from the Sunnyvale, California, in the heart of Silicon Valley, it's theCUBE. Covering Accelerator Journey to AI, brought to you by NetApp. I'm Peter Burris and welcome to a great conversation here from NetApp's Data Visionary Center. Specifically, we've got Mati Barlow from Cambridge Consultants. Mati is the head of Artificial Intelligence at a relatively well-known August consultant group. Mati, welcome to theCUBE. Thank you, Peter. So Mati, what we're going to do is we're going to spend a number of minutes talking about some of the trends and transformations that are being made by and wrought by AI. But let's start. What is Cambridge Consultants? So Cambridge Consultants does technology, product and service, development for customers all across the world. Probably about 400 new projects starting each year. And what's a common thread in them is that they're technically difficult and innovative. So there's something really challenging about them. They're typically strategic for our customers and they're looking to do something disruptive and do it fast. So we've a pretty broad range of customers that you're utilizing or you're working with. Let's ask the question then. What don't, give us some examples of some of the customer cases that you've been working on, specifically as it relates to AI. Sure. So we're working with everything from blue chips to startups and what they're looking for is slightly different from AI. I can't talk about some of the confidential details but some really interesting applications. For example, one for me is precision agriculture. We've heard a lot about improving crop yield but we're reaching the point now where you can drive over a crop and recognize it from a weed and put water on just the crop and pesticide on just the weed so you get a much better yield. You cut down on water, you cut down on pesticide and it's a really nice application where it's a win-win for everything. So as we think about some of these big issues associated with inventing technology and inventing AI related stuff to do many of the things we're talking about, we also have to recognize that there's a social side of introducing AI. There's invention and there's the innovative side which is many respects the social things. How do you get people to adopt this stuff? What are the challenges that you're seeing customers face as they conceive how best to adopt AI and AI related capabilities within markets? Sure, I think in most of the markets we work in, the benefits are becoming so clear that there's not a massive reluctance to adopt or difficulty. There's obviously in the public those normal fears about loss of jobs or safety or security, having machines do jobs for you that you might wish a person to do for you and those are there in some markets like healthcare in particular. But many markets see no such problems and the benefits of being able to do innovative things scalably, flexibly outperforming humans in many cases, it just makes economic sense. So is it just the numbers? Is that what big companies are doing to ensure a more rapid time to value for AI related things? Or are there other things that big companies are doing to try to facilitate the introduction of some of these advanced technologies? It depends from company to company. There's all sorts of ways they're approaching this. It may be trialing early services that introduce people gently to AI, get them accustomed to it. Of course, that's what's been the case for social media. None of us believe we were using AI in the early days and then suddenly we realized that we're interacting with it on an almost daily basis. Through to targeted trials, all sorts of different approaches being taken. AI has been associated with a lot of different algorithmic forms. It's been a lot of different basic models for thinking about how you do it. Machine learning, deep learning, predictive analysis, recommendation analysis. What's the difference particularly between AI, machine learning, ML, and deep learning, DL? Okay, if I could take a step back for a moment, we've been working with AI for decades and as you say, there's some really quite old school techniques out there. Decision support expert systems, where the idea was that you embodied the coders, the programmers knowledge in a system and really all it could do is replay that. So at best it could act as well as the person who programmed it. Very rules driven. Very, very rules driven. We then in the early 2000s saw machine learning beginning to surface more. That's where a system learns. Perhaps a few parameters from some data that it does learn by itself, but it's doing something quite simple. It's from the vibrations in a road counting the axles of the vehicles going past or in an industrial process, monitoring temperature, pressure, and saying this process is going well. But not rules driven, it's still data driven. Data driven. Deep learning just takes that to a whole new scale. It is still machines learning from data, but now a few parameters has become millions or billions. You can now point a camera at a road and recognize all of the different vehicle types instead of just how many axles they've got, for example. And so the notion of that is that it's a focus on patterns that it discovers out of the data as opposed to rules or patterns that are put into the data by a developer or by a data person. Absolutely, you don't always know what insight you're going to derive from a data set. So I understand that Cambridge consultants use a variety of technologies, but specifically you're utilizing this MedApp and NVIDIA gear in your labs. Talk a little bit about that experience. How's that been? Sure. So time is everything for us as a business and for our customers. People want to be first to a particular market window and this AI is still at some level experimental. We don't know what it's going to do in three or five years time. So key to our business is a fast turnaround on proof of concepts. How would this work? What would happen? Perhaps our customers got some data and they need to know if they need a trial to collect more. So getting through jobs quickly is what matters most to us and that's what the NVIDIA and NetApp equipment is all about. So for GPUs, it's a case of big parallel processing, large models, crunching the numbers and adjusting the parameters quickly, but equally important is the ability to get data from storage into those GPUs quickly. And so there is a relationship between the characteristics of the hardware and the success of the AI efforts? Absolutely. And it's a really demanding application for file serving. It's the most demanding we've ever seen because it's potentially millions or billions of tiny files that have to be called up in different patterns quite randomly. It's not just like, for example, streaming video. It's too much to cash locally. You need really high performance equipment to manage the data quickly enough that you can learn something in days and not in months. One of the crucial features of any AI development effort is this notion of a data pipeline. How you stage change to the data, where it is, knowing how to move it, when to move it, do it with speed, do it at scale. Talk a little bit about the differences between AI-driven data pipelines and some of the other data pipelines that have been out there. Sure, the difference we tend to see on AI is it's touching the real world more directly. So you may have data coming in live from the edge, from sensors, and that's not as carefully clean, sanitized, formatted as you might expect in a normal, say, enterprise database or data application. So knowing what to do with those difficult cases, how to format it, what to reject, what to feed in, and then at the other end, how to present that decision, because AI is often making some form a decision, how to present that efficiently back to humans or how to make a quick, sensible decision based on that, how to steer the vehicle in the correct direction, how to highlight a cancer, whatever it is we're doing, that pipeline from data first coming in through intelligence and back again to the real world is longer and more complicated and sophisticated than any other data pipeline we've seen before. Now, it's that sophistication, that length, the duration of the transactions, for example, that increases the complexity that ultimately big companies working with Cambridge consultants and others have to address so that they can be successful and get that time to value. But as you think about ultimately the challenges that you're trying to address with customers, what is it that you're seeing in their AI projects that are more consistently associated with success or more unfortunately perhaps consistently associated with having to do it again? Sure, I'll limit my answer to those I feel who are doing genuine AI because there is an element of people labeling anything AI, but assuming they are doing something that's only been possible in the last few years that is innovative, difficult and complicated, it's really reaching the right distance. It's stretching themselves the correct amount. So going into a new market with new data and new algorithmic approaches is dangerous. There'll be a lot of iteration, a lot of learning needed before that'll come good. But if you can take an approach that's beginning to work in one vertical to another or you can start with data you understand and know perhaps from a previous big data application and start to do more intelligent things with it, then you can achieve these kind of breakthrough innovations and really impressive systems that AI can today. So novel data, practiced algorithms, and hardware that works. Yeah, and don't mix up too many new factors together, absolutely. Marni Barlow, Head of Artificial Intelligence at Cambridge Consultants, thanks very much for being on theCUBE. Thank you, Peter. Thank you.


