Are you able to see my presentation? Yeah. Yes, so today we're going to talk about straight lines. We still need to plan what we're going to discuss the following week after this. Because, yeah, all my, my schedule has changed because UNICEF didn't publish all the previous recordings. And because you can watch, I can't say go watch this recording because it's there.  So by the end of the session today, think of an area that we can discuss the following week so that then I can prepare for that as well. Okay, so today we're talking about straight lines. Before we do that, do you have any questions for me? Or we can also even discuss the plans for next week here. Hi. I would like you to discuss, ma'am, finding X, solving X, finding X, looking for X, X, I need X ma'am. We need to find X. Okay, so today we're also going to find X anyway because I think if X is giving you a problem, hey, we need to find that X. Okay, I will find also some of the exercises from solving X from the previous sessions. And then we can see how we can help you with that. Okay, we'll do that. Thank you ma'am. Are you good? So we can just work with today's session and then proceed from there. Okay, so since we're going to talk about straight lines, straight lines in terms of math or basic numeracy, we always going to refer to them as also linear equation. So you see that we will draw a straight line and that straight line is represented by an equation. And we're going to learn about that. So by the end of the session today, you should learn how to draw a straight line on a set of X-axis. If you look at them, you are not going to be asked to draw a straight line, but you can be asked to identify which straight line corresponds with the information that they have given you. So you should be able to know how that straight line was drawn. We need to determine the slope of a straight line as well as the equation of that straight line. Then we talk about the slope and the straight line. So a straight line is just the line that you draw. Anyone knows what the straight line is. I don't have to explain what the straight line is. So you just need two points and those two points have coordinates within them. What I'm referring to is an axis or a set of X-axis, which we call a Cartesian plane, which is made up of this arrow that goes up and the arrow that goes horizontal. So these are called Y-axis and X-axis. You will see that at the bottom here we do have an X. So the line that is horizontal, we call it the X-axis. The line that is vertical, we call it the Y-axis. If we have only two points and the two points have coordinates that correspond with this Y-axis and the X-axis, we are able to plot that point and when we have the two points, we can connect the two points. For example, if we need to find the slope of a line, we are required to get two points. So let's say we are given these two points. Here it says draw the straight line or the straight line graph that passes through these two points. We are told that the points, these are two points. This is one point, this is one point. We are told that one point has the X coordinate and the Y coordinate because it has to correspond with the X-axis and the Y-axis. So the first point, which is X-one point and corresponds to the Y-one point because this is our point one. It has this coordinate one and four. So we go to the X-axis, we go and state, there is our one. We look for our Y-axis, where it's four, where they both meet. For some reason, my dots are not behind that. There we go. So there is one and there is four. They need to cross-point. And that point that we draw there, it's called point one. It has coordinate of X coordinate one and Y coordinate of four. The second point is that it has X coordinate and our Y coordinate. So this we're going to call it point two and we will represent the X and the Y with the subscript two. So this is our point two. So our point two has on the X-axis four and on the Y-axis two. So where they both meet, that is where our point is at. That is how you define your point. Now, these two points, they tell us something about the type of the line that we have. So when we join this point and that point, we just take a ruler and draw the line to join these two points. And they are the two points they created the line. Now, when you look at this line, you need to be able to tell us whether this line is declining or does it go downwards? Or is it negative or is it positive? So it tells you so many things. So what does it mean? It means when the value of X increases, when our values of X are going up, the values of Y are going down. And therefore it means this slope of this line is what we call a descending slope or what we call a downhill slope. Or we can also call it a negative slope. So let's assume that we have another Cartesian plane here and we have two points, point there and a point here. If I draw a line that joins them, this point for our X-axis, when they are increasing in terms of the X value, because you can see there is our X value and there is our X value in terms of our Y value, because that is our Y value, so our Y-axis. When my X1 is low, my Y1 is also low at that point. When my X2 is high at that point, my Y is also high at that point. So therefore it means when the value of X is increasing, the value of Y is also increasing. And this we call it an ascending slope. And we can also call it a positive slope. Or we can call it an upward slope. And that is how you can define the type of slopes you have. I just want to see if I can