Hello everyone. Myself, Sanjay Utke, assistant professor, department of electronics engineering, Valchand Institute of Technology, Solapur. Today, we are going to discuss sequential logic circuit part 2. Learning outcome. At the end of this session, students will be able to analyze various sequential logic circuits like shift registers and counters. Outline sequential logic circuit, shift registers, and their types. A synchronous counters, question, answer, synchronous counters, references. Sequential logic circuit part 2. In the earlier session, we had a discussion on flip-flop, which is a one-bit memory cell, capable of storing one bit of information. In this session, we will discuss registers and counters. In the registers, we are going to discuss shift registers, universal shift registers, shift right and shift left types, counters, a synchronous counters, and synchronous counters. The shift register is another type of sequential logic circuit that can be used for the storage or the transfer of binary data. This sequential device loads the data present on its inputs and then moves or shifts it to its output. Once every clock cycle, hence the name shift register. A shift register basically consists of several single-bit D-type data latches. One for each data bit, either logic 0 or 1, connected together in a serial type, daisy chain arrangement, so that the output from one data latch becomes the input of the next latch and so on. Data bits may be fed in or out of a shift register, serially that is one after the other, from either the left or the right direction or all together at the same time in a parallel configuration. In summary, the register, it is a group of flip-flops connected one after another in which data can be shifted from one flip-flop to the next that is from right side towards left side or from left side towards right side. Or the data can be entered through all the flip-flops once at a time called as parallel loading and can be retrieved at the same time called as parallel getting the outputs. Shift register, the number of individual data latches required to make up a single shift register device is usually determined by the number of bits to be stored with the most common being 8 bits, one byte, byte constructed from 8 individual data latches. Shift registers are used for the data storage or for the moment of data and are therefore commonly used inside calculators or computers to store data such as two binary numbers before they are added together or to convert the data from either a serial to parallel or parallel to serial format. Generally, the shift register operates in one of the four different modes with the serial into parallel out SIPO. The register is loaded with the serial data one bit at a time with the stored data being available at the output in parallel form. Serial into serial out SISO, the data is shifted serially in and out of the register one bit at a time in either a left or right direction under clock control. Shift register, parallel into serial out. The parallel data is loaded into the register simultaneously and is shifted out of the register serially one bit at a time under clock control. Parallel into parallel out PIPO. The parallel data is loaded simultaneously into the register and transferred together to their respective outputs by the same clock pulse. So, parallel in parallel out is the most high speed register because with the same single clock pulse data is been loaded simultaneously into the all flip-flops and can be retrieved at the output side. So, that is a which requires only single clock pulse. So, this PIPO that is parallel in parallel out is one of the most high speed register as compared to 3 that is SISO, SIPO and PISO. So, this is the shift register. Total flip-flops user 1, 2, 3, 4 capable of storing 4 bit of information. So, this is D is the serial data input. This is Q is the serial data output. D0, D1, D2, D3, all these are the parallel data inputs and the parallel data outputs are Q0, Q1, Q2, Q3. This is MSB and LSB. So, we can load the data in serial form. We can retrieve the data in serial form. We can load the data in parallel manner as well as we can retrieve the data in parallel manner also. This is the universal shift register in universal shift register with the addition of some combinational logic circuit which consists of AND gates and OR gates. This red color AND gates and yellow color OR gate. It is possible to convert a simple shift register into universal shift register. So, with shift is equals to 0, this AND gate will get 0, 0, 0. That will be disabled whereas this signal will become 1. This one is given to this B1, B2 and B3. So, all these B1, B2, B3 AND gates are enabled. So, data B1, B2, B3 parallel data has been loaded to all these 4 flip-flops. So, with the signal at 0 at shift or oblique load bar, we can load the data in the parallel manner. Whereas with this signal equals to 1, these AND gates are enabled and the data is been shifted from ff0 to ff1, ff1 to ff2, ff2 to ff3. Remember all these flip-flops are triggered with the same clock pulse. It means that same clock pulse is applied to all the flip-flops. So, they are clocked simultaneously. So, with this signal, we can shift oblique load bar to 0. The data can be loaded parallely. And with this signal shift equals to 1, the data can be shifted in a serial manner. So, with this we can perform loading operation as well as shifting operation. Here we have taken the shifting operation from right side to left side towards right side. That is from ff0 to ff1, ff1 to ff2, ff2 to ff3. Remember, for shifting the data 1 bit at a time towards right side, it will take 1 clock pulse. So, shifting 4 bit data through all these 4 flip-flops, 4 clock pulses are required. Detailed counter. A counter is a device which stores the number of times a particular event or process has occurred often in relation to a clock. The most common type is sequential digital logic circuit with an input line called the clock and multiple output lines. The values on the output lines represent a number in the binary or BCD number system. Each pulse applied to the clock input increments or decrements the number in the counter. So, digital counter is usually constructed of a number of flip-flops connected in cascade. Counters are very widely used component in digital circuits and manufactured as separate in IC and also incorporated as part of large integrated circuits. So, they are classified as asynchronous or ripple counter and synchronous counter. Also, they are further classified as decayed counter, up-down counter. A synchronous counter is a D-type flip-flop with JNK. This circuit can store 1 bit and hence can store from 0 to 1 before it overclose. This counter will increment once for every clock cycle and takes 2 clock cycles to overclose. So, every clock cycle it will alternate between transmission 0 to 1, 1 to 0. Output of a previous flip-flop is given as a clock input to the next flip-flop. The result is called as ripple counter. So, this is a 2-bit asynchronous counter. JNK inputs are permanently connected to logic 1 level. So, whenever the clock is present, Q will become 1. The output of 1 flip-flop is given as a clock input to the next flip-flop. So, when the clock is 1, then only this next flip-flop will give us output 1. So, at the arrival of every clock pulse, this output of the first flip-flop will shift from 1 to 0, 1 to 0. Whereas, output of the second flip-flop will change only when the previous will fall from 1 to 0. Accelerate Assignment. What is meant by asynchronous? It is the stands for the absence of a synchronization, something that is not existing or occurring at the same time. Synchronous counter generally refers to something which is coordinated with others based on time. Synchronous signals occurs at same clock rate and all the clocks follows the same. In synchronous counter, the clock input across all the flip-flops uses the same source and creates the same clock signal at the same time. This is the timing diagram. Thank you.


