RealisticGaming here. Poppy playtime chapter 2, flying the web is finally here. I will be splitting this video into two parts because I was having issues with the game. I had like corrupted data and whatnot and it's pretty late already. So I'm just gonna play the first half of the game and then I'll upload the second part on another day. So make sure to stick around for part 2. Alright, it says chapter 2, flying the web. But popping out free, the situation begins to change rapidly while you search for any way to escape the factory. Ooh, alright, nice.  Hand was twitching there. Okay, what is this? Hey, chess? Wait, that's mommy long legs right there. Wait, we've seen this already. It was a trailer that they dropped before the game came out. The song is pretty catchy. Oh god. Oh yeah, you can hear the voice that says wake up. Wait, it looks like that was mommy long legs covering over us. Wait, that's Poppy. Oh, I got you girl, we finna wake up. Oh cool, alright. Pretty sick intro. Oh wait, this is the end of chapter 1. Alright, this is pretty interesting. Let's go see what's up over here. I remember there was like a dollhouse back here. And there was a door. And okay, we can actually go through it now. Okay, sick. Wait, what is that?  Okay, what's up with this hallway? Just going down here. Oh, heck die, someone's whispering to us. Okay, Elliot Ludwig.  Okay, we can't go through there. Oh, what? Do we? Oh, are we on some Spider-Man vibes or something, bro? Okay, why is it not retracting me? Alright, there you go, Lies. Oh, what? There's a bloody dinosaur there. Alright, that might be like a hint for the next toy. Or something, I'm not too sure. The heck? Why do you have that crooked sound laugh? Okay, there's a door back here.  Alright, let's go in here. Okay, there you go. Okay, what is this? Key? Tap to view inventory. Okay, we have a key, but where the heck do we use it? Oh, wait, I don't know where. We used it back here at the red door that we saw. There you go. Okay, nice, we got something. Okay, the tape. Okay, now what? Put this here. Playtime Co. is the product of a great man by the name of Elliot Ludwig. Divorced but a family man at heart. His sights were always set on bringing amazing toys to amazing children around the globe. Ludwig spent countless hours in the factory, working overtime relentlessly in an attempt to continuously innovate and surprise. In the 1960s, an unfortunate family death had pushed Ludwig down to his lowest. But with so much ambition, he rose back up and continued to fulfill his vision of a Playtime Co toy factory. Ludwig could never be content leaving a project unfinished. But just how did one man come to create such an astounding empire? How did he manage to stay determined after suffering such a tragic loss? It all began in the fateful year of 19. Okay, 19 what? Dude, I cut off. Okay, a secret passage. Alright, we go in here, I suppose. Was this a chasing? Please don't let it be a chasing. It's too soon. Okay, it's not. Great. I was freaking out for no reason. Oh! What, Poppy? Okay. Why are you mind helping me out? Okay, let's see if this works. Okay, nice. Alright, these things keep freaking me out. I feel like I'm going to get chased by Huggie Wuggie again, even though we did get rid of him in the first chapter. Wait, what? We're back here. That is freaky. This way. Wait, what? I can't fit in here. I can't fit in here. I can't fit in here. I can't fit in here. I can't fit in here. Wait, what? I can't fit in there. Wait for me, okay. This, that, and yep. Powered up. Dude, what's up with these dolls? They're like all over the ground covered in blood. Okay, more Spider-Man action. Whoa! Great. Come on, man. You can take it. Hey, yo, what?  Alright. Okay, this time, we got to get it. There you go. That was a nice pretty swing. Okay, let's keep going. You see, there's another freaking doll right there. A Buzzy Bee, that's me. Wow, you're dead. Okay, there's a vent. Okay, we don't have to go on the vent. Poppy? What's up, girl? Listen, I'm going to need you to trust me. Whoa! Yo, she got snatched up by Mommy Long Legs. Alright, I suppose we're supposed to go down the giant freaking hole. Let's go, whatever. Oh, it's so dark, you can't see a thing. And we're going to die. Are we dead? Okay, now we're going down a slide. Is this a slide? Okay, what is a slide? Elliot Ludwig? Okay, it seems like everybody had their own slide to come down here. As we can see the different names. Okay, Power. Let's go over here.  Okay, uh... How do we... Wait, what? Why is it locking up? Okay, this is going to be a headache. Okay, maybe you can try this. Okay, that actually helps you out. No, wait, because if we hit this... Yeah, nope, that's not going to work out. Okay, we have to do this. Go back. Hopefully this works. I'm not so sure this is going to work. Okay, nice. Do this. We have to wrap this around. There you go. Dude, I was getting triggered so bad on this part. Finally, thank you. Okay, now we can move on. All right, um... Where the heck did... Okay, we have to... Flap the... What? Oh, she snatched our hand. Oh, gosh, nope. Are we trapped? Oh, she got bobby. Oh, that is freaking... Nice laughter. Great. Never to me. Put the doll down, freak. Bro, ain't nobody got time for your games.  Wow, okay, we just got threatened by mommy long legs. Okay, where the heck do we go? Okay, this way. Dude, now we only have one hand. Oh, that looks freaky, bro. Okay, uh... Oh, look, these are all the characters. Pretty cool. Huggy-wuggy, kissy-missy, the bee, the robot guy. Statues? Okay, where do we go? Wait, what's there she's talking about, bro? Okay, she was talking about some stairs, but I don't see any stairs. I'm blind. Oh, right here. There you go. Musical memory. This can't be good. Weirdo. Okay, we keep going down this way. Down the hall. Bro, where the heck are we going? Oh, great. It's pitch black. Hello? Okay, nice.  Yeah, the green hand. I remember seeing that like in the previews. Shoot green, temporarily hold electricity. Electric charge lasts for 10 seconds. Pretty cool. We can hold electricity with the green hand. Okay, after 10 seconds it runs out when holding electricity shoot green hand receivers to temporarily power other systems. Very explanatory. Okay, they are on the same timer. Lack of caution made. Bro, we got crushed by the door. That is totally awesome. Pretty wicked. All right, thank you. Use the grab pack responsibly. Of course, we're always responsible. Well, at least I try to be responsible as I can. Oh, so we're about to build our own green hand. That's what it seems like. Build a bear pup, build a hand. Pretty freaky, if you ask me. Molding room. Oh, are we supposed to fix this? Okay, there you go. Fix the pipe. Freaking pipe. By the way, I always got to fix everything around this dump. Oh, that is weird. It's looking at us. Okay, it's molding the hands. That's a lot of hands. So he's trying to catch these hands, bro. Okay, now it's going to paint a green, I suppose. Come on. Slap it. Slap the button. Great, it doesn't have any freaking paint. Okay, there's lights. Okay, we go this way. Oh, there's a hand. Okay, there's the green paint. Okay, grab it here. Place it. And here. Okay, sweet. Now we go down and press the color button. Come on, bro. Come on. Trying to get out of here. No paint machine. Brother's obviously paint. Looks like that Nickelodeon slime. Okay, come on. Give me my hand. Nice. All right, pretty sweet. We need to activate this right here. Okay, press it there. Oh, I should have waited.  