actually resist. So let's assume that there is another method where you have the Cartesian plane with your X value there and your Y value there. And there is the line. Looking at this line, you can see that this line is constant, right? This line is constant. When the value of X is at this point, the value of Y, if this was true, the value of Y will just be 2. When the value of X increases from 1 to 2, the value of Y will stay the same. Even when it goes to the negative side, when the value of X is negative 1 this side, the value of Y stays the same as positive 2. So if your slope looks like this for the straight line, we say there is no change in the values of Y. As the values of X increases, there is no change. It's constant. The value of Y is constant and therefore we call this A. It's not a negative, it's not a positive, it's not a downy, it's just a constant slope as well. So we can also have a scenario where it is Y and X exists and you have a constant X value. So when the values of Y increases or decreases, the values of X stays constant because it will be constant at that value there. So you just need to know and remember the types of slopes that you can have. And the slope will be equals to 0, whereas for the others, for this first one, the slope will be negative. When you calculate the slope, you will see later on we will be calculating the slope. When you calculate the slope and you get a negative value, you must know that that is a descending slope, a negative slope and a down slope. If you calculate the value of your slope and you get the answer in a positive manner, then you know that this is an ascending slope. A positive slope or an upward slope. If your slope is 0 and the slope is 0, there is a constant X exists or Y exists. Now, how do we then calculate that slope to know in state of drawing the graph? We can find the slope because here we're looking at the slope by visualizing it, by seeing the pattern of the slope and we can make a conclusion on that. Because we can see the line that it is increasing as the value of X increased, the values of Y increased, it is decreasing as the values of X increased, the values of Y decreased. We can see that those two are constant. And we can also use the measures. By also having the two points, we can calculate what we call the slope. And the slope is just the ratio of the change in the value of your Y values to the change in the values of your X values. So we're going to take your 0.1 Y value and your 0.2 value and find the difference and also the 0.1 value or X value and the 0.2 X value and take the difference of the two. So how do we define it? The formula is Y2 minus Y1 and X2 minus X1. It is very, very important to identify your points with the X1 and Y1, like I did here. You can see that I've identified that this one is X1 and this is Y1. Always your first point has X and Y coordinates, so you cannot have X1, X2 as a point. No, it has to be X1, Y1, X2, Y2, they cross points with one another. So let's look at an example of how we calculate the slope. We will use also the other values that we have. So for example, if we are given here, we are told that this line passes through the two point and the point is 0 and 10 and 5 and 0. So we need to be able to label the point. Let X1 and Y1 be represented by the first point, which is 0 and 10 and X2 and Y2 be represented by the second point, which is 5 and 0. So we calculate the slope Y2 minus Y1, X2 minus X1. So because I've already identified my X1 and Y1 and X2 and Y2, it makes it easy for me to come and substitute the values into the formula. So our Y2, we're just going to take 0. Our Y1, it's 10 because we identified them from there with that statement. X2 is 5, X1 is 0. So it will be 0 minus 10 divided by 5 minus 0. And 0 minus 10 is minus 10, 5 minus 0 is 5. We need to simplify this to the lowest form. 5 can divide into 10. It goes into 5 one times and it goes 2 times into 10 and the answer will be minus 2. And that is how we find the slope. Let's go find the slope of our data that we have here, the original data that we have. We are going to remove the ink and calculate the slope. We know that the formula for the slope is, the slope is Y2 minus Y1 divided by X2 minus X1. So I need to go and label my points. My first point will be X1 and Y1, X2 and Y2. So now I can come and substitute into the formula. So my Y2 is 2. My Y1 minus 4 divided by my X2 is 4 minus my X1. This Y2 minus 4 is minus 2 divided by 4 minus 1 is 3. Therefore, my slope is equal to negative 2 over 3. So my slope is negative 2 over 3. And you can see that that is a negative slope as we saw with the graph. It also told us that this is a negative slope. So you are able to calculate the slope of that graph. This is your exercise. Find the slope of this straight line passing through these two points. And your formula is your, the slope is equals to, remember the formula has a minus. The formula has the minus. So you must also take into consideration the negative that is on the data point. So you need to first identify what you are given. Yes, what is your X1 and Y1? I was just going to ask if we could do this on our own quickly. You need to do that on your own. So you need to identify what, because this is your exercise. What is your X1 and Y1? And what is your Y2, X2, Y2? Let me know when you are done. Are you done or are you still busy? I'm done, but I think I'm wrong. Why do you think you are wrong? Okay. What is your, how did you identify your points? So minus 2 and minus 3. Minus 2 and minus 3 over minus. No, I want you to identify the points first. Oh, okay. So Y2 is minus 2 and minus 3. And X2 is 1 minus minus 2. Okay, you're not getting it. Yeah, so now I'm confused. No, wait, wait. Okay. I wanted you to first identify the points. If I say this is X1, this is Y1. Oh, sorry. Yes. And then X2, 1 is X2 and Y is minus 2. Yes. And then you can then come and substitute into the formula. Yeah. Yeah. So it's a minus 2 minus minus 3 over 1 minus minus 2. And there we, I think I got skews. Okay. So that will be minus 2 minus times minus. It's a plus. It's positive 3. So I got that right? 