And if you want to now figure out what is the displacement, you know notice that if I if I were to let us say keep my collar bone fixed and I just start looking around then my pupils are clearly translating around the space right even though I am just rotating my head.  So, this is a very helpful approximation to try to compensate for some of the position change, but if the user decides to go back and forth like this and you might remember one of the motion cues called parallax where you see nearby objects moving at a faster rate than far away objects if you would like to do these kinds of motions and it does not work for you because you are not tracking the position back and forth then it ends up being uncomfortable. So, that causes motivation to bring in more sensors right. So, if you want to estimate position what more do we need is the question in addition to orientation again you can fake some of the position you might look at this this is the greatest hope. So, if you have just studied purely in textbooks you may say well I figured out how to separate up from linear acceleration of the body why not I just take this linear acceleration component and instead of throwing it away why not I just integrate it once I get velocity integrate it twice and I get position. So, I can just figure out what your position is from that right any difficulties with that let me explain some difficulties with that and this will you know motivate why we might one might want to use cameras and other more sophisticated sensors. If we just take this residual acceleration here left over after we got rid of the up component first of all we might have separated these two incorrectly. Another thing that might happen is remember that we are always trying to estimate the orientation and. So, if we have some errors in the estimation of the orientation then we will not know exactly which way up is when we do the subtraction of up to get this residual component. So, that will lead to some additional error that does not look like noise it just looks like an offset because we do not know truly which way up is we cannot measure the we cannot estimate the global frame perfectly. So, that is going to cause additional errors and now suppose you have a small amount of errors say it is you know some kind of bias like maybe 0.2 meters per second squared you know some amounts that is that is left over here and now you integrate that once integrate it twice and you take a look at how far your estimate is from reality after 5 or 10 seconds. It turns out this grows very fast you may remember that when you integrate a constant once you get a linear rate and that is what happens you get a linear drift rate that looks very much like the gyro drift rate, but if you integrate twice to get up to position your two derivatives away right or two integrals away from the position then it ends up with a fast quadratic growth rate you know a simple offset like this a simple fixed error will cause a quadratic growth rate. So, it is very much as if your head has a fictitious rocket thruster attached to it that is thrusting at this rate and it makes you shoot away and so that is what gets very very bad about this and if you think you can compensate for this perfectly then there is still the problem of double integrating noise which will also be a very fast drift rate, but this quadratic term tends to dominate because usually we have a very simple kind of bias or offset here because we cannot accurately estimate the orientation and we cannot perfectly calibrate the accelerometer. So, these are the difficulties we get into and so we did a lot of experiments trying to do whatever we could also adding kinematic constraints based on the human body trying to rule out absurd possibilities that would cause a faraway drift because we know that your head is not detaching and floating away into space. However, it does not take long like maybe a half a second or less for a very large amount of drift air to occur and then you cannot correct that very naturally you have to detect it and correct it without making the person nauseated. So, it ends up being very very difficult I think essentially impossible with this generation of sensing technology and for the reasons I have explained there are some fundamental limitations no matter what there is going to be some kind of bad drift unless you have some additional global reference for position like a camera right. So, that is what we are going to get to next . So, that leads us to estimating position and orientation so estimating position and orientation so in other words the full 6 degrees of freedom. Now, this this acceleration information may very well be useful this linear acceleration information we can use this in a system to perform position and orientation tracking. However, we also want to have an extra signal that provides positional drift correction all right. Couple of solutions will possible general approaches one is you could generate a non constant magnetic or electromagnetic field in other words you may want to have some field lines that are intentionally bending right or maybe you want the amplitude of the field to be intentionally changing in some way and you have engineered a technology based on some base stations that you put around. So, you may put a base station and there is some kind of field lines that you are generating from that base station and based on that you may have a second base station as well if this does not provide enough information. So, based on the information coming from one or more base stations they could use ultra wide band radio as an E M example or you could be generating magnetic fields . So, based on the information obtained when you place a sensor in here that is moving around and designed exactly to sense your non constant vector fields then it can recover the position right. It is still with these this type of technology is still very hard to get a high degree of accuracy. It is very easy to warp magnetic fields by moving metal through the field other kinds of problems like that and the radio based methods I think still cannot get down to level of accuracy that we would like which I should point out the goal is sub millimeter accuracy sub millimeter accuracy. Why is the goal sub millimeter accuracy? Well if you have very large deviations it is quite perceptible you know if I have put on a virtual reality headset and I start seeing the world shaking and jittering because very perceptible. So, what might be a reasonable tracking solution for looking at your hands or just tracking viewpoint from a scene, but you are watching it on a screen may be up to 1 centimeter of error is fine, but we need to be sub millimeter level of accuracy because very clear once you put on a virtual reality headset and you look at tracking errors that are a few millimeters or greater you start to see the problems with it. So, that is one thing I need to point out we need to be extremely accurate. So, this is one technology that has some hope and there is there certainly several companies developing methods and products in this arena and there have been for many years. The other category which I will spend more time on is visibility or another name for it is line of sight methods and one of the most common implementations is based on cameras. So, I can talk about various camera arrangements and I believe I mentioned this last time you could have human head wearing a headset and the camera is looking outward. So, this is where the camera is on the headset and this is often referred to in the industry as inside out tracking and the other case I have the person again wearing the headset and you have the camera out here this is what you have in the lab on the Oculus Rift DK2's and the camera is facing the user and this is referred to as outside in or I would put over here in world camera. So, either the camera is on the headset or the camera is in the world questions about that so far that is very good question that is exactly what I am covering next that is the thing to be asking what is the camera going to be looking at right yeah so let me go over that what is the camera need to see for this to work we need to have line of sight or visibility towards something to make these methods work it also helps to have an accurate model of how the camera projection works as well right. How does the camera transform points that are in the world into image points so that is the first thing I will mention before completely answering your question is we have a let us make a simple pinhole camera model which uses perspective projection so I have some features out in space which is called in features markers features whatever you like out in space you draw three of them here and then imagine I have a camera that is pointed at these so I have an image plane for the camera like this and then based on some projection model I have all of these features treated as rays that all meet at a point somewhere using the perspective projection model and so on all these to come together at some particular point and they pierce the image plane somewhere I can get the perspective right here probably not so I have some simple model of the imaging that looks like this right so I imagine there is an image plane and you know the particular coordinates of of the points in this image plane it might depend on where I stick this plane and if I move the plane all the way past this focal point of the lines here then the image will turn upside down so let us suppose I have some model of the camera parameters so that I know where this plane is at so that I can then understand based on this focal point here and where the points are that for each one of these points that I see in the image each one of these feature points I see in the image I know there is a corresponding ray in three dimensional space ok that that is the thing that is the assumption that I am going to end up using right so I see features in the image plane I am going to know that they lie on some particular ray based on how I have calibrated and set up the camera right so that is the model and that is the information I am going to be using what exactly are these yellow stars I have drawn what I want to talk about next which I believe was the question that was just asked so features what are our choices well we could use natural features and this is what I would call let us say hard computer vision so imagine for example you have the inside out camera you have the camera on the headset it just looks for whatever features it can find and works with those it may as the camera turns it may grab some new features and some that were previously in the field of view just fall out of the field of view they disappear that is fine so it just robustly and automatically tries to use features however it can. So, extract and maintain from natural scenes this might not be such a bad room for this as I look around I see the walls have nice grid patterns on them if I were to take the headset and look directly at a with the camera and look directly at a perfectly white wall there may be no features that I can use based on whatever feature detection algorithm I have made right we have to be careful about that but it may be that for whatever automatic feature extraction and maintenance algorithm you have made we may be able