Bro, I'm trying to take some electricity with me. It's not going to work. All right, whatever. Okay, go this way. Cool. All right, pretty sweet. Nothing here. Don't see nada. Okay, I think green reduced reuse recycle. Yeah, whatever. Make a wish. Make a wish. Okay, whatever. Oh, what is this? What the heck, bro? What is this place? Welcome to musical memory. This advanced memory and cognitive recognition test is designed to stimulate several segments of the brain, allowing us to see how quickly and efficiently your brain works. They're going to catch me slackin', bro. Wait, what the? What the bunny? Bunzo? Oh, heck, no, bro. Great, man. That's all. Good luck. All right, I want to see the jumps here. We're going to let them get us the first time. See how scary this jump scare is, and then we'll complete it. Bro, why is she upside down? She's just that normal. She's been doing the most. All right, here goes nothing. I'm kind of nervous. Not gonna lie, even though I expect like jumpscare coming. Oh, gosh, here it comes, nothing. I'm kind of regretting this right now. Okay, he's getting intense now. He's coming out very slow. Oh, gosh, here it comes. That wasn't too bad. Kind of disappointed. Could have been scarier, louder. All right, here we go, yellow. Okay, we're going to beat it this time. Yellow, yellow. Yellow, yellow, yellow? Yellow, yellow, yellow, green. Yellow, yellow, yellow, green, green. Okay. Round two. Round two, you're freaking kidding me, right? Blue. Blue, yellow, blue. Blue, yellow, blue, yellow. Blue, yellow, blue, yellow, blue. Violet. Blue, yellow, blue, yellow, blue. Where the heck is Violet?  Round freaking three. Red. Red, red, yellow. Red, yellow, white. Red, yellow, white. Where are these colors coming from, bro? Red, yellow, white. Orange. Red, yellow, white. Orange. Red, yellow, white. Red, yellow, white. Red, yellow, white. Triple orange. I think. I was kind of doubting that last orange. Blue J, what's that? That's not even the color. Blue J heart. Blue J heart. Blue J heart. Blue J heart pipe. I pressed red. No. Blue. Why am I pressing red? Blue J heart. I totally lost. I stole the bag. J heart. J heart pipe. J heart pipe. J heart pipe pipe. J heart pipe pipe pipe. That's a lot of pines, bro. Round fuck. Oh my god, I thought it was over. This is a freaking joke, right? What the? Red pie. Red blue. Bro, what the? Okay, so we were just supposed to hit that escape one. I was so confused, bro. I'm like, what the heck? You're no fun, bro. You're crazy. Give me the freaking code right now, man. I need to get out of this place. Look up.  Okay, nice. We got to experiment 814. Okay, cool. Mommy was hoping the game could last a little longer. It's okay, though.  She's crazy, bro. We almost freaking died there. Great, we go in the vent. All right, please don't be anything in here. I swear there's something in here. We're going to get chased and we're most likely going to die. Oh, heck, I heard something. Bro, I keep... What the heck was that? Bro, there's something in the vents with us.  Damaged. Rejected. Okay, let's keep moving.  Oh, he's not covered in blood. I can't go up here. Rejected, okay. I guess these are all the toys that got rejected. And they just throw them here. Okay, where do I power this up? Where do I power this up? I don't see nothing. Okay, I think we need to get this guy. Ah, I don't know. Where's the tape? Are you kidding me? Okay, that did something, but... I don't know what precisely... Why do I keep seeing that caterpillar, bro? I've been staring at these things for like 10 minutes and just realized that it has handles for us to drag. I think it's freaky. Okay, nice. So we're supposed to drag it over that dinosaur over here so it can pick it up since it is in the way. Okay, do we keep dragging it this way? No, come over here. Oh, great. We have to do it all the way around, huh? Nice. Okay, come on. Follow me this way, sir. Please hurry. Sir, no, we're getting trapped. What is going on here? Bro, come on. Come this way. Thank you. Okay, let's keep going. Just keep it moving. Okay, it does come up this way. And weesh. Come on. Any slower? Dude, that dinosaur is looking at our soul. Okay, whatever. Grab this, power it up. Okay, nice. Let's get it off the platform. Can you drag it here? Oh, oh my. You're kidding me, right? Great, now we have to do it one more time.  Or maybe I can just get the energy. Great. Okay, this time I'll wait for it to pick it up. Excuse me? Why didn't it not work? Dude, you're kidding me, right? Okay, great. I swear I'm not bad at these clown games. Please get it, please get it. Thank you. Okay, now this is going to work. See you later, Dino. Wasted a lot of my precious time. The heck is all the way up there, bro? Expect it like mommy long legs to pop out or something. Okay. Oh, great. We need power. Power! Turn this. Why don't I keep hearing something? Can I get it from here? Okay, I think we're actually supposed to do it before this thing rises up. Okay, actually, let's do this. That was pretty easy. Not too shabby. All right, let's keep moving. Move, why the heck is there something chasing us in the vents? Bro, like, if you're going to just kill us, just do it, man. Stop playing with us, bro. All right, let's go up here. Oh my God, that's a lot of damage. Okay, they were blocking something off. Oh, that's a lot of blood. Hey, that's the bunny that we just freaking played against. Oh wait, we're back to the games. To the game station. All right, pretty nice. All right, nice, nice. All right, I guess this is, we're done with our first game. Of course I did fantastic. Myself? Duh.  She hates us. Not a banana. Wack-o-wuggy. All right, you guys, well, I'm going to call it a third. We'll save the part two for the next video, as I said, because it is fairly late and I'm trying to get my video out. Oh my God, Wack-o-wuggy. Well, we'll definitely come back to play Wack-o-wuggy and then the, I believe there's one more game after that. I'm not too sure there might be, but we'll call it a third. Thank you for watching. Just like, and subscribe if you're new to the channel and make sure to stick around for part two.


