cut. And I don't know if anybody wants to add to that. So you can either type on the slide using the text tool, or if you'd like to use your microphone, anybody has any ideas? Definitely go ahead and turn your mic on. I think they wanted to take their identity away. And yes, that's definitely something that they wanted to do.  And then I go back to showing the cover of the book and how everybody looks the same and they had that identity stripped from them. And let's see what else we have here. Oh, yes, and life. Well, life is definitely one of the reasons, but sometimes they did it without having to do that. When the settlers came over, they looked around and they said, okay, these people are living in the bush and they're living on the plains and how could they be doing all the things that we do? So they just assumed that they were very dirty. So in some cases, it wasn't necessary and their hair was clean, but they just assumed that they were dirty because we didn't know that much about indigenous cultures at that time. And the third reason that they did it and it's not for Margaret's cultures, which I find for most plains cultures, which you're teaching in Alberta, a lot of plains indigenous people, the hair had a lot to do with the length of the hair to do with your strength, your courage, and your honor. So to have that cut was a very, very shaming thing, especially for the boys. And yes, conformity was definitely something they were looking for. They wanted everybody to be the same and that's why when Margaret was giving the stockings, it was such a horrific thing. And yes, and definitely it was establishing authority over the children to be able to... I mean, it's a way that you can amputate something from somebody without physically hurting them, taking the hair. Even the girls sometimes had their heads completely shaved and I've heard stories even of them being washed, of them washing the children in kerosene, which is just a really awful thing to think about. When the children were getting ready to go to these schools, often their mother or their grandmother would make them a really nice new pair of moccasins or maybe sew them a new dress and send them off with these handmade clothes because there's no Walmart at the time and make them something special. And very often those would be taken and burned. Sometimes they're just taken and stored away but a lot of times they're actually taken and burned and destroyed. And I think of all that handy work that I'm going to waste and what a shame that was. I find after when I talk with students, no, I'm just going to wait until somebody's taking care. I'm just waiting here as I'm reading as the typing so we can all read along. Yes, and yes, I use the word sever instead of just cut for the hair because if you think of severing it really brings about that idea of amputation and that's what I was thinking of as it was like an amputation of something that they could get away with. So I'll just click through here now. So what I do when I'm presenting is I find that we introduce a lot of stuff that's very heavy to the children very quickly and I like to switch gears right after doing that so that the children have a little bit of a break. So I don't have all of the slides as a photograph that we use in our presentation because we'll be talking about other things and run out of time. So what I do then is I switch gears and so I think this is a helpful thing because of the nature of the way Sadie Lake is it's a very helpful sort of thing that in the book there's a whole lot about the Arctic as well. And so you can kind of use that to, if you're possibly getting a little bit fatigued from hearing everything, you can switch it up to just talking about where Margaret came from and about the Arctic. So Margaret, I'm going to get Margaret to go through some of these pictures and that we talk about when we're presenting. And that's the schooners we use to go back and forth from the island to the mainland to get supplies and writing a picture there put up on a beach so that they won't get broken up by the ice on it, bros. So what we talk about when we show the pictures of the boats is that Margaret's family were only able to go once a year to do all of their shopping and I just can't even imagine how they would know or how they would be able to figure out everything that they would need for the whole year. So I tell children, you know, if you run out of milk or eggs, your mom or dad just runs to the store and gets it right then and there. But for Margaret's family, that was an option. They had that one time. Also I tell them about how Margaret's family was semi-nomadic and these ships were used for them to travel. So I tell them, say if I'm speaking in BC, I say, so imagine if your entire city block or your apartment building, everybody in there gathered up all of their possessions and then they picked it all up and moved to Saskatchewan and re-established the community and set up there because that's what it was like. Margaret's entire community would pack up on these boats and move. Let's see if I have the other pictures here.  And we didn't have no tractor or cats to do that so the men got all together and pushed the boat into the water. And when I'm talking about this picture, I like to tell them that this shows how cooperative, innovative, and strong that the Indigenous peoples were. If we had a whole room full of people, I imagine that even that kind of manpower we would have a very difficult time figuring out how to get these boats in and out of the water without modern technology or without heavy equipment. But they were able to do this and it would have been very hard work, I'm assuming. This is something I forgot to mention when I talk about how they could only go shopping once a year is that they didn't use money when they went shopping. They used furs and pelt that were taken to the Hudson Bay Company and then assessed and then however the furs were assessed that would determine how much they could buy. So if they had a really good year, one of the treats they would get is they would get barrels of butter that would be kept in like a salt water brine. And this is the missionary schooner. It goes up and down the Mackenzie River and along the shores of the Arctic to pick up children. And so I tell children this is a school bus except for when we think of a school bus going twice a day, this school bus only went twice a year. So this boat would go up and down the river and gather the children and they'd be really packed onto this boat just crammed on and they'd spend hours there without being able to get off to go to the bathroom or anything. And this is the school bus that's a little bit extreme. And that is the children get to unload the barges of cordwood that they use for heating up their school and the hospital. And it's hard work. And if you look and see the girl who is next to the man with the log or the boy with the log extra man, that's actually Margaret and she was about 10 years old there. I like to tell children that we're very fortunate now in schools that our children, they just go to school and they don't have to worry about cleaning the school. They have a janitor, a custodian who does that. They don't have to worry about heating the school. They don't have to worry about the maintenance of the school. But where Margaret went to school, they had to take care of everything. And there's a lot of schools still today in the world at different places where students are responsible for the school. And we're down here in Vancouver right now and we did a visit a few days ago at a school. And there was a young boy from Zimbabwe and he said that he put up his hand and he said at the last school I was at, that's how it was. So he was a young boy who, when he went to school in Zimbabwe, he had to get up in the morning and go and would have the children and clean the classrooms and things like that before school. So I always ask the children who thinks it would be fantastic if you showed up for school one day and you were told for the next three weeks you don't have to go to class. All you have to do is unload firewood. And usually there's several boys who put up their hands because they think it would be great to be outdoors instead of in class except for, this is all the wood that they had to haul. It goes several rows back and wraps around that building. So it's quite a lot of work. And they would do that from the time they got up until they went to bed basically. So very intensive labor to expect little children to do. Over on the left-hand side is the school where Margaret went and it split into two, sort of two wings. The reason it split into two is because one was a girl's side and one was a boy's side. And the girls and boys were not allowed to interact whatsoever. I asked the students that I'm talking to them who thinks it would be fantastic if you never had to speak to your brother or sister again and of course a bunch of hands always go up. But then I say what if your parents weren't there and nobody from your community was there and you didn't have any friends and the only person you knew was your brother or sister. And then the hands usually go down. I know for myself when I lived in the-when I was little we lived in the country and my mom, if my brother and I were really fighting she would say, oh that's it. You have to get out and walk.  