Hello, we're live. We're the first one. Welcome, everyone. Hi, everyone. Thanks for tuning in. Thanks for tuning in. So we're just waiting a few minutes for our tour guide to join us. But I want to say a huge thank you everyone for joining Cooper Hewitt's first ever Instagram live design studio tour. So while we're waiting for our tour guide to join, I'll briefly introduce myself. My name is Megan Mahaffey. I'm an educator at Cooper Hewitt and I am coming to you live today for a special behind-the-scenes tour of a world-renowned architecture firm and 2020 at National Design Award winner for architecture, Snow Heta. So we're just waiting a few seconds here for Craig Dikers, our tour guide to join. Let's give him a few seconds to log in here. Craig is the founding partner of Snow Heta. He's one of the founding partners of Snow Heta and he currently leads the New York office with the other partners. Oh, and I think here he is. So this October is National Design Month at Cooper Hewitt. Oh, Craig, hello. Welcome. Hi, good to see you. How's it going? Very, very well. Thank you. I'm happy to be here. Yes. Great. Well, Craig, thank you so much for joining us. I think we can get started today. This is our first ever Instagram live virtual studio tour. We're so honored to be joined by you, Craig, one of the founding partners of Snow Heta. And congratulations again for your win this year, the 2020 National Design Award winner for architecture. Hello. So if you just joined, hi, everyone. I'm Megan Mahaffey. I'm an educator at Cooper Hewitt, joined by the unparable Craig Dikers from Snow Heta. And I want to quickly say a huge thank you to Target who has made this all possible. We're doing a whole month of virtual programs this October in celebration of our National Design Award winners like Craig. So thank you, Target. And thanks to all the viewers for tuning in today. So Craig, we're going to go on a virtual tour today. Shall we get started? Sure. That's great. And I'll give a thank you to Kelly Tigera who's holding the camera for me so steadily. You can't see her though. She's just over there. But we're together here in the studio, six feet apart. And we are just going to take a little walk through. I want to talk a bit about our process. I won't go through a specific project from start to end, although we will begin a little bit that way, but rather show you different components of the process as we move through the studio. And some of the projects you will have been familiar with and others might be a little bit of a mystery. The project behind me here is the Willamette Falls Riverwalk project that we have been working with for a number of years. And it's a quite large project. It has to do primarily with landscape development and habitat restoration in a waterfall just near Oregon City. It's the second largest waterfall by volume in the US behind Niagara Falls. And you can see a bit of that behind me here. And this wall shows you a lot of the different types of things that we might do. We register and walk through the site. We get to go through it very well. We make hand sketches. We take photographs. We work with computers. But most importantly we work with a lot of logs. And you can see some of them spread out here of all different types. Some are extremely conceptual. For example, maybe this one, which is like this crack with things going through it, a landscape artifact. Some are a bit fun and interesting as it has a log that we created a kind of a log with a bench attached to it. There are some of the features that you see here. And other portions are more detailed. This is a very intense model showing all the upboards of the site in a very very detailed way. Some conceptual thinking and some views of how we might imagine this structure. But most importantly is this diagram here at the very end of all of these drawings that you can see now. And that's a really amazing work that our landscape architects biologists and partners and some of the architects joined together to create. And what it shows is the cycle of life throughout the year of flora and fauna including human act. And the idea is, and you can see this sort of, it goes from the beginning of the year down at the bottom it says January all the way to December. And we look at where humans are the most active, where other types of animals and fish, for example, and birds are also using the site. And we try to create a calendar for the year where these worlds can coexist. And that was what it was an attempt to make here. So it's a rather fascinating aspect of this project and something we tried to carry through on all of our work. This is a rather intense version. What you can see here is our big TV room. We can actually try to use this as a meeting room whenever we can. You can see more than one project can leak in here. So we have a few smaller living rooms, but as much as possible we can activate the space of different projects in the use of tables in different ways. We also meet sometimes here and we'll talk more about that in a moment. And then just on my left is the kitchen where we would normally use our food to be prepared and so on. Obviously it's quite... Here's some drawings and sketches and models that I thought would be interesting. It's a big table so we'll move rather quick. Our sketches I've made because they were easy for me to get out of the drawers to show you today. There are some things like plans for Times Square. This is Times Square and some of our early studies on how they might work and plan with people in different areas and how we might secure it. And actually behind me is our tables and chairs that we co-created with Vesta Furniture. They're in Times Square and you can see one of the little prototype models of the chair that you'll just see right there. And then here you can see for example some studies on San Francisco Museum of Modern Art at S.F. MoMA. When we started the project at S.F. MoMA from an urban perspective we wanted the building to create a kind of bowl which you can see in this very early study model. The roof moves down and it was designed this way to allow sunlight to access the sculpture gardens and other portions of the site around the museum. That's where this shape came from. But this was a very poor design functionally for the upper levels. Very inefficient. So we looked at how we could recreate the shape without making an actual swoop like this. And here you can see what we did to resolve that. This was a very early conceptual model. You can see in elevation it's a rectangle. But if you're down low, and I'll recreate that for you for the camera, maybe you can see here, as you look across it and below you get the same swoop that you would have gotten with this model. So it's simpler form but it gives you the same quality. And that's how we can develop the form. Furthermore, if you're familiar with the Museum of Modern Art of San Francisco, this thought is very unusual. And this was an early conceptual model just made out of cardboard stacked on top, cut in an unusual way. And it gives this ripple effect that actually is what the final building. And here's a model of some of the final services. This represents where we moved. So very early and quite late. These were about three years apart. Wow. These models. And we put inside the building as well as a model of the material with the Richard Serres sculptor. So we make big models as well as small models. That's fantastic. So where would you get inspiration for a structure like this that's so unusual? Does it come from the people that are going to use the space, the environment that it's in? I would say all of the above. We are struck by certain characteristics we learn as we talk to people. We do a lot of research by going there. We don't just research by going online and having pictures. We like to talk to people. We went to the museum, interviewed people before we began the process of design. We walked the streets of the city. We experienced the maritime climate in San Francisco, which is quite unique. And of course one thing that really stands out in people's minds is the fog of San Francisco. It rolls through the city and slices San Francisco in sections. It almost moves like a wall across the city. And so that struck us around the beautiful. And so some of these early studies were trying to recreate that quality as if the fog had moved across the building. And so that when you're in this place it would feel natural to its environment. And that's how we came up with those kinds of ideas. And then the models are always just tests. The swooby shape, which I was referring to earlier, as I say, had to do with the sun. So it follows the shape of the sun as it passes over the site to allow sunlight onto the ground above. Wow. Yeah. And when designing a museum, of course, you need to consider the safety of the objects inside it too. So how fascinating. I can see the inspiration from the fog coming through. Yes, it's true because a museum can't have a lot of windows into the gallery.  Here you can see another model where we're showing some of the galleries and how you move up and down. So I'll move along here. I'll just show you some other things. This is just a nice little sketch of a tower we made once. It was never built, but it was a residential tower. It had a very beautiful quality. A number of towers you can see on the table here. And quite a lot of hand sketches. So you'll see we do hand sketches as well as digital work. Here's some hand sketches for something that went on to be the Ryerson Student Learning Center in Toronto. This is the original concept model. And this is the final design. So there's about another, I'd say two years between these two. And you can see in some of the early sketches how the qualities were sort of developed in tandem with one another. So Craig, I have a question. First of all, what material are those prototypes made out of? And how many would you say you make for a project? Well, I would say we're scavengers. We use any material we can get our hands on. So this happens to be just some leftover junk wood that was in the model shop. This is a 3D print. Some of these are made of wood or plaster. Some are 3D printed. This one is just packed out of foam and then glued. These are you know the yellow stickies that you write a note to someone on. These are post-it notes just cut and then just stuck on. So you're just moving fast. We move as fast as we possibly can. I wanted to show you some fun things as well. These are some of my private sketches. So they're not architectural although some of them relate to architecture. So these are sketches I made while in Rome. This is a sketch I made of the Colosseum. There are different layers of how quickly it took to make this sketch. So this was the final sketch. This is the middle sketch and here's the first sketch. Well actually the first sketch was a drawing that was made blind. Wow. Seeing this all laid out you can really see your process, the iteration here. The difference between that first blind sketch and this final one is fascinating. Wow. What kind of pen did you use for this sketch? You'll notice for me I use blue pen a lot. I'm also a scavenger for pens so I can have any kind of pen. I can grab a hold of any kind of piece of paper I can find. Personally I don't like to have a notebook. I just like to draw and do stuff and throw it around. I don't care. I just make it and it just gets spread out. Right now I have a little pen tell pen. It's always blue, almost always blue. Although sometimes I can't find one. So this one sketch is made with black ink. It was actually a sketch we made for one of our staff who just had a baby. So in the office they organized a blanket for the baby and all of us sent in sketches for the blanket. This was my little sketch among many others. Wonderful. There's a little dog I sketched. There's sometimes some humor in the sketches. This is the pope trying to figure out what toilet he should be in. Oh look at the hut. Just a guy I saw in the street. Wow. And some of them are about details. Very small things. I found an old set of drawings from Alexandria Library in 1989. These are the original prints. The original drawings are much larger. Here's something nice to show you. This is the exterior wall of the Alexandria Library in the very first sketch. At this time there were no computers. So we had to do this by hand with collage. Can we zoom into that a little closer? That's all hand drawn individual little pieces there. And collage. It's both collage and hand collage and hand drawn partly. The drawings here are all hand drawn. Those are made without computers. Computers really weren't used at this time. What I wanted to share with you is I found my old