In a market, humans with unlimited wants often meet sellers with limited supplies. In such a place, competition is usually a force of good. It leads to more choice, increases the quality of products on offer, and reduces their prices. If competition is absent, monopolies can form. And that's a problem. Adam Smith, the father of modern economics, defined competition as allocating productive resources to their most highly valued uses. For sellers, the money they receive when they sell is more productive than their product. For the buyers, the produce they get is more productive than their money. When a deal is done, neither party may be entirely happy with the agreed price, but at the end, both feel better off. In a competitive market, those who want something the most end up getting it. Competition takes various forms, as the following story illustrates. One dealer in a market decides to bring in bananas, to be the first to sell them. He is the only one, and since people love bananas, he sells them at a high price. And it doesn't take long for someone else to see an opportunity for improvement. Competing in price is the most straightforward way in which sellers can compete for customers, because consumers usually prefer to pay less. In order to survive, the first seller, also known as incumbent, may also lower the prices. This pressure on prices is usually leaving customers better off. In theory, this back and forth will continue until both have reached a price that yields zero profit. Then, one may decide to close. But there is also non-price competition. Instead of offering a lower price, newcomers can try to sell higher quality products or innovate. In response to innovators, incumbents may try to improve their offers and come up with ideas to strengthen their position. Choices may increase their service hours. So besides lowering prices, another consequence of competition is the range of choices and innovation, both of which are good for the people in the market. In a free market, competition defines the ultimate price and quality of goods on offer, a phenomenon referred to as emergent order. That means it's eventually not up to the shop to decide how much to charge for a product, but intangible forces such as supply, demand, and consumer preferences that emerge over time. If one company is the only one selling a product, we speak of a monopoly. Then the benefits of competition fade and the naturally emergent order gets disrupted. From perfect competition to monopoly lies a spectrum we can use to define the intensity of competition. In a highly transparent market, we have almost perfect competition with low prices and lots of customer choice. In a market that is dominated by a monopoly, prices are often high and the variety of options decreases. With just a few companies share the market, we speak of oligopoly, which is also a problem as they often secretly fix prices. In a free and open market with high competition, we see innovative suppliers, happy customers, and an immersive variety of choice. On the other end of the spectrum, we have a monopoly. Suppliers have little bargaining power. The goods they sell are often inferior. Customers pay higher prices and wait longer hours. In order for markets to function, governments need to break monopolies up and consumers should support those that rival them. Only then will we see innovation, good products, low prices, happy customers, and markets that leave everyone better off. In summary, competition usually leads to lower prices, innovation, and higher living standards. Monopolies lead to higher prices, inferior products, and lower living standards. We should try to break up monopolies to support free market competition. To learn more about competition, tell us how you would compete. First, find a product or service available online or in your neighborhood with very little competition. Describe the service and tell us why you think there is little competition. Is it because of a monopoly? Or because the demand is so low that there is little profit to be made? Or is there another reason? Now assume you are opening a competing business. Tell us three things that you would do in order to compete. If you found this helpful, check out our other videos and subscribe. If you want to support our work, join us on Patreon.com. For more information and additional content, visit SproutSchools.com.


Lesson 348, I have no cause for anger or for fear for you surround me and in every need that I perceive your grace suffices me. Father, let me remember you are here and I am not alone. Surrounding me is everlasting love. I have no cause for anything except the perfect peace and joy I share with you. What need have I for anger or for fear? Surrounding me is perfect safety. Can I be afraid when your eternal promise goes with me? Surrounding me is perfect sinlessness. What can I fear when you created me in holiness as perfect as your own? God's grace suffices us in everything that he would have us do and only that we choose to be our will as well as his. Amen.


Efallai i wneud o'r 130 oes hynny. Mae'n gwybod i'n gwybod i'r ystod. Mae'n Susanne Hardy ac mae'n gweithio gyda Gysgr, ac mae hynny'n gwneud i gael gyda'r sesiwn i'r ysgol. Mae'n yr hynny'n ddod o'r prydau oedd yn cyflawnio i'r grannu ar gyfer y Llyfrgell ac oedd yn cyflawnio i'r swydd digidol o'r ffansio cyflawnio mewn cyflawnio. Mae'r 1st oed yn ysgrifennu ac yna'r ffrind oed. We just welcome Tim Neumann, Rich Osborne and Abby Shaw and Tim's going to start over here and then move over there. Just a couple of things to say first, if anybody's taken photographs, please can you make sure that you turn the flash off. And if you've got any questions for either of the sets of presenters, if you can send them via Vvox and join in instructions at either side of the stage there. We've got screens at the front so we can see the questions as they come in and we'll do Q&A that way. So enjoy the talks and I'll hand over to Tim. Thanks very much and hello everybody. I am Tim and over there are Abby and Rich. We do proper introductions later in the show that is part of the dramatic curve of this presentation. So we're talking about this distributed leadership and digital learning and there are a few alliterations on that screen because I like them. And I used to be registered as a professional slogan writer 20 years ago anyway. The link to the presentation is up there but it comes up on the last slide as well so no need to panic. We don't have a lot of time because all of us three like to talk a lot and it's really difficult to stop us so we'll crack on. The main part of the presentation is actually organised as a panel discussion. That's why they are sitting over there and I'll join them in a while but I'll first start by setting the scene. So that's a prequel so to speak before we get into the subjects that were in the title. So we are all at University College London and we all occupy the same role to which we come later. Just to give you a bit of context we are looking at what happened over the past 15 years at University College London. And over the past 50 years short timeline just to give you a bit of context UCL effectively doubled in size in terms of student numbers and there were a few internal and external events that affected the development where we had to change, we had to lead on the digital front and change things around. And in order to help us with our reflection we are using a paper, we are basing our reflections on a paper by Garrison and Kanoka from 2004 and the slide says it's a reflective framework. No it isn't. I don't want to use the term framework because we will hear about the proper framework in about 27 minutes. So there's another slide that says it's a framework but honestly it's more of a screening tool. So this paper by Garrison and Kanoka introduced success factors for blended learning. Blended learning, okay we can call it digital learning now nobody knows what it is anyway. And the purpose is to keep track of digital learning initiatives. So the question is what actually have we done to make digital learning stick over all these years? And to help us reflect on that there's this screening tool, well it's not really a tool, it's 10 ideas. Originally it was only 9, we added a 10th one, the community thing. But these 10 areas are effectively what every institution should do in order to make digital learning stick. And as a screening tool it works very well because you can just read through it and then reflect. And within 30 minutes you have a rough overview of what you're doing in each area. If you compare this to the digital transformation framework that you'll hear in 25 minutes it's 80 pages long. So by the time you have finished reading that framework in detail you have listed all of the initiatives that you are doing. So I'm not suggesting that these 10 areas are replacing this digital transformation framework. No, if you hear about the framework you'll be amazed if this is the first time you hear about it. No, these 10 areas are a tool that helps you reflect on what you're doing to identify gaps to see what needs filling and to improve your offering. So details are in the links on the slides. So at the end you'll get a link to the presentation and then you can click through to learn more. So in 2018 I've been in an old sea conference with Jess Gramp who's now leading the Moodle Academy. And we reflected on 10 years of initiatives at UCL and you see them listed here. Then in 2021 at a virtual presentation at old sea Clive Young, Leo Hefman who's currently presenting in another room and myself we updated these initiatives and they look completely different. And now we are in 2023 we are reflecting again using the same 10 areas and again they look very different. So just without reading the detail but if you look at what is listed under current activities in these three snapshots from three different years it's completely different. That is an indicator that UCL has changed and this is actually a value of these 10 areas because you can just quickly reflect and then if you do it multiple times over time you actually see what you have lost over time. And maybe at some point in the future you recognize oh five years ago we did this thing that was really good. Let's do it again and let's bring it back and so on. The longitudinal view or having a longitudinal view of how your institution has changed can be really helpful in optimizing your