1 plus 2. Yes. So that is minus 2 plus 1 is? It's a minus 2 plus 1 is 1. But minus 2 plus 1 is 1. It's 1. And 1 plus 2 is? 3. And then it's negative. No. It's positive. Yes. Okay. So I was almost right. Thank you. I just got, because I've got the minus, but it's supposed to be the plus. So okay. This way I got confused. Okay. So if you have a cashier calculator, you can just do this on your cashier calculator. And it will, it will be, so it means I must stop sharing and share my entire screen. Your ladies get the same. Okay. So if you have a cashier calculator like this, that has a fraction button. You can just say, you will use this minus because it's not the, it's not the, the basic operation is the minus of the value. So minus 2 minus, and you put that into bracket minus 3 and close bracket and then go down. And it will be 1 minus open bracket minus 2 close bracket. Got it. And when you press equal, and that will give you the answer. So only for those who have a cashier calculator. I've got mine, but I don't have it. I'll look for it. Yeah. Otherwise then you'll have to calculate manually like I've done. Step by step so that you don't get anything wrong. Okay. So now we're done with calculating this loop. Let's then look at how we find the equation of a straight line. Now, before I get to finding the equation of a straight line, because I'm going to discard and I'm going to stop sharing. Again, because I want to go into my, because we're going to work with equations. So you should be able to manipulate an equation. And I hope what I'm going to share right now, you have already submitted your assignment. And there wouldn't be any problems with this. Okay. So this was one of your assignment, where they asked you to solve. Am I not sharing? Do you see my screen for some reason? No, we don't see it. Oh no. I just saw the chat now. Yeah. We see it now. We see it now. Okay. Okay. So because when we solve equations, like the straight lines and all that, you need to be solving for something. You need to be able to be comfortable to say, you know what you're doing. So let's look at this example where they asked you to solve for X for the following equation. And that is what you're going to be doing with when you find the equation of a straight line. You will need to solve for Y, which will be the subject of the formula. So now the first thing that you need to do is to remove or work with what we call bot mass, right? Remember the bot mass, bracket exponent or expression, division and multiplication. They've got the same priority. We work from left to right, addition and subtraction. Therefore, it means brackets comes before division and multiplication. And division and multiplication comes before addition and subtraction. When you have division and multiplication, you work from left to right. Regardless of whether multiplication comes first, you just work from left to right. When you have addition and subtraction in your sum, they start with a subtraction. And then comes addition, you just work from left to right. They've got the same priorities. So let's look at this question. It says solve for X. 2X plus 2 is equals to 2 times 2 minus X into bracket plus 6. So the first thing we need to do is bracket. So we need to get rid of the bracket. So it will be 2X plus 2 is equals to multiply with the 2. We distribute 2 inside the bracket. So it will be 2 times 2, which is 4. 2 times minus X will be minus 2X plus 6. We keep it as it is. Everything that has an X, we're going to take it over to the other side. So because we want to solve for X, it needs to move to the left. When it moves over, the sign changes. It's negative. So you will have 2X. It's negative. It will be plus 2X equals 4 plus 6. We also move 2 to the other side because it's positive. It will be minus 2X. 2X plus 2X is 4X is equals to 4 plus 6 is 10 minus 2 is 8. Because we're looking for X, not for X, we need to divide by 4. When it is dividing, we multiply. When it's multiplying, we divide to get rid of that. So 4 and 4 cancels out. You are left with X is equals to 4. 4 goes one time into 4 and it goes three times into 8. The answer is X is equals to 2. So that should have been your answer. And also with what we're going to be doing now, you will apply the same concept because we're going to be moving things around. Okay, so let's go and find out how do we solve the equation? What time does the class end? Oh, we started at 8. Oh, gosh. At 7, it ends at 8. I get lost with the times. Okay. So we're still on time. We started at 7. Yes. I'm thinking now I'm over time. I thought we started at 6. Okay. So equation of a straight line. So when we have that straight line, remember we have a line that looks like that. So this is our Y and this is our X axis and we have our straight line. So this straight line is represented by an equation. And that is what we call the equation of a straight line.  