Welcome to the breakdown. My name is Oomu. I'm a staff fellow on the Berkman Client Center's Assembly Disinformation Program. Our episode today features our very own Jonathan Zitron. Jonathan is the George Bemis Professor of International Law at Harvard Law School. He's also a professor at the Harvard Kennedy School, a professor of computer science at the School of Engineering and Applied Sciences, director of the Law School Library, and co-founder and director of the Berkman Client Center for Internet and Society. Thank you for joining us today, Jonathan. It's my pleasure. Thank you, Oomu. Very good. So our assembly program is wrapping up for the 2019 to 2020 year. And Jonathan is on as the faculty advisor for the assembly program and also as a co-founder and director of the Berkman Client Center, of which the assembly program is based. So Jonathan, can you talk a little bit about yourself, a little bit about the assembly program and how it came to be? Sure. At one point, we had gotten word of one of our fellow universities getting, on rather a brunt notice, a $15 million grant to improve the state of cybersecurity. That's a lot of money. And we were certainly thrilled for our peers and then couldn't help but brainstorm, gosh, if we unasked had $15 million appear, which I won't say has happened yet, what would we do with it? And how would we deploy it in a way that did justice to the confidence of whoever would be entrusting us with that much money? And what emerged from that discussion was a sense that, in some ways, the reach of academia is limited because the only people at the core of academia are academics, like the only people who write books are writers, by definition. But what if the experiences of people who weren't dispositionally inclined to sit down and write 250 manuscript pages also found their way into books in the first person as narrative? Well, then you'd have people who weren't writers writing. And what would it mean to have people who weren't just academics in an environment true to the highest ideals of academia of solving problems, of examining questions and our own assumptions about answers to those questions? What if you could bring them together in our space, at first with cybersecurity, later with the ethics and governance of AI and more recently on disinformation? What if you could bring them together around these really hard problems that transcend traditional disciplinary boundaries within academia and that transcend the ability of any of the actors that maybe are most in the position to do something about them? It's kind of out of their lanes, too. Like, classically, do we want Facebook unilaterally deciding what's true and false? By Facebook's own account, even Facebook does not want to be doing that. And they're right. They shouldn't be. All right, well, then who, what, what relationships? So capturing those sorts of questions, a problem that is big, possibly getting worse, having very significant impact, but no one party or even group owns trying to solve it. What would it mean to try to gather people around that and work on it? And our first efforts were generally on cybersecurity and more specifically on what we call the going dark problem as framed by law enforcement, especially, that a bunch of stuff that they used to be able to get if they could manage to get a warrant, like access to the contents of your cell phone, are now maybe beyond reach. Because if you're not willing to cough up your password, a big if, to be sure, because if they've got you, maybe they can get the password out of you. But if you're unwilling to cough it up and they really want to get in there, even though they have the warrant, they don't know that password, 10 tries and it vanishes, that's seen as a problem. And our group, which included government officials, civil libertarians, academics, human rights folks, had really good discussions about that and ended up, in that case, pretty out of report card, don't panic, explaining why, while you can come up with an example of a mobile phone or as the district attorney of Manhattan put it, a whole room full of them that you can't get into and with your warrants, you should be able to, there's also a whole sea change going on in the world in which we have all these devices, like our webcams and our mobile phones that could be with a warrant or other legal process designed to turn on and surveil us all the time. And yeah, there's a bunch of that. So in a way it was saying to law enforcement, don't panic. And to the civil libertarians, maybe you should panic because there's a bunch of other fronts on which to worry. So that's just an example of the sorts of things our group came together to do in that instance. And in the intervening years, it's taken up other issues as well. And most recently, as you know, we've taken up the problem of disinformation. What, how big is it? How bad is it? How would we measure it and know if it's getting better or worse? And who, if anyone would we trust with an intervention designed to do something about it? And I should say quickly, the assembly program as it's evolved has roughly now three pillars, three tracks. One of which is involving our students at the university and figuring out ways as you have graduate students looking for thesis topics across multiple departments or you have students like law students looking for meaningful clinical applied experiential work rather than just theoretical or doctrinal stuff, coming up with problems that they can lend their talents to and having them come together as a cohort to do independent work and meet faculty from other departments that they normally wouldn't have a chance to come across. So that's the assembly student fellows. And we also have the assembly fellows who are people from industry and outside academia, nonprofits and NGOs who are in the trenches, they're working day in and day out. Doesn't mean they're running a particular company, but they're the people within the engineering rooms of those companies trying to make a difference. And by calling them together, having them spend some time on campus here full time and then scatter again, having their companies give them a vote of confidence for their professional development, but also a vote of confidence in the kind of what you'd say as a lawyer, pro bono work, having them work in the public interest with one another on solutions that might well require industry cooperation or standardization or interoperability. Bringing that group together along with the academics can maybe yield something interesting. That was the premise. And for now several years, our assembly fellows have bonded as a group, done multiple projects and presented those projects, some of which persist today with their own lives independent of the assembly program, thanks to their work. And then the third pillar is what we call assembly forum and that's trying to get some of the senior officials, the senior executives or their representatives of companies who are thinking of the corporate or governmental policy layer about what should be happening and who should be doing what and get them talking with one another and kind of setting the standard of trying to have insights or ideas that they wouldn't get in their own natural environment because those are people that might well be thinking about this kind of stuff all the time and trying to be able to get them to see it from a new angle can be a nice sort of hurdle to set for ourselves. So those are the three pieces of assembly. So the assembly forum, which is the piece of our program that is for experts across sectors. I mean, I just thinking back over the course of the year we covered a lot of ground. The first discussion in October, we grappled with problem ownership and we really tried to pin down definitions to the terms that are most commonly used in the space. And then as the year progressed we tackled issues around disclosure, impacts, like how do we know quantifiably that there was a causal link between a piece of false content that is online and how someone goes and behaves later. Are there any issues that we discussed over the course of the year on which you maybe experienced a perspective shift, had your mind changed or maybe did you think that you changed someone else's mind? Huh, I wouldn't bet on that. But I certainly found my own thinking deepened and changed on some things. I came to an appreciation from our discussions. First of, you certainly can't just assume that disinformation is a scourge or undifferentiated disinformation just across the board, it's terrible that some of the slicing and dicing that academics are want to do and that we found some of the companies are doing too is they're trying to operationalize measuring and countering it where they want to wade in. It really makes a difference to figure out, well, all right, what are we defining as