initiatives to help make digital learning stick. So back in 2021 we ended the presentation which was about this tribute leadership with some conclusions and here are two of them. The 10-area screening tool more framework helps identify gaps and the gap analysis helps identify areas for distributed leaderships where people like us can intervene. And how they intervene well to find out that let's interview our distributed leaders and we actually had done this in 2021 but we are now giving you insights into the views from this particular group. From this particular role we are all faculty learning technology leads so each of us looks after a different faculty in UCL and we steer the adoption of digital learning within a faculty. We all do our jobs differently and the only thing that we share is that we have high levels of autonomy and flexibility so more or less we can do not quite but almost what we want. The rest of the presentation is a panel discussion to give you some insights of how differently we think about things or what things we are picking out are necessary in order to make digital learning stick. So introductions. I am at the faculty which used to be called UCL Institute of Education now we are IE, UCL's Faculty of Education Society. Not a big branding move but well. I am the only academic who works as a faculty learning technology lead and I'm in the faculty education leadership team and my team consists of myself and half a learning technologist. And we wanted to start the statement with a question how do what does autonomy mean to us. In my case at the current time autonomy is great because you can define your own approaches. But the problem with that is I am currently running at the risk of making myself obsolete so in the past I trained our staff to help themselves and I was probably a bit too successful because now they are helping themselves. So I need to reassert my presence there in order to not make myself obsolete. That's the drawback of autonomy and we'll move along the other two now so Abby. Am I? I am the faculty learning technology lead for the faculty of arts and humanities and I would say we have a substantially lower rate of adoption of digital technologies in the majority of our courses compared with for example the IOE. I've had total autonomy which for me largely means that nobody really knows what I'm here for and what I might be able to do. This is a marvellous luxury which means I can do what I like. It's dangerous and it's tempting to run away with the things in which I'm most interested. But largely for me it means researching, identifying, understanding my faculty and gaining their trust as a local point of contact for all matters digital education of any shape, size or issue. So I'm a mathematical and physical scientist but we both joined AB9 in 2020 so we relatively knew I was at UCX for many years. But I'm also a physics teacher so I have a background which suits my faculty and my faculty had no learning technology for it. I know official learning technology is a tool so when it's a big faculty we've got 5,000 plus students, 1,000 plus staff and I'm the only one. Autonomy is pretty much you are in charge of all that lot to deal with it. Thanks. So we are now going to offer our reflections as a case study effectively on these three themes of the presentation and we'll start with agile adjustments. Agile in our context is pretty meaningful because our information services division recently moved completely to the agile project management format. And if you are aware of what that means, they talk like they want to go for the Heineken Cup final, they talk in rugby terms throughout. So their department is now suddenly, it has a culture which is completely different to the rest of the institution. They are doing great work because they are delivering very, very rapidly. But there's a different culture in that department that needs to be managed, the interfacing needs to be managed. So who manages the interface between agile parts of the organization? The faculty learning technology leads obviously. So here on this slide are some suggestions of what needs to be managed, how it can be managed. And I'll give Abby first tips in terms of providing an answer. My faculty is largely unaware that our central operations might work in any particular framework of any kind. And if I said it was an agile framework, I don't think they'd be very interested in what that might be. Technically it's of no consequence to them. I translate between the agile speak and the needs of my faculty. Prior to working in universities, I had the joy of working in IT and understanding agile frameworks and such things. And I think that's really helped me know what I can ask for when I'm making sort of central representations about our faculty needs, departmental requirements. Also understanding that sometimes there are urgent issues which cannot be carried out within the agile timeline. So negotiating with the different stakeholders a realistic timeframe for solving those and to some extent solving those myself where I can. So being that kind of point between all the languages and all the worlds. Yeah, I'm just really done for that. I mean in my faculty I wanted to give an example of how this has been happening in practice, in anger. We are part of the COVID, we adopted the YSW platform for the majority of our assessments, which works well for SA. So they're out on the stage, that's brilliant. PDF in, PDF out. That's not how maths works. Mathematics, if you don't have mathematics assessments, they're quite different. You need to, it's usually section based marking, it's usually a bunch of markers, usually PhD students or whatever, maybe not even that experience. And the reason you need this is because maths can be questions, can be very hard, especially the later ones. And sometimes you need to adjust your marking group, so it's complicated. And I get that because I talk to the maths people and I understand what they need and I've got to be responsive. So we actually did a comparison, we've got crowd marking. We have a crowd mark developed by a maths professor from Toronto to assess maths, works really well for maths. And we did a quick comparison study, I was able to be agile to adjust rapidly. And now we use crowd mark all in the maths department and not using YSW. So a really good response of action. To give you context, YSW is the assessment platform that the whole UCL adopted during lockdown. So there was an institutional approach to an assessment platform, yet richest faculty took the autonomous decision to take a different route. And that effectively shows that how we deal with digital learning can and has to be discipline specific. And that is a reason why actually you do need some leaders on location in these different subject specific faculties. You can't ignore that. Not everything can be solved by a central approach. Let's move on. Brisk breakthroughs is the second theme. What that effectively means, we are working in a very, very dynamic environment. It seems that lockdowns and then AI have accelerated the speed of change significantly. Things that happen and we need to react to them. So during the pandemic, we at UCL had significant investment. Now after the lockdowns, we are seeing severe cuts in investment. So we need to really look at where we are spending the money. Then at UCL and at some faculties with completely new senior leaders who change the whole institution completely. So we have major policy and strategy overhauls and then AI came along. So the question here is who aligns the local practice in a timely manner in the context of flexibly moving goalposts. When we are facing so many simultaneous changes, who wants to tackle that question first? Shall I have a go? Again, this is about what we mentioned already about discipline specific about reacting to projects. We are deeply embedded with our departments and academic colleagues. We have a network of CLLs connected learning needs we work with to surface issues and problems. For me, it was things like listening to those voices in Covid, it was engagement. It was about screens off. What did we do about that? So we did a lot of research and I created little workshops for all my departments to help them deal with that issue. Then it was about back to face to face. How can we get what we used to do when we were supporting things like clickers in rooms like this? How can we get back to that? Can I remember how we used to do that? Then we came to the AI stuff again. We are tailing local sessions. We are working with individual academics to say what does it mean in my context? What does it mean if AI is used in my physics assessment or my chemistry assessment? So it is about tailoring and listening to the voices and listening to our community. I think my faculty has certain specific requirements in some areas. Small group teaching, really discipline specific. My departments include the Slade School of Fine Art, the Centre for European Language and Culture. So when something like AI becomes a pressure point, the ways in which it affects different departments are so varied, yet there is often very specific expertise in those departments. If I look at the way my academic colleagues in language have managed dealing with things like Google Translate, they have a lot to offer which I can then represent to colleagues in other departments in a way that is relevant to their disciplines, but also to the nature of their smaller group teaching and perhaps the central policy might generally cover. Again, what comes out is the subject specific nature of some of these challenges, how we need to address them and again emphasising the point that we do need local leaders who are expert enough in the organisational policy in the learning technology arena and also in the people field on how to bring everybody on board. To address the final thing, and by the way I just wanted to mention Rich, you said clickers, not everything we did in the past is worth salvaging. Related to that, Vvox is active so if you want to pose some questions in the Q&A, Vvox with this code there. Controlled chaos, what does that mean? Not only are we changing, but we are changing in a way that is even more dynamic than this ultra-dynamicness on the previous slide because the origins of change, where change comes from, that changes and that adapts and that makes everything actually quite complex. We are under pressure from