You know, as we were starting to do these convenings, and again we've been planning, you know, this sort of string of convenings for a while, it seems like it was central to bring together a group of people that keeps getting talked about but less often talk to, and so I just, again, contextualizing this is why we're all sitting in this room today. Above everything, you have to take that up and champion the rider and defend the rider. Ideally, then you have to believe in the rider, right, and that's going back to the person, so find people who really believe in and stay well. Because I have such an appetite for adventurous work and dangerous work and work that's not necessarily being done, it's celebrating the fact that that play eventually got produced, and not the fact that I discovered it, it's like, yeah, now we're doing something dangerous and sexy and exciting. In the lit office of the future, we will have figured out the work balance between the time-consuming act of digesting plays and the equally time-consuming act of devising ways of communicating to audiences about plays. Perhaps we will realize that this is two different jobs, and if we want one person to do these two jobs, perhaps we should clone her or download her understanding of a play into a nearby computer for implantation in the March 18th. Sometimes it feels like this is the way work is supposed to get on, and yet I from the outside or I from the inside realize that actually there's a million other ways that it happens, and so is this way a waste of my time? Am I being lied to about what the process is of work actually getting produced? And I don't think it's not a lie because work does get done that way, but it's just one of the ways.


This defense was just on point all night. I mean, yeah, it was a team game, man. Lamar did a great job. He's dynamic. I mean, he was still chuking people. Just like I said in my interview, you might still get chuked.  We got to be sound tacklers. We got to swarm. And I think we did that. We did a good job. I mean, he hit the long run, but he's going to do that, bro. He's a dynamic player. I think he's going to win VP. You guys came in as about 9, 10 point underdogs. Yeah, I know. We didn't care about it, but now that it's over and you guys proved to the world that you guys are where you need to be, what does that mean? We just get started.  And you're like, what happened? I'm like, because nobody believed we were supposed to be here. You know, we're just going to keep fighting, keep loving on each other, you know, keep being a tight-knit team that everybody counted out and where it's going for, not get complacent and try to win the next one. I mean, I'm not really, I mean, when you work as hard as we do, I know in our room, I see Logan and KB and all them boys up there at 5.35 a.m., this is expected.  It means a lot. I mean, I'm going to kick back, enjoy this one, watch the game. I got a lot of friends playing this next game. I'm going to enjoy the night though, man. This is special. I've never really got this far. Like, even in college, when it's a bull, but this is like AFC, you know what I'm saying? Like, this means something. This is legacy. When you look back on your career, you're not going to remember all the regularities. You remember what people did in the post-season and the memories you built and the guys in the locker room. Logan Ryan, Kevin Beard, Taylor Lawan, like what it took to get to the AFC Championship. Like, it's a special, special thing.


Please note that the sheet which you have got today contain the one part of it is the ER thing that is the only thing we are doing in this session. The remaining parts of it are for the afternoon they are not meant for this session so please ignore them for now. So, only the ER the one sheet is for this session the railways and the other the second there are two question two parts. So, the first problem is the railway system with stations, tracks, connecting stations, trains, schedules and bookings. So, the first step in any such design is to identify the entities. So, I think that is relatively straightforward task here although there are several alternatives there are several possible ways of doing this, but let us start. I think everyone will agree that a station is an entity it is no problem there everyone agrees that a train is an entity and passenger booking is an entity. So, what remains is what is a track what is a schedule these are the two things and then of course, there are relationships between these entities. So, in the description here what we mean by a track is a single segment of track between two stations it is a simple model. So, what should track be should it be an entity should it be a relationship. For the purpose of this thing it is good enough to make it a relationship although there are many reasons why you might treat it as an entity we are not going to do that, but for example, if you want to keep track of track maintenance and other things about a track you may want to treat a track as an entity, but since we are not doing all that all that we care about is that there is a track between two stations we could treat track as a relationship let me put it down here to give space. So, it is a relationship between two stations. So, now what are the attributes of a station which you would assume ID name. So, we will stop at that certainly there are many other things you may want to put in if you put it in your design that is fine. What about a train what are the attributes you would expect ID name it is probably good enough for our design. Now, the key thing is that train schedule and there is also this issue of what does a booking relate to we will come to that in a moment. So, first of all let us deal with the train schedule. So, what is the train schedule record says you know at what time does a particular train pass through a particular station and there also a sequence number which is this is the first thing this is the origination point which could be 0 may be for the train then there is 1 2 3 up to the termination point for that train and we also need to record the time when the train passes through a station and we have made some simplifying assumptions here that every train runs every day and it finishes its journey within the same day otherwise you have to keep track you know if you are just storing time of the day that is not good enough you have to know that is it on this starting day or is it on the next day and so on. So, to simplify our life we have pushed all that under the carpet and we are going to store the time in time out and the sequence number those are the 3 things we have understood. So, now how should we do this how should we record this yeah and for that relation we have the attribute time in and time out. Exactly. So, that is the simplest representation although others are possible. So, give this whatever name we want train schedule may be or train station now what are the attributes that is time in sequence number time in and time out. So, I saw at least one or two people had a model this as an entity if you do that then the schedule entity the point where a train enters the fact that a train is going through a station if you model it as an entity it has to be related to a train it has to be related to a station and it has to have these attributes. So, that is the possibility where this is turned into an entity with two relationships on either side and these would be the attributes that is a possible alternative. Although for the purpose of this particular simple design it is not required this is simple. What is the next one passenger booking so, what are the key things in a booking we need to have a train. So, the booking has to be related to a train so, what do we do create a relationship give it any name say booking for that train booking has to also be related to. So, passenger books for the train and for booking we can have the entity attributes like the date coach and other things. So, we could model passengers and entity let us start with that detail and then we will modify it to add that the questions I do not model it, but in reality yes there are good reasons to model a passenger as an entity. So, what all does the booking have you need to know that the booking is from on this train from this station to this station. So, two relationships between booking and station should this be a ternary relationship or two binary there is no particular reason to make it ternary they are kind of independent of each other. What is next you could make a ternary also it does not really cause any harm. It is better to keep them separate conceptually it is better what is it would be related twice to station from and to and then connection to booking destination is the two from is the start source is the from from and to that is why we have two relations with station. I have issue like now we cannot check make a constraint at a particular booking which has made from and to whether the train has stoppage over there or not. Yes. That is a good point. That we cannot model. So, it is necessary that two also supposed to exist. Which exist? The booking from. From and to. So, two if from is there then two must be there. Actually both must exist. Yeah. So, how you can. I am not showing the constraints here to ensure that both the from and to exist and also you cannot have from being related to two different stations. So, that is going to ensure that both the from and the to will exist. How we can put the instance. From and which to. The booking has these two defined for sure. Like for example, we are booking from Pune to Mumbai. Yeah. Okay. So, booking contains the how we can represent this in this particular. So, there will be one instance of this relation. The from relationship which relates this booking to Pune and an instance of the to relationship which links the same booking to Mumbai. Therefore, it is from Pune to Mumbai. Yeah. Both are related to this entity. In the relational table sense, yes, that would be a booking ID in a table. So, coming back to your question. How do you enforce the constraint that this frame actually goes through these stations? So, I have some by the solution also in mind like. Yeah. See, we have instances of this schedule for instance. Yeah. So, what if we, of course, that could be through aggregation what so called. What if we relate booking with the relationship? Yes. That is. That sounds bit complex, but. It is possible. However, we have to relate it to two different instances of relationships. Absolutely. From and to. Yes. Yes. Now, how do you make sure both of those are for the same frame? That problem comes. Yeah. So, it is an interesting question. There are some important constraints, but it seems non-trivial to enforce those constraints on the ER model. Yeah. Somehow as attributes in the booking. So, if you were to, for example, you could have a, you can't do it at the entity level, but if you do it at the table level, you can have a train ID and then a sequence, two sequence number, you know, what is the starting and what is the, it is just sequence number for this train. So, this is an interesting thing. So, it's, if you create a table, it's easy to do this. If you do it through this, how do you do it? The constraint, the problem is the constraint. The academic people want to keep these two things existing in separate space. ER model and relational model. Yes. There are distinction and disjointness. Yeah. So, actually another interesting question is if you took this relational model, a corresponding ER model which could have given us this relational model. So, in case you didn't follow the discussion for the others, the idea was in the booking, we can have a train ID and from sequence number and a two sequence number. And because this is a sequence number for a particular train in its root for this train, we can be sure that it's the same train which goes. So, it enforces