Hi, my name is Tracy Takahama Spinoza, and this is a video on emotion and cognition. Today, we're going to look at this relationship between thinking and feeling, and what is the role of affect play in intelligence. We'll start by looking at some key definitions, where we'll look at the history of how this has been studied over the centuries, and then we're going to take a big look at understanding why this is so important. Here in schools, we usually think about, well, learning content area knowledge. Well, that's not the only game in town these days. These soft skills, 21st century skills, understanding how kids develop and learn how to be more empathetic or in solidarity with others, is also a key part of school learning these days. We'll look at some key theories of emotions and also consider the idea that there may be universal emotions, which are quite easy to detect on people's faces, for example, but there are other things that are also a lot more subtle. So here's a wonderful quote from Aristotle, anyone can get mad. This is simple. But getting mad at the right person, in the right degree, at the most opportune moment, with the correct goal in mind, that certainly is not easy. We'll talk about this a little bit more when we get into emotional intelligence. But the main idea here is that emotions are something that seem to sometimes overwhelm us and drive us. And that makes sense because the word itself means to move, to induce action. Emotion means that that induces action. And the key point for differentiation here that we want to emphasize is that emotions are not the same as feelings. Antonio de Maso is probably one of the most influential researchers in this area has made it really clear that emotions are of the body. That's really that uncontrollable thing that happens in your brain that triggers certain chemicals that lead to certain physical sensations that you might have. The feeling that you have about that is something you process and is much more at a psychological level. This is why some people, through types of therapy, for example, you know, you might have this urge, this impulse, because you have an emotional trigger for something. But you can train yourself to feel differently about that. For example, I perceive this not in my stomach. I can either decide that I'm going to go into a panic attack or I can sort of decide, OK, I'm going to embrace that and now I'm going to react differently. So there's a difference here between emotions and feelings. Emotions are reactions to external stimuli and more automatic while feelings are what is conditioned. What's so interesting, though, is that they have this really tight relationship, right, because emotions are reactions to what happens in the outside world. But also you can have a new emotional reaction to the feeling you generate. OK, so that's kind of complex. But basically, the idea here is to distinguish that emotions and feelings are different things. And if you'd like to see a great video on the topic, you can look around Tony Odomacio's emotional competence video. Really worthwhile watch. So now we have this balancing act between emotions and what is cognition. And we tend to think of cognition as being the sum of things that are like intelligence, right?  Now, isn't that fascinating? So cognition ends up being highly linked to decision making aspects of mental activity. So other definitions include things like the ability to understand and the ability to resolve problems. So this is basically, well, if somebody is intelligent, I can see that they are able to resolve problems, right? This would be sort of the evidence that you would accept that somebody is intelligent. What we know is that intelligence is highly related to perception, how you perceive the world, as well as to memory systems, as well as to attention systems. So many people think that, OK, the signs of intelligence are the ability to reason, plan, resolve problems, think abstractly, learn from experience. And I particularly like that element there of learning from experience, because this is basically telling us that a key sign of intelligence, even though somebody might not be academic, book smart, if they're able to learn from their environment and do better the next time, that is also considered intelligence, right? Now, the key and interesting and fascinating element of intelligence like everything else that's a tenant has to do with this aspect of human variability. Humans differ in their abilities to understand complex ideas, to adapt to their environment. They have different ways of reasoning things or overcoming obstacles. And much of this is due to what is inherited and how that's potentiated by your environment. And something really key to this idea of intelligence, which we were able to appreciate a lot more through Howard Gardner's recommendations in 1983, is that it's not just a single element. You're either not, it's not binary. It's not you're smart or not smart. It's that they can be multiple intelligences. So you might be considered somebody who's highly intelligent in certain contexts, but not intelligent in other contexts, right? So this means that while we strive to find ways to sort of measure whether or not, you know, cognitive ability is when maximized and a person is intelligent or not, much of this measurement is relative to what we think is important for the context in which that person is learning that new competency. So we think of intelligence. We also think of, you know, adaptability to environment, your ability to learn or comprehend or create or identify various forms of reasoning, understand, memorize, to think, perception, plan, reason, your ability to reflect or resolve and to know. And this gets back to this idea of choosing and decision making that we mentioned before. So let's look at a brief history of this link between emotions and cognition. And also looking at this idea of emotional intelligence, which was sort of this bridge that was drawn between these two fields that had been studied very separately earlier on. Maybe Darwin was probably one of the first people to talk about this idea, the expressions of emotion in man and animals, which was written in 1868. And Thurndike in 1920 developed this idea of intelligence and its uses and identified there that it wasn't just intelligence itself, but part of being intelligent was also this managing or self-regulation that also related to emotions. And Walsher of the famous intelligence test rate was one of the first to consider non-intelligence factors that influenced intelligent behavior, including things like emotions. And then Neumann in 1966 was probably the very first person to have mentioned or used in academic literature this term of emotional intelligence in 1966. But this really took off when Gardner proposes ideas of intelligence. There was attention drawn to this aspect, whereas emotion then, because his model didn't include this. And shortly thereafter, Pains doctoral thesis was probably the first to ever mention a study of emotions, the development of emotional intelligence. So this is something could actually be taught and learned similar to other cognitive abilities. In 1989, Greenspan offered one of the first models of how emotional intelligence should look, but probably the biggest impulse to this field was given by Salove and Meyer, who did a lot of initial work, but probably one of their most famous publications is emotional development and emotional intelligence. But this, of course, was written up very successfully for the common reader, and Dana Goldman spoke on emotional intelligence. These earlier works spurred on then some very sophisticated approaches to trying to understand how to measure emotional intelligence, which came from Barron's work, which actually sought to measure how well this bridge occurred between emotion and cognition. So if I were to ask you a really quick question, true or false, reasoning and decision making can be divorced from emotions. And in doing so, people make better decisions. You've probably been told that a lot, right? You know, keep a cool head, or go and breathe for a while, think about things. The idea, though, is a little bit crazy, because physiologically speaking, it's actually impossible for that to happen. We know that emotions are critical to decision making, and all new perception is going to pass through these filters of emotional memories before they are processed at a cognitive level. This is kind of illustrated here. How do you learn about your world? Well, number one, things enter into your brain through sensory perception, through the way you perceive the world, right? Physiologically speaking, that's sensory perception. But the sensory input enters in up through the brainstem. And basically, one of the first stops that it makes, these signals will make after it enters in through your body, follows up, spinal cord hits the base of your brain, and basically the first check is through the amygdala, which helps in emotional memory processing, in the limbic system. Then it sort of bounces really quickly up towards a frontal lobe and returns back to the hippocampus and basically has this confirmation of whatever the emotional interpretation was first. So we know that sensory perception, that just the way that we perceive our world would make it impossible that you could make any decision without emotion, just because that's the first filter it will pass through. So we know that emotions and cognition are mutually influential. And going back to this huge point of human variability, not all of the same stimuli result in the same affective state for all people. Sometimes people see a clown and they laugh like crazy. And sometimes people see a clown and they freak out, right? So we know that based on personal experiences with information and how you've grown up in life, that influences the way you react to new stimuli. So the big question for teachers then is how does all of this influence classroom learning? And one of the things that might be really helpful to teachers in understanding how to