external challenges, but then also self-inflicted challenges when we change an institution and so on. The problem with such chaotic developments is that practice at local level can vary a lot. Even within our faculties, students may have vastly different experiences. How do we manage that? Who are the people who bring the people together across context and coordinate the expectations of various stakeholders? It's faculty learning technology leads in our case and I'll turn to Rich for this one. To run example, I did how I responded to some of these challenges. It ties into the way the students were talking this morning actually as well and it's about consistency and about scale. I mean I have 10 departments in my faculty and they're all like to do things slightly differently. We're really struggling over Coby with the students coming back saying that the approach is so different. I don't know where to get the assessment, I don't know where to get all my stuff. I said, how can I address this? We have Changemakers projects at UCL so we can get students involved. I ran a Changemakers, I reviewed every single currently running module in my faculty. So well over 400, almost 450 modules. Working with students, understanding what they wanted to see and the students did the reviews and they did every single module. Only Light Touch using the baseline that was ready in some earlier slides. UCL has a baseline on how we do this. And it gave me a really strong foundation to come back to faculty and say, look there are four, just four key recommendations students won here about assessment, about bunching, about a consistent design and now we're rolling that out and we're pushing that forward across all the different departments and I've got this strong student voice to help me back that up. I've taken a similar research based approach looking across the faculty. So, as Rich mentioned, we joined in July 2020 and to get a rapid sense of my faculty and its departments, I and a colleague in the teaching and learning area ran a survey of student online experience which was followed by a survey of academic online teaching experience followed by a survey of the student experience of the VLE followed by a student experience of giving feedback into modules and that's taken place over the three years I've been there and the number one finding in everything has been it is inconsistent. It's inconsistent for academics. The experience is inconsistent for students. A very good way to appeal to your stakeholders is to acknowledge their core concerns and offer sensitive ways of solving those with the least work possible. I think also recognizing the fact that people are quite time poor in education knowing what an actual academic workload, a student workload looks like is something where I can be strategic about the must, could, should change that we need to bring in, what are the minimum things we need to do and what would be nice. Which leads us with a final question. So we are the faculty learning technology leads as you've now heard multiple times and we act as distributed leaders to take over the local implementations of the organizational strategies but also addressing the local strategies. So if I, with a request for a really brief answer because we are almost out of time, what do you think why do we need this role? We have some responses that we reflected on earlier but I want to hear in probably one sentence why do we need our role? We are the only people whose job it is to be the expert in digital education for our faculties and departments and that works reflecting centrally and also locally. I think for me it's at this specific level. As an ex-sciences as well I get what it means to try and teach your subjects at your level and I can then align the right technologies with the right pedagogies. And I would say we are the people who pluck the gaps in these ten areas. Thanks. For the people online. I'm hoping that we've got some questions coming up on Vvox and I'll leave you to decide which ones you want to take first. Let's start at the top, shall we? You talk about independence and autonomy. How much and how closely do you also work together to deliver institution priorities? Oh, that's a good question. We love working together. Yes, very much. We are perhaps one of the only roles that has a representative with the same role in every faculty at UCL. We meet every two weeks to discuss our approaches to initiatives, current practice, challenges. It makes us a great resource for each other. I think we tend to be project-focused too. I might start a project with my God engineering colleague who's not here today and we did some stuff on mathematics stack quizzes and questions because it suits both our faculty. We do on a project basis. We come together with things specific that we think we can solve together. We have regular meetings with the central teams. With autonomy comes responsibility. It's not enough to say we're autonomous, we can do whatever we like. No, we have the responsibilities to seek out other people, to find out to be the experts in the institutional strategy, in how learning technology works, how the culture in your local department is. Therefore, we must proactively seek out opportunities to talk to the relevant people and to work together. Working together is effectively part of our job description, I would say. I hope that answers the question. The next one was fascinating to hear about different practice in each area. How do you share new best practice with such diversity? Have we addressed this? Sort of. I mean I guess it's interesting when I talk about my Moodle service example and you talk about your work, have you? This was built on each other. I built some of my stuff on the work of colleagues and vice versa. We share it with each other and then they get shared back to the connected learning leads and again get shared back to digital education and the education conferences for them. I present to the both education conferences that you see I've been to. We have our own education conference once a year. For me, the students are all students and they do have things in common and particularly my faculty students take modules from across multiple departments. Actually remembering that is quite helpful for many of my colleagues. I think we'll get to the next question because there are actually quite a lot. This one is good. You can read it yourself. The relationship with students, how do our roles and teams engage with them or is it a faculty focus? I should probably start by saying we do have staff, students, consultative committees in every department even. That is built into our organizational structure. I hope you have the same at your institution. It's a good idea to set this up. But this is actually a forum where staff and mostly student reps get together. Anything beyond that would be initial initiatives, either by the student reps or by staff to set up focus groups, questionnaires, engagement opportunities, whatever. We don't have, well at least I don't have a specific student facing aspect of my role. How do you interpret yours? I introduced myself at some point student reps and make myself available. Student reps also participate in faculty forums. If they mention anything pertinent to teaching and learning technology, obviously that's something. I also mentioned research projects we've undertaken with students. I do try to gather a wide section of student voice because they are the end, the net result, if you like, of what we think we're doing. We're actually doing, by talking to our students to a certain extent, so I try to really build that in somehow. It's interesting why I mean, say faculty doesn't really have, students don't really fill a part of a faculty, often do they? They fill a part of their department. But we have a student experience officer who I liais, we're very closely and achieves the one who helps me get to talk to the right students at the right time. I serve in the SSCC, I've got to use an acronym haven't you? The Staff Student Consultative Committee as well. So we're plugged in at the right point is the plan. I should mention, I do have contact to students. It's just that the management of this contact is organised. At IUE, at my faculty, we have a quality team who organise that and they just ask me to attend, which is quite comfortable. So do we manage to get through all the questions? Conflict? Ah, yeah. So the third question that we see on the screen, do you encounter much conflict in your roles? And how do you overcome this? Yes. Oh yes. And I like to call it resistance often. And I think that it's about, again, it's about being strategic, being understanding and having an overview of the full picture. So when people announce a new digital platform, a new initiative and new method of communicating with our students, knowing we're learning how to do that simply just doesn't fit into the available time. So again, I try to overcome things by saying if we must do it, we must do it, and we're just going to get through it. It's going to take you X time. I will work with you to find that time, but you must do it. And if you have sufficient trust in roles like ours, then people will say, OK, please support me through this. And I let people complain as well. I think we're all entitled to complain about technology if we'd like to. I think we're all entitled to be enthusiastic too. In that front, I see it as part of my role to take some complaints forward to the right people. Therefore, I need to know who to put these conflict points to. And that is effectively the leadership aspect, which requires me to have a good understanding of how the whole organization works, not just my faculty, but what certain conflicts can be solved by talking to the correct people. And if you understand your faculty well enough, you can see it coming as well. Sometimes I don't necessarily need to ask everybody because I can see a central policy and say, we need to change that wording just a little, and it will make my life much easier. Yeah, on that note, we did have a good feed-up policy. It's worked very well in Covid certainly. Some senior leaders just listened to us very closely because they realised we were more connected to the ground than what was happening on the ground. The voices work quite clearly. Are we at the end? Or do we have...? Yeah, okay. So you can just join me in thanking our first speakers. That was a really fascinating talk.