to find a natural scene that it might not work so well in. So, if you are engineering a product you have to think about that is it going to cover all the cases or not or is it going to cover enough of the cases that the users will not complain because if you get it wrong and you make gross errors in your estimate of your position then this will have a dramatic effect in virtual reality because it may make people nauseated very quickly you will feel all of a sudden like you are moving when you are not. So, very bad problem um one thing you have to pay attention to here there are some tricks for doing this, but it may be possible to fool them as well you have to remove any moving objects from the scene. So, the headset may be moving the camera may be on the headset and moving you have to remove objects from the scene that you conclude are not moving just because the headset is moving now you have a gyro and accelerometer on the headset. So, you may be able to figure out what motions are corresponding in the image plane you may be able to figure out what motions correspond to your own motion and which motions are not explained by that and then remove the ones that are not explained by that. So, it is not bad there is some information you can use there, but um generally is difficult. So, I would say that um overall using current technology the reliability is low um you will see good demonstrations, but making this work very robustly in a very large number of settings and have sub millimeter level accuracy I have not seen anything that can accomplish this yet. So, and so um so this is this is the kind of the state of the art this is the state of the art for natural features. This then motivates people to go to artificial features and I would call this instead of hard computer vision I would call this trivial computer vision because most of it boils down to something called blob detection as far as the vision part right you are not doing very much work other than um trying to identify markers that you have put into the environment. So, it boils down to some kind of blob detection or variations of that whatever patterns you have decided to put into the environment um you just have to go and quickly scan those back out of an image. So, you are not really doing the type of computer vision research that would make your computer vision professors proud let us say right um this is more like um vision in 1971 or something you know computer vision you know challenges of that era let us say. So, so just simply pulling blobs out of an image, but you have designed it so that you have um easy to find features. So, some examples you could use what are called QR tags you could use what are called retro reflective markers you could use LEDs laser projections um some of these could be designed to work in the infrared spectrum so that they do not interfere with visible lights so that humans tend not to notice them and there is not a kind of interference that may cause other troubles. So, um so that is so choice you have you have IR versus visible spectrum right. So, so that is the idea either you go the hard way or you go the easy way when you go the easy way for artificial features you end up with a more controlled environment and you can guarantee much more robust performance right works in a larger variety of settings and with much higher accuracy. So, that is one thing that we went with at at Oculus on that stage for DK2 um because of this high level of reliability and accuracy. It was better than trying to make the computer vision the most impressive computer vision ever for example right. So, it was a high level of robustness um this was very very hard to achieve that. It would be more impressive if any of you can find a solution that works with natural features it has the same level of accuracy and robustness as this current a DK2 tracker for example, then I can assure you many companies would be very interested in that. So, it is quite a difficult challenge. So, let us take a look at kinds of markers um let me say something about retro reflective markers. This is a very common technique that is used in motion capture systems um they have been around for quite a while the motion picture industry has used them before for capturing dancers and digital actors um capturing real actors and turning them into digital actors let us say. When you use retro reflective markers the idea is you take the camera and then around the camera you have a ring of lights a ring of bright LEDs right. So, um you know there is lights facing me today right. So, so you are trying to get a good image of me and the camera. So, same thing if you are trying to image something out here shine some bright lights on it with LEDs except we can move into the infrared spectrum. So, that the actor or artist who is moving around in these motion capture studios um does not feel the interference or is not blinded by the lights. So, you can make these infrared LEDs. So, just exploit the fact that we cannot see in that range and then out here in the environment you put the features which are called retro reflective markers retro retro reflective markers. Um you can buy special paint and you can paint tiny objects um you may have seen um what look like deer antlers sticking out of objects before in these kinds of systems and you have um gray tiny painted spheres um this is retro reflective paint. What will happen is that the amount of light coming back to the source. So, if I shine a light and I are light onto the source and then I look at the reflected light back it will be independent of the angle at which the light hits this object. So, there will tend to be a very bright spot coming back. So, very nice for that. So, that's retro reflective it's as if you're shining into a mirror regardless of the orientation which is a very unusual property right.  This is as if you have all orientations of mirrors um when you shine the light. So, it's guaranteed to come back and hit you very bright hit the source very brightly. Um so, this is one possibility one of the things you have to pay attention to those if you'd like to extend the range as much as possible of these sensors then um remember that um the power of your light dissipates at um a rate of one over d squared I'll put one over distance squared one over distance squared right. So, just usual power dissipation of a of a propagating wave in three dimensions the amount of energy or power dissipation is one over the distance squared and so um the further away you move these you know you get a lot of power up very close the further away you move um the lower it gets and you have to get the light to essentially travel twice the distance right. It has to travel from the ring to the marker and then from the marker to the camera. So, you have double the distance. So, one possible improvement is to just put the light directly on the markers right. If I can directly light the markers I've cut the distance in half right. So, that means I should be able to move the markers further away and get the same amount of brightness in the camera. If I don't mind putting batteries or whatever I need or this has to be plugged into a separate source if it's on a headset then I have to power these lights. So, that's another alternative that's what's used in the lab which is um I take the camera and instead of having retro reflective markers I have these special markers that I've designed and these are just infrared LEDs and we're also taking advantage of the fact of LEDs becoming increasingly more powerful and low cost um and and very compact as well um earlier LEDs were larger they had a huge lens across them. So, you could see them looking bright from different angles now they they emitted a much greater amount of light uh infrared light in this case very low cost very small footprint. So, now it's essentially if you want to set up this visibility situation and think about the amount of polities LEDs have to have you've cut it in half in order to be able to see them in the image with the same in the same way and also there's the efficiency of the retro reflective material which I haven't covered as well. So, this ends up being more efficient if you have the ability to power these markers. It's cheating even more right so in terms of computer vision real computer vision you know if you want to make something powerful should be using natural features. If you put the features in the environment yourself as special markers that you've painted you've cheated right you're helping the vision out. So, that's fine that gives much better performance but not as impressive from a pure computer vision standpoint. You want to go even further put some bright lights in the environment bright and infrared in this case and then just track those and if they're small very well separated you get these points or these features that we need to get to the next level.


Hi everyone, Joe for jaspyscasebreaks.com coming at you with the random number block randomizer to unlock Nt pick your team five this features this group of teams right here really nice group of teams That's how the number blocks work Remember the zero gets any and all redemption including one of one redemptions I think all the cards are numbered so we won't have to run into that big. Thanks to this group for making it happen appreciate it There are the numbers right there and let's roll it and randomize names and numbers six and a five eleven times one two three and 11th and final time Daniel down to Thomas six and a five eleven times for the numbers one two three and 11th and final time after 11. We got zero down to five All right, Dan. Oh with oh with zero Ryan with eight Brett with seven and three Steven K With two Shay with six Steven K with nine Michael with one Diana with four and Thomas with five Let's sort by number numerically and We'll see in the next video for the Nt break jaspyscasebreaks.com


