Hi, and welcome. This is our second session of three for Girl Scouts doing outreach to other Girl Scouts or folks doing astronomy outreach in general. We're starting off with this astronomy picture of the day. It's every day there's a new resource there and there's a huge archive of images there. And so a way you can start with the girls is to say, what is this picture? What do you see? What do you see happening? You can put your thoughts in the chat. We already have a couple. If you want to pause it here, if you're watching the recording, I'm going to jump ahead and show you what it is. So this is Titan. It's around Saturn's moon and Mike guessed it in the chat, right? And he said he saw atmosphere and shapes on the surface. And I mentioned that I see the rings of Saturn behind the image, which Tammy said looks kind of like a table, right? It has like that grain of a wood grain of a table, right? But it's the rings of Saturn. So every day APOD puts a picture up with a description. So this is the description. If you're going to be doing it with young girls, especially you want to use easier language than what comes with APOD, but this is just an idea of what the description is that they put there. Definitely great resources. We don't know what you should check it out. And here's today's agenda for this session. We're going to be talking about Girl Scouts and STEM, what's important to them. The ages and stages that we've done is showing what's appropriate for each age level. We're not doing all of the levels of Girl Scouting. We're only doing today juniors and cadets. If you're interested in the daisies and brownies, you can watch that recording. And if you're interested in the seniors and ambassadors, you can come next week. We're going to be talking also about the messages we send. And then we're going to show you some activities that go with the bad steps for juniors and cadets. Let's just jump right in with the STEM outcomes. Girl Scouts really does not want to be like school or a test. So there isn't going to be a list of constellations you have to know. But what we're trying to get is STEM interest, STEM confidence. We want girls to be able to see themselves as able to do science. Because we use these skills every day and we want to create a scientifically literate society. And for the women they become to help them feel at home in the sciences. So these are the four outcomes that we have. I'm Teresa Summer, and I work with the Astronomical Society of the Pacific, and Vivian White is with me as my co-host. Vivian, do you want to talk about the poll that we're going to have? Yeah, I just wanted to see who you all are, because we aren't going to be able to see you today. Often we hold events with girls that are interactive. So this is a webinar not Zoom meeting. So it's not quite as interactive, but you can use a lot of fun resources. So here we've got a poll and I'm going to launch it right now. If you want to check and let us know who you are. You can check as many as you are. My name is Vivian and I work with amateur astronomers at the Astronomical Society of the Pacific. I work with the NASA Night Sky Network. And so I know some of you through there. I see a lot of familiar names. It's great to have you there. I'm an astronomy educator with ASP and or the Astronomical Society of the Pacific, because we have a lot of acronyms so it's always good to define them. But I'm an astronomy educator and so I've worked with Girl Scouts and with the Night Sky Network and with everybody else who comes along, school teachers, children, park rangers, whatever need done. So I'm going to share the results of this poll now we have almost 80% of us. Let's see. Let's see. There we go. Who are you. Oh, a lot of informal educators. Great and Girl Scout staff and volunteers and some Girl Scouts as well. And teachers too. Great to have you all here with us. Excellent. Okay, I just wanted to check in and see before we kick everything off. Thanks so much for letting us know kind of helps us gear our presentation. One thing you might not know about the Girl Scouts is that there's a research institute that's connected with them and they do all kinds of research on girls experiences and also their attitudes and they come up with these three processes that are the most effective to help girls have an exciting science experience or part of they're also called their leadership processes to girls Scouts is a lot about getting girls outside getting girls to be leaders. So the first one that we really want to have is to have the sessions that you're having the girl led. And what that means is not that they take over everything but that as it's appropriate, you want to give them as many choices as possible. In the groups we're talking about today the juniors and cadets, there are so many things that they can do. So, there's a lot that they can help with our lead. As much as possible we want to do hands on activities. It's a little hard to do hands on activities in a webinar, but we're going to try our best to do these virtually. And that's really a great way to learn. Another thing is that girls love to talk together and work together so cooperative learning is really something you want to foster if you can. And this is the girl scouts of Northern California girls, keeping things girls led in virtual settings and it has each of the levels of girl scouting. Today, we're going to talk a lot about the juniors and cadets. And so we kind of are highlighting this notice that's out. I just got a thought a note in the chat that those three processes. These are Girl Scout leadership experience. Thanks so much Maureen. I need to remember all those acronyms. Yes. So, these are things you can do in a virtual environment to keep things girl led like maybe with the juniors you can have a brainstorming session and have them discuss things together. Whereas the cadets, they're in middle school so they can already plan their whole year ahead and what they want to do. So hopefully they're doing lots of space science badges which we're going to be talking about today. And I will say that this is kind of the, the biggest range in ages and stages that we're going to be talking about when we did the younger girl badges between kindergarten and third grade there were not too many changes a lot of those things worked for all the girls and again, when you get into high school a lot of the activities will work for a range of girls but between 10 and 14 there's a big shift that happens for girls. While some things are going to remain the same. These are some kind of specific activities and tips that will work for the different ages. Right. There's also some things that are similar. Right. They're becoming more independent and they're doing their own thing. We can give them good feedback on what they're doing, but we don't need to be as hands on with and instructive with them I guess we should say. We just want to be patient and encourage them. And so these slides will be available to you after this session so don't worry about copying all this stuff down it's more to give you an idea that we're moving away from being animated and jumping around to having a serious discussion and also I'm still being fun and interactive but it's a little bit older. Last time we talked about graphics that you can use. This is a style of graphics that you can use for these age girls. You can put this in the chat if you are interested in letting us know if you consider yourself more an astronomer and engineer or an astronaut. Not in career wise per se but maybe in that you'd like to explore new places or build things. And so I will keep an eye on the chat to see your one twos and threes. I think it's a great chance to talk about vocabulary because a lot of folks think astronaut and astronomer are almost anonymous. So all of them look at you all. Great. Yeah, there's a lot of one two threes there's a couple of twos couple of threes. This is a good way to get to know the girls and it kind of helps you steer your presentation. Do you want to do more technical stuff because they all want to be engineers or do you want to have lots of cool space images because they're all astronauts. One caveat that I want to mention is that middle school is a really difficult time and girls can be very self conscious. In middle school, they're spending more time with their friends they're figuring out their identity school can start to get hard. Many people kind of sail through elementary and then they get to middle school, and there's kind of a drop off in science confidence that happens with girls and stem at this age. You really want to make sure that your girl experiencers are positive and encouraging, even if their girls aren't understanding things yet. You really want to focus on having a fun failure, or talking about a time that you found math part, because there's math is hard for everybody at a certain stage, whether that's differential equations, or division. Also, you can. There's a lot of good resources about why girls have a tougher time in middle school. Here are some girls that are in middle school and let's have them share their voices. Science is like everything. It can really help you uncover like little small little secrets. I built a garage door opener, and I'm working on my own website. I built a computer and I opened a fridge with a Lego. When I was little, I used to think technology was great. Then I started thinking that it was more of a voice thing. I think that inventing is like her voice because they have Albert Einstein invented. Girl in the robotics class, but she quit. And so I'm the only girl left. Oh, you can't like science.  You can't like any of these science things and commercials. I saw a lot more men doing it. I really love science, but they might be like afraid people might think, Oh, don't boys do that. That's a boy thing. If you think about it, science is like. Okay, I'm just going to pause it there because it's it's a YouTube video and it actually is a commercial but I really thought it was representative of some of the struggles that girls have at this age so I wanted to share that with you in case you haven't been a girl in a while or ever. It's good to know that these are challenges that girls these ages are facing. Some of the tools we're addressing the challenges with our growth mindset and language if you're interested in learning more about that we covered that in our last session. And we're going to be talking about micro messages and storing telling in this session. And then the next session we're going to talk about questions and misconceptions and ways to foster scientific thinking. And, and every session we're going to explore Girl Scouts culture and the new space science badges. We'll stop in with one quick thing. Of course, in our longer sessions we also cover that it doesn't take a whole lot of time to expose girls to new and exciting ideas and science so even just having them have one positive science experience can make a huge difference in the same way having one negative science experience can kind of bum them out and not make them want to do science as much so these are great opportunities to give girls. Like a science recharge and we'll put the there's a lot of research that's been done on that and we can add that to the, to the YouTube video as well when we're done. Right and these are just welcoming tools so they're good for girls boys kids grown ups and everyone. So, let's explore the messages that we're sending when we are doing outreach. If you want to do some talking about micro messaging. Yeah, absolutely. So, you might have heard of some people have talked about micro aggressions but micro aggressions might not be aggressive or intentional right. Micro messages is what we're calling them because they're just these little tiny behaviors and ways that we act that can affect how we treat each other. You can tell here on the left there's a woman who's leaning in and clearly listening to whatever the speaker is saying and she's giving the speaker a micro affirmation showing that they're interested showing that she's interested in showing that she cares about what's being said the same with the center picture, they're clearly having an interaction where the adult is interested in what's going on. So, counter that with this picture on the right about, that's a micro inequity. So, it says, this is from I to am Harvard