But we think we were abandoned. And the minute our mom was gone we would become the best of friends. So I think that the children who went to these schools we really had a need to be in contact with each other. For Margaret, she was only able to see her brother. Later on her brother went to the school and she only got to see him on Christmas and special occasions like that. And that's my two little sisters. And I didn't have any toys like that when I was going to school. But the floors are still the same. They're hardwood. And you spend time scrubbing. And then when you've got the scrubbing done you and put wax on the floor.  And so I asked the children, and quite often we're talking like to a whole gymnasium. So I say, what if we cleared up this gymnasium and you got put on some wool socks and go slipping and sliding up and down the floor. And they think that that sounds fantastic until I remind them that this was in the days before the switch for wet jet. So they had to get down on their hands and knees and scrub the floor. And they did that really often. The nuns were very big on having the schools be immaculately clean. And actually when we think of a school day we think of a set amount of hours where children would be reading and writing and learning arithmetic. But in Margaret's case, this actual doing of school work was probably definitely a minority of the time. The majority of the time they spent doing things like maintaining the school. And also if there's any questions as I go along please feel free to pop them in there. Margaret, you want to talk about this? And that's the boys that went to residential school and had one of the girls but lost a picture. And these boys, they were sent out to work trap lines and collect the furs and pelt to make money for the school. And I'll let Margaret tell you what happened when they came back. And when the boys came back they saved the fur. They also saved the carcasses. And they said them to us, the children. So children usually have a pretty strong reaction when you say so who thinks eating muskrat would be very yummy? And there's always a couple of boys who think that it would be yummy but I'm sure they're doing it for shock failure because I didn't want to eat muskrat. And I like this picture quite a lot because it's Margaret when she's 16 and this is an outfit that she's made herself and it shows kind of a picture that symbolizes the reclamation of her culture. It shows that she can sew and it's also a very traditional outfit. What I tell the children is probably the skill that an Indigenous woman would be most handy for an Indigenous woman would be sewing because there was no Walmart to anything like that. If you ripped your parka, you couldn't just go buy a new winter jacket at the store. You would either have to be able to repair that jacket yourself or be able to make a new one. So sewing was a very important skill and Margaret actually makes traditional handy crafts that she sells as an artisan. This is the part where we talk about bullying. Sometimes we read the passage about how Margaret got the stockings and sometimes we're pressed for time and we don't. But it's... Oh, I forgot something right here. The thing about the stockings and the bullying is children understand bullying but they don't often understand about thank goodness. They don't understand about adults being able to be bullied. And children will say, well, why didn't she run away? Why didn't she tell her parents? How come nobody stopped this woman from being like this? Well, that's because there was no... I tell the children there was no email at this time. There was no phone. She couldn't just call her parents and tell them. The only communication she had with her parents was sometimes through letters. But when she sent a letter, she was told what she had to write in the letter and was not allowed to tell her parents what was really going on. Also, I point out to them that children have a lot of questions sometimes, especially if they come from a religious background. They want to know how could somebody who's supposed to be doing the work of God be so nasty and make fun of Margaret in this way? And I tell them that at that time, not everybody who became a nun or a priest did so because they wanted to do the work of God. At that time, there was some very large families that didn't have money. So sometimes they didn't have money. They would have to send one of the younger daughters, say, to a convent to be raised. And there was different various reasons why a woman would become a nun that would maybe have nothing to do with religious beliefs. Also, within the convent, some of the senior nuns were quite nasty to the younger nuns and this behavior was learned. So I tell them that there was no adults.  But Margaret didn't have that option. And you have an older neighbor picked on you.  But in this case, the RCMP made sure that the kids had to go to the school. I just got a question here. So I just wanted to ask Margaret if she'd ever considered a career as a close designer. Her outfit is most beautiful. Do you want to respond to that? She thought your outfit was very beautiful and if you thought of being a designer. I thought of it, but I think it's a little more work. Yeah. Margaret does sell her handy craft. She makes moccasins and Parkinson's stuff that she sells. So we just talked about some of the reasons why this situation wouldn't happen today with the adult being the bully. And if anybody had any input on other reasons why they think that this situation couldn't happen today or even in some ways it does happen still today, there are instances where children are treated very well. I adults would save a handy comment. Open that up. I'm not sure if anybody had anything to add to that. But as I said, it was a very unfortunate situation where Margaret was not able to be able to stand up for herself very well. And there was not that support in place for anybody to help her. If anybody has a question or a comment, I'm going to move on. Yeah, just feel free to ask questions or make comments as we go along. I'm used to being very face-to-face interactive. This is a little different for me. You can just write it in the side. Can I just talk? Oh, yeah. I like to think that we know that. Oh, yeah. That was great. But I can't say that things that I thought don't happen to kids today because I think that they do. But I think mostly things don't happen today. Like that because I think that generally we know better. That's what I hope anyway. Yeah, yeah, it's a good point. And yeah, we definitely, I'll talk about it in a little bit, that we do meet children who are in situations where they're quite bullied and have a lot of big bad things happen to them. But as of our classroom setting, I find the average child has a really hard time understanding how a teacher could just have such free reign over a child and be able to get away with the things that were done. Yeah, more sensitivity to children's needs today, less inclination for people today to see others as inferior, although racism still exists. Yeah, absolutely, that there is more sensitivity today. And I think nowadays in the classroom, when we look at children, I think so many more of us just see all the children, no matter what color they are, as children, and we can't wait to impart knowledge and wisdom into them and help nurture them. But that's not the way that Indigenous children were viewed in the classroom at the time that Margaret went to school. So it's definitely a different attitude. This is the second book that we wrote, and we wrote it because we realized after the first book that that was really just the beginning of the residential school story. We actually had a lot of residential school survivors comment that this is the story that nobody ever tells. It's sort of the forgotten story. And that's the story of what happened when the survivors went home to their parents and their communities, and they no longer spoke the language of their community. They didn't know the customs and ceremonies and protocols. They didn't know the