copy of the Rosetta Stone that I bought in a museum. And this wall was inspired by the Rosetta Stone. So you can see the relationship there. Wow. And then over here is something fun. I pulled this out because it's at the Cooper U. It. So we've been working with John Gray for an exhibition which you can see some of the sketches here in the little model we made in the Cooper U. It. I was supposed to have already opened but COVID came upon us and it's been delayed. And I think it will be opening either sometime early in the next year. That's a little exhibit design we made. So this is a design for an exhibition. Yes, that's right. So it's not our work. We're just supporting John Gray who's from Ghetto Gastro and Smithsonian to help lay out the exhibition design. Yes. Wow. I wanted to show you one other thing real quick before we move along that I really think is nice to see. We made a museum for natural science in Guadalajara in Mexico. And when we talked about it, this was one of the first sketches. If not the first sketch that we created for that project. We didn't know what it was. It was just something cutting through and we could feel the energy of nature carving out something. It didn't mean a lot. And then at least it didn't mean a lot functionally. And then we created this little model from that which was made in the shop and it was just a kind of conceptual thing. But you can feel as if the water had carved through a big block. And some funny strange things happening that were just for fun really. We tried to have fun. And that eventually became this. So it became more complex. Again probably, well in this case, a shorter period of time between these two maybe a year to go from here to there. Yeah. You can see some of the themes are kind of drawn through along through the different iterations. Yeah. Especially when you hold that up. Yeah. Wow. I thought that was fun to show. And one other thing I wanted to show is this is another project we're working on right now. This isn't going to be built. But somebody had seen that and they were inspired to make this on a different project. There were certain things that were relevant to them. So they picked this up and made this. Wow. That is the highest compliment, isn't it? I'll just finish real quick because I know we wanted to talk about things in the office. But I did want to show you some fun things here. I was on the Cooper Hewitt National Design Award high school call the other day. You know when we talked to Lincoln High School in San Francisco and I made this little sketch during that workshop that we had. So I'm planning to send it to the high school. Hopefully they can get it soon. It was a lot of fun to work on. And something else happened during that workshop. When we were brainstorming with the students and during that brainstorming process you created a 3D. I don't know if you still have that. I don't but I can recreate it in all of two seconds. This was a fascinating technique that you used. I just took a sheet of paper that means nothing much to anybody. And then I smashed it up into a little ball and then I unfolded it. And suddenly it had structure and shape. So that became the project. Can you see the model and the paper? Wow. You can see the points that have come through from just the paper. Yeah. Or you can turn it over and it's another building. That's fantastic. If you think about the brainstorming and prototyping process of getting ideas they're really so intertwined. We make things all the time. We're moving. The problem is, and we can talk more about this in a moment, of course, being separated as we are it's harder to be energized from each other in the room. So we're trying to find other ways to build that energy back. I'll just move over here real quick. These are more projects. Here's a crazy thing as we walk past it. It's something I'm trying to get built right now. It's a helium balloons holding up a canvas. Wow. So you get a portable room just by filling up the balloons. So it's a kind of a place for an event. That's so creative. It reminds me of the movie Up where he floats away. And over here, this is realized to look at. These are some benches or rather stools that we designed. And there's several things that I love about them. They're very similar to the alto stool so that they stack in the traditional way. You can see how they stack. I'll stack one of them now. So for example, if you want to store them, you can stack them. And you can stack them all the way up like the alto chair. But the difference is that the shape is just bizarre. And even though we've drawn it and I threw the stool a million times, if I close my eyes I couldn't tell you what the shape actually is. And what's nice is that they are modular. So even though you think modules have to be square, they don't. So if you come up closer and tell me, I'll show you that you can just put these together in different ways. You see how they fit together or you can just change it to another edge. You can type another one and put it in over here maybe like that. And so every time you put it together it makes a different shape. So they're never modular but never repetitive. Yeah, oh wow. And that shape was hard to make so here's some of the early sketches. And you can see we had to make, even by hand, without the computer, how that shape can be stacked. Because it's not obvious we failed many times before we got just the right shape. Yeah, so that process must have taken some time to ensure such an organic looking shape is able to be produced. Yeah, we had a little group of people and one person was really good at making models and testing things. So if we weren't there, you can draw it but you really need to test it and over type it. Yeah, absolutely. And this is interesting because Snow Head is an architecture firm of course but it seems like you and your team really consider not just the building but the environment and how people are going to interact in the building and the whole structure and system that you create. Yeah, that's true. We're about 30% landscape architects, roughly, and we're about 100% interior architects and then we have product designers and graphic designers in the studio so we are a collective of different interests. Wow, that's great. Well, this has been what a wonderful tour. Is there anything else there that I'm in the last few minutes that you may show? How much time do we have left? We have just about five minutes left. Well, I'm just going to walk slowly to the model shop and we'll end there. We can take questions while we're walking. This is the studio as it is now. We've put up some cardboard dividers so that during the pandemic we can suitably separate people. We have a check-in system so that as you come to the studio you have to go through a health check and so on and we limit the amount, the capacity of the office so that we won't be fully occupied. Although actually our space is rather large and by law we could bring the entire studio in here and still meet the health code but we've decided to not do that so we're only allowing less in than we are legally allowed so here's a fun prototype. This is, we work with a group called Pencil. These are high school students who made this little model here. A lot of people in the studio volunteer their time to work with these high school students out in East Brooklyn Brownsville area. I can't remember the exact community where the high school was in but it's their students come and made this and we're going to just end here. This is our model shop. Wow, we've got a few questions here. Many asking what advice you have for high school students and early career professionals on entering the profession, especially now. Did you say high school students? High school students, college students and young professionals. When I was in high school I didn't know I wanted to be an architect but I had natural inclination to draw. Like many young kids was getting into trouble wherever I could so I was making cartoons and strange things on my book covers. Making cards, I just love to draw and I love architecture also just naturally because it's everywhere so I spent a lot of time looking at buildings and learning about them and I went to the library a lot. In terms of college level, it depends on where you're going to school but when I was at university because I didn't start as an architect I spent a lot of time understanding and learning from other colleges before I became enrolled in architecture and even after I was enrolled in the architecture school I still kept going back to the other colleges. I would spend study over in the astronomy department or I would eat my lunch over at the ballet school or I would go over to the physics department and walk down the hall and be amazed at what they were doing. So broadening one's perspective is extremely important and I spent a lot of time out just socializing and having friends making sure that I wasn't studying all the time because architecture is about life and if you can't have a life it's going to be very hard to design for it. Wow that's beautiful I agree. So where are we now, the model shop? Yeah there's some few models. So we're in a 25-30 store bill or something like that. I don't remember how many floors but it's a skyscraper and we're on the 10th floor and we're really the only setup like this in the whole building so we had to negotiate to get a model shop in here. We had to get a special ventilation to be filtering air outside. We had to get vibration controls under all the heavy equipment so there's a lot of heavy equipment in here. Table saw, drills, jigsaws, sanders, everything hammers, all sorts of things and we work with wood and work with a three-dimensional printer as well as the more traditional type of laser cutting that you're used to and we do things with our hands and we try to use it as much as possible. That's great.  It is. We often say that if you're only thinking with your mind or your brain you're not really thinking. You also need to think with your whole body so moving around, doing things, making things in addition to using your mind creates a more complete process. Now even people I know that who are paralyzed are not able to move and those people even imagine in their heads that they're moving. So it's an interesting condition of human life. Yeah. Wow. Well Craig, thank you so much for welcoming us virtually into your studio today and before we sign off I wanted to just see if we could talk a little bit about collaboration in the virtual world and now that you know everything is Zoom meetings and Instagram live how are you and your team collaborating through the screen? Yeah, of course we are trying to be as safe as possible so people are mainly working at home. We use different techniques that are technologically available that most people are using now things like the Muro board. We use the Slack channel for informal discussions. We send things around by email sometimes because you see the number of hand drawings up there but even draw something in your hand and just hold it up and look at it. And then we try, we've had a couple of meetings here in the studio that were controlled but we were able to use the space as best we can. There's a lot of talking and the biggest issue in my mind is not burning people out. The technology means that the separation of people means that in a studio space I might walk over to somebody and just ask me a question. Hey, what about this and this and this and they're being answered whereas when we're separated we have to like set up a Zoom call, we have to make an appointment and they have to you know fill in the space make sure that it's possible and you know that one question suddenly takes 30 minutes which we've only taken three so we're trying to streamline that we're trying to give people as much breaks as possible. It's tough but I would say so far we've been successful. People in the studio are extremely creative so they found ways to collaborate and plus we're built on the spirit of collaboration so it was easier I think for people to do as opposed to some other types of studios that are more either hierarchical or siloed. So it's a frame of mind I would say. Absolutely. Wow, well with that I think you know you've got, we've heard some great things, some great stories. Thank you for welcoming us again and congratulations on winning the 2020 National Design Award for Architecture. We're also inspired by you and Snow Hedda's work and to our viewers thank you for joining us and I hope you will all tune into our huge slew of programs coming up at Cooper Hewitt. You can find more information about all of them at CooperHewitt.org slash ndm. Alright, thank you. Yep, we'll see you later. Bye. Bye.