which is a group of students of color who have, who are sharing on Tumblr some of the messages that they have gotten that we're not welcoming so this picture here says you're lucky to be black it must be easy to get into college. And these micro messages. They build up over time people call them death by 1000 cuts and they have huge implications for people's feeling about themselves in the sciences for example so they can cause depression and trauma. So, there's a lot of advanced aging and illness so there's a lot of will put the slides on the recording and that has some of the studies in there. So we all get these messages all the time, can you think of any micro messages that you might have heard, as you've gone along in life. We just want to start to be aware of what micro messages, we might be sending and some, even that we're getting. So if you want to put in the chat anything micro messages that you've heard along the way could be about science it could be something that boosted you up or something that, you know made you feel not as good. I have an example I could share. There has been times when I have been running the planetarium, or an observatory and people have gone to either the male usher or my assistant, because they are male and they don't see women as the people who are leading things in the scientific setting. Absolutely. We have a friend we went to college with who is a dancer and she's absolutely beautiful and she often gets told, you're too pretty to be a scientist she is an incredible PhD solar physicist at this point. Yeah. Right. Sometimes what we wear can have people make assumptions about who we are. Let's take a look at how we might address something like that so it's kind of two parts to this. It's really good to notice when we are doing it, just to stop and think about the messages that we might be sending. Now we do this all the time right this is something that we do. Well, I might be able to say something to my best friend that would be really ridiculous and it'd be kind of jokey but then if I said the same thing to my boss. That would not be appropriate right so we are able to make all of these layered decisions about how to talk to people. All the time we navigate this all day so we just need to think about how what we say might be heard by girls that we're working with so it takes some practice and it can be really subtle so don't worry if sometimes you're not sure. Just like we talked about last week with that growth mindset if we practice doing this, then it can be, then we'll get better at it. So, recognizing when we do it can be a little harder. It might be something that as we go along in the world, it might be easier to see when someone else does it so recognizing when someone else does it can be your first step the second piece here is sometimes easier to see in others. However, sometimes saying something about it can take some practice so I am going to, well I should say, you know we recognizing when we're doing that can be a little tricky right. We can't always tell if it's a micro aggression when someone's doing that of course there's a million people come with a million different backgrounds and reasons for saying something but you can see, usually in the person's face, who they are talking to, you can often tell when if they feel that it's been a micro aggression so it could be a frozen, you could get really hurt or angry, and, and I encourage you when you see something like that to go ahead and speak up. This does take some practice, but it can be simple. For example, I often use the phrase Oh, we don't do that here, and just let it go and carry on with what I'm doing. Does anybody else have a go to line that they use when someone says like one of my pet peeves is there's no girls allowed in this, whatever, camper, something that they're setting up like. We don't do that here. So I'm going to share my screen just for a second if I can, and share one of so if you are not familiar with tick tock, and you're working with young girls you definitely should be because tick tock is all the rage these days. And there's a tick tocker name is makey woods and she shares what she. See, share my screen to shakes. I'm going to share what she, what her go tos are for addressing micro messages. Oh, there we are. Let me share the sound to shakes. Okay, here you go. I hope you can hear this. Here are a couple of responses that you can practice when responding to micro aggressions as a bystander. Ouch. That really hurt. Ouch. That's a micro aggression. I am personally offended by that. No, we're not going to do that. Nope. Nope, nope, nope, nope. What I think you're trying to say is that she has a powerful and passionate voice, not that she speaks really well. What other strategies have I missed? Drop them below in the comments. All right, so if you have other strategies that you use when you hear a micro aggression, or a micro message that you feel like is not appropriate, go ahead and put that in the chat here and maybe you all have some that you can share as well.  It's really easy to get into this school if you're a girl or something like that. It sets up a culture where that is allowed within your group and we don't want to do that. We want to make sure that everybody feels comfortable. So if you have anything that you want to put in the chat about how you maintain a really positive group setting, let me know. I'm going to talk a little bit more about this micro messaging example but I really appreciate that point about how we want to have a welcoming environment for everybody and sometimes as adults we're pretty. We can be pretty sarcastic, and that can be something that girls pick up on. So I've tried myself not to be not to make jokes about people. When I'm in outreach sessions because it's hard to explain it all and work all that stuff out I still make jokes, but they're usually bad astronomy puns, that kind of thing. Okay, so here's a micro messaging example that you might think of as micro message or micro aggression. I say, oh, I would have never guessed you were a scientist.  You might even use say it in a positive way like yay women in science, right, but over time, that becomes, you don't belong here. And there's a lot of, there's a article that is in the comments here that you can see what and the slides but what happens is women get pushed out the sciences and especially in astronomy, and women of color, particularly they there's an article is called double jeopardy, meaning that they have prejudice is a woman and prejudice as a person of color. So that leads to less women in the sciences, even though you might be using a positive thing. Because there's this whole idea of boy toys and girl toys that we talked about last week becoming boy jobs and girl jobs. And not sure if you've ever done this activity. Do you want to talk about drawn astronomer? You want to talk about that one, Viv? Yeah, it's a really great one. So drawn astronomer was, I think the first time that it was recorded where they wrote up the findings was back in maybe 1966.  And that is getting a little bit better from the 1980s and on we kept seeing more and more children draw female scientists that's pretty exciting. At age six about 70% of the girls will draw scientists as women, which is kind of amazing that's a big change. However, by ages 10 and 11, this proportion totally flips around and they're back to drawing almost well about 75% of the men as scientists, as men. So this middle school ages a critical period where they're learning this gendered information about who is a scientist, and what a scientist looks like so we want to make sure to counter this with lots of different techniques. A really good one, Teresa is going to talk about next. Okay, so, here's our example right. These are three women of color who were involved with NASA. And I would love it if you know who they are to put them in the chat. And sharing the stories of women of color scientists will help counteract those negative messages that girls can get. I'm waiting to see that you can use all the counted pen and just silently count to 10 because it does take time for people to become aware that they're being asked something, and then to figure out. That's interesting. Just a little bit, Teresa, it's a little bit of time. Someone put NASA lady computers. Yeah. A lot of people know these women from that hidden figures movie, or the book, right. They are Catherine Johnson, Mary Jackson and Doris Yvonne, and their stories are told in hidden figures if you haven't seen that movie, I would definitely recommend it go out and watch it tonight. But as someone said in the chat, there's a doll of Catherine. Yeah, so there's a lot of really, she has two NASA buildings named after her, and she got an award from the ASP. But that's the top honor, but definitely she's a shero to us. So we really need to share everyone's story, because then we can be welcoming, right. So when we look at a variable star or we see a far away galaxy in the telescope. Do we mention Henry at a Swan Leavitt, as much as we might mention that it's the Newton telescope and you know talk about Newton. So, there's lots of different people and we don't know the impact of a story. So I'd like to tell you one now. Is there any Star Trek fans out there. Sadly I can't see you so if you raise your hands. You might be a Star Wars fan too that's fine. I'm not going to get into that, but this is Lieutenant Ohora. And she's the actress, Michelle Nichols. Oh, I see a couple people raising their hands virtually that's pretty cool. So, Michelle Nichols when she got started on Star Trek, they recorded one season and they weren't sure if it was going to be going again. And she decided that she wanted to go back to Broadway and do shows on Broadway. And Gene Roddenberry was like we got the green light for season two let's, we want you there. She said no. And he said, Well, I introduce you to your biggest fan. So maybe they could just talk to you. And it was Martin Luther King Jr. was her biggest fan. And he said this was such a great show, and that it was the only show that Coretta his wife and he shared with their children they all watched it together. And she said, Well, thank you, I'm leaving the show and he's mild at meeting her just went away and he said, Don't you understand for the first time, we're being seen as equals. You have an equal role to the other people on the set and so you have to stay on. And she of course did stay on. If you know the story if you know Star Trek and she was on all the seasons of it. What happened with that, being seen as an equal had consequences, because if you can see it you can be it right. The person on the left is may jemisin the first African American astronaut female astronaut rather. And she said, as a little girl growing up on the south side of Chicago in the 60s, I always knew I was going to space, because Star Trek's Lieutenant Ohura had encouraged her literally to reach for the stars. And it doesn't just stop there there were lots of people who be Goldberg was inspired by her to get into entertainment. There's lots of women, a lot of women scientists a lot who are encouraged. by Nichelle nickel she went on to work for NASA and do outreach and recruitment. So, what if you're not a role model what if you are a male amateur stronger. That's great. You can still share women's stories for example, I'm a white woman, I don't have the same experience as a black woman, but I can tell the stories and if someone says oh I got it wrong. I will apologize and learn from them and do the best I can role modeling is something we can always do even if we don't match. So I would love it if you can sprinkle these stories into your badge outreach of different astronomers and diverse backgrounds. And let's get into the girls scout space science badges. So the next session part of the session we're really going to be talking a lot about those junior badges and the cadet badges. We always do this we have like a presentation technique and we have the badges so this is what we're going to be focusing on today, I wanted to tell you a little more about the badges that there are five steps with three choices. So in the content area, they're going to have different choices that the girls can pick. And there's indoor choices, outdoor choices. There's always a free or low cost option because they're dealing with girls from all different experiences