It's now time for members' statements, the member from Nipissing. Thank you, Speaker. Any time. Speaker, I am troubled to inform the House that two wind farm projects have been proposed for Merrick and Madowan townships in my riding of Nipissing. We already know that industrial wind turbines have failed in Ontario. That's right. Wind power is simply unreliable, made mostly at night when we don't need the power. This creates a surplus which Ontario has then to get rid of by paying Quebec and the United States to take back power.  According to the Auditor General, this has cost Ontario around $2.6 billion more than the revenue that we've received exporting that power between 2006 and 2013. In Nipissing, not only have local First Nations, property owners, aviation and aerospace industry stakeholders voice their concern about these wind farm installations, but the City of North Bay announced their strong opposition to the wind farm proposal north of the city due to its proximity to Jack Garland Airport. Speaker, enough. This government needs to reverse course, cancel the feed-in tariff subsidies, implement an immediate moratorium on wind power development and give municipalities veto authority over wind projects in their communities. Thank you. Member statements, the Member from Essex. Thank you very much, Speaker. You know, I'm using my statement. Thanks, Speaker. I'm using my statement today to bring awareness and attention to what is an ongoing labour dispute between Crown Holdings and their employees who are members of the United Steel Workers. Crown Holdings forced its 120 Toronto factory workers out on strike in September of 2013 after they demanded up to a 42% cut in paying compensation from Crown Holdings employees. Speaker, they've been on strike for 17 months. 17 months in this province they've stood to fight for fairness, fight for fairness and justice in the workplace, fight for equality and fair compensation from a multinational that has made record profits that has a very productive facility. Speaker, not only have they done that, but I want to bring attention to a really tragic and unfortunate turn of events that may be fate, a twist of fate, that saw these workers, these Crown Holdings workers dispatch. They took it upon themselves to go and to try to find little Elijah Marsh. They had heard that there was a baby who was lost. And while they were on the picket line at 4.30 in the morning, they left the picket site. They went and unfortunately one of the strikers, David Elinus, was one of the people who found Elijah Marsh. Their job is done, Speaker. They've fulfilled their obligation to fight for their fellow workers. And they've also fulfilled an obligation for citizens of this province. I call on the Minister of Labor to understand what's happening there, to pay attention to it and do an intervene to end this strike. Thank you. It's unnecessary. Thank you, Speaker. Mr. Speaker, I'm proud today to recognize two individuals and one organization from my community of Ottawa Orleans for promoting the French language and Francophone culture. On the 3rd of February, Sylvie Lamoureux received the highest distinction from the province, the Order of Ontario, to recognize her excellence in success in the area of post-secondary education in French. She teaches at the Institute of Official Languages and Bilingualism at the University of Ottawa. She distinguished herself by her research on the life of post-secondary students who speak French. On the 3rd of February, Nicole Faussier was recognized for her 35 years of engagement in the Ontario Francophone community by receiving the Bernard Grahamette Prize by ACFO Ottawa. She distinguished herself by her engagement in different organizations and her perseverance to help the Francophone community. Finally, the Franco-Ontarian Society for Heritage and History of Orleans received on the 16th of February the Roger Bernard Prize. The President, Nicole Faussier and the Vice President, Louis Patrie, accepted the prize on behalf of the organization for its contribution to preserving different elements of the heritage of French Ontario. Congratulations again to these three amazing individuals. You have made our community very proud. Thank you. Number seven is a member from Bruce Gray, Owensound. Thank you very much, Mr. Speaker. Seven decades ago, Elfmire, Art Haley and Ray Campbell helped liberate France in the Second World War. Seventy years since joining the thousands of brave men and women who stormed the beach of Normandy on D-Day, the veterans were honored by the French government for their courageous efforts. I'm honored to rise in the House today to recognize Mr. Meyer, Mr. Haley and Mr. Campbell, all constituents of my great riding at Bruce Gray, Owensound, for receiving the highest decoration the French government can give. Knights of the French national order of the Legion of Honor. The French people will never forget the bravery Mr. Campbell, Mr. Meyer and Mr. Haley and other Canadians showed during the war. These men now officially join the knighthood rank of the First World War flying ace, Billy Bishop, who is another native of my great riding and recipient of this order. There were 390 Canadian D-Day veterans who the government of France bestowed with this award on the 70th anniversary of D-Day. In the words of the Ambassador of France to Canada, Philippe Zeller, all these gentlemen, and I quote, can proudly wear this insignia which attests to their courage and their devotion to the ideals of liberty and peace, end of quote. The French order was established by Napoleon Bonaparte more than 200 years ago and is the highest order of merit, much like our own order of Canada. The order continues today and it also serves as a reminder of the friendship between Canada and France. Mr. Speaker, I ask the House to join me in expressing our respect, admiration and pride and our peacekeepers and soldiers and knights for their heroic deeds. Thank you, Mr. Speaker. Thank you. The Member of State is the Member from Hamilton, East London Creek. Thank you, Speaker. The city of Hamilton is suffering a housing crisis. Nearly 6,000 families are on a waiting list for subsidized housing. One in five renter households spend more than half their income on rent. They have little left over for their food and bills. The investment in affordable housing program which this government praises to the skies will support just 100 new units over the next 10 years. Less than 3% of the need just to meet the population growth. And thanks to downloading, over the next 20 years Hamilton needs more than $400 million just to maintain the social housing we have. People who are homeless are living on unstable housing are at high risk of physical and mental health problems. They have a hard time accessing health care. They're experienced of hunger and unemployment. They're more likely to be victims of assault. Investing in housing is the right thing to do. It is the fiscally responsible thing to do. It is cheaper to provide people with safe and adequate housing than to manage homelessness in shelters and services. Hamilton is paying more than its share for affordable housing and homelessness prevention programs. In 2013 Hamilton taxpayers paid 52% of the costs out of the property tax levy. Ontario paid a mere 21%. Even the federal government paid more. It's time for this government to honor its moral obligations to the city of Hamilton and my constituents who need help. Thank you. Member Statements. The Member from Cambridge. Thank you. Speaker, it's my great pleasure to rise today to recognize a remarkable woman in my riding of Cambridge. Pat Rosebra is being presented with the Lieutenant Governor's Ontario Heritage Award for Lifetime Achievement this Friday. I could not be more proud. Pat is my mentor, my friend, and a passionate heritage advocate who deserves such an honour. Pat has been a leader in local heritage conservation since the 1960s, inspired to take action after seeing a local landmark at risk of demolition. Pat organized the community to conserve one of the oldest public buildings in Ontario, thus beginning her lifelong commitment to heritage conservation. What began as a few concerned individuals grew to become a visionary organization of volunteers in ACO Cambridge, championing the preservation of the rich stock of built natural heritage in Cambridge. She played a critical role in raising awareness of the value of Cambridge's cultural heritage resources. She continues to inspire and challenge others to take a more active role in the preservation of our historic buildings and cultural landscapes. Pat has been recognized with an award of excellence by the Waterloo Region Heritage Foundation, was inducted into the Cambridge Hall of Fame in 2014 and the Waterloo Region Hall of Fame as part of Heritage Cambridge in 2014. Congratulations, Pat, on your Lifetime Achievement Award. Thank you. Thank you. Member Stalings, the member from Perth, Wellington. Thank you, Speaker. Over the last few months, I've spoken with farmers and agricultural associations throughout Perth, Wellington. Many are very upset about this government's plan to ban the use of neoniconoid pesticides. They've moved ahead with no consultation and no thought for what this will mean to farmers. It says that farmers were not even an afterthought for them. Farmers are the best stewards of our land. They are committed to protecting the environment that they live and work in. People tell me they supported the investigation into the effects of neonics because they want to be using the most environmentally sound practices on their land. However, what we are seeing now is policy decisions being made without the scientific evidence to back them up. Farmers need to control insect pests to maintain their crops. Speaker, I have farmed and let me tell you we do not want to be going back to the pesticides that have been used in the past. I must support the agriculture industry and its call for this government to talk with agricultural stakeholders and the pollinator task force to come up with solutions that protect pollinators and the environment. The best way to protect our environment is to make policy based on science, not political science. Thank you, Mr. Speaker. Thank you so much, Mr. Speaker, and I rise today to bring awareness and celebration to Covenant House Toronto as February is Covenant House Awareness Month. Covenant House Toronto, which is part of an internationally recognized childcare network, has offered opportunity and hope to over 90,000 homeless young people for more than 30 years. While most of these youth have experienced abuse, neglect, loss and hardship, their needs when they come to Covenant House can be extremely diverse. These young people are often in need of stability, guidance and opportunity to heal and feel ready to take on the future. Much more than a shelter, Covenant House offers about 3,000 kids annually the widest range of life changing services under one roof, including transitional housing, on-site and in the community, education, counselling, health care, employment assistance, job training and after care. To do all this, the agency relies on donors for about 80% of its annual budget. The agency specifically chose February for its campaign as it's traditionally the coldest winter month and when kids most need a safe refuge. It also marks anniversary of Covenant House Toronto's opening in 1982. Covenant House Toronto's second annual Covenant House Month this February aims to raise awareness and funds to help homeless youth. I, along with the rest of my riding, am extremely proud of the hard work, dedication and advocacy of Covenant House Toronto. I stand today inviting all Ontarians to celebrate Covenant House Awareness Month. Thank you. The Member from Scarborough. Thank you Mr. Speaker. I would like to recognize my good friend, Dr. Dunn Noia, who was recently awarded province highest honour to Order of Ontario. Dr. Noia received this prestigious honour for her unwavering commitment and steadfast dedication to Scarborough Hospital where she's the chief of laboratory medicine, the Ontario medical community and Scarborough itself. Her work in the community is a source of inspiration Mr. Speaker. Dr. Noia serves on the Toronto Police Services Board and has been a member of the Ontario Health Care Centre for Geriatric Care since 1996 and was a former chair of the Metro Toronto District Health Council. For over 30 years Mr. Speaker, with the Scarborough Hospital, Dr. Noia has done an outstanding job to support this diverse urban community called Scarborough Hospital. As a two-time survivor of breast cancer, she knows Ontario Health Care System firsthand. Not even her diagnosis with cancer could slow her down. Dr. Noia's remarkable commitment in the community has been recognised by a number of organisations. In 2014, she received a lifetime achievement award from Scarborough Hospital Foundation. Dr. Noia also received the Ontario Medical Association present award for outstanding services by physician to the community and the Queen's Diamond Jubilee Award. She was inducted into Scarborough Walk of Flame in 2011 and has been named as a local Toronto hero by the Canadian Multicultural Council Mr. Speaker, I'd like to thank Dr. Noia for everything she's done for the Scarborough Hospital, for the medical community and for Ontario. Thank you Mr. Speaker. I thank all members for their statements. It is now time to


The Josephson Junction, JJ, is a crucial element in superconducting, SC, devices for both fundamental and applied physics, and its short-range coherent coupling forms on Dreyiv molecule states, AMSs, which can be used to engineer exotic SC phenomena such as topological SC states and on Dreyiv qubits.  These results help in understanding SC transport derived from AMSs and promote the use of AMS physics to engineer topological SC states and quantum information devices. This article was authored by Sadishij Matsu, Takaya Imato, Tomohiro Yokoyama, and others.