This is the introduction video to a whole series of videos that teach programming. In it, I'll briefly enumerate all the things that you need to learn if you want to learn how to program. And then I'll discuss the approach of this series towards the material. And last, I'll talk a little bit about the future plans for this series. About some material that will be coming later. Now, if you want to learn to program, what everyone tells you is learn this particular programming language. But just learning one language or a few languages, even if they're the right languages, that's really only a very small part of what you need to learn. First off, you should have a decent understanding of how data is represented inside computers, basically how things like numbers and text are represented as bits. From there, you also need to understand some basic things about the nature of the machine, the nature of the hardware, and also the environment in which your programs are going to run, namely the operating system. And to do our programming, we use a wide range of tools that is existing programs to do our programming. Compilers, interpreters, text editors, debuggers, terminals and shells, version control systems, build tools, profilers, co-generators, et cetera, et cetera. There's quite a long list there. And if you're going to be learning more than one language, and you absolutely should, you should be learning at least a few, it's really helpful to have some understanding of their fundamental differences. You should be able to say whether this language has object-oriented features, whether it's dynamic or whether it's static, whether it has strong typing or weak typing, and those sorts of things we can file under language theory. In just about any computer science program, one of the introductory courses is going to be a class usually called something like Data Structures and Algorithms. And this class generally covers the essential data structures for collections of data and also the algorithms to search over those collections and also to sort them. These searching and sorting algorithms are really all quite simple, but they're definitely the most essential you can learn. And unlike some more specialized algorithms, these get used pretty much in any body of code you can find. If a program needs to manage and retain a large collection of data, it almost always makes sense to use a database for that program. A database system is just generally a program that specializes in that task of retaining and managing a lot of data. Most databases in use today are called relational databases because they organize their data in what's called the relational model. Closely associated with these databases is a standard called SQL, which stands for Structured Query Language. It's basically a standard way of talking to the database. So the idea is that you have different relational databases out there that you can talk to them all using the same structured query language. So generally when it comes to learning to use databases, that's where you start. You'll learn SQL. Tons of programming these days involves the internet and the web. So you're going to want to learn about internet and web standards like TCPIP, which is the standard protocol for the internet. HTTP, which is the standard protocol of web browsers and web servers. HTML and CSS, which are standards for the description of web pages. And then also you should learn what's called server-side web programming, which basically refers to programs on web servers, which generate the pages you see when you visit a site. Now, security to a large extent is a specialized expertise within the domain of programming. Not all programmers are experts in security. However, there's a good set of stuff about security that every programmer should know, including some basics like how does encryption work, what kind of vulnerabilities can a programmer have, and what are some best practices for avoiding security problems in your code. A good programmer should also be versed in some more general coding practices, meaning basically that there are some generally accepted ways of writing good code rather than bad code. And any good programmer, needless to say, should strive to write good code. There are also what we call methodologies of programming, which refer more to the general strategies of how do you go about your projects. How does an individual programmer or a team of programmers or a team of programmers and all sorts of other experts, like graphic designers and managers, how do they actually go about the business of undertaking a project? How should they plan for the project? How much planning should they do? Things along those lines. A prescription for how one does all that stuff that's called a methodology. And of course there are competing, conflicting methodologies out there. So there's no definitive methodology, but you'll want to be versed at least in the basics of some of the more popular ones. Lastly, there are some areas of programming which are really specialties. Like for example, graphics, audio, game programming, AI, voice recognition, safety systems in vehicles, like the computer that controls your anti-lock brakes maybe, or the flight control systems of a rocket. The point is that even if you do know how to program, that doesn't mean you can just do anything in code. There are just a lot of specific areas out there that require a lot of study unto themselves. So just like say a doctor can't specialize in everything or a lawyer can't specialize in everything, you're going to have to pick and choose your own areas of specialty. It's not quite as restrictive as say in medicine where one picks a specialty early in your career and you stick with that for the entirety. Program is quite commonly transitioned between a few or several specialties over the course of their whole career. Just understand that when you do decide to pick up a new area of specialty, it's almost like you're going back to school. So the main specific specialties aside, everything I've listed here is covered by this series with only a few exceptions where I haven't yet completed the videos, namely data structures and algorithms and security. Those are the two big pieces missing, but I'll probably have those in place in the next few months. You can see the list of these videos either from my YouTube channel or better if you go to the codeschool.org site and click on core units that shows you the list in the order in which you are intended to view them.  Also note that on this page you have more than just a link to the videos. In some cases there are some notes you can look at and in some cases a bit of supplementary material. Now again, the order you see here on this page is the prescribed order, but I have to admit that some of the earlier videos are a bit of a slog I have in mind here the second and third video, numbers as bits and bits in text. Those two videos explain how data is represented as bits, namely how do you represent numbers as bits and how do you represent text as bits. They are actually two of the shorter videos, but by the nature of the material they are a bit dull and it doesn't help that these are two of the earliest videos I did. And when I listen to them now, I think my voice gets a bit droney and mumbly, even more so than usual. So at some point in the future when I go back and revise a lot of videos, I'm going to start with those two. So in the meantime I will say give them a try, see if you can tolerate them. If you find yourself zoning out when you try and watch them, go ahead and skip them. The notes on the site for those two videos pretty much summarize what you really need to know. Now you're probably wondering which programming language I teach, because which programming language a learner should learn first is one of those topics which programmers like to debate endlessly. My answer is actually that you should learn more than one language, and those languages are JavaScript, Python, C, and Java.  The idea behind Pigeon is that it's a reductively simple language that introduces you to all the core concepts we'll find in real programming languages like Python, C, and Java, yet it lacks the distracting complexity of a real language. So the very first video covers Pigeon, which, in its entirety, takes about 90 minutes to explain. Once you've gotten the gist of Pigeon, it then becomes easier to learn JavaScript, and once you learn the gist of JavaScript, it likewise, in turn, becomes easier to learn Python. Pigeon, JavaScript, and Python are all classified as dynamic languages. At the superficial level, the code written in these languages looks quite different, but the semantics underneath, what's being described by the code, is very, very similar. So they actually complement each other really well. The C language, though, is a static language, and also it was designed with very different goals in mind. It's a language generally geared for more low-level programming, like, for example, most of the Linux operating system is written in the C language, whereas, say, you would never write an operating system in Python or JavaScript. Strangely, though, at a superficial level, the way C code looks actually most closely resembles JavaScript. So the syntax which you learn in JavaScript actually helps prepare you to learn C. Though I should note the semantic differences between C and Python on JavaScript. Yes, C is a static language designed for quite different purposes, yet there really is a common set of concepts that are shared between all these languages. So it's not like the concepts you learn in JavaScript in Python don't carry over when you learn C. The basic essence is still there, just with some twists and some new complications. Lastly, the Java language, not to be confused with JavaScript, despite the name is really a totally separate language. The Java language, like C, is a mostly static language, and it sort of hovers in the middle ground between the low-level programming of the C language and the high-level programming of languages like Python and JavaScript. Java is actually the one language here you can skip if you don't want to bother. I include it because it is one of the most popular languages out there, but also because Java represents a certain approach to object-oriented programming, which you also see in a language called C-sharp, which, confusingly, is not really like C all that much. It's much closer to Java. And the object-oriented approach to Java also quite resembles what you get in C++, which also, confusingly, is a language that was based off of C, but added some features for object-oriented programming. So learning Java is not just useful for its own sake, but it also, I think, is helpful if you want to get into learning C++ or C-sharp. You could, of course, just learn those languages directly, but I think Java is actually the better starting point. Now, in my coverage of these languages, I attempted to cover them as comprehensively as possible that is not leave out any details or features because I know from my own experience how annoying it is to learn a language, say, from a programming book and then go out in the real world and encounter actual code in that language and find all sorts of examples I can't understand because they use features which weren't covered in the material I read. That can be extremely frustrating because generally when you look at code and there's something going on which you don't understand, it can be very hard to try and find that explanation for what you don't understand by doing a Google search because you don't know what to search for. So comprehensive is good. On the other hand, when you're learning, you really want to learn those things which are essential first without