misinformation? Even, I mean, to some listeners, this may be a kind of new distinction to everybody who was new at one point. The difference between misinformation and disinformation. Absolutely. With misinformation being, oh, you just got it wrong and disinformation being like you are wrong. You're trying to get other people to get it wrong with the latter being propaganda. And even that isn't sufficient because you would think that, all right, if some government cooks up a piece of disinformation in a lab and releases it, that is the disinformation. But if somebody repletes it credulously, they really believe it themselves, they're engaging in misinformation with the disinformation they got. And it might well be that you're, if you're a platform conveying that or amplifying that speech, you would react to it differently if you know the actor is intending it versus the actor just being a credulous vehicle for it. So being more careful and precise so that we can cut to action that more narrowly addresses the worst aspects of the problem seems to be really useful in a way that just otherwise makes the problem feel so inchoate and overwhelming that it's hard to even start with your spoon scooping out the ocean. And I think that in the particular instance of politicalness and disinformation, there's some really interesting questions where if you have a platform like Facebook or you have a government intelligence agency that's charged with protecting the nation, looking for threats and they see, here's another government and yep, they are absolutely trying to salt these falsehoods and whether or not even they're false, they're trying to make it look like whatever is being said likely false. It's coming from say fellow Americans, now what? And you would think, well, at least you should say what you see. If I'm on Facebook, I would prefer that if I saw something that was supposedly from a neighbor, it turns out it's from somebody thousands of miles away getting paid by their government to trick me. I should know about that, but it's very complicated. And one of the hypotheticals we entertained as a group was, all right, suppose the government, the US government, absolutely with great certainty can say, here is disinformation, it's coming from this other country, it's targeting this political candidate, do you tell the candidate? If you tell the candidate, what do you tell them? By the way, like another country has it in for you, that is all. Where you're like, here are the specific posts and then do you tell them, by the way, it's classified so you can't tell anyone else. Why did you tell them? What are they supposed to do with it? And if you tell everybody first, well, does that ruin your source or your method? And second, even if you could tell them without having to balance that against it, are you maybe doing the work of the adversary? Because now you have people questioning whether everything they see is in fact, foreign propaganda. Those are real questions. And I'm not trying to have answers to them all, but thinking about how we will, when some of us know what's going on and are prepared to share it, or have an inkling and aren't certain and maybe wanna share that lack of certainty, what's the right way to do that general versus specific that advances the cause against disinformation? Like that seems to me a better articulated question than I had when I was going into it.


Saved in by the Mustangs, Johnson to the left for Gizelskis, three up and good and a foul on the play. Got it up over Zumbrum's hand and the close out.


Assalamu alaikum viewers, welcome to virtual university. I hope you have been enjoying the English lessons. Today we are going to look at presenting information graphically through a flow chart and we will follow the usual pattern, flow charting. This is what the text is about. So far we have dealt mainly with computers, but now it is imperative that we find out how a program is written. In all activities involving computers, it is necessary that the programmer is aware of what the machine is doing and what a program is supposed to do. As previously mentioned, flow charting is one of the steps in programming. It indicates the logical path the computer will follow in executing a program. It is a drawing very much like a road map. Flow charting is not restricted to the preparation of programs in a particular language and should be done for each major problem before the writing of the program is attempted. If the finished program does not run as it should, the errors are more easily detected on the flow chart than in the maze of words, characters and numbers that make up the computer program. In order to develop a flow chart successfully, a programmer should be aware of the sequence of steps needed to obtain a correct solution to a problem. There are two ways of making a flow chart. The freehand version and the neater, more readable version. In the former version, the graphic outlines are simply jotted down as the steps of the program are worked out. This is quite satisfactory if the flow chart is not intended to be kept as a permanent record. However, if a permanent neater and more readable flow chart is needed, the latter, the latter method whereby a template, a sheet of plastic with all the flow charting symbols cut into it is used. The following symbols should be used for the purpose of uniformity. The first and last symbol is in the form of a rectangle. This is a terminal symbol which indicates the beginning or the end of a program. The word start must be inserted inside the figure if it is the beginning of the program and stop if it is the end of the program. The figure in the form of a parallelogram is used as an input or output symbol. It indicates that something is either brought to or taken from the program. The rectangular symbol stands for processing and indicates a place in the program where action is taken. In a program, to indicate that a decision has to be made, the diamond shaped symbol is used. The decision is usually in the form of a question that must be answered by either yes or no. Finally, the arrows are used to show that the flow or direction in which the different actions in the program are performed. It should be noted that flow chart is not a program but only a step in the preparation of a program and is used in determining how to step up and write the program. However, if the problem is not understood, neither the flow chart nor the program can be done correctly. It is possible for two programmers working separately to write programs to solve the same problem and come up with flow charts and programs that may be altogether different. After a program has been worked out, it is usually written down and kept with a copy of the flow chart along with the detailed instructions for use and interpretation of the program. This procedure is part of what is referred to as program documentation. If documentation is not available, it is always possible to work backwards and make a flow chart from an application program. It may be necessary to create a new flow chart when the original one is missing in order to understand the program for which it was a preparatory step. Flow charting is one of the first things a student programmer is taught because a flow chart shows how a person thinks about a problem. In other words, it is through this that a new programmer reveals his or her logical and analytical ability which is a must in programming. Now that was a very different text from the usual text that you have read so far. Again we will do a couple of exercises dealing with reading comprehension. Which statement of the three that I shall read out expresses the main idea of the text and then you will have to justify why you eliminated the other choices. The three statements are number one, every programmer must know how to flow chart. Every programmer must know how to flow chart. Is this the main idea of the text? Number two, program documentation specifies what the program is supposed to do. Number three, flow charting is a basic step in programming. Flow charting is a basic step in programming. Now out of these three, which one, which statement express the main idea? Now choice number one and two are both details. It is number three, flow charting is a basic step in programming that statement expresses the main idea of the text. The text, the main idea is that flow charting and as you know the title of the passage was also flow charting. So flow charting is a basic step in programming that is what the text is actually saying. Now the second exercise on comprehension, again a number of statements will be given you and you have to decide which one is true and which is false. You do this by referring to the text and then you will have to make necessary changes so that the false statement becomes true. Statement number one, a good flow chart takes into