that constraint implicitly by keeping a, in some sense, a discriminator. So, yeah. So, if you had this top as a weak entity, so you had proposed that train schedule instead of relationship becomes an entity, we could model it as a weak entity and which is dependent on train and it has a sequence number which is a discriminator. So, let me, I think, let's finish this and then I think we are almost done with this. What is left here? After the statement here, all we need is booking ID, coach, seat number and name. I think that completes the design as stated. Now, we will modify it and try to do something else to it. Only time in will be there, no time out, but the station will get sequence number. So, from sequence? No, the problem is, if you take the terminating station, there is a time in. But there is no time out for that. So, we can model the, you know, the last station by having null value for time out. Default will be hard. Null, in this context would mean does not exist, because there is no time when it goes out. Of course, it leaves the platform, but that's an operational thing. As far as the passenger is concerned, that's it, the train terminates there. After that, it's not the same train. It's just a set of coaches which will now become part of another train, maybe. For example, you want to find out all the trains which start with one particular station and ends with particular station. How to find out? So, it requires something value whose time out is this one and time in is, because starting station has time in zero, time out is something and at the end station is like that. So, for that, we require something to be there. Some special value. So, again, from the point of your query, just like we're discussing that, if we visualize query, what query we want to fire on this particular database and then go for the database. So, here we require that. It's also, yeah, you need to know what is, so, sequence number zero could be the starting station, but how do you know which is the ending station? So, you could ignore this and take a max of sequence number for that train and that would be the terminating station, but of course your queries are going to be more complex. So, this is a nice example where from the point of view of the query, it makes sense to specify exactly what you will have here. Anyway, you need to do that. For the first station, you need to specify what is the value of time in and the only meaningful value is null. There's only a non-null time out and correspondingly for the terminating station. So, in this particular case, even if you ignore the query, just by specifying what values have to be in the design in these two end cases, we have already solved the query problem. So, I don't think in this case we needed to worry about the query, but certainly there may be some cases where you have two design alternatives, one of which makes it easier for query. So, that can happen. Suppose I say that it is terminating station, so let me put null for the time out. Yeah. If there is a situation where for in-between station, I don't know what is the time in. At the moment, I don't know. So, still I am forced to put null there, right? Or I don't know the time out. For example. If you created a schedule, I assume you would know the time in and time out. But there are many other alternatives. For example. So, that creates the ambiguity actually. Can I do Booleans? Start station and end station. So, both are Boolean, yes or no? Well, we don't normally give the time, but in this case, we could always have a tag which says that this is the starting. Then we don't have to worry about what is the value, whether it's null or some other value. So, we can look at this and say, if it's a starting station, I'm going to not even look at time in. If it is a ending station, I'm not going to look at time out. That's another option. You could put it here. Yes. You could do that. So, there are, it won't be an ID. See, the problem is. The station ID is the first thing. It has to be a relation. Start station and end station. Can we think of multi-value? Again, that would duplicate it because the train schedule already has that information. But you could create it explicitly to simplify query. Yeah. Can we use that? Yeah. That's the. End station only for one flag we need that. That is true. So, we could. So, there are many alternatives. We could get rid of this. Zero is start and we could do that. Instead of having those two relations from and to, can we think of having multi-valued attribute for representing the same? For this. For station from and to. For the booking? For the booking. No, you can't really have a multi-valued attribute. Then how do you know which one is from and which is to? Then you have to figure out the schedule of the train and it gets more complex. That doesn't make sense. And furthermore, the problem is if it's a multi-valued attribute, the other thing that it relates to is an entity. Therefore, you cannot make it an attribute. It has to be a relationship. So, again, this keeps coming up. Whenever you have something which is relating to an entity, absolutely cannot be an attribute. It has to be a relationship. This should be the form sequence, the form station. The sequence number should be less than the two things. That is, then we can have a multi-valued attribute with the sequence number both. That is certainly possible. So, this relational design in the end, which in the booking you have train IDs from sequence number to sequence number. You can easily impose a constraint that this is less than that. So, that could be a valid thing. Actually, then we don't require two relationships. We can make a single relationship with multi-valued to form and the sequence number. No, multi-value doesn't make sense. But let me answer this question in a different way. Now, note that both of these relationships are total and many to one. When we convert to relations, what we will end up doing is in booking, we would have a from station ID and a to station ID. But if you want this, the sequence number to come in there, we could have maybe used this alternative design, which was suggested, which I am starting on a new design. This one is complete. Sir, for a termination station, from and to are equal. For a termination station, time out, time out time should not be null. For a termination station, in time and out time are the same. I don't know if that makes sense, because what we have done in our design is assume for intermediate stations where the train does not stop, the in and out are the same. For the termination station, we should not use that convention. There are different ways of representing data. We have to state the conventions. Some of these are not stated in the ER diagram. We have to state it separately as these are the other constraints in there. For example, the constraint that both of these things have to be on the schedule of this train. You can state that in English, but you cannot represent it using the constraints available on the ER diagram. This is a more complex constraint which you can only state in English at this point. You can't use a standard notation, but that backup is always there. UML also does this. You can always specify constraint in English in UML. That is acceptable. As you can see, there are going to be things which... What do we have after all? We have a handful of constraints, which are standard constraints. Not all constraints can be enforced using these few things. Anything else can be either in English or predicate logic or whatever. You specify it somehow and state it along with the diagram. That is one solution to this particular problem which he had raised. How to enforce that both of these are on the route of that train. This is before this on the route. Those are all constraints which we can do in English. If you want to try to enforce it through other means, this alternative design where we create an entity here. Let me redraw this below. Let's call it train stop. Sequence number will be the discriminator. Time in, time out. This is a weak entity. It has to be identified by a strong entity, which is the train. We will have to give this some name. Let's call this TS or something. For lack of space, I am abbreviating and time also. We are running out of time. The train stop obviously has to be related to a station also. Train is enough to identify uniquely the train stop. This could be the identifying entity. That is a double diamond. The train stop is identified by a train and the sequence number. But it also has to be a station and that also has to be a unique station. This is one way of doing it. Again, there is another constraint which we have not enforced that consecutive sequence numbers should be connected by a track. We have not enforced that anywhere. There are many, many constraints which we are not enforcing. This from and to will go to the stop now. Now the proposal is that from and to relate not directly to station. Now what happens is, when you fold these into this thing, you are going to use the primary key of this. What is the primary key? ID and sequence number. In the relational schema, you will get from that. You will have actually a train ID. You will have that as one train ID. If you just do straightforward mapping of tables, you will not have one but three train ID from sequence number, train ID to sequence number. Why are these three coming from? They are coming from here because this is also, by the way, I didn't show the constraint. This also has to be total and mini to one. From this, you will get train ID. From this one, indirectly, you will get train ID sequence number which you will call from sequence number. For this one, similarly, train ID to sequence number. Now we have a constraint that all these three have to be the same. This is not expressed in the ER diagram explicitly but we can write it in English that all three have to be the same. Therefore, we can delete those and keep just one copy. If we started from here and used this extra constraint to remove redundant attributes, we could have landed up with this final design. There are good reasons maybe to use this design over the previous design. But again, it's a trade-off. We did all this work to be able to enforce one constraint. But we have still not enforced some other constraints. So there are trade-offs there. Yes, a particular station can be a halt of two different trains. The sequence number will vary. Yes, that is fine. Then the sequence number is derived from the train ID? No, this is not for the station. The sequence number is for a particular train. So this is a weak entity identified by that. Train. So each train will have its own sequence number, which is linked to the same station. So the same station can have different sequence numbers for different trains. That's not a problem. Good. Any other questions? So let's move to the next one, which is ER diagram for this program. Modeling, what all? Resource centers, center coordinator. This is actually a relatively easy one. So instead of again doing everything on the board, let me just show this. So we have, wait, something is missing. Okay, fine. So we have faculty who is from an institute. So institute is an entity. Faculty is an entity. Resource center is also an entity. And it has a capacity. That's the only thing we are modeling. But actually you will have to have an ID. This diagram is incomplete. So I'll go beat up the RAs students who drew this. I'll beat them up after this thing. But there are a few corrections here. Resource centers certainly should have an identifier. In fact, all of these should have an identifier. So this should be underlined faculty ID. So if you can note this, let us please note these corrections. We will put up, cleaned up one later. So faculty is all of you center coordinators for a particular resource center. Now this diagram is allowing some flexibility, which may not really