Good morning, John. So I have found myself in a very peculiar position that I did not ask to be in and do not particularly want to be in, which is that I live in the state of Montana, which is the first state to pass a TikTok ban. And also, I'm the person in the state of Montana with, I think, I don't know, more TikTok followers than anyone else. There's not like a list. So that means that reporters have been calling me and the TikTok people have been calling me. TikTok, like, comms people. And they're like, would you like to comment on this? Also, local reporters. And I really like to talk to reporters. Like, I think that it's a good thing to do. But at this point, it's kind of weird that I haven't talked about it. It's like weird that I wouldn't. I don't know what this is. Trash. What's that? Oh, that's like a fishing lure. So that's a weird situation to be in. And I guess you're probably asking yourself, okay, why don't you just talk about it then, Hank? Honestly, because I don't know what to say. So first of all, can you ban TikTok in the state of Montana? Kind of maybe, but probably at least at the moment, no. The idea of the ban, which is headed to the desk of Governor Greg Gianforte, who I think is expected to sign it, is that you wouldn't be able to download TikTok on your phone from an app store. And I don't like that. I don't want there to be like a fractured internet where some states have different internet than other states. That seems bad. But it also maybe seems unconstitutional. I do imagine this would be fought in a number of ways in the courts. As with so much these days, it seems performative. It seems like the goal is to get people to talk about it. Not to actually do something, not to achieve a goal, to perform governance rather than to govern. Now, I don't think that a national TikTok ban would be that way. I don't pretend to understand the intricacies of international relations between the US and China. The future that that relationship might bring. And what the Chinese government would do with its influence over TikTok today seems like potentially a very different thing than they would do with its influence over TikTok in 10 years. You know, we all watched as these platforms were used to rend societies in different ways over the last few years. And it's not a good vibe. And I totally understand being worried about that. Whether it is using that to spy on high profile individuals or if it's used to sort of put your finger on the scale and promote content that creates more rifts in our society. Which these platforms have done already on their own for purely economic reasons. And I don't see why they couldn't also do it for political reasons. If they were asked to by a government which does require companies that operate in that country to do what they say. At the same time, we've never dealt with the removal of not just speech but an entire platform for speech. You know, I don't think that TikTok is just a place where content goes. I think that it is many cultures, it is many genres and many things are created there and will be created there that would not be created somewhere else. So I don't think on a national scale that this is easy. I think we've gotten ourselves into a pretty weird situation, honestly. I think I've gotten myself into a pretty weird situation. But I think on the scale of the state of Montana that it's a lot of the same performative stuff that is just infuriating me generally a lot right now.  And I don't really know if it's good to pour a bunch of attention on it because I live in a state where the people I vote for are not going to be in the majority anytime soon and the other people win points for doing this BS and they like it when it gets attention. So I don't really know what to do about that. Shout out to all the more sane voices in the Montana legislature. It's a hard time to be doing what you're doing, but I appreciate you. John, I'll see you on Tuesday.


Yeah, all right. Here we go. All right. Welcome, Jenny, I'm gonna hand this over to you. I see you out there. I am here. Yes, but can who's running slides? That's the only thing I'm wondering. That is me. Okay, great. So welcome everyone to our session. We are really excited to have you all here today and we have a great group of folks joining us. So if you want to go to the next slide. So I am joined by Kimberly Smith, who is the executive director of the Center for Inclusive Innovation and the League of Innovative Schools at Digital Promise. I am also from Digital Promise and I serve as a director of solution strategy and growth and together Kim and I have been with a larger group of people have been co-designing and implementing a process that we call inclusive innovation. And so we're going to be sharing about that a little bit later today. We are going to spend most of the time hearing from these wonderful people. So we really want you to hear from students and educators who are doing this work every day. So we're joined by Noor Salome, who's an 11th grade student at Ketima Rain High School for the performing sorry for arts and performance. And she is also a one of the founding members of the Students for Equitable Education Conference that happened last October. And when she's not busy studying and organizing conferences, she's also the principal cellist in the Milwaukee Youth Symphony Orchestra. Next to Noor on the slide is Lisa Floyd Jefferson. She's a national board certified teacher of mathematics with 30 years of experience as an educator. And she currently serves as a deeper learning specialist actively working to revolutionize teaching and learning. She has had many roles in education, serving as a paraprofessional, a classroom teacher, a teacher leader, a union representative, a department chair, a building administrator, a central office administrator, an instructional coach, and a curriculum developer. And she has always been an active advocate for equitable opportunities to learn. And so she will have a lot to share with us today as part of this panel. Besides, Lisa on the slide is Nicholas Keith. He's a humanities teacher at STEM Middle at Baldwin Road in Reynoldsburg. I should have said both, both the next four people are from Reynoldsburg City Schools. Nicholas is now in his 11th year of teaching and he enjoys reading, writing and recording original music. So he and Noor may have to go offline and drum up some musical activities. That next we have Siobhan Ross. She is a staunch advocate for diversity, equity and inclusion. She's in her 18th year as an educator and has served as a teacher and most recently as an assistant principal in Reynoldsburg City Schools. She is serving as the co-lead on the Digital Promise OER Racial Equity Core Team with Lisa. She's also the chair of the Reynoldsburg City Schools Board Citizens Advisory Committee on Equity and Inclusion and the Reynoldsburg City Schools District Equity Team. And last but not least we have Dr. Tommy Timmons, who has been an educator for 29 years and for the past five years has been serving as an administrator in Reynoldsburg City Schools. He is currently the deeper learning coordinator and leads the development of K-12 maker spaces. He provides professional development for design thinking, project-based learning and maker education for educators. And he was the founding director of Reynoldsburg's Battelle Fab Lab. So lots of folks here today with lots of experience working in the space of equity and inclusion and they are going to share their stories with you. In addition, Kim and I are going to share with you about the project that we're working with all these folks on. So Kim, if you'll go to the next slide. So we wanted to start just with our why we're doing this project, we're working with 13 districts around the country, all of whom are going to be involved in co-designing and piloting social justice and racial equity teaching and learning resources and all of the resources that they create are going to be open educational resources. Kim, if you'll go to the next slide please. Our why is that we know that today's student body is more diverse than previous generations and they are also more racially and politically aware. So there's a demand for authentic learning from this, this generation of students. We recognize that many teachers in their teacher professional development programs in their training and I'll speak for myself as a former teacher, receive very little training in culturally competent instruction. And so we, we identified a need to help support teachers across the country and elsewhere, hopefully internationally I was part of a session earlier today that had folks from all over the globe. So in building the capacity to effectively foster discussions and and academic work focused on racial justice and social equity and so that's what this project is all about. So our goal with this is to create open scalable professional development resources and a set of classroom practices tools and resources that can be shared to build teachers competency for engaging students in this work. We're going to over the course of the next several months be working with these 13 participating districts to create online teacher professional development resources practices and tools and implementation plan for schools and classrooms. We're going to be sharing case studies from the participating districts about the work that they're doing. And we're going to be hosting some learning events like this one to share their work with the larger education community. So that's enough from me. Now I'm going to turn it over to newer and she's going to share her perspective on what an equitable education means. Hi, my name is newer Salome, and I am a Palestinian American and I'm a junior at the Kilmer in high school for arts and performance. I was a student founder at the students for equitable education summit last year which was a national event put on virtually last year, the premise being to uplift student voices on why equity was important in education is important in education and to have students experiencing the education system, teach teachers and outside perspectives, what being in the modern day education system was like. So I did a presentation back then on the history of systemic racism in our education system, ranging from the broad Brown v Board of Education case to the modern day effects of redlining and how it relates to our school districts. So this is an event that we hope to continue this year and many years after as curriculum and systemic change are things that cannot happen overnight but must be in constant motion to achieve eventual success. Being Palestinian I learned from a young age about my family story, my grandparents were born and raised in Lifta Palestine and were forced out due to a large Israeli military invasion that led to the creation of the State of Israel in 1948. The Palestinians call this day El Nakba which translates to the catastrophe in English. My grandparents, as well as 7 million Palestinian refugees have not been able to return to this day. I learned of their struggles as refugees, when I was about seven years old and ever since then, I felt a need to try and raise awareness for the Palestinian struggle and with age, I've began to notice injustice all around me in America. This is where I find my passion for social justice. And this is something that I was never taught in school. I'm interested in social justice. So I'm interested in the educational system and its gaps, because of the way that that history has been taught in this country. We are so invested in forgetting its past to the detriment of those it has oppressed for centuries. What we emit into the world as educators as an education system shapes how citizens view modern day society. The stories we tell and the biased selective version of history told to students becomes a reality. And if we keep teaching books and history from the perspectives of the rewritten selective narrative of the America