any distractions of all these other complications. So the solution I hit upon is that in the videos, I will cover mostly those things which are really essential. Anything non-essential for your understanding of how the language works, they get punted into other material, like, say, into the notes that you'll find linked on the site. At the very least, when there are aspects of these languages which I don't cover, I try and be very clear about which things I've alighted over so you can go and look them up yourself. More generally, when I make these videos, I always have in mind this distinction between concepts and particulars, whereas what I call a particular is just a factoid. It's just a piece of data you can memorize by rote. A concept is not just something you can read and memorize. It's something you have to actually understand. And while it's true that learning a whole bunch of particulars is difficult and learning programming involves lots and lots of particulars you have to learn, the nature of particulars is that they are much easier to learn when you have some conceptual framework on which to latch them to. Particulars in themselves just tend not to be very interesting. So quite often, someone could say a particular thing to you dozens of times and you would still forget it. Concepts, on the other hand, while much harder to absorb, once you get them, they're much more memorable. So my basic approach is that concepts always come before particulars. So the question then is, how do you best present concepts? Well, my theory about this is that there are three of what I call modes of exposition. Basically, three different ways of laying things out there. And I call these different modes reference, tutorial, and narrative. The reference mode is fairly self-explanatory, reference material are things like dictionaries, the sources, encyclopedias, charts, graphs, lists, basically anything which is a big dump of information, a dump of particulars. A well-designed and written reference, of course, is very useful. It's easy to navigate. You can just go directly to that one thing you want to know and you can find it clearly stated. So good reference material is obviously very useful to learners and in fact it's useful to everyone, even experts. When learning, what you obviously don't want is someone to just dump reference material on you and expect you to cope. That's not very helpful. So the real choice is between the other two modes, which I call tutorial and narrative. The way I define tutorial is that it is the mode in which you take the learner by the hand and you walk them through some example. In some cases you might have the learner themselves go through the steps as you go through them. Other times you might just have them watch. I consider it a tutorial. In the narrative mode in contrast, you're not laying out some practical example. Rather, you're simply trying to convey the concepts directly. I call it the narrative mode because generally with concepts you have explanations of why. Why does this work the way it does? What are the alternatives? And so with concepts there's generally a story there. Not a story with dramatic action or dramatic characters in most cases, obviously. But still a kind of story. You can lay it out piece by piece and follow along potentially with interest. Particulars just aren't like that. Maybe individual factoids can be in themselves interesting. But if you just string them together and it's a bunch of non sequiturs, there's no narrative there. Whereas when you understand a concept for the first time, you have this sense that the pieces fit together because that's the way they must fit together. With particulars you don't get that sense, and everything in itself just seems sort of arbitrary. Put simplest though, the distinction between narrative and tutorial is that in a narrative, the instructor or the author is actually trying to figure out how to actually convey concepts. Whereas in tutorial, the instructor or author is just pointing the student in the right direction. They're putting an example out there and effectively expecting the student to figure out the concepts themselves. Of course if we're talking about a pure tutorial, most material out there tends to be a mix of tutorial and narrative. Tutorial and narrative are best when kept as separate from each other as possible. And secondly I contend that the proper balance between narrative and tutorial is a two phase process where the student always starts off with narrative material and then later reinforces what they learn in the narrative via tutorial. So generally tutorials should not be introducing any new material. Certainly not any concepts. You can get away with introducing a few particulars in a tutorial, though even then it's something you want to avoid if you can. So actually the motivation behind this whole series is that I felt that all the material out there that I had to use when I was learning programming mostly on myself, mostly from books and so forth, what I found generally deficient is that almost everything out there not only mixes together tutorial and narrative willy-nilly, it tends to rely heavily upon tutorial as a crutch. And the main explanation for this I think is quite simple. And that is generally that tutorials are generally easy to create. Tutorials done well are very, very hard. In writing a tutorial if it's a topic you know about the only real hard part is coming up with an example to use something to walk the student through. Once you've settled upon an example assuming it's something that you yourself know how to do easily enough the tutorial then almost writes itself you just go through all the steps one by one you pick your starting point and the end point and then you just fill in all the gaps. When writing a narrative in contrast it's very hard about all the pieces you're going to present which order you're going to present them in and how precisely are you going to present them in particular what precise language are you going to use that will convey a concept without falling back on just presenting some example to which you can just point and grunt. So I hope that gives you some idea of why the videos are the way they are in particular why they tend to very densely focus on conceptual material rather than practical examples as of yet this whole series is not a practical course in programming even though I will contend it's the most efficient way you can go about learning the program. What's obviously missing though at this point is the tutorial material because as many bad things as I said about teaching with a lazy reliance upon tutorials I think tutorials yes really are a necessary part of learning because once you go through these videos I think you'll find it very easy to understand the concepts as I present them but without more practical tutorial material to supplement the danger is that you'll have trouble retaining and also you'll have some difficulty actually applying it you'll sit down to program and you'll really still feel like you don't entirely know what you're doing that's just inevitable until you have some practice of some actual programming you just won't feel comfortable and you really won't be able to call yourself a programmer So as it stands my expectation is that you'll go through this series but you'll have to look for more practical material elsewhere to supplement what you learn here Once I have videos for the two or three topics I haven't covered yet but I think it is to begin supplementing the narrative material with more practical oriented tutorial material I probably won't get around to any of that stuff though until maybe around the end of 2012 In the meantime if you have feedback or questions they're greatly appreciated you can leave them as comments on YouTube or look for a link to the discussion group on thecodeschool.org site


The keynote address at this injury prevention symposium was given by Michael Bergeron, and I seldom do this, but you have the most amazing title, and if I had to remember it, I'd fail. Senior Vice President of Development and Applications, Center for Advanced Analytics in Sport and Health of Game Changer Analytics, and President and Chief Executive Officer of Youth Sports of the Americas. You are a busy man. I am a busy man. I have a real passion for not only better understanding youth athletes and what puts them at health, but also what puts them at risk. And I think that today it's really an exciting time to be in that because we have so much capacity for new ways to look at things, new technologies. So the merging of promoting health, preventing injury, and technology and advanced analytics is just really an exciting time. What were the points of your keynote address, the most emphasized points? Well, as far as youth athlete development, we really have to make it much more youth centered and not media centered and not adult centered, and we really have to look at the individual because there's so much variability in how a young athlete responds to training for a lot of different reasons, not the least of which is everyone is different, and everyone has a different response to a stress, also at different maturation levels. So we really have to consider the individual, and we have to consider that it takes a long time to develop a healthy, sustainable, highly resilient athlete. And any time you try to rush that, you put that young athlete in jeopardy. The other side of it with the analytics and the capacity for looking at the factors that really promote health and prevent injury, we have such a great opportunity to look at it from more of a systems biology versus trying to just look at one part of the mechanism. We have to look at real world scenarios or real world information and all of the factors that influence promoting health and preventing injury or putting a young athlete at risk. So you talk about young athletes, I remember when I played little league sports, which is way too many years ago, we had simple, almost leather helmets and somebody had a concussion every practice and the coach would say, how many fingers am I holding up and they'd send us back in. This concussions must be a big area of emphasis. Well, the concussion certainly has gotten a lot of attention and it's really brought to the forefront many of the risks of contact sports and head injuries. No question we need to really be paying attention for that. You have one brain and it's very vulnerable, particularly when you're a young athlete, to some potential long-term complications. The other side of it though is that, you know, back when you and I were playing sports as kids, we did a lot of things and we kind of knew when to rest and when to recover and how hard to go and all of that and so we kind of self-regulated. I think today in today's world because of adults, they've engineered the fun and the variability, the inherent variability that we often had. But again, the issue of brain health is very, very important. How does this tie in with the Stedman-Philipon Research Institute and the Stedman Clinic? You're being here. Well, the Stedman-Philipon Institute is really on the forefront. I mean, they're looking at prevention of injury. They have a huge database of information that hopefully we can partner with and help with the analytics of it, but they're really looking at it from a, right at the forefront of science and medicine as to what really are the risk factors and what can we really do to understand prevention and promote health. It's not an easy task, but we need to look at it comprehensively and we need to look at it creatively and innovatively. Michael Bergeron, thank you very much. The world of youth sports and all sports is changing because of injury prevention thinking.