be required. So among the flexibility it allows is that a resource center need not be an institute. So you could have a resource center in some reliance somewhere, which is not even an institute. This also allows the faculty to be a center coordinator for a resource center, which is not their institute. So this gives you the flexibility. If you didn't want that flexibility, there are alternatives to enforce that resource center is an institute. How would you do that? How do you make sure a resource center is an institute? But for example, if institute is and there is specialization with the resource center. We can't make any difference if it is an institute. Reliance might be treated as an institute. We can define that as an entity which has some sort of common name and ID and other things. Whether TechMindra is the institute, we can treat this as an institute. So in a broader sense, is it difficult? We don't want a faculty to be from a reliance world, for example. So we may want to have a case which is a real institute, a college, some other institution, and a resource center, which could be... So we could even link a center coordinator to an institute. So the assumption is that some of these institutes are resource centers. And which ones? Only those which have a center coordinator. Or maybe we can have an extra flag here which is a resource center. So there are many alternative designs. But in this one, let us just make sure there are no more errors here. This would be a primary key. There would be an ID here. The attendance here being many to one makes sense. You cannot attend in more than one. And you don't have to attend. Therefore, this constraint is fine. You are from an institute. So you may want to add an extra thing that every faculty member has to be from an institute, if you wish to. But then you may have some people who are freelancers of some sort, not associated institute. So if you want to allow that, then you will not make this total. You can leave this as is. So those are decisions you would have to make. So for our design, this is reasonable. And faculty attending a resource center has a registration number. Now what this is not modeling is the fact that you may have multiple courses. This is all for one course. If you have multiple course, the same person may attend a resource center for different course. So actually then this is not a resource center. This would be a course offering in a resource center. So then you would have a resource center which is a separate entity. This would become a course offering like a section. Similar to that, these are all sections of a course which happen to run at different resource centers. And then you would register for a section and the person is a co-ordinator for a section. So that would be another alternative. So depending on what your model will have many different variations from this. This design is okay for the specification, but it may need extension. Any questions on this? There is also a solution here for the other one, the railway, which is basically the same thing. But I think there are a few, one or two mistakes in the constraints here. So again we will fix this also before you take a look at it. You will note from train to station, what's the problem here? There's a constraint error here. But this constraint says that a train can only be there in one station. So this arrow should go. Please note that. And there was one more. Track, what is the problem here? Track is many to many. Each station may be connected to many different stations. So this is again many to many, which means this arrow should not be there. So these two correct. We'll make the corrections on this diagram. I think the rest is okay. From to, this is exactly as we drew it. For train, all the rest is fine. So any questions about either of these designs at this point? We are almost out of time, but I want to give you a very quick demo of the diagram editor, which is, it runs on Linux windows everywhere. And it has a lot of modeling tools. We always say that any system we design, it's part of some other system, right? A subsystem of something. So everything is a subsystem actually. So can you reflect on that with reference to any of those? To these designs? Any designs. Or you want to comment on that? I'd be happy to hear more from you.  Then usually in analysis and design type of the exercises, we usually represent the system boundary, saying that this is a subsystem, which will ultimately fit into some bigger picture. Like saying this ISTE, if you want to model it, it will fit into the bigger academic program of IIT, Mumbai or something. So that needs to come out in the ER model at some point of time, I think. So that will actually enable students to understand the scope of the system and also understand that it is not the standalone system which they should make work, but it is in the context of something that it should be working. Right. So at this level of teaching here, we have not got into this detail, but yes, if you already have an existing system and you're adding something to it, you need to know that this is part of a bigger system. And then you'd have to note that maybe this ER diagram even is partial. So it assumes that there is something called instructor, which is part of the main ER system. So you're only showing a part of it. And then you have to define what is the scope of this part, what all it deals with. So absolutely. If you're doing it as a part of a larger design, you have to scope out what is part of this and what is not part of this and can be used from the existing design. I think we are getting some good software engineering insights. Thank you. Okay. So sorry for that wasted time. So this is the DIA editor, diagram editor. Now what DIA has is support for a number of different modeling things. So this has flowchart, UML, ER. So what we are going to do for our purpose is use UML class diagrams to represent entities. So let's class 1 attributes A1. We are not going to give types and so on. So visibility, we are making it implementation. Otherwise in UML it has this plus minus in sharp notation up front. This is a hack, but if you want to underline it, the scope in UML it underlines it. So there is one more, A2 which is again implementation. We don't want to see operations. We want to see only attributes. There is an okay button at the bottom which is kind of hidden because of the screen resolution. So what we have now is A1 which is underlined and A2, the two attributes of this. This is what we have been seeing. We can copy it and then modify this as we want. Now then let's leave this name alone for now. We can edit it later. Now the next thing we need is relationship between these. Unfortunately, I think there is no relationship here. This has something which is not really a relation. I don't think this quite works. I think this doesn't allow you to put a name inside it. So what we found useful is to go to ER and create a relationship. We can call it whatever we want, R1. Now we can have connectors between these. We have the property, no arrows. Similarly for the other one, create a connector. This is just the line. Although actually in the ER model, I am not seeing it here. This is another option. So this is actually a better way of doing it. So let's delete that. Now we can have properties. Is it total? It says no. Now I change it to yes and you get the double line for a total relationship. Anyway, so we can clean this up and we can create other things similarly. Now one other thing is how do you make this an identifying relationship? Unfortunately that is... So what else? If you want to do specialization and so on that is there in the UML tools. So this is a fairly convenient tool to draw diagrams. Some of you have used VCO that also provides similar properties. Students tend to go and use the simplest tools. They'll use PowerPoint or some such thing. And what is wrong with that? The problem is that everything here becomes a diagram. So instead of having this, we conceptually something which Daya understands. You're going to have to draw boxes around attributes and so on. Yeah, the semantics is lost.  It shows you what you want. So it's not actually lines but it's a higher level. So the nice thing about Daya is it's free unlike VCO which you have to pay for. Actually I have one question to ask. Yeah. Suppose the ER model that we are developing for a case study is quite complex. So we would like to develop it as a series of models, right? Refining certain... So is there any way of checking the consistency of... Yeah. So that's another good question. In this... You are breaking up ER diagram into many pieces because it's too big. One of the things which you should do is you define the attributes of a class in one place. In all other places simply use the class. Don't show the attributes. Anyway there will be no question of attributes being inconsistent across different things. It's clear that it's an entity but don't show any attributes. Just hide them. Relationships of course should occur only once. You should not repeat them. So there will be no issue there. It's only entities which get repeated. So I think that should take care of consistency. But then how do you break it up? How do you break up a complex thing into pieces? You would like those pieces to be related in some way. Yeah. And then it's easy to piece them together later. I don't know if there's any scientific way of doing this but certainly you would try to break up an organization's ER diagram into things which are related to each other so that the break up is given. Say for example, if I have a person say relation that I... or entity rather I have identified and later on I would like to refine this person into maybe the student and faculty and registrar and things like that. So to make my ER model simple in the first go it is like say developing a DFD or something like that or flow chart which has the simplistic 0th level view and then keep on refining it. So is there any way of having that series of such ER models and maintaining the consistency across these things? I don't know much about this. My answer is I don't know. Because when I look at... If you know somewhere please tell us. No, no, I really don't know. Myself is trying to find out answers for this. In UML you do have ways to tackle it but when it comes to your data modeling there is apparently at the moment people are not looking at it. I'm not aware. Maybe whatever you can do for UML you can apply to this. But I don't know this part of UML so I cannot answer your question. Maybe you can answer it better than I can. Then at the moment I don't know. I have to ponder it from the database perspective. I haven't done that. But I would like to at some point. Like rational rules. If you want to take the diagram and convert it to something else. Or something else or converting this diagram or some error checking parts. Or even if we have a big diagram we can have a scalar diagram. That can be done in rational rules. Yes, that's true. This is only two draw diagrams which is useful for paper presentation or something like that. I think we should not. We are teaching students. We are learning the concept forward engineering or those rational rules tool things really will hide many things. In database course I don't advise using such things. It may make sense to start with something simple because students just learn these concepts and later they can graduate to better tools. My point is that this is a tool for only draw the diagrams. Yes. If you want to make a scalar means if you want to go for a higher version then you must use some tools. That is my point. It probably is beyond the scope of a database course. That's what you are saying. It is a part of the software engineering course. Certainly you want to take these additional issues into account. Any other questions or shall we move to lunch? Lunch it is. Thank you.