where you can pick yourself up from your bootstraps no matter who you are, then our students and our society will believe that narrative for the rest of their lives and this is damaging because the stream isn't possible for everyone within our current system. If we trace the trajectory of the American dream, we see that it was never achievable for everybody and we can find this in books like the great Gatsby, because we are not all on the same playing field. From my personal readings and studies of Malcolm X's autobiography and beloved by Tony Morrison I have realized that the real history of this country has been concealed. When we learn, for example, how America became a rich and prosperous society we see that it used exports such as cotton and indigo and rice but never learn of the slaves who were brutally kept to harvest such experts exports. What we are taught in school is a selective version of this country's past and when we do learn the gruesomeness of slavery it is usually a rewritten filtered version of the truth. We have to look deeply at the history we as a society choose to learn, and the history this country chooses to show its youth, as well as those stories and voices we choose to ignore, which are so often those of the marginalized and oppressed. The modern day educational system is designed against minorities and underrepresented communities when we start to hear, and when we start to hear about this country and its past, and its ghosts, the ghosts that haunt our society like genocide and slavery and all of the human lives that have been ruined because of our past and current systems. We may feel despair but that is why it is imperative to learn of our true history to understand the society we live in and to begin to mend what has been torn and broken. So we start changing the system by beginning to read against the grain when we teach novels by Tony Morrison, James Baldwin and words I eat. Arun Dati Roy chinois Alice Walker and Joy Harjo. The main goal as a generation is to create a truthful version of our history, one that shows the issues embedded into society so we can begin to create a world in which all humans have the undeniably right to live with dignity without the danger of racist attacks bias or any other form of systemic oppression. Students deserve access to reliable version of our history and so much more and this starts with education. It starts with the work that you are doing that your school districts are doing that you are doing from being here today, and our vision for equitable education goes beyond a surface level. It's how we do everything how we approach everything how we examine ourselves in order to eliminate the societal bound with which have been placed on us. Equitable education is changing minds as well as hearts and it is imperative that the fight continues in order to accomplish these goals to create a loving and compassionate society. Thank you so much nor that was powerful and incredibly well said if folks have questions for nor please don't hesitate to put them in the chat we will be taking questions at the end from all of our speakers so. Now I'm going to pass the mic to the team from Reynolds Berg city schools and they are going to talk about their why for doing this work. Yeah, so I am Dr Tommy Timmons please refer to me as Tommy that's how everybody knows me and it's a lot shorter as well. Just to give you some perspective I've been in Rollsburg city schools this is my 30th year in the same district so I've seen a lot of this change within this timeline. I think what we wanted you to know is is like a foundation of our why is how things have changed, even within past beyond when I was here. We have like a timeline up here that shows you like the faces of our superintendents over time. We have a timeline of the population of Reynolds Berg, the city, the minority population over time and you can see how that's increased. We also threw in there the world we live in and you can see like from Rodney King to Andre Hill. We have a lot of incidents and a lot of things that are happening that really impact our Reynolds Berg community and our Reynolds Berg schools. As part of that if you go to the next slide. We wanted to show you a snapshot of what our schools are like. We have a large population of minorities in our schools. And if you look across from the 7000 plus students that we have to the 400 plus teachers that we have, you can see that it obviously does not match up as an equitable representation the teachers don't within those populations represent the students. And that's why for us it's really essential that we know that we have a very strong representation and white females in our teaching population, and we have a much diverse and much more diverse population in our student population. We know that a lot of bias and a lot of our systemic issues are coming from our white population, and without us providing that population with the resources to meet the needs of specific children in our district, then we would be in trouble. And I think we've done a good job at doing that. And I think part of what you'll see from our team is we do have a strong why on why we're doing this good work. So next slide. Nicholas Keith is one of our teachers and he's going to address the first question we have on the slide. Thank you, Tommy. Hello, my name is Nicholas Keith. I am an 11th year educator spent several years working as a reading intervention teacher for Columbus public. And I have for the past seven years been working at a STEM school here in Reynolds Berg, where I've done my best to engage the kids in authentic project based learning that engages them in a way that I think incorporates some of the social justice aspects that we've just been discussing. We live in a society where students need 21st century skills in order to become active members of the future community to create the kinds of citizens that do those things it's imperative that we actively engage our students in authentic learning that uses 21st century to drive that learning. We need conversations relevant to the society that they live in and the shifting societal paradigms that they'll encounter over their lifetimes. We've seen paradigm shifts here in Reynolds Berg over the course of the last 10 years. We've seen social paradigm shifts just in the last two years at large across the United States that have changed the conversations in our classrooms. We have no choice but to engage in those real conversations with our kids and to use those conversations to drive our instruction. The Eurocentric version of history doesn't work anymore for my kids in my school, and soon it won't work for anybody's. We have a changing shift of demographic across the United States, and we can no longer ignore some of the hidden history. That we're all becoming aware of in recent years. Thank you. The next question is, we get a lot is why involve diverse stakeholders, and I'm going to let Siobhan Ross start off on that. Good afternoon everybody diverse stakeholders are so important to this work so that we are getting multiple perspectives and multiple world views when we're offering authentic learning opportunities for our students. We want to bring everyone literally to the table we want to bring our community partners we want to bring our parents we want to bring our students. We want to bring our communities to the table, so that we can hear their stories and their voices and that those are reflected in the work that we do. We want to make each learning opportunity here in this district, like I stated authentic. And we also want to ensure that we're doing it in a culturally competent way. And so our district being as diverse as it is. We want to make sure that we're representing those ideas and cultures and beliefs in the work that we do with our student hands on in the classroom so that is why it is so important to have that diverse mix. What we're partaking in this work. I would agree with everything that Siobhan has said I would also add to that that in any initiative that I've been involved in throughout my educational career. And if you do not have the diverse stakeholders that represent your community and it is very hard to sustain that it's hard to work we're in the business when we're doing this work of breaking down systematic stuff that isn't been embedded for a long time. Without those stakeholders involved in it.  So I think having students involved having community members involved, having local politicians involved, having teachers involved in administrators from it's from the ground up. That's what sustains any type of change in the work that we're doing towards racial justice and social or social equity and racial justice social justice. I think Lisa is going to speak about why open educational resources. Good afternoon everyone. Before I speak about why open education resources. I also want to add a point on why involved diverse stakeholders. I want to say that Dr. Tommy Timmons is one of our greatest advocates and collaborators on this work. John Ross taught me that about a word called ally ship. I want to make sure that everyone is clear that even our white male counterparts have an important role to play in this and I want to always make sure that Tommy is included. Not just because of the graduate work that he's done but because of the life experiences and how much that he knows about involving stakeholders and that ally ship is so vital. But why open education resources. It's because a chain is only as strong as the weakest link. For centuries districts within states and states within our country have sought to leverage advantages over other districts and states that have left many schools. Districts and states behind the April on an uneven playing field leveraging funds time staff and high quality resources to create advantages for specific populations of students. Schools were designed to prepare white affluent students to lead and poor minority students to follow. I began school more than a decade after the infamous Brown versus Board of Education case. But even I saw there's so much more work to do. We are not finished making our school opportunities in educational opportunities equal. My mother had both the educational and financial means to live in the suburbs and send her kids to the best schools. She was often ridiculed for choosing to live in the suburbs and send her children to predominantly white schools. There was fear behind this. While my husband and I possessed the means to do the same. We did just the opposite. My husband is a proud graduate of Columbus City Schools and he insisted that his children live in the inner city and attend public schools. I have worked in public schools for 30 years and have spent my career finding ways to level the playing field for the entire student population. The internet and open education resources for mathematics played a vital role in helping me level the playing field for my students and mathematics. And it is my hope and our district's hope that working with digital promise to develop classroom resources for social justice and equity will result in changing the game and leveling the playing field, much like Khan Academy and illustrative math did for mathematics. So we are really looking forward to digging in and working to develop resources that will cut the learning curve for many of the districts that are just getting started with this work. And we encourage you to join us. Thanks Lisa, we will hear much more from folks during the panel, but I do want to turn it over now to Kim Smith, who was going to talk about our inclusive innovation model, and how we're going to be doing this design work this co design work with the Reynolds Berg team and teams across the other 12 participating districts. Thank you folks from Reynolds Berg and thank you Nora appreciate how you're framing this conversation folks out in the audience, you know, digital promise our focus is really on how we support schools and districts