All right, guys, welcome back to the channel. If you're new, my name is Bobby guys, yet again, another newsflash episode with very disappointing news. Vegan couple, Sun dies of malnutrition on diet of just fruits and vegetables. And I do want to run through the charges that these two people are facing. They're each facing three charges in relation to the death of this child. Again, one of them is aggravated negligent manslaughter. Another charge for neglecting a child with great bodily harm and a third charge for neglect without harm. Unbelievable, I already lost track of how many deaths we just had in this last year. Yet again, another vegan couple malnourishes their baby. And this time, it led to death, a fatality. Let us read the article. Mom Shayla O'Leary, 35 years old, says her 18 month old son, who weighted just 17 pounds at the time of his death, hadn't eaten food in a week. And she thought it was because he was teethening. Here it continues and it says, a vegan couple's toddler died of malnutrition while they fed him almost nothing but raw fruit and vegetables. Shayla, 35, told police the boy was born at home, had never seen a doctor before and was fed a diet of raw fruits and vegetables, including mangoes, rambutans, bananas, and avocados. When he died, she said he hadn't eaten food in a week. She thought it was because he was teethening and he was being breastfed. Very crucial detail here because guys, we know that the vegans will tell us, they just did it wrong. No matter if a child dies, they will still find a way to blame the parents and not their diet. What truly happened here is crystal clear. It does not matter if you feed it a whole food plant-based diet or just raw fruits and vegetables. In the end, it really boiled down to the mother's breast milk. This vegan mother was absolutely depleted and this is why the baby died. Of course, raw fruits and raw vegetables are not human food, let alone baby's food. But if the milk would have been nutritious, this baby would have lived. Let's take a closer look into breast milk so you understand what proper human nutrition is. Here you have the breast milk ingredients. It starts with lactose and oligosaccharides. Lactose is obviously a sugar which can only be found in milk. The same applies to the acids and of course, the proteins. Whey protein, alpha-lactal boomen, Hamlet, which is human alpha-lactal boomen made lethal to tumor cells. Lactoferrin, casein, so on and so forth. All of those proteins are found in animals. In this case, the human animal milk. It continues with creatin, uric acid, peptides, all the amino acids, amino acids that you cannot find in plants, such as taurine and high levels of isoleucine, leucine, lysine. But moving further, here we see a critical factor that people cannot synthesize from plants, hormones, and even RNA and DNA. You have DNA strings that are building the human body in mother's milk. And probably most important, the fats, DHA, EPA, things that you cannot find in plants yet again. And what probably sadly led to the death of this baby was the lack of vitamins. Vitamin A, an animal vitamin that you cannot find in plants yet again. And the same applies for vitamin B12 or vitamin D. No matter how often the vegans will repeat that as long as you supplement B12, everything will be fine. They are clearly lying. All of those vitamins, all of those minerals, the proteins, the fats, all of it is missing in plants. And this is why the mother's milk of this vegan mother was depleted. And this is why this baby died. Absolutely shocking news. Here you can see the father as well. Now they're being prosecuted. As I said many times before, this topic is obviously my least favorite one. I hate making videos on this, but of course it has to be heard. People find out about veganism on the internet. The boom happened 2010. What we have now is a social experiment and you guys are the lab rats. But now you inflict that pain, that experiment onto your own children and it leads to catastrophic outcomes. In this case, death. When will this madness stop? I really do not know. All right guys, but this is for today's video yet again another unfortunate news flash topic. If you want to spread awareness on this subject, make sure to share this video so people see what is truly going on with veganism. No, it's not the parents. This is due to their diet and nothing else. If you want to support the channel, a quick thumbs up goes a long way. If you want to go further and beyond all the links are in the description box below. With Amazon links for you, you can head over there buy whatever you might want to buy and it doesn't cost you anything extra. We get a small share that is a fantastic way to support Bobby's perspective. If you want grass-fed beef delivered to your doorstep, butcher boxes for you. And we have CBD links as well. On top of that guys, consider supporting Bobby's perspective through subscribe star or Patreon. We have a VIP community there where we have Skype group calls every single week where we can discuss any topic no matter if it is health, lifestyle or nutrition related. On top of that, by joining you straight away receive your comprehensive nutrition guide. It is an e-book that teaches you the basics of nutrition but goes beyond as well and is catering to your personal goals no matter if you're keto, primal, paleo or even raw. All right, but this is it for today. Thank you very much for your support guys. And as always, much love and peace.


So as a human, my biggest passion and drive and desire that I've won in this lifetime, I don't know if it's because Disney got to me when I was young or whatever, but it has always been to have that passionate, companion, best friend type of love beside me. More than anything in life, like that is what I have always wanted. It hit me recently that there is a possibility that that may never happen in this lifetime for me. I could end up saying goal forever, but then I'm like, okay, well, look at Jesus, right? Like, he was by far the most important human being on this earth. And like, he didn't have that. So if Jesus was able to fulfill his purpose without having that, and like, can I, you know, he just lived his life fully devoting it to God and honestly like, what's better than that? You know, like if Jesus, the ultimate human being didn't need that, then why the hell do I?


Welcome to Spotlight. I'm Liz Wade and I'm Bruce Gulland. Spotlight uses a special English method of broadcasting. It is easier for people to understand no matter where in the world they live. A small insect flies over a field of flowers. Its wings move very fast. It has yellow and black lines on its body. It flies from one flower to another, gathering a substance called pollen. It will use this pollen to make a sticky, sweet food called honey. This insect is a bee. When it is done gathering pollen, it flies back to its hive. It is the bee's home made by a human. Hundreds of thousands of people around the world keep bees. They are beekeepers. They give the bees a home. In return, they harvest part of the honey the bees make each year. Today's Spotlight is on beekeeping. People can find honey in the wild and some people climb trees and high cliffs to find it too. But this is dangerous. People can fall and get hurt or the bees can sting. Bees have sharp little stingers like needles that can hurt people. Because of this, people began beekeeping. The first beekeepers lived thousands of years ago in Egypt and China. They made hives for the bees out of old trees, clay or straw. These hives were easy to reach and people could harvest the honey. Over many years, people have improved beekeeping. They invented new types of hives and new methods. Now there are thousands of people who keep bees around the world. Gwendolyn is one of these beekeepers. She shared her story on the blog School of Bees. She first became interested in bees by watching her father. Her father kept two hives. So she took a class about beekeeping. After the class, she decided to become a beekeeper. She says, The way the teacher spoke suggested to me that beekeeping will teach me far more about myself than I ever set out to learn. Something about beekeeping has always struck me as magical. The bees exist in a universe next to my own. When we connect with the world of bees, we learn more about our own world and about ourselves. Bees live in groups called colonies. Colonies can have up to about 60,000 individual bees. But not all bees are the same. There are three kinds of jobs that bees can have. The first is the queen. There is only one queen in each colony. She stays in the hive and lays eggs. The second job is a worker. The worker bees are female bees that do not mate. They find food, make honey, defend the hive, and more. The third bee job is a drone. The drone bees are all male. Their job is to mate with the queen. There are thousands of worker bees, but only a few hundred drones. Today, most hives are made from wood. They look like a tall box. The bottom part of the box is called the brood chamber. This is where the queen lives and lays her eggs. The top part of the box is called the honey super. This is where the worker bees make honey. The beekeeper harvests honey from the honey super. Beekeepers use special clothes and tools when they work with bees. They wear a white jacket and a hat with a veil.  It protects beekeepers from stings. They also use a tool called a smoker. It is a metal can that pumps out smoke. The smoke calms the bees. This makes it easier for the beekeeper to inspect the hives and harvest the honey. Another tool is called a hive tool. It is a long, thin piece of metal. Bees create a kind of sticky glue when they build their homes. The beekeeper uses the hive tool to carefully open the hive and separate the honeycomb. People decide to become a beekeeper for different reasons. Some people, like Gwendolyn, do it for fun. This is called recreational beekeeping. Other people practice beekeeping to earn money. They sell the honey or other products the bees make, like wax. In the city of Detroit in the United States, Timothy Paul and Nicole Lindsay decided to start a beekeeping business. Paul and Lindsay buy empty pieces of land in the city. Then they turn them into bee farms. They sell the honey to local people. They also educate the community about the importance of bees. Paul told the news site HuffPost, We are inventors and thinkers. Bees work really hard and they are humble. In Detroit, you have to work hard and be humble. It will take you far. People all around the world keep bees. The BBC tells about beekeeping in some parts of Ethiopia. There, people have been beekeeping for many generations. In the Horena forest beekeepers build hives out of wood and bamboo. Then they place them high up in the trees. This is a traditional method. It helps the bees find the hives more easily and it protects them from animals that would destroy the hives. People in Ethiopia sell the honey to earn money. They also use it as food for themselves. Honey and bread is a common food. Honey is even used to treat a few sicknesses. Beekeeping can also help reduce poverty in some countries. One organization called Bees for Development teaches people in poor communities all over the world how to keep bees. The people can sell the honey and earn extra money. One woman in Ethiopia was able to earn enough money for a vegetable garden and school books for her children. Beekeeping is not for everyone though. Some people are allergic to bees. This means their bodies react very badly to bee stings. A bee sting could be deadly.  There are also local laws about beekeeping that say where you can and cannot keep bees. Beekeeping can be difficult too. Sometimes the bee colony can die from diseases or they decide to leave the hive. But for many beekeepers, the joys are greater than the difficulties. Would you ever want to become a beekeeper? Do you buy any products made by bees? Tell us about it on our website, Facebook or YouTube. The writer of this program was Hannah Koening. The producer was James Totten. The voices you heard were from the United States and the United Kingdom. All quotes were adapted for this program and voiced by Spotlight. You can listen to this program again and read it on the internet at www.radioenglish.net. This program is called Why Do We Keep Bees? Visit our website to download our free official app for Android and Apple devices. We hope you can join us again for the next Spotlight program. Goodbye.