Here we go everybody 2022 Zenith photo and mosaic hobby for a four box mixer number eight Random teams check the results here anytime. Let's go ahead and get started not going to recap this one guys. We're a little behind It's gonna be a quick break as well. So we'll recap on this one start with two mosaic hobbies finished with two Zenith photos Yeah, it looks freaking awesome. The place is packed like the first time that that stadium's been uh full and forever I've been like five six years Sam Howell debut Starting off with mosaic Cameron Jordan red mosaic rookie eagles jordan davis Center stage mosaic joe montana radugo hamilton Jackson was a kyle pits falcons silver rookie chrysalave debut for the saints A blue shapes mosaic sam howell commanders Who's that pitching for usa martinez? Why can't I think of a more of a martinez? Strong logan hall mosaic rookies a mere white raiders blue tylaw patriots 81 of 99 Picket blue chips charnaux xander overdrive seahawks nick martinez, ah Yeah, where's where's all the good usa pitchers? Are they just not pitching in the world baseball classic? Cards come on cards scholar thompson or key damien pierce got mosaic joe montana for the niners red mosaic paid manning colts Swagger davante adams Purple mosaic to 49 actually for the raiders there And a walk but this guy out of the game, dude. He's costing us And god time, though osgardner woods kind of the walker mosaic mild sanders eagles silver elie michael niners Stair masters mosaic lamb mosaic lamb. Yeah, can you pick a debut? Garrett wilson rookies a mere white mosaic tj hawkinson lions a silver david and jokie browns A mosaic staggered jesson jefferson vikings all the americans like hurt or just like not fit to play like i don't get it snoop connor Jags on the rookie otter they just didn't want to do it yeah Like we're sure as we're like verlander in them sure as it's on the team right? He was the starter yesterday bow Snoop connor rookie otter jags mosaic alante taylor ricky sains red drew lock seattle Be sure to line up. It's disgusting mc london mac jones mccree re any gray justin fields national pride white mosaic 21 to 25 go bears silver warren sat bucks winging right was a starter. That's pretty good though Cooper cup in it to win it for the rams. At least it's someone that's used to pitching in big games and stuff Oh, that's tough legal. What what is up with that? The mosaics with sam was in the fizzing Suspect As everyone else just like heard like what is going on? Malik willis on the rookie red otter for the titans Nice one there mosaic brian burns sliver michael carter mosaic chase young commanders I'm guessing guys just didn't want to do it red tray lance niners national pride or they didn't feel ready Meta mastery silver elway One more mosaic Well, I'll see a short print.   There's no chance He's a conma bonito cooper cup blue mosaic for the rams super bowl mvp 28 of 99 silver michael carter again for the jets overdrive tiki barber giants See they're picking jay It's on haskins petry mosaic you like michael niners got red mosaic chad johnson bengals stair masters Is that black mosaic rainy moths? Yep, one of one rainy moth stair masters black mosaic vikings Big congrats vikings. That's an awesome one of one Congrats congrats James cook rock party mosaic robert quinn silver larry tonsill texans awesome eckler james williams aquonu sam williams rookie mosaic daniel bellinger giants silver cleol mac chargers center stage mosaic andrew luck for the colts Drake london we got mosaic rookie auto aircues economy dolphins Super Bowl mvp's mosaic mahomes daniel jones red mosaic giants trillin berks brand cook ingram mosaic mac jones for the pats purple mosaic robbie anderson panthers chosen anderson 249 center stage silver joe thysman Chosen as a cut by the cardinals points coming up 900 points And at the end mosaic fred taylor jags silver rookie kyle hamilton debut ravens mosaic rookie carloftus for the chief's furious george red josh allyn national pride for the bills in silver blue chips matt corral panthers two zenith photos i like photos come on mookie Finally, the roof of mookie bets again. It's like my dream scenario right here But even like all the other teams like have players that i like so it's like i want the usa win at all but like I just want to see like all the stars ball out, you know That's how i'm feeling right now A terrell bernard 250 rookie artist crew for the bills All the base uh the base ships in this russa wilson base Raiders is a mere white on the rookie patch auto 13 of 50 sparkle rpa Raiders aj brown titan 6100 inscriptions auto titans had a great break That is a 20 21 insert Tyree kills z team dolphins 50 of 50 And ricky wave rock party for the uh steelers Uh, if it's like bowman, no we donate it but most most every product base will ship The fawn digs So avian impersonals most of time base ships if it's like bowman we donate it ricky wave kenneth walker the third seahawks We do not sell base ricky cave on debito giants Patriots with the rpa is tyquan third and 12 out of 50 ego pats sparkle rpa Team tandems dual auto that is awesome james harrison and shroy palamalu That is really freaking cool James harrison shroy palamalu dual auto steelers That is fire And z team debo samuel niners 46 out of 50 that will do it. Thanks again everybody Got more football coming up


I'm gonna show you this really cool AI drawing tool that will make you an amazing fine art artist. Now, I will first preface this with I can't even draw a symmetrical stick figure. And I've used tools like Google's Auto Draw to do clip art and things, but Scribble Diffusion allows you to create some images that are more like paintings or photos. They're really, really cool. And it uses some AI to kind of pull all that together. So it's real simple. If you head to ScribbleDiffusion.com, you'll be greeted with this picture. And they have one already started and they drew a cat in here and they put photo of cat. But I'm gonna go ahead and clear that. So if I go down to this little clear button, delete everything out, I'm gonna delete this text out. And I'm gonna draw something. So I'm going to say I want a house, let's just say. So I'm gonna put a house right here. And I'm gonna put a tree in the side yard. So here's my wonderful drawing. That's as good as it gets. So I do a quick little sketch up in this top box. And down at the bottom, I type in descriptors of what I wanna see. So I'm gonna say there's a house and a tree, okay? That's basically, trust me, that's what my drawing is. It may not look like it, but that's what it is. All I have to do is click the go button down here. It'll scroll up, it runs. It takes what you drew and the text, and now it's going to create an image. So it created this picture of a house and a tree. Now maybe I'm like, yeah, it's not quite what I was thinking. I really wanted it a little bit different. It's as easy as going up a little bit and hitting the go button again. And it's gonna regenerate another image from my sketch and the text. So here was the first one, here's the second one. And you can do this as many times as you want. Every time you're gonna come up with something a little bit different. And what's really cool, if you look at these, these are like original pieces of work because I put my tree here and you can see it's very similar, very similar. And here's the third one. So let's say I really like this picture. But then I'm like, oh, I'm writing this story and I really need to include in the front yard the person's car. So I can go back to my drawing. Now, if I like this one, great. But maybe I wanna edit it a little bit. I'm gonna put a car right here. So let's just see what happens. I'm gonna put some tires and I'm gonna go, okay. Hey, it kinda looks like a car. I didn't do too badly. Okay, so now I'm gonna go back down to my description and it says a house and a tree and a car. Let's see what happens. I'm gonna hit the go button. And every time I do this, it's different. So I couldn't even tell you what it's going to give me because I haven't seen the same picture twice. Everything is different. So that's quite interesting. I seem to have a tree in my car. So I'm like, oh, I really like it except for that tree there. So I could go up and hit go again. Give it a second. It does its magic. That's better. That's what I'm looking for. So let's say this is the picture I like. Now keep in mind, I can continue doing this until I get the picture I want. I really want this. This is for my story or my project or whatever it is. I wanna use this. All I have to do is go to the picture, the image I like, right click on it. Go to save image as. I can name it anything I want. I'll name this house tree car. And then I can go ahead and save that. And now I've got this image that is AI created that I have made that obviously is copyright free because well, that is my work. There we go. And I've got this image I can use. But same thing, maybe I wanna do something a little different. Maybe I wanna add in a bird. Oh boy. Here we're gonna put, let's do an airplane. Maybe I can draw that a little bit better. Maybe not though. And airplane. Let it do its magic. There you go. Maybe that's the picture I want. But what is really cool is these are exactly where I spaced them out, how I wanted things. This is how I chose my picture to be. Now like once again, I can continue clicking the go button. But if I wanna go start a new picture, I just go to the clear, delete all the text out. And maybe this time I'm just gonna draw a beach with a sun and some waves. And an umbrella. I could say beach, sun, umbrella. And I'll put waves in. Let's just see what happens. I've never done this. It's kind of a mystery for all of us. Let's see what I get. There you go. Not quite as good, but basically you can see it puts the umbrella where I put it. That didn't register as a sun, but maybe if I did it and put some star, like the typical sun things. What if I put a smiley on it? Now I'm really curious what would happen. Well, anyhow, you could fine tune this and make it however you want. That is not exactly what it was looking for, but it did give me waves. It gave me my umbrella, a beach, and apparently it doesn't like my sun. But anyhow, so it's a really cool tool. Give it an explore, see what your kiddos and you can create and enjoy it. But like I said, every time you hit the go button, you're going to get something different. So it's a great way to have some creativity for some of us that need a little help with our art.