Let me see if I have the right values the way you will have it. A plus BX or BX plus A. Sometimes you write it as Y is equals to A plus BX or Y is equals to BX plus A. Now what is very important with this is that when you have your equation of a straight line, only the blue letters are actual numbers. Y and X remain as Y and X. We always going to be solving for Y. So the blue letters always are numbers. So how do we then make or find the equation of a straight line? We can find the equation of a straight line. If you are given two points, you can calculate the equation of a straight line. There are many ways of finding the equation of a straight line, but in B and U, you have a formula. So we can also, based on the example that we're going to be doing, we can determine which values of X and Y will that be? It's the same example that we had previously. In your module, your formula is Y minus Y1 divided by X minus X1 is equals to the slope. You can see that the left hand side is the same as what we've calculated as a slope, right? Y2 minus Y1 divided by X2 minus X1. And because we want to end up with an equation that looks like this. Therefore, it means every way we have X1, Y1, X2, Y2, we are going to substitute it with the actual value and solve the equation by making Y the subject of the formula. You remember last time we met, we spoke about the subject of the formula. So previously, we already identified that our X1 and Y1 is 0 and 10, and X2, Y2 is 5 and 0. So we can go into the formula and substitute. So where we see Y1, we put, where we see X1, we put 0. Y2, 0 minus 10. X2 minus X1, 5 minus 0. And we have calculated this previously. We know that it's equals to minus 2. So now this side on the left hand side, we have Y minus 10 divided by X minus 0. So this can also be the same as Y minus 10. Y minus 10 divided by X because X minus 0 is the same as X equals to minus 2. So we need to solve this. We can take X minus 2 to the other side. Or we can multiply because it's dividing. So because it's dividing, we multiply. So this will be minus 2 X and we will be left with minus 10 on the left. And we want to get rid of minus 2. It is subtracting when it goes over, it will be positive. So it will be Y is equals to minus 2 X plus 10. That will be the equation of a straight line. As you can see, our blue are represented by numbers. The X and the Y stays as they are. So in terms of this equation as well, if I keep the 0, you're just going to take the X minus 0 multiplied on the other side. Put it in the bracket when you move it over because sometimes this will be a number. Make sure that you move it inside the bracket and then distribute the 2 minus 2 into the bracket. So it will be minus 2 times X is minus 2 X minus 2 times 0 is 0. And move 2 to move minus 10 to the other side. It will become positive 10. As you can see only the blue letters A and B are numbers and Y and X stay as they are. And that's how you will find the equation of a straight line. So let's look at an exercise or an example. Let's do one more example. I'm going to use our points. You still remember the points that we used in our example previously, which were 1 and 4 and 4 and 2. I'm going to use those ones. Actually we include a new slide, a blank slide. We have our points 1 and 4 and 4 and 2. That's what we had. So if the question is, we need to find the equation of a straight line. We know that the equation of a straight line is Y minus Y1 divided by X minus X1 is equals 2. Y2 minus Y1 divided by X2 minus X1. Now I need to identify this is my X1, Y1, X2, Y2. It's very important to do that before you can substitute into the formula. So our Y stays as it is minus our Y1. We said it is 4 divided by X minus X1. We said it's 1 equals Y2 is 2 minus Y1, which is 4 over X2, which is 4 minus 1. X1, you are left with Y minus 4 divided by X minus 1. And 2 minus 4 is 2 over 3 and it's minus 1. So now you can see that I have X minus 1. So I need to take X minus 1 and multiply it onto this equation that we have here. I'm going to use the next. So I'll be left with Y minus 4 on the left and I'm going to multiply 2 over 3 by X minus 1. And solve, distribute, distribute. So Y minus 4 will be minus 2 times X is minus 2 X over 3. Minus times minus is positive 2 times 1 is 2 over 3. And that is not the end because I need to get rid of minus 4. Minus 4 is subtracting so it will be Y is equals 2 minus 2 over 3 X plus 2 over 3 plus... Oh, now I've got a fraction here. I need to solve a fraction. Do you know how to solve the fraction? So if I have 2 over 3 plus 4, this is a fraction. I can put it over 1 because I'm adding, when you add or subtract, they need to have common denominator. Since they do not have a common denominator, I'm going to find the common denominator. That would be that value that can 3 and 1 divide into and not leave it remainder. It's 3. So 3 is the common denominator. 3 goes how many times into 3? It goes one time. 1 times 2 is 3. 1 goes how many times into 3? It goes 3 times 3 times 4. It's plus 12. 