So, let us recall that in the previous lecture given topological spaces x and y with topologies let us say tau x and tau y we define a topology on x cross y. So, how do we do this? We define we first defined a collection B is a subset of power set of x cross y and it is defined as follows is a set of u cross v says that u is open in x in the topology in x and v is open the topology in y. And we check that B satisfies the two conditions required to generate a topology namely these were a when we take the union overall subsets w in b we should get the entire space in this case that is x cross y and the second is given w 1 and w 2 in b and a point x in the intersection then there exists a w in b such that x is in w and w is contained in w 1 intersection. So, we check that B satisfies these two conditions and using these we define the topology on x cross y with b as basis and let us observe that the same idea can be used to put a topology first on a final product i equal to 1 to n x i's. So, here the x i's are topological spaces with topologies tau x i's or just tau i's. So, what we do we define B contained in the power set of these product as B is equal to a product of u i's where each u i is in tau x i and then I will leave this as an exercise and it can be done in the same way check that. So, we have already done this when n is equal to 2 and the same proof will show that B satisfies the two conditions required to generate this product. So, this topology that is the topology generated by B is called the product topology. So, right now we took a finite product of topological spaces we can ask what happens in the case of a infinite product. So, let us consider. So, next let us consider the case i B set possibly infinite and assume that for each i in i we are given topological spaces for each i in i we are given a topological space x i right. So, how can we put topology on the set product i in i x i's. So, now here there are two possible candidates for topologies. So, let us see. So, we can define B in two ways. So, in this case we can define the collection B in two ways. So, first is we define B to be is the most naive one i in i where each u i is in tau x i this is the first candidate. So, one can check that it is easy to check again. So, let us call this B 1 this collection B 1 satisfies the two conditions required to generate topology and. So, this defines the topology let us say tau 1 on this product. So, this topology is called the box topology the other candidate for B is as follows let us call this B 2 right. So, this is product of i in i u i such that what we want is we put the extra condition that u i is equal to x i for all, but finally many i's. So, let me just write this. So, u i belongs to tau x i and when we look at this is condition this is the first condition let us call this A and the second condition we want is when we look at the collection of i in i such that u i is not equal to x i recall that each u i is contained in x i right. So, we look at the collection of those indices for which u i is a proper subset of x i and what we want is should be finite. So, this collection this collection over here that should be finite which means that except for finitely many i's indices all the u i's are equal to x i. So, this topology. So, once again check that B 2 satisfies the two conditions to define the topology tau 2 and this topology is called the product topology on this product of x i's ok. So, just some remarks. So, the following remarks. So, for us the box topology is not useful and we will see reasons for this very soon and throughout this course when we on this product of topological space is when i is infinite set we shall always be considering the topology tau 2 and tau 2. So, when we say the product topology on an infinite product of topological space x i we shall always mention this we shall always be referring to the second topology defined using the basis B 2 ok. So, let us make some remarks. So, the following two remarks are obvious one is when the index set is finite. So, that is if we take a set i says that cardinality of i is finite right. So, then it is clear that the box topology is equal to the product topology. In fact, B 1 is equal to B 2 if this index set is finite ok. So, that is a easy check when cardinality of i is infinite we have B 2 is contained in B 1 and B 1 we know is contained in tau 1. So, recall that we have to dilemma that if x is a topological space and tau 1 and tau 2 are two topologies on x with basis B 1 and B 2 and if B 1 is contained in tau 2 then we get that tau 1 is contained right. So, using this lemma in our situation we have B 2 is contained in tau 1. So, this will imply that tau 2 is contained in tau. So, this is the product topology and this is the box topology. In fact, tau 1 is much larger ok. So, as we had as I had mentioned before we will almost never use the box topology in this course we will always use the product topology. So, so far. So, since now that we have introduced box topology I am sorry not box topology product topology and subspace topology we have several examples we can construct several examples of topological spaces. So, let us see some of the most important examples which we will encounter in this course. So, the first is we have the standard topology on the real line we have the standard topology on R 2 R n ok. So, on this on R n let me make a remark on R n we have the standard topology let us call this S and the product topology because we can write R we can think of R n as the product of R n times right and each of these R carries the standard topology and where each factor R carries the standard topology right. So, claim. So, let us call the product topology tau claim S is equal to tau. So, the standard topology on R n is equal to the product topology on R n and an easy way to prove this prove this is to show that let B be a basis for S be a basis not let B 1 we had already defined a basis for that B 1 be the basis for S using the sets I do not remember the notation now may be S epsilon x these epsilon squares around point of x and let B 2 be the basis for the product topology for tau which we B 2 is the basis which we had used to define tau right. So, then show that B 1 is equal to 2 right. So, this will automatically imply that S is equal to 2. So, ok. So, in other words this means that on R n we have put 2 topologies the first is the standard topology and the other is the product topology and both these topologies agree. So, which is a nice thing. So, second we can take S 1 this is the set of those this is the circle the unit circle in R 2 in R 2 such that x square plus y square is equal to 1 with the subspace topology. So, this is the unit circle ok and similarly we can define S n these are the unit spheres this is x naught up to x n in R n plus 1 such that summation i equal to 0 to n x i square is equal to 1 again with the subspace topology. So, here the subspace topology is from R 2 obviously, with the subspace topology from R n plus 1 ok. The fourth example is the set of n cross n matrices over R this is the set of n cross n matrices with real coefficients right. So, this set is in bijection with R n square right and R n square carries the product topology the product topology. So, using the topology on R n square since M n r is in bijection with R n square we can transfer the topology from R n square to M n r. So, in other words we can take right we can take a map phi from M n r to R n square and for every open set over here. So, this is a bijection. So, every open set over here we can take phi inverse u ok. So, in other words tau we define tau to be phi inverse u where u is open in R n square in the standard topology right. So, then tau defines a topology on M n r ok. So, in fact, we can do this. So, if x is a topological space we can do this generally is a topological space and phi from y to x is a bijection then we can define that topology on y using phi by tau let us say y comma phi this topology will depend a priori it will depend on phi this defined as phi inverse u where u is open. So, check that tau y comma phi is a topology ok phi. Let us look at this set G l n r this is the set of those matrices A in M n r. So, is that determinant of A is not equal to 0 and we give this the subspace topology from M n r. So, M n r we have identified with R n square and using that we give a topology to M n r and G l n r is a subset of M n r. So, we can take the subspace topology from M n r and put to G l n r. So, this makes G l n r a topological space and similarly we have we can take various sets of M n r and put this subspace topology on all of these we have the orthogonal groups. So, A transpose A should be identity then we have the special orthogonal groups determinant of A is equal to 1 ok. So, next we can put a topology on complex numbers as follows. So, in the same way that we put the topology on a topology on tau on R sorry. So, we take tau is the collection of sets u in C such that for all which have the property that which satisfy the following condition for all x in u there exists epsilon which depends on x such that let me use a notation z for complex numbers which depends on z such that this open ball of radius epsilon around z which is defined to be those complex numbers y such that absolute value of y minus the modulus of y minus z is less than epsilon. So, we want for every z in u there should be an epsilon positive such that this ball is containing u right. So, in other words this complex numbers and this some u. So, this we say that it is open in this topology if for any point there exists a small ball a small disc around z which is completely contained inside u right. Alternatively we could have done the following there is a bijection phi from C ok let us say R 2 2 right which is x comma y maps to x plus i y and we can take the standard topology on R 2 and since this is a bijection and use it to define a topology on C. So, this is tau is equal to phi of u where u is open in R 2 in the standard topology. So, let me call this tau 1 and let me call this tau 2 right and easy exercise show that both these topologies are going to be the same ok. So, we have put a topology on complex numbers and once again. So, we can put. So, using the topology on C a topology on m and C which is the set of n cross n matrices with complex coefficients. So, how do we do this it is in the same way. So, we identify m and C is in bijection with C n square. So, exactly as in the case of R what we can do is we can take a matrix a 1 1 a 1 n a 2 1 a 2 n and so on and we can send this to first we can write the let us say rho vector a 1 1 up to a 1 n then we can write the next row a 2 1 up to a 2 n as goes on and finally, we have the last row a n 1 to a n n yeah. So, we got done the same thing for real also for m and R also.  So, using this bijection. So, C n square has the product topology right where each copy of C has a standard topology. So, by standard topology I mean the topology defined over here as a standard topology and then and using this bijection we can put a topology on m and C. So, just as we considered subsets of m and R we can consider the following subsets of m and C we can take G l and C the set of those a in m and C says that determinant of a is not equal to 0 with the subspace topology from m and C then we can take S l and C the same. So, here determinant of a is equal to 1 then we have the unitary groups a in m and C says that a star a is identity and finally, we have the special unit groups and determinant of a. So, we have constructed various examples of topological spaces and for all the above examples we can study their topological properties. So, the main topological properties we will consider in this course are compactness well first connectedness path connectedness these will be defined later on in this course. So, and now that we have constructed all these examples that sort of brings the first part of this course to an end what we have basically seen is the definition of topology and how to construct examples of topological spaces new topological spaces from ones which we already know. So, maybe we can trace a new topological spaces from old ones and in order to when we study in order to study topological properties of these spaces it is often good if we can relate them is just in the same way that when we study groups in order to study group theoretic properties of groups it is very it can be very convenient if we have group homophisms. So, we can study homomorphisms from one group into other groups and that helps us to say some things about the properties of our original group. So, in the same way we will next we shall see introduce the notion of continuous maps between topological spaces. So, we will end this lecture here.


