I would like to begin by acknowledging that we're gathered here today on the traditional ancestral and unceded territory of the Musqueam people. My name is Ainsley Rouse and I'm the senior manager academic integrity in the office of the provost and vice president academic. In recent years, there has been an increased focus on academic integrity here at UBC, but UBC is not alone. Many institutions have increased their support in this space both during the pandemic created to uh related to increasing visibility of misconduct cases or academic integrity issues. But at UBC academic integrity work predates the pandemic and the move towards an educative approach or changing the conversation around academic integrity emerged largely from the TLF project, Cheating Hearts. From there and through the pandemic, UBC has carved a strong place and voice in the academic landscape on this topic. Central support for academic integrity has come in many forms. The launch of an academic integrity hub in the provost's office, which I'll tell you a little bit about later on, the creation of a new website aimed at students and faculty, the continued development of new educative resources such as the take five campaign, new videos or new modules, and finally direct support around the implementation of the diversionary process recently introduced into the academic misconduct regulation. An important aspect of this investment in academic integrity is the desire to support and build a culture of academic integrity on the one hand, but more specifically to strengthen and support an educative approach. So what exactly does that mean? From my staff perspective, situated in the provost's office, supporting an educative approach means expanding support for faculty and for students around academic integrity and academic misconduct. It means engaging in initiatives that make academic integrity an institutional priority, that elevate the value and that explore and expand connections between academic integrity and UBC's strategic commitments. What we have done so far in the provost's office is to create an academic integrity hub. This is a focus team working on academic integrity and academic misconduct structured around three key pillars, institutional awareness and commitment, academic integrity education, and academic misconduct support. Concretely some of the things, some of the ways we are doing this, an AI awareness week for faculty and students, putting materials online to facilitate teaching and learning around academic integrity, creating new materials to increase transparency around the academic misconduct process, and also making sure that UBC can respond to academic integrity matters in a timely way that make academic integrity the living and breathing topic that it is, especially in the face of new technologies. But back to my earlier question, what exactly is an educative approach to academic integrity? That, in large part, is what this panel is intended to discuss today. We've assembled a wonderful panel from across the university, panelists who represent various roles involved in this topic, including the ombudsperson, instructors, associate head, associate dean, undergraduate and graduate student roles. What we hope to unpack here is exactly how these various roles do and can participate in supporting an educative approach to academic integrity. But we also want to look towards the future to what UBC can aspire to and continue to explore. So thank you to the panelists for their contribution today. Thank you to the audience for attending, for your time and your interest. The goal of this panel is to check in on what we're doing, but it's also to talk about what we can do. So with that, I'm happy to introduce our first panelist, Shirley Nakata. Shirley is the ombudsperson for students, providing resources on both campuses to support students through fairness challenges they face with the university. The office also works to advance systemic improvements to ensure fairness in rules, processes, and decision-making. Welcome, Shirley. Thank you so much, Ainsley. I'm really happy to be here and really looking forward to the conversation. So I guess the question that's posed, and I think it has meaning for us in all different ways from our roles, but for me and from the ombuds perspective, I think it really means about, it means connecting at the very highest level our academic mission to, but also embedding it with what UBC has articulated as its core values and strategic commitments. And as academic integrity has to be centered in that mission, I think we have to make academic integrity inextricably connected to and shaped by and also held accountable to UBC's promises and values and all the commitments and statements and strategic plans that we've set out, including the inclusion action plan, the indigenous strategic plan, the student strategic plan, well-being plan. There's so many commitments we've made. And so I think these plans and statements frame how UBC does and shows to both individually and institutionally accountable to the mission and goals of this university. And when I say accountability, I'm talking about all of us, how we as staff, faculty, and students understand, interact, and implement UBC's promises into academic integrity. And for me, if I speak about this more concretely, it includes shifting the burden to no academic integrity from the student and more to the university. And that requires awareness and attention to the fact that we don't all arrive here on the same or the level playing field that we think we do, especially in terms of having the same understanding and assumptions with respect to academic integrity. I think it also means ensuring that we support our decision makers. And that includes everyone from instructors and TAs, administrators, deans, lab managers, grad advisors, to ensure that we help them have or build their capacities and competencies in a range of areas that can foster academic integrity that aligns with UBC's strategic commitments. So at a bare minimum, that includes our human rights obligations, our understanding of trauma and trauma informed approaches, cultural competencies and sensitivity. And from the ombuds perspective, basic understanding of what fairness requires us to do in a way that is embedded with UBC's strategic commitments. So I think I'm at my three minutes. Thanks. Thanks so much. Thank you very much, Shirley. We're going to move on to our second panelist, Laurie McNeil. Dr. Laurie McNeil is a professor of teaching and associate head undergraduate in the Department of English, Language and Literatures. Since 2015, she has been leading initiatives at UBC related to rethinking academic integrity policy, procedure and pedagogy, including as principal investigator of a large teaching and learning project in first year writing courses. She's a member of the President's Advisory Committee on Student Discipline. And in 2022, her contributions were recognized with a Tricia Bertram Galant Award for Outstanding Service from the International Center for Academic Integrity. Laurie, welcome. Thanks, Aisley. And thanks also to Shirley for, I think we'll have some lots of synergies. I think you'll hear lots of synergies over this panel. For me, an educative approach, and I'm wearing my multiple hats here as educator and administrator, is one that recognizes academic integrity as both a principle and a set of skills that students don't inherently know about value or understand how to apply. Since it's foundational to our practices as scholars, we think, is something that we can and we should be teaching so that students can meet this expectation. That means we can meet them where they are, we can engage them as partners to take up academic integrity throughout their degrees. An educative approach, as I've just outlined, really marks a shift in perspective from traditional ways that institutions have thought about responses to academic misconduct. Traditionally, they've taken a punitive or disciplinary approach, and that's one that puts the entire onus on students. For example, UBC, until our most recent calendar updates, our calendar noted that whether or not students intended to commit misconduct, they were responsible for doing it if they had done it. As academic integrity scholar, Trisha Bertram-Gallant notes, that framework, quote, let's the institution off the hook because it says nothing about our responsibility as educators or as a university, that accountability that Shirley was discussing. So as an educator and an administrator, to me, an educative approach involves that responsibility, my responsibility to create the conditions in which all students can do their work with integrity, and so that they can understand why they should. I know Jackie will talk next about some more specific ways she does that in her classroom. So I'll use my time here to say just a few things about what I see as the fundamentals to teaching with integrity. One of the responsibilities that I see educators needing to uphold is to understand what academic integrity is and what misconduct is. Like students, it's not actually a given that all faculty and staff know what the expectations are or what counts as violations of integrity expectations. The institution has a role to play in creating and sharing very clear definitions and that's work that Ainsley and her team has been leading. So now at UBC, we actually do have that material. Now it's up to administrators and faculty to do their own work to get informed and to understand so that they know what these expectations are and can