skills that they needed to have. Actually, I heard an elder speak, and I believe he was from Haida Gwai, and he said he went home after years at residential school, and he felt very lost. And all of the elders would go to his parents and say, what's wrong with your son? How come he's so useless? He can't speak our language. He can't be of any help. He's no good. And so this created a lot of shame in this man. His sister then came to see him, his older sister, and she had been at a residential school herself. And she said to him, I know this great place we can go where everybody speaks the same as we do. They understand where we've been. Everybody is young. They're just like us. And she took him to live on Hastings Street in Vancouver, which anybody who doesn't know is a homeless area, or a lot of homeless people in that area. And so he lived there for a number of years because he didn't know where he fit in. And that happened to many people that's not always on the streets, but they moved to cities. They had no idea where they fit in. So I'll just set this up a bit. So Margaret was two years away from her parents. And I imagine as an eight, nine, or 10-year-old, she probably cried into her pillow many nights missing her mom, thought about how great it would be when she got home to her brothers and sisters and how much they would love her. And of course, every younger person when she got home, her brothers and sisters didn't remember her that well. And she got home, and she no longer spoke any of the looked in, and her mom didn't speak English. So I tell the children, could you imagine if you walked, if you went home today and walked in your front door and tried to speak to your mom, and you couldn't understand each other.  So what happened for Margaret is she got on the boat that we saw earlier, the residential school boat. And spent a few days on that boat and thinking about going home.  But then it didn't turn out like she expected. The boat finally hit the shore. She jumped off the boat.  And she didn't do that because she was a horrible person. She did that because Margaret had been gone for two years. She had grown really tall in that time. She was very skinny from the bad food at the school. And her skin was very dark from being outside doing a lot of work. Also when Margaret's mother dropped her off, she had very long hair. And when Margaret came home to her, she had very short hair. So I'll hand it over to Margaret to read about when she first came home. I'll hold that for you if you want to. I'll hand it over to Margaret. I turned again to my mother. Our eyes were level. I was no longer the little girl who had always looked up at her. I was desperate to find a game of graphic mission. There was none. Her face was still scrunched in protest. This believing that I was her child. Not my girl. Not my girl, she called again to the brothers. I looked again to the boat behind me where the brothers stood.  I was going to vote. I'd run to the end of the peninsula and jump in the ocean if I had to. I was not returning to the school with them. I was never going to let them take me back. It was their fault that my mother did not know me. It was because of the brothers, the priests and the nuns that she was no longer seeing who I was. They had cast an outsider spell on me with their angels' chores and four meals. It turned me from the plump, brown-faced girl, my mother knew into a skinny, gunk creature. And they had cut my long black hair into a short choppy ball. They had spent two years making all these changes. I was now ten and several inches taller than I had been when my parents left me at the school up the river in a clavicle. I scanned the crowd for my father. He had to come and save me. One of the brothers stepped down to the game plank and I leaned forward to run. But I was saved. My father emerged from the crowd and caught me in a tight embrace.  His strong hunter's hand stroked my hair. Only mom, he said to me with special name I had not heard for two years, I whispered to myself, only mom. The only name my grandfather had given me felt strange to my tongue. I could not remember the last time I had thought of the name. That alone heard it spoken lovingly in my ear. I no longer felt worthy of it. It was like a beautiful dress that was far too big for me to wear. At the school, I was only known as Margaret. Margaret was like a tight-stretched dress too small like my school uniform. Not wanting my father to see that I was no longer his only mom. I'm very... Hi, Kristina Margaret. I think we've lost sound. We can't seem to hear you.


Good morning and welcome to the weekly a market update with me Dave Madden today's date is Monday the 16th of September 2019 and the time has just gone 925 British summer time It's been a fairly negative start to the European session The big news over the past 48 hours was that there was a drones were used to strike oil fields and production in Saudi Arabia And there's a major disruption cause in the back of that the initial announcement was the some of the region 50% of Saudi Arabia's all production will be will be will be halted then as as the kind of story unfolded Saudi Arabia then announced saying that they had Nearly half of the of the production that was lost back on stream So things are moving in the right direction in terms of getting back to no quote-unquote normality But obviously we've saw a huge surge in the price of oil when all began trading in the early hour very late hours of Sunday, so we've made a move to the upside in the oil market Over the weekend overnight. We've also heard from China China had fixed asset investment figures out retail sales and industrial production figures and The they all came in below expectations And the industrial production figures fell and they're the lowest it's the lowest reading in 17 years They've been beyond I've even taken us back before the credit crisis and the financial crisis. So China's clearly slowing down and This surge in the price of all the time being so great. Let's be honest We have a scenario whereby China's The second largest economy in the world is slowing down clearly slowing down The straightest in the US and China granted back in the last week things were seem to be Moving in the right direction, but nonetheless if you compare to say to say a year ago or two years ago, you know trade tensions are Between yes and China are bad even though right in the kind of a few days ago They were looking to be moving the right direction. There's also uncertainty in relation to Brexit Just talking for session in Germany So all of a sudden a major jolt higher in the price of all Really kind of is not that is the last thing the global economy needs right now So you've seen make a start to the European equity markets 1,200 is doing a bit better than it's kind of little counterparts Because the surge in oil a certain old stocks will call the chair of the EP And just given the makeup of the 1,200 oil and gas stocks make up a disproportionately large amount So the underlying what's in what's what's weighing on other markets is actually in a way kind of been slightly being counteracted by the fact that a stronger role plays in Run of a way benefits the 200 So take a look now At the at the week ahead first of all the week ahead article can be found on our website cmcmarkets.com Under insights and then under news analysis scroll to that and you'll find this article here Talked about the the numbers China out overnight the Brexit cycle continues Prime Minister Boris Johnson is going to go to Luxembourg today to speak with the EU's junk law Junker Which we seem to be in a fairly similar situation And over and over again where Mr. Johnson says he believes the The they're gonna strike a deal by the same time No other kind of solutions to the to the withdrawal agreement have been put forward So keep an eye on the situation in relation to the news relation to Brexit It's all around us. So it's hard not to not to not to see it On Tuesday tomorrow, we have first quarter figures from FedEx We have UK CPI numbers coming out on Wednesday Wednesday, we also have the final reading of Eurozone CPI On Wednesday, we have first half figures from Kingfisher. We have the Federal Reserve meeting on Wednesday That's going to be important Seeing us about a lot of talk with the Fed cutting interest rates again They cut the cut in June there's been a lot of talk and especially if you look at the movement in the bond market The US government bond markets in the last few weeks That's going to speculation belief at the Fed are going to lower interest rates again But then again Look at the US economy. Well, employment is near a 50-year low Earnings are good and they're well above the inflation level