and areas some are in rural settings some are in urban settings. So this is just sort of an overview of the badges, all of them except for the daisies because they're too small, and they can't do all these steps. Here is a list of the space science badges you want to talk about this one. Yeah, absolutely so on the last webinar that we did there were a lot of overlap but in this between the junior and the cadet there is not as much overlap except among the stars so we're going to start off talking about the junior badge with the solar system mostly it's mostly what it covers and gets into stars and and telescopes and night sky observing, I will say that every single badge has directions to go and check out your local amateur astronomers or planetarium or science center to get the real world experience of looking up at the night sky. So, then we're going to after this will go to the cadet badge, and that really covers light and we'll talk more about that so while stars are covered in both. We're looking at different aspects of them, and we'll talk about both of the ways we do that. And since we're starting to get into the older badges I just want to mention that telescopes and night sky observing astrophotography and citizen science are in all of the older girl badges. So, if you are looking for something that would apply for older girls. If you're interested in astrophotography that's a great thing to do, or any of those three topics. So, here is the junior investigator badge juniors are fourth and fifth graders so they're about nine to 11 years old. They are really starting to come into their own and learn about models and they can now start to use star charts, because it's very hard. It's very hard for a five year old to know that this piece of paper is something that represents the whole sky, but now they didn't learn about maps they know you can have things be scale models. And so we're going to talk about the solar system and how planets orbit the sun that's sort of the steps of the solar system that are in the junior badge. Right, so these are things that you might be called on to do if you're doing the badges. Right. So first they make models, then you do circling the sun or orbits, and they use tools to explore. We talked about introducing topics with an open ended question at last session. So this is just a reminder. It's great to ask the girls, what's your favorite planet and why. If you would like to put it in the chat, you can do that now. I noticed that a couple of people put scientists stories in the chat as well, such as any jump cannon seal your pain. Gosh, Henry, I just want to love it. Carolyn Herschel. We did lots of jokes with the younger kids and those can be funny too but asking their opinion at this age is also really, really a great way to do it if you want to put in the chat what your favorite planet is. We can I like Venus because it is so extreme. Yeah. Yeah. My favorite is Jupiter because it's the first I found in the first planet I found in telescope, and also because I love the four little moons they're so cute. Pluto is still a planet in New Mexico. Okay, so scale models, kind of a big word, initially. Today we're going to talk about scale models and talk about how you can use the different sizes and planets. So I'm assuming that most of you have heard the term scale model before so I'm just presenting it as if you didn't right. So that's something you might ask the girls, has anyone heard this term before. And so you can say a scale models a copy of an object that's either larger or smaller than the object that it's modeled after right. And each part of that object is sort of adjusted in the same way so architects build models of things they're going to buildings they're going to build scientists make large scale models of atoms because they're too small. So, again, this is easier if you're in a meeting session but if you want to talk about scale model that you work with or know of that's a great thing to do. But girls know dolls girls little cars. So those are scale models that you can use as a reference point. You can also talk about doll houses there's their models of smaller, a smaller version of a large house. Right. This actually is Julia Gordon Lowe's house, the founders of Girl Scouts will not her actual house but a model of her house, right. And so it's just a very important tool right scientists use models all the time because they're really helpful in explaining our how things work. And they can help us understand things that are going on. Okay. So one of the steps is to do an earth, moon scale model. I would have everybody get up now and run and get a ball shaped or round shape object and bring it back, but you can just see if there's anything within your reach that's round that you can use to help use this model. Okay, if you don't have an object it's okay to just draw a circle on a piece of paper, but round things a lot of people have round things at home, or at work. So, if we shrunk everything on earth down to this little ball, right. How big would the moon be. That's the whole earth. That ball. Yes, we're making a model. So we're taking the big gigantic earth and making it into this small ball so you and me and everyone we know and all the flowers and trees and lakes they're all strung down to this size. This about three and a half inches. So what size would the moon be. Often in books, you'll see them look the same size. So maybe you think they're the same size, maybe that you think there's different size. Somebody says they have a penny. Excellent. Right. Yeah. So this is a ball that's about three quarters of an inch. And so that's about the size of the distance between the earth and the moon. So you can make a prediction, and then you can show the girls the answer after they made their prediction. If you're in a meeting you can just show them with your fingers it could be like this and this or that. So the earth diameter the answer is about four times the diameter of the moon. So you should be able to fit four moons across your object. Maybe then you need to change this one or both of your objects to make the scale model accurate. Now we're going to talk about distance right because size is not the only thing that you can compare in planets and their satellites right so how many earths would fit between the moon and the earth. So this is something you can do with your hands a little bit if you don't have a background on, and you could stretch should say are they like right next to each other, or are they farther apart, and take predictions, right. Have everybody put in the chat, what they think about the scale distance. And if I was doing those this girls I would take a little more time explaining what a model is why it's useful, and then we would talk about this scale. Now we can fit about 30 earths between the earth and the moon so it would be like many earths right next to each other lined up. And so we use this model of the yardstick eclipse. It uses a one inch ball, and away from it 30 inches we place a one quarter inch moon bead. And so you can. That's a great way to give real physical sense about it. Here's a gift, if you're in virtual land. You might want to play that again there's a little drag there we go. Yeah, it's just going to keep playing. But it has both the models to scale size wise and distance wise so here's the scale of the planet size and now it's going out in distance and showing you the distance. So now we've moved from the earth and the moon on to the solar system. And how do we know what's in the solar system. Right the solar systems made up of our star and the sun and all the objects that travel around it. So, a fun thing to do with girls and junior ages is to make a funny solar system saying to help them remember the order the planets. We wouldn't really say mnemonic because it's a word that's like kind of, it's kind of strange word that most people don't know it is a mnemonic that we're making but we just say a silly solar system saying. So, this is the worksheet you can have to make things that start with m, and if you want to put something in the chat about things that start with m, or things that start with n, you can do that. I started our sentence using many very excellent and just shared unusual. And you had to come up with the words that start with m for Mars. And then he had put mustard and napkin. Right. So of course I couldn't do it while we were talking. So I just put in monkeys and news. But this is a silly solar system saying that you can make with the girls and they can even draw pictures and images to show the monkeys maybe they have little news hats on and they're saying extra extra, you know they can make silly pictures of that. So many very excellent monkeys just shared some unusual news. And also, while you're making this talk about the differences between the planets rocky planets, giants, kind of ice giants. I'm going to keep going with this idea of models, right, we're going to. We're started talking about the things that go around the sun. And so one of those things of course is the earth. So, this is called imagine your earth year in the badge step you can it's all about orbits. And you could make a dance of the orbits. So, right now, on this slide we're looking at winter time on the earth on the northern hemisphere. And so you can say, Oh, what do you do in the winter, like what sports do you do. I can say, Oh, I go skiing, move your arms like you're skiing. Or you can do things with the weather. It's snowy so it's cold. You can make these things up for each season what what are they doing in school. What are they doing with their family. You have to do it with spring and do it for each of the seasons of the year and maybe now they're going to do play baseball. So there's all kinds of fun things that you can do to just show that there's different times in the year, and then you can bring up that one orbit around the sun equals one year. And there's lots of different ways you can use to discuss the concept of years. You can also use that. And then the later old favorite, which is what is your age on other planets. That's so fun for girls, just finding out that they might be two on Saturn, or 15 on Venus. You can also talk about exoplanets and how their closeness to this their star affects the goalie lock zone really depends on on your girls and their interest levels. You want to take cadets. Yeah, absolutely. So we're moving on into middle school here where we were talking about earlier. And now we can get into really big exciting cool concepts. These are for me really interesting we the whole idea of the cadet badge is light, and how we know what we know as astronomers so it covers quite a few things with visible light the light that we see how that is can be broken up into rainbows how the spectrum comes out of white light. We also invisible lights we talk about all the light that we can't see with our eyes that we see in other ways. And then there's quite a bit of observing and light pollution is the last step there which is really fun and we'll talk some about that. Yeah, if we want to do the warm up Teresa. This is what we were talking about earlier where you start off with a question to get them interested get them excited about a topic. Do you all have a favorite time of day or night, where you like the light the most. And you can also even ask how do you use light in your life. If you're going to. And usually they'll talk about seeing in the dark but they won't talk about radio waves or x rates yet. So it's a fun way to get started with it. I feel like Vivian was saying is there a time of day he's like the most. I love that little bit of time right around the sunset when everything's pink and orange. That's one of my favorite times of day. Oh yeah, the particular rays. Absolutely. I like it when it's dark outside. And you can see the stars. Yeah. So starting off getting some ideas from girls where they start talking and thinking about the light themselves. Then we can go into some more girl led investigations about what is there in light what do we what is light. What's in light. So asking the girls how they could make a rainbow is a really good way to gauge kind of what their prior experience is are asked them to predict how they might make one. Sometimes they've seen a prism or maybe in a garden hose they've been able to make a rainbow in the sunshine, or maybe they've seen a rainbow and have thought about what makes those. And letting them kind of explore what they already know what they are wondering about is a as a nice way to start. And then let's get into the different colors here. I would love it if you all want to grab your phones. Girls at this age are often already on their phones. They might have phones with them. So if you're at a star party you might want to let them know when it's appropriate to use their phones let them know about dark adaptation and how it's not great to use your phones when you're trying to see the stars because you ruin your night vision. But if you're if it's during the day go ahead. Here's a way that they can actually use their phone so go to the next step Teresa. This is more about. This is an activity that we have in the NASA night sky network called clues to the cosmos. And this is a virtual adaptation so a lot of the things that we do with the Girl Scouts in person are not as easy to do online but here's a really nice way to be able to do that so if you have a phone around go ahead and take a picture of this QR code. And this will take you to a place. This is an Italian artist duo and they do amazing work. And hopefully this will take you where it should go I'm going to do it with you. So usually if you just point your camera at a QR code, it will. It will come up with something that looks like this and just allow it to access your camera. That's a press play and allow.  