Okay, so good morning, the follow field are doing good. Welcome to week 10. Welcome to all the online students, students who are there in person as well as to the e-learning students. I hope all of you have completed your assessments. Please ensure that you get that done by next week. There is a due date for that. Okay, we'll get started. If you'll have a quick overview of what we have been covering as of now, we have been looking at counselling skills. We spent the last three classes looking at skills of attending. We looked at responding skills and last week we looked at questioning. Today we're going to wrap up with the last two skills as important as they are because it helps to wrap the entire session and bring the counselling to a place of understanding, to a place of owning up responsibility for their own, for their issues and what they could do to bring about some action towards resolving their concerns of their issues. Okay, so we're going to be looking at two skills today. One is personalising and the other is initiating. Okay, so personalising and initiating is what we're going to look at. I'm just going to present my screen. Okay, all right. So this cups the skill of personalising. If you're looking at the word, the meaning of personalise and especially when you're talking, when someone comes to you with a struggle, often you will find that there is a lot of helpless talk about a third person or about the other person in question. It could be, you know, their friends or their employees, their family members, their spouse, their parents, their children or somebody else, right, the focus. When someone's coming with you with a problem, a lot of times the focus is on a third person. Like if someone's coming and talking to you about their marriage, the focus will be on their spouse or someone's talking to you about parenting issues, the focus is on the child or if they're talking about their work issues, the focus is on the employer or if you're talking about friends, the focus is on a specific, on another person. Now, what happens is when the focus is on others, they are externalising their experiences. So what does that mean? When when we're talking about how someone is impacting our situation, what it indirectly means is that I don't have any responsibility in this problem myself. The problem is all with the other person. So that's what it means by externalising. So they are putting the responsibility on somebody else. So we always pass on the blame to somebody else for the struggles or the problems that we may be facing. Now, in counseling, you know, it is you understand that the point is, is not to change the other person. But we would want to pass on to personalise understanding of what they are going through and how they may be contributing or they may be responsible for the situation that they may be in. So what does personalising do? Personalising the word in itself says, I am taking a certain problem and trying to personalise it. That is, to see how much I am responsible or how much I contribute or what is my what is what is my take or what is what how do I handle it. So personalising helps the counselling in internalising their experience. So like we said, if they externalise it when they are taking, when they're putting the blame on somebody else, but you're helping to internalise it. So when you focus, when you help them to focus upon themselves, they internalise their experience. Now that, remember that, yeah, so when, so these are the two things that we said, you know, you focus on others. And so that's when they externalise their experiences. But when you focus upon themselves, they internalise their experiences. So what does this word internalising have to do? It makes the counselling accountable for their own experience. They are taking onus or they are taking responsibility. They are looking at it from also their point of view and what probably needs to be changed as a result of this internalising that happens. So this is extremely essential for counsellors to do in order to move forward with the next part of after you've done the exploration, after you've done the finding out and what the problem is in order for them to understand it, they need to actually personalise and make that experience their own, make them accountable to that, to the experience that they are working on. So personalising emphasises internalising these experience, which makes us see it a lot more clearly. So in other words, we really become human as we internalise our understanding of ourselves. So we grow ourselves when we begin to know ourselves. We begin to see what, how have I contributed with what is there within me that could cause the problem that is there externally. So this is a very important part of counselling. When we are being very directive in our approach, which means directive in approaches when we're giving too many advices, we fail to allow a counsellor to really internalise their problem, to really look at their own experience and bring about change. Because when you get into an advise mode of being directive, so let's say, you know, our case of Susan, you remember Susan's case where she is the first very case we've spoken about so many times about Susan being fed up of her marriage and she wants to call it the quits because her husband fries on her. So in that case, when, what are you helping Susan to do? Or when you're giving an advice to Susan, why don't you talk to him? Or why don't you do this? Or why do you do that? Or why don't you get the help of somebody else? You, what you manage to do is not allowed her to internalise her problem to see, okay, what am I doing to contribute to this? For her to really come to a process of change and growth. So it needs to be internalised. And that's why this skill of personalising becomes very, very important for a shift to take place, for a change to take place. All this while, we've been building rapport, we've been helping our counsellor see that we care for them, that their feelings are important. There is no judgement, we are discussing things with them to help them see that we have understood. So all of this, it builds up to this place where now you are personalising, you are helping them see how, or you would like them to see how they are contributing to the struggle that they may be going through. Okay. Now this is important because, like I said, it helps in the growth of the counselling session in itself, okay. So what are you doing while you're personalising, you're enabling the counsellor to understand where they are in relation to where they want to be. You, when you personalise the issue, when you help them to internalise it, they will tell you, you know, this is where I am and that is where I'd like to be. So they begin to see the difference between where they are and where they would like to be because at the end of it, you want to help your counsellor move from a particular space to another, sorry, to another place. And that's why personalising is key in working with your counsellors. Now, what do you personalise? You personalise three things, four things. Feeling, you personalise the meaning of the problem, the personalise the problem in itself and the goal. What does the person want to do about it? Four things, you're personalising the feeling, which means you're helping them actually take a responsibility of what they're feeling. Like, for example, when the counsellor says, you know, I'm very upset because so and so did that, through your responses, you're helping them internalise and accept and come to a place of really internalising and saying, okay, this is the way that I'm feeling about it. I am feeling upset or I am feeling angry. So it is, it's a personal emotion. That's why responding skills are very, very important because your counsellor can tell you a content of a certain situation. But unless and until you match it up with a feeling, they are not going to experience their emotions for it. And that's why responding skills are so important in counselling so that you can prepare them for this stage of actually personalising that feeling.  This is what went wrong. This is what is going on. You know, we had a couple of arguments with each other.  But when you're going deeper into saying, I see that it makes you very disturbed, or I see that it brings you to a place of unsettling. So you have explored the feeling that they may be going through. Now, how do you personalize the feeling when you're actually saying you seem really upset and you don't want to be this way, or you feel extremely unsettled about what's happening? You're actually helping to personalize the feeling. So these four things personalizing feeling, meaning, problem and goal is very important. So when you're personalizing, the first and foremost thing that you must do as you are engaging in that is to be able to build a strong solid base of understanding, which means your sessions prior, your initial sessions of getting to know them, getting to understand that problem must be solid. It must come from a place of solid understanding. There should be a good understanding about what the problem is that they have come to you with.  Don't get into fixing it because you have not dug deep inside to really peel the onion to really understand the core of it. So before you begin to personalize this, you must build a solid base of understanding your counseling, their problem, their situation, what they may be feeling, how helpless they are, that should be there. And that can happen only when your communication is, you know, you're able to communicate whatever you've understood. That's what it means by interchangeable base of communication is you're being able to communicate and express what you have understood. Okay. Now, in addition to doing that, you also need to respond to their feeling. They should feel adequately heard, adequately understood, adequately having went out their emotions well enough before you can get to the stage of personalizing. So one of the ways that you would know that you haven't responded enough to feelings is when when you're attempting to personalize, they're going back and back again to the same situation, which means they haven't had enough of actually talking and discussing and bearing out their feelings and emotions about the particular situation. So personalizing, one of the important things is to build a good understanding of the counseling of their situation, of the of whatever is the conditions that they're coming with. And this is done by a good communication. And secondly, it's done by being able to respond to feelings. So this is something that needs to be done. You cannot personalize within two minutes of your session with the counseling, right?  How did you contribute to it?  So they need to go through that space, that situation where they're able to express their feeling, talk about it, come to a place of beginning to see how mad or how angry or how difficult that situation is for them. Okay. Now, once this is done, is when you're getting into the next part of it. What I'd like to do is probably take you through a certain example, I'll build it up in a little, a little by little so that, you know, it makes more sense of explaining what it means to personalize feeling, to personalize meaning, problem and goal. Okay. So the example here is a second BU student who says that things are not going so good for her in school. I just seem to be floundering. I fake it every day, but inside and really down, because I'm not sure of what to do or where I want to go. So here, you know, even after they're relating all of this, you need to adequately respond to her feeling. So what do you think she feels? And I just, just put a very simple, you feel sad, but there are many things that you can build on. You know, you feel disappointed, you feel that you are being very pretentious, or you feel there is, there's nothing real about the way that you are dealing with people. You know, so, so all of this, the more that you are able to respond to that feelings, the much more of meat that you really get. But nevertheless, what I'm trying to hear is says, when a person is talking about their situation, go to respond to how they're feeling, you should adequately explore that part of it, how they feel about the situation before you move forward. Okay. So when you are, when in this case, in Anita's case, when you are, when she's actually bringing about her feelings, you're helping her to see that she feels some bad or sad about something that is external. So you're actually getting her to take onus for what she is feeling. And why is this important?  