communicate those to their students. Teaching with integrity also involves bringing our best scholarly ways of knowing to this issue, proceeding from evidence rather than from assumption or stereotype, and that's often where conversations about academic misconduct begin and end too often. Faculty and administrators need to do some learning, often unlearning about the unconscious or perhaps very conscious bias. They may be bringing to their expectations about who commits misconduct because without that unlearning, we're participating in the reproduction of exclusion and harm by relying on assumptions. And this is where Shirley's call for us to take what I would call an EDI informed approach is really key. At the same time, we need to find out more about why students commit misconduct, think about the ways instructors and departments could remove some of the barriers for students and provide more support. To me, that whole learner approach is also part of the responsibilities of an educated approach. Two more points. In our course design, we need to think about sometimes rethink how we're asking students to demonstrate their learning so that we're rewarding integrity. This might mean some fundamental rethinking, but more often it means asking our questions in new ways. If you have been online at all in the last few days, you'll know that we're currently in a big moral panic about chat GDP. AIsoft produced academic, so AI here meaning artificial intelligence, that's going to write all of our essays. I actually really see that as an opportunity for us to be rethinking our approaches. Finally, a key part of our uneducated approach is to make sure that we know and carry out our responsibilities when we do find a case of misconduct. I know those always are kind of the worst possible time in our lives and they're time consuming and kind of a pain, but students need to know that we're keeping up our end too. Thank you, Laurie. Our third panelist is Jackie Stewart. She's a professor of teaching in the Department of Chemistry and the Associate Dean, Academic in the Faculty of Science. She specializes in teaching general chemistry, organic chemistry and science communication. Previously, she was the chair of the academic integrity working group at UBC Vancouver, which initiated the new dual campus academic integrity website that brought together resources on academic integrity and academic misconduct to support faculty, students and staff. Welcome, Jackie. Thanks, Ainsley, and thanks everybody for being here. I'm excited to talk with you a little bit today about kind of that piece where we're thinking about an educative approach and a role as an instructor and before any kind of sufficient academic misconduct has occurred. So that's really the piece of educative approach that I want to focus on. And as an instructor, which is how I'm speaking today, I really view academic integrity through the lens of an inclusive teaching philosophy. And the goal here is to promote equitable course outcomes and open doors for as many students as possible. And since I'm from science, I'm really thinking about promoting integrity in a wide range of assessments and learning outcomes. So papers, projects, tests, quizzes, lab assignments, they're all in there. And when I think about the connection between inclusive teaching and supporting academic integrity, it's really all about making expectations clear, offering support and guidance for what to do when students feel like maybe cheating is the only way through a particular situation and trying to build course designs that support learning. And if possible, minimize worry and stress about grades, because that doesn't actually lead to learning and it can be problematic. So when I think of inclusive teaching, some of the underpinnings are about recognizing that our students come to our classes with different life and educational experiences. And this is true even if they all meet the prerequisite requirements. Second, I want to make sure that success in my course doesn't depend on how well students know to navigate university systems and policies, nor the amount of social capital they have in terms of having a wide social network or not. And then third, really thinking about my role as an instructor in fostering a sense of community and a sense of belonging for all students. And I think all three of these things relate to academic integrity in some way. So thinking back to different life and academic experiences, many students haven't been taught explicitly about what academic integrity means and probably not in my discipline. And this is something I learned from Lori that it's really important to make it specific, make it really discipline based and explicitly teach academic integrity and that helps really level the knowledge in the class. Also why it's important, right, and why they should care about that. And this does hopefully address some of the situations where breaches of academic integrity might occur because the expectations weren't clear. So I need to do that. That's my job as an instructor. And I hope that we can build this in several times in a course. It's not just a one and done and really think of it like a course learning outcome. What is the academic integrity outcome that I want to focus on with my students? Additionally, I think instructors can really exert their sort of positive influence on a class by talking about things like the predatory nature of contract cheating companies and present ways to get help in their courses that are going to be really high quality sources of help. That can also help students navigate university if they're a little bit less able to do that on their own. And then finally thinking about sense of belonging and community in a course. As an instructor, I'm really the architect, I think of that classroom climate, really want to focus on a learning orientation. So trying to shift away the focus from performance and grades. So maybe I have course policies where it's okay if students make a mistake on an assignment because there's, you know, a way to drop the lowest quiz, for example, or rewrites on major assignments or maybe not rewrites, but revisions built into the course design so that the emphasis is always on learning and improving. I think that can be really helpful as well. And thinking about how we're bringing students into our disciplinary community through academic integrity instruction can help make that connection. So students are seeing themselves as belonging to a member of that community. So that's a goal I have. So to wrap up thinking about, you know, the increasing pressures that many students face, we know more and more students are working and they have additional responsibilities, which is great. We want a diverse student population. We can open the door to have students know that we're on their side. We're part of the same team. So I was inspired to kind of put a statement that was very explicit in my syllabus. I'm going to read it and then I'll wrap up. As part of the academic integrity statement says, sometimes students who are experiencing a lot of stress feel the only way to deal with the situation is to cheat. Please do not do this. Talk to me and I'm sure we can work out something together. And so I've really opened that door and I feel like I put myself out there a little bit, but hopefully that does spark some conversations and have students think a little bit about how they can keep learning with integrity. So I'll stop there and thanks Ainsley. Thank you very much, Jackie. We're staying within the Faculty of Science to welcome our next panelist, Dr. James Charbonneau. James is the Associate Dean's students in the Faculty of Science and Associate Professor of Teaching in the Department of Physics and Astronomy. Welcome James. Hello everyone, thanks. Yeah, so I guess I'd like to talk about, I guess the Dean's Office role in, you know, an educative approach to academic integrity. I think it's an important point in the process because this is where if a student has some alleged misconduct, you know, there's been an investigation maybe at the departmental level that's been handled in a certain way and it will come up to the Dean's Office for us to look at. And I think a really important aspect of this meeting is framing it in terms of the fact that we, you know, we're at a university and this is a learning experience. And that, you know, the student isn't a criminal, you know, they might have made a misstep. They might have made a decision based on the circumstances that's happened to them. They might have had a misunderstanding. And really a lot of the goal of the meeting with the Dean's Office is trying to understand those. So if it's still sort of open, like if there has been alleged misconduct and the student's like, no, I don't think I did anything, there's still an investigation. So there's an investigatory element to this where, you know, really trying to figure out what happened, what are the circumstances that led up to this. And then there's a decision to be made at this point. Does this get a warning letter? Do we find there's no misconduct? Do we determine that, oh, this is just no misconduct? Or do we go through the diversionary process? Or do we maybe go to the President's Advisory Council on Student Discipline? So there's a point to make that. Another aspect of this meeting is it's often a meeting where students, if they have committed misconduct, it's often when they first admit to it. And this has been something that is often weighing on students for a while. So they admit to it in this meeting where maybe in the early meetings, they were worried about the consequences or getting in trouble or they didn't understand really what was happening.  