So we'll go ahead and play with that for just a second. This is an activity called. You can explore this because it's super fun and even for adults so you want to give people a second to play around and then get back to the science. Yeah, absolutely and we can play around on the next slide because there's a cool color wheel and just ask them questions about what do they notice. What do you think those filters are doing. So here does say the red filter let through which one can you see really well in the red filter so if I hold this up to my screen, I don't see all of the colors coming through. Just some of them. So have them discuss some of that. On the left there is the spectrum of light of the star Vega so when we look up at the star Vega at night it's very bright. The stars go and but it looks white to us when you take that light and you spread it out into a rainbow like we can do with prisms or with raindrops. We see this rainbow or spectrum, and the star gives off all of these colors when they're combined they look white but as we spread them out we see all the others and in those colors you'll see lines. And that is the atmosphere of the star blocking out certain wavelengths or certain colors of light, and that gives us clues to what since what the star is made of pretty darn cool. Lots of filters are really good for doing lots of different things if you want to go to the next slide Teresa. Yeah, and I just want to say, you can definitely show them Vega, if it's in the summertime. It's just pointed out and so they'll know this is what you're looking at. Yeah, absolutely. So, these filters help scientists and astronomers in particular break the codes of the stars but you can also try and break a code. Looking at these letters if you're in person there's a whole activity that you can do with this where you make your own codes and have the girls make up codes and really, once they start doing this themselves they get a lot of experience with the filters but does anyone can anyone break the code. If so go ahead and stick it in the chat. You want to look at the colors to the red and the green and the blue filters to start with. There is a full color wheel but might try that out a little later. So what color I asked the girls over and over what color is the green filter for example letting through. Oh, oh, Tammy found Tammy got her first or at least. Tammy. All right. Yes and more marine got it in red light this one says now you see the light well done. Yeah, great. This just gives them some things to play with there's also they're beautiful color images of all that show different things and different lights to say through the different filters there's a lot more that we can go into on that. But I think we're going to move on to the electromagnetic step spectrum and get on to cadet step two of the badge because that showed us visible light and what we see. But there's so much more light that we don't see. Right. So the electromagnetic spectrum. Some of the cadets might have learned about light as a wave, or about they might have heard of some of the types of light that we can't see but when you're explaining the electromagnetic spectrum if they haven't heard of it before. It's a really good idea to tie these to common things that they know like microwaves microwave, microwaves food or how about radio waves. Getting x rays at the dentist a lot of girls have had x rays before, or using sunscreen to protect against UV radiation. In the top right there, there are great videos that both the girls have made and some other partners of ours the California Academy of Sciences and the Alma University in Chile. So there are lots of great videos that will explain some of these further if it's not something you feel really comfortable with I encourage you to bring the girls themselves in their own words there with with some of these videos and we'll put all those in the chat. One really fun way to do it. It's okay. If you don't know about it yet. You can explore with the girls and learn together. You don't need to be an expert. Yeah, one of the best things to say is I don't know actually about that. Let me find out and then show them how you go about finding out finding the right information. One really simple thing that we like to do is exploring invisible light with remotes. So if we were working with girls we would all ask them to go see if they can find a remote in their house. That's the way that we explore invisible light. Just like we asked about getting around object.  So, one thing that's really interesting is if you look at the colors on the remote if you look at the, the end where that produces the light if you look at that and push some of the buttons, you don't see anything. Which is interesting. All right, but if you point that at the camera. Let's see I think you can see it better on Teresa's. You can see. Yeah, purple light. Yes, this is very purple. Some, some remotes will do this, and some won't. It's pretty fun it talks about invisible light and how there's light that we can't see the cameras that we have on our phones and on the computers pick up more light than we are able to see with our eyes does anybody know what colors, what kind of light these remotes use. Yeah, so we use infrared light, but not all remotes use infrared light, most of them do. So you have to check it out before you share this with the girls. This is actually a projector remote, but my TV remote and my cable remote wouldn't work. So, check it out beforehand. It's pretty cool to see all of the girls in their little square pointing their remote and trying to see if there's doesn't. Yeah, great so that's a really easy. Yeah cell phone cameras as well actually are sometimes better than computer cameras. Great point Tammy. Thanks. There's another really cool experiment that I think is pretty awesome. I'm going to put my face away. Oh yeah. If you go to the next slide I was going to talk about the Herschel experiment. It's another way to do step two there are a lot of different ways that you can do this if you want to take some time and do some step two. The Herschel experiment is time tested it was one of the ways that we discovered that there were more forms of light than we knew about. So you need a prism and you need three thermometers, and it's a little tricky to set up but once you get it it makes a lot of sense. You want to move the box so that, let's see if you can see it in here. So that the prism, some of the light falls on two of the thermometers and the third thermometer is off past the red end of the spectrum. And you'll see that that one also heats up and that one's detecting infrared light so you'll notice if you do this experiment that that is a very cool way of demonstrating that actually there is light that our eyes don't see that is heating up the thermometers. Yeah, and that was actually the control thermometer in the experiment, it was the to see. This is the regular one that is not affected by the prism and it's going to not register anything and it registered more heat than the prism colors did. And Eileen makes a good point that you want to use glass prisms very important good point thanks. Absolutely. And it's just like if you're using a sun spotter, you want to move it a lot so that the rainbow stays all just keep moving it so that the rainbow stays in the right spot. Yep. All right, another great way to explore invisible light. If you're if you have a computer available is the National Radio Astronomy Observatory has a fabulous cosmic coloring compositor. It allows you to make images based on radio and infrared invisible light images of objects in the sky so you can. For example, here we've got the crab nebula and you can choose which color you'd like each of the types of light to be and how intense you want them to be and they can, the girls can make all of their own images are super fun and it's quite creative and in the next page there are a few examples of. Oh, these are actually yeah so you know so these are. They have a whole bunch of objects now like they started with the crab nebula, because it was one that we had the x-ray data for and we had all of those different wavelengths, but now they have, I think, 15 different objects you can use. Another area you can explore is in this thing called view space.org they have a lot of interactives that will show different concepts and also show, like when you're talking about star formation it will show you the eagle nebula and sort of zoom in on the area. And it's just a really cool way to explore. So view space or good way to do step two. I realize we just passed the top of the hour I apologize let's get through these last ones quickly. The last step of the cadet badge is step five talks about conserving the night sky and I've just put a few resources on here. The night sky network, if you have not checked it out has a lot of great resources on including the good night good light activity. There is a citizen science project called globe at night, where you can observe how dark your skies are at any time of the year it's really fun. The International Dark Sky Association gives you great tips on how to make your house in your neighborhood dark sky friendly and why we care because there's a lot of people and animals who depend on us and it's better for our own health so you can get some information about that from the badges themselves. I just want to say quickly if you want to find all of these activity kits and resources and webinars for working with Girl Scouts, we have a lot of information on the Astro all page it's just bit.ly slash Astro all and that'll give you a lot more information. Let's see. If I'm not least, we just want to go over what we covered today. The activity tips here, we want to be aware of our own micro messages and those that are told around us and make sure to speak up when we hear them. We want to tell stories of female astronomers. So that we can be good role models even if we are not female astronomers. And so some of these other things the questioning and making models and getting up and moving around even if you're happened to be at a computer. Most importantly have a lot of fun. And keep it girl lead. Yes. I have one last slide that is sort of our finishing up slide. If you need to go you're welcome to go but we are going to stay around for if you have questions or answers. But this is Michelle Nichols, and she says this science is not a boys game it's not a girls game it's everyone's game. And that's what we want to get is more people loving our hobby. So we have at the end of every Girl Scout session there's something called a reflect portion. So we would love it if you could share some feedback, Vivian put it in the chat, the feedback form. You can just it just has two questions, or three rather. So it's super quick. Please just go there and fill it out and we will. It will help us a lot. I believe we're going to stop the recording now. So, I'm going to stop sharing.