account the steps which are necessary to solve the problem. A good flow chart takes into account the steps which are necessary to solve the problem. Is this statement true or false? It is a true statement right. Number two, it is not possible to draw a flow chart without using a template. It is not possible to draw a flow chart without using a template that is a false statement. How can we make it true? We can make this into a true statement, we can convert this by saying that it is possible to draw a flow chart free hand. It is possible to draw a flow chart free hand and that would be a true statement. Number three, there is only one possible flow chart for every problem. There is only one possible flow chart for every problem. Now did the text say that? No, not at all and how can we make convert this into a true statement? We can do it by saying that there is more than one possible flow chart for every problem. There is more than one possible flow chart for every problem. Number four, every programmer must learn flow charting and realize its importance. Every programmer must learn flow charting and realize its importance, true or false. It is a true statement. Number five, the method of flow charting depends on the programming language being used. The method of flow charting depends on the programming language being used. Now is this statement true or false? It is a false statement and how can we make it converted into a true statement? We can say that the method of flow charting depends on the logic of the programmer. Number six, flow charts show the logic one has to follow to solve a problem. Flow charts show the logic one has to follow to solve a problem. This is a true statement. Number seven, documenting a program is essential in explaining what the program is supposed to do. And that is a true statement. Number eight, if the flow chart is correct, the program will certainly work. If the flow chart is correct, the program will certainly work. This is not correct. The program will certainly work. This is not correct. We can say that a correct flow chart and proper coding will ensure that the program will work. A correct flow chart and proper coding will ensure that the program will work. So number eight was a false statement and we converted it into a correct one. Number nine, each symbol in flow charting has a specific meaning. Each symbol in flow charting has a specific meaning, correct. That is a true statement. The last statement, flow chart can show processes but not decisions. Flow chart can show processes but not decisions. No, that is not true. Flow charts, that is a false statement. Flow charts show processes, show processes as well as decisions. Flow charts show processes as well as decisions. So let us move on to locating information. Look at the text and see where this information is located. Number one, a programmer must document his program in order that others may be able to understand it. A programmer must document his program in order that others may be able to understand it. And this you will find in paragraph five. Have you found it? Right. Number two, flow charting resembles a map. Where in the text do you come across this statement? Flow charting resembles a map and this is right at the very beginning in paragraph one. The next one. Number three, flow charting shows the logical ability of a programmer. Flow charting shows the logical ability of a programmer. And this occurs in paragraph six, have you found it? Number four. There is more than one way of flow charting. There is more than one way of flow charting. And this information you will find in paragraph two. Number five, a certain symbol is used to indicate if a question is to be answered yes or no. A certain symbol is used to indicate if a question is to be answered yes or no. And this information you will find in paragraph three. Have you located it? Now let us look at an exercise in which you find out what the words in bold type refer to. It is a contextual reference exercise. Number one, look in paragraph one for the phrase does not run as it should. Does not run as it should. Now what does it refer to? There is a word over there which means the same as it. It is a substitute for that word and that word is program. Number two in the former version, look in paragraph two in the former version. What does the word former refer to? It refers to free hand version, the free hand version. Number three, again looking at paragraph two, look for the phrase this is quite satisfactory. This is quite satisfactory. What does this refer to? This refers to jotting down graphic outlines. This refers to the phrase jotting down graphic outlines. End of writing jotting down graphic outlines again the word this has been used. Number four the latter method, again paragraph two. Look in paragraph two for this phrase the latter method and what is latter? Latter is the neater readable version. Number five flow charting symbols cut into it, look for the word it. Same paragraph, paragraph two and what does it refer to? It refers to the sheet of plastic used. The sheet of plastic used. Number six which indicates the beginning. Now move on to paragraph three the next paragraph and look for the phrase which indicates the beginning and what does the word which refer to? Which refers to the symbol? Number seven same paragraph look for the phrase it indicates that something. It indicates that something what is it? It refers to figure it is that figure that indicates something. Number eight move on to the next paragraph, paragraph four and look for the phrase that may be altogether different that may be altogether different and what does that refer to? It refers to flow charts and programs. Number nine the original one is missing move on to the next paragraph, paragraph five and look for the phrase the original one is missing. What is one? What is one referring to? It is referring to the word flow chart and the last one in paragraph six look in paragraph six for the phrase which is a must in programming? Which is a must in programming and which refers to logical analytical ability? Logical analytical ability now we will do the vocabulary exercise. Look at the text and find synonyms. In paragraph five one look for a synonym for the word root, the synonym for root is path. Paragraph one look for a word which is which can be a synonym for the word try and the word is attempt. Then in the same paragraph look for a word which is a synonym of the word answer. What is the answer? The answer and the word you have over there is solution and paragraph three look for a word which is a synonym of the words put in.  Another word and another word for put in is insert when you insert a few words in a sentence. Alright and number five move on to paragraph six and look for a word which is the same in meaning as the word show and the word would be reveal. You have a word over there in paragraph six which the word reveal which means the same as the word show. Now look at antonyms. Paragraph one there is a word over there which is the opposite of the word unlimited. That means something which does not have any limit no boundaries and there is a word which is the opposite of unlimited and the word there is particular the word is particular. In paragraph one there is a word which is the opposite in meaning of the word undiscovered and the word is detected. In paragraph two look for a word which is the opposite of the word temporary. You have it there in your text in paragraph two a word which is the opposite of the word temporary and the word is permanent. It is the opposite of temporary detected is the opposite of undiscovered particular is the opposite of unlimited move on to paragraph five and look for a word which is the opposite in meaning to inaccessible inaccessible something that you cannot reach. You have a word in paragraph five which is the opposite of inaccessible and the word is available and something that you can reach out reach out to something that is available and in paragraph six there is a word which is the opposite of illogical. The opposite of illogical is logical so that was vocabulary exercise. Now another exercise the usual one word forms you will find a number of words given and you have to choose the appropriate form of the word to complete the sentence. The word here is involve you have got words like involve involved involving involvement a sentence a in most operations dash calculations computers can do the job much faster than man and the suitable word is suitable form of involve is involving in most operations involving calculations right be flow charting dash a logical analysis of a problem and a diagrammatic representation of the sequence of events to be followed in solving the problem and the word is involves see the dash of the new programmer in the users group was appreciated by his manager and the word the correct word