Just doing a quick last minute packaging of a couple of orders because they just came through like last week. So we're going to be packaging them like this, we, me. And I think they're super cute, there's one of the stickers that people will get in the package, some stamps, some washi tape to keep it all safe and some more stamps and then this little, what's it called, Moomin. I have this Moomin stamp washi tape thing sticker thing. Really descriptive. Thank you, I haven't had my coffee yet so that's probably why. Uh, yeah and then I'm just going to package a couple more and then we should be good to go on our way to the post office today at lunchtime. And I've also got some comics, Emily is burning comics to package too. So I've got from the post office this, you might have heard of them, how to think whilst you draw and this was a Kickstarter that I backed a while ago and they've come through this really cool, just explains how to kind of draw like random stuff. I think it's really good for inspiration. I also got how to think whilst you write when I might read this and then go over my horror comics anthology and then see what I think and then I've also got this, the other two ones, other two ones, what am I saying? I've got other ones here so that's volume three and I got volume one and volume two and I think these are going to be really handy for me and Chris. I also got some stick on nails because I haven't really had my nails, I used to get my nails done like quite often because that's just something I enjoy having done but obviously with Covid it was a bit, I don't know, a bit of a strange one to want to have done like sit there with a mask on for ages and yeah anyway so I bought some really cool designs to like have over Christmas and I think that will be really fun. Anyway back to the drawing stuff that's important and yeah I got this think whilst you draw volume two so I ordered these or I backed this probably like in April and I ordered these like way earlier in October so they took ages to come. I think Covid's kind of making everything really slow so if stuff's being delivered from me slowly I apologise but I think it's just 2020 Covid postage kind of things yeah. It's now the afternoon and I'm working on some comic panels for my new comic and I'm pretty much liking these, these are kind of just experiments at the moment I'm not sure if they're going to be like the final stuff or whatever I'm just having fun with it so this is the original and then I scanned it in and photocopied it I mean and I'm going to do some stuff on top so just to like experiment a little bit more I added some more colour details to this one and I'm going to add some more like little bits and bobs and then I'll have the original here so I can just experiment to my heart's content and not be worried about like ruining it or whatever. I also went to town today and I got these from this we have the Gibraltar Heritage Trust Shop and they had these cards for sale for like three pounds for a load of different cards with loads of really nice prints on them like original original but like really nice older prints of Gibraltar like paintings and stuff and they thought they were really nice. Gibraltar's where I live by the way and like this is inside the caves the rock of Gibraltar during the world war two they the army made loads of tunnels throughout the rock so it's like riddled with these caves human made I don't know about this one but it's really cool so you know it's it's there's an interesting fact for you so this is Gibraltar and back in probably 19 oh no 1839 it's really interesting to see how they would have viewed it back then because now it's like covered in buildings and different things and this is a picture of Morocco in the distance and Europa Point like a cave and this one is like my least favorite because it looks a bit too much like a photo but it's kind of cool as well this is from 1970s that's why I think it's not as old but yeah I've got another pack there I'm going to go through but I just thought they were really nice and they helped the heritage trust so I was like definitely buying some of these they're really cool and I was thinking like maybe I can put them up in a Christmas kind of style somehow not sure yet but yeah I really like them so my nails I did the fake nails and I'm still not sure if I like them totally I think they look make my nail beds look a bit wider but yeah and they're a bit zany but yeah they're kind of cool I like the gradient a lot yeah that's it okay so here's the original and then here's me doing some like experimental things to it uh let me put it side by side for you and uh yeah I think the second one has a lot more depth um I like I prefer the bottom room to that one but uh the house I think I prefer the first one but I like the smoke out the chimney so and some of the shading so I think I'm going to apply that to the original and then apply this room that the stuff that I like that I did to this room here yeah those those might be the first first panel of my horror comic and second panel sort of maybe I'm excited so let me just show you the thumbnails for this one this is going to be the first one in the book because there's going to be a few of them I think and so this is there's going to be a pattern then this page with this house um might make redo it and do like a full page of it or just extend the top somehow and then put the title here and then the next page is going to be the room interior so that's going to be this one um and then some like cutlery or something to indicate the time and then maybe some horses or something like just um setting the scene a little bit and then we finally see our first character who's going to be like a little girl and she's going to be playing dress up and basically then told to go and change because she's quite a bad outfit one so those those are like the first three pages and uh obviously if you're reading it it will be quite quick to like you know understand it but um this is the comic where I'm going to have no talking in it and I'm just going to have like stuff going on and you have to um or I have to indicate what's happening in the story by just showing and literally having no talking so it's going to be quite difficult to do but I'm excited to try and express that a little bit so let's see it is Saturday morning and I've just been going through some of the stuff that I did off to work this week and obviously I showed you guys these panels and I was sort of working on the style a little bit more I did this for the teapot uh panel and I'm not really sure that I like it so much so I'm going to keep experimenting with styles a little bit longer um this is my recent sticker but I did this with uh my Winsor & Newton pens and then also some pencils on top and I really like the way that it looked um I started experimenting with ink this past week um because I miss using like ink as well so I'm not sure if I want to go down this route but I was doing a lot of faces as well like trying to draw some of the women characters that will be in this I also had an idea to do a diving story for one of the short horror stories but I can't quite get the idea of what the whole story would be in my head yet so I'm not sure if this one's going to be included you know I just I would like to draw a lot of people diving around the ocean and then scary things happening but I can't quite get a reason I can't quite get a reason for it or like an ending for it to be honest so just doodling and trying to find a style that would fit I quite like this with the ink and then the brush markers and then I also used some um ink in the background and I quite like this I really like this drawing and then I went over it with some blue ink and I don't like it as much as I did I also saw some like um Korean Tigers I don't know if you've guys have seen these old paintings of like Korean Tigers and I thought it'd make a really cool print to try and do something like that so these are my terrible sketches of trying to do something and yeah so I'm just trying to figure out a style basically which is usually quite the fun part so I mean I I do think I will be going with this style which is similar to the Emily is burning style so because I quite like it and also I can build on this so you know it doesn't have to be quite the same it's a little bit like of a wonky style purposely and I don't know if that comes across um as it is intentional but yeah um I think this is the style I'm going to go with so what do you guys think let me know um just been doing a lot of different stuff in this book really so I'm trying to just get it down and then I think if this is the style then I'm good uh yeah I think I'm going to go with this style and uh I think I'm going to end the vlog there but yeah it's been a it's been a productive week um I did hear about my job but I'm reluctant to say because there's lots of people who haven't heard and I don't know who watches my vlogs and stuff so I don't want to like say but um yeah uh sorry for that like the hint of my news um I think you can tell by my voice maybe what the news is but yeah I don't really want to give it away I will next week though because apparently we we know and uh if you want to know uh maybe I've talked to you down in the comments I'm really paranoid even though somebody could just go and look in the comments but yeah anyway that's it I'm going to carry on watching some stuff and doodling away and having my coffee this Saturday morning and uh that's it there and uh yeah that's it that's it from me for this Saturday um please give me a like and subscribe if you like this video next week I'm going to be doing a more challenging video not a vlog I hope that you like this mixture of vlogs and uh different art videos I hope that you enjoy it anyway uh yeah bye


It's my pleasure to welcome you today to our World Food Day Celebration. World Food Day is held every 16th of October to promote awareness and most importantly action against hunger, food insecurity and malnutrition that affect hundreds of millions of people across the globe. This year FAO and ERI are celebrating World Food Day here at IRC with the theme Our actions are our future. A zero hunger world by 2030 is possible. This will be divided into two parts, a ceremonial activity followed by a panel discussion among representatives of key actors in achieving zero hunger. So without further ado, let's move on to the ceremony. May I please ask Dr. Kadiresan, Dr. Morel, Dr. McKellow, Ms. Carolyn and Mr. Lincoln to come up to the stage please. On the stage, the empty bowl represents where we are now, a world suffering from hunger and malnutrition. The act of filling the bowl with rice will represent our collective commitment in shaping the future by taking action today. Representing the Food and Agriculture Organization of the United Nations, Assistant Director-General and Regional Representative for Asia and Pacific, Dr. Kundavi Kadiresan. Representing the International Rice Research Institute, Director-General Dr. Matthew Morel. Representing the Science and Technology Community, Idi Technology for Development Lead Ms. Carolyn Flory. Representing Youth and the Private Sector, Rice Incorporated Co-Founder Mr. Lincoln Lee. And representing Government and National Institutions, Director of Technology Transfer, Knowledge Management and Capacity Building for the Kenya Ministry of Agricultural Livestock Fisheries and Irrigation, Dr. Margaret McKellow. On the count of three, may I ask our participants to pour their rice into the bowl. Here we go, three, two, one. The bowl of rice, filled rice now, symbolizes a world free from hunger and malnutrition by 2030. This ceremony also shows that no single actor can fill the bowl alone. We need to act in unison and partnership to achieve zero hunger. Thank you to our representatives for participating in this ceremony. May I request Dr. Kadiresan and Dr. Morel to return to their seats and the others to please join me here on the stage. Okay, let's move on to the second part of our program, the panel discussion. The theme for the discussion today is Towards Achieving a Zero Hunger World by 2030. How can youth lead the way? Global Development Goal 2, Zero Hunger, aims to end all forms of hunger and malnutrition by 2030, making sure all people, especially children, have access to sufficient and nutritious food all year round. To achieve it, we need to start engaging our future leaders, the youth, and help shape their actions. At the beginning of 2012, the world reached a historic milestone as the human population surpassed 7 billion, with more than half those people under the age of 30. In