You know, one thing that was mentioned earlier is there are these contracts sort of cheating companies that are incredibly predatory. They do sort of look for students when they're at their lowest and at their most vulnerable. And it's trying to understand those kind of situations and trying to understand what a student is going through and really connect them with resources, connect them with counseling resources, connect them with advising resources, you know, coaching like academic coaching, peer coaching. These are all things that you can try to connect somebody with to help them. And you know, one of our real goals is that we want the students to go and we want them to graduate and we want them to be successful people when they go out into the world and navigating these instances where you might have made a misstep. And what are the situations that brought you to that misstep? And understanding those so that when you get to that point in the future, you have a set of tools to navigate that is really important. And I see that there's a there's a big part of this first meeting with that. So I'll hand it off to Stefania. I think to talk more about the Dean's Office. Thanks, everyone. Thanks, James. Stefania will present another Dean's Office perspective. She's the Associate Dean Academic in the Faculty of Arts and an Associate Professor of Teaching in Asian Studies. Welcome, Stefania. Good morning, everyone. I have to say I'm just sitting back here really happy. I've been probably doing this work. Well, I don't know. But I was on PACSD a decade ago where there were patterns that were a bit problematic. And I started working with Shirley and, you know, this is work and changing the conversation. Thanks to Lori's TLEF and, frankly, the advocacy that led to the development of the office that Ainsley is running. This is a decade, if not more in the making. And so I feel happy in a topic that doesn't often bring joy when you're in the Dean's Office and having to spend many hours in PACSD hearings. There so much has already been said. There are a couple points that I think I would like to bring up as far as the panel goes just for because of how long I've been doing it. I've probably met with more students who it has escalated to the Dean's Office certainly than James because he's still a newbie. And, you know, Shirley has probably seen many as well. But there are a couple things that I think I'd like to bring up that reinforce things that have already been said. So first of all, on the student side, there's a website or an association international center for academic integrity, academicintegrity.org. There's a Canadian branch now. But they've been running research and surveys for almost 20 years, it looks like, the McCabe survey where it found that more than 60% of university students freely admit to cheating in some form. So I think this is human nature, you know, you have a busy life and you try and find a shortcut. We're not catching everyone that cheats, right. And so for the ones that I have found that escalate, these are students and it's a word that I think the student advocates may bring up is student wellness. Right. It's been brought up a little bit, but usually the students who get caught in a misstep are not thriving, right. They are handling so many different things in their lives. And they perhaps are coming from some of these places where a different background, a lot of family pressure, feeling that they're uncertain about why they're here or their study program. And it usually is coming from a moment of bad judgment, right. And so linking, I think for us, it's really important to think about, we tend to put wellness over here and academic integrity over here. And for me, one thing I've noticed is really that I'm often talking about the students wellness because as James noted, we don't see this process, I think is one that should be punitive or stop a student's ability to finish their degree. In fact, it's a moment to reflect and reevaluate. So I think that it's really important as we try and change the conversation more, both with students, is to acknowledge that trying to find a shortcut in a world of crowdsourcing and, you know, meal prep, that we're just, lives are overburdened and sometimes you need to find a shortcut and sometimes you don't pick the best options. You don't order out the healthiest food, you know, that it's part of this being overwhelmed. So I think the wellness piece is really important. I think we need to question the biases of the faculty, right, the students who struggle are those who often are coming in with less knowledge about our institution. My daughter, the child of two professors, you know, is going to know a lot more about academic integrity and the expectations than a first generation student or a student coming from a different culture. So I think it is really important that we check those. On the side of faculty, I think in, you know, from Shirley's perspective and Laurie and Jackie and everyone, there's a lot of work we need to do with our faculty to be accountable to acknowledge their role. I think the disciplinarity is really important, you know, if they're getting it in a writing course, that doesn't really help them when they're coding computer stuff, which I don't really understand. Or foreign languages, the area that I work, the use of translation software is different than perhaps an English course. And also for faculty to own their own responsibility in the way they design their course. And not, I will say one other thing that I think has changed, but coming from a place of personal attack.  And I'm like, this is so not about you. You are in the position of power and privilege. And here is a young person who's been overwhelmed. So I've had to intervene a lot just on how to help them have that initial communication with a student and to take it away from a personal affront to this is as much a learning moment as the presentation they're giving or whatever else it is. So I think there's still a lot of work that needs to be done in professional development for our faculty and students. But I do want to end on a positive note that I have seen a real incredible change of the conversation. So the conversation's ongoing, but compared to a decade ago, I think we're in a much better place. Thanks all. Thank you, Stefania. Next, we'd like to welcome as a panelist Dana Turdy. Dana is the Vice President Academic and Vice President Academic and University Affairs at the Alma Mater Society, the Student Union at UBC Vancouver, representing around more than 58,000 students. In this role, she collaborates with and advocates to the university on issues affecting students. Dana is also a UBC Vancouver student senator. Welcome, Dana. Hi, everyone. They've been very brilliant points made already. So we'll try to keep this concise. So I'm a fourth year student studying political science and sociology and like James Lee has said already, I work at the AMS to support student experiences at the university. And so I think the university is already going in a really good direction with this educative approach. Instead of like we've kind of talked about shaming students and really placing the burden wholly on them. I think the key actually in a decentralized institution like UBC. And so maybe this has a role in student orientations every year. Maybe this is integrated within every program. A student has to take a credit course or a module on academic integrity. I'm not sure, but I think the key is in showing that, you know, this is consistent. I think it's also important to note that since don't go into classes with the intentions to cheat or commit academic misconduct, and it doesn't happen in a vacuum, and rather what happens and what data shows is that they do so out of desperation like we've already talked about, because of personal circumstances falling behind and feeling pressured to perform well past the class because of familial pressure. And there's a lot of research on the growing mental health issues that students and young people are facing right now, especially with affordability crisis. And this can be exacerbated by competitive and rigid academic contexts and courses. And so there's also perhaps like a misunderstanding of what's permitted or prohibited in classes, which is where education plays a big role. And this has already been talked about a lot. But for me, I think that professors have a lot of power with what they can do in their courses. For example, along with addressing this in the syllabus, professors should strive to address these issues in class and have discussions about it, where students feel empowered to participate and that it's a two way street. Along with that, I think that it's important that we develop a shared definition of academic integrity. This is so important, especially with the rise of contract cheating and AI technology. And this could have great implications for the future of academic institutions and academic integrity. And I think that UBC needs to think about these things now and be proactive instead of reactive. And along with the kind of responsibilities and the power the instructors have in their courses, students may cheat because there's a lot at stake for them for a particular assessment. For example, if a final exam or final essay is worth a substantial portion of their grade, which we see a lot, 60%, 70%, whatever, this can put a lot of