2 plus 12, it's 14 over 3. And because it is 14 over 3, it is a... And we call this... We call 14 over 3 a improper fraction because the value at the top, which is your numerator, it's bigger than the value at the bottom, which is called the denominator. And since your denominator is 3, we say 3 goes how many times into the numerator, which is 14, so it goes 3, 6, 9, 12. So it will go 4 times and the remainder will be 2. So this will be 4, 2 over 3 because 3 times 4 is 12 plus 2 is 12. And then that will be the answer that you will write there. Y is equals to minus 2 over 3 X plus 4, 2 over 3. Or sometimes if you will look at the answer, if the answer they left it as an improper fraction, you can leave it as an improper fraction. Okay, so let's do more exercises that you guys can practice with. Here is your first exercise. Determine the equation of a straight line that passes through these points. I will graciously write you the formula. Y minus Y1 divided by X minus X1 equals Y2 minus Y1 divided by X2 minus. Let me know when you're done. I'll give you 5 minutes to try it out. Are you winning? Are we done? Yes. Ma'am, I'm so busy. I'll give you more time. Thank you. Can you bring up that other screen again please? I'm trying to, something is, I got my, sorry, it kicked me out. I don't know why. No, it's not. Are you able to see the screen? Yes ma'am. You will let me know when you're done. And please also remember to complete the register. I'll repost it in case you join this session. I'm done. Okay. I'll wait to hear about the others. I'm done, ma'am. Yeah. I'm done. All right. Thank you. What is your X1 and Y1? X1 is 3. You go, you go. We're into it. So 3 is X1. And the minus 2 is Y1. And then 5 is X2. And minus 6 is Y2. Let's substitute into the formula. So Y minus. Brackets minus 2. Over minus 5. No, 3, sorry. Equals minus 6. Okay. Minus. Bracket. Minus 2. And then over 5. Minus 3. That's 12. I'm done now. Minus times minus is positive, right? Yes. That would be Y plus 3. Over X minus. That's 2, not 3. Equals minus 6 times minus 6 minus times minus 2 will be minus 6 plus 2. Over 5 minus 3. So let's solve the right-hand side. Minus 6 plus 2. It's minus 4. 5 minus 3 is 2. On the left, you are left with Y plus 2 over X minus 3. Now we need to get rid of X minus 3, so we multiply. On the left, you'll be left with Y plus 2. Equals minus 4 over 2 times X minus 3. Distribute minus 4 over 2. We could also already from here solved because 2 goes one time into 2 and it goes 2 times into 4. And this would have been left with minus 2 as the answer, right? Because it's minus 2. And we distribute 2. We distribute minus 2 into the whole bracket. We have Y plus 2 equals minus 2 times X. It's minus 2X minus 2 times minus 3. It's plus 6. We move 2 to the other side. It will be Y is equals to minus 2X plus 6 minus 2. Y is equals to minus 2X plus 6 minus 2 is equals to... 2X minus... ...minus 2, which is option 4. This is so cringey. Okay, but it's fine at this end, I can see where we draw. Okay, so I have another one for you to do. We still have 20 minutes, so you still have more to do. Wait, find the equation of a straight line passing through those two points. Y minus Y1 over X minus X1 by 2 minus Y1 over X2 minus X1. Maybe if you can get this one up to the end. Let me know when you are done. If you are stuck, also there's no problem with telling me that you are stuck so that we can use the time effectively by me helping you answer the question. I'm done and I'm hoping for the best. Okay, are you all done? It seems as if you are all done, we can then do... Okay, so our X1 and Y1. I'll just write them for us. X1, Y1, X2, Y2. Who wants to do it? No one? I'm going to do it then. My turn. I just did it earlier. Okay, Juliet, come on now, focus. I'm not going to try, I'm not going to. Okay, so I'll do it for you. Okay, so you will do all the calculations. If it's not number two, then I don't want to do it. Okay. X minus X1 is minus 2. Equals. Y2 is 2 minus Y1 of 3. Over. X2 is minus 3 minus X1 of minus 2. So we'll be having Y minus 3 over X minus 2. X minus 2 minus... Where do I get the minus from? 2 minus 3 over minus 3, minus minus, it's positive 2. So we can solve the right-hand side. Y minus 3 over X plus 2. On the right-hand side, what is 2 minus 1? Oh, sorry, 2 minus 3. Minus 1. It's minus 1. Minus 3. Plus 2 is minus 1. It's minus 1. So this side we can say also it's the same as positive 1. Minus 1 divided by minus 1 will give us 1. So the left-hand side, we will have Y minus 3 equals and then we multiply 1, which is the answer we get from minus 1 divided by minus 1. So we're going to multiply it with X plus 2. X plus 2. And Y minus 3, we distribute 1. It will be X plus 2. Take 3 to the other side. Y is equals to X. Plus. Plus 2. Plus 3. Y equals X. Plus 5. So it's number 4. I got it right? 4. Okay, I see we are going wrong. Okay, okay. Okay. All right. So we left with how many more minutes? Okay, let's do another one. Okay, which is the last one? Which is the last one? So we also have our X1, Y1, X2, Y2. I will start with the formula, X1, Y1. Sorry, Y1, Y minus Y1. X minus X1 equals to Y2 minus Y1. Y1 over X2 minus X1. See, if you can get this, I will give you the values.  Let's see if you can get this one. I'm done. Okay. You did get the answer. Yes, I got the answer. Let's just say which answer I got. Yes, you can say. We can do it together. Okay, let's do it together. But other than chariot and didli, are you guys done? Yeah. Okay. So after that step, 4 minus the minus 7 in brackets equals to 11. And 1 minus 2 equals minus 1.  And then on the other side, we take X over 2, 11. Okay. So we write Y plus 7 plus 2 equals to 11 minus 11 times X minus 2. Which gives us then minus 11 plus 22. Then we're taking the 7 over and because it's a plus, it's going to be a minus on the other side. So it's minus 11 X plus 22 minus 7. And then Y equals minus 11 plus 15. So the answer is number 2. And that concludes today's session. So. I got that one right. Yes! With minus and the minus and the minus that I got it. Yeah. Julia, you're very quiet though. You okay? I'm good, thanks guys. Just to recap on what we've done today. We've learned how to draw the straight line on the set of two Xs that when we are given two points, we can draw the straight line. Can also determine the slope of the graph or the slope of the line by looking at the line, whether it's positive or it's negative. And we can also calculate the slope.  