across the country to really think about advancing teaching and learning through practices programs and models where communities and districts are at the table, really imagining the future of learning. This project that you're hearing about is one of our inclusive innovation projects. And when we think about inclusive innovation we're thinking about, you know what is what does education look like if we have communities and districts side by side, really thinking about how to support our students and our families. And that seems to make a lot of sense to me, particularly if we look at the past two years, inclusive innovations as we define them are differentiated novel or radical solutions that are designed, designed with not for community stakeholders, who are a part of this opportunity and we have a set of tenants that Jenny will click through here, where we really focus on co leadership, co research and co design. And the idea is that we're, we have new tables where district leaders teachers students parents community members are side by side on co leading co researching and co designing. We prioritize context expertise we think about the lived experience of people within communities and we prioritize that lived experience alongside the experience of these educators that are that are here with us today. And that's the intersection of race and poverty and, and, and we really think about that as a factor in the design of solutions. And we understand progress when community stakeholders have, when three things are true. When community stakeholders stakeholders have access can participate and can benefit from solutions. And at the end of the day capacity building so that communities can sustain these practices is really important as well. So those are our core tenants of this work. And when we say community we mean the entirety of the education ecosystem. The folks who have the shared identities lived experiences proximity to students and families. So think about your spiritual leaders your caregivers elders community members after school leaders youth advocates local business owners. And you name it. We believe that there's a there's room at the table to engage community fully with schools in there's this reimagination. This is the model, pretty straightforward. We have five phases of inclusive innovation we start with connecting commit. We are very intentional about relationship building trust building shared commitment up front. And we spend a very intentional amount of time in doing that. And then we began the work of really understanding the challenge, the local challenge, creating prototype solutions, engaging in continuing to iterate on those solutions and equity practices throughout. Thanks, Jenny. Thank you, Kim. So that was a lot of information but we wanted to really open the floor for conversation and I will start with a question that was put in the chat by Heather Ross. I think it's a great comment and would love to hear folks responses, she said one point that's come a lot for us is how many times can you go back to the same stakeholders for their time and energy. And I think it's a great process with our indigenization reconciliation work we're doing the individuals have been discriminated against physically and emotional hurt, emotionally hurt by our society. So how do we keep asking them to help us be better. Anyone have thoughts on that. It's a great question. I think it's a, like, it's difficult to have like a easy answer for that. I know that you're, as you work with people you liked and they contribute. And then you think, who can I get to help you automatically want to go back to that same population. One of the things that has helped us in our partnerships with people is making sure that they feel valued in the work and that they see value coming back to them. And more than likely that encourages them to continue to participate. And sometimes one of the techniques that we'll use is okay, we know we know we've used you multiple times. Is there anybody else in your in your sphere of influence that you think we could reach out to that would be interested in, and helping us with those type of endeavors. So, yeah, I feel you, especially when you have, you know, that person is not only being used by you for one initiative, they're being used by other organizations and even committees within your own sphere of influence, and they get drained, they get drained. Hey Jenny one thing that I add I think, and thanks Tommy is, you know, trying to think about the roles that people can play. I think that if we think about, you know, how do we go back to this value proposition that Tommy was talking about right and there and the reason why someone would come to be involved and making sure that the outcome of that is really a value. But we also think that there's also, you know, if we think about folks leading the process, being co designers, being, you know, co creators. Many times people are brought in for opinion or focus groups or feedback. Right, so it's a one way street. And we are thinking about what is that loop closing looks like look like for stakeholders so that there is value so I thinking about thinking about how you really close that loop. I think is also critical piece. I would agree and I think part of why we do define community so broadly in this work is to try to bring voices to the table who are not yet at the table right if we always are bringing the same folks to the table, we're going to get the same solutions the same answers but there are many many folks within communities who have, you know, cultural wealth and knowledge to contribute who are never tapped so I love your suggestion Tommy of asking folks you know who else you can talk to in the community. One of the things that we try to do in the inquire and investigate stage of inclusive innovation is reach out to folks to get their opinions their input but use that as an opportunity to invite them into the process as co designers so really help them see the value of participation. The other thing which sounds really basic is we pay them right we don't want them to we don't want this to be more uncompensated work by folks whose work is already often uncompensated. So to the degree that we can sometimes we pay them in food sometimes we pay them in gift cards, but we try to build into the projects that we do compensation, so that people understand because that's a very clear way of communicating to folks that we value their contributions and we want them to be part of this work with us. I don't see any other questions, I'm going to ask a question and I hope that if folks have additional questions I'll put them in the chat. But one of the things that we obviously see happening around the country right now is a political politicization politicization of this space. You know, sort of closing down on folks ability to have these important conversations about racial equity and social justice. We see a lot of, you know, misinformation and fear associated with this notion of critical race theory and folks really putting in place or trying to put in place a lot of restrictions around what can be taught about our histories and so I would love to hear, you know, from from newer and also from the Reynolds Berg team. What is what makes it possible for you all to do this work and take this brave stance. To start with this my school's unity club. Just had a conversation about this last week with the growing concern on teaching critical race theory. This isn't something really to think about on a high school level which we know but what's really happening is the, the there's this list of words that are associated with critical race theory now, and the course that's offered in law schools and colleges and a lot of these words are, are like equity and inclusivity. You know, people twisting that into meaning that that it's not inclusive or, you know, things like that so in my school district I know it's being talked about a lot I go to a school and suburban Wisconsin, and a lot of the work that we've been doing to those school board meetings and talking to the best of our abilities on why these topics are important and how, how distant the word inclusivity and equity really is from, you know, a course that is a graduate level course. So, yeah, the, the conversations are happening and it's scary I've had teachers that aren't willing to have the conversation in the first place because it is their job that they're risking when talking about these things but it's important. I'd like to chime. I'd like to chime in on that. I don't know why my camera doesn't show up but I'd also like to say nor you did a wonderful job there at the beginning I appreciated your perspective and all that you had to say. But I'd like to say on on your question Jenny. There is no option to stand back and not be a part of this work. If you have children, if you have grandchildren, if you are walking out of your door on a regular basis and leaving your household. If you have to work with people of all different types of backgrounds, and it is vitally important that you understand them and their cultures and what they're experiencing in order to have a conversation and treat people with dignity on a regular basis. So, there is no option to not be a part of the work is kind of what I'd like to say on that. And I'm an old lady. Now what we talked about to in high school is you know building a successful a student, a student that can go out into the world and contribute and you can't do that without having inclusivity, and you can't do that without having a lens that includes everyone. I just want to give you guys a two minute warning we've got about two minutes left in this session. Thank you Sam. There is one more question and I don't know Kim if you want to speak to this one. It's asking about logistics how, how did community get built and what does outreach look like so I do you want to talk about what that looks like in the inclusive innovation model. I would actually ask Elizabeth for some more context. Are you referring to the inclusive innovation model or what Reynolds Berg is working on specifically. If you're able to speak, if not we'll just, we'll wing it. Either she says, okay either. You know, logistics is interesting you know we, for the inclusive innovation model we, we have this notion of core team, right and the core team is 70 and sorry 50% folks from the district such as teachers, district leaders, instructional coaches, counselors, and then the other half of the core team are parents, students, community members. And it strikes a really great balance and then the other piece of the logistics is that it's co led so the work is co led by a teacher or district leader in partnership with a community member. And, and that's, they work in partnership to lead the project through its entirety so we have with Reynolds Berg. We have that that type of structure for the next year. And they'll be working together to lead the project. And the outreach really, you know the district is, is the one who, who did the outreach to community partners to community members. So we, we follow the lead of folks like Reynolds Berg to put forth community members and bring new folks to the table. I want to thank you guys for your presentation and give you like 132 second last minute word and then we need to call the end of the session anybody who would like to stick around and chat afterwards is welcome to but I'm going to stop the recording now. Great, well, I will just say thank you so much for joining us. And, you know, we would love to continue the conversation so you can find us on Twitter at these, at these Twitter handles. We also look for Reynolds Berg city schools and digital promise on the web, and we will be sharing resources and case studies as this work proceeds so we'll be sure to share that broadly so that folks can understand what's being developed that that you can take advantage of as part of this work. Thanks everyone so much for being.