other words, we now have over three and a half million agents of change. Now more than ever, investing in this generation must be a global priority. At Erie, we envision young agricultural scientists developing innovations that will profoundly influence the way we grow food and distribute it. We see young farmers and agricultural entrepreneurs embracing interventions and techniques to produce foods that are nutritious, affordable, and sufficient for everyone on the planet. We call these young people Generation Zero because we believe this will be the generation that will make Zero Hunger possible. To start the discussion, let's go to Mr. Lee to get his perspectives on the role of youth in ensuring Zero Hunger through agribusiness. In particular, what in your experience has been the factors that you think motivates youth to go into agribusiness as an agriculture? And what can we do to inspire more young people, young men and women to do the same? Thank you for the question. I believe what inspires at least myself and my team. I'd just like to acknowledge my team, Kisum and Rachel and the friend. I believe what inspires youths are two main things. One that we want to know what we're doing has a purpose and has real-life impact when we start an enterprise. And second, just like any other individual, we want to have a good career. We want to make sure it's profitable and we can live a good life with it. And actually, achieving Zero Hunger and engaging in agriculture entrepreneurship fulfills the first. Because throughout at least our team's journey, we went through several startup accelerators and we actually saw a wide variety of teams that were focused in agriculture because they felt that due to the, I guess, slightly underdeveloped nature of the agriculture industry, it provided a lot of room for innovation and new ideas where youths could unleash their full creativity. And we saw everything from AI in irrigation to mobile applications for fertilizer. And so the motivation is definitely there. They definitely felt motivated to tackle food security with a focus in smallholder farmers. It's just the second part. There is a perception among the youth, whether fortunate or probably unfortunate, that engaging in agriculture is not a very attractive industry and that you basically won't be able to earn a lot of money. And because of this preconceived notion, when we engage in agriculture entrepreneurship, youth entrepreneurs face a problem because more often than not, the industry is very fragmented. And so it becomes very difficult to implement their ideas. And so many of them give up or it sort of solidifies their already preconceived perception that it's not as profitable and I should do other things. So I believe what needs to happen to fix this is we need to provide proper incentives for them to continue the enterprises. And the only way to do this is to create a not one solution, but an ecosystem that supports this network in particular three things. The first is investment. So I think only about 30% of all startup capital goes into rural based startups, while 70% goes to urban based ones, which doesn't make sense because the urban population depends on the rural population for sustenance. And second is education. So there is a lack of awareness among youths about the problems in agriculture and how it actually can help them create a purpose driven enterprise. But more than that, it's also that traditional curriculum doesn't really cover the basics of agriculture. It's not that we have, everyone has to study agriculture since young, but they should have a general knowledge of it. And thirdly and probably the most important is institutional support, both from the private and public sector, not just for mentorship and expertise, but to facilitate the implementation of their ideas. Because for us, the real change came when, we're really thankful to Erie because the real change for us came when we were able to implement our solutions. And when we went to all these accelerators, we saw that teams who were able to run a pilot or at least see their idea come to life, were a lot more successful than those who just kept talking about it. And so there needs to be a proper system to facilitate that. I believe with all these incentives in place, youths will be able to fulfill their potential in achieving their hunger. Thank you. Carolyn, we hear a lot about the role, the very important role, youth can play in digital agriculture. And also digitization being one of the most important factors that can attract youth into agriculture and agribusinesses. What's your perspective on that? And what do you think it would take to make that a reality? Thank you for the question, Ranjita. And thank you for the invitation to participate in this very esteemed panel. So when I think about the use of technology, I always go back to the challenges, right? So no matter what this sector, be it agriculture, be it health, education. And so I really want to start, take a step back and think about what are the core challenges for why youths are not engaged in agriculture right now? And so Lincoln mentioned a number of them that are affecting our particular sector and thinking about farming as an occupation that is very difficult physically, mentally. It's when there's a perceived lack of opportunity, incomes, low productivity. That means that youth are not going to achieve the same income that they think that they could get in urban areas. And there's also a social status associated with being a farmer that we have to combat as well. A number of pieces of research have indicated that even parents are hoping that their children do not become farmers, that they take the next step as the next generation in their careers. And so when I think about the use of technology in agriculture, I really think about it in addressing these particular challenges and not sort of throwing digital tools at farmers and agricultural extension workers. But how can we use technology to become more effective, more productive in agriculture? And so I just wanted to give a few examples of how we've seen this being done both at ERI and in the sector overall. And thinking about how to engage youth using technology and digital tools. So as Lincoln mentioned, incomes and productivity have room for improvement in agriculture. So how can, so the question that I think is, how can we use technology to increase incomes, to increase productivity? And so one of the sort of fundamental sort of binding constraints there is a lack of information. Information asymmetries where farmers and agricultural extension workers don't have access to the information that can increase productivity, that can make, that can increase yields at the end of the day. So for example, there's a new social enterprise in operating in East Africa called Farm Inc. That we recently, that we've known about and also saw at the Big Data platform convention in Nairobi last week. Whereby they're partnering with another CG center on livestock research. And they're using Facebook Messenger, a platform that youth are already engaged in, that they're already accessing for entertainment purposes. And it's a peer to peer learning network. So using machine learning, they're getting a lot of data in. What types of questions are other farmers asking about livestock? And how can they provide information from their peers to other farmers? So you're using a platform that's popular and already exists. And also providing them with actionable information and creating farmer groups and sort of social recognition amongst them. Similarly, other ways to increase and address these productivity at Erie. We have a platform called RaceCrop Manager. And we work very closely with the Department of Agriculture of the Philippines and also state governments in India to provide crop management information, fertilizer and nutrient management information to farmers in these geographies. And this platform has been proven to increase yields and also increase incomes of farmers who have been using them that provide site specific nutrient management recommendations to farmers. And so these are two examples of specific applications of digital technology. Another way is as you think about the agricultural value chain, other ways that digital technology can be used at different points. So post-harvest is another example. When we think about the amount of post-harvest loss that occurs in the rice season, how can we address that using technology? So for example, colleagues at Erie are working on a platform called Easy Harvest that optimizes the access to combine harvesters. So that farmers are able to use and access combine harvesters at the exact moment that they should to avoid post-harvest loss. There's a similar platform in sub-Saharan Africa called Hello Tractor. So both of these platforms are sort of the uber of mechanization and agriculture, but using those digital tools, using tools that you already have in the palm of their hands. And my last point I just want to kind of bring it back to what Lincoln actually has already mentioned in thinking about the interconnectivity of all of these things. How can we get youth engaged is really not just agriculture alone. It's thinking about the ecosystem, the enabling environment for all of this. And so I was excited to hear that you've had President yesterday and I just wanted to quote him because I think this quote sort of summarizes how can we think about a holistic approach to digital agriculture. And he noted that in today's world, when we talk about rural transformation, my best example is that the youngsters need to make sure WhatsApp is working. This is almost non-negotiable. So if we want to make sure that youth are staying in rural areas, we have to make sure that they're connected. This means infrastructure, access to WhatsApp, access to the internet and connectivity. It means access via roads so that they can go to urban centers and make sure that they get back within two to three hours after the weekend ends. So thinking about all of the interplay between these different sectors. And so I'm very excited to hear from our colleague from CalRO as well as in terms of a government perspective and integrating all of these two. Thank you. So that's a nice segue into what I was going to ask Margaret. Kenya and Africa in general has one of the youngest populations of the world. And also some of the highest youth unemployment rates when we are continuing to battle hunger and many parts of the continent and many pockets of the society. So talking about how important the innovation ecosystem and enabling environment is. How do you think the government can support engagement of youth in agriculture? What do you think are the untapped opportunities that could, if I may use the word, entice youth into the agricultural sector? Thank you. First of all, I would just wish to say thank you for inviting me here. It's really indeed a privilege and to be able to talk also on behalf of African governments. My examples might possibly be more on Kenya because that is where I'm more familiar. You've just rightly said that we have a high population of unemployed youth that in the rural areas they provide labor, but they still want to lead a good life. But the youth have spoken through him. They know what they want and it is now up to us to listen. And they have been speaking. One time I was also a youth and somebody was talking for me, trying to plan for me what is good. Now I'm sitting here listening to the youth. Understanding what exactly they want and be part of the team that will formulate policies that will enable the youth to tap their potential. The mistake we were making earlier was we thought youths are for to provide labor. We forgot to remember that they also have inspirations, that they know what they can do. All they want is that safe environment, that enabling environment where to exploit the potential and therefore make it agriculture, an area of interest. He has just said we want to live a good life at the end of the day. So what is this that we need to do? Now with all that background, most of the African presidents have taken it upon themselves to appreciate the importance of the youth because there was a world bank report on the comment that said we have a goldmine in our youths who sit at 60%. And if we tap on that 2030, we will not be talking of hunger anymore. And therefore, what is this we are doing? So the president's first declared, during the Malabo declaration, that we are going to deliberately ensure that 30% of the youths get employed, or rather get involved in agriculture, and therefore get employment through agriculture. Now, after that, there have been other efforts in respective countries to see how best to tap on the youth energy to ensure that they are productive.  