pressure on the students. And so we have shown that students prefer final projects and class discussions to demonstrate their learning. And I know this can't be consistently applied across faculties or programs. But for example, to quote one article discussing this matter, giving several low state quizzes throughout the semester, as opposed to one final exam, gives students more sense of control over what they're learning and reduces their perceived need to cheat. As well, research shows that improvements in pedagogy and emphasis on mastery by instructors rather than performance goals, which I think Jackie touched on as well, can actually help reduce cheating as well. And so students see more value in what they are learning in their courses rather than focusing on grades or maybe kind of the how much money they will be making after they complete their bachelors. Then this can also help reduce the perceived need to cheat. And so just quickly on institutional responsibility as well, I think that we've seen with the rise of acting misconduct cases during COVID. There are really lengthy wait time for students for their cases to be heard regarding acting misconduct. And this can have implications for procedural fairness. And students should know what resources are available to them, as this can be a really alienating experience. And so that's why I'm very grateful for our advocacy service at the AMS, which provides the support for students. Our advocacy coordinators Kevin Peter and also Sahand at the GSS, who do this work on the ground. Yeah, thank you very much. Thank you, Dana. And perfect transition to Sahand. Our final panelist, Sahand Gafari, is one of the advocacy coordinators at the Graduate Student Society, the GSS. His role involves advocating for the rights and needs of over 10,000 graduate students at UBC in order to improve their graduate life experience. He is a PhD candidate in experimental medicine at UBC. Welcome, Sahand. Thank you very much, Ainsley, and thanks to the panel for providing me with this opportunity. So I guess to answer the question, what an educated approach means to me, I would say it's a collaborative effort that involves both the students, instructors, as well as the institution, in order to ensure that learning in academia is achieved with integrity. And to achieve this basically from a student perspective, the students need to have access to a range of resources that would allow them to know what exactly they are supposed to do, their responsibilities, and obviously the consequences. And basically what we do as part of GSS at Graduate Student Society, when we have cases that are related to academic integrity or academic misconduct, we first try to analyze the circumstances, you know, the situation, then depending on the case, we try to put students in touch with other offices at university, such as the ombuds office, if we feel that there is issue that they can help with, or with G plus PS, if there is possibility that there's also supervisory issues and conflict involved. But basically, when I look at this, right now, what we do to address academic integrity is rather a remedial or, you know, what we do is to alleviate the situation when someone comes to us. But perhaps what we can also do, and hopefully this is what this initiative could be about, is to try to think of some preventive measures that will stop the academic misconduct from happening in the first place. So maybe one of the suggestions that we could do and focus on is that because when students come here, especially with new incoming international students, there's a lot for them to digest, you know, there's a lot of information that they still don't know. Maybe they don't know to go and check the academic integrity website or the hub. But from the first week, what happens is that they are signed up for our GSS newsletter, which is sent to them weekly. So maybe we can, this is a suggestion that I will also bring up to people at GSS, that we can just publish informative news about the academic integrity and what it means and the resources that's available to the students so that we can help this in a preventive way. Maybe another suggestion is, you know, when you think about academic misconduct or integrity, graduate students and the fact that they have taken so many courses before, the experience that they've had could be a valuable asset. So in conduct with some of the courses or when it comes to, let's say, submitting assignments, but maybe we could get help from the experience of the TAs, maybe the students who are coming from a different background, they can just go to them, they can submit assignments just for a checkup, quick checkup to see if there is issue with academic misconduct. But so these are some of the suggestions that hopefully this initiative could be about, and I'll be happy to answer any questions. And thank you very much for your time. Thank you very much to all of the panelists for these position statements from your various roles across campus and relating to the topic of academic integrity. So what we'd like to do now is to open up to any audience questions. You can ask questions by raising your hand or by typing them in the chat and we can read them out. So I'll give a moment to see if there are any questions from the audience to any of the panelists. Yes, I see one hand from Sean. I guess I'm speaking. I just want to quickly say thank you so much for this session. It is as a new teacher who just taught the first class and who spent half of the semester being anxious about the potential cases of academic misconduct. I found this session extremely helpful. And one of the, as I was listening to all your words of wisdom, there were many moments of enlightenment. And one of them was from Professor Berg. That was when she said, because I was exactly the person who, after identifying some potential, I was pretty sure it was academic misconduct. I had a feeling, how can you treat me like this? Am I, do you think I'm an idiot? That's really the first thought that I had. Well, I'm glad I didn't really let that lead my judgment and how I dealt with that. But after hearing that from Professor Berg, I know, okay, because upon reflection, I felt that was problematic. But now I know I was not alone. So I guess an important lesson I learned from this is how to treat students as human beings. That's a key lesson. And in the process of learning this lesson, I also realized to understand us, teachers as human beings who make mistakes, who have our blind spots. That's another way of looking at this start. Thank you so much. I will stop here. Thank you. Thank you very much for that perspective. Stefania, did you want to respond to that or anyone else on the panel? I will just say that, you know, that came from my own experience as a new instructor as well, right? So I think I'm glad it helped. And I think it's also important that we remember that the wellness and all of the burdens applies equally to all of us who are instructors and TAs and administrators. So a little generosity and not assuming the worst, I think would go a long way in many of the parts of our of our work life. Absolutely. I might just take a moment to just remind of the importance of that first contact with a student and from sort of a health and all policies approach. Jared has put in the chat, we have a template email that is available on the website. There's also a template available through the ombuds person's toolkit for academic misconduct on examples of ways to communicate that first initial moment with the student and how potentially triggering that can be. So just something to to think about and we've got some resources to to connect to that. I'll take another hand and then we'll we'll see if there's anything in the chat. So Paul, see. Thank you. Yeah, I think my there go my video is working again. So again, I would like to stop by thanking everybody on the panel today for providing insight into this. I do think that an educative approach is very, very important. I spent 10 years on the president's advisory committee for student discipline myself. So this is something that I've been involved in. One thing that occurs to me sometimes I it occurs to me that students tend to listen to each other more than they listen to us. And I'm wondering if any work has been done in terms of maybe having student ambassadors who could perhaps work with us to educate students. I think social media now seems to be something that students turn to when they run into problems. I think that the first inclination is to turn to each other before they turn to us. So I guess one question is, is any book being done in that area? Is that a viable avenue for us to consider? And my other question is, I very recently ran into my first case of contract cheating, which I have to say was extremely jarring. I think from a fairness perspective, where we have students who have, I would say a considerable amount of wealth given the amount of money that was involved to have other people do their work, is the university lobbying for, and in some countries, for example, these companies that offer contract cheating, it's illegal. And I'm wondering, can anyone speak to whether or not that has actually been effective in those countries? Is this something that UBC is considering in terms of lobbying our own government in terms of taking action against these companies that frankly are just preying on some of our students? Thank you, Paul. I have a few thoughts on the first part of the question. I wonder, Dana, if Dana or Sahand you want to sort of respond around