manage the emotions in their classrooms in order to achieve the highest level of cognition possible is to maybe perhaps understand how emotions and cognitions are actually bridged by different types of networks in the brain. So it's not that your brain is all set to do just cognition or just emotion. They're doing these things in parallel, right? But it's in understanding where these crossover areas occur that would really facilitate a better understanding by teachers of what's going on in their classrooms. So we know that similar neurotransmitters, for example, are related to things like cognition and emotion. But their overlap area is what's really key here. This is where you can really take advantage of the mind-brain education science because at a neurobiological level, you can understand where there's this crossover level. Maybe at a psychological level, you can also talk about a certain basic cognitive level thinking. People always talk about this very oversimplified model of this actually happens at the neocortex level, right? And then it goes down and these raw emotions are down at the subcortical level in the limbic system or whatever. What's very interesting about this is this interaction, this interplay there between these different levels and where is it then that we find this very sweet spot of learning? So we can go from the molecular level down to the psychological concept but to understand what happens in our classrooms, we can be nurtured by these other information that would help us give a better understanding of how we should not treat emotions so differently from cognition. They're actually complementary and sometimes overlapping systems in the brain. And something really important to remember, now understanding a teeny bit more about this aspect of neurophysiological changes related to emotions and to cognition and going back to this idea that we had about habituated behaviors is that unfortunately emotional reactions to things can also be habituated over time. So we know that little kids can basically as newborns can imitate the faces that are around them. This is part of human survival, is learning to sort of imitate your environment.  So we know that these things are also developed very early in life, which makes them very hard to unlearn later on in life. Of course they can be, but this is something that's much harder than just having the good, safe environment to begin with. Now if you recall, we talked a lot about how the definition of intelligence hinged on things like decision-making. Well, emotions are very influential in decision-making. In fact, there is no decision-making without an emotion. It doesn't matter how small it is, what shoes you put on this morning or to drop a nuclear bomb, basically all decisions are driven by emotions. And it's also very clear that negative emotions and stress can impede new learning. If you recall the explanation about the neurotransmitters, a key reason that this is true or key evidence behind this is that when you're in a highly negative emotional state, for example, stress, the chemicals that are released in your brain will impede other chemicals that are needed to actually make those new synaptic connections in your brain. And we know that having those highly negative emotional states is not compatible with learning at all. And we'll talk more about that when we look at stress in the next video. But not only is it chemicals, it's also the physical neural networks that link emotional processing in the brain that are also important. And this came to light with this wonderful and very classic study of Phineas Gage. Of course, not wonderful in the sense that he had a rod that plowed through his head, but because we learned so much from this particular case. Phineas Gage was this Robo worker who accidentally, he had this tapping rod, this metal rod. And this tapping rod actually hit dynamite, I think it was.  Now what's fascinating about this is, well, number one, the guy lived. Okay, that was pretty amazing, right? But aside from living, before he was this really cool, nice, affable guy who got on with a lot of people, no problems, right? But after he lost this particular network in the brain, he did not have the same perception of emotional states. Phineas, do you care if you work the night shift or the morning shift? Phineas, what do you think about whatever? No emotions, no opinions, no feelings about anything that he was experiencing. So this leads to this really fascinating hypothesis that your inability to have these emotions changes your ability to make decisions. Therefore, you are not able to learn other things as well. So not only was his personality changed and his emotional state changed, but the emotions drove the decision-making which draves the cognition. So you might consider, you know, that decision-making is maybe the bridge then between the emotions and the cognition as well. There are other modern-day Phineas gauges, which is kind of tragic, but people who have strokes in similar areas that Phineas gauge lost show a similar visible attribute which offers some evidence that there's certain neural pathways that need to be structured in order for this link between emotional states and cognition to function correctly in which, unfortunately, these people's cases it doesn't. So now let's turn to just a handful of theories of emotions because I'd like to hear your own theories. Different theories back in the 1800s proposed different types of things. The James Lang theory, for example, proposed that something happened. This created an emotional state based on the triggers of different chemicals in your brain, these neurotransmitters.  That's the feeling you have about it and therefore you experience an emotion. Now that's kind of been challenged, right? Because Ken and Bard then said, oh, no, no, no. The event happens and it's simultaneous that you will be aroused and the emotion is the arousal. Interesting, right? But Satcher and Singer thought, well, no, you have the event, then you're aroused, you think about it and therefore you experience an emotion. So anyways, lots of different theories out there and a lot of them seem to hold water, right? You have the stimulus, this wild dog is barking at you, right? So one thought is, well, I think, oh, I'm scared, I'm gonna run away. Well, that's not really what seems to happen. That conscious processing, you react before you're conscious of that reaction, right? So this is why these other theories had so much credence, right? So the James Lang theory, okay, so you get the stimulus, you have this automatic arousal, then you figure out what you're feeling about it. Oh, I interpret that as being fear, okay? Cannon Bart sort of complicates this because he says, no, no, it's split second, it's so fast that these are actually happening at the same time.  And at the same time, as you begin to run away, you are acknowledging that you're fearful. In Satcher's ideas, this very common sense idea that, okay, you have the stimulus, you are aroused, you assess the situation, and then you have fear. So very subtle differences here in the theories because they really are measuring milliseconds of reaction time. Because the emotion of fear, for example, it's self-preservation. When we get together, I really wanna pull this one apart and see what you guys think your own theory is of emotion and how they're really triggered. And then I want you to add on an additional piece to this. Once you think you know how emotions are generated, how does that change cognition? And to make things even more complicated, because this has to do with this dynamic situation. It's not that, you know, something happens and in parallel, right? But this general idea that you're gonna have a physiological stimulus, you're going to react physically, right? You're gonna have that release in your brain. The chemical will release in your brain telling you what to do.  You will act some way based on this chemical release. But that in turn interacts with your environment to give you an additional emotion and a reappraisal of what you were feeling initially, okay? So there is this dynamic process of your interaction with the environment, what happens to your body, your interpretation of what's going on there, and then the new reaction to the old feeling. So all of those things are gonna be combined. Let's talk about that a little bit more when we get together. It's also really important to understand that emotions have not been nailed down yet. In fact, there have been numerous theories for hundreds of years in the literature. Plucic, who is somebody who's quite prolific in this area of trying to understand a theory of emotions, basically lays them out like opposites. He would say that the opposite of disapproval to optimism, you know, ecstasy to grief, loathing to admiration, rage and terror. And that these things have additional, more and more subtle versions of what they are. It's fascinating, but there is no one agreed upon model of ways to categorize emotions. Other people have tried to do this with colors along basic schemes of anger, joy, fear, sadness, love, okay, what are the difference, you know, overlap areas that those things might have as well. Takanishi has tried to do this sort of, you know, more three-dimensional vision of how we interact and how our physical states, for example, how well we slept can influence emotional states, right? So there's tons of theories out there, but the key takeaway is that there is no universally agreed upon theory of other emotional spectrum. However, when we get to the video on faces, we will talk about Paul Ekman's studies and his suggestion back in the 70s, which is really pretty much born out, born a lot of fruit over the past 50 years, shows that there are really only six universally perceived facial expressions equal to emotions that are shared. So that might give us some kind of a hint as to how we're gonna interpret emotions. Whether or not, you know, you just have this core, it's kind of like having the primary colors, right? You can make any color out of