And we have, like in Tanzania, the digital platforms have been set up, the e-platforms. And you find we have, like, e-tukuse in Tanzania. We have M-Farm in Kenya, where they are using these platforms to market, to rather connect the young farmers to the markets. Because they know that with the market, then I'm guaranteed of an income and good living. Even after all this is done, they'll need support. The USAID came in very strongly to support, with about 34 million US dollars, to support agriculture run by the youth. And the mega successes are in West Africa, on cashew nut, on cocoa, and other cereals. And I'm just, I was just excited when I was, before I came here, I was watching a video on a young youth in Ghana, not this, with a master's in computer science doing agribusiness on cassava. Because he targeted the industrial starch factory who needed the cassava. And him, he knew he gets money from here and he'll be able to buy food for his family and make good money for himself. And he was proudly there riding on a tractor. And I said, I think this is the right documentary to show to all the youth and say, what we are doing is provide you with the basic knowledge on read and write and understand. And therefore jump in on an opportunity, take the risk, jump on the opportunity and make your life better. Kenya purposely listened to the youths like him, about 400 of them. There was a conference in Kenya in 2015 and the youths talked, not us talking for them. And therefore there was a deliberate effort to develop a strategy, agribusiness strategy for youths that tapped on the policy that was set up in 2006, which was just talking about capacity building and giving them the knowledge in agriculture. But this one is agribusiness per se. And this one has been rolled out because in Kenya, the agriculture is a devolved function. The county governments were also looped in. FRO were members of the team that also developed the strategy, the Minister of Agriculture, USAID department, all contributed to ensure that these youths clearly target what they need in life. In the Ministry of Agriculture, there has been set up a new State Department of Agriculture Research. That's where I sit to look at the policies that will influence the agribusiness sector in my country. And this one goes with the now of the students who are undertaking agricultural research in CalRO and other research organizations. When you make your recommendations, what is the policy brief that you can generate from there, which now will inform the department to look at the policies that will favor the agribusiness sector in the country. I can name so many other countries that also are doing the same and they were all mentioned during the AGRF 2018 in Kigali. And the youths were given an opportunity to say what they feel and the digital world was really the main thing. You know, there is swag when you talk like I'm using drones, developing an app, all this. And if that is what makes you happy and there is an opportunity, why not? And therefore, we have to look at the policies that will allow the use of drones, even in my country like Kenya, because we look at drones as something else that can be used by the wrong people. And therefore, what are these policies that have to be in place? And that is the area where we are. One of the speakers, Dr. Osani, I think, said he listens to music and he internalizes that. And we are saying if we use youths as ambassadors of delivering agriculture messages to their fellow youths through music, they will all dance to the music and listen to the message. And you'll find that some of these youths are also directly involved in agriculture. So they'll be talking about themselves, like the one in Kenya who was keeping rabbits. And he said to Kousa agriculture, that is, take up agriculture because it has made me who I am today. And he was really proud to be among the 400 youths that were involved. So the purpose of us as a government to be here is to listen to the youths, understand what is constraining them getting into agriculture as a business. And somebody said, you use the cool name for agribusiness and it's called agripreneurship. And I think that one will make you even say, yes, I'm doing agripreneurship because the name in itself is swan.  We might ignore them, but they really make a whole difference in the life of a youth who needs to also come and take advantage of the opportunities that we have in agribusiness. On finances, we are saying youths need that support, but there's nothing for free because it's a business. And therefore, we must have a way of the policy and the policies are already in place. Like, for example, in Kenya, we have the Wezo fund, we have the Youth Enterprise fund. You don't need a collateral, but you'll be better supported if you're in a group, from groups. And we know that when you are in a group, then there is the economies of scale of your produce. Get into value addition. If I want to start a business to sell water, I will pay rent to get the premise where I'll sell my water. What is so difficult if I lease land to do agriculture? Because saying that they have no access to land, I think is the fittest way of looking at it. Because you can deliberately lease, and we have very clear plan policies on leasing you enter into contracts for this period of time. And you should be able to do your business. Because the longer you have a business plan, by this time, I'll break even. So there are so many other opportunities. And in Kenya, we have the big four agenda. There is the company called Trigger Foods that has come in very strongly to help marketing of the farm produce by everybody else. But I think they target more of the youth, whether you are selling the farm produce or you are buying to go and sell elsewhere. So this kind of environment where we are trying to find some who is the marketing and the tap on the market so that we are not exploited by the middlemen. It's an area also that we have focused on. I think they can talk forever, but I know that the message for our youth is the world is now yours. Check us places and make sure there's no hunger in Africa and the world. Thank you. Thank you, Margaret, and we can listen to you forever if you had some more time. Fascinating insights. And I'd love to ask you more questions, but I don't want to monopolize this. But we do have some time for questions. So to broaden that conversation, we created two platforms that will give everyone a chance to be heard, both here in the room and from across the globe. So the first is through Mentimeter. To pose your question, go to menti.com and use that code. Get your cell phones out. Start doing that. Type in your questions. All questions will soon go online and will be able to choose from there. You can do that now. And we also used Facebook and we invited people to share questions a while ago and we received actually quite a lot of good feedback. So we'll choose from these questions that we have collected through the Facebook, but also from some of you sitting here today. Let's see what we got. And we'll pick a few from there. OK, I thought I saw an interesting question there saying, how can young people help a developing country like Nepal? Achieve its zero hunger and nutrition objectives. Lincoln, you have a lot of experience in Myanmar, which is also a developing and a rapidly transforming agricultural economy. Any, would you like to share your views on that? And particularly in developing countries, especially in Myanmar, where we worked, we noticed two very interesting things about the youth there and the role that they could play in helping achieve zero hunger. So when we went around to do our market surveys and visited the farmers houses, we noticed that all the farmers had framed photos of their children because they were obviously really proud of them for being the first in their family to go to university to achieve a proper education. And the second thing was when we were going around in Myanmar, we actually met a lot of, I guess, children of farmers and they were very interested in what we did. But when we asked them, would you like to be a farmer? They said no, because we feel that the effort we put in is not equivalent to what we get back. But then we asked them a follow up, then why are you following us around? And they told us that, well, because we believe your service can help our parents. And that actually offered us a very, like we realized that it became a very exciting opportunity. These youths offer a very exciting opportunity for adoption of technology and services that could help their parents. Because more often than not, they are the bridge between the two worlds. They grew up in farms, so they understand the lifestyle, they understand the day to day struggles of their parents. But at the same time, they've been exposed to technology and modern innovations in the cities and the internet. And more often than not, they are more tech savvy. So they're more open to technological innovations and they can be a platform to actually convince their parents that this is the way forward. And sometimes more often than not, their farmers don't need to be convinced, they just need to understand. And it sometimes is very hard coming from an external point of view to explain it to them. But when it comes from your own children, it makes a difference. And so I feel that's the role that youths in developing nations can actually play. They can be the bridge between, I guess, a more underdeveloped rural agriculture industry and the speed at which technology is evolving in our world today. Thank you. And the other question that I picked up, thought was interesting was, how can you use design thinking as a tool to attract or to engage youth? Any thoughts on that? Anyone on the panel? So design thinking is really based in understanding the experience of the user. So what happens sometimes in international development is a lot of sort of prescription of solutions for everyone, not just the youth. And so design thinking, I think the unique role there is to really understand what is the experience, what is a day in the life of someone that's following Lincoln around in rural Myanmar? Why are they doing that? Asking those questions, seeing how are they interacting in the markets?  How are they interacting with mobile telephones? And trying to understand all of these different pieces so that the solution is not a great term. But sort of the program or the initiative that we are offering is something that actually makes sense for them. And not just assuming, and Renjita, I know that you are a specialist and an expert in this area. And so I've heard you say this. We can't take youth as sort of a big group, right? It's not the same. It's not just the youth of the world. And so design thinking really lets us hone in on what are the binding constraints? What are the challenges that youth in Kenya face that are going to be different than the youth in Myanmar that are different than the youth in Nepal? Thank you. And the other question that I picked up is about what cloud-based technologies are available that youth can use. You mentioned some of it, Carolyn, in your intervention. But anything else that we could add to that discussion? Cloud-based technologies. I mean, there are a lot of, and we discussed a few of them in terms of the use of technology in general. And sort of one of the other things that's exciting as we think about cloud-based technologies is the use of data and how all of these different platforms that are collecting information about farmers. Again, we can have a whole other session on data privacy and security. But how you're collecting that information that can inform the information and inform the real-time decision-making for farmers, for agricultural extension workers, for government? That's very exciting as we move forward as well. Thank you. And the other thing, I think something that we've been alluding to in our discussion about perceptions and how important they are in getting youth to engage in agriculture. Or even the parents not being very supportive of that. And how do we make those cultural shifts happen, you know, letting sort of helping the parents and the children dispel those perceptions that might not always be right? So that's what I did pick up that question from there, but I'm using different words. Yeah, I think on that one, the most important according to what I've observed is the role models. The role models and the ambassadors that will be out there talking to our youths, talking to our parents, talking to our communities. And they could use several fora. I mentioned music. I mentioned attending some of the meetings. Pappos, that. Then we also have exhibitions and agro-techs. In Kenya, we have ASK shows. All these platforms provide the youths, the parents, the children to understand because we invite these people to showcase what's happening.  