Welcome back to Keeping the World Company. I'm Jay Fiedel, and we have here our esteemed guest, Gene Rosenfeld, and my co-host, Tim Epicella, for a discussion of balancing what happened on October 7th with all the protests around the world now we have. So welcome to the show, Gene, Tim. This is an important discussion. Let me start it off by playing a piece from the BBC. BBC has been criticized as other news, cable news networks for being partial in favor of the Palestinians and not even talking about what happened on October 7th. Here's a clip that I think is demonstrative. To call 43, basic rule, the parties to the conflict shall confine their operations to the destruction or weakening of the military resources of the adversary and she'll make a distinction between the civilian population and combatants and between civilian objects and military objectives. So I come back. That's exactly what we're doing. That's exactly why we are allowing the civilians to evacuate before pounding them. We're doing the opposite. But it's not exactly what you're doing. No, wait, you asked the question, what would you let me answer? Go ahead. What Hamas, ISIS did is they entered roughly 30 communities. Whenever they can, they butchered babies. They burnt them alive. They pulled a baby out of pregnant moms and then beheaded the baby, beheaded the mom. They raped young girls. This is what we're dealing with. And with all due respect, I think that Geneva Conventions first and foremost tell a country, you need to defend yourself and we will defend ourselves. We're going out of our way. I know that last week, a hospital was fired by Islamic Jihad that fired a rocket on it and BBC said that it was Israel, but it wasn't Israel. And I understand that BBC has taken a side of on the Gazan side because all your questions are only about the Gazan civilians. That's not true. You haven't asked one question. That's not true. You haven't asked one question about those children from the very beginning of this interview. You just are asking me about them. Mr. Bennett, that is not true. But it seems that you cared little about our side. Oh, it is. Mr. Bennett, I began by talking about the hostages. And what I'm asking you about now is... I'm not talking about the hostages. I'm talking about the babies that were murdered and you keep on caring only about one side, but that is the BBC way. But let me tell you something. We're here protecting you. We don't need your protection. And if you think there's a balance here between two equal sides, then you are lacking moral clarity. And BBC, I must say, is lacking moral clarity. What you guys did last week, shape on you. It's hard to understand what's going on. There was an article in our arts this morning trying to understand why people in the liberal center of Manhattan in Washington Square Park, which is across the street from Alamata Law School, NYU, were there in great numbers tearing down photographs of the hostages. This is not the first time we've seen news articles about this. This particular article, which I'll post on our site, was really troubling in the sense that they tried to figure out why people would do that. There was no good answer.  The other thing that happened in New York, which was national headlines, was that a bunch of Jewish students were barricaded in a room, some kind of hard-to-access room in Cooper Union a few blocks away from NYU, by people who were protesting in favor of Hamas. And they were really frightened.  And for all I know, they're still there with the threats of violence. And finally, and I'm sure there's more in the paper, finally, there was an American Israeli artist who has been receiving death threats. Why? Because she's an Israeli. That's why. And it lives in the United States. So what we have is the liberal end gone wild. And it's happening in the United States in significant measure.  So, Tim, let me ask you first your reaction to what's going on. Well, my reaction is it's a battle for hearts and minds of not only the American public, but for the world opinion. And I'm still trying to get over last week's reporting from the BBC, CNN, MSNBC, The New York Times. They get an F minus in their reporting. If my opinion was irresponsible journalists to basically get their set of the other side of the story, their facts from a terrorist organization, an ISIS-like organization. And yet they're trying to get the true, fair representation of the other side's opinion of what's going on. I'm sorry. You don't interview terrorist organizations and put it on the front page of The New York Times. You don't put it on the first five minutes of your news cycle on MSNBC, CNN, and the like. F minus. Gee, let's talk about the newspaper for a minute. There was an article, what, by Mililani Trask. You responded and you sent your article then, which we will post also on our website. Can you talk about the exchange of articles? Well, on October 24th, the Star Advertiser published one side, one narrative, the Palestinian narrative, which was adopted by a Hawaiian activist, very well-known, Mililani Trask, who has been for Hawaiian independence, sovereignty, self-determination, which are good things for a long, long time. But unfortunately, what it shows me is that we have to combat one aspect of this narrative that is going around the world and stimulating so much misunderstanding and inflammatory reactions. I call this rhetorical inflammation, it's syndrome. And this particular part of the narrative is framing it as the colonialists and the colonized. Israel was not colonized by the Jews. The Jews are the indigenous people of the land, as well as the so-called Palestinians who are there. You know, the word Palestine, the province of Palestine, is a very late name that the Ottoman Empire gave to that part of its empire. That land has been called Judea, it's been called Israel, it's been called Canaan, it's been called the land of the Philistines over many years. But if you read the history, you will see that the Jews are the indigenous people of the land. They have never left the land. The last time they were deported on mass from the land was by the Ottomans before the British mandate after World War I, when the Allied powers took control under Britain's mandate from the League of Nations, who partitioned that part of the Ottoman Empire between two indigenous people of the land. They are now called the Palestinians and the Jews. These are not people who are even racially that distinct. They are genetic cousins. So to frame this as apartheid as if it were a racial divide is another falsehood that this narrative, this Palestinian narrative that's going around the world and basically empowered by Hamas, we have to just get back to the facts here. Yes. Well, what did your article cover? Was it that or was it more? Jay, my article, if you're referring to the letter I sent to the editor of the newspaper here in Hawaii, was only giving her a summary of what I did in my quick study of the history of this land. Yes, I've followed it all my life, and it's been a very long life. But I also went back and did a quick study and shared it with people that I felt would appreciate just getting some facts. You sent to Lucy Oda? I did, yes. She's been very good. She's been very kind. So we're here to balance, OK? We're here to balance or at least to examine the possibility of balance. On the one hand, you have what that Israeli was saying about the war crimes and atrocities, which sticks in your head, at least in mine. And on the other hand, you're talking about this worldwide anti-Israel, anti-Zionist, anti-Semitic movement that is fed by the media, which Tim was talking about. At the same time, Hamas is still firing rockets into Israel. And they're trying to catch all parts of Israel, not just the South. They're trying to send them into Tel Aviv, even Haifa. And so what you have is a continuing effort by Hamas. Secondly, you have the misinformation, the misinformation about the event itself. Hamas published on what it had done minutes after it started doing it on October 7th. And of course, it was biased. And what strikes me, what is clear and what has been written is that they had this all worked out. They had their PR campaign worked out just the way they had their death squad arrangement worked out. Same thing. And it's part of the war. You have a two-front, three-front, four-front, maybe a five-front war, including the Red Sea. And it's still going on. You have the hostages there and something over 200 hostages that are still in captivity. So Hamas is alive and well. You can say that the Israelis are trying to root him out in small pieces, but the fact is that Joe Biden doesn't want him to do a ground war and he's made it clear and it has had an effect on Israeli strategy. But my question is, how do you balance this? It all seems so totally unfair. Tim? Well, Jay, remember in previous programs, we talked about warfare, kinetic and non-kinetic. We are now dealing with the phase of this war that is the non-kinetic. It's the, as I said, it's the reach for hearts and minds. It's the propaganda efforts from Hamas. And I didn't finish what I wanted to say when I on the opener was that did you hear any sense of apology or retraction or admission from CNN, BBC, MSNBC, that they got it wrong? They basically on the headlines accused Israel of hitting that hospital, killing 300. And they said, we did responsible journalism. We did our responsible reporting by contacting our source. We got our source. Well, what was the source? Spokespeople for Hamas. Give me a break. So here you have bad reporting that basically canceled a very crucial meeting of potential allies in the region, Egypt, Jordan, Saudi Arabia.  