on top of that the most recent core CPI numbers from the US Suggest that demand is strong. So there's a lot of demand saying that the Fed Shouldn't cut it all or maybe only do a small cut but you know Chances are that whatever the outcome is chances are present Trump will not be happy He's been calling for the Fed to slash interest rates for a long time And especially now in light of the European Central Bank and asking its stimulus package last week Looking ahead to Thursday. We have first half figures from next with the Bank of England Interest rate decision that probably be that's highly likely to be unchanged essentially the BOE We'll probably be sitting on their hands and waiting to see how Brexit pans out just because they don't they're likely to want to make a decision before The UK leads European Union and if things were to go badly if you know He's we've got badly in relation to Brexit where the UK does leave The bank Bank of England would like to be kind of have as much kind of you know firepower at their disposal as possible on Friday and we have we have numbers out from Canada. We also, you know Wednesday and Friday we have Canadian retail sales and inflation figures So take a look now at the some of the major markets starting off with the FTSE 100 So the broader theme of that the market is it's a subtlest upper trend Because take a look at the price action is be it's constantly above the charity moving average So things are looking fairly good last last Thursday the market got to a level not seen this is early August So broadly speaking, it's not very strong, but it's reasonably strong and essentially even even though we are We traded lower today and initially essentially while we hold above the truly moving average 72 11 it's out We can think we can get more confident that they're going to wider up for trend is going to continue And if you do you press on there from here and should we break above the last last week's high We could really get it back up towards, you know, seven thousand four hundred And if you go beyond that you could look me in the floor of this area here in a seven thousand four hundred and seventy It's only a really if you have a size of break back below the charity moving average Because then we'll be looking head back down towards this zone down here down around seven thousand and forty Take a look at what's coming out of in Germany Thanks partially thanks to the eurozone your European Center bank update, you know eurozone negative markets are in better shape in the 1500 So you can see you're very steady impressive rise From late August until essentially I said such a last week Last week that the taxi a level last seen in late July So these are quite positive fair enough, you know, obviously the tensions are high in relation to the Saudi Arabian situation So it's exactly major surprises. So at least move a bit to the downside But if you do because it's a bit further lower from here sport coming from in on the 12,300 mark or if you go below that But as you're from this one or this line here the water they move the average at 12,112 But the wider upward trend, you know It's likely to remain attacked even if you do drift in or the near term It's more coming from from this region the market has retraced bulk of the ground that was last between between July and Made August so as soon as the book is a ground to be made up It's likely that that's the kind of the wider upward trend is going to continue if you press on higher from here You can look interact with me 12,600 or up to the highs that we saw in in early July in around 12,655 It's only a relief kind of say kind of how the size of break back back below the kind of psychology board 12,000 mark could then we'd be looking at heading back potentially and towards this zone down around here on 11,853 Take a look at those coming over in the states the Dow Jones US markets are in quite good shape If you look at how much the ground that was last between late July going into and going into August nearly all of that Ground has been has been Retraced it's only on Friday people were talking about you know It was in kind of a within a within sight of the record high but obviously the Saudi Arabian situation has shaken things up, but nonetheless and Is the markets are still looking at the quite strong positions of the wider upward trend does continue We could be like me heading up towards 27,400 and a break beyond that could take us to no towards 27 27,500 600 and so on and so forth If you do count have continued uncertainty in the markets, we could drift a bit lower from here We could head back down towards this zone down around here Around 26,800. We can see that that area accents consolidation in the past And it makes them likely that we could see it be important in the future Even if you do true even if you do drop below that support could be found in this blue line here The fifth movie average is access at resistance on a support not to go So it might be important in the future as well and that comes to the play at 26,500 and 84 The Lucknow was going on on the S&P 500 it's a fairly similar Censuration to the Dow Jones or by wasn't a million miles from it's all-time high on Friday The bulk you know, there's been very much in the wider upward trend is still very much in play The vast majority of the ground that was last and in the Salah from late July into August has been recovered So the upward trend is in the market still look quite strong despite the fact that We're the market has moved a bit lower this week So if you can continue in the wider upper trend, we're going to be taking the 3000 and if you go beyond that We could be heading towards 30,000 I'd say 28 or 30 should be the wider upper trend to continue in the near term I think continue to be kind of uncertain in relation to Saudi Arabia We could see further ground last so we could drift lower from here down toward this blue line here The 50 moving average and that comes to play at 20 at 9,000 for sorry for 9,000 2,947 2,947 We could see I want a few occasions it acted at persistence along here and a support back here So the metric I see it important in the past it makes it more likely it'll be being important in the future Obviously, there are no guarantees And even if you drop below that Support could be found this on here down around that the 2000 not sorry. Yes, 2,900 mark So we talked about how some of the equity markets have declined On the on the due to the good of tensions in the Middle East But no gold is going to benefit out of it. So gold has been a massive upward trend quite some time At the beginning of the month hit a six year highs that tells you how kind of bullish the gold market has been recently We did but I should drift a bit lower some of the ground was handed back And lo and behold the market was already kind of bottoming out and Dori could have seemed to have kind of bottomed out even before the Saudi Arabian situation happened and Gold has managed to kind of push higher on the back of that So if you could hold above this this area here The loads of last week are somewhere around 1485 odd if you hold above this area here Could have 1485 or the low this this low here could have 1480 a slightly at the wider upper trend is going to continue I should be pressing higher from here We could be looking at it retesting Heading back up towards the this over here in around 1555 1557 It's only really if I have a size of break below this area here At 1480 because that would be look actually hadn't losing further ground or we could potentially head back down toward this area here 1450 1453 down to around kind of 1430 this kind of zone down around here Now let's take a look at the market the markets which I'm Biggest story of the day So here's in a daily chart you can see here given indication how much of a gap was created when the market opened higher That last night and they're actually at a very briefly the mark all up to a level last seen That this is on the break through market last seen in late May. So give indication of really how Really indication of how bullish the market actually is but if you just take a look I think I see a five-minute chart you can see mark This is Friday's clothes gap tire and has been drifting lower So we have been given back some of the ground now One of the calmest misconception that analysis is that gaps are always filled they're not always filled But they are often filled so it is possible that the oil market could drift lower Fall back below for the this area here and possibly actually kind of feel this candle potentially Feel this gap rather fill this gap before continuing any kind of before looking to kind of press higher again So in the very kind of short term we saw there