what are some of the roles that we could look towards having? And I know we've had conversations, but maybe I'll open the floor to you to begin. Yeah, I'm happy to start us off. And so I think you actually mentioned that's at the beginning of the discussion, but we had an academic integrity week earlier this year that the AMS participated in. And I think that was really great to collaborate with the university to meet students where they're at. And so what we did is that we distributed kind of information cards on what's happening at UBC right now with academic integrity, what's the AI hub. And we also gave away free cookies and just kind of engaged students in the nest in a very approachable way. And we also had kind of a poster with the question of what does academic integrity mean to you? And students could kind of put little post-it notes of what it meant partially to them so they can make that personal connection. And so that's been really great. And we've also been engaging with all of the faculty undergraduate societies as well. And they all have student executives and VP academics who do this work. And we've distributed materials to them and really made sure that they feel like they're part of this as well. And I think it's so important to continue doing that work. But yeah, I'm happy to hear Sohan Slats if he has anything as well. Sure. Yes. I also like to mention that I guess we have, we do have some students and ambassadors and people who are actively pursuing this. And I guess one of the suggestions that one of the remarks that Paul made is in line with what I was also suggesting having students, graduate students to take role and to be a part of this because students tend to be more let's say receptive and open and comfortable with other students other than a faculty member. So hopefully this is something that the panel and this initiative can consider and we can focus on. Absolutely. And I'll just close on that remark. And then I'm going to pass it over to Lori about the possibility to explore a student ambassador, student mentor. It's part of the plan. So I'm really happy to see that need sort of expressed. And what I think is really positive is that now that we do have staff people who can work on this full time when we have these ideas, we can put them into action. So one of the things that we've started doing with the AMS who have been phenomenal collaborators on this topic this year is we have a take five for integrity campaign where we've prepared a video slides and notes, which either faculty can invite people from the hub into their course or faculty can deliver this themselves. But we're looking towards actually delivering these as paired presentations with one staff member and one student. And that for us is sort of a bit of preliminary work towards what would the role of a student ambassador or student educator or a student mentor be. So absolutely it's very much in the plans and we're excited to work towards that. I will pass it over to Lori Paul to answer the second part of your question around contract cheating and what the university is can or should do. Thanks Ainsley and also thanks Paul for the two questions. As a brief comment on the first part of the question, the research is very clear about that student peer to peer attitudes about misconduct can be the most important element in creating a culture of integrity in your course. So we can think about not only institutional structures that we should design around student ambassadors etc but also in again thinking about how to create the conditions to get the most student buy-in in your course so that they aren't like, yeah the prof said this but we're all meeting that after class to write the assignment together but having an expectation amongst each other will be influential. In terms of contract cheating you asked about governmental responses or legal responses. Ireland specifically has instituted an actual law that government has implemented a law making contract cheating companies actions illegal. As one approach Australia has also done this and Australia and Europe are leaders in this front. Of course we know that contract cheating companies are kind of rhizomatic in that you know you lop off the head in Ireland but then they set up shop elsewhere but at least it makes a really strong statement. In Canada we are beginning those efforts. I'm part of a national committee on contract cheating that's being led by Sarah Eaton at the University of Calgary and one part of the that committee has just begun this year but one aim is to do the lobbying of the government, the federal government as well as at the institutional level to enact those legalistic frameworks as well as continuing that kind of educative and activist role that we think institutions need to adopt. So it continues we do have some precedents but it's always a challenge. That's great to hear thanks so much. Thanks Laurie. What I'm going to do is I'm going to take Adelaide's question from the live questions and then we're going to take Katya's question in the chat. I'd like to respond quickly to one of the questions I saw in the chat from Jeanette about whether the syllabus statement, the academic integrity statement language was going to be updated just with a quick response to say that the academic integrity advisory committee which is another new group that's working on this topic this year is working on an academic integrity statement that will reflect this new orientation and this sort of shift in the conversation so that will be coming up so thank you for raising that. So I'll pass it over to Adelaide. Yeah quite quickly I'm a German language instructor and as a non-tenured faculty member we are not in a position of power and we are always scrutinized by our students that's besides the point then students seem also to differentiate between the required courses and also the electives and then they think oh well it's an elective and you know I can juggle and get extra help to boost my general average so I mean as an instructor I understand that also very well but there's also a danger for students they put themselves in a very vulnerable situation that they get blackmailed and once when they have used these services they may encroach on them and force students to to maintain that relationship and they are being then almost melt to use their services even if they want to get out or then get away from that and in that sense students also need some support and help and I personally yeah don't know what what kind of means there are so that's it but instructors non-tenured are not talking from a power of from a position of power. Okay thank you very much and thank you to the panel. Thank you would anyone on the panel like to respond? Stefania? Well I want to thank her for those comments I think this is where the accountability of the unit is really important that there needs to be support within the academic units most departments will have a designate who handles misconduct in the unit and so I think really having a process that is supportive and that provides support to instructors whether that's someone that's sitting in the meeting using the resources that are available and not leaving new and untenured faculty to navigate this process alone I think just the same way we don't want students to navigate the process alone I think it is is key so I find that I'm often going into departments to help them as their own little community figure out how to change the conversation in their discipline and in their department. Thank you. Jared or Katya would you like to read out your question or would you like it to be read out? I can I can read it so I was asking about let me just scroll to it there we go first of all thank you so much this was really a pleasure to hear all these perspectives from different angles often in these conversations I hear sort of the need for a shared understanding of academic integrity and I get a little skeptical when I hear it because I also am thinking immediately about how we have different approaches in different fields and we use materials differently we collaborate differently we have different ethical practices or they focus on different things and so I'm wondering about plans at UBC to have more of these conversations across fields to create awareness tease out differences understand each other better across research fields and in our teaching would anybody like to take that one James? Yeah this is this is something that I've been thinking of for thanks Katya you know it's it varies even within a department right I think about computer science and the the various numbers like you go out into go out into the world and there are uh you know there are companies you can work for that are making open source code and there's a certain set of requirements for like well how do you attribute that open source code and then there's other companies who have do not disclose agreements and there's a whole different standard and so I think just even in disciplines there are differences and I actually had a per I had an instructor come up to me and they asked like is this they pointed out something and it's like is this misconduct and I was like well what did you how did you frame the misconduct in your class and I think it's really important the those differences that you talk about I think are the shared understanding is that it there's a responsibility for instructors to understand what misconduct is in their class and and in their specific assignment because even you know specific assignments have you know you can't share any