Then we also learned how to find the equation of a straight line by using the formula Y minus Y1 over X minus X1 equal Y2 minus Y1 over X2 minus X1. So these are just the basic things that you have learned. So sometimes in your module, they might give you questions in a wait format. You just need to read the question carefully and map out your points. So they might give you things like if the rent, sorry, they say a quantity and cost or price. Let's put it price there. Quantity and price. So the quantity will correspond with the price. So if they say if I buy 200 CDs for 100 rent, therefore my 100 CD will either, they will have told you that which one is your X, which one is your Y, your 100 CDs for 100 rent. And the next one, they say if they increase the number of or the quantity to 150 and then the price also increased to 120, you should be able to link that quantity with the price so that you can create your X and Y. So it's not always that you will get questions like this straightforward, but they might be a little bit trickier. And we can always discuss them as and when we get those type of difficulties throughout the sessions. And now I'm going to hand over back to you to tell me what is it that you want us to discuss in detail next week. That is the topic that you for next, not that, not that. For next session. Do you have a topic in mind? All my stuff made. We get back to you. I know that whatever we did now. She's going to do it again. I got that one at least. I'm just a member of the negative and a negative in the part of the positive. All of those negatives and positives, but the straight line story is in assignment four guys. So yeah. What else is in assignment four that you guys are struggling with? So I know. I'm looking at it. So I know. It's interesting. Basic financials. It is basic financials. We just like chapter. Okay. The straight line is chapter six. And then the basic financial is chapter seven. So that is our next one, which is you, the ninth, which is this coming. Wow. Did you check the date that says the thirtieth now? Is it? I don't know. I think it's the thirtieth of September. Well, just check again. But on this actual assignment, it says the ninth. Yeah, ma'am. Let's do this interest compound stuff. Let's do that next week. Okay. We will look at the financial met next week on the 12th. And how to work this calculator. I was looking at the basic financial calculations. That's chapter seven, right? Yes, yeah. Interest and stuff. Because that is in this assignment that is due for now. Why? Why did they give us this option as a subject? I don't know. Really? You do a good job. You do a good job, ma'am. Really, really, ma'am. You explained it. You know what? For my laws, okay. For my three assignments of four, right? I've got like 65% 65. Yeah. I'll see what I'll do with this one. You're going to pause. Don't worry. We're all going to pause. I don't want to do this thing over again. I don't want to. I don't want to. And once you're over 45, that's now me talking for myself, right? Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. I dropped it long time ago. I think it was 91 or something like that. I don't know what's going on. You know, ma'am, I understand when you do it with me, with myself. Yeah. It's fine. Remember, assignments are there to help you prepare for your for your exams. So the more you practice, the more you get used to this. So the time we do your financial meds you would have a day before you close the date if your assignment is due on the 18th, but do not worry because we're working towards you making sure that you pass your exam, right? Thank you so much. That's my goal. That final final end product which is passing that exam. So we will do financial meds and then the following week we will continue with the financial meds because I wouldn't have covered everything you will need for financial meds because financial meds include simple interest, simple discount, compound interest, and annuities, and then amortization. What amortization? Yeah, I think it's part of your module as well, so you must check. Why? I asked how many assignments do you guys get? This is assignment four that you're talking about, so do you still have assignment five? Yes, ma'am. Okay, then probably in your assignment five it will include annuities and amortization. Annuities are like payments. So if you own a house, you're paying a bond, we do amortization of your bond. It's like a financial statement of your company, yeah, we talk about amortization. If you own a car, you do get this monthly statement that tells you how much you owe, how much you have been paying all those things, even on your loan, your ordinary loan, you do get the financial statement that shows you your transactions per month, the interest paid. So all those things, it's the same thing that we will be doing in this. But anyway, I will see you on Monday when we discuss financial meds, interest and compound interest. That's what you want. Yes, ma'am. We'll do that. Thank you very much. Thank you. Have a good evening, folks. Good evening. You too. Bye. Thank you. Bye. Thank you. Bye. Bye. Girls, don't go yet. What's up, Linda? What's up, Linda?