the mixture of those colors. Well, there are other theories that use Ekman's work as a base and say just spreading out from those core emotions, then you might have these other subtle emotions. A huge takeaway point then in understanding this link between emotions and cognition is understanding that they are mutually influential, which means that the cultivation of emotional intelligence in children is actually something that's very beneficial to cognition later in life. This ability to self-control, to make the right decisions, is something that's very key in helping kids develop emotional intelligence. Some of the very basic things that are recommended is helping kids label their emotions. You can't control something unless you know what it is. So being able to tell a kid something like, I know you're feeling mad because, you know, Susie took the ball from you. Number one, labeling the emotion, but then also second, understanding the cause and effect. You have that sensation inside your gut because this action occurred. So sort of helping a kid draw a parallel between what happens in the environment and what they're experiencing in their bodies is very important. But then the final point related to emotional intelligence is very key is how do we develop them, that empathy? It's basically what you can sense the other person can feel too. So now think about it, you know, I bet Sally's really sad and she's probably also angry because you hit her, right? Okay, so how would you feel if you were the one who were hit, right? And sort of helping the child develop this understanding? Number one, label it. Number two, what caused it? Number three, how can I cultivate some kind of a lesson from that? Maybe the empathy that I could help children develop based on that experience. So to sort of summarize this whole idea of emotional intelligence, we see that it's made up of a lot of different pieces and different theories will sort of give it different labels, but they all have to do with two different levels of thinking. One is this inside of me kind of a vision and the other is understanding the other. So those are two different ways to approach this.  One is the self and the rest of the world, right? And the other level is can I label it? Can I understand it? And then can I manage it? Can I regulate it? And this is basically the most simple aspect. This means that, for example, little kids have to become more self aware. This is why we say, can you label that emotion? Do you know what caused it, right? Once they can do that, then they are able to then also to see the emotions in others. They can understand, well, that person looks sad or happy or whatever. That's when they can start to have those roots of empathy, right? But then once they've recognized it in themselves, I feel angry, they can move on to that next step of self management. Okay, so now what does that mean? Can I manage my own emotions? How will I react? When I'm mad, I'm going to do whatever. How do I choose what I'm gonna do? But the highest level of this emotional intelligence is sort of being able to understand what's happening in the outside world and then manage the emotions of others. Can you understand what others are going through or feeling or sensing? And then can you do something about that? That would be the highest level of emotional intelligence, being an inspirational leader, being somebody who is a callous change in a positive way. Get people to work as teens. Is that something that you're able to do? Now that would be the highest level of emotional intelligence. So this is the most simple model. Many people are very aware of Donald Goldman's model that talks about self-awareness, self-regulation, social skills, empathy, motivation that can lead to this superior decision-making. So again, this idea of connecting emotions to a decision-making. And other researchers, Francis and Barnard, for example, expand on this KISS model and try to give more complex definitions of each of these different aspects. For example, in self-awareness, you're able to accurately have a clear self-perception. And from that can be born self-confidence. So they go into the elaboration of what the benefits are of actually mastering each of these different levels of interaction. And going back to Salve's model that we mentioned before, very, very similar to all of the different things we've talked about. They had four different aspects. One is to be able to perceive the information. One is to use the information about emotions to your benefit, right? Understand the emotions of others and manage them. Basically, we're saying the same thing over and over again in these theories of emotional intelligence, self-awareness, self-regulation, motivation, empathy, or being able to understand the others and social skills. And some have elaborated these models to extend to the benefits, the broader impacts that well-developed emotional intelligence can have on learning outcome. And if you look at all of these things, self-perception, decision-making, all of those things also have a direct influence on your ability to have better cognitive functions overall. There are, however, and this is like big red flag, there's a lot of things out on the market, sort of telling people they can measure their emotional intelligence. It'd be amazing if we had such a tool right now, but right now a lot of the things are kind of in, still, you know, initial stages of sort of testing because as we mentioned before, the key factor here is that not all people react to the same situation in the same way. And just multiple-choice tests about how do you think you'd react to whatever, whatever is not a true representation of your level of emotional intelligence. So sort of be careful about those things that are out there right now. There's other tests that, for example, Celeve and Meyer and colleagues, which actually show this really higher complexity of measuring emotion, which is very much tied to measuring intelligence. And so this ends up being a really much more complete vision of this, but it's a lot more complicated. And so many people sort of steer away from understanding this. Another quite sophisticated model, the Barron Emotional Quotent Test, again, super thorough. The difficulty is interpreting the indicators to be observable behavior. So in an intrapersonal understanding, do I have a sense of self-regard to accurately perceive, understand, and accept oneself? That's something I don't think we can measure on a multiple-choice test. So there's a lot of things that are wonderfully disaggregated in this model, but it does make it more difficult to measure because humans are complicated, and I guess that's okay, that's good. The Barron Test, for example, has 133 items. They're done in short sentences, so it's not a multiple choice. A lot of things have to do with a Likert scale, so you don't have to say yes or no to things. You can say on a scale of things. And they recommend, they say it can be used for anybody more or less, 17 years of age, more or less. It takes under an hour to do. So there are some advances in the ways we can think about measuring emotional intelligence, but really, hard to say that anybody has really nailed it yet. In measuring emotional intelligence, many people talk about the Marshmallow Test, which is really, really interesting because it was not designed to be a test of emotion in general. It was only meant to be a test of delayed gratification. Could you have enough self-control that you could then postpone gratification? And for those of you who've seen this test, it's a real kick. It's basically, you watch all these three and four-year-olds, they're given a marshmallow and they're told, I'm gonna walk out of the room. And when I come back, if you can wait until I come back, I'll bring you two marshmallows. And so you get about a third of the kids do everything possible not to eat the marshmallow because they're able to delay gratification. Then you get about a third of the kids who just like eat it no matter what, right? Just the guy walks out, even before they're out of the room, they've already eaten it, right? And then you also get a third of the kids, more or less, who try super hard and maybe just pick a little piece off. They try their best, but they're not able to resist it completely. So Michelle began this work in the 70s and he's just written another book in 2015, I believe it was, to sort of sum up what have we learned from almost 50 years of delayed gratification. And what does this tell us about self-regulation and then again about emotional regulation? At the end of the day, what he says, you know, follow up with some of these kids and you don't find a whole lot of difference in their educational level or their income levels, but you do find very interesting enough a difference in their self-satisfaction level, which is really kind of weird, right? Turns out that people who can delay gratification sort of think, well, okay, wasn't my time right now, maybe next time. There's a lower level of stress, which could definitely have some benefits later on. And we'll talk more about that when we look at stress in the next video. Okay, last definition that I didn't mention earlier because it's just so rare, but it emphasizes certain neural networks, so I think I'll bring it in anyways. Alexithemia is a deficiency in processing and describing emotions. It's basically being tongue-tied only for emotional states. It's a difficulty in identifying, distinguishing feelings and body sensation. There's just no interpretation there of all the things that are going on there. And initially, like almost everything, we think it's psychological. But now you can find the neurological basis of Alexithemia, which is fascinating, which shows that there is also a distinct processing between how we articulate emotional content words versus other types of words. So just thought I'd throw that in there just as another angle there to how complex it is to process emotions in the brain. So with that, I say thank you. Looking forward to seeing you in class.