So this is cloud computing, weapon of mass destruction. If this isn't the right talk for you, the door is that way. I'm David Bryan, technology enthusiast, hacker extraordinaire, security consultant. I also help run the network at DEF CON and do all sorts of fun things with OWASP and DEF CON groups and whatnot. How many people here are part of a DEF CON group? Yes, no. You should start one in your city. It's fun. Get together and meet and talk about things like this on a regular basis. I am Mike Anderson, and if the lack of information in my bio hasn't glued you off, I'm new. This is my first DEF CON, and I've been at a company called Netspy for just a year now. This is my company Netspy. We do a whole bunch of different stuff, but we kind of got to keep this presentation pretty short, so I'm going to breeze through it. We do all sorts of vulnerability assessment, pentesting, code reviews. Next slide. All right. Does everybody know what the cloud is? Custom server images, central storage, all sorts of fun things. No physical systems to worry about. Have anybody had problems with power in their data center? Has anybody had problems with cooling in their data center? I think we all have. This is kind of a nice environment because you don't have to worry about that. In fact, you don't have to pay minions to manage it. You just deploy machines.  Storage. It also has a queuing system where you can send a shitload of messages into it and it'll parse them out and send them to you in a nice, pretty timing format and all that fun stuff. There's more seats up in front here, by the way. There's like five seats up in the front here, and there's like ten seats over here. So keep coming up. I'm going to start a brawl, man. All right, so what can I do in the cloud? Obviously scale large. Scale and deploy large environments. Can it get rain? Maybe? Hmm? It's a cloud, right? That's what we're here to talk about. You can move your servers very quickly from the UK to Singapore or east and west across Americas. You can have large amounts of bandwidth just at your hand or at your whim. It's kind of nice. All right, so what's required? All you need to start an account with Amazon EC2, which is the environment we did our tests on, is an email address, a credit card, and you need to look at an API. There's no contact information. There's no contract. They don't try and figure out who you actually are. It's just sign up and you're good to go. I mean, there is a terms of service that you have to hit accept on. Click, right? There's no signing. There's no nothing. There's a ULA. ULA, basically. Everybody knows that ULA is a rock solid, right? All right, so our question is, is it a useful tool or a weapon of mass destruction? So in the cloud computing, weapon of mass destruction, basically this is what we're going to talk about. Sort of an outline, threat agents, attack types, defenses, and we'll also do a demo if we can try and get the presentation in before the end of the hour here. So some of the threat agents. So a threat agent can be anyone from a business rival organized crime or foreign powers, a pirate maybe as the picture would indicate. And what they're basically in this for is maybe bragging rights or money and power even. It's become a serious topic. It's no longer just a game. And here's an example of a threat agent attacking foreign money or power, Google China. They got owned for political reasons, actually. So some of the key terms that we're going to talk about in this talk is DDoS, distributed denial of service attack. How many people have heard of that? All right, good. Good. Fragmentation attacks? Yes. A few less. And our tool doesn't specifically focus on fragmentation attacks. It's mainly on SIN floods and TCP denial of service type attacks. And SIN flood, does everybody know what TCP is? TCP IP? Everybody should raise their hands. All right. Does everybody know what command and control is? So in a typical botnet, you've got a command and control network with a herder. The herder is a threat agent, a person who is actually saying to these bots or zombies, do this. It takes a long time to gather these machines. I mean, you're talking months and months of painstaking, rooting or exploiting windows based machines, trying to get them across.  Will it catch my stuff? Will I have maybe some sort of 56k least line? Or is it a modem connection that I've now basically taken over a computer that has no bandwidth? Well, that's no good to me as a herder. And what's more, once you've established a botnet, you still have to pay maintenance costs. You have to keep ahead of the antivirus researchers. You have to update it. You have to keep track of all kinds of systems or windows. So it's just sort of a diagram of what a typical command and control would look like where you've got a herder in one corner, and then you've got the machines that are actually attacking the victim. So our concept, we call thunderclap. I don't know why we came up with this. I think, you know, thinking of the cloud and all that fun stuff. But anyway, basically it's a proof of concept. We're on a DDoS attack from the cloud. We've written some modules that aren't quite fully flushed out to use social media as a herder for them. But basically the cloud environment allows you to do rapid deployment of these systems. You can say, alright, let's deploy 10 systems and boom, they're up and running. You know, there is some restrictions within the Amazon environment for how many machines you can deploy at a time. However, there's no restrictions for you to be able to go out and use more credit cards to deploy these systems. You know, email addresses, those are really hard to come by. Alright, so in our environment the herder, the command and control network is actually in the cloud with the botnet. So there's plentiful bandwidth there and they can be guided anonymously through social media or tour and it can be really hard to track because if you have these instances in EC2, for example, when you shut them down, none of your devices are actually logs. So nobody can come in and check what you were doing. It's totally gone when you're done. Alright, so the same diagram, except now think of it as all being in the cloud rather than having devices that are dispersed throughout the internet essentially. It makes it a little easier to track, maybe a little easier to shut down, but we'll talk about that later. Alright, so attack types, TCP full connection, packet fragmentation, again we didn't implement this in the proof of concept, and then TCP sin flood. You know these are really basic attack types. The full connection would use a lot more resources on our end so we try not to use that as much because we're going to have to actually open up the socket, reserve some memory for the receiving connection to come back so we can get a SINAC act, that kind of thing. TCP flood, sin flood is a little bit more dangerous and a lot more bandwidth intensive because all we're doing is we're not waiting for an act, we're just going along. So using this sort of attack we can target a website, server service doesn't really matter what it is, and it doesn't matter how many of them there are. We can target something that's been dispersed, we can target a centralized resource, and we can make money off of it. We can basically say we're going to denial of service you for an hour today, unless you pay us $5,000, and if you don't pay us, it'll be two hours tomorrow. I mean, and if that doesn't work we can try and sell this service to competing companies, like we can come to Target and say, hey, do you want us to shut down Walmart for six hours right after the release of the new PlayStation, because we'll do that, and you only have to pay us $5,000. And you can make tons of money this way probably. I mean, we haven't tested it. Baby, today we will. Anyway, so ensure your website is down for good.  