on the template chart We can see that at the market massive gap to the upside, but it has been pushing lower So we could look at tripping a bit further lower before we actually for potentially moving higher again So we could head back down for this red line here to turn the moving average, which is 64 spot 29 We can see in a few occasions and access resistance nicely not so long ago And therefore it's possible that I might act as support in the near term And if you do manage to do this wider upper trend those managed to continue We could be looking at retesting 69 and then it kind of heading back up towards 70 and in this area here 72 Take a look at Brent WTI service duration WTI whereby The market jolted higher take a look at I say 10 minute chart market opened higher jolted higher But it has been pushing lower So it's up on the day But it's giving back the gains that some of the gains that it made on the up move the upside So a similar situation we could see market drift a bit lower We're going to fill in some of this gap that was greater pension all this gap I was created and I looked to kind of get press on higher again So you could drift back down towards this yellow line here the water day moving average at 57 spot oh one I even ordered to turn the moving average in 56 spot 24 these areas here We could be looking at retesting in the near term And then if the wider trend continues because we're getting back up towards the cycle as important 69 60 dollars mark and they got to go beyond that you could be looking at retesting the kind of print The high print that was set last night in around the kind of 63 region So take a look now at the euro versus the US dollar So kind of wider trend is very much to the down side But we did get some decent support from this area here in around the kind of one spot oh nine twenty six area Market finder a few occasions to drive the euro lower, but it couldn't just quite by get there We've seen a fairly decent rebound in the in the euro versus the dollar So if we do look to Continue to hold above the kind of 110 area We could look at kind of extending the recent gains And we could look at heading up towards this area here in at one spot 1164 and a break beyond that could take us back up towards one spot 12 49 but if the mark if the wider if the market turns over on itself And they do have a break back below 110 That could be a sign that the wider downward trend is back in back in play And we could make a retest in this area here and then break all that to take us back down towards 109 Take a look now finally at the British pound versus the US dollar So wider trend very much to the downside, but this kind of here looks to me like to be a hammer formation So that's a market trove lower couldn't quite get there Bounce back since then very nice a very bullish candle along here After what appears to be a hammer formation the markets being closed held above 50 moving average And then we've managed to have a very very bullish day on Friday as well So we could look at heading back up towards a kind of 126 area on the pound versus US dollar, but keep mine You can't if the wider Downward trend really can't be ignored so the market does manage to turn turn over on itself And if you do have a break below the 50 moving average is blue line here in at one spot 22 77 That could be the sign a wider downward trend is back in play I would could be looking at any back down south of one spot 20 That's all as far as that's it as far as charts are concerned before we go If you any comments to make in this video or any of the other videos we've made here at CMC markets Please feel free to leave review on the reviews. Thank you very much


All right, thanks. So this is joint work. I'm in Hadsberg, Hotpin, Newen, and Haier-Schulman. It's a concurrent work to the talk you've just seen. So some of the parts may even overlap. But it's conceptually two different approaches how you can build such things. All right, so you have already seen how obfuscation works in theory. Just let me give you a quick reminder that you can find plenty of obfuscators in the wild in practice, even free obfuscators, even through web forms. So this is an example I just found it on the internet. I just typed in a small JavaScript, and this is what it produced. And I think it's pretty obvious to say that that one is not really secure, because you can see the hello world here appearing clear. I'm not claiming that all of the practical schemes are secure, but you have plenty of them, actually. Most of them are actually commercial, so you pay a few hundred dollars to get an obfuscator. The interesting thing is that it's not even clear what they really provide to you. This is a quote from one of the commercial software saying obfuscators do not stop reverse-engineering efforts. If you're really determined, they keep on also saying that we basically only provide security against amateurs. So I should mention that there are people in the software obfuscation community, software engineering, who try to at least establish some form of formalism, what it means to be secure, especially the work by Karl Berg et al. For some talks about cyclomatic numbers, which is a complexity measure for software. Now, if you look at theory, actually, it looks different. So far, we have a few fully reliable candidates. And here, I don't want to offend anyone who is working on proposing. I know this is hard, but given the history from the first very nice work proposing the first candidates, it's really hard to keep track of the new proposals and the attacks and what exactly they break and so on. And this is partly due to the fact that we have a clear vision of what kind of security we want, and this is usually nowadays indistinguishable. But indistinguishability obfuscation, saying for any circuits which compute the same functions, the obfuscated versions look alike. And of course, achieving this is hard, and this is why maybe in theory, we don't have a fully satisfying solution yet. Now, if you compare the two worlds and talk about practice and theory, actually, the face seems like they face different problems, but in the end, it points down to the same questions. Which candidate should I use if I want to have a secure obfuscator? And this is where the combiners enter the stage, and you've just seen that the basic idea is you take N candidates. You don't know which of them are secure. Take your, let's say, five favorite ones, then you combine them somehow into a single, maybe bigger obfuscator. And what you want to have from the final result is you should say you really want to build it constructively, so not purely existential, saying in math there exists a secure obfuscator, or assuming that the polynomial hierarchy collapses and so on, really want to have a program here. And so what the guarantee is, what you want is that if at least T of these N obfuscators are secure, then the overall thing is secure. So in this example, if you have 3T equals to 3, good ones, and only 2 are malicious, then the overall combiner should still be secure. And here, as in the previous talk, we assume that all the malicious candidates are under control of a single adversary, and they may arbitrarily conspire. So when we started thinking about this, especially my co-authors, or Amir, was really much into, OK, we should have a solution which really works in practice. And he wanted to have one which works on both sides, theory and practice. So in particular, it should be fast enough to cover maybe the bad combiner you've seen on the first slide. OK, before I tell you how we do this, let me tell you how it's not going to work. And then partly, the good news isn't partly if you missed the argument in the previous talk, why you can't nest obfuscator securely, you'll see a sort of rerun of this argument here. OK, so two of the three combiners. So let's say you have three combiners. Your task is now, in theory, to build an obfuscator such that if you insert the x, you get the circuit value c of x. So here's what you can do. You can just take your circuit, view it as a program, run it through the obfuscators. So you get three programs, and you just put them into the circuit. And then what you do is whenever you get some access input to the obfuscated version, you just put it into all the obfuscated circuits. And then in the end, you do a majority. And the majority should exactly prevent all the trouble you've just seen with the incorrectness of obfuscators. Because if you assume two of them are correct, then it doesn't matter if the third one just even gives you a wrong answer. As long as you do a majority, a bitwise majority, you can be sure that the output is correct. Now the problem is, this gives you functional correctness, but