would be the involvement of the new programmer in the users group was appreciated by his manager. The next group of words are correction correct corrected corrective correcting and the first sentence sentence a it is always a good approach to errors in your program before running it with the data and the suitable form is correct it is always a good approach to correct errors in your program right sentence be in order to develop a good flow chart a programmer should be aware of the sequence of steps needed to obtain a solution to a program to a problem and the suitable word over there is correct you had correct in the last one and you have correct again in sentence be sentence see now which version which form of the word correct would be suitable in number three he submitted the dash version of the program to be key punched and here it is the corrected he submitted the corrected version of the program right and the next group of words is process processed and processing sentence a the central dash unit is responsible for executing the programs the central processing unit right be a block diagram can show if a dash has to be repeated or if there are alternative routes to be taken and the correct word over here is process a block diagram can show if a process has to be repeated sentence see the applications of the new students were dashed by the computer were processed you have got the hint there is that verb were so it is were processed the fourth group of words are performance perform performed performing performer sentence a dash is a verb used quite often in cobalt programming and the word is verb is perform perform is a verb used quite often in cobalt programming sentence be data processing refers to the operations which are dash on the data either to derive information from them or to order them in files and the correct form is performed sentence see the dash of the computer salesman was measured by the number of units he sold the and the word to fill in in sentence see is the performance the performance of the computer salesman now number five the fifth group of words documentation document documented documenting sentence a dash a program is essential so that the other programmers can understand it and the word is documenting a program is essential so that other programmers can understand it be took the programmer one week to complete the dash of the programs in the new system and the correct word is documentation the first a was documenting b is documentation and number see the payroll package we purchased is very well dash and the correct word is documented the payroll package we purchased is very well documented right now next we will review the contents that you read now just try to remember try to think of a definition for each of these items you will see in the box in the world a word bank complete the following statements with the appropriate words and just make sure that you are using the correct form the singular or plural and you find that you have got seven words in the word box and the words are executing template documentation terminal parallelogram rectangle diamond sentence one the information describing what a program can do and what a program and what the results mean is referred to as choose the word and the word the suitable word is documentation number two it is advisable to test the program without data before executing it three a piece of plastic with different shapes used for flow charting is called out of the choices the correct word is template number four data used as input must be indicated with and if you remember the symbols it is a parallelogram number five the symbol which marks the beginning and end of a program is called the what symbol the terminal symbol right now you have a paragraph and you fill it out based on the flow charts that you can see this paragraph is based on the flow chart that you can see fill in the blanks with the proper connectives it is a very easy exercise you just have to use the words that are given in calculating an employee's salary a computer must go through a number of operations in a logical manner right it must read the number of hours worked and the rate of pay for each hour now out of those words given you which one would you choose since this is the first one the first gap that has to be filled is there any word over there which in the choices that you have before you that there is a clue over there is a phrase yes it is the phrase to begin with the word to begin with begin is the clue. So, you use that to fill in the first gap to begin with it must read the number of hours worked and the rate of pay for each hour worked the next gap is to be filled with the word and the word is next and then it must calculate the gross salary and look at what comes after the gap after the gap you have words multiply the hours worked by the by the rate of pay which means that he that the paragraph is explaining. So, are there any is there any phrase over there in the given words that elaborates what is said then it must calculate the gross salary that is that is the word that is used to explain things that is multiply the hours work the hours worked by the rate of pay for each hour worked look at the next sentence doing these two operations it must find out whether what word do you think what connective would be proper over here you have used then. So, it has to be after after doing these two operations it must find out whether the employee has worked overtime or not right look at the next sentence dash he has not worked overtime the computer points prints out the gross. So, it has to be if he has not worked out overtime the computer prints out the gross salary and look at if you keep reading you will notice that if the employee has worked overtime now this is a contrast. So, you will use the word, but if he has not worked overtime the computer prints out the gross salary, but if the employee has worked overtime two more operations are necessary dash printing out the gross salary that is before printing out the gross salary what does he do first the overtime pay must be calculated and then if you keep reading you will notice again he is saying the paragraph is saying the same thing, but in other words. So, use the phrase in other words to fill in the gap in other words the number of overtime hours must be multiplied by the overtime rate of pay and now you have got two gaps to fill in the overtime is added to the gross salary. So, what can you have over there you can have the word next next the overtime pay is added to the gross salary and the last one very easy what is it that comes at the end it is usually the word finally, finally the computer prints out the employees salary and stops. The next exercise is a focus on language functions and read the text flow charting and complete the table that you have before you. It has two columns one is column one is column one is marked cause and the other is marked effect. Now there is something given in paragraph one one part is the cause and the other is the effect in this table you will find that in some places the effect is given and you have to look for the cause in others the cause is given you and you have to look for the effect. And if you remember the words for cause the markers are if and because. So, if you know if you remember those it will be easier for you to locate the information. In paragraph one the cause is given you if the finish program does not run as it should what is the effect. Look for the words the correct words are the words that show the effect of if the finished product the words are the errors are more easily detected on the flow chart. Number 2 the effect is given you this is quite satisfactory what is quite satisfactory this is the effect you have to look for the cause look for a statement that begins with the word if and that is if the flow chart is not intended to be kept as a permanent record. The second half of number 2 here the effect is given you the latter method is used look for the cause and the cause is if a permanent neater and more readable flow chart is needed the latter method is used right number 3 again number 3 is in two parts the cause you have to look for the cause in one and you have to look for the effect in the other in the first one the effect is given you the word start must be marked inside the figure right this is the effect what is the cause the cause is if it is the beginning of the program and in the same way in the second half the cause is given you if it is the end of the program then the effect would be stop must be inserted inside the figure. Number 4 number 4 you have the effect given you and you have to work out the cause right I am sure you can complete this on your own it is not a difficult exercise and with that we come to the end of today's lesson I hope you can complete this on your own see you next time Allah Hafiz.