Good morning. I'm happy to speak a bit about our familial implications sub workgroup which is a subgroup of both the return of results LC workgroup and emerge as well as the outcomes workgroup and emerge and so we sort of bridge those two groups yep I did sorry about that okay so this the familial implications subgroup came about as we were all talking about the fact that we were feeling challenged about how to best approach family members of the individuals for whom we return positive pathogenic likely pathogenic variants through the emerge sequencing work and so out of this came a the subgroup with some specific aims that I'll go through here first aim was to explore the attitudes of participants by convening focus groups and or qualitative interviews and as Kathy just described they're doing some qualitative interviews at University of Washington Kaiser group health but we also are doing patient perspective interviews at Geisinger as well as some deliberative engagement types of focus groups and what we are aimed at looking at in this in the familial excuse me familial implications group is to assess how our patients or our participants see the importance of sharing information what kinds of targeted information they feel would be useful in helping them to educate family members what do they find to be barriers to effective communication and what are their preferences or even suggestions on new ways or methods strategies to contact relatives the second specific aim for our workgroup is to conduct surveys involving some standardized validated components that will be used across all sites as well as surveys that perhaps are a little more in-depth that at some of the sites and this is a to assess again fairy family sharing or communication activities and so some sites have started with baseline pre-results disclosure surveys all sites will be doing us include a small number of consistent items about family sharing in the post-results surveys that we're doing at about six months some sites are actually going to do an immediate post-results disclosure survey where they will also look at the intent to share with family members and begin to evaluate that in terms of factors that can encourage them to follow through on that intent and then some sites will actually be utilizing a more in-depth survey to understand better the sharing that's that's happening the specific aim three for our workgroup is to collect and collate points of information at us at the system level hoping to provide some guidance for policymaking or best practice development about family communication we're hoping to collect site specific activities that are planned to assess those activities and the factors that have led to both the variation among sites but also consistency in communication and look at the materials approaches and measures of success and then we may potentially be able to then compare and contrast those methods of contact so one of the things I wanted to be able to relate is that we've been doing qualitative interviews of patients to whom we have returned genomic sequencing results these aren't e-merge project results yet but they are a population who has been unselected and agreed to participate in our geisinger my code biobank health initiative and what we wanted to do was to be able to post results disclosure about and at about one month post disclosure to go back to these patients and do an in-depth semi-structured interview format survey and the domain domains that we were looking at had to do with of course their initial experience with the result what kinds of medical follow-up they did communication with family or friends what do they understand the result to mean and where did they go for resources what types of return of results procedures have they taken part in what were their psychosocial reactions to the result what have they found to be the financial implications of this result for them and what was their satisfaction and so these we've conducted 29 interviews we've not yet coded or evaluated the transcripts but we have taken a quick look at the summaries post each interview and I wanted to share with you just that subset of issues that came out of the questions regarding family sharing so what was interesting that in these 29 interviews all participants had shared with some family members there were of course some family members that participants chose not to share with and we all anticipate that that's going to be true I'm just getting my time signed so I'll go through this quickly some of the reasons were that family members are too old family members are too young and most did use the letter that our team provided them in order to communicate with family members so in terms of each of the sites in e-merge these are the a collated collection of the types of themes or domains that they are looking at in terms of the surveys that they intend to send out not surprisingly family communication is on that list as well as empowerment and information sharing Kathy already mentioned this group that is being put together by Malia and I'm happy to say Bob is definitely on board with that and then as a term in response to our outcomes portion of this familial implications we wanted to be able to measure if we could how successful have we been in reaching relatives and so we've set put together a list of outcomes that will accompany each of the reporting forms for the diseases of the and positive results that come back and as you can say we're we're trying to assess which relatives have been told and then a bit about success measures if we can get at this in terms of number of relatives with positive results number of relatives with negative results and then the reach of the cascade screening within each of the sites so thank you


So the next project is, it is about enhancing something that is already live as we are speaking. So right here on this campus, on IIT Bobby campus, there are three schools for children. And in each of these schools, I am sure all of you have also experienced this when you were studying in schools. So what happens is that parents come and drop their kids at the school and then the kids go inside the school premises and then something happens inside the school, studies, play, shouting, whatever happens. And then school breaks, again the parents come and collect the kids from the kids of the school. And then once in a while there are these sessions when the teachers meet the parents and they talk about good and bad things about the students and similarly the parents talk about their view. So what happens is the interaction between parents and teachers becomes quite restricted to only those few sessions where there is an open day once every six months or parent teachers meeting once every month or something like that. And so on campus schools, on the schools that we have on campus, it looks like and I am sure this will be true in other schools also that there is a need for parents and teachers to discuss more frequently, perhaps on a daily basis. But of course this cannot be done when parents come and drop their kids.


This is one of the final practices before the first nationally televised bowl game hosted by the Marine Corps, a culmination of several training camps and Marines guiding them along the way. Two more days, right? Yes, sir. And then we go kick some less, right? Yes, sir. Ready for it? Yes, sir. We're going to win, right? Yes, sir. For East Team Player 56 Courtney Nguyen, the game holds much more weight than previous challenges. Because I love that this is actually a Marine game, it's sponsored by the Marine Corps. So I'm just going to play my hardest and hopefully you'll see their image of me on the field. His coach and legal guardian, Shannon Messick, retired after 20 years in the Marine Corps and picked Nguyen's interest in football. He has been a role model for Nguyen for many years. I mean, just his constant dedication to our country has pretty much just influenced me greatly. I've never seen anybody work so diligently and so hard just to keep our country free. While West Team won the bowl game 17-14, Nguyen still views this as his top event. I've had a lot of great achievements, but I think this by far is the top. Just being at the way this whole thing came to be them becoming my parents and me being adopted and things like that. I think it's just an awesome experience and I'm glad to happen now. Messick and his wife, also a former Marine, are working toward legally adopting Nguyen, who after the Semper Fi Bowl is off to play for the University of Virginia. From Phoenix, Arizona, I'm Sergeant Andrew Milner.