Because once they talk about it, it's how they learn to deal with that. They're able to, they're able to express and they're able to find a way to deal with their anger or their sadness or whatever emotions that they may be going through. So the more that you explore the feelings, the more likely they will begin to channel them constructively, right? Instead of maybe shouting or screaming, they have become more aware of their anger and they say, okay, maybe next time I should probably walk out of the room. So you're actually helping them when you explore their feelings to get them to bring about some way of how these, these emotions can be channeled properly, can be, can be, you know, swerved in such a way that is actually helpful for them. Okay.  It's important to respond not just to the feeling, but also to the content. What are they feeling sad about? What are they feeling bad about rather than just saying, oh, you feel very disappointed, but you could, you could build on, can you feel disappointed that, you know, you're not able to, able to work through your classes or you feel helpless that there's nobody to help you or you can build on it. So adding to the feeling as well as to the content is important because it makes, it helps them to merge the two. What are they feeling sad about? What are they feeling upset about? Okay. So taking back the Anita's example, where you're personalizing the feeling as well as the content here. She, so the counselor here says you feel upset because you're struggling with schoolwork. So there is a, an emotion and there's a content. Why am I upset? Because I can't do this. Why am I sad? Because I'm faking it every day. Why am I uncertain? Because I don't know what to do and I don't know where to go, right? So these things do need to come together. Why are they feeling a certain way and what makes them feeling and that makes it more personalized? That helps them to see, I'm feeling like this because I'm struggling at schoolwork because it helps you. Why does this help you? Now, if you were just to say, okay, you feel upset and leave it at that, you're not helping yourself as a counselor to pick on something that she may potentially want to change. So we hear she's saying, I feel upset, you feel upset because you're struggling with schoolwork. So there is some potential change that she can do and that's what you wanted to do to, to internalize the fact that, okay, I am struggling with schoolwork and I have to do something to find a way out. So that's why it's important to merge the feeling alongside with the content.  Sorry. It is going to get you not knowing what to do next. But if you're able to merge two things like this, you feel upset when you're struggling with schoolwork, the schoolwork becomes something that she can look forward to figuring out some change because she will personalize it. Okay. So if I were to personalize this, if I were to move into the next thing, I'd say, okay, you feel upset because you're struggling with schoolwork. So I may ask, what would you like your schoolwork to look like? Right? Or what do you think would be one or two things that if you did do would improve your schoolwork? So here, whatever I've done, I've gone back to the council and got them to think about ways of how they can improve their schoolwork. Right? And that's why this is so important of connecting the feeling as well as the content together. Okay. So once you do that, you're helping them move into another place of action. Okay. So this is personalizing feeling and alongside with feeling it is personalizing the content. Okay. Next one is your personalizing the meaning, personalizing the meaning of the problem. So what are some of the things that you would want to know is what is the effect of the situation on the client? Now, for example, in Anita's case, she's not able to manage her schoolwork. So what implications happen as a result of her not paying attention in school? So are you saying what are the consequences or what are the effects of that situation on her? So when you are personalizing, you're helping to build a certain, what do you say, a case or a base to help them begin to see that, yes, I have a part to play in this and I must try and work this out. So you're asking what have been the implications been as a result of this situation. So with Anita's case, you're saying, okay, because you have not been able to pay attention at school, what have been some of the effects? So she said, okay, you know, I have lost my friends or my teachers keep shouting at me or my parents keep shouting at me, I feel very low. So she's able to she's she's helping you to realize that there is a meaning to this schoolwork that cannot that is not being done. There's a meaning to it, because that's something like a helpful tool for you to help a motivator into doing something. Okay, so I hope you're I hope all of you are with me. Is everybody with me? I'm sorry, I can't see. Okay, all right. Okay, so so the the fact of, so that's what we mean by to understand the implications of what is the effects of a certain situation on the council that really helps them to understand the meaning. Again, another meaning that you will need to determine is what are the beliefs that causes your counseling to feel the way about that situation? What are the assumptions that they have made with regard to the with regard to the with the problem? So, so for example, this girl Anita, when when you're looking at her, you know, when you're looking at this the situation, you're looking at, like I said, implications and what what could be the certain beliefs that she may have. All right. So, and this is a formula that you use you feel dash because you and let's look at the example. And then I think it will it will be more helpful. Okay, so here it's the same situation. There's nothing that's changed. But if you look at the example, you feel upset because your future will be affected if you don't do well in college this year. So this is an implication, right? It's an implication that if she doesn't do well, her future would be effective if she doesn't do well. So that's the first one, the implication. There could also be some kind of thoughts or assumptions that she has made as a result of this situation. Now, the example is not here. But maybe, you know, if she were to say, I would ask, okay, but when you haven't done well in school, what has that meant to you? So she may say, I feel stupid, or I feel I can't do anything right. I feel I'm incapable. All right. So this is the assumption that she has made all because she has not done well in school that she is incapable or she's not she's not effective in her in her work. So this is what so how I would put that is if I want to personalize and look at the assumption. So I may say, you know, you feel really concerned because because of the fact that you haven't done so well in school, it really has impacted the way that you see yourself or it is impacted your your capability, it has impacted your confidence. So going back to the earlier slide, I have looked at what the assumption is. The assumption could be that unless I do well, I'm not smart. I'm not I'm not confident because I am not doing well. So you see that there is an assumption that she could have been have made as a result of the of the problem. And that's what you want to highlight, you know, you feel upset because you feel you are incapable of doing things because you have done badly in school or because you have lost marks or whatever. Right. So so you're you're highlighting that and helping her see the kind of assumptions that she's probably made as a result of this this issue. Right. And that's what you want to if you remember the ABCDE model, you are really going to help help them to dispute a certain belief that they are operating from.  So that becomes a personal belief, which is what you want to help them to see and personalize. Right.  Right. So my next question then would turn to be if that was a if that was an assumption that could change what is an assumption that you would make. Right. So here I am probing as to what is a certain belief that she could operate from rather than this belief to knowing that this belief is not helping her operate in class. What is another belief that she could operate from? Okay, so this is why personalizing the meaning also becomes very, very important to help them. First of all, see what are the implications or the effects of the situation. And secondly, what are the beliefs they have created or what are the assumptions they've made as a result of the situation that is at hand. Okay. All right. I hope this makes sense. I hope everyone is following. Sorry, I'm unable to see anybody. I think it's sitting wrong with my screen. I'm just going to stop sharing and I'll share once again. Students, are you able to see me? Okay. All right. Okay. Okay, I'll just share that once again. Now I wasn't able to see you. Okay. All right. So we looked at personalizing the feeling, personalizing the meaning. Now it is to personalize the problem. Okay. What does it mean to come to a place to understand that you have to come to figure out that this is a problem that you need to resolve. You need to bring about some, some change, some difference in the way that it's happened. So by, what are you doing? By personalizing the meaning, you have begun to help them understand their situation in terms of its internal significance. Right? What, how is it significant for them internally? But they have not yet come in terms with their behavior and how they may have contributed to the situation. So this is where you define problem in new ways, which further will help them come to new goals. So you need to define the problem because you want them to define a goal. Okay. So when you're personalizing the problem, what you're actually doing is what is there about them that is contributing to the problem? What is the problem in them that contributes to this larger issue? Okay. And, and here is a simple, again, a formula.  So what you're doing is you are, again, creating a space for them to really understand what, what comes next, which is to, to see the problem and see how they may be contributing to that problem in itself. Okay. We'll just take the example a little further. Okay. So in this, the next base of information you have is I am the school basketball steep captain, and I spend two hours every evening in practice. I am left with no time or energy to study. Okay. So, so this is again an added information that has come about.  So here it has gone back to them that, okay, I need to study, but I'm also involved in the basketball team. And because of that, I don't have enough time to study. So you're actually getting them to see how they are contributing to the problem. Maybe it's not their proper time management or it's, they aren't able to prioritize whatever it may be. The idea is to bring them back to a place of showing that this problem is mine to resolve. Okay. I don't have enough time to study. And that's why I'm not able to study. It's, that's what you are attempting to do through these, through these, these interactions. Right.  