Good morning, and welcome to the post-flight crew press conference for the STS-62 mission. That was the 16th mission of Columbia and the 61st mission in the shuttle program. I'll turn it over to the crew commander. He'll reintroduce the five member crew to you, and then they'll talk about their mission. I'll turn it over to John Casper. Thank you Kyle. Welcome everyone to our press conference, post-flight press conference. I'd like to start off by introducing the crew again. On my far left, Marcia Ivins, mission specialist. On my left, our pilot, Andy Allen. On my right, mission specialist, Sam Gamar. And on our far right, Pierre Thuit, mission specialist. What I'd like to do now is to run the movie, and we'll all narrate parts of the movie, so if we could start that. A little logo showing our crew patch. Of course each crew gets a chance to design their own individual patch. And some shots of suiting up before the flight here. With a few scenes of each crew member as we don our pressure suits, landing and entry suits. Pilot Andy with a little note home to his kids, Jessica and Meredith. Pierre taking it easy here after he gets suited up. And Sam with his friend Theodore. This is a little teddy bear that has traveled around the country and now around the world. It's given to different travelers with a little note about where it's been. And it took quite a journey, quite a voyage this time. Marcia. And you can see all the crew is fairly relaxed. This was an experienced crew with nine flights among the five of us before we flew. Coming out to the launch pad. And great weather for a launch that day. We've all been here before, and you can see some of the water deluge getting us ready to go. And it is still a thrill each and every time we do it. Six seconds prior is main engines. And at T-Zero we get the solid rockets to light off. From the inside, when the solids light off, we definitely know we're going somewhere. We don't know exactly where we're going, but we know we're going. It's a nice ride to get through there. There's a lot of vibration there in the first stage. And it is really a tremendous kudo to all the people that make this work. To me the most important part of the mission is the first eight and a half minutes. And it was flawless all the way up. And the people at the Kennedy Space Center deserve, to each and every one of them, a heartfelt appreciation for how they make this look and how easy they make this look. And we know the thousands and thousands of checks that it takes to make it all work as well as it can. This is the most versatile vehicle that we take into space anywhere. And it's got so much capability getting it there is their work. And they do it flawlessly again. SRB separation at two minutes, about 150,000 feet. Our ride smooths out quite a bit here. We're about two and a half Gs on our bodies right there. Get up into space at three Gs. We dropped the external tank off. The SRBs are recovered in the external tank. We tried to follow it as it started its journey back into the atmosphere. This is going over some of Africa. Now you get a shot of our payload bay. It looked pretty full to us when we looked out the window and opened the doors. But USMP in the front, Oast in the back, the EDO cryo pallet in the very aft end of the orbiter. All the various experiments that were going to be conducted. The limited duration candidate materials exposure experiment on the left and then the dexterous end effector behind it on the left. You can see USMP again on the right there. And then the SSBUV, the Shuttle Solar Back Scatter Ultraviolet experiment on the right there. Now this USMP was one of the primary payloads. And USMP was what we've talked about was tele-science. And this is a shot of the Marshall Payload Operation Control Center. And they sent almost 10,000 commands to their payloads throughout the mission. This is some folks sitting at the console getting ready to look at some of the dendrites that were developed during the isothermal dendritic growth experiment. And this is what they were looking at. And this is what helped them to modify the experiment during the mission. The EISG glow portion of host, you can see the little nozzle there right in the middle of that plate which is where the nitrogen was released. Of course we did an ohms burn to lower altitude to 105 miles. This is what you see what happens inside during an ohms burn. And the purpose of that was to try to maximize the glow. During all the gas releases, Marcia and I were busy photographing from inside the cabin to compliment the sensors that were in the payload bay that were observing the glow phenomena. And this is two of us with a little red lenses on our flashlights taking pictures of the glow. This was a 35-shot that I think Marcia took, 35-millimeter shot of the glow. One of the new technology demonstrations that we had on this flight was an extra sand effector. Here you can see Marcia coming in to grapple the magnetic attachment tool. Of course this is a little bit different than what we've used in the past. In the past the RMS has always used the mechanical apparatus to grapple payloads. And this we used a magnetic. Or you can see the tracking mirror or the tracking target in the mirror. And one of our office views on orbit here we're passing over the Bahamas during the operations. The task was a multiple task looking at how you would assemble possibly structures in space like a space station. We had a couple of feedbacks into the cabin. At the bottom there was a force torque sensor and the top was the end effector or the cameras. The little flashing lights in the center of this mirror, big mirror is a camera in the payload bay and it looks at a mirror now on the end effector. And data was gathered on this to understand how accurately we could move a target if you couldn't see it. This could be important later in assembling a space structure when you can't actually see what you're doing but you have to mate two fairly large pieces of hardware together and it worked just fine. You can see the arm here has this board at the bottom of it with some pegs at the end. We basically inserted pegs in the holes and found that we could do this to a tolerance of about a sixty thousandths which is pretty small. The force torque sensor display here indicated how much forces we had in six directions and it allowed us to basically feel what we were doing with the end effector and it worked great. Here we are again simulating a space station task. This is one of the biotechnology experiments from Bioserve in Colorado. These are rosy periwinkle sprouts which we grow by just inserting water into them when we get on board. As it turns out the root of the rosy periwinkle is one of the major cancer fighting drugs that we have and they find that it grows more pure or the cell remembers to make more of its drug basically in orbit than it does on the ground. We took these little tubes out and photographed them to see how things were progressing and if you look in there closely you see a little guy swimming around in circles. That's a brine shrimp. We grow these because they spend their entire lifetime in the duration of our flight. This is the commercial protein crystal growth experiment that Marcia and I worked on every day or actually three times a day for the entire mission. We took a video of the top tray of that experiment and you can see inside the solutions there you can see what's forming the crystals that are forming. It was the first time I've had an opportunity to work with one of these experiments and it was pretty exciting to see the actual growth of the crystals and knowing what that will do for the scientists on the ground to help produce better drugs to fight disease. We had another APCG on board as well and then the PCAMs were another crystal growth experiment. This particular shot is of the modem index zero gravity dynamics experiment. This is a characteristic representative truss structure of a large space type truss. This is the second time this has flown previously on 48 and now on 62. We find that over the course of the flight those protocols that we repeated from the previous flight, SCS-48, overlay almost perfectly. Again, we spent about nine days working on this particular experiment and collected some nine gigabytes of data that are now being analyzed by students at Massachusetts Institute of Technology and staff there. This particular shot is during one of the educational DSOs that we participated in. This is a downlink video and of course has been recorded on board by our equipment. John and I participated in a number of blood chemistry analysis type experiments testing some new prototype hardware. Actually this stuff is commercial hardware that's off the shelf looking at applications for long duration space flights. Blood chemistry is something obviously that you have to watch very carefully on a long duration mission to constantly check the health of the crew members on board. What we're trying to show here is a couple different things. The first thing, I am in our lower body negative pressure suit which is a device that's trying to help us re-adapt gravity when we get home by creating a negative pressure in the lower half of our body which will help our fluids go back down into the lower half of our bodies and that will help us re-adapt a little bit better when we get home. One of the other things you can get out of these scenes this scene and the next one that is coming along is this area of our mid-deck was everything to us. It was every room in our house all put into one. We've got Martian and Pierre working on protein crystals Sam and I are working in the LBMP as well as Moda is in the background there. This is our laboratory, our gymnasium, our kitchen, our bathroom, our sleeping area, bedroom and this is our home. And our shower, taking a sponge bath for 14 days you know there's some parts you miss here and getting your hair clean is easier for some of them than it was for others of us. However, we carry some stuff on board that works pretty well. They all had to get out of my way when I was doing my hair. You can see that doing this without gravity is not as easy. And we always have the obligatory eating scene in the movie and the one thing most people don't think about when you're eating up there is what if you need some seasoning?  