Hello and welcome to this talk, creating a sustainable open source ecosystem for mainframe through the open mainframe project. My name is John Merchick, and I'm director of the open mainframe project on behalf of the Linux Foundation. When people ask about open source and mainframe, you get sometimes a really confused look on people's face. How do these things even connect it? How was even the concept of open source and mainframe, I mean, mainframe just seems so disconnected from where all of IT is and the entire open source movement. Well, what's interesting is if you talk to somebody in mainframe and you bring up any technology trend, they will tell you that, oh geez, we did this in mainframe a decade ago or two decades ago. As it turns out, open source is exactly the same. If you look at the roots of the open source movement, they trace all the way back to share in the 1950s and if you think about where they were at the time here, there's a new computer coming from IBM called the IBM Model 704 and a whole group of users trying to understand how this machine works, what are best practices and all of these pieces. Some of the same challenges we have around technology today. They got together in a room in Santa Monica, California and shared code with one of their shared tips and tricks. They shared ideas and this year, we trace back here at the Linux Foundation as the historical root of open source back in 1955 with this user group of share and share is still around today. Share is a biannual event that still happens to this day. It's really interesting. This is just very simple of sharing code. Again, not the same way that we might have done it today. You wouldn't then have the internet to share on, so maybe they'd be sharing physical media, tapes and whatnot, but it's that same concept of collaboration around code. That long heritage from the IBM Model 704 to today of the modern mainframe, it really harkens and talks about the strengths of what this platform is all about, and it's all built around really four key principles. Security, performance, availability, and scalability. If you look at these specs here listed on the screen, that screams that all to you. If you're in the market for a machine that needs all four of those points turned up to an 11, this is the hardware for you, and this hardware is an amazing platform for Linux and open source. Let's look back at how those early meetings, those early gatherings of a user group in 1955 got to where we're at today, and if you move forward 20 years, all of a sudden the share user group was having all sorts of amendment, all sorts of code developed, and the biggest challenge was how to chronicle all this together. As opposed to having just bespoke collaboration, how can we all bring this into something canonical to share? Well, a project called CBT Tape and CBT State, CBT stands for Connecticut Bacon Trust, which is a bank that has been defunct for many, many years. There is mainframe programmers at that bank that saw the value in pulling this together and having a canonical distribution of all of these scripts that have been put together during these share events and elsewhere in the community. Since 1975 have been releasing this volume of all of these things out to the community to use. At the time it was on tape, over time it became on other mediums and even you can download it right from the internet itself and right from their website. And we're at the open mainframe project are really privileged that that project actually came to the open mainframe project earlier this year, and we now host this effort from this great community that has been working with this and really shepherding this for decades now and we're happy to be the home of that going forward. We fast forward a few decades, late 90s, we know Linux was coming on the scene and Linux itself was ported to the S390X platform which is sort of the architecture indicator for the mainframe platform. And it was done by many folks in the community. There was a community of efforts, there was work from Marist University, the IBM Germany offices and other folks out there and it all culminates Linux being supported on this platform. And then as we get into the early 2000s, we see SUSE stepping forward as really the first major Linux distribution to support the S390X architecture along with Red Hat and Debian and many others to follow from there. And as Linux came to this platform just as when Linux has came to so many other places it begins to thrive. 2006, 1700 customers already using in production and in 2013, we already see the open source ecosystem hitting a very critical mass already. So the interesting thing here is what we see is open source is not slowing down anytime soon. And what the true challenge ahead of us here is sort of understanding why that is. And for a mainframe world that is thinking of such applications as very proprietary when they back look into some of their code they're realizing well there's a lot of open source in here and we sometimes call this the code club sandwich where you see a layer of open source which is sort of that underlying framework that powers your application and then that layer of business logic, that magic of the value of what this application is and then open source code as libraries is the ones that do all the interconnections and the other points that are just required for an application to function where if you put all that together open source code is roughly 90% of an application. So with this in mind, you can see that open source isn't slowing down anytime soon. There's nothing but frameworks, there's nothing but libraries to connect pieces in there and it's enabling so much innovation to happen. The real challenge becomes which projects matter and the truth is all projects matter to some degree but there's certain projects that have a huge amount of value to our society to move forward. And the answer for that always is projects with sustainable ecosystems. And we at the open mainframe project believe that the successful projects always depend on members, developers and standards and all those infrastructure, really the top portion of that circle to be successful and the way that these become successful is by them turning into products whether that be internal usage with an organization or a vendor taking it to market either way that's driving an economic benefit in the form of lower R&D costs, more addressable market, faster time to market and that economic benefit is driven back in the project with that circle and that's what we call a sustainable ecosystem. And that circle continues indefinitely and that's really what the definition of sustainability is. It's the property of systems to remain diverse and productive indefinitely. How can we ensure these technologies maintain for a long period of time? Which if you think about that's the mainframe in general. It's a technology in around for decades and our challenge here at the open mainframe project is how do we make that a sustainable thing because already so much of the world depends upon this technology. Now, if we roll back five years ago when the open mainframe project was founded in 2015, you know, we took a little bit of a look at the lay of the land of open source in the mainframe and this pyramid kind of represents a lot of ecosystems we look at of really where the challenges and it's never that open source isn't there but it's running into challenges to get to that next level. Could be something as simple as just fragmentation of the market in these various applications and projects just don't interoperate with one another very well. Could be the challenges of governance. How do you get involved in a project? How do you attain committer access? How do you help set the direction of where it's going? Maybe the project itself is not really focused on building an ecosystem but it's a little bit too specific in its needs and maybe has a premium model or something attached with it. And then you start to get to these higher level functions within a project but are really, really critical ones to grow. Who's managing the assets? Is it one company that maybe at some point could say you don't want to change the license terms or is it held in something very neutral? And when we start to see that come into play as the question, you know, projects can tend to grow pretty well, you know with a degree of fragmentation if the topic is interesting enough and if the topic is really solving enough of a problem but it hits that glass ceiling of organizations willing to continue to invest and bank their business on this project because they don't know where this project could potentially go. They don't know where the assets of this project and is it a safe one to depend upon? And this is really where a project and an effort like the open mainframe project comes into being. And it came out to be five years ago and was launched at LinuxCon Seattle along with a number of other IBM announcements around really bringing open source more broadly to the mainframe. And it included a code donation from IBM of the anomaly detection for engine for Linux logs projects, which is part of which was a part of a IBM product called ZEAware and is a part of our first hosted project here. If we move forward into 2016 we started a mentorship program which brought students' excitement to the mainframe and contributing and porting various open source tooling and contributing to open source projects. And we'll talk more about that in the future here. Two years ago was the launch of Zoey which was a revolution to the ZOS operating system. It was the first ever open source project launched specifically on ZOS and has enabled the modernization of that side of the platform. And when you have such a huge project like that that gets launched, the effects of that start to get felt downstream. And all of a sudden, we saw it last year with a doubling of our hosted projects focusing on areas such as ZVM, other areas of DevOps, ZOSMF. And then in 2020, we've just continued that to grow with even a greater focus on technologies like COBOL and education and other areas of really helping expand the footprint of the mainframe. So the open mainframe project, the mission here is building a community and adoption of open source in the mainframe. And it's done three different ways, eliminating the barriers to that adoption, demonstrating the value of the mainframe. And what I think is really always the most important thing for any open source foundation is strengthening those collaboration points because that collaboration is what drives those other two pieces and drives that larger community. And eliminating barriers is just a multifaceted piece from not only becoming that central focal point, but also showcasing ways that engagement can happen around getting involved in the mainframe. The value of showcasing the business and technical case studies and thought leadership and helping champion some of those solutions. And on the collaboration points of using the hosted projects, which we'll talk about in other projects out there to build engagement and other collaboration and the tools and resources to make this happen. The open mainframe project currently hosts 16 projects from all sort of areas and functions of the mainframe world. And you can learn a little bit more about them at openmainframeproject.org slash projects. In addition, we track a larger scheme of open source in the mainframe in general. And if you go to L.openmainframeproject.org, you can check out the landscape of open source on the mainframe complete from the projects that are very specific to open source in the mainframe, along with the broad Zoey conformance ecosystem and applications that are