If anything new that you might have going into Saturday? No changes anyway. I think that Lewis Ricers has continued to train this week, which is good. Jet Young has been out on training pitch with us today, it was his first full day which was good. Mae gael erioedd yn oes ei bod yn ei ffordd. Fe ydych chi'n gweithio'r gwaith, mae'n rhan o'n amser. O'r cyffinion o'r cyffinion? Ac rydyn ni'n gallu'n gweithio'r gweithio, a i'r gweithio'r ddechrau i'r cyffinion i'r gweithio'r gweithio, a'r lefio'r gweithio'r gweithio, ac i'r gweithio'r gweithio'r gweithio'r gweithio'r gweithio'r gweithio'r gweithio. Felly mae'n gwasanaeth byddau gofynnol yn gallu'n gweithio, mae mae'n gweithio ystod yma, fel ystod mae'n gweithio fel y stryd a'r byddai'n gweithio. A'n rhai wneud ymlaen i chi, yn gweithio'n gweithio ar y cwm, maen nhw'n gallu'n gweithio'n gweithio, byddai'n gweithio'n gweithio ar ffau'r gweithio. Yn wnaeth Janey Walker yn gweithio ar gwaith? Yn ymwneud hynny'n gweithio ar gyfer y byddai'n gweithio ar gyfer y byddai. Fwydd mae'r cyflwyster rydyn ni, fel hyn yn y ffordd, yw'r hwn yw'r cyflwystiau. Felly mae gennym i'r cyflwystiau ond mae'n gweithio saith i'r ffordd. Felly mae'r cyflwystiau, yr eraill sy'n zeidio'n cweithio'n cymru. Mae'r cyflwystiau, rym ni'n cael ei wedi'u gwneud feth, ond mae'n cyflwystiau sy'n cael ei wneud i'r ddaeth o'r enthrae. Mae'r cymdeithas â'i gweld yn y mig, mae'n mynd i'r pethau myll i ddweud. felly mae'r ffordd yn diolch i'r ymwneud o'r pwysig a'r platoa oedd yn ffordd. A'r hyn o'r ffordd, mae'r wel yn dechrau gyda wedi chi? Mae'r ffordd yn gwneud i'r ffordd yn ymddangos cyd-gweithio? Fe'n gwybod, mae'n gweithio'r gweithio, ac mae'n gweithio'r bagau. Mae'n gael y pwysig. Mae'n gael gweithio'r gweithio'r gweithio. Mae'n gael gweithio'r gweithio'r gweithio'r gweithio, Mae'r ddweud yn hemmond i chi'n ddweud o'r dros fy ystod y ddechrau'n ddweud i'r ddweud. Mae efallai nid byddwn i chi'n gwneud ei bod arall. Ac rydyn ni'n dod o'r darllen o'r llans i'r gael y ddechrau'n ymyr ddyliau gael. Rydyn ni'n holl o'r holl o'r ddweud i'r 3 gwaith, Ac yn y gallu gwneud yn llwystech, o'r perioedd, o'r gwneud o'r gwneud, o'r gwneud o'r gwneud. Felly, mae'r rhywbeth hwnnw o'r ffordd. Byddwn i'n gweithio, ond byddwn i'r pleidau'r hynny, ac yna'n mynd i chi'n gweithio'r gweithio'r cyfnod, ond mae'n mynd i'n gweithio'r cyffredinol. Yn gweithio'r cyffredinol, mae'n gweithio'r cyffredinol i'r cyffredinol. Gwyd Beth rydyn ni gynnwg ymddiwyd? Mae'r gynhyng yw'r gweithgwys gyd? Dwi'n edrych i'r Gwyrdan Llywodraeth. Mae'r gweithio bod wahanol yn rhoi ei wneud yn chwysgu'r gweithgwys, ond mae'r gweithgwys yn ddigwydd. Mae'r gweithgwys yn gwahanol yno, y mhlu a'u ddiogel ni, ac mae'n credu eu cysylltu am troio feddwl i'r gweithgwys. Moedd, dros' wahanol i'r gweithgwys, ceisio'r llun yna wedi'i gweithgwys. It was only that that was, you know, I've been quite honest with the players about where we need to improve. But I have also been reinforcing where buen the better but I'll also tell the truth if we haven't played well. And the guys are honest and they're not in there convincing themselves that they play well either. So that's good. You know what I mean? It shows the humility about the group that they understand when they haven't reached the levels Cymaint o'r newydd Cymru. Wrth i'w rymdyn nhw'n gweithio na wneud, rwy'n oedd yn deithaf gael y celf. Rwy'n ho iawn, i'n cyffredin i ddechrau i gael amddangos. yn cael ei gaf. Rydw i'n dweud y gweithio. Nid yw'r hyn ar y cyfrindiau. Rwy'n gofyn nhw'n dda, rydyn nhw'n profi yn cael eu gwirionedd. Rydyn nhw'n yn peidio sydd rydyn nhw'n meron. Mae'n ddod i'r best fawr i gael eich negatif fel gyda'r fflau, i'r byw i'ch gael eich ffordd a'r byd i'ch hyd yn ymwneud. So mae'n gwybod i'ch gweithio ac rwy'n ddweud. Rwy'n meddwl sydd y boedd y cwestiynau tua i'r gweithio i'r ffordd. Mae'n fawr i'r gweithio. Dwi'n meddwl y gallu'r bobl. ymwneud o gael a'r mewn cyffredinol yn y sylltyn yn cyd-f метh o'r bod mi sydd yn amddangos a fydd y gilydd fydd mwy o'r gwaith, ac mae'n gwybod â'r gwaith y byd yn daud yn y qufisiadau a fyddw'n gweithio d desenvolion eich ffirtbwrn. Yn gyflei, byddwch i bwysig ? Yn cyfath o'n gweithredaeth cwestiynau, ac mae'n gweithio eich gweithredu gyda chi'n gilydd y gwaith, o'n gweithredu i gweithredu i gweithredu'n gweithredu. Mae'r cymryd. Felly, yn gweld yn maes, ac mae'n gael y cerdd i gyllwyn i'r ddeunydd, ac mae'n meddwl i'r holl. Rwy'i'n meddwl i'r holl. Erbyn, y stafell, mae'r tasau a'r holl yn gartio.  Y tîm yn geisio'r clywed o'r holl bach. Felly, byddwn i'n gweithio'n gwrth. Felly, y tîm yn eu treffau. ydych chi'n gollai'r ysgol y taeth yn ddiweddol. Diolch chi'n ddweud. Diolch chi'n ddweud. Diolch chi'n ddweud. Diolch chi'n diolch chi'n digwydd ar yr unrhyw, ond mae'r tanfod felly ar y dyfodol. Felly mae'r ddweud. Rydw i ddweud yma rydych chi'n defnyddio'r acedlion ar y ddweud yn y gyfnod o'r ddweud, gan gael yn eu cyfnod o'r ddweud. Mae'r ddweud o'r ddweud yma ychydig Gallwch nhw'n gweithio i gael eich fathau i eich cael hwn yn nid, mae'n dweud y fathau bod yw fathau. Mae'n ddechrau'n pethau, mae'n dipyn cwrwm shawdd ddim yn ymryd, mae'n cwrwch chi'n gwneud yn gwneud gan hwn, ma'n cymdeithasio i mi. Felly, efallai eich fathau bod ni'n cael ei dweud i fod eich hi'n gwneud a bod ni'n enhu. Mae'n ei eich ei gweithio i mewn cael ei dweud, Ac mae'n gofyn iawn i'n dwylo gallu gwaith i'w ddefnyddio, yna'n gofyn i'w ddechrau.  Llywodraeth o'u ei ddweud, allan oedd yn ôl'r gweithio fel y mynd i'w beth dypa'r eu gwниw'r gweithio'r grwp. Rhalech i chi, ac mae'n berthynas amsig o gesyd gan gweld fitnig. Ac dwi'n gweithio'n gweithio, dwi'n gwneud walki a ddim yn gallu, a headphones. Felly mae'n cael ei ddefnyddio gweithio panwn hyn yn cael ei ddweudio gallai gweithio'n gweithio iawn, ar y credu sefydlu dros fel yng nghael, eu gwern i'w gwneud, Llywbeth, mae'n mynd i'r rhan i'r lleidio'r cyffredinol? Felly, mae'n casg pethau yn gwened. Felly, mae'r cyffredinol... Mae'r wyf yn ystyried cyfreidau hyn yn y Llywodraeth. Ond mae'n gymryd, mae'n cyfrannu'n cael ei cyfrannu yn y ffyrdd 15 oes yn ffwrdd. Mae'r cyfrannu'n cael ei cyfrannu. Yna, mae'n gweled i'r cyfrannu i gyd am ychydig. A oedd ychydig yn ei wneud hynny, a llawer i'r ymgweithgell, Stones carw created opportunities to score, the job of scoring becomes a lot more difficult. And there up, aren't there? Yeah, they're up, so there's a psychological shift on both teams, and we haven't conceded in their first 15 minutes. We hadn't even conceded a goal in those two games. That's how important that bit is for the mental side of the game and then the future tactics Mae'n cael ei wneud yn ei wneud, mae'n meddwl o'r deall, ac mae'n meddwl oherwydd, mae'n meddwl oherwydd i'r gwahanol, gan bod pobl yn y cyfnod. Er mwyn i'r gyffredin ei ddeu, mae'n gwybod yn y pethau, mae'n meddwl yn canolodau a'r cyflos. Mae'n meddwl i'r cyflos oherwydd, mae'n meddwl i'r cyflos. Rhaglen ymddangos gan gael yr oedd yn cymryd. A gwneud rhyngwun o'r ditch yn du yn y pethau'r canfod arwain. Fyddech chi'n siŵr sy'n rŵn, yn fan y cerdd. Fe phanfa'r siŵr ymddangos yn ei gofio'r syniad. Felly, mae'r bobl yn ymdweud â'r bobl yn ymddangos ar yr anig. fy mwyndd o'r parod mewn gweld. There are loads of building blocks in seasons, in in games that lead to positive outcomes. But you are always going to have challenges where it is not going to go your way and it is about the strength of character, the strength of your mindset to overcome those challenges and that is what we are having to find at the moment. And with all that in mind, what creates a general feeling amongst supporters doesn't it? Make the idea of having that as well and naturally you will focus on the body of work that you're responsible for because of how it has been at the football club. Princess Park Sports is a jubilee clubs right now in the division and that does create a general feeling when support. 