We'll talk to networks in the Great Lakes area or the southeast or the northeast where they're not getting hit. So we mobilize resources within all of these utility companies because these are very skilled professional Mechanics that have to do this work. During the last storm they were as far away as Myrtle Beach that came in. So they weren't hitting the south they brought them up like next time they may be brought in from the north.


A new meta-analysis suggests intermittent administration of levosemendon may reduce incidences of re-hospitalization for patients with advanced heart failure. When heart failure progresses to an advanced stage, conventional therapies become less successful. For many patients, when this occurs, quality of life may become just as important as duration of life. And one of the largest negative influences on this aspect of care is repeated hospitalization. With this in mind, an international team of researchers set out to investigate whether a proven heart failure medication could be used to reduce the frequency of hospital admissions for patients in the advanced stages of the disease. Sifting through previously published studies on the effects of levosemendon, a calcium sensitizer often used to treat congestive heart failure, the team constructed a data set including 319 patients from six clinical trials. Statistical analyses showed a significant reduction in the number of re-hospitalizations at three months. In fact, although differences in study design, drug dosage and frequency of treatment were found between studies, each of the previous clinical trials examined showed beneficial effects of the medication. Due to the absence of new drug therapies for acute and advanced heart failure, these patients, in general, continue to have a high rate of hospitalizations. This meta-analysis suggests levosemendon has the potential to change that, and as a result, increase quality of life for patients in the advanced stages of the disease. These findings are consistent with the previous meta-analysis, showing reduction of mortality by levosemendon under similar conditions. This study highlights the need for further research, specifically large randomized controlled medical trials to further investigate this novel use of a commonly used medication and confirm these findings.


From London, England. Extracting the signal from the noise. It's theCUBE. Cover, Discover 2015. Brought to you by Enterprise. Now your hosts, John Furrier and Dave Vellante. Okay, welcome back everyone. We are here live in London, England for HP Enterprise Discover. Hashtag HPE Discover for live coverage of theCUBE, our flagship program from SiliconANGLE. Go out to the events and extract the signal from the noise. I'm John Furrier, my co-host Dave Vellante. Our next guest is Alistair Winner, VP of Technology Services Support with HP Enterprise. CUBE alum, fifth time, this is the sixth time on theCUBE. Actually filling in for Scott Weller this time, but that's okay because you know the drill. I do. Welcome back. We're glad to be here. So your first official CUBE as part of the HPE. Correct. The official HPE. Official. What's it like? What's the new vibe? I mean obviously the official date was November 1st. You were acting as a merge company, or a split company prior. But I mean that's all. When you're split, you're split. You're now on your own. What's it like? Give us an update. What's the vibe internally like? What's the customer scene like for you guys? It's really, really exciting, quite frankly. So we've had a year of anticipation and finally it's happened. And it's really forcing us to focus on the priorities for our business. So we get a lot more visibility and time with Meg and the executive team. Our focus is very, very clear on the full transformation areas. And it's just really exciting. Really exciting. And how about the customer environment? Last time we talked, we were talking about the transition from reference architectures of old to reference architectures of new. And we heard from Martin that the dated disruption is happening. You got hybrid cloud happening big time. So a lot of these things are coming home to really be mainstream. All these big hyped up trends. Certainly hybrid cloud. What's the conversations like there with your customers? So you're absolutely right. I mean, we announced the four transformation areas in Las Vegas and we've had six months really to test those with our customers. And it's very clear that they really hit the mark. Very, very clear that they're hitting the sweet spot there. And if you look at hybrid as an example, I think it's been clear that customers really aspire to move in that direction. But they lack some confidence. They're looking for partners that can credibly help them move in that direction while maintaining stability and availability. So really, we've had the opportunity using the transformation areas to construct the solution set inside of Hewlett-Packard's enterprise. It's really been the rallying cry, quite frankly, for our business. It's sort of forced our individual business units to start working together to look at use cases around those transformation areas that we can now start to engage our customers here in Discover. So one of the things we're hearing here at the show is you guys are unpacking the transformation areas that was announced in Vegas. What are you guys announcing at the show? What new products you have? Anything new? Share with us some data? Well, what we're doing here is taking our customers through the transformation area journeys. So rather than previously where we've really just shown the products that we've had here, what we're doing is we're exploring the journey that a customer can take to, for example, hybrid IT. So the floor is laid out such that we sort of walk a customer through that journey. In terms of announcements, I guess the big announcement here in my area of focus has been HPE Synergy, which is our new Composable Infrastructure. It's occupying a significant piece of real estate on the floor. And that's a solution that I've had the privilege of working on in conjunction with my product colleagues. So we're really excited that we can have that. So we saw that announcement. What is the synergy thing? Because that's really kind of a big deal. That's the big news this morning. So it's