So that ambassador will say, OK, if my son is an engineer, an electrical engineer and is able to undertake agriculture, I see making it. My son, my own son, is also an engineer and they're struggling to look for a job that is not there and they're doing so badly. You can now change the conversation and discuss and say, look, if he can make it, you can also make it. Thank you. Oh, well, we could go on and on. I don't want to eat into everybody's lunchtime. So one last question again that I picked from there and I love, I would have asked that same question. We keep talking about youth as if it's one homogeneous group. All these decades or centuries, every time we talked about farmers, who comes to your mind? The man with the plow. And these days, unfortunately, I have a feeling we are slipping into something like that for youth. Youth, who comes into your mind? A young man trying to do something in agriculture. Let's not forget young men and young women face very different challenges, very different opportunities. So let's think of young women for a little bit and then say, what kind of policies, what are the special constraints that they might be facing? How do we address that issue? In fact, the gender segregated data is really important for us to understand what the women or the young ladies, the youths, even the people living with disabilities, so that we target specifically. So that, for example, our women are supposed to get married and leave the home to go where the husband comes from. And therefore, you are not really given the same playing field at home like your brother. And therefore, if we now target the young women in agriculture, then we now have to consider some of those. They'll get married, they'll have children, they'll have careers, and they also want to look beautiful at the same time. And therefore, what are these specifics that we want to look at? That these are the disabilities, what are we targeting them to do? So that we propose to have policies that will protect them, that will safeguard them in whatever they are doing. And the same to the young men, or boys, as they grow, there is that delicate transition where they need to make these decisions. And therefore, a lot is expected from them. Now, how can we harness that extra energy at that point in time just to ensure that they focus, and even them, they all now look at it like, if I'm not a computer engineer, if I have not developed an app, then I'm a lesser person. Because the ego for our young men for sure is real, and there is that competition among peers that I should be better than you. Not necessarily to progress yourself, but just to be better than the other person. So looking at all this, then we have to look at what avenues do we have to bring them to a level to buffer them, so that they're able to think through the decisions they make. And I still insist mentors come in handy. Let them look up to the role models out there, and you tell them, I went through this, I made it, so you can too. Thank you very much. Extremely rich discussion, and as I said, we could go on and on, but I guess we need to conclude it. But before concluding, I mean, there was a lot to take away from there. Let me say the two or three big things that kind of stuck with me. I think for me, the first and the foremost was listen to the young people, let them have an opportunity to have their voice out there. We keep making a lot of assumptions and we seem to decide or we seem to think we know what's good for them or what they want. Let's not do that. Let's talk to them. Let's listen to them and take that into consideration while we develop our strategies, programs, investments and policies. And the second one, perceptions are really important. We keep talking about, you know, we keep lamenting how youth are not coming into agriculture at the rate we might like them to. Perceptions play a huge role and we discount the importance of that, not just of the young people, but of the communities, the families, the societies. So how do we influence that? We've heard of a few things that could help do that, you know, role models and mentorship and music and dance as well. So let's see how we can use those creatively to make that happen. And no discounting the importance of having an effective innovation ecosystem or the enabling environment. We talked about investments. We talked about the nature of education, the kind of education that's needed, formal and informal. So we need to get that right. And something I picked up again from Margaret is, yeah, we keep harping on the constraints and challenges that we have. Often the first thing we go to is, land rights, land rights, land rights are important, but there might be ways to get around those. Let's get a bit more creative about those, right? With that, thank you so much to our panelists for participating in this panel, for sharing your ideas, experiences and perspectives. Liberally, thank you very much. We gained a lot from this. I hope everybody picked up some good ideas and insights from here. Let's give our panel a big hand for being here and doing this for us.


I'm going to give this over to Joel and he'll tell you all about this amazing badge and things to go with it. Thanks Fred. I think you need to unmute me. I am. You can hear me? Hi. Wow. That's great. Hi everyone. I'm Joel Murphy and I got roped into making the badge for the biohacking village this year and it has been really fun so far. I've been learning a lot and the badge is an actual microfluid. This platform is made by a fellow named Urs Gaudens who is a Swiss fellow and I basically just copied it because he did all the heavy lifting and all the work to make it actually work and so it was really easy except for all the parts that went end of life during the time, during the summer that I had to scrounge around and apparently there was some kind of global shortage of capacitors this summer, is anyone ever affected by that? A few people? Crazy. So I want to talk about the badge but I want to talk about myself too. I'm going to shamelessly promote myself. So you may know me or have heard of me because I make OpenBCI. OpenBCI is an open source EEG device. You can measure EEG, EMG and ECG, all the Gs with OpenBCI. They're a low cost, high quality EEG system. Our eight channel system runs for about $500 and a 16 channel system is about $900. We also sell a 3D printed electrode headset with dry electrodes for actually deploying on your head. They're wireless, you know, all ready for ambulatory experiments and this kind of stuff, really popular among PhDs and grad students because we're affordable, people can run their own experiments if they want to. Here's a simple example of the software that we use for measuring brain waves. This is a simple visualizing software, allows you to see the signals and also does recording of the data as well. OpenBCI was started in 2013, well it was started in 2014 but prior to that I was on a government grant funded by DARPA under the Obama Brain Initiative. That's what kick started and launched the whole thing. The work I did for that took it to create OpenBCI, the company. Another thing that I do is pulse sensor. Pulse sensor is an optical heart rate monitor for Arduino. It plugs right into Arduino and analog input and it's designed to hold against your fingertip. That's actually being incorrect, you're supposed to put your finger on the front of the sensor.  Make a servo move to your heart beat, make a speaker beep to your heart beat, we've got heart rate variability software as well so that you can do HRV experiments and also breathing feedback, biofeedback experiments as well. That's been going on since 2012. More recently this is the project called Timpin. Timpin is an open source master hearing aid. This is the device that audiologists and engineers use to create their algorithms for helping hearing impaired people. This is work that I'm doing with a team under a five year grant from NIH and NIDCD, National Institute of Deafness and Communication Disorders, and we're a year and a half into our five year grant. We're creating new hardware every year, building on our previous work, trying to make things better, faster, smaller. Hopefully at the end of our run with this grant we'll be able to provide a behind the ear wearable device that is also open source hackable and useful for research and development of hearing aid algorithms. Then open hack is a project that I'm working on with LEAF who's here in the audience and this is an open source Fitbit because we're kind of sick of Fitbits being so closed and you don't get your data so we're working on this project. It's again open source hardware, open source software, we hope to crowd fund it this fall and I'm wearing one if you want to check it out. Bluetooth, heart rate, and steps, step counting, that's it, right, basically. But then you can hack it to do anything you want with it. So OpenDrop v3, this is the Gaudi Labs Microfluidics platform. He's got a web store, he sells these and accessories you can buy directly from him. And essentially what we're doing in order to drive the droplets around on the surface of this platform is we're using a high voltage, so up to 300 volts DC or AC. From what he says DC is good enough for what we're going to try to do this afternoon. By the way, this afternoon at five from five to seven, I'm leading a workshop on the badge, assembling it, putting it all together, showing how to create the hydrophobic surface that we need to do and all that kind of stuff. So let's just get right down to it and look at some videos. I have some audio that I need to unmute. I think I did that okay, right, I got the signal. This is a fun OpenDropper video that Orr has made, cool stuff. So one of the things that you're seeing there, he's able to program the platform. Sorry, I'm going to mute it. You're able to program droplet movement and he's connected to a computer to do that. And so he's created the droplets moving in a big circle. And then he's also able to control the position of one of the droplets with a joystick that's on the board. So it's pretty versatile, pretty crazy stuff. Also, he has feedback, so he's able to tell where the droplet is on the board as well. So that's how he was able to get the, I mean, he didn't cover the audio. The other thing you need to know about the OpenDropper platform is it's a synth.  So it actually plays the music of the Frogger game. And because he's able to get feedback on the droplet's position, he knows if he gets across the board or if he collides with one of the other things. Because he knows where the blue droplets are and he knows where the green droplets are.  Okay, so the next video is a reservoir test. Now, in that previous video, we were going topless, all right? The droplets were just sitting on the surface with nothing else going on. In this case, what he's got, I'm going to drag this cable over here, is you can see it here. This is a, what is it, TFT glass or a glass that's coated with some sort of a conductive film on one side of it, right? And you can see the wire here, he's grounding that, he's grounding that. One of the things that you need to do is remove any static charge from your droplet in order for it to work. So in this case, he's using what looks like capton tape or something like that to separate the top glass from the hydrophobic surface. So he's got a droplet that's in between there, okay? So this is an example of his reservoir test. Now the reservoirs are the large pads on the right and left of the electrode array. And that's where you store your fluid. And you'll get it as soon as I press the button. I have to unmute, excuse me. Thanks for your patience. That was this, wait a minute. Here we go. So he presses the button and that drags the droplet out of the reservoir. And then he's using the joystick to move it around on the surface. This video has some, I think it's got some audio in it. He's telling you the story about how this software works. Pretty cool stuff. He doesn't have any video examples of any actual science that he's doing with this thing and he's claiming that it's still sort of in this sort of prototyping phase. It's, he's on version three right now. He's pretty much done, I would say. But anyway, that's, I think that's all I have. Thank you.