being driven in that space. In addition, we also track broad open source projects that are supporting the mainframe as well. All of these are great assets and all of these are great ways to understand how the impact of open source on mainframe is. So let's talk a little bit about some of these projects more from an aspect of the challenges and the impacts that we were looking to focus on. So let's start with Zoey. We talked about that. You've probably heard about Zoey a couple of times. The challenges that the ZOS operating system was facing is it wasn't a very modern system from an integration standpoint. Oftentimes many of the main interactions as ZOS were using a 3270 terminal. And that was a huge challenge, not only just from a technical aspect of integrating with other parts of the organization, but also a talent aspect where it was really hard to bring modern development tools into here. And because of that newer generations of developers were just not looking at Zoey as a target. In 2018, as we talked about open mainframe project added Zoey into this ecosystem here. And since then things have began to thrive. In 2019, it reached its 1.0 release and it launched a conformant program to help enable that downstream ecosystem to exist. And over time, there's been continuous investments on collaboration, ecosystem development and infrastructure to help make this project successful. As we sit today, over 20,000 commits and 200 committers all time have made an impact on the Zoey project and significant mind share in the DevOps world has grown of the mainframe because of Zoey of helping connect those pieces. We also are proud to see over 20 Zoey conformant offerings in the market right now. And that's a growing number from five different organizations. So ZVM, as many people may be familiar with your familiar with the mainframe is the hypervisor that is very native to the mainframe. And if you think of a hypervisor, if you think of something like KVM is a very much equivalent ZVM is very specific to this architecture and has been a part of that architecture for decades now. And because it's been a part of that mainframe shops have standardized on it. That's the tooling they use. It's very robust, it's very secure a lot of efforts been putting into it. But as organizations were looking to more cloud enabled their deployment strategies ZVM didn't have the right connections to make that happen. Now there were some efforts put together to make that happen. But it just never really worked as well and it wasn't as seamless as a customer would like. And so IBM took it upon themselves. They said we're gonna rewrite pieces of this but they were even running into a problem of how to develop and grow this out more because being an IBM only project it really made it hard to get broader collaboration. In addition, technologies such as OpenStack and others that were depending that were leveraging a tooling like this and to being held back on the platform. In 2019, Failong became an open mainframe project and Failong was the code that came from a product and a project inside of IBM called the ZVM cloud connector. Now the interesting piece here is IBM looking to drive and getting more people involved in this project. They strategically saw that the co-chairs of the technical steering committee that's the leadership of this project are actually two non IBMers, one from SUSE and one from Velocity Software. And that really made a big signal to the market that there's a community approach needed to help drive this forward. And their big focus and they've got it up and going is an open CI and CD infrastructure to enable more people to be able to try this code out and use it, test it and provide feedback. And as we sit in 2020, we're already seeing more organizations engaging there's a list there of the columns that might come, Infinity, ICOIT in addition to IBM and more innovations and integrations are starting to happen in the community. They're finding their way upstream, making this sort of the hub of that collaboration around ZVM and cloud stack technologies. You might have heard some of the challenges here in the United States in the early days of the COVID crisis on the impact of many of our state and local government systems in the heavy response and tax on those systems due to record unemployment requests. Many of those systems were driven from a mainframe. Many of those systems were written in COBOL. And there was a huge challenge that was raised of what can be done to help modernize these systems, support for helping drive future functionality. Many systems have been under invested in and a lot of the challenge was pointed to of a lack of COBOL talent. Well, the open mainframe community came together and it said, well, look, not only do we wanna make sure the talent gap is solved, but we also wanna enable the next generation of talent to grow from here. And there was two big areas that the project innovated. One, to help that next generation is it launched an open source COBOL programming course. And so this is a COBOL programming course that's fully available as open source. IBM's provide some infrastructure for running some of the labs if you need it. But otherwise you can take it, you can download it. We've even seen people integrated into their own training materials as well for people getting up to speed on COBOL. And this is not just COBOL based on a green screen. This is COBOL using VS code and Eclipse chain and other modern tooling.  And within a week of both of these being launched, which was really about a week after this really started to hit the critical mass and all of the calls from many of the state and local governments from COBOL talent really started to hit the media. Both of these areas here were already starting to see huge growth. To date, over 1,700 individuals have made themselves available in the calling all COBOL programmers forum. Most of those made themselves available within the coming weeks after that announcement. And the COBOL programming course has over 1,700 stars on GitHub and over 300 forks. And we had over 1,000 stars by the time that the code actually fully made it up onto the GitHub repository. That's how much excitement has happened around that. A huge innovation of bringing that community together. And thinking of that next generation, we talked a little bit about the mentorship program. And again, this was one of the first things that the project kicked off. And it was with the eye of how do we help enable that next generation? Because we realize that there's a huge amount of tenured mainframe talent that's at the back end of their career. And how can we enable that next generation to get involved? And furthermore, there was also a challenge of students just not knowing that there was opportunities within mainframe. And there was already that interest in open source. How could the two be married together? 2016, the first mentorship program was launched with seven mentees. And it has connected so many students in the broad open source community together but also making those impacts upstream. And additionally, it's been brought into university programs with VCU and Western University of Ontario participating. To date, we've seen over 40 mentees completed the program with broader classwork programs reaching another 100 students or more. And this upstream work has been super impactful. It's ported Alpine Linux to the platform. It's included contributions to Hyperledger, OpenStack, Cloud Foundry, Kubernetes and more. And these mentees are continuing on in industry and they're being employed in mainframe roles and a number of the vendors and clients in the space. Huge area if we'd seen success. So as you can see, mainframe innovation, it thrives here. And we as a project, we provide that infrastructure and we provide that space and the staff to help support it. And that helps drive these natural collaboration opportunities. And you can learn more about how all this works on our project's life cycle page. But it's more than just supporting open source projects that we host. But how can we go beyond our hosted projects? One area has been through our supported projects program which this has been an avenue for supporting broad open source projects that need to support this architecture with infrastructure development support, market awareness and as needed governance and IP home. This has been something that has been ongoing well before the open mainframe project launched with back in the days of the open source development labs. And we've carried it forward and grown this program here. And you can see below some of the open source projects that have been impacted by this work. It's a keen area here as we wanna make sure that people understand really what a mainframe or is somebody who's spent their career in this space. And with that, we've launched a monthly podcast that highlights the diversity in mainframe. So not just a singular view of who mainframe or is but people from young old different nationalities, different genders, different backgrounds and talking about why they decided to have a career in mainframe and what they view the technology and career field is like. You can check this out on any of the various podcast clients out there, Apple podcast, Stitcher, Spotify, Anker and you can also read about it more on our website. There's some great interviews we had Ross Mori from IBM interviewed a few months ago and we've had a lot of other students, other people who have been professionals in this space and people new into their career. It's really been a great mix of folks and so I highly encourage you to check it out. And we've been really successful of bringing together that larger conversation and opportunities around the mainframe. We just had our first annual summit back in September and we're looking to do again next year. You can look at all the recordings for that event and check them out there on our YouTube site. We have a community forums and this is where we've drawn a lot of conversation around COBOL along with Zoe and many other technical topics and you can check that out. And we have a Slack channel where you can connect directly with members of our community as well. So looking at it a glance here in five years nearly 40 organizations, 16 projects, 40 mentees, 300 project contributors and 30,000 project contributions from across a vast aspect of the mainframe world. It's been a really huge and amazing effort. You can participate in the open mainframe project in a number of different ways. Our community is open to anybody to participate in. We are at events both virtually as this one here but when we get back in person we'll be also back in in person events. We have 16 hosted projects and working groups take a part of them and we also host projects as well. So if you have something that is interesting and open source project that benefits the mainframe we talk with us, we'd love to host it. And if you're an organization where having a open source and mainframe ecosystem thriving is of great value to you you can show stewardship in the community through corporate sponsorship. You can learn more about the open mainframe project by heading to openmainframeproject.org you can check out any of our projects openmainframeproject.org slash projects. If you wanna become a member from a corporation or academic or associate aspect you can learn on our website there or email us at the email below and you can obviously fill out the membership application form if you'd like directly. It was that, I wanna thank you so much for your time today. I hope this talk has been very helpful for you of understanding what the open mainframe project is about and I hope you enjoy the rest of this event. Thank you.