a new architecture. So we're introducing a new architecture when HPE has a history of introducing new technology architectures to the market. So it's very fitting, actually, that as we launch the new company, we actually launch a new architecture. And it's really designed to try and bridge the two modes of IT that we see operating today. So traditional systems of record and the new style, which are more systems of engagement or innovation. So it's a truly converged system. It's not something that you sort of build in a factory from separate components. It's a truly integrated system. And out of the box, it's infrastructure as code. So it's a truly software-defined system. So thinking about that sort of new hybrid, you guys call it the new style of IT. You mentioned systems of record, systems of engagement. How are those worlds being serviced? How are they coming together? And what's the architecture underneath them? And how does it evolve? So I think it's a great question. And really, that's the challenge that our customers are wrestling with, because typically traditional IT systems, it's all been about costs. You're getting the cost out, running it as efficiently as you can. Whereas systems of engagement, it's all about bringing innovation and it's about constant change. So the great thing about Synergy is it can cope with both modes. It's very, very flexible in its architecture. And the way we bridge that, those two worlds is through software-defined and infrastructure as code. And regardless of whether you're running a monolithic app when you're updating it once a year, or you're running a cloud-native app in a container with microservices that you're updating three times a day, you can still benefit from automation and orchestration that that platform provides. Now, so how does solutions like Synergy change the service model? We've touched on this in the past a little bit. And it's here now. It's changing dramatically. Both within HP, within your customers, in the channel. Can you talk about that a little bit? Yes, absolutely. So you're absolutely right. I guess, classically in traditional IT, we were the support organization. We turned up when things failed or we would try to prevent failures from happening. With the new style and with products like Synergy, although clearly we will still offer those types of services, our focus is more around what I call customer success. So it's about how do we help a customer really maximize the value from that investment? So, for example, with solutions like our infrastructure automation solution, we're offering almost like a guru bar experience to customers. Not that they call up because something's broken, but because they want some help or advice or guidance. So we're really trying to move our focus away from being just the break fix guys and really turn to look at customer success and customer value. So that's, essentially, if I interpret it right, sharing, transferring knowledge to your customers as to how they can provide services to their organization. Yes, there's really strategies around doing that, ways to exploit the architecture and the infrastructure. Yes, exactly, and we can do that in a number of ways. I mean, our consulting organization has a very structured process to really get customers started. But once they're in a continuous delivery or DevOps mode, they're still looking for advice and guidance. And yes, there are communities that can provide that. But also customers are turning to us and they like it because we offer one number to call. It's very, very simple, very easy engagement model. Now how about data center care? We were around when you guys announced that a couple of years ago. Trying to remember the exact date timeframe. It's about three years. Yeah, okay. About three years. And that's been evolving. Recently, you made some moves to target service providers with data center care, extending that offering. Can you talk about that a little bit? Yeah, absolutely. I mean, we talked about that in the past. There's a couple of sessions where I've joined you. And we realized that customers that were running hyperscale environments had a different set of service expectations and leads to a classic enterprise. They were far more self-sufficient on hardware. The impact of a failure of a compute node was very, very low. In fact, not a problem at all. So we took the time to learn from our sort of custom engagements with tier one service providers. And we created a service, a tailored service that we call data center care for hyperscale. So it has the same basic value proposition. It's still one number to call. We're there to help respond to problems when they happen and to prevent problems from occurring. But the experience dials have been tuned and changed to really meet the requirements of someone that's running IT at scale, you know, homogeneous IT at scale, software defined and we launched it a couple of weeks ago. We've had very, very, very strong interest in that. So what are the hyperscale guys want? Do they not want the guy at the genius bar? Do they want somebody to sort of go fetch stuff for them? Or do they want like the super genius? Well, actually they do want the super genius but they're only going to call the super genius when they have a really big problem. Narly. I mean, these guys know their infrastructure as well as we do, quite frankly. And in many cases, we've actually designed the infrastructure with them. So technically they get it. But if there's something wrong, because it's a homogeneous environment at scale, it's going to be wrong everywhere. So they want to sort of parachute in the experts. So the number of incidents they place with us is much, much lower. But when they call, they really, really need our help. And you segment the service provider market, let's say tier one, tier two, tier three, right? It's a sort of fair, common, you know, model. And when we talk about tier one, hyperscale guys, are we talking about just a handful of people? Or is it a broader set than, you know, three companies? I mean, how do you define tier one? So tier one, I mean, so we have our own definition. Actually there's 14 or 15, I think, that we referenced this year. Some of them aren't addressable to us because they self-build. But it's really based on the, you know, the volume of service, or compute