It's salt and pepper that's put into a solution with water and you just squirt the salt and pepper into your food and then stir it up a little bit and you can season your food that way and that's what I'm doing here. That's beef tips and mushrooms by the way. Now our laboratory, our daytime laboratory in the dining area kitchen has now been transformed into sleeping quarters. Here you can see Andy up on the flight deck, Marcia in the airlock and as you pan around John and I were on the starboard bulkhead sleeping there and Pierre will ultimately see up suspended from the ceiling. Sleep is very comfortable. You feel fully supported. You can see the natural position that the body kind of assumes with the hands and the arms out extended out in front of you and that's real. The sleep restraints just keep us from kind of banging into each other although it would not be necessary. Another one of our duties on board is taking pictures. We took almost 10,000 pictures while we were on board every time any of us would have a minute. We would get upstairs and work one of our cameras. We had a 90 millimeter camera, we had 70 millimeter cameras as well as our 35 millimeter on board plus our movies. This first shot is just a shot looking down the Gulf of Aqaba down into the Red Sea, Sinai is on the right there in Saudi Arabia there is on the left. And from our altitude and 39 degree inclination we just got a real beautiful glimpse of most of the habitable earth. Some of the Himalayas chain with Tibet and China on their respective side. We looked real hard to see if we could find the Great Wall of China and unfortunately some of it, some of the best views of it were during our sleep periods. This is a tropical cyclone Latain that was in the Indian Ocean during our flight. We got some stills of this as well as some actual video of it and we went on two consecutive passes. We basically went right over it. The thing was so huge that we saw it twice. Cold water clouds or closed cell clouds, what they're called these are off the coast of Chile and they made such an interesting pattern that we photographed them almost every time we went over them. They are caused as a result of a high pressure over cold water. This is one of our U.S. passes here. We're coming in over the San Francisco Bay, Oakland Bay area, San Joaquin Valley to the south of the tail and eventually we're coming over Sierra Nevada and pushing out across towards the east coast. We had four daylight passes every day, typically in our afternoon. Now you can see the Sierra Nevada, the snow-capped Sierra Nevada is coming into view. There's a small lake that is just, let's see, I don't see it now. A model lake I think just disappeared off to the right side of the screen. The U.S. passes though were pretty spectacular and again over the course of 14 days we had different attitudes and we were able to see parts of the country that had not been photographed before. Las Vegas Knives coming in right under the tip of the tail, they're passing off the center and now we're going to come in with Houston that's just off to the right side here and we'll come in over the coast in Galveston Bay. Now you can see the Gulf Coast coming into view in Galveston Island. This is a pass over the Great Lakes, Lake Michigan on the left, Lake Huron in the middle, Lake Erie to the right and from our, this was sort of the apex, our 39 degree inclination, we could look well up into Canada as you can see here Hudson Bay right up on the horizon there. That's Lake Erie that's coming into view now. A lot of that part of the country snow covered this time of year. And this is Cape Hatteras, the Outer Banks, North Carolina looking on up the coast to the Norfolk, Chesapeake Bay area. There's a little more Nader shot of Virginia beaches that point to land kind of in the middle left center, Norfolk a little bit more towards the top of the screen, the eastern shore of Virginia, the beginning of the Chesapeake Bay, Patuxent Potomac rivers up there and looking not quite all the way to D.C. but you can almost see Washington D.C. being around the very right of the screen. And this is coming over the northwest tip of Cuba kind of heading southeast and get to see a little bit of the Bahamas and the water around there, the beautiful colors that we've got a still shot of that you'll see the very deep blue colors of the very deep ocean and the light colors of the shallow water. Here's some of our exercise on board. We had a bicycler agometer, a little stretch band there to work out and our doctors, our medical folks said that we came back in great shape for the period of time that we're up there considering we're up there for 14 days and we attribute part of this at least to the fact that we exercised all the crew exercise during the flight. Again, right below me was John working on the agometer but we try to squeeze in where we can squeeze in and use this laptop computer for just a myriad of different purposes on board as well as we can send home our mail on that. Since it was close to spring break I thought we'd try a little bungee jumping and I don't think that had been done before in space so we want to claim it first. We didn't get the duration record but we did some bungee jumping. This was during our day off or half day off. Floating is like for most of us a dream come true. I mean you always dream as a child if you can fly and float and here you get the opportunity to do it and so when we did have the opportunity we did hear they're playing volleyball with me here or catch I guess. It's the day before entry we're going over reviewing some of our procedures for re-entry we're going through some of the checklists that we're going to use to make the entry and Andy's over in the right seat working our pilot computer. This is another laptop computer that we had to help us refresh ourselves and review the process we're going to do and we go through as we come around intercept the heading alignment circle passing over the Kennedy Space Center and make our turn to filing to a landing. So we had it set up over on the pilot seat and John and I worked quite a bit on it for the couple of days before entry and this is just a shot of what the simulation looks like as we're passing over the threshold of the KSC-15. Getting into suits is quite an affair in space. You don't think about the fact that you can't just put your pieces of clothes on the floor pick them up one at a time and get into them. It takes two people to get into these suits and it really is quite an arrangement. We all suited up. Looking out the pilots window here we had a camcorder this is as we're going into our thermal phase which is our glow phase or the area that we go through our thermal heating. The reflections you see off our backs that's a picture of John there and I'm on his right side. That's what we call sometimes incorrectly the plasma or the fire spikes that you see coming over top of it through the payload bay windows or through the overhead windows. The glow is some beautiful colors and you can see we're just about through it and by right window you can look down and see the earth again. This is our trajectory as we're coming across the country. The white line is our orbit if we had stayed in orbit but now we're doing a cross range across the country to get back home. Here's a shot of the actual runway KSC runway 33 taken out of the pilots right-hand window and the vehicle assembly building down to the right there. It really wasn't that bumpy on the approach. It's just hard to hold that camera steady. We're at the Kennedy Space Center. We come down the outer glide slope and Andy lowers the gear at 300 feet. It's always amazing to me that this vehicle which has been our home our spaceship for 14 days now comes back and lands like an airplane. We're touching down about 207 knots here. We had one last test to perform and that was to deploy the landing drag chute which we've made some modifications to. Deployed that just at the start of our derotation at 175 knots and worked very well and very bright light breaking to bring us to a complete stop. In all we flew 224 orbits around the earth some 5.8 million miles and it was a great flight. We're glad to be back and happy to be able to tell you about it.