of this right I want this to be absolutely on your own or you could do it in pairs and what that kind of work is going on like there's a lot of work for instructors to understand that and explicitly say that and to not assume that what they are setting as the standards for misconduct or integrity I should say are the same across and so I think I think it's a very valuable conversation to have is that there's ecologies here and there's different ecologies and we have to really understand all of them. I might just quickly add I think that that's one of the things the hub can do and things like AI week so while absolutely the nuts and bolts differ greatly and that has a lot also to do with disciplines and but back to Shirley when we talk about our strategic plans you know there are the you know everyone uses the word ethical so while the details of what ethical practice looks like in different computer science courses or in a course that is the where we come together as a community I think and it is about us reflecting on what that means and knowing that the differences are there and then that's where accountability you know so the two different computer science professors it's their it's their job to say in my course this is the kind of research and dissemination and skills that we're learning it's about collaborative research in this other one it's this kind so again I see the hub and these kinds of events as one way to have these conversations so I also hope that we'll be able to continue in a variety of ways so I'll take a comment from Dana and Brenda and then we're going to wrap up because we've reached the the hour so Dana I'll make this super quick I just want to say that you can share the definition with your students as well and so I think having those discussions where you can ask students like what does academic integrity mean to you what does this mean to you and this discipline what have you kind of learned so far I think having those discussions is so important even just taking that and again like that five minutes to do that helps students have buy-in to what your definition of it is and and then make them feel empowered that they can also participate in these conversations and that you're willing to listen as well Thanks Dana. Brenda closing question or thoughts? Hi there actually it's a comment if that's okay not a question my name's Brenda I actually was in Sahans position about 10 years ago at the GSS I had the pleasure of working with Shirley and dealing with some of these issues and at that time I'm an anthropologist my one thing that really struck me was the way that the procedures that were in place at that time were particularly hitting international students because the consequences were so much more severe and also the background that they were coming with was not necessarily what was taken for granted at UBC as they were coming in and as we're talking about shared definitions I think it's really important to understand that the our understanding of academic integrity comes from a very specific cultural and intellectual history that is not necessarily shared all over the world I'll never forget one student who said to me you know in India where he was from the individual ownership of the written word is not a thing and I think it's really important to to understand that and you know I'm out of date with what's happening at UBC so it sounds like we're moving towards this more but it's not necessarily just a matter of telling people do this don't don't commit academic misconduct or you know do academic integrity when that doesn't necessarily connect with the norms and the values and the pictures that people have of how the world operates that's that's my first point and then the second thing that I just wanted to get in there was that I've actually spent the last semester working at an international college where it's 100 international students and plagiarism is rampant and I've been talking to my students about what they're expected to do where they come from and writing a term paper for many of them they have never done it before and they're just giving me a string of cut and pasted stuff from various sources because they don't know what else to do and you know I've tried to give them some information about how you actually write a term paper which is something that I've been doing since I was probably eight I mean not a term paper but I remember my first little baby research project at the library when I was in grade three and they're they're supposed to be getting this from their English classes but it's it's not something that I can just kind of stick in there in an hour or two like oh here's how you write a term paper so I don't know how relevant that is to what is happening at UBC these days but I just had to get that in there so thank you thank you before we close um were there and did anybody on the panel want to respond briefly to to those comments okay well we've reached the end of our hour um as Stefania mentioned feeling very happy I I also feel very happy at the panel that we've been able to bring together the audience who've given their time today and participated so actively it's been a wonderful discussion and I want to thank you all we will follow up with a number of links that we shared today around some of the discussion that we've had so you can expect to receive that and the recording will be available on our website and you will also receive a direct copy of it so thank you very much everybody for attending and have a wonderful day


do the other super chat questions. Let me just do this little analysis of COVID. I hope you guys are interested in this bit. So you hear a lot about the false positives in PCR tests.  And that this is a big problem. And this means that the numbers we have gotten around the prevalence of COVID have been blown out of proportion, out of proportion. So I want to give you a little analysis of this because in a sense there's some truth to this. But I want to make it clear when this is relevant and when it's not relevant and what the truth is. All right, so we're going to run some numbers. So if you've got a little if you've got a pad of paper and you want to write stuff down, this is a good time to just write stuff down so that you get kind of the how the numbers impact this. Okay, so we're going to assume and I think this is very close to reality. The reality is that the false positive rate of PCR test is about half a percent. So half a percent of the people who get tested will have a positive result when they're actually negative. Now, there's some debate in the literature where there's half a percent or less or closer to one percent. Maybe it's one percent and we can run the numbers on one percent too, but it's not more than one percent. And it's probably not less than half a percent, probably somewhere between half a percent and one percent. So let's take half a percent for now. We can play around with one percent in a minute. All right, so half a percent means that if you test a thousand people, of the people, sorry, if you test a thousand people, five of them are going to test positive when they shouldn't. If you test a thousand people, five of them will test positive when they shouldn't. Now, is this a big deal or isn't it? Well, it depends. If when you're doing this test, a very small number of people are actually infected with COVID and this applies to any test, are actually infected with COVID. Let's say that only five percent of the people are actually infected with COVID and you test a thousand, right? Then 50 people will test positive or maybe 55, but let's say 50 people for simplicity and five of them will be five of them. Right? So if five percent positivity, 50 will test and five of them, 10 percent, will be false. Now, 10 percent is a large number. 10 percent is significant. So of the 50 that tested positive, 10 percent are actually negative. That skews the number. It changes the interpretation a little bit of what's going on. Now imagine that 10 percent of the people are testing positive, 10 percent of the people are testing positive. Now you've got 100 people. Now you've got 100 people who've tested positive. It's still true that five of them are not positive. They're actually negative. Now it's only five percent, five out of 100. Okay, five percent is not trivial, but it doesn't change policy. It doesn't change hospital preparedness. There's still 95 people who are positive and whatever that implies in terms of the severity of the disease, how many people show up in a hospital, how many people ultimately land up in ICUs. So the fact that there are five people who are, who actually tested positive, who are actually in reality negative isn't significant at that point or a little significant at that point. Okay, a little significant at that point. Now, somebody says the false positives that people are talking about are people who are positive and pass and still shed inactive RNA. The PCR test is good at finding the viral RNA, but doesn't detect our viruses. So yeah, so if you were tested positive during, if you tested positive for COVID, don't get another PCR test because you're going to test positive over and over and over again in the future, even though you're no longer infectious. But you know, anybody was going to tell that. I mean, we were told that by people who, as some of you know, my wife tested positive for COVID and she was told by the person who gave her the news, don't test again for at least a month because you'll keep testing positive. Even though once the symptoms are gone, 14 days or 10 days, actually it's 10 days, you're free to go. No, the issue here is that, and I've seen videos of this, I've seen scientists, I've seen epidemiologists make this claim that the fact that there's so many false positives invalidates the PCR test, but that's ludicrous in cases where a significant percentage of those being tested are positive. I'll give you an example. In Idaho right now, in the state of Idaho right now, 55.6% of people being tested are positive. 