So you're actually helping the counselor see, okay, this is the problem. And this is how I'm dealing with this is what, what is happening as a result of my not being able to do something. Now, even as you're doing this, it's very important to stay tuned to how the, the counseling feels about themselves in relation to their problem or deficits, like for this girl, Anita, the very fact that she's doing something, you know, in sports, but she's beginning to see that, that she can't do these two things well enough. Okay. It's like a realization that I thought I could handle my studies and my basketball, but I realize that I'm not unable to do that. Okay. So it is important for us to see how they feel about things that are deficit in them, things that, that they are not very good at. All right. And keep, because sometimes they will realize something, but you always have to keep in tune to check, how do you feel about that? When you have understood that you can't probably do basketball and whatever studies and this together, what does that make you feel? Right? Help them to, to articulate that because they'll say, oh, I, you know, I thought I was really good at multitasking, but now I just realize that I can't, I feel, I feel I can only manage one thing at a time and it feels, it feels sad. It feels sad to know that I am not able to do that. Right? So it's important to get them attuned with what they are feeling at that problem, that point of time, even when it is in relation to certain problems and deficits. Right? Because it can help you to build on getting them to work on what, what comes next. Okay? Now, taking you further information, she's saying, she said, I should never have agreed to being the captain. Okay? So here you see, there is a sense of maybe, maybe, again, a sense of realization. Right? And here, even though she said that, even though she's thought about that, there is probably a new feeling that's arisen. You feel angry because you have taken on more than you can handle. So you see that even as you're reflecting this, you're helping them see and helping them come to a place of realization. So you say, yeah, I feel really upset that I didn't think about this, that I took on more than I could show. I should have been more careful. So you see, as, as you are reflecting, as you are personalizing, they are coming to a place of deciding or coming to a place where they can take their next action. They can, they can, they can move forward into the next part, which is to personalize goals. Okay? I hope you are with me. We spoke about personalizing feeling first, the meaning, personalizing the problem well enough so that you can determine the goal. Okay? Now, your counseling is showing readiness to move from discussing their problems to discussing their goals when you have reached this point. Okay? When they are able to personalize their own problems that I should have never taken up that captainship because I know that's what's affecting my ability to study. So you've come to a place because they have said, yeah, you know, I should have been, I should have thought of it a little better. I should have, you know, planned my day or I should have worked through something. So now they are ready to move from discussing about the problem into looking at a goal. Okay? Now they are ready when they do this for themselves, rather than what you do for them.  Isn't there, you know, aren't you able to see that you can't multitask? If I were to say to them, it doesn't feel like they have taken up the readiness to work through that. Okay? So they need to be ready when they're able to do this for themselves, when they come to that place of a realization that something has to be done. Okay? So when you're establishing, when you're personalizing goals, what you're doing is you want to bring the counseling from where they are to where they want to be. So she may say, Anita may say, I really want to study better. Right? But right now, I'm not able to study and I'm able to see I'm the captain, I'm doing all of this, but I'm not able to study. So what does personalizing goals mean? You're getting them from where they are right now to where they ought to be. And you're also looking at when you're personalizing goals, you're looking at what is it that's contributing to resolving this problem? What helps you to resolve this problem? So I may ask a question before this feeling thing, I may ask a question. Now, since you've realized that multitasking is something that you've just understood that probably is not very helpful for you, you really want to do great in your academics, what would be one thing if you were able to change in order for you to study, what would that one thing be? So I'm helping her to think, what is contributing to, for me to resolve this problem? She may say, Okay, maybe I should give up my captainship or that I must spend a little bit more, I must organize my day in such a way that I can study also. So whatever she's choosing to do to bring about that. And so once she says that, I say, Okay, you feel dash because you cannot dash and you want to dash. So if you see, Okay, I'll look at the look at the example. Okay, so here it says you feel bad because you cannot put in the hours required to study, and you really want to do well in your exams. Okay, so you have spoken about the problem that you cannot put in the hours required because you are in the basketball team. Okay, but you want to be able to do well in your exams. So you have personalized the goal. The goal is I want to do well in my exams. What is my problem? I can't put in enough hours required in this. And how do I feel about it? I feel bad about this. So here, when you come to a place of helping them to personalize their goals, you're discussing this, you feel dash because of the problem that is you cannot put in the hours required and the probable goal, which is I want to be able to do well in my exams. All right. Okay, so from here is you get them to a place of being much more ready, much more ready to have to start on with them with their next journey, okay, into initiating the action. So this is where if you've got your counseling to this place where they're able to personalize the feeling and the personalizing the feeling happens at every point of time. That's why you see all the ways you see, you feel, you feel, you feel, you're helping them personalize the feeling. You help them personalize the meaning of what the situation is. You help them personalize the problem and then you help them personalize the goal. Okay. Now, once you're able to do this, what you do next is you need to have a feeling check with respect to goals. So she says, I want to do well in exams. So then I asked her, okay, what would it make you feel if you do well in your exams? So she may say, I feel hopeful because I'm going to figure out a way of how I can do well in my exams. So then I built that sense of personalizing the feeling of what could be the certain goals and what she could be feeling, really helping her to look a little into the future with hope. Whenever your counseling comes in, you really want to help them to see hope, want them to want them to see that there is something that they can do to make their situation better. So that's why always do a feeling check even when you are getting certain goals in place with respect to their goals. So you say, okay, you feel hopeful because you're going to figure out how you can do well in your exams. Now, when you reach there, the next part is initiating action, which is what we're going to do next. But just to follow up with this, with Anita's case. So I may say, okay, so if you needed to do well in your exams, what would be some strategies you may need to follow? So she may bring about two, three, four strategies. And then build that up. Okay, strategy number one, whose help do you need for that? What time would you require for that? Who will know that you've done a good job once you've done it? So you're actually building up the action point. Okay, so till here is where you're bringing them to a place of personizing. Okay, this is where I am. This is where I want to go. And I feel hopeful because I've understood what my problem is. I know this is my goal. I have to get to this place. And that's where you work with personalizing. So in summary, when you're personalizing, you need to really build a strong base of understanding your counseling and their problem and where they are at, respond to their feelings and the content, personalize the meaning, personalize the problem. And finally, personalize the goal so that you get them to a place of moving into the next step, which is to initiate the action. Okay, all right. I'm open for questions. Any questions? Questions? No questions. Prince, no question or you didn't understand? Which of it? Okay, no one has any thoughts? No question, nothing? Very clear. Okay, all right. I think we'll stop for a break right now because if I start for the next, I will need to have that flow. So let's take a break. And it's early, it's 1046. Yeah, we'll be back by 11. Okay, we'll take an extended break of 14 minutes. See you soon.


So, when you get into theming, you can pause, and then pull the room until there's less people in the vicinity. Developers, streamers, designers, any other people? Cool, alright. So, we'll jump into this. I used to use slide deck software, so you can use it, I'm sorry. You can do it, and then you can do it, right? So, let's do that. If you'd like to tweet, here's a tweet that I prepared for you to do. And then tweet it, and then it's super meta. So, I would like to take you through like a history of the internet to tell you why things are so awesome right now. So, there are agents. You see a spacer.gif. Does anyone remember those? I sure do. That was back when you used something spaced over in a certain way. And you were able to actually have an app with a container. And so you used a visible one pixel transparent gif before they moved you. So, yeah. And then an image map solution. I hope none of you are going to deal with it. You can do that one day. Tables. And before there were beams, you used two tables, so that's pretty much life. So, again, tables were great until anything else existed. We moved on to dibs, which you probably all know and love now. ZNX is for the wind, which matters. For the wind is what it is. What do you think of TWP's? Do I have something that matters? Here's past models. So, after a while, things are just becoming huge and bulky and your style sheets. And then if you've been doing this for a while, you'll just say, I didn't make a big difference. I'll shove it in wherever. Oh, cascading rules. I'll shove it in the lower. And just wherever the lowest thing was wins. It can slowly slide into kind of cascades. And many developers during this period of the internet did not serve one. This is Sandy. They start to come. Now, we've got pre-processors. And you don't use a pre-processor. I use SAS and GOLD. But some of you went back. But now I'm coming to the new thing. In order to be able to listen to some of these terms I've made up, blood of frameworks. So, right now, we're kind of slowly coming out of this angular cascaderism. Angular is awesome. And if you don't know Angular, it's a JavaScript framework made by Vue. Vue and then React. React is one that's kind of saying how the Angular is going away. Angular, if you move to one of the corporates, kind of anything in there. You can say these are anything. Vue and React are kind of like hanging right now. And it's still kind of chaos. But the thing you take away is that JavaScript has moved from where it comes again to F. And if you don't know that, it's all right. So see how you're accenting and compiling. So React kind of led it in charge of this component stuff. Compiling is like much like I'm describing in a simple form. It's a thing about a Lego. Can I play it later? I don't know. I would do that. I'm right behind. So yeah, we basically turned Legos into code in a way that you could do a small building complex where they should be small. And then you can compose them with other Lego structures and keep going from there. So in our history, let's dive in. I've been told that I can zoom in on this. Look at this. Ah, zoom in. It's so good. So this is the website I've never seen before, till making this thing. We've heard that it's a little bit cocky. But yeah, anyway, Google, let's take a look at it. These are an example of the components that you have. So you've got the logo. Here might be like a navigation on the comment over there. Another kind of sub navigation. Buttons can be components. But to make things more fun, we can also put components in components. So let's take a look. Oh, look at this. Now the blues are components that contain individual components. So now let's make it more fun. Let's put that into a big component. And this is just trying to drive on that. You can test components all the way down. Oh, no. It's a lot of jokes at the bottom. So it's full time. We're working. I haven't said work-press that much at all. So I'm going to say work-press three times to