What's going on everyone? Sam here with Layton Sports Guards and I am doing a six box mixer for football for Harper B. We've got one 2021 impeccable, two 2021 contenders optic, and three 2021 puny one football. So good luck Harper. I'm gonna start I think with contenders optic. I'm gonna do these two probably do the ones and then we'll finish with impeccable. I have to imagine that's probably what the order is in terms of value. But good luck Harper. Max G. I know you were in break or in chat earlier. You are next. You are next. My man. Yeah, we've got Jaylin Darden on the rookie silver not numbered. Nice one there. Got Quinn and Williams and Joe Nate. What a random combo to 99 that's 84 of 99. Quinn and Williams and Joe name it like that couldn't get more random.  It's gonna be the base rookie. Got Michael Carter on the rookie. We've got first auto is gonna be Mr. Steelio girl. That's Milne. You guys haven't followed the Zach Wilson drama. That's how I know Dax Milne and second autograph numbered 20 of 30. We got green pulsar auto of county tremble. Nice one there. Yvonne are you completely all in on Zach Wilson now after everything that's been going on? Oh yeah, big time. Big time. Oh, nice. We've got Diami Brown. That is blue chew 99 for the football team. This is a nice one. We've got black scope. Trevor Lawrence on the lottery ticket two of 25. Nice hit there Harper. Congrats on that one. That's sick. These are case hits right here. The lottery ticket. They're all quarterbacks to that's so sick. Again, that is two of 25. There you go, Harper. Grats on that. I'll mad that for you after the break. Keenan Allen season ticket got Kenan Wang Wu on the base rookie. Got Cameron McGrone on the orange autograph. Number six of 50. How about this coming up book end 15 of 15. Zach Wilson color match green pulsar rookie of the year. Boom. Let's go Harper. Congrats. God spoke that one into existence. Holy cow. 15 of 15. Let's go. Nice hit there Harper. Congrats, buddy. We'll mad that after the break. All right, let's do some Penini one now. Holy God, you scared me. Geez, dude. Yes, and then take a look at this, too. The case hit, the lottery ticket, black scope to 25 g law. All right, Penini one here. Let's do it. Oh, that's nasty. Formula one blue RPA. Javante Williams for the Broncos. That's 19 of, what is that? 75. Nice hit there. I got two color, three color. Nice Javante. Why did I get that, that, uh, I or emo some Victor? What is that? What is that in reference to empty? All right, good luck here. Oh, that's nasty. Precision rookie patch autograph, red Jamar chase. Boom. There we go Harper. Heck yeah. Nice chase. That's so sick. That's going to be so nasty when you get it in when you unmet when you like rip the seal and unlike unmag the redemption. I don't believe it is. It might be. Hold the phone. It's Invicta is bringing up a good point to see if Oh, I'm sorry. My bad. I didn't mean to ignore you. I'm sorry, Joshua. Red, I believe is 25 or less on the RPA. Yeah, red is going to be 15 or less. 15 or less. Sorry about that Harper. Back into this one. I think the, um, I don't know what the one of one is. Nice. 24 of 99. How about a Kyle Trask four colored RPA for the Buccaneers? Nice one there Harper. That's sick actually. That's really sick. Grats on that one, man. Let me just double check and make sure this is the right thing. 2021 impeccable. Make sure there's no first off the line in here. I think we're good. 2021 impeccable football. Here we go. Good luck Harper. My first time ripping this. I'm excited. Packs and bar card. We'll open the bar last. I believe that's a bar. Maybe that's not a bar. I don't know what this is. I think it's a bar. All right Harper. Good luck. Uh, to 75 is going to be Kirk Cousins for the Vikings. No, I think impeccable has been out for a while. I just haven't ripped any of it. Uh, 24 of 50. That is Aaron Donald. Nice AD on that one. Uh, first hit is going to be Aziz, uh, Ojalari. That is 43 of 60 for the Giants. Nice red parallel on the Aziz. Are you serious Brad? Got Drew Locke on the, uh, elegance patch on a grab 10 of 25. Drew Locke. Goat right there. Seafox legend. Drew Locke got nice Tiki barber behind that 18 of 35. Nice Tiki. That's a sick one on card auto. Got Micah Parsons. 26 of 35. Cowboys. Nice hit there. Harper. Probably the best, the best offensive rookie you can get. And last hit of the break. Wow. Three of 10. Logo RPA. Jalen Waddle. Boom. Nice in a row. I break personals for Harper. Two logo patches. That'll get magged. Let's go. Nice hit Harper. That's so sick. All right. Now we've got bar. We've got Troy Aikman. One Troy ounce of fine silver for the Cowboys. Nice one there. That is number three of 15. Congrats Harper. We'll put this in a mag probably. That'll do it for your break there Harper. Congrats on all the hits. We'll get those right out to you. Thank you again as always.