it does not give you the indistinguishability property. So if you suppose that obfuscator number two is corrupt, then this obfuscator can just put anything it likes into the program here. In particular, it may just print a copy in clear of the input circuit c. And then since this appears in clear in your obfuscated circuit, you can just leak information about the input circuit through that. So this is now the sequential obfuscator. We've just seen the case of three obfuscators. This is now the simpler version of two obfuscators where you take the output of the first obfuscator, the inner one, and just insert it into the second one. And then the obfuscator is just the description of the program, the output program of the second obfuscator. Now here, if obfuscator two, the outer one is corrupt, then you're still good in terms of leakage because you still have the inner obfuscator which basically hides everything about the input circuit. So you can't really leak through the second obfuscator. Now the problem appears if the inner obfuscator is corrupt because then it may just, or you may hope that it cannot leak because you still have the outer obfuscator which hides everything, but this is where indistinguishability obfuscation is not sufficient because it only guarantees you that the output is indistinguishable if the input functions are the same. So you can just, the malicious obfuscator can just output a different program, like saying if you give me a certain input, I will just output the circuit in clear, and else I will compute the original function. And then if you run this to the second obfuscator which may obfuscate arbitrary programs, it's easy really to trigger this event and have the circuit be printed. So you can leak through the functions because of functional incorrectness. Basically you can taint the outer obfuscator by that. OK, so here's what works. It's a three out of four combiner, so this means we need four candidates and you need to assume that three of them are actually secure. So first what you do is go back to the idea of having a majority combiner, so you take three obfuscators and then you just build the majority over it. Then you still know you can leak this, this combiner can leak, but at least it's functionally correct. And the good news is if one of the obfuscator, the three obfuscators you're using here is malicious, then again you can leak, but you get a guarantee and I mean that the fourth one, the complimenting one is actually secure. One of the three used here is insecure, the fourth one must be secure. And we can use that to build our obfuscator. So what we do is we layer obfuscated versions of this majority combiner, right? So we take the majority combiner, which we just seen, and then use the fourth obfuscator to obfuscate the output. And actually it suffices to do it for any three combinations of the four numbers. So in this example we have the outer obfuscators are four, three, and two, and then you just take the complimenting three numbers for the majority obfuscator. And then you do another majority on top, and we'll see in a second why this is the case. And this is your obfuscator, this is your combiner, that's how it works. So let's look at the case that the obfuscator number three is malicious, right? Then you still have the guarantee that the obfuscator and the majority combiner, one, two, and four are still good. Basically they hide everything about this input circuit C at this point. So if the malicious circuit, if circuit, sorry, if obfuscator three is malicious, then it also appears in the other majority circuits, but there you still at least provide functional correctness because of the majority. And this means that the outer obfuscator, so obfuscator number four in this case and number two in this case, they basically hide everything about the input. So this means everything about the input circuit is shielded by the right choice of the obfuscators. And actually you can prove this if you go back to the formal requirements, you can show that this combiner works for indistinguishably obfuscation and all the other stronger notions of obfuscation which we have there, like VVB and VGB. I should say if you dare to even put in more candidates, you can generalize this instead of having three out of four, you have a two D plus one out of three D plus one combines just doing more majorities and so on, but still staying on a layer two circuit. So we actually implemented this. No, we didn't implement any cryptographically secure obfuscator, I'm sorry. We just took one of these available open source obfuscators and we settled for JavaScript just to have an example. So actually the two related obfuscators by Yahoo, one is more or less a randomized version for security purposes. You should not do this for relation purposes. I think it was hard enough to get the implementations running. So they are related, but they should not affect the significantly the runtime or the output load ratio. Okay, so here's an example. One is just a simple obfuscator is called Compressor because very often in practice, these obfuscators come as also code optimizers and they really shrink the code. And then we just used two versions, different choices of how to order the obfuscators. The two by Yahoo and one by Google and one JavaScript packer. So we ran this for a couple of standard programs ranging from a few kilobytes. So all the dots is a program more or less to more or less a megabyte. And you see the obfuscation time. You just run the simple obfuscator 01, which is the blue line. It's essentially not significant in the first part only if you really blow up the program size and you can spot some few seconds. It takes a few seconds. And for our combined as you see that for the bigger program, well, let's say the order does not really matter almost. And then for the megabyte, you see that it took us maybe three minutes to really output the final program. So what's interesting is the size of the output program. So here you can see, again, if you just run the simple obfuscator, Yahoo's compressor obfuscator on these programs, then you would expect something like one. You could actually, because of the code optimization, you could actually something which is smaller, I guess because standard programs carry a lot of redundancy like comments, intelligible names and so on. And they kind of throw all this away. And if you compare this to our obfuscator, here you see that you get a factor of between two and four, maybe up to five. Depends, of course, on the program in code size increase. And if you're really interested, you want to play around with this, I think, hot has put the programs on GitHub and you can find the reference in the proceedings. So the question is, can we do better than three out of four? So initially when we started designing the first schemes, we actually had five out of six, then we arrived at the three out of four and we were curious to see if we can do better. The answer is, yes, you can. If you just remember the previous talk, they had a one out of N combiner, so they just needed one of the candidates to secure. They do have some extra steps and assumptions in there which we don't. But in this sense, of course, you can beat the bound. The answer is no, if you look at the certain kind of way how you can build combiners, and this is what we call structural combiners. So what is the structural combiner? It's basically what we've just done with the majority and so on, you just layer all your obfuscators in a certain way and the structure, how you layer this is actually independent of your input circuits and of the candidates. So you start with saying, I just put place holders of my obfuscators into a circuit, then I do some other steps like majority or some NANDs or some XORs, whatever. And I just put this into a so-called units and the structure then says, if I have a unit, it determines the output circuit and I can use this as input to the next level unit. So and then if you want to actually build your combiner, what you do is you initialize the first level units with your input circuit. So you just run C through all the obfuscators, you get some output. This gives you the first level units in a full description of the first level units and then you can just run them through the obfuscators on the second level unit and so on. And recursively, you of course get then some output description and the actual combiner result is the final unit on this path. And of course, our combiner, our three out of four combiner was structural in that sense. Okay, so let's try to do a two out of three, right? Just lower it by just one compared to our three out of four combiner. So the first thing we notice that if there exists a path on