Okay. Okay, let's pray. Father, we thank you, Lord. We thank you for your presence in our lives, Lord. We thank you for your touch, Lord. We thank you that you speak to us in our spirit. We thank you that you touch our emotions. We thank you that you strengthen our bodies, Lord. Father God, we thank you that you created us and we thank you that you take care of us in all these ways, Master. Yes, Father God, we thank you for your plan and purpose. God, the plan that you have for each one of us, the unique plans and purposes that you have for us, Lord. So specific and so beautiful. Father God, it's your will that we that we be empowered by your spirit. It's your will and desire that we, Lord, are skilled, oh God, that are to carry out, oh God, whatever you've called us to do. And Lord, as we read about King David, that he led the people with the integrity of his heart and with the skillfulness of his hands, God. So we thank you for both, both of these, oh God, is what you desire in us, Lord, the integrity of heart and the skillfulness of our hands, by which we may minister, we may lead and that God, we may do what you've called us to do. So, God, even this time we commit into your mighty hands as we look at several topics, we pray that you would speak to us, that you would empower us, that you would strengthen us. In Jesus' name we pray. Amen. Amen. Okay.  Okay. What is emotional intelligence? And I think we just began to start addressing that whole topic. But we also looked at several other things, like group making and so on, which we completed. So, yeah. So that's something that we finished. Okay. I'm just going to open up and share, document this one second. Just a minute, please. Yeah. Here we go. Okay. So we're going to look at what is emotional quotient or emotional intelligence and why is it important, while we are studying life skills, why is that such a big thing? Is that something that I should know about? Is there something that I can learn from and add to as a skill, emotional intelligence and emotional quotient? So we saw last class what it was, but I just want to kind of reiterate what it is. So emotional intelligence, it's actually a measure of, I'm going to put it in the chat. It's a measure of individual's abilities or individual's abilities to recognize and manage their emotions and the emotions of other individuals or maybe a team. So to recognize our own emotions, to be aware of our own emotions. So that's the thing. So if one has a higher, let's say, emotional intelligence or emotional quotient, then it's easy to form or maintain interpersonal relationship because you're aware of your own emotions and it's easy to now relate to others. So that is one thing. And someone with a higher emotional intelligence is also better at understanding others, maybe managing stress oneself and also be able to help others deal with stress. Now these are things that we will encounter in the workplace, like pressure, stress. And just because we are in ministry, does not do away with this. We will still have pressure, we will still have stress to deal with. So when one is aware of one's own emotions, why am I feeling this way? What is causing this? Like we said last class, the little ones, infants or babies, they'll be irritated. Now they won't know why they are irritated and they'll make life miserable for others as well. They'll be constantly crying and the parents are asking, why are you crying? Either they're not able to speak or even if they are able to speak, they're not able to explain because they don't know. Why is it that they're upset? Why are they crying? No, they don't know. It could be hunger or it could be they are afraid or it could be they are, they didn't get what they want. They thought it was like, for example, my daughter once we came and it was very small.  And that day I was able to, the company that was working, we had a half day for some reason. So I was able to get back home early. So I was waiting and I thought we'll surprise her. So my wife actually explained to her, there's a surprise waiting for you at home and took her home. So she was all very excited, oh surprise, surprises for home. So we reached home and she reached home. I was waiting, I was hiding in the kitchen and I just came out and said, surprise. I thought she'll be all excited and happy. But she started crying and she started crying. She says, what is this surprise? Because in her mind, she was expecting a chocolate. She was expecting something like a chocolate, something sweet and that's the surprise. Whenever she said, you know, my wife said, okay, there's a surprise waiting for her at home. She was thinking, oh, there's a chocolate, some sweet, something to eat. And when her daddy just came and said surprise, she was so upset, she started crying. So the thing is, you know, so as we grow in maturity, hopefully, you know, we understand these emotions and we are able to manage these emotions. And which is very, very important. Sometimes we don't have that skill. We are upset. We don't know why we are upset. And we continue to be upset. We take that into the work environment. We take our, whatever we are upset about, maybe it's our anger or something. We deal with our, you know, we bring that into the work also or the ministry. And when we are talking to people, when we are dealing with the team, we bring that, the fact our anger or the fact that we are upset, we bring that into that environment as well. Right. Maybe in correcting someone, we are angry with someone who actually maybe did something to us. And then, but in correcting someone, maybe, you know, in the team who needs to be corrected or disciplined, we bring that anger in, which is not good, which is very, very detrimental. Right. So we understand that a cultural quotient or emotional quotient or emotional intelligence is very, very important. So, you know, some psychologists have done a study and they're saying, okay, there are three elements to it of emotional intelligence. Okay. Let me just put that down. Okay. The first one, of course, is what we have been talking about. It is self-awareness. Okay. Self-awareness, self-regulation and self-motivation.  Right. It's good. It's edifying. Thirdly, self-motivation. Okay. So we look at all three quickly before we move on to the next topic. Okay. So self-awareness. Self-awareness, it means to be emotionally aware. Why do, you know, why do I feel this way? Why do my emotions occur? Why do my emotions change? You know, suppose one morning, if you're feeling down, you need to understand, you know, why am I feeling this way? Right. So, which means it is effective self-assessment. Okay. Effective. So let me just put that in the chat. An effective self-assessment of feelings and emotions will help us, will help me to improve my confidence, my self-esteem in what way? You know, suppose I'm, if I'm aware of my feelings, if I'm aware of my emotions saying, okay, I'm feeling this way because of this. So I make a decision. Okay.  I'm not going to continue in that same way. I'm going to change. Right. I'm not going to feel that way. I'm not going to think about that. I'm not going to continue to feel upset about it. Okay.  They can bring us down. They can pull us down. And so the whole day will go and we will not get anything done. We won't feel like it. Many people say, you know, why didn't you do it? I didn't feel like it. Why didn't you get this done? I didn't feel like it. Why don't you make those calls? I didn't feel like it. Okay. Why didn't you feel like it? I don't know. I didn't feel like it. Okay. But if you're emotionally aware, hey, I don't feel like calling because I don't like this person or I don't, you know, maybe I, I don't know what to say. I don't know what to do. You know, when you come to those things, what if that person asks me something that I do not know? Like when you're, when you're aware of your emotions, is it because I'm afraid? Is it because I'm angry? Is it because when you're aware of it, then you will take appropriate action to correct it and that will result in more confidence. You know, you change that. So you're confident and, you know, your self-esteem and everything changes. Okay. So it starts with effective self-assessment, rightfully assessing. Assessment means to evaluate. Okay. The second one is self-regulation. Okay. What does that mean? It's with how to control and manage and rightfully channel our emotions. You can see in the chat how we manage our emotions, control our emotions, our abilities, everything. Right?  Right? Is God pleased with this? Right? We need to manage, regulate ourselves. Self-control is again a fruit of the Spirit, right? Being led by the Spirit of God and we, the Spirit of God works in our Spirit and produces a fruit of self-control, which is, you know, and also talks about a disciplined mind, which is again a work of the Spirit, right? God does not give us a Spirit of fear, but a power, a Spirit of power. We've not received a Spirit of fear, but a Spirit of power, love and a sound mind. So sound mind refers to a disciplined mind. Okay. So these are some things that we need to grow in, self-regulation. So it talks about self-control. It talks about trustworthiness. Okay. Let me just put it down. Self-control, trustworthiness. Can you trust yourself? Can someone trust you to do certain things? Being conscious or conscientiousness, or which means that, you know, you're responsible for your actions. Okay. Being trustworthy and conscientious means to actually take responsibility for your actions. Okay. Let me just put that in the chat. It's just a big word, which means, you know, you take responsibility for your own personal actions. You're not blaming others. You know, I could not pass this exam because, you know, XYZ reasons. That person didn't teach me well or that person didn't, you know, kept, you know, so you're taking responsibility and saying, okay, what do I need to do in order to get better? What do I need to do in order to do well? Okay. So that's your, we are taking responsibility for our personal action, personal performance, and making sure that you know, whatever we are doing matches up to our abilities and our values. Right. So that's the, that's the second thing that we, you know, and also adaptability and innovation. Innovation we looked at. Adaptability. Being flexible and being flexible and responding to change. Okay. There are a couple of things here that I think we should know when it comes to being flexible. Right. And we are talking about emotional intelligence. Right. To be flexible, to be able to manage multiple demands on time and energy. Okay. Prioritizing, effectively accepting rapid change wherever necessary. Right. And adopting, adapting your responses in the way that they may fit different situations. Right. Being flexible and how you deal with events and seeing, you know, if there's a problem, if there's a challenge, you look at different perspectives of it. Right. So all this would come under adaptability and innovation means doing things in a, in a new and a novel way. Right. So first of all, we saw it was self, self, self-awareness. Secondly, self-regulation or self, you know, management. The second, the third thing is self-motivation. Okay. So self-motivation would involve, you know, what is it? Do you have a personal drive to achieve something, to get some, to get something done? Okay. Personal drive to improve, to achieve and being committed to our goals, what we need to do, what we need to get done. Right. And maybe taking an initiative to, if there are openings, if there are opportunities, being optimistic and so on, like motivating yourself. So there is, you're not depending on other external factors, whether things are good or bad, or how, you know, we don't need people to always come and tell you, hey, you are good, you can do it, you know, always to affirm what we're doing, always to encourage what we're doing. You know, we don't need all that, right? Not all the time. Right.  In the worst of circumstances, when everything will seem to be lost, he encouraged himself in the Lord. That's what Bible says. He encouraged himself in the Lord.  Hope and God, for I will yet trust him. Why are you cast down?  