55.6% more than 50. So which means out of every thousand who get tested, 556 are positive. Of those, five, it's a false positive. Does that matter? No, it's irrelevant. It doesn't make any difference. Are things really bad in Idaho in terms of the number of people that got COVID? Yes. The false positives are not going to affect that conclusion. Now, I understand that people don't study statistics and don't think these problems through and don't actually run the numbers, but then don't comment on it. I said this about the doctors, the California doctors a while back who came out and had all these statistics and they were wrong. The statistics were wrong. They had good intentions, much of what they said about the disease were right, but the statistics, the way they did it, everything they said about it was wrong. By the way, California right now, California has a 14.3% positivity rate. Now, I think it's much lower than Idaho because California has massive amounts of testing, massive amounts of testing. You can't drive around Orange County and not bump into several places that are testing for COVID. There are a lot of them. So a lot of testing going on. So if you test a lot, the positivity rate is probably going to be lower. Idaho, my guess is testing only people with symptoms. That's why they have such a high positivity rate. Anyway, in California, it's 14.3. It's 143 people for every thousand tested, of which five are false positives. I don't think that's significant. It's not going to change whether it's 138 or 143. It's not going to change anything. It's not going to change policy. It's not going to change approach to COVID. There's a, you know, California's got problems with its emergency rooms. They're packed not because of the false positives. So if you send me a video claiming here's the latest and greatest in COVID, please make sure that at least it adds up, the math adds up. Even if the false positivity rate is 1%, then now we're talking about 10. So if that 143 per thousand, 10 of which are false positive. Okay, that's inflating the numbers a little bit. It should be 133, not 143. Does it change anything fundamental? No. The only time the false positive rate is important is when there are very few cases. It's when almost nobody is testing positive. Then let's say only 10 people test positive. God, half of them are false. I don't know which, but if they're only 10, then half, 10 out of a thousand, right? Then it's important. All right. So in other words, the false positivity rate right now when rate positivity rates are so high is, I'm sorry to tell you guys, irrelevant. I mean, it was relevant. It was 5% or 10%. But at 1%, it's irrelevant. If half a percent, it's certainly irrelevant. So now I suspect that the entire way in which we're testing, the entire approach to testing right now is wrong, that there will be problems with it. I am a huge advocate of antigen tests that are cheap and that you can do at home and you can do every day rather than PCR tests. But that's not the direction this world has gone in, which I think is awful. I think if we'd gotten those antigen tests at home, easy tests that you can do yourself that cost a bucket test that you could do every day before you went out, then that would have crushed this. It would have crushed this whole pandemic. It would have halted it because you would have basically, if you positively stay home, you don't infect people. And if you're negative, you're probably 90, 70%, you're fine to go out and engage in normal activity. The economy wouldn't have crashed. You just saw unemployment numbers, 140,000 more unemployed people this month than in the past than last month. So economy's heading in the wrong direction. All of that was avoidable if we'd gotten our testing regime right. But this administration messed up testing from day one and then denied the need for testing later on and denied the resources for testing. Anyway, it's been an unmitigated disaster. But testing is the solution. It's just a matter of doing it right and getting rid of these pathetic, ridiculous lockdowns that don't seem to help. I mean, California has been in so-called lockdown and yet cases are through the roof. I see users through the roof, hospital capacity is through the roof of COVID. And instead of the hysteria and so the panic, instead of the lockdowns, instead of the infringement of rights, freedom, the freedom for companies to produce tests, the freedom of companies to offer us as individuals testing mechanisms that would have allowed us to go back to normal without any very few problems, that was denied to us by a political class of both parties, of both parties. What we need today, what I call the new intellectual would be any man or woman who is willing to think. Meaning any man or woman who knows that man's life must be guided by reason, by the intellect, not by feelings, wishes, whims, or mystic revelations. Any man or woman who values his life and who does not want to give in to today's cult of despair, cynicism, and impotence and does not intend to give up the world to the dark ages and to the role of the collectivist roads. All right. Before we go on, reminder, please like the show. We've got 163 live listeners right now. 30 likes. That should be at least 100. I figure at least 100 of you actually like the show.  But at least the people who like it, you know, I want to see, I want to see a thumbs up. There you go. Start liking it. I want to see that go to 100. All it takes is a click of a thing, whether you're looking at this and you know the likes matter. It's not an issue of my ego. It's an issue of the algorithm. The more you like something, the more the algorithm likes it. So, you know, and if you don't like the show, give it a thumbs down. Let's see your actual views being reflected in the likes. But if you like it, don't just sit there, help get the show promoted. Of course, you should also share. And you can support the show at your own book show.com slash support on Patreon or subscribe star or locals and enjoy your support for all, for the work, for the value, hopefully you're receiving from this.  You'll know what shows are on, when they're on, you'll get notified. So, yes, like, share, subscribe, support, like, share, subscribe, support. There you go. Easy. Do one, all of those, please.


And was that in the morning session? Like one of you mentioned the XA session of this, and this is bad session. So Nisha will be presenting about the enhanced XA support for the replication in MySQL. Oh, oh, MySQL. Yes. Yeah. Here you go. Good evening, everyone. My name is Nisha. I'm part of the MySQL team in Oracle. And I'm based sort of Bangalore, India. I've been with MySQL for about more than six years now. And today I'll be discussing about the improvements that has been made in 5.7 for the XA support. As Venkat mentioned, again, I have reference to replication in my slide deck too. So I think by now this would be by heart, so I'm going to skip this slide. So today I would be discussing about what is XA, the protocols that is used by XA, and how does MySQL go about supporting the XA standard, and how do you perform an XA transaction within MySQL, and also discuss about the different state transition when you perform an XA transaction, how it goes through. And then I would discuss about the improvements that has been made for XA transaction recovery and how we have ensured that it works well with replication. And also I would discuss about the improvements that has been made in 8.0. So XA stands for the extended architecture. It is a standard developed by the open group for distributed transaction processing. XA addresses the problem of addressing the asset properties within a single transaction across distributed set of resources. As discussed by my colleague in the morning, the distributed set of resources can be message queues, different database servers, or even the file system. So this describes the standard for interaction between the global transaction manager and the local resource manager. I wouldn't get into the details of the use case because it's already discussed in the morning. So the components involved, you have the global transaction manager where the logic can be embedded into the application. And then you have your local resource managers, which can be different database servers. And then the transaction manager initiates your XA transactions and the resource manager handles all these XA transactions. So what is the protocol used by XA? It uses a two-phase commit protocol where the first is the request to commit and followed by the actual commit. So you perform all your read-write operations and that's when your two-phase protocol kicks in. During the first phase, the global transaction manager sends a prepared to commit to all the branches involved in the XA transaction. And then once it receives a positive response from all the individual branches on a request to commit is sent to all the branches involved. If at all any single branch receives, I mean sends a negative response, then the transaction is aborted. So there was, I mean, XA transaction is generally requested