these units such that the same obfuscator appears in each unit, then there's no hope to get a secure one. So here's the example. Let's suppose that obfuscator number three is on this path from the first level unit to the actual output unit and it's supposed that this combiner's malicious. Then if you initialize the combiner in the first level units, the malicious obfuscator may just output information about C in clear. And if this is done on the first level unit, then the malicious combiner on the second level unit can more or less forward this information. So you can basically leak through the entire path. So this means there's no path where there's the same obfuscator in each unit. This cannot be or you will not get a secure one. So this means on each path there is one unit and we can always take the right most one where there are only obfuscators number one and two. Okay, let's say in this example it's these. It doesn't matter what's happening in the other obfuscators or in the other units, sorry. What obfuscators are in the other units. Okay, then assume that the obfuscator number one is malicious and it will try to confuse our combiner but just saying instead of really obfuscating something about C, it will just obfuscate something about C star. Okay, then basically our combiner doesn't really know because there are only two obfuscators, one is saying the truth, one is lying. It cannot really tell if C or C star is the actual obfuscation it should work with. If you want to do it more formally, you can go to the case that obfuscator number two is malicious and now this time you actually wanted to obfuscate C star but now this malicious obfuscator tells you oh, I obfuscated C. Okay, so both look alike from you so the combiner would have to give the same result in both cases which means it needs to give the same result for both C and C star and if they are different then this cannot be a good combiner. Okay, this is why it doesn't work if you want to at least work with structural combiners to get something better. Okay, so then we thought about maybe we don't need a combiner which always works correctly and gives you functional correctness so we introduced something which we call detecting combiners and basically they say this is as before, if all candidates are secured then you get a secure combiner which provides functional correctness and so on. If you have that only T out of n combiners are secured there may be cases where the combiner tells you here's an error, there's something going on which is fishy, I cannot correct it but at least you should know that there's something false with that. And if you do this then you can actually go to two out of three instead of three out of four and you can also give a very similar lower bound saying that you cannot do one out of two but at least you can do a little bit better. So to conclude let me wrap up and show again what we did. I think we have what I would consider reasonable three out of four combiners I know it's hard to get three secure candidates especially in theory currently but at least in practice maybe you have hoped that some of the problems are actually doing a good job. We did implementations just to see how, let's say bad it is and surprisingly you didn't look that bad. We were expecting some blow up in output size for example by a factor of, because it's layered like maybe nine or 10 but it was about four which is an increase in size. If you talk about structural combiners things which you will nest basically outputs of the up for skaters then you cannot do any better unless you go to detecting combiners and there you can do two out of three but you cannot even go to one out of two. All right so that concludes my talk about the up for skating combiners. Thanks.


From Wisconsin Indian Head Technical College, Logan Smith. I'm the last one, everybody. My name is Logan Smith. As said before, I am the WITC, Shorter. I represent the largest technical college system with four campuses I represent as the ambassador. I'd like to shorten it with WITC. Makes it easier on everybody. I am enrolled in the Associate's Degree Program for Architectural Commercial Design at WITC. I chose that program because at an early age, I found myself sketching a lot when I was younger. A lot of buildings. I find myself going into really nice buildings like this and nerding out at some of the ceiling and at some of the columns here. I learned from an early on stage in my young adult life that I wanted to be an architect or something close and have some aspect and foot in construction. And so growing up through high school, I kind of set my focus on that. A little bit about my high school and my hometown, I come from Glenwood City, Wisconsin. It is a very small town in the farmlands of Midwestern Wisconsin of about 1,200 people. My graduating class size was 39 people. Two of them dropped out. So on stage, we walked with 37 people in total. Coming from a small school, we didn't have a lot of opportunities as a lot of the D2s, D1 schools in the area that are within all 15-minute drive. We are necessarily forgotten about by other college visits and technical college systems. However, we have one awesome technical college system, roughly 15 minutes from us. And we have CVTC, about 40-minute drive from us. We had a very lacking education system in our high school. That is understandable for its size. I did my best and thrived as a scholar in the high school, lettering all four years of high school. I also became very active in the construction and technical education classes that were offered at my high school. I became a very accomplished welder and more so a very accomplished construction builder with light construction as a highlight. I thought that was very interesting at the time. Until one day, I cannot remember, but a technical college promoter came. I believe it was Globe University or CVTC that just so happened to show us in the technical education program an architectural-related field of career choices that you could go into. From that point on, I realized that not only my dreams could be met as a career path as I'm getting older, and I could also stay in construction to something that I'm very passionate about. I immediately, about my senior year, went and applied at CVTC. I was accepted almost immediately as a pre-programmed student. The program that I was in was very popular at the time and still remains very popular today. Upon graduation, we were either given a path, either join a four-year technical school or a four-year university or join the military or join your family as a farmer. I wanted to basically break that mold and set myself apart from other people in my class. So in the fall of 2015, I enrolled at CVTC and became a student. I, at this time, was working full-time at Anderson Windows, which was a short drive from school. I, coming from a very poor family, much like others from Glenwood City, I was able to work and I discovered that money is really nice. I became very active at work and started taking on hours that I couldn't potentially handle and go to school for full-time. Being that I was pre-programmed, I kind of let work started taking over. I let it start kind of getting the best of me. I felt that supply chain management path was probably another interest that I had. I had the unique opportunity of working my way up all the way through 2015 in a full school year and through the entire year of 2016 with the company. In late 2017, where we were made aware that a possible position was opening up in a brand new facility down south in Douglasville, Georgia and Atlanta, Georgia. I was selected from 75 other candidates in the warehouse due to my strong work ethics to go down and train culturally diverse communities, such as Mexican-Americans, immigrants. We had Somalia immigrants. Coming from a small community, I was very shocked to see all this diversity. When I was down there, I found myself often bragging about how wonderful my schooling was and I truly did enjoy it. Many of the times, the workers asked me, what the heck am I doing in a supply chain management warehouse position if I love architecture so much? At the end of this day, for about a month and a half, I was down there. I met with the OM and I asked, what do you see myself in? He, as well as others, said that I could finally reach my goal and be happy with not just making money, but truly find my passion by going back to school and staying with the architectural program that I originally applied for. About a year later, I finally took that to heart and left Anderson Windows and I was pretty much on the options table for anything that was open. I do plan on getting my bachelor's degree, so I started thinking about four-year schools