This video will show you how to use a Creative Commons licensed image in Google Presentation. To begin, open Google Drive. Click Create and choose Presentation. Choose the background that you would like for your presentation. Click OK. Click on the plus to add a slide or modify the existing slide. Image slides, it is a good idea to choose the caption type of slide. A caption is a place to read about an image or chart. Usually, the caption is underneath the picture. In this case, we are going to use the caption space to attribute the image. Attribute means to tell the image source. You must always attribute Creative Commons licensed work. Before you insert the picture, write the attribution for the image you will choose. To begin, find your notes about the image that you plan to include in your presentation. You should have recorded the creator's name, the image URL, and the title of the image. Click in the caption box. In the box, type image by the creator's name and the license type. For example, to attribute this image, I typed image by Kalex Anderson, cc-by-sa2.0. Now you have the text, but you need to add the URL for the original image. This is called hyperlinking. To link to the original image, find where you recorded the URL. Copy the URL. Now select the text that says image. Find the linking tool. It looks like a chain and paste the URL into the empty box. Click apply. You will see that the text changes color and gets an underline. This is a clue to your reader that there is a link present. You need to add a hyperlink for the license as well. To find a URL for the license, you can search for the license in Google. Go to google.com, type the license abbreviation in the search box. Search. The first link is probably the license. Click on the link. Copy the URL for the license. Return to the presentation and insert the URL for the license by following the steps for linking to the image. Highlight the text that you want to link to be the link. Click on the linking tool. It looks like a chain. Paste the new link into the box and click apply. You have written your attribution. Now you can upload your picture. Select the insert a picture tool. It looks like a small picture. Click on choose an image to upload. Find the image in your files. Hopefully you named it so that you can find it. The image will appear in your presentation. You can change the size and position of the image by clicking on it and moving your cursor. It is okay to experiment with this tool, but remember the attribution must always show near the picture so that you are giving the creator credit for his or her work.


Hello everyone, welcome back to another iOS 17 tutorial. In this one, I'm in the beta, and I'm gonna show you a new feature that you're gonna really like. You can basically get the lyrics for any song in the Apple, I guess, ecosystem, in the library. Let me show you here. I've got work by Rihanna featuring Drake. I chose this song because I have no idea what she's saying half of this song. And here you go, here are the lyrics. I'm just gonna scroll through them nice and slowly here. And yeah, he do me, do me, dirt, dirt, dirt, dirt, dirt. I mean, I should've known that, but there you go. So how did I do this? Let me show you starting from the beginning. So I'm just gonna back out here and we're gonna go right from the start. So here we go. First step, bottom right side of your iPhone, click on the music icon right there. Now we're gonna go and take a look for a song. So for me, I'm just gonna go to albums and then I'm gonna click on the Rihanna song here. So I've got Rihanna album. There's multiple ways to get into a song, but this is just the one that I'm gonna use. And then bang, I've got Rihanna. And here you'll see here, I've got work featuring Drake. And then on the right side here, you're gonna see these three dots. I'm gonna click on that. And when I do that at the top, it now says the name of the song, View Credits. Check this out. When I click on View Credits, I can see who the performing artists are, who composed it, et cetera, et cetera, the engineering and all those people that usually don't get mentioned. They're now getting mentioned, which is nice, but the reason for this video is you now can see at the top, View Lyrics. Check this out. Now I've got work, work, work, work, work or whatever it is she says during this song and I've got the whole thing. Let me show you another thing here. I'm gonna hit play on the song. I'm gonna show you a second way to access the lyrics. I'm gonna click on it here and then look at this. At the bottom left here, you're gonna see what looks like a little chat bubble with I guess a quotation mark in it or two. Click that and now look at this. You've also got the ability to read the lyrics in karaoke form. So if I, I'll turn the volume way down, I'm gonna hit play and watch this. You see how it's playing as it goes here? So I had the song volume down really low, but as she says the lyrics or as they're coming up, it goes through them in a karaoke format. So those are the two ways that you can get the lyrics for any song using Apple. Thanks for watching.


The American Red Cross set up their mobile blood donation truck at the War Memorial in St. Louis as a part of this year's Marine Week. Marines and civilians alike donated their blood in honor of the Marine Corps. It's a lot easier.   They just come out, show up and donate blood. With the goal of 20 donors, workers watch people line up in support of the Marines. We've done a lot of community outreach programs, and I think this is the community's way of giving back to the Marine Corps. The blood drive is just one more way the Marine Corps is helping benefit the community of St. Louis. From Marine Week St. Louis, I'm Corporal Michael Krasinski.


Right now at Appalachian Wireless, you can get the Samsung Galaxy S7 for just $99.99 and get a second one FREE! Service Agreement is required on both devices, serving you for the last 25 years with better service and bigger savings. At today's Appalachian Wireless. Students at Pikeville Elementary School experienced some hands-on learning this semester by gearing up for a Living Wax Museum. 89 6th grade students from Jutana Hall's Reading and Language Arts classes participated in Pikeville Elementary's 3rd, 6th grade Living Wax Museum Tuesday and Wednesday. Near the beginning of the school year, students drew a random name out of a bucket, and that name was the character the student would have to learn and portray during the event. I first drew out somebody and I traded them and I got Abraham Lincoln. I was very happy about that. Abraham Lincoln has really interested me. I think he's an interesting man. He did so many awesome things. Students did 100% of the project during school hours. First we have to make a name plate and it has our person's name along with like a little picture to represent it. Then we have to make like a map of their birthplace and what state and we show what city they were born in. Then we had to make a stamp that has a picture that represents our person and we had to do a speech and a poem, so we did a lot of stuff. Students say they learned more than they wanted about their characters and their classmates' characters. He wanted to go to be in the Army and that he was 65 years old whenever he died. Most of the students' costumes were donated or from Pikeville High School's drama department. The school officials said if students had to buy a costume, they were encouraged to shop at Goodwill or United Helping Hands of Pikeville. The event received over 1200 guests. Parents are able to view the museum during a private gallery this evening. Reporting in Pikeville for EKB News, I'm Shelby Steele.