Right. So his self-motivation. So you're motivating yourself to hold fast to the commitments. Okay. What did you commit to others? What did you commit to God? What did you tell yourself that you would do? Go ahead and do that. Right. So that gives us the emotional, that comes under emotional intelligence. Right. Being aware of your emotions, being able to manage your emotions and being able to motivate yourself. Okay. So this emotional quotient, therefore, depends on something that you work on yourself. Okay. And it also includes something that you're being aware of in others. Okay. So what we would call as, maybe you can say, emotional intelligence when it comes to, you know, our personal skills, emotional intelligence when it comes to social skills. Right.  And praise God, we have been empowered by the Holy Spirit to do all these things. Right. It doesn't need to be a purely psychological exercise, mind over matter kind of thing. It doesn't have to be that way because the Spirit of God indwells us and he enables us to do that. So we can make Spirit-led choices to be aware. Spirit of God reveals. Spirit of God, Holy Spirit reveals, okay, this is why you are feeling this way. You don't have any reason to be upset. Spirit of God encourages us. The Spirit of God empowers us. You know, we read in Galatians, we say that we are called to walk in the Spirit and we will not fulfill the desires of the flesh. So what does it mean to walk in the Spirit, to engage with the Spirit of God and to be led as directed by the Spirit of God? So we do that and then we will not fulfill the desires of the flesh. So the flesh wants to cry out. The flesh wants to maybe lash out in anger. The flesh is impatient, but the Spirit of God is the opposite of all that and he enables us to walk in life, bringing life. Okay. And to motivate oneself, the Spirit of God is a great encourager. He's the counselor. He's the comforter. So he encourages us. He gives us hope and comfort for every brand new day and we are able to walk in that hope and comfort and motivate and be motivated all the time. Right. So you see that, you know, as believers, we have that spiritual edge or we have the spiritual dimension where the Spirit of God helps us by his word, by his spirit. We are able to be emotionally intelligent in that way and build our skills personally, socially, you know, which means when we interact with others. So what does that mean?  It's an awareness of the needs and feelings of others. So we become outward focused. We are empathy and awareness of the needs, awareness of the feelings, both individuals and groups. Like maybe it's a team, you know, it's very important as a leader to be aware of, okay, what are the needs? What might be emotionally challenging for this team? Right. Maybe this person has gone through a tough thing. Maybe this person has gone through, you know, something in the family to be empathetic as a leader, okay, not to compromise, not to be complacent and excuse, you know, every other mistake, but to be empathetic and to see, okay, this person is going through a challenging time and that's why they are behaving this. Now, we need to address it. But are you aware, first of all, that's a question, right? Am I aware that excuse me, that this person is behaving this way, this person is saying such things, it's because of these reasons, right? It's not that they don't want to serve, it's not that they don't want to minister, it's not that they don't have an understanding of the calling, etc., but it's just that emotionally it's a tough time for them, that is why they are behaving in a certain way. So we're able to address that problem, okay, solve that issue, okay. So it's an awareness of the needs and feelings of others, okay. So, but it starts with being aware of our own emotional needs, our own feelings, our own source of what is causing, you know, to be aware of what is causing, what are the sources which are causing these kind of emotions in our own self and before we can even be aware of others, right? Okay, so a few things to help us, so empathy actually helps us to develop a stronger understanding of other situations. So it includes these kind of things, right? Let me, that again, it includes understanding others, so you can understand others, therefore you can suitably develop them as leaders, as ministry leaders, as spiritual leaders, you can understand and because of that, from that place of understanding, you can develop others. Thirdly, you can have a serving mindset, it helps us, being empathetic helps us to have a serving mindset, how can I serve this person? How can I help this person? Now, that will never happen if we do not understand their needs, unless we understand the needs, how can we serve? We might be doing something and that person may not feel served or that person may not be helped at all, right? Maybe their need is comfort and we might be doing something which does not go anywhere near comforting. So that's the thing, having a serving mindset and also leveraging, which means increasing or using to an advantage, the kind of diversity that is in the group. There could be different kinds of people, different kinds of people with different temperaments. Some could be, let's say very introverted, some could be extroverted, you understand these terms, right? Introverted, they're not necessarily engaging with people outside, right? They process things, they are thinkers, they are maybe artistic people, they think they're not very outgoing, they talk to people whom they know best, they may not always want to be with people, they may not always want to engage with people, right? Extroverted people, they want to be with people, they want to talk to people, they want to share their ideas, everything with people, they process everything externally, they're extroverts. So we have, there's more to that than what I shared about introverted and extroverted, but just to give us an understanding there are people like that and with different personality types, so different ways by which they process things, the way they are temperamentally, right? So empathy is to understand that, to be empathetic is to understand that. Now, why do we understand? It helps us to serve them better, it helps us to lead better, right? It helps us to be a better leader spiritually, it helps us to be effective or lead the team in an effective manner, so we can use that diversity, the different kind of personalities, different kind of people in the team to our advantage. So, for example, you know, when you understand, when you are empathetic and we understand, okay, emotionally this is how this person is, right? For example, in church, now we talk about different people and the way they serve and all that. Some people are very, very good, they keep to themselves, they may not, you know, interact with people others much, but they're very good with machines and technology, I'm sorry, computers and so on. Okay, so to put such a person in a team, which is, let's say, welcoming people and meeting people and talking to people, getting to know people, now that's a wrong fit, right? And vice versa, right? You put a person who's a people person who always wants to talk to people, always wants to interact with people and so on. You put that person behind a computer and say, okay, you do this or behind the machine and say, you do this. Now that's a waste of their talent and ability. So we leverage diversity, we make use of this difference in our teams to the best advantage when we understand, right? It's an awareness of the needs and feelings of others. So you see that, hey, this person has a natural tendency and a natural need to meet with people, talk to people. They'll make a better, you know, a better team member if they are allowed to welcome people, to make people feel at home, to connect people with others, right? So it, you see how it helps, right? So emotional intelligence is important. It's a skill that we, all of us need to learn, okay? So how do we, how do we do that? How do we apply it in our lives, okay? Firstly, yeah, let me just put it here. These are things that we have actually looked at earlier also. I'm just going to repeat this overlap of these things, okay? By developing our social skills, you know, being easy to talk to, okay? Being a good listener. So we're talking about being empathetic in a social setting. Be a good listener. Ask questions by being sharing or, you know, you share about maybe information. Don't restrict that or maybe you share about your own lives and own life and being trustworthy. So yeah, so what is the difference between sympathy and empathy? Okay, sympathy is, okay, let's, let's just, let me just share the, you know, what the term would refer to. So we then, we know the, one second. Okay, let me just put it here. Sorry, where is it? Is, you know, you feel pity, if you're sorrowful for something bad that has happened to someone, you know, someone else's misfortune, okay? So that would be sympathy or feeling. You're not trying, you may not necessarily try to understand, you know, you feel compassion, you're feeling sorry, you are, you know, you have sympathy and that moves you to action, right? You do something about it. So that's sympathy or you're feeling pity, right? You're feeling bad because someone's gone through some bad thing or tough things. Whereas empathy is something else altogether, right? You are being aware of someone's emotions, you know, maybe, and it's always not negative.  You become aware of that.  So, so empathy would mean to even help reach across and help that person who is, you know, going through something because you might feel sympathetic and you may not necessarily help. But when you have an understanding, when you're empathetic towards the person, then you would want to solve that problem and you help that person out so that that person can be effective. And in a team setting, they will be, you know, productive and so on, right? So that's, that's a basic difference between empathy and sympathy. Like I'll just put the empathy, the, the meaning again, you know, what we looked at, right? So I'm just trying to, yeah, I kind of lost it in the notes somewhere. Okay, so, so that, yeah, yeah, here, here it is. It's an awareness. Okay, so you see both, you know, side by side, you know, one after the other, you know, okay, so it's, it's an awareness of needs, feelings of others, and being able to see things differently from their point of view. So it's kind of close. But sympathy deals with more with feelings of pity and sorrow for someone's, you know, misfortune. Whereas empathy is being aware of what they're going through, being aware of their emotions, and, and acting on it, do something about it. Like, you see other person's point of view, etc. Okay, right. So, so we said, we said, you know, being easy to talk to being approachable, being a good listener, asking, you know, questions, pointed questions, sharing and being trustworthy, these help us to become empathetic also to increase our emotional quotient or emotional intelligence skills. Okay, this is actually increases when we, when we learn that. Okay.  