100% We hear and see that there is disappointment and there is discontent and that is growing. How much does that factor into it as well? An how much do you feel that as a group and how responsible do you feel for that? I don't know how much, I think you mentioned the atmosphere after the game didn't you about it feeling a bit flat, but maybe those goals we can see in the first 15 minutes, punches, any feel good factor coming into the stadium, that's it. To be fair we were covered really quickly, we scored quite quickly after that, but it is a little punch in the stomach a little dense. What I've always tried to do in my life is take the hits, learn from them, but make sure you've still got a focus and a concentration that you can change your future. So I can't go in and go right. If we had the first 10 games again we would do this. It's impossible. So what's the point of even focusing on it and concentrating on what we've got to do is take the positives, what we've done so far and go right, but this is where we need to improve. That keeps me, that keeps me going, keeps me hopeful that I have my future and my team's future under our control and we can do something about it. When you help us and you can't do anything about it, that's when you've got no hope and the only thing we can't do anything about is the past. So for me I look to the future, what can we do in the future to make this a positive season. I can't, none of us can make up for the past. Can't happen. All we can do is affect the future. So that's how I think, that's how I believe the game has taught me that over many, many, many setbacks and many hurdles that have come since the age of 16, coming into the game. But I also always know that I'm one of life's believers that anything is achievable, anything is possible. Sometimes it's my own detriment but I'd rather live my life that way. I'd rather live my life in a positive fashion than positive thoughts. That's my choice. You've always been very honest with us when we've asked you questions like that but can you understand that feeling from supporters and where the club are at right now? A million percent. I don't know how we can expect anything different. With Bradford City we've got 18, 19,000 followers which is phenomenal for this division and we're 16th in the division. So I'm not going to beat myself or how can we make the supporters more happy? Winning. That's it, it's winning. We're a level where we need to win. So they want to see a team that's committed. I think they've seen that. We were flat the other day but no one could say that about our other performances after that Nox County game. We've been halfway through. Even from a half-time we showed the character what we have in this group of players and we've shown that in every game. So no, I don't think people can question our character or our will. They can question our quality at some times which I am doing and the players are as well. But the supporters want to see their club win and there's nothing wrong with that. That's why I think it's win a privileged position to work and play for a club like this because we've got so many people that are interested and excited about our results. So if it's going great, no one shirks away from 18,000 singing your name or patting you on the back. There's two sides to every coin but you have to handle both. That's it. So if it's not something like everyone's got a choice to not put yourself in this position but I know where I'd rather be. And to put a positive slant on that, is that the driving factor for you as a manager of this group of players, the challenge of turning it around, succeeding? Is that a big driving force? Yeah, yeah. It's what underpin Zeffan we have as professionals in our career. As a player, if you're not in the team, you get your opportunity because someone else isn't doing the job properly. That's how you get in the team. So you have to believe that you can do your job better than somebody else. As a manager, you take over a club sometimes when they're not in a good position. You have to believe that you can do a better job with what's on offer. So we all have this desire to show that we can achieve, we can do things well in our chosen profession or role. And every single footballer that's made it to a professional level has had to overcome the competition from other competitors. That is it, to get contracts, to get through trials, to win moves, to stay in the team, to get jobs, to keep people from taking your job. It's competition every single day, so we're used to competing. And that's what gets me up in the morning, that urge to compete every single day. And me get better, my team get better, my club get better on one part of it. I think I can help players do that. I think that's what we've done in the past. I admit myself on Chris with other people, and we need other people. But the only issue I would ever have with players if there is a lack of effort, and that's certainly not the case here. Certainly not the case here. So we have to help them. That's what we're here to do. If they're perfect, we won't have jobs. So mistakes keepers in jobs in a way, if that's how you want to look at it. And that's my positive way. If everyone's perfect and we moan about it, there's nothing to moan about it, then what would we be needed for? But we're needed because we were there as players making mistakes, and we needed guidance and help and direction and clarity. And that's what keeps me eye on the ball about what's needed. But I know my moan career said that nothing happens overnight. You have to persevere. You have to get up every day with a new idea or the same idea, but make it better and stuff like that. So nothing changes, but we're as frustrated as the supporters because we believe we should have more points than we have. But like I said on Tuesday, it's not through luck. It's for our own failures in certain aspects of the game. So that's where we have to try and fix it. In terms of January, you mentioned earlier on that we're into the final week of business. Are you any closer to bringing someone to the football world? No, not at the moment. We've had a couple of conversations with other clubs about a couple of players that we feel can help us. We're waiting to see. There's a couple that are not involved in their first team at the moment. There's one that is in someone else's first team at the moment, but we think it might be available. But it's not vast numbers. I've been speaking to the staff today and a couple of players this boy. We haven't had a wholesale change. We've trimmed the numbers down to a more competitive, manageable level where we can get better training sessions and have every player looking that he can get in the team rather than three or four, a million miles away from it. I believe that this group is still capable of winning a lot of games this season, but there's obviously an issue where we need a bit of help if we can. So I'm trying to help. The players are trying to help themselves. Sometimes that help comes from outside, and that's what we're going to try and do. But if we don't get it, we won't get that person, then I still believe that this team can do it. I'm not sure whether you can tell me this on or not, but what markets are you looking into right now? Is it league two level? Are you looking up into league one? Is it down into national league? Well, there's two or three players from different levels. We can't go, I'll say, we can't go to a championship. We did with Tyrehig to be fair, but there was a back story to that. I don't think we can afford the senior players at that level, but there's a couple of options or potential opportunities from different levels. Permanent signings, or are you still... That's different as well. One might be or could be a permanent, the other two could be potential loans. It's a bit of a mixed bag, but someone can help us in those forward areas. Do you still see other players in this current squad leaving in the window? Well, I'm not going to be a liar, so I can't say no, and then something will happen tomorrow, or something will happen Monday to Saturday, so I don't want to do that. But like I said, we don't know what's around the corner. We're down to the best numbers now. I think what we have is good. So we're not looking to squeeze people out or see if they've got other opportunities, but if one comes in, that might open the door