So the outcome is threat agents can hold your environment hostage quite easily, cheaply, and who's watching again? Now when I say cheaply, guess how much it cost for us to run a two-hour test against a site that was six gigabytes of traffic? $6. It was $6 for us to kill a website for two hours. That's pretty cheap. I mean, I think it cost us $30 for the machine time to get everything prepped and, you know, make sure it was up and running. Once that's up and established, it probably would have cost us all about $12 to run that whole attack. And we could potentially continue to run that day over day over day. And who's watching again? No one contacted us. Is there anybody from Amazon here? They're not going to raise their hands. Damn. We found that, you know, we generated a lot of anomalous traffic and anomalous type of situations in the cloud and no one called us and said, hey, what are you guys doing? We didn't even get an e-mail, which is how you're supposed to communicate with them, which is a little frustrating. All right, so thunder clap. So this is the tool that we built to run this test. And more or less, all you had to do to make an environment is get the credit card, sign up, and you have to make a machine image, which can take a little while. You just have to make sure that your tool doesn't deploy zombies. There's a little drop down. You can say I want to deploy 10, 20 contract or click yes, I agree again. But it wasn't a huge obstacle for us. We had to create the tools. And in the development process, I kind of went through a couple of iterations using Scapey, HPeng, and LibdNet. I settled on the last two because Scapey didn't offer me the same amount of control over setting up and destroying sockets. And you have to develop attacks. Scapey, full or send no data attack. It's just kind of fiddling with it to get the most bang for your buck that takes some time. We developed a random source IP with LibdNet as well. However, attacking from the cloud, everything's netted. And so as soon as we tried to go outbound, it would drop it because it wasn't a netted trap. It wasn't a source netted traffic that it would allow out. But you could potentially attack that point. I don't know, this 12 address is coming from our networks. How does that work? So, we're going to try and do a demo. Hopefully the demo gods will be with us. Basically, the site that we're going to try and attack today is media.defcon.org. Which I'm told has a 100 meg pipe. So we should be able to just say images. By the way, does anybody see this? No, they don't. Let me give you a window here. Oh, boy. I have to shrink this some more, I think. Stand by. Unless, of course, someone's already done it for us. Oh, wait. No, I'm just kidding. So we should be able to hit this. Basically, we've preconfigured our environment with the script. The tool is on the CD. But all I should have to do is say, launch this image. I can launch min servers, max servers. I'm going to say, let's go for 8. So we'll launch 8 servers. Hit launch. I should be able to go to instances. Has anybody seen the Katy Perry video? California Girls, right? So Minnesota Girls. Go check it out. It's our soundtrack. It's our soundtrack. We'll play it later. So these guys are starting now. Come up. Come on. Refresh. It takes a little bit. So essentially what's happening now is these machines are booting up. They go out, they pull the script off of our S3 environment, which the S3 or the cloud front environment to storage environment, pulls the script down, starts it up, and then starts a Python attack thread. And goes and grabs the targets, goes and grabs the DDoS config off of that environment, and boom, it just gets spewing packets. I don't know what's going on with my network connection here. Let's see. I think they might have. Our internet connection is goofy. Is that 100 megabit pipe shared with us? So now we got two running. So these machines are starting up sending 10,000 packets per second. Every five seconds they will send that traffic and go and check the targets file and go, all right, do I have more targets to process? Did we get the I don't know if we've done this yet, but we're going to put these images and the tool up on SourceForge and allow you guys to basically run the scheme yourself. Yeah, there's a zip file on the CD with all this stuff. All right, so now we got the instances running. Let's see if we can get to this. Hmm, it's not responding. Hmm, I think we killed it. I'm told this has a 100 megabyte or 100 megabit site link and it's not responding. Can anybody else confirm? Just go to media.defconn.org Oh, it came up. So again, you know, this is demo gods may or may not be with us, but Oh. Ah, AT&T's network. All right, we're going to launch a couple more here. We should see how many will let us bring out. That would be fun. All right, so I'm going to SSH in and just do a quick TCP dump, make sure it's going bare with us. Yeah, it's going. So if we go here, I'll show you. I don't know if anybody can see that, but so there's all the AT traffic. It's just going. Does anyone have some response times? So what we can do is we can launch more machines. I think we're about to see how many they'll let us put up at once. I don't know, it might cost us $50 today. We'll see. That's what we were told. We never had to test it. Yeah, we only had to bring up three machines actually to bring down the one site that we were doing. So now we're at 20 machines pending, hopefully, shortly. Yeah, I don't think it does.  That was specifically for our presentation. Yeah. Oh, where's my mouse? There it is. It's taken a lot longer to load, though. We're on port 80, so it's not even doing SSH. Yeah, we're just doing port 80. That should be the same instance of the server service, right? I would assume. That would probably run into the same problem where TCP full connection runs into where we'd have to encrypt and decrypt the traffic as well. All right. Let's do another 10. We'll see how many more we can go here. I hope this is the right IP. Oh. There we go. So I can only do 20 instances at a time. All right. Anybody got another credit card? I think there's a thousand of them in this room. So, all right. We'll let those go, but we can kind of continue on with our talk here. Ah, thank you, PowerPoint. Okay. So then our step three here is profit. And it's a series of tubes. So you can only fit so much through them at one time is the idea. This is the inner workings of Thunderclap. We just put in a sort of diagram here because I didn't feel like putting all the code up and explaining it. But it starts, reads a config and reads targets. Goes on to the attack phase. And here it picks the entire list of targets and spawns a thread to deal each target its specific attack type, which you can specify in the file. And it'll run that for a certain amount of time, which you can specify the amount of time, too. So you can have each round for the attack take a minute or 30 seconds or one second. So if we really wanted to, we could probably tone these VMs up and shorten their attack time and increase the amount of bandwidth they're supposed to send in that time. Then it checks to see if it's supposed to be running as a daemon. And if it is, it'll just loop. It'll keep doing that over and over until you tell it to stop. Otherwise it kills all its threads and exits gracefully. I'm trying to get it so it'll actually shut down the instance when you tell it to stop, but I have a whole bunch of other stuff on my plate, too. And then we get to the defense in which the most boring slide in this entire presentation. Does everybody have a C-cert at their company? A computer incident security response team? Yes. Everybody should. You should have an incident response, procedures, plans, policies. NIST 861 is a great document to review. I think the biggest thing that happens is if you get a DDoS attack run against you, if you don't have those policies and procedures in place to be able to respond to that and the coordination with the other groups within your company, if you're a very large enterprise, this attack may go on for hours and hours before someone is actually able to respond to it or identifies it. So that's my sort of, hey, get together, do NIST 861, or at least review it and create your own response procedures, and then make sure that all the teams coordinate. That's the biggest thing. So there are a lot of great things about cloud computing. It's fast, it's super fast. You can do what you want when you need it. And it's really cheap, super cheap. You can do what you want no matter what your budget is. And all it requires is a credit card. There's literally no barrier of entry. There are some problems with it. Unrelated to this, the government can subpoena information on the cloud. There's no monitoring a response and it allows for a quick and nimble server deployment, which is a double-edged sort, kind of when somebody starts using cloud computing for this purpose.  