What's up guys, we're back with another epic collection and this one is from a famous YouTuber. Yeah, but before we get started, the giveaway. I'll be giving away, this has been announced on the community tab last night, but I'm going to show you guys. A Volcanic Doomfire 10. This is an entire sealed 10, I believe 2007? Yes, 2007 10. All you have to do to enter this giveaway, go check out the YouTube community tab. By the way, that is where the giveaway winners are announced. So if you want to see if you won, you got to check out over there. There is instructions. Basically, you need to turn on the notification bell to join, and that's pretty much it. So like this video and turn on the notification bell for my channel. You can have a chance to win that epic 10. So let's start off with this binder. This is from the one and only Jarvis Johnson. If you guys know him on YouTube, huge YouTuber, he has 1.5 million subscribers. Really awesome channel, really funny guy, and he's also really into TCG. So if you want to follow his TCG channel, check it out. It's called like Jarvis TCG. I'll pop it up on the screen. So let's go ahead and see what he sent us. Pretty nice binder right here, Card Guardian. So I kind of like this. All right, the first page is a good start. We already have Blue Eyes, White Dragons. We have the SDK, two of those. We got some gold. We got Legendary Collection, Kyber Collection. We got BPT 2003. We've got 2002 BPT, SKE. That's like all of them. I mean, it's not all of them, but it's a ton. Here's the ultimate rare. We opened that in a video the other day. Check that video out. We've got Ultra Rare, DB1. That's really cool. We've got the Old School Premium Pack. We opened that in a video the other day. You guys can check that one out as well, if you want. Got Dark Magician, SDY. I mean, look at all these Dark Magicians. Yeah, this is a good start. He actually just started collecting kind of recently. So this is a really nice binder. He has Exodia, that's an LOB Exodia. That's pretty awesome. Dark Magical Curtain, DB1, Summon Skull, two Dark Magician girls. Those are from Rise of Destiny. You guys are gonna have to let me know what you guys think this binder's worth. Make sure you let me know in the comments. This is gonna be interesting to see. SDJ, he's been buying a ton of Facebook and stuff like that. Like whenever you know when you start collecting, you can start scouring Facebook and getting people to send you stuff. BPT Dark Magician, that's really cool. Here we have an Imperial Order. That's pretty nice. Call of the Haunted. Jinzo's, PSV and BPT, the Tinzo. L-O-N, that looks interesting. Then we have a play set of the Master Collection Thousand Eyes. That's awesome, Relinquished. Oh yeah, there's some really good stuff in here. Some really cool stuff. So far, it's mostly Unlimited. There's a play set of the Serpent Knight Dragon. I wonder if one of those is the one we pulled for him on the Magic Ruler Box Break. It could be, it's not this one, that's a reprint. It might be hard for you guys to tell from up there, but that's a reprint. This is an SRL EN, so that came from a Fervent Legacy or a Master Collection one. That's really cool. There's a first edition tune, Mermaid. That's cool. Over here, oh, check this out. An MRL Blue Eyes Tune Dragon. That's really cool to see. Delinquent Duos, Maha Vilos. They just reprinted the new Maha, well, they didn't reprint it, but they made a new Maha Vilos in the last set. Injection Fertility, some Confiscation. Some of these are reprints, most of them are not. We've got a Gear Free the Iron Knight Buster Blader. So we're gonna be opening up these tin soon, because some of you guys bought those tins on my website, so you guys are gonna see those open soon, it's gonna be pretty awesome. Harpy's Feather Dusters Exchange. B-Skull is awesome, MRDB Skull, that's really cool. That's a reprint. Here's the FL-1. I don't know if, he did open for Vent Legacy. I think he did it on a live stream. Yeah, so that's, I think that's where he got that. This is L-O-B-E-N. Did he pull that one from the opening? I can't remember. Got Polly's, there's a slight foil shift on this trap hole, that's really cool. And then a Curse of Dragon. We have the Alpha, the Magnet Warrior. This is the whole set. We've got the Master Collection, Exodian Nectaross from Master Collection 2. That's pretty tough to find these days. Brick of the Magical Warrior, that's really cool. Exchange, Goblin Fan, Graceful Dice, Metals. This is really nice. This is like all the stuff that, it's just the really nostalgic stuff. Like most of it's not that expensive. All these like promo stuff, like when you talk about the 10 promos and like the game promos, that's the stuff that everybody remembers though. And it's getting like a lot more valuable now because it's so memorable and it's just getting a little bit harder to find. L.O.B, Mystical Elf. There's a PSV EN, he's got tons of EN cards, that's really cool. The Destiny Boards are really nice. Where's the Saber Swords from again? Jump, okay, Jump Promo, that makes sense. Oh, these are all Jump Promos. Okay, yeah, that's really cool. There's the Toon Dark Magician Girl, the Magician's Volcuria. I mean, somebody tell me the difference there. It's like a grown up Toon Dark Magician Girl basically. Jump, Victory Dragon, that's really cool. Obelisk, yeah, the Jump cards are really cool. I think I remember, I think he said he got like a ton of these at once. The Stratos, that's a nice one. Graceful Charity from SDP, nice. Here's some McDonald's at the top, that's really cool. Graceful Charity, three of those. We got Red-Eyes, Darkness Dragon. Lava Golem, that's cool. Yamada Dragon, Red-Eyes, Darkness Dragon, always a really cool one. Super cheap, but like so cool. Here's some Ultimate Rears, we got the Flintz. Ooh, Hobby League Reinforcement of the Army, that's really cool. Limit Deer Removals, Nobleman of Crossouts. Wait, is that a Nobleman of Crossout? Hobby League, cool. Yeah, it is, that's weird. It's hard to tell from that angle, I guess. Diffusion Wave Motion, a lot of good stuff. Monster Reborn Giant Trinite, original first edition. Okay, first dead DD designator. From IOC, if you wanna open up one of those packs for it's gonna cost you. Yeah, really cool, Mirror Wall, that's an Ultra Rear. Retro Pack 2, oh cool. That's really cool. I was like, wait a second, that looks weird. Siriaru, Salamandra, Swift Gaia, I'm Noxious Celtic. Oh, is that an Ultra Rear Missprint right here? We got an Ultra Rear Missprint. The rest are not Missprints. Then we got the XC's Dragons, all the Dragon Cannon, the Tank Dragon, yeah, that's really cool. Tank Cannon, yeah, let's not forget that one. This is a nice card, Darkblade Ultra Rear, I love that card. A couple of Blue Eyes Ultimate Dragons, oh, here we go. Here's the card, the Chaos Emperor. I think he pulled both of these. He opened like four packs or something, pulled both of those, it was insane. Like, even when we pulled two, it wasn't that good. He has a TLM version. The Secret Rare just looks so much better in my opinion. Let me know what you guys think about that. I love the Secret and the Ultimate Rare of these. They're so awesome, even the reprints, they look so good. Yeah, there's those. Guilford, Guardian Sphinx. Ooh, Revival Jam is probably one of my favorite cards from L.O.N. I just love that blue. I mean, it just looks really clean. I don't know why. Guardian Angel Joan, it is the IOC, not the new version that just came out. Vampire Lord, awesome card. Okay, we've got Luster Dragon and Luster Dragon. There you go, I think that's supposed to be number two, but they eventually did it, but didn't do it originally in L.O.D. Oh yeah, Dark Magician Knight, I forgot about that. That's from, what's R.O.D. again? I always think Rise of Destiny, but it's not. It's, I can't remember what R.O.D. is. That's really cool though. You guys can let me know in the comments. Kaiku, Statue of the Wicked. We got Magician of Black Chaos, it's really awesome. Judgment of Anubis, there's five of those. Oh my goodness. And Necroviles, is that the end? Wow, okay. That's almost in a completely full binder. That's pretty awesome. Ooh, you guys can let me know what you think it's worth. It looks like most of this stuff was in decent condition. Some of it I saw had some damage to it, but mostly, like especially the reprints were in great shape. So I think that's a pretty nice collection. You guys have to let me know. I'm not buying it, he just wanted me to send, he just wanted to send it in so that I could show it on video. So I did, I was like, naturally, that'd be cool. And he wanted me to ask what you guys think it's worth. So let's see, in the comments, go ahead and let me know what you guys think it's worth. Also, don't forget to check out the Community tab. We've got this Volcanic Doomfire 10 up and available. I will announce that winter in like a week, so we don't have to wait too long for that. So go ahead and go enter that. Turn on notifications for my channel. We have some epic openings coming up. And don't forget about the Ancient Sanctuary Box Break Wednesday at 6 p.m., like the normal time we've been doing. It's gonna be a pretty awesome first edition box. And that's it for today. I'll see you guys later. Peace. Oh, it's a hero, dark bright. Boom!