He was basically holding his hat in hand going, now what do I do? So he went and talked to Israel, of course. But what a disaster that was and who would he have to thank for that? Irresponsible reporting from the major news agencies. So let me just stop right there because that is a crucial part of what today's topic is. And that is, where is the media going with this slanted flawed reporting? Now, do they have the right to talk about the, you know, the Palestinians trying to relieve the, you know, Northern Gaza? Yes, they have the right to talk about that. Do they have the right to talk about shortage of food and water? Yes, they have the right to talk about that. Do they have the right to talk about what the genesis is of those shortages? You bet they have the right to talk about it. Are they? Not as much. A couple of thoughts. As much as I admire the times, they did publish a kind of apology for bad reporting. I didn't see it. So I'm glad you're bringing it up. It was very soft. So, and, you know, first paragraph, I said what we were wrong and the rest of it was not an apology at all. Have you heard anything from CNN, BBC, MSNBC? Critics. I understand fired six journalists who they felt were being unfair on the subject yesterday. So, you know, there is some reaction to the reaction. I mean, there has been reaction just as your reaction. And this has had some effect, although I think it's really a minimal effect because if you look at the media today, you see pretty much the same thing. And what is really sad about this is that they know, we know, everyone knows that Hamas is lying. Hamas is lying about what happened in that parking lot outside the hospital. Hamas is lying about the number of people who were injured or killed. That number changed about five times. And any reasonable reporter would have looked for verification elsewhere and would have noticed that the number changed five times. They are not to be trusted. Yesterday, the Israelis pointed out that Hamas, according to their intelligence, has a million, not gallons, but kilos of fuel in reserve to light their tunnels, a million. And they're not sharing that with the hospitals or anybody. So when you hear about these preemies buying in the crib for lack of fuel, that is pretty much a crock because Hamas has the fuel. And so anyway, what we had is lies coming out. Yeah, go ahead. Let me just ask this quick question. To our memories, how often was ISIS consulted for their facts and their side of the story? Not much. I don't see this any different. I hate to say there's a comparison between Hamas and ISIS. They're one and the same, and particularly in the brutal attack of the Kibbutz. In some ways, they're worse than ISIS.  Do you think there's a moral fiber there?  Well, what would prompt a journalist to even approach them for the facts? That's what I don't understand and I'm flummoxed by that thought. It's press releases, Tim. They release this information and the press, true to its capitalistic motivations, wants raw meat news. This happens in this country all the time. That's why Trump can always get on the headlines. Well, that's lazy journalism. It's a kind of journalism we haven't seen before. It's a journalism of fools is what it is. Well, it's lazy. They don't have time to check out the facts. Yeah. So, Gene, your thoughts about this, I know you would like to see a balance, but can there be a balance? You remember what Golda Maier said? And she said, you can never negotiate for peace with someone who is dedicated to killing you. I think it's just as true today as it was then. And I'll take it one step further with Tim as saying that what the Israelis are doing is part of defending themselves against a repetition of exactly the same thing. That's the way they see it. And indeed it would seem to me, and this is based on what the Palestinians and the Hamas and the Hezbollah have done in the past is you give them something, they demand something, you give them something and then you repeat the conduct. And so it would seem to me, and I'll make a wager on this if anybody's interested, that if you gave them a concession, they would happily take the concession, negotiate for something and then break the deal and repeat the evil conduct. So anyway, Gene, how do you feel about balancing this? Can it be balanced? First and foremost, we have to understand that this is a multi-front war and this is a hybrid war. And it is in a sense, even larger than a Middle East war. That one of the purposes of Hamas is to score propaganda points globally and to realign nations that are important nations like Turkey toward their cause. And it is also involving the United States. Iran's paramilitaries have been launching attacks on American bases in Syria, Iraq and Saudi Arabia. Joe Biden, it seems, and Tom Friedman, who writes for the New York Times, probably their most prestigious columnist, seem to agree that their approach toward Israel is to first and foremost, yes, affirm Israel's right to self-defense. And that is backed by UN and international accords as well as just more theology in Judaism and Christianity. So he affirms that Israel has the right to strike back and defend itself, but also he is holding the Israelis to the consideration and the promise of reigniting the two-state solution, not just normalization and putting the Palestinian state on the back burner, but offering a two-state solution. And in a sense, this is a good counter to the Palestinian Hamas narrative that's false and is going around the world right now because it gives the Palestinians something to hope for and they need that and the world needs that. In terms of moral clarity, there is no moral equivalence between the attack on the Israelis and what they carried out and how they did it. That is 13th century al-Qaeda theology and the Israeli response, which is based on Jewish just war and Christian just war concepts of evacuating civilians as much as possible, but defending because as the rabbi of Sinai temple in Los Angeles recently wrote in an important article, the right of self-defense is essential to all peoples who want self-determination. If you do not take out an enemy who is dedicated to the extinction of your own people, then you are doomed historically to have to repeat again and again war against that enemy who's going to be attacking you and carrying out its genocidal objective. And let's be honest here, Hamas is a genocidal entity. The Palestinian people, we have to separate from Hamas. Nevertheless, they are also hostages to the people who rule them as well. Yeah, but so is Hezbollah and so is Iran. They're all constitutionally dedicated to wiping out the state of Israel and every Jew. It's extraordinary how much hatred there is and this is spreading. And even today, I understand, Mr. Erdogan, our favorite leader of Turkey has come out in favor of Hamas. How about that potato? Tim, you wanted to say something. Well, it's more than just Iran's support against Israel. Today, the foreign minister of Iran announced that the U.S. will not escape the fires if Israel doesn't stop this aggressive campaign against Hamas. When I saw that on CNN today, I instantly thought, oh my God, he's threatening another 9-11. Well, let me ask Gene for a moment. Gene, there are those with all this insanity and it really is insanity. There is no justification. You can say that they're looking for a two-state solution, which I don't feel should be discussed at all until this war is over. I don't think you want to discuss these kinds of negotiations until the war is over. In any event, what we have here is insanity and people want to kill and they want to hate, including people in New York, which is a bastion of Jewish society. Unbelievable. And the protests are against the Jews, against the Israelis. It's unbelievable. But going beyond that, looking at the United States position, its role in the Middle East with its carriers and destroyers and weapons and the like, no boots on the ground, but there's definitely a presence by Biden's military. The problem I see is that this is spreading, despite our wishes to the contrary, despite our hopes and dreams that it will stop. It's not stopping. And it seems to be expanding every day. You look at the news and say, my God, there's something else happening here in some other country with some other crowd or people want to kill and so forth. Including this country. And I'm saying, Jean, are we in World War III now? Yes, I'm a historian, not a journalist. And I have said for some time that we are in a hybrid World War III or the run up to it. I analogized it to 1938, 1939, but this war will not be fought in the same way as World War II. It will be fought with different types of weapons. It will be fought as much in the PR and internet battlefields. Even more so, what we call information warfare is a force multiplier in this world today as technologically sophisticated as it is. There will be even less separation between civilians and military targets because the way in which what I consider to be the other side is fighting is utilizing terroristic tactics. We've just been through what's called the war on terror and some people have criticized that nomenclature that basically we've endured a fourth wave of religious terrorism in the modern world globally. And it is now subsiding into a run up to an intense polarization between Russia on the one hand and the United States on the other and their associated powers and allies and objectives. And as I've said before, Putin has very clear vision about dispossessing Western influence and utilizing the propaganda war as much as possible to stir up chaos within states like the United States and also throughout the world. And what is a bigger tinderbox in the world than the Middle East? For 70 some years, people have dreaded in the United States, statesmen have dreaded that the Middle East would flare up into a tinderbox. And what Joe Biden is doing by sending our carrier groups and our military people to that area is trying to prevent a wider war. Iran is not a significant world power militarily or economically, it is aligned with Russia. It is in a sense an arm of Russia right now but it is utilizing asymmetric