make up for that. Work-press. Work-press. And then we'll keep going. So even if you want to, if you've not, then you can go to Facebook for them. And when you use the Facebook for them. You can go to Facebook for them. So go in. You can go back. So let's talk like this. You might have seen your team broke up into homepage, inter-page, contact pages, all these different files that live within the directory. And then you can get even crazier from that. You can use custom post types. If these are important to you, it's okay. And anyway, so those all have a huge file that says, oh, here's where the header should be. And here's where this structure should be. It's a search box. Let's put the search box in there. And it's okay. But now, as we wait a little more time, then it's a smaller, little thing that was embedded in the last one. So here's a layout. So it's a random page that you've probably never seen. This would be how we would do it in old invades before compliance. The header would be from a header-to-hp file. The header up there would be from Awesome Heroes. And that's page single, whatever kind of content would go there. And then there'd be a quarter, maybe some extra files. But what I'm proposing instead is for us to think componently. And so at the top there would be a block hero, block navigation, block content, block dark background and CTA. I got a little help here with any conventions. But you can see that we're thinking that it has composable pieces. And why would I do that? If I've got a block drug in the background CTA, I can put it here. But I can also just reuse that block up here in between these two. So you've got like these composable leg-ups and different ones, whatever. I'm going to go back over here because it feels weird over there. So more files equals good? No. More files equals more organized. So here's the old one. And files in every way. Here's what it can look like if you don't have the same one in a lot. You've got... Okay. Had a function, it's glitter, a page query, it's contact us. I plunked out the class name, impact stories. These, all of these, like, templates that live. And they walk up in our own reasoning for being. So these all include just like massive code for every little piece of stuff on the page.  Here's the CSS files. You can see, like, oh, contact us. Is there a contact us over here? I want to edit the news. But there's something on the news. Where do I edit that? And over here, I've got my news. So there, it makes sense. But, you know, it's just... It's not clear. It's not everything. Bumble up in a nice little package. Too far. All in. And basically, if you're a new developer taking our project like this, it's a trigger, right? Like, I'm going to go and take the small size thing. You've got to go and find the template file. Then find the code. Just take the class name.  It's super awesome. That's what we've been doing for a long, long time. So the new way that I'm posing and thinking about every little piece is a label, right?  That's organized and labeled. So here, I'm going to head over the handle or the navigation. They've got their own folders with their own template piece and their own style sheet. And it'll be the their own JavaScript. You can have a lot that's just PHP or just HTML or whatever. But it doesn't even have a style that doesn't even have JavaScript. Most of the time, if you will, you can see it at all. I'm going to zoom in now. So you can see here. Got those files and folders there. And they're all packaged up. Awesome to go. One other thing to note is that they can commission that I'm following here is whatever the folder is. It's also what the file is except for what the different type. And in each side of those files where I encapsulate that code in some kind of container, I'm going to use the same name. Therefore, when I'm on the front end of the website, I'm like, I'm going to make this text bigger. I can just inspect it, find out what that class name is. And I know exactly what components are going to go into it. Let's see you all closer pictures. Okay. All right. Another thing of why you should do this in addition to just working is a new developer that's never touched the problem. Probably. If you explain this one time, like, hey, it's like lots of all the labels and you add a label and you just tell them to take the label and they can get right in. Oh, and you can change the style. Right there. It's the style sheet or the style sheet. And right there is all the JavaScript. And all this not only is that you have to point it to the date right now, but ask them to move to a Gutenberg, which if I had a bit point for a time, or Gutenberg today, I would have several. It's the future that's coming. So thinking in this more modular, building block composable way also plays very nice with where WordPress is going with the developments going into the journals. I can share the slides. Oh, okay. But if you want to just, that's fine. That's fine. I remind you to take one of your comments on the tablet. I'll take all your comments. I'm sorry. I think there's a charting station. I'm just talking now. But there it is. So yeah, new developers can get behind if someone takes over the project. And if they ever touch it, it's more standardy than the others. Okay. So I have to use this. I'm glad you're asking. That's what I'm asking. Right? So this is the one I'm saying. And it's going to turn into something more. But this is going to WordPress. Get to a template part. And then you just put the file out. And you don't need to put the ending KT where the press is smart enough to know. So blocks, header, header. And this is weird here but the folder for the comment and the file. Out of the header, just one line. And so what you now move to with this magic piece of code is if you go into those like contact page templates, it's just several of these. It's very clean. It's several little includes. Everything makes sense. If you need to dive into one of those things, you just go wherever the piece you want. It's super, super clear and concise. How do you pass variables? So we've changed a little bit. This is a magic trick that people include, look at template, and then this. Now this one's different and it doesn't include. So we can also use that what you need to. But by just storing a value, it's now because we're including it available inside this block. So it's an easy way to pass variables in the way we go. This will now allow you to pass variables in into the section using include. It's rendering out before I have a chance to do any kind of variables. So we'll walk through it now. This will be the way that you're doing it. So this is inside and as you can see here, we're doing a home page CTA. Home page CTA is the name of it. And then now I'm free to use Spanish inside there. I'm just hungry or I'm not hungry. I just say a lot of one thing. This is amazing. I don't know. I cannot move. I'm really hungry.  So as you can see the end type of part is just to pull everything onto the page or whatever page you're putting on. But the variable that would be like if you want to have more syntax or whatever you want. It's not going to go on. So there's one you could do if it's all self-contained completely. I think we should transfer that for but if you're doing some kind of punkiness where then you get all the recent posts or certain custom post type or whatever then you just call them to do it. But you could also just stuff that walking inside. It just depends on how you do it because someone can show ideal it and this is what you'll do. And then inside that part it was the post or whatever and so because with a lot of my demos like we're starting out in this way. It's a great sustainability to describe because it's composed all the way. So again you can then start from the list to the next component. So let's take a look at that. I've got a header PHP from Braden's header piece. This header piece then also has a navigation inside it and then some other stuff and then my navigation I want to get into the here but it just shows you how it cascades to this composable header at PHP. It's just a small bit of like the head of stuff might include from my header inside there it's very simple to send text and then the navigation and here's where I need to include and have somewhere else like the end of the putter. Let's do this again. So again what I should do is preparing for future findings. Anyone can react to you and your stuff. So thinking compliance and if you're from React I think you might have already seen because you should your end rates to handle the React but I'm sorry I'm not thinking with React there's two ways I think you can do whatever you can set the file or you can do like the JSEP scary nonsense whatever you can you know all of them I think this will be a lot of you right? It's the first time you look at that right? No I'm thinking that you just wouldn't because it just looks gross. I don't know if you ever know who wrote this and then you like go everyone in the office and they're like what's even about Hebrew? So they will save you from your future self wanting to kill you and it also compares to Gutenberg could she work at Columbia? Yes I do see So what is Gutenberg? I think that's probably warranted because I've said a couple Gutenberg talks so obviously is what you get from the future and I'm probably going to leave that this year but we'll see and it's all come on face right so it's if you want a hero and then some paragraphs and it's inside that all of those things are kind of common to me they're common to people and it's a website it's kind of a space in there so who helped me? That'll be the same quote that we just wrote here Gutenberg? Yeah So Gutenberg is a little bit outside of this but if you can get into this mindset of organization when Gutenberg comes it will it will just fit right in the work it will really get talented at the time rather than and he went over a lot of code examples so if you did a chance to speak with him he's got a slight deck in the code source that you can look at that really depends on the same as it is so here's a cool website I don't know I've been at a long-distance road so let's try it so yeah if you don't know bring us the www.taskuniver.com we'll let you have like an editor where you can go in and start doing it so this is where our tour press is going and we have a head cover page and just a title and anyone okay so yeah anyway it's going to start to become more what you see as what you get and if but this is a component this is a component everything is a component and you can add a new component into your component like what you mean just give it a name so yeah that's that any questions so far and how I'm kind of well okay if you want to ask me where I'm going this is what we're pressing when we start so this again it's a point and a half all of us that I just talked about let's read that but we got the components that we are now for today you'll see there's a time demonstration and you start to speed up and cool listening about your components so you just build some hero component for your client and it's the best hero component ever it's a work apart and it's extendable and more flexible and not for you to use it on our other website which would be great you just pull the folder out of the long scene that's where you have it and drop it in and then you've got a header on both so you can not just save something all right I have a question about if you have a bunch of SaaS files so you can set some of them come to the live and maybe you can do if your client trusts you you have to go up to your golf every single time or you can hear your golf to just like parse the whole thing and looking for any SaaS file on the channel yeah I think people hire a bunch of stuff to do a bunch of magic and then here we start compiling I start looking for work part so then you can start to scale up and compliance those changes and then also with that so if you're compiling all of your SaaS files even if you have four of those you can also say a SaaS yes so good idea if you have this one where you go there but if for JavaScript I would recommend to start selling so take that select and then that JavaScript's only rendering on the page do you do the same for running 20 20 20 20 20 20 20 20 20 20