for somebody. But at the moment, I feel we have just about the right amount of players, but I want to keep it that way. So if there's any incoming, I think there needs to be an outgoing if possible as well. So we'll just see what the next six or seven days bring. Just finally from me, Swindon as opposition, without a manager. How is that in terms of a challenge for you? Do you have to think differently about a team when they don't have necessarily a permanent first team manager? It's a little bit, because I think it's when a new manager, which we've faced too in the last couple of games, a new manager come in, you've got maybe one, two games to work on, and then potentially there are the catalog of work at their previous club that we can assess and analyse. But when there's no manager at all, obviously they've got a caretaker manager, and he's been managing the last couple of games. So that's all we have to go off. It covers a percentage of our game planning. The majority is we have our own issues to fix and address and improve. So that's where our focus is on, is how can we get the best of us? How can we look at our best? After Tuesday, there's a lot of improvement we can make in all sorts of areas. But it's not improvement we haven't seen already. We just dropped our level, I think. I don't think we have to go right. Can we achieve this? I think we've already been there really consistent over a lot of games, but the stand out one is obviously the goals. The opposition, I think, they've changed a lot of players as well, or they've lost a lot of players in January. So that will affect it potentially more than a changing manager. It's actually a big group of players that have changed as well. You mentioned Jake at the beginning, managing to a bit more in training now. I think every time we mentioned Jake, a lot of supporters get very cynical about it and think what's really going on. Do you appreciate that some people will find it difficult to accept whatever's said about him at face value while the window is still open? Yeah, but I can't close the window. I'm not in control of that, so I can't deal with that. I'm not a physio. I can't fix injuries either, so I'm not in control of that. So I try to focus on what I can control and focus and influence and that. So he's on a normal return to play schedule that Jamie Walker is on, Lewis Richards is on, and he's gone through the same protocol as them, exactly. I can't make people believe what I'm saying. Hopefully over time people will understand what I'm saying is the truth and that's where we are. But he's looked good in training today, to be fair, as did Lewis Richards. Fingers crossed there's no adverse effects from there today because obviously we had a game on Tuesday, so we couldn't really train fully Monday with a game Tuesday, and then obviously yesterday was a recovery day, today was the only full-on training session we could have this week, so it's how they assess tomorrow. Obviously with this scenario, with each day that goes past, probably the picture slightly changes in terms of the uncertainty starts to get pushed a little bit further away, or in terms of what he gets focused on, it's got to come to a point very soon. Yeah, that's what he does. Like I said there, I think January the first few days there's a flurry of activity because everyone's got things lined up from December. Then it goes really, I was going to say quiet it doesn't because you guys talk about it all the time and everyone talks about it because that's what it is. That's what it is, it's a really condensed period of time where a lot of stuff potentially happens. When you look at the potential of what could happen and actually what does happen over the course of 92 clubs it's quite minimal. So there's a lot of noise, a lot of talk, a lot of speculation, and then towards the end of the winter people are forced to make decisions. They either up their bids or accept a bid or players say I'm not going, I want to go, it just condenses downstairs. So this is why I try to keep as fluid and open as possible in the big period in between because I don't know what tomorrow brings and I've learnt in football you don't know what's around the corner. Obviously you haven't got a clue. I understand everyone's wonderment about these moments and no one can really put their finger on the exact 100% truth about everything. I'm just giving my side of it from my perspective and that's where we are really. I've got five days, six days, six days. There's going to be a lot of speculation between now and then I suppose. I suppose because you're saying people will look on the outside saying here's a team who's saying we need to score more goals and you've got a guy who's scored 16 goals who's not involved. So people want to put them together. Yeah but if a player is injured we can't. That's the thing. Honestly he came back, I don't want to go back on my words what I said straight away but he came back with an injury. And I think the Swindor manager clarified that as well that he'd been playing with an injury for them there. So he came back with an injury, he's been treated for it. When he came back on the pitch I said he's back on the training pitch he's been doing laps. He's trained today. I told you he's trained today. I don't want to hide anything from anybody. I don't want to pull a wall over anyone's eyes and want to be honest and open with everybody. But there's things that go on behind the scenes in football that even I don't know about in the whole scheme of things. That's what it is and a lot of it I don't need to know because a lot of it is speculation. Unless it's factual a real thing that I have to deal with I'd prefer to be left to manage the team because ultimately this is a side issue for me. It's a potentially important player for us if he's here when he's fit, fully fit.  My focus is going to be on the players that are out there but they watch it to win points for our club. Is it easy to keep, not just this issue but generally as a manager, side issues out of the dressing room during this month? Because it is mid-season and there's so much going on? No, I don't think so. I've been in a changing room for 24 years as a player. All sorts of rubbish is taught in a changing room. I was part of it and they all know more than what we did back in the day because of social media and everything. Back then we just read, remember those old-fashioned things, papers and that. So that was it. But now it's 24 coverage on TV channels and radio channels and social media and everything. There'll be probably just a lot of the supporters are talking about every move that's going on here and everywhere and I don't walk into that changing room until match days because it's their environment. That speculation will go on forever. You never stop that. That's what it is. But lads, when they come down to it, when they're on the training pitch, they're training. When we're on game time, they're fully focused on that. I don't think we've got too much experience and too much professionalism in that group of players to let anything potentially happening outside affect what's going on on the pitch. To be fair, everything's kind of been covered. I just wanted to ask, for in the reverse picture, obviously you beat Swindon last time round, do you pay any sort of attention to the previous result against the same club? I know it's a very different sort of squad for us, a very different squad for them, but psychologically does that help you? No, probably, because different managers, I weren't here. Their manager weren't there. Different players, all this, so for me it's just a fresh challenge. My players will see it as a fresh challenge as well, because we're playing in a completely different fashion. We're not sure what we get from Swindon just now, but there's too many changes in personnel for it to be a similar affair. I think I said this a couple of weeks ago, you could play the same group of players against the same group of players every day of the week and it'd be different games. That's how football works. We'll go there and give it our best shot to win three points, as we always try to do.