And you can use stolen credit cards or other sorts of stolen money to create your environment. And stolen email addresses? Right? Because nobody has those. All right, so I guess really that kind of what it boils down to is this environment's unmonitored and it's new territory. You know, as we come into the new territory, it's like a playing field or a walk in the park. Anybody can come along and do these attacks, run this stuff, and no one is necessarily going to be the wiser, at least from what I've seen. However, I did have a friend of mine who said, oh, you know, I was scanning for Port 25 through Amazon and I actually got a notice saying, please stop doing this. That's unauthorized. But they don't care about all the other ports that are out there. They don't care about anyone from someone saying, hey, you have spammers in your Amazon environment, stop it. Oh, okay. Right. Well, actually, you know what, so stolen credit cards aren't all the only way you can get a credit card. You can actually walk into a bank, give them cash, and they give you a credit card. Yeah, yeah. So the comment is basically, as cloud providers start to realize they're basically not going to get payment once those accounts come due, they'll start to actually patrol it and put the kibosh on that kind of activity. Absolutely. However, I mean, I could also go create legitimate contracts and have all that fun stuff in place and start to do these attacks, and they still probably wouldn't necessarily see that you're doing these attacks. Again, it's unmonitored from my perspective. I didn't get an email or get a message saying, hey, we saw a lot of anomalous TCP80 sins without any data behind it. What are you guys doing in the cloud? Or we saw you sending information from IPs that we don't own, like spoofing the source IPs. I mean, any IDS sensor in my opinion should go, okay, these are my IPs. If I start to see source IPs in the cloud that aren't mine, that's bad. That means somebody's doing something weird. So, all right. In conclusion, unmonitored, as far as a lack of IDS or IPs, it does allow for quick and nimble deployments, which is great. Being able to scale up and scale down your environment. Again, we only had to initially deploy three machines to actually DDoS the environment, but we could have ramped that up to 20 machines going really fast. And actually that HPING with the dash F, the flood works great. Just for doing a quick and dirty one. Of course, it wouldn't allow you to just turn the machines on and they start attacking, but anyway. You can reduce your server costs, reduce your operational costs.  However, your data can be subpoenaed without your consent, which I think is a really big thing. So, if you do use cloud environments, make sure you have a key, or make sure you encrypt the data and that your key is stored offsite at your primary business location, so that if that data is subpoenaed, they actually have to come and subpoena your company in order to get the key. Yeah, another comment, you could also keep the key at home. However, I don't know about accessing that key and monitoring of that key in a home environment. Your kid might find the key and decide to sell it off to some Russian hacker. I don't know. All right, so what about logging? As soon as these machines are powered off, there's no logs, there's no trace, there's no evidence that these machines were running, at least not from our perspective, because they're all running out of memory. That's the beauty of the cloud environment is you actually are applying an image to a base image and this allows them to reduce their storage space requirements. But with that, it's just like running a machine in a RAM disk. I don't know if anybody's aware, but as soon as you power that machine off, all the contents of that machine are gone. Unless you say, write this stuff back to a storage device somewhere. So we'll be having a Q&A session in room 112 after this, but before that, we should probably figure out how media.defcon.org is doing. Do we have time? What's our time? Well, no one's telling me so. So you can see our attack is still running in the background. Let's see here. 13 second pings. Oh, page load? Okay. Oh, I see, yeah, yeah. HTTP? We could probably do that. Well, except the Python script doesn't know how to do SSL. Yeah, we could teach it. It's not that hard. It's just that it's not configured to do SSL at this time. Future, yes, in the future. All right. So here's our DDoS config basically. I don't think so. So packets to send should be 10,000 per second. Number of threads one. Let's change the wait time. Let's go down to three seconds for these guys. And now we have to go upload this file. Where is my terminal? There it is. That can't be sending that. How's it doing? I don't think it's doing it. 100 megabits is good. Yeah. Well, we should be sending a bullet of traffic to it. But again, the demo gods may not be with us today. Yeah, yeah. All right, everybody in the room, check. So, all right, well, thank you.


I'm Tom Merritt from Daily Tech News Show. Here are our top five travel tech picks. Traveling is stressful and tech can make it more stressful or less stressful. Kind of depends on who's running the tech, right? And what tech we're talking about. We can't do anything about the TSA scanning machine going down or the in-flight screens breaking, but we can help you pick some personal tech to make your trip a little more enjoyable. And we got links to all this stuff down below in the comments and on our website. Here are the top five travel tech picks. Number five, power. You need a power brick for recharging your devices. And if you're traveling internationally, an adapter to the local power plug standard. So for the power brick, look for something like the Zendure Super Mini 20W, a small and light 10,000 mAh battery that has both USB-C and USB-A ports. For the power adapter, I would look for something like the Epica, which also has USB ports. And if you like USB ports on a single wall plug, you could try the Anker 747 charger. It's not international, but it is a GAN charger, meaning it will charge your devices up pretty fast. Coming in at number four, headphones. Any decent pair of wired headphones is a good backup. That way, you can plug into something like the airplane headphone jacks. And of course, noise-canceling headphones are great. Everybody seems to love the over-the-air Sony WH-1000XM5s. But if you want something smaller, just go with Apple AirPods or Samsung Galaxy Buds. And if you're using wireless headphones of any kind, check out the AirFly Pro. It connects to an airplane headphone jack or any headphone jack and then converts the audio to Bluetooth so you can use your wireless headphones. Up to number three, a handheld luggage scale. If you've ever been at the airport trying to pull things out of bags and put them in other bags and trying to meet that mysterious weight limit, you're going to want this. The Atexity luggage scale wraps around the handle of your luggage and then you just lift it up for a couple of seconds and it gives you a weight estimate. And it's pretty accurate. We can't explain why the weight limits vary so much from one airline to another, but we can help you know how much your luggage weighs. Sliding into number two, entertainment. For ebooks, people universally seem to love the Kindle Paperwhite because it has a nice easy to read screen and it's pretty lightweight. When you get to the hotel, you might want to have a Chromecast or a Roku streaming stick on you. You can plug that right into the TV and stream all your favorite video without logging into a hotel TV and forgetting to log out and leaving your credentials on there. Or you might just want to carry a good old-fashioned HDMI cable and just plug that into your laptop. At number one, tracking tags. Whether you use Tile or Apple's AirTags, you might want one in each of your bags on any keys or purses you carry and maybe even on things like cameras and other items. I could go on, especially if we got into cable organizers, backpacks and more, but I feel like this covers the essentials and I'd like to know what your favorite travel tech is. Let us know in the comments or at feedback at dailytechnewshow.com. Speaking of the comments, in our YouTube video description and on our website, we've got links to all the stuff we talked about here if you want to check it out. And if you want more great tech news and info, go to the same places, youtube.com slash dailytechnewshow and get the podcast at dailytechnewshow.com. I'll see you there.