warfare in the Middle East to create the kind of chaos and emotion that has set fire rhetorically to the world. And in terms of protests, as well as kinetically as Tim has noticed, the Israelis have been conducting low level kinetic warfare in Gaza. They have been targeting senior officials of Hamash. They have been trying to find out where the hostages are. They have been targeting Hamash and there have been over 16,000 civilian casualties. Now that number is not a firm number because we don't have good reporting from Gaza. Nevertheless, despite that, Israel has to defend itself. It didn't ask for this war. Let's focus, let's turn the cameras around media and let's focus on the people who started this war. Let's focus on Hamash and what they did and what they're doing now, hiding from their, from retribution and justice behind their own people, whose lives they do not value. So there is no moral equivalence and those in the United States in our intellectual centers like New York City, we have failed to educate a couple of generations about fascism and about the consequences of World War. Yes, I think we are in World War III, I do. And I think we have to not lose sight of Ukraine either because it's all part and parcel of the same thing. So Jean, I wanna ask you a completely unfair question, especially in view of your reluctance to be a prognosticator. But what should we do? How can we avoid the expansion of this, the increase in violence, the increase in players? What can we do? Let's say that we had the political will, which is not clear. Let's say we had political will and we could implement whatever plan we came up with. Let's assume that for this discussion, what should we do? First and foremost, journalists by and large in the major news outlets in the United States are very intelligent and well-educated people, but they need to do a quick study like I've been doing as well in being able to separate out the strands of the data that's coming across their desks and they need to get back to journalistic practice, which is when you hear both sides of the story, go to the window and see what it looks like outside. Go there, find out on the ground. They're doing that, it's very dangerous and it needs to be done. So the media has to reform itself and not take sides. And secondly, I think that the United States needs to get its political house in order. I don't think we can wait on this. I think we have to somehow, with our three branches of government, figure out how to, I don't know exactly the right word, I don't wanna say fight against, but prevent our own political terrorists from taking over control of our democratic system. And thirdly, I think that right now, the administration is doing what it can do, militarily, politically. And in terms of trying to prove in a wider war, of trying to get the real story out, in trying to create conditions for peace and a lasting settlement in Gaza.  In climate change, fires are now breaking out geopolitically. And I think this administration at least has a handle on things, has a view of what's going on, is aware of what Russia is doing, what Iran is doing, and how it is attempting to overthrow the Pax Americana that has kept the world relatively safe since World War II. And those of us who are alive during World War II, like Joe Biden, they know what a war is really like. This generation is shocked because this is the first time in Ukraine and Israel that they have seen what happened in World War II. The Holocaust, Dresden, Hiroshima, Normandy, Okinawa, these were incredible things. And they weren't that long ago. We can't ever, ever forget. Well, Putin has called his group together and they are now voting on withdrawing from all nuclear non-proliferation treaties, another threat. But I think we have to add that to the list of possible horrors, a nuclear war. This could turn into that, thanks to him. But let me ask you, I mean, you suggest an examination of how things were in World War II. It's my old reference to Charles Dickens and the Christmas Carol and the Ghost of Christmas Future. And what would you tell Scrooge? What would you tell him is going to happen if we don't address this? We'll just continue going down the same path where very, I hate to say effective, alliances where state powers like Iran are using era militaries and asymmetrical organizations to carry out their bidding in order to escape direct retribution from the International Consortium of Responsible Nations. As long as you're giving license to terrorists to carry out your bidding, there are going to be these terrible things. We forget too that Russia went into Chechnya and pacified it in two wars. But the reason why Russia did that is because they were suffering terrorist attacks in Russia. And we talk about China going after the Uyghurs and pacifying that whole population in ways that we find repellent. But there were beginning to be terrorist attacks in China. So terrorism has become a weapon of choice in a hybrid war. And our quote, what we've learned from our quote war on terrorism, we can also apply to these entities. And that takes in especially the message because terrorism is an act by a weaker group to send a message to a particular audience. It's the message that can make the difference on the battlefield as well. It's a force multiplier, as I said. Well, terrorism after a while, it gets to be ubiquitous. It gets to be chaos. It means the whole world is chaos. And I suggest we have to watch out for that because these indications are the winds of war, the winds of chaos. So, Tim, your thoughts about this, we have a few minutes left and I would like to know how you feel about it. Like we've seen that we're in a hybrid war, World War III. I don't know if we're in World War III. I don't know if I believe that quite yet, but I've certainly seen the move to it. And that is the alignment of allies. China, North Korea, Iran, excuse me, Belarus, Russia. You see this alignment of the autocratic states versus the alignment of democratic states and that tug-of-war. That's what I'm seeing here. I remember Vietnam, one of the rationales for Vietnam is you had to stop the domino theory of communism taking over in the Southeast Asia. That might be taking place now is the alignment of allies or access, whatever you want to call them. I also think my last thought is that before there's a full-fledged invasion of Gaza is that, as Gene said properly and rightly so, is that they're not wearing uniforms. How do you differentiate between an innocent citizen of Gaza versus a Hamas agent of chaos and terrorism? And there is no distinction. You can't tell. And so there is the problem. Unless Israel somehow has pre-identified a bad actor of Hamas, an invasion of ground troops isn't going to ferret them out.  Yeah, I want to mention a news clip I saw on one of those cable news channels. And it was, first, it was a story about how the Israelis were dropping leaflets into northern Gaza, in which there are still hundreds of thousands of people who hadn't moved south and don't have any intention to move south. And so they had some footage. It's interesting how many cameras, they got so many cameras in Gaza. It's like a PR machine. Everything that happens and some of it is acted out. Anyway, they had this guy and he picked up a leaflet from the ground that had just been dropped by an Israeli plane. And he said, no way. I mean, it was a translation. No way. We aren't leaving. This is our home.  We're gonna stay here.  I'm gonna give you the last word, Jean, if you don't mind. Give me a short summary of everything we have discussed. The PR war and what it means in terms of actual consequences. Is it getting worse? Are we managing chaos or is chaos managing us? Secondly, what can we do about it? And how can we combat it? Because it depends on rhetorical inflammation, which we are seeing in our own country with protests against Jews and in our opinion pages and also in our allies' interviews, such as the BBC, presenting only one side of the story or accepting information which is tainted because it comes from sources which are not reliable who have the intent of using information as a weapon where they are weaponizing information. Thirdly, what can we learn from our past that we can employ now? By making the proper analogy, and I'm not saying that World War III is a fact right now, I'm not saying that we could call it World War III, but we can analogize from World War II how we learned to fight back. And we can analogize from our recent World War on Terror how we can fight back against an asymmetrical enemy that has been utilized by nation-states to escape responsibility for what they have put in motion. Iran really is the supplier and supporter and planner for the so-called axis of resistance of four asymmetrical groups, Hamas, Hezbollah, the front for the liberation of Palestine and Palestinian Islamic jihad. And fourthly, we have to consider that this generation is being shocked for the first time by the wars in Ukraine and Israel because they are so brutal. And that brutality has been forgotten over the 70-some years since World War II. But we have to remember that we have to counter misinformation with information. We have to utilize our powerful weapons in a geopolitical way that says, before there's a kinetic war, says to Iran, for example, don't stand back, don't get involved. So it's a multi-front war. We have to keep that in mind. We have to not disentangle Ukraine from Israel and we might expect more outwars to break out in sensitive areas as well. It's not a pleasant scenario. It's a very threatening scenario. But I invite anyone who wants to look at the future to go back and study World War II because that was pretty threatening too and we did prevail. Okay, we got to go. Jean Rosenfeld, a scholar, historian, researcher, and Tim Epicella co-host and student of global affairs. Thank you so much, Jean, Tim. We'll see you next time. Aloha. Thank you.