again. I realized that I'm from a small town and I think a lot of the things that distracted me at CVTC was the size. For somebody that has been in the area for a long time, a place like Eau Claire, Wisconsin, is not too big. When I went and visited New Richmond, which is my home campus for WITC, I was just walking around the campus exploring. It was brand new and renovated. It was beautiful. I then bumped elbows in the summer of 2018 with a man named Steven Duss. This man is about six-two. I looked up to the man and then right now I look up to the man. I can attribute my going to school to WITC to Steven Duss. Immediately after meeting him, he asked me what my name was, as well as other faculty members. This was around the registration time for school, roughly a month before schooling was to start in August. I, as well as other kids at the school, weren't forgotten about. He miraculously remembered my name as well as other students throughout the campus and I knew immediately that it felt just like home. I wanted to go to school where somebody knew me as me and not just another number in the school system. I felt that the class sizes at the Tech College were small enough to where I could get direct engagement with the instructors and the students within the classes that I was taking. I've had a lot of success there throughout the last eight and a half months now as we start to end my first year at WITC. I can say that I have made plenty of connections throughout the last six and a half months with all these new ambassador opportunities that come forth to me. At my college, students have a support network that isn't found at universities and I think that you can see a pattern here throughout the other ambassadors tonight and I think you can probably relate to that yourselves. That you're not just some person. I believe that my success as well as other students' success in the industry and at school is attributed to the wonderful faculty found on all these technical colleges campuses. It has set me up right now for a wonderful career path that I'm going to hopefully get a wonderful internship in Eau Claire at River Valley Architects. I'm going to be applying there religiously throughout the next couple months. I want to work there. Some of my goals in life as I start to approach the summer here. I mentioned that I want to try to get internships wherever it may lead to build in the Chippewa Valley area or into the Minnesota area. However, I do want to be a contributing member to my state and it takes great pride to say that I do want to stay within my hometown area. It is under immense growth and opportunity. I do want to grow with a company that partakes me as an individual and a contributor to their company. With the Chippewa Valley area, you see a lot of growth and construction. My trades that I am in right now, especially with my program, is a lacking industry. A lot of the construction industry is very much so derelict. There's not a lot of people doing it. I would like to open up my own design build firm within the next five to 10 years or more, however long it may take me, and continue to grow the area and employing other students within the technical college system to come work for me. Another future goal that I would like to have is to get my architect's license within three to five years, but that comes with experience. As I round out this speech here, I would like to thank the donors back at home for giving me scholarship opportunities that I may have been aware of. I would like to thank Derek Construction for giving me a generous scholarship that I received last week. I'm gonna be very happy to apply that for my next semester. I would also like to thank my father, Mark Smith. Because of his veteran background in the Air Force, I am able to have the unique opportunity to have my schooling paid for because of the Wisconsin GI Bill. Coming from a poor family of both a twin brother and a sister, it is very hard to support three growing adults and coming from a single family, for that matter. It is very important for me to make my father happy. I can say that without the GI Bill, that I would not be at the WITC system and that I would be working at some dead-end job and not attributing to my real skill set that I've learned throughout the past week. This event has prepared me for a multitude of things. I've developed skills within the last day and a half that I never even knew I had. The wonderful people that I've got to know all today is outstanding. I can't say enough about them. You guys are all beautiful people. It was great all this afternoon. I would also like to thank the board for setting this all up and everybody behind the scenes setting this event up as well. I can't say enough. And then thank you, David, for keeping in touch with me and communicating. I am in the Richmond, so it is hard to reach the home parent campus of Rice Lake. So good communication skills by your end has helped me through this whole process. I would like to thank everybody for attending tonight and have a great and wonderful evening. If you're driving home, get home safe.


Back with some vacuum in his tiktok garden the only place you never want to be But you're still here in exerbally attracted by my peccadillos I'm your favorite blue professor of psychology and the author of malignant self-love narcissism revisited and many other Unmentionable tomes of deep erudition and insurmountable Sagacity yes, I love $10 words. The only thing I love more than $10 words are $10 This is old daddy jokes only all daddies can get them Okay, Shoshanim Svanpanim and baby seals We all believe or are led to believe by the self-help industry that attending therapy or Reading self-help books is going to transform your life And sometimes it does But you should know the following acts of self-love and Healing are always painful They're always agonizing Getting rid of toxic but addictive people posing discipline goals and structure on Dissolute and carefree lives Saying no to temptations and seductions Gaining insights into your shortcomings self-inflicted wounds and failures confronting trauma and abuse investing hard work in introspection and therapy These are arduous tasks. They're not pleasant.


Do male and female cricketers use different power hitting techniques? This is a brief summary of our study in Journal of Sports Sciences. The article is open access and free for all to read. Movement solutions are influenced by factors relating to the individual, their environment and the task itself. So how do these differ between male and female power hitting? Differences may include body size, strength, boundary size, bat and ball characteristics, incoming ball speed or fielder characteristics. Coaching and training experience may also differ due to funding, professional status and perceived or real differences in these constraints. Our aim was to assess the effect of these constraints on the power hitting techniques used by skilled male and female batters. We chose to control for the effects of heightened body mass but observed the combined effect of all other differences. Based on factors previously linked to bat speed in male batters, we hypothesized differences in pelvis thorax separation at the top of the backswing, lead elbow extension during the downswing and wrist uncocking during the downswing. We tested 15 male and 15 female players, ranging from University Academy to senior internationals. We asked all players to hit the ball back over a bowling machine, attempting to clear the boundary as they would in a match. Male batters achieved greater bat speeds, ball launch speeds and ball carry distances than female batters. Male batters exhibited greater pelvis thorax separation angles in the transverse plane at the top of the backswing. Male batters extended their lead elbow during the downswing more than female batters. Eight female batters but no male batters flexed their lead elbow during the downswing. There was no difference in wrist uncocking. Male batters extended their lead elbow by 30 degrees on average. Female batters flexed theirs by 3 degrees. This resembles previous male-female differences in experienced but not professional golfers. Some female batters possibly used more of a checked drive rather than a specific power hitting solution. Differences are likely a result of the individual, environmental and task constraints for male and female batters, as well as their specific training experience and coaching histories. Possible causes and implications are discussed in the Open Access article. The link to the full article and other relevant resources will be in the description below. Or to keep watching, you can view my full video lecture on the biomechanics of cricket batting.