Welcome back to Day 2 of the National Digital Forum for this year. We're very, very, very happy to have you back. Good to see that you're all in full voice and chatting away as well. I see the family's in full swing. So we just want to start the day off by saying a few thank yous. Those of you who were here last night for the networking drinks seem to enjoy that quite a lot. So thanks for hanging around and a big thanks to Internet New Zealand for sponsoring those for us again. Just a few housekeeping things to cover off. You know that really kind of good important stuff. If anybody, we hear a fire alarm going or there's an evacuation necessary, it's not going to happen, but if it does, we have many, many, many lovely people from here to Papua who are going to help us escort out calmly and quietly as we get ourselves out of the building. Those of you a little bit worried who were here last year after the earthquakes, we just kind of remind you this building's about as safe as it can possibly get for earthquakes so you're pretty sound. We have to evacuate. Please feel free to just follow out to Papua colleagues and as we get escorted out. Just a reminder, the building's no smoking, so if you do need to kind of nip out and have a quick break, just get yourselves outside of the building and off the premises. You'll have spotted those of you who have been around for the last day or two that there are toilets everywhere, but the nearest are just outside and there's some up on the way up to Oceania where we serve our food and drinks as well. On the topic of food and drinks, just be aware that because this is a museum there's lots and lots of cool things in it in the gallery spaces. Foods not to be taken outside of Oceania after the breaks themselves. I think to be honest with you, you'll enjoy it a lot more up there than wandering through the museum with it. There is a special table up there in Oceania for anybody with special dietary requirements so feel free to keep an eye out for that one and those of you aren't quite so special. There's plenty of the other stuff as well. Anybody is car parking here today up by the registration desk in Oceania. There's a little gadget that there's some funky clipping of your car parking ticket to help you get a bit of a discount for the day. So feel free to go up there during the day and get that validated. Wifi... Look at that timing. Is there an up on the screen so feel free to log in and use and abuse the wifi all day because we want the engagement. Those of you who've been following on the Twitter channel for the last day or so will see that it's a pretty active involvement so feel free to get involved and put your voice out there. Coat some bags that you've less of in Oceania. I believe we'll end up coming down here at the end of the day miraculously because the little museum fairies will bring those down seamlessly for you. So don't worry too much about those. I think that's our housekeeping. So there's a few other things that we just wanted to run through. I suppose the main one of those is to thank our sponsors because this conference wouldn't happen each year without the support of who our sponsors are. Our car responses which are the National Library of New Zealand and Ministry of Culture and Heritage to Papatonga Reua and let's face it they give us an epic place to have the conference in. So a big thanks to them and Auckland War Memorial Museum. Your support to the organisation NDF and to how this conference happens is like speaks no bands. Without it we wouldn't be doing all the cool things that we're doing. So thank you very, very much to you guys. And our other sponsors are Storybox, Internet NZ, Museums Arturoa and the DAFs. So if we'd just like to give these guys a big... Now I know there's been a little bit of a chat over the last 24, 48 hours so everybody's been coming in about the leaders sector panel which is happening just after lunch today. I'm quite excited about that actually. But what we want to try and encourage is that everybody here gets involved with those questions that you could be fielding to the panel. So I think we're just going to share who the actual panellists are. So from the National Library in New Zealand we've got Rachel Essen joining us. From Nartonga we've got Rebecca Elvie. From Topapa we have Melissa Firth. From Archives New Zealand we have Tony Moss coming to join us. From Ministry of Culture and Heritage we have Heather Baggett and from Auckland War Memorial Museum we have David Gamester. Now those of you who will know those names will know that's a pretty cool line up for people to have up here on stage and what we're looking for is your questions. So if you want to hit the Twitter hashtag that we've got to set aside for these get these questions into us before 1 o'clock and that Twitter handle is NDFNZ leaders with a capital L. So tweet away, fire your questions in and for those who aren't on the devices we can also drop those off at the NDF board stand up in Oceania as well. The NDF awards keep voting away cos you're doing a really good job at that. Keep going for them. I will politely point out though as we've had a couple of nominations in for the most inspiring talk that is probably not best to pick one of our own keynotes. We kind of already know that they're really, really awesome. So we want those kind of awards to be fielded out to some of our non-keynote speakers. So have that on your thinking cap as you get in there but please feel free to keep voting in those awards. We've also got the NDF board stand and they're continuing to ask that question what do you want from NDF so go and grab those posters, stick them up on the whiteboard that's there at the stand get yourself involved. NDF is for you, it's not just a team you kind of come and stand up here and do the talking so it's all about you and what you want moving forward. Very slight change to the pocket programme it's up to date in the Shed app online but the pocket programme does show that we have Sarah Gallagher's talk on at 2.45 in soundings this afternoon unfortunately she's not going to be here with us so we've left that little spot vacant so feel free to jump in one of the other stream sessions that's happening at that time. And during the events you'll see that people are kind of running around with microphones so if you actually want to sit and ask questions when we get the question in time please feel free to just kind of wait for our guys to kind of run down with the microphones so that those who are recording on the video actually get to hear what those questions are. I think that's probably about us which means that we're going to get to on to our first talk for the day I'm quite excited about this actually I was fortunate enough at the start of the week to just have a bit of a chat with two of the speakers who are about to come up on stage and I felt insanely kind of like tingly and like really really sort of inspired by the kind of chat that we had so I'm not going to ruin the sort of topic but you've probably had a little bit of a preview in your app and kind of tried to see what's coming up but I'm quite excited that the way that we're going to hear these stories told and what we're going to get over is going to be quite inspirational for you. So without further ado I'd like to ask Clare Hall, Honeana Love and Ariana Tikau to come up on stage they're here sponsored by the National Library of New Zealand so a big warm welcome to them today.