Learn to effectively listen to both the verbal and the nonverbal messages. So that increases our empathy. So you're saying, oh, hey, that person said this. That's why I did it. Okay. But are you aware of the way the person said it? Right. Maybe that person said it, you know, saying, okay, okay, I'll be there. I'll be there at 6.30 in the morning. Okay. So it's a very unwilling, hesitant, or was that person very interested in saying 6.30. Yeah, I'll be there. Sure. And then 6.30. I don't know. I'll, I'll try. Yeah, I'll, I think I'll be there. Right. So we see three kinds of responses. And then we said, okay, that person said it. So therefore, it should have been done. It's not done. And how does that person say it? What was the body language? What was the tone? Right? Are we aware to the aware of the nonverbal? This is what the words said in a particular way, but then what is a nonverbal message? What was the expression? What is the tone of voice? Okay. So what was the emotion when they said it? Okay. So that's the thing. Secondly, questions ask people find out more about what they are feeling. Okay. People may not necessarily open up and say, you know, today, this morning, I'm feeling a little, a little down. I'm feeling a little discouraged. They may not say that. And when you ask them, they will say, hi, how are you? I'm fine. Okay. But then you might have to be a little more patient and say, and ask, hey, you don't feel, you don't look all that good. Something happening. Right? So when we ask questions, instead of assuming that they might be happy, then, you know, the person is able to open up and share about what's happening, what's going on. So by asking questions, we also become aware emotionally what is happening. Right? What is what they're going through. Okay. Then third thing is to acknowledge and respect the feelings of others. Okay. Very important. Right? Even though they might say things that you disagree with. Okay. And maybe, you know, just by because we respect their feelings, or you acknowledge their feelings, doesn't mean that you agree with it. Right? So that's what we're afraid of. No. Suppose that person says something, and then we, hey, I don't believe in God, I don't believe in Jesus. Then immediately we turn disrespectful, saying, how can you say that? You know, just acknowledge, okay, that's, that's what you, that's what you, you know, that's what you believe in, or you don't believe in this. So that's your, that's your opinion, that's your perspective. Well, I respect that. But let me share, let me tell you why I believe what I believe. So that was, you know, just about people's faith and so on. But then this could be about any work situation. Why a person says, no, we shouldn't do this. We shouldn't go there. We shouldn't have meetings here. We shouldn't have it. We shouldn't, you know, start church at this time. We should not have this ministry. All kinds of things would come in, you know, like a church ministry kind of a setup to be, to respect the thoughts and ideas of others, to acknowledge that, to respect the feelings, and doesn't mean that you, you're agreeing. Right. And even when we disagree, we do it in a, in a firm way, but in a loving way. And we, we do it, you know, we looked at that. Right. We looked at how not to argue when you disagree. We looked at the, we saw those videos. Okay. And avoid making statements that are judgmental, belittling, rejecting or undermining. Okay. So that's, that's one more thing that we need to be aware of. So these would help us to become more and more emotionally aware of what others are going through, what others are feeling. And that will really help us, you know, as ministers, we need to grow. We might, we cannot make an excuse and say, Hey, temperamentally, I'm not sensitive. You know, I'm not sensitive to others' feelings. And this is how I've always been. So, so this is how I will be. We cannot make that excuse. Right. We need to grow. We need to be, we need to become mature in all things in Christ Jesus. Right. So this is one more thing that we need to grow in. Okay. So this is about emotional intelligence. Okay. This is a, this is a skill, which we, we need to be aware of, which we need to, you know, increase in. Right. And we need to use it right.  And like I said, we have the Holy Spirit and the Word of God, great resource to help us. We have an edge. It's just that we have to apply, right, rightly use the Word of God and, you know, be led by the Spirit of God when it comes to these things. Okay. Any questions on this? Further questions that you might have? Anything at all? Any real life situations that you may be faced or that you want to talk about? Okay. Another topic, which is okay. I think it's all fine. Okay. Another topic which is closely related to this is cultural intelligence or cultural quotient. Okay. So let me just explain that. Okay. What is, first of all, you know, what is culture? Okay. Culture is simple, simply about, you know, the ideas, customs, behavior of a particular group of people or a society in society. There's certain ways of doing things and culture, customs, you know, include many things. You know, the way we speak, the way we dress, the food we eat, everything, right? It's a whole lot of things that go as a package. And these are some things, it could be a particular group of people or a society. And so to be culturally sensitive and to be culturally aware, you know, you understand that, okay, this is the culture, this is the norm, this is the customs. So therefore, how can I work with such a culture? Okay. How can I work with such a person who's coming from a culture like that? How can I, you know, so to be able to identify that? So that we call as cultural intelligence. Okay. Cultural intelligence. Okay. So the thing is that what, when we say what is cultural intelligence, okay, maybe a quick way to explain that would be this, just a minute. A quick way to explain cultural intelligence. It's defined as this, as the ability to adapt to new cultural settings. Okay. To new cultural settings, the ability to adapt to that. So, you know, if you look at, if you look at our own country, like our own nation, we have, you know, if you look at just the class, you know, Erin is from somewhere, Kiran is from somewhere else, Siddharth is from somewhere. I'm from, you know, I'm probably close to where Siddharth is, three hours away from where Siddharth is. And I'm sure that there are customs cultures which are different in each of our places. Okay. And to be, and that would actually affect our working or influence our working. It would influence our working, it would influence our decision making, it would influence the way we, you know, we do things. We don't realize it, but it affects us, right? A person who probably, you know, was in a city and city life is very, very different from a person who's been in a, maybe in a, maybe in a, in a mountain, you know, in a very rural setting and the way they live their lives. And so culturally, you know, all these customs and everything, it, it changes the way or influences the way we work and, and do things. So to be aware of that, right? And to be able to adapt to that is, is very important. That's a skill. Okay. Okay. We've run out of time. So what we'll do is we'll, we'll continue this in the next class. And we'll, we'll look at cultural intelligence. So we looked today at emotional intelligence. Next class, we will look at cultural intelligence. And it's a very interesting topic again. Okay. And hopefully it'll open our eyes to, to look at our own culture, to look at the culture of others and how, and see how effectively we can work together. Okay. We'll stop here. Thank you. You guys have a great weekend. Oh, we'll meet again. God bless. Bye bye.


Meredith, if you can unmute, you get asked the first question. Cole just made the comment he would have a better gauge of exactly where he's at when he sees how long it takes him to recover after this start. Is that half of the game as well for some of these pitchers in evaluating them, seeing how they bounce back? Yeah, no question. Obviously, you're trying to push their pitch count safely, responsibly. And we definitely did that tonight with Garrett. But yeah, now it's how does he bounce back in between now and his next time out. So, you know, I thought he threw the ball really well. And I thought he finished well too. And that was the thing that was I thought good to see. I thought, you know, stuff was really good from start to finish. In fact, in some ways, I felt like he got even a little sharper and in a good rhythm with especially a slider there later. What about Michael King? Really good. You know, mixed his three pitches. Actually, even four if you count the two different kinds of fastballs. But I thought he was very effective and locked some good hitters up.  I thought his second inning was even a little bit better than his first. So encouraging for him. I thought he looked really, really strong.  And I thought tonight he came out and was pretty crisp. I know it's so early in this summer camp. But how do you envision yourself potentially using King? Do you see him only as a starter? Or do you look at him as a guy that could be a reliever as well? Well, I think he fits the bill for a lot of potential different roles. You know, I think he's a guy that you could match up in some cases, you know, depending on how many pitchers, depending where you are, you know, at the start of the season.  We could take our next question from Sweeney Murdy. Sweeney, go ahead. Aaron, the original lineup had Higgy DH and Frazier ended up DHing this game. Is there anything you can tell us about that? Yeah, we were going to DH both of them. Higgy was just a little sore in his neck in BP. And we just decided to hold him out of it, especially after catching yesterday. Thank you. George King, if you can unmute, go right ahead. Can he ask my question? Copy that. Thank you, George. Brendan Cutty, go ahead and unmute. That would be two straight DH days for Clinton. Is he good? Kind of. You're frozen, B. You're really frozen. How about now? How about now? We can hear you. Go ahead. That would be two straight DH days for Clinton. Is he well? Yeah, he's doing well. He had a little bit of a little foot issue he was dealing with over the last couple of months, but he's been able to do everything from running and playing the outfield. So we're just kind of slow playing them here these first couple of days. And what did you make of the ball situation with Garrett? It seemed like he had an issue with one of the balls. It was forced to change the ball and then boom, home run right there, Mickey. Oh, yeah, he, you know, because we're obviously dealing with throwing the ball around the horn.  So it's just not really that big a deal. I think he just wanted the ball he had just finished the bat with was all. And we're kind of questioning, do you have to change that ball out at that point? Jake Siner, go ahead and unmute. And Brendan kind of asked my question, but it sounded like Garrett still wasn't sure whether he does need to throw that ball out or not. And I'm also wondering, like, are you going to ask Gary to not throw the ball around the horn in those situations? Yeah, yeah, and that's something I've got to make sure. We've got to make sure that, you know, we know exactly from a protocol standpoint, like just, I know at least it's discouraged throwing it around, but I don't know if it's by rule, you can't throw it around. And then if that has to go out and that's, I got to get to the bottom of that. Take one more. Marley Rivera, go ahead and unmute. Hey, thanks for joining us on a separate subject. I was just wondering if you had an update on either Louise or DJ. I had an opportunity to chat with Louise briefly. And he told me that he was feeling really well and looking forward to a negative test. Yeah. I mean, just just waiting on that and waiting for him to be in both of those guys to be in a position where, you know, they test negative a couple of times and then getting the, you know, get to the point where they can be enter into the intake portion of the, of it. Did you already take one test at least and are you? Yeah, I don't want to comment on what, what they've done, what they haven't done. You know, when I released it the other day, it was because both guys wanted me to say it, but I'm not going to get into commenting where they are in the process. And just one final thing, has everyone finished their intake process? Um, outside of those two, uh, we're waiting on Lowe, uh, Loisiga. He got here yesterday, uh, from Nicaragua. So he, he, he took his test yesterday. So possibly some time tomorrow.


Hello, this is Laptop Media, and today, we will show you how to open the Dell G5 155500 and what's inside of it. What separates you from this device's internals, are 10 Philips head screws and some clips. After you undo them, be careful with the LED strip ribbon cable, which connects it to the motherboard. Just gently lift the bottom panel and open up the connector latch with an elongated flat tool. Interestingly, Dell has switched from four heat sinks, down to two for their G5 series. However, they employ an HP Omen style fan, which is a lot thicker and can drive more air. Moreover, the three heat pipes are now significantly bulkier, as well, and there are two metal plates, dissipating the heat out of the graphics memory and the VRMs. Next, we have the upgradeability. This device can be equipped with up to 32GB of DDR4 memory in dual channel mode. In terms of storage, there are 2 M.2 slots, one supports PCI-EX4 drives, while the other can hold only PCI-EX2. Battery-wise there is the rather big 68Wh unit. In addition to that, this notebook can be purchased with a 51Wh battery, which would open some space for a 2.5-inch SATA drive bay. If you'd like to see more disassembly videos of the latest notebooks we would highly appreciate if you hit the like button and subscribe to the channel.