by the Java community. MySQL first introduced the XA support in 5.0, but we have made a lot of improvements in 5.7. And as seen in the previous diagram, the MySQL server acts as a local resource manager and the clients connecting into the MySQL server acts as a global transaction manager. All the XA transactions begin with the keyword XA and it is identified by a global transaction identifier which is mandatory. The optional identifiers are the branch identifiers in order to identify the individual branches within the global transaction. And then you have a format specifier in order to specify what the format was used for the previous two components. Most of the time it's string, but if you want to avoid the confusion of the cassette, preferably in the hex format, and then you can specify the hex format was used. Together it's called as the XID. So as mentioned, you have the transaction manager and then you have your MySQL server and then you initiate this transaction using XA start or begin. And here the XA test. So the XA test is the global transaction identifier and then you perform the read and write statements. Then you end the transaction using XA and XA test. And so as I mentioned previously, you have two phases that is first, you send a request to prepare for commit followed by the actual commit. So when you do the first phase is the XA prepare XA test, you're preparing the transaction for commit. In case you see a positive or a negative response, if it is positive, you do XA commit or you roll back the transaction. And you can see in the dotted lines the XA recover and XA recover is when see your connection, your transaction connection is disconnected. And then you want to discover all the pending transactions which have not been committed. Then XA recover is issued in order to discover all the XIDs which are pending in a prepared state and required to be committed. So as described, XA start or begin starts an XA transaction. XA end specifies the end of active transaction. So you have two options now, XA commit one phase. The one phase is optional. XA commit one phase do not take the two phase commit. It actually prepares and commits within a single step. And in case you want two phase commit, you would utilize your XA prepare, which prepares the transaction for commit. And then you would issue a XA commit which would then commit the transaction. XA rollback, in case the feedback from your local resource managers is negative, then you would actually want to roll back the transaction and you can do that by XA rollback. As mentioned, the XA recover displays the information about all the prepared transaction.  So this is the state transition of an XA transaction. Say you do a XA start. It puts that into an active state. And then you do a read write. And then you end the XA transaction. It moves it into an idle state. And in case you don't want to go for your two phase commit, you would actually do a XA commit one phase and it moves it into a committed state. Now in order to retain the asset property, say you want to actually go for XA prepare. And then it moves it into a prepared state. And then in case there is a failure from any individual branch involved in the single transaction, then XA rollback is issued. So as described, XA start puts the transaction in an active state. And once all the statement are executed by the active transaction, an XA end puts it into an idle state. Now you can either issue a XA prepare or you can issue an XA commit one phase. I had described this previously. So what are the improvements that have been made in 5.7 for XA transaction recovery? Prior to 5.7.7, if you had a prepared transaction and the client disconnected or a server exited gracefully, what happens is the transaction would have been rollback. Ideally, the XA standard describes that any prepared transaction should be recovered and committed or rollback based on the response from the individual branches involved. So the improvement that has been made in 5.7.7 is all the prepared transactions are marked, specifically by InnoDB and retained in the transaction cache so that when the server comes back up, you can discover these transactions and then perform the commit or rollback. As you can see, XA prepare test and your server is killed and then you have another client connection starting and then you perform a XA commit test and it says unknown XID. And then you would actually perform the XA recover and obviously it does not give any information, any pending XID because it's already been rolled back. Now let's look at after 5.7.7. What's been done is if you look, the client is killed and then you do a XA recover and you can see the test that being your global transaction identifier and the data length. And then you could actually go ahead and commit the transaction, which was not possible previously because you could, the information did not exist and it was rolled back. So the improvement that's been made, what happened was prior to 5.7.7, if your XA transaction was on a prepared state and the server exited abnormally and you could actually resume this transaction, you could actually do XA recover, get the information. But then you do a XA commit of that particular transaction, it would not be logged in the binary log. So this caused the master and the slave to be not in sync. So here you try to do XA recover.  On your master, you can commit the transaction. But when you do a show bin log events, you can see it's actually empty. But on the server, if you can see, the table has been updated. Let's look at after 5.7.7.  I think someone you had asked how would you figure out the statements within the bin log. So you can do a show bin log events and if you notice, you have the insert. And yeah, all the statements until prepared is actually retained within the binary log and you can also see that the XA commit is also retained. So how does this work? Is we now log the XA transaction in two different phases. All the transaction until XA prepare is logged with a separate event and it is the XA prepare log event and with a separate GTID. And then during the second phase, the XA commit or rollback is again logged with a separate GTID. This allows the transaction to be interleaved and hence there is no confusion on the slave side as well. And this does work well when the GTID is on and you turn off your binary logs since you don't want it to be replicated. So the improvement made in a.o is, as I said, XA recover is actually used to discover all the transactions which are pending on the server, which is in a prepared state, but not really committed. Then again, any user which is connected to the server was able to discover information about all the pending transaction, not just his phone. So this is a security issue. And what we have done is introduced a new privilege called as XA recover admin. This ensures that any user with this privilege would be able to discover all the information about the pending transactions, which require to be committed. So you can look up the XA standard, which is published by the open group. And also the MySQL documentation is a good source for information about the XA. And also you can look up my blog on whatever is discussed here. And we currently do not support XA resume or join. And if it is important for the user community, we request you to come and write a comment in one of the blogs. And we could take a look. Any questions? OK. Thank you. Thank you.


We are so excited to introduce the new iPhones. This year we are releasing three new models. Yeah, same as last year? The new iPhones are called the iPhone XS and the iPhone XS Plus. Max! It's Max! We innovate. Design-wise it is the most beautiful phone we have ever created. I just added a gold color. That's all. Every detail has been reimagined to be the same thing. And for the first time... Sorry, someone's calling me. The new iPhone XS is a real knockoff, eh? Hey, Tim, where's my raise? My wife's been heckling me about a new pair of boots, you know? What's happening? What's the charisma? The medication. Is this the new drug in the market? Alright, let's give it a pop! And the new iPhone XS is very... So how to describe the new iPhone XS Max? Bigger screen, bigger battery life, bigger budget, bigger display, which means bigger cracks, which means bigger regrets. To the Max. This year, everything leaked to XS before. Hello, I am the head of secrecy at Apple. Nothing has leaked online. Let me check my Samsung phone and see. Oh no, Tim, I'm so sorry. What is that Samsung phone doing here? No, no, no, no, this is my work phone. It's for important stuff. My iPhone is with my children. Don't worry. The iPhone XS Max starts at $1,099. And this is the detergent I'm using to wash your brains, by the way. Works. We are also introducing a third iPhone model. It's called... The iPhone? No, but $789?  Even in the afterlife, you're annoying. I don't get the point on the iPhone XR. Well, we want to make it affordable for everybody at only $749. That's still expensive. Yeah, I don't know what affordable means. We are taking a huge step forward. Tim, Tim, you're out of the frame. Go back to the past. Sounds like us.


And we're so lucky to have you perform. Madison, what are you going to perform for us right now? Thank you. Oh, this is a new original song called Hummingbird Quiet. Here she is, Madison Carr. Given tomorrow with the hummingbird quiet in my mind Boil the sorrow, leave the rest all to time No seep left for me and no time to deny No seep left for me. Thank you so much. Thank you for having me. Go see Madison Carr's set.