I am Gunjan Agriwal and he is Chitendra and we are here to present the work which we had done during our internship program. The topic of our project is Rest API Enabled Learning Objective Repository. So let's start. These are the topics which we are going to cover. So the first question is what is learning objective? So learning objectives are basically the statements that define the expected goal of a curriculum, course, lesson, or any activity in terms of demonstrable skills or knowledge that will be acquired by a student as a result of instruction. So let me give a simple example of any learning objective. So if a user wants to learn something in HTML, so creating a basic HTML page will be a learning objective. Also, we can say that learning objectives plays an important role in instructional design and assessment. And it is also not easy for any teacher to create learning objective as creating learning objective needs some skills. And also there might be the case of lack of proper learning objectives or the non-availability of learning objective can lead to improper instructional delivery and non-aligned assessment which can lead for any student to not gain the knowledge effectively. So we come up with an idea to create a common repository known as learning objective repository where teachers can create or fetch learning objectives from that repository. And also it will be helpful for the students who don't know how to create the learning objective so that they can easily fetch the learning objective from the repository to design instructions to support any kind of learning. Also with the help of this repository, the time in rewriting the learning objectives can be saved. Suppose if any learning management system has created a learning objective, it can store the learning objective in the repository which can be further used by any other learning management system for fetching the learning objectives. So the technologies which we use for designing this overall system is, for API designing we had used Springboard and for database like storing our data, we had used MySQL database and for the front end web application development, we had used Angular 8 framework. We had also incorporated some amount of bootstrap to make our front end look more attractive and responsive. So the work which we had done during our internship program period is, we had created a total 95 API endpoints which can interact with our learning objective repository. We had also created a web application to demonstrate how to use these APIs. So this is the overall structure of the system implemented by us. There are these entities along with these relationships and the circles like the bubbles which are marked on the entities are the endpoints. The blue colored bubble shows the put request, put means update. The green colored bubble shows the get request, orange color is the post request and the pink color is the delete request. So this is the detailed diagram of what we had created. So coming to our main entity which is learning objective, it has two attributes, learning objective ID and learning objective name. The learning objective will be related to taxonomy, like one taxonomy can have many learning objectives. The taxonomy will be related to level and level will be related to verb. On the other hand, we can see that a learning objective needs to be maintained in some hierarchical structure like domain, field, subject and topic. So the domain, field, subject and topic forms a complete structure which will be stored in a category. So learning objective will be associated with a particular category as well. Also we can have some interrelationships among the learning objective like one learning objective can be a child or parent to another learning objective. Also the one learning objective can be a sibling to another learning objective. So this relationship has also been implemented by our system. So let's explain in detail the main entity which is learning objective. So there are total 18 endpoints associated with this entity. So these are the APIs which we had created. These are the APIs only for the learning objective. So we had used the best practices to design any API, like the API should be designed in the form of slash api slash the name of the entity on which the action is to be performed. So here the name of our entity is LOS, LOS is the abbreviated form of learning objective. So and the actions are defined by the HTTP post, HTTP methods like there can be methods post, put, get and delete. So first API is posting the LOS in the database. So that learning objective will be passed as a JSON body to our system and it will be stored in the database in the form of my SQL tables and contents. This is the output screenshot of how we can call an API and what could be the output. So that API call will be like the method is get and the API is slash api slash LOS which means we are fetching the learning objectives from the repository. Here we had used made use of the basic authentication. So we need to pass the username and password as a header to each request. And the output will be the list of learning objectives which are stored in our database and these are the displayed in the JSON format. Now, where we can use the APIs? These APIs can be used by any instructional delivery platforms to create or fetch learning objectives according to their needs. Like we can integrate our learning objective repository with IIT Bombayx platforms spoken tutorial, which uses Python, Moodle, which uses I guess PHP and any other mobile application or web application are easily integrable with our learning objective repository using the REST APIs. So in the diagram in the next slide, I'm going to show how IIT Bombayx unit page will look like after integrating it with the repository. So the figure image on the left hand side shows the current scenario of how IIT Bombayx unit page looks like after integrating it with our learning objective repository. The learning objectives can be listed down here. So it will be easy for any student to decide whether or not to go through this unit for its requirement. Like if a user actually wants to write a procedure in C programming, then only he needs to go through this unit. Otherwise, he had to skip this unit. Now, Chitendra will continue. So various features of our learning objective repository are, it can interact with our MySQL database and it has basic authentication like user registration and logging. And also it can interact with client and it can handle all the API calls. And it can handle exception as well if occurs. Now comes to our web application. It is created in Angular front using Angular framework. And this web application is designed for creating the learning objective and corresponding relationship. In our project, client is the Angular web application. And the server is Spring Boot application. And the interaction is done via REST API calls. In Angular, it is composed of components. And components are combination of templates and classes. Templates means they are displayed units and by classes we can control our templates. So here I'm going to explain our flowchart of a web application. So if a user navigate to our website, then user will be rendered to the home component. And from there, user can sign up and log in. After successful sign up and log in, user can create learning objective and corresponding relationship. If user is admin, then he can also update the role of the users. Here are some snapshots of our web application. So on the home page, we are displayed all the learning objectives. This is the sign up page where user can register himself. This is login page after filling our right credentials, then user can log in. And then he can create learning objective. If the user is admin, then he can see the user's links also. So if user is authorized, then he can create taxonomy, warps, level, and category also. User's page, if the user is admin, then he can see all the users. And also he can update the role of the users. So this one is the creator page. If the user is simply a creator, then he can only create the learning objectives and relationships only. So now come to the morning. So this is the API documentation link. We had created 95 APIs in total. So all these can be how to access the APIs, and all the details are stored in this link. And the links to our source code project is also given here. Now coming to the future possibilities of our project, we can link the learning objectives to learning objects. Learning objects are basically the units which are designed to fulfill, to achieve a particular learning objective. So somewhere we need to link the learning objectives with the learning object so that at the time of need, we can easily fetch the learning objective. Also we can implement the knowledge unit and learning path. Knowledge unit is nothing but a set of learning objectives, and learning path is a set of knowledge unit, for example. If a user wants to be a web developer, then the part to it will be like he needs to understand what is HTML, what is CSS, what is JavaScript, and all those stuff. And explaining like understanding HTML is a knowledge unit, and to attain that the user needs to go through various learning objectives. And for understanding HTML, he needs to learn how to create tags, how to create body, head, et cetera. So this is the overall presentation of our project. Thank you. Out of 95 APIs, have you tried with the IIT BombayX model or some? No, sir. For that, we need some integration with IIT BombayX. Like IIT BombayX platform needs to create some system which can interact with our system using the APIs. So have you tried with some other platform? Like for that, for the demonstration, how to use the APIs, we had created the web application using Angular. I don't know whether you have heard of LTI, Learning Tools Interoperability, and ADAC supports LTI, even Moodle supports LTI. And if you are able to create, consume, I mean, IIT BombayX can consume it. And if you are able to make an object of that type, so it should be possible. So that would be an easy way to do it, because you will follow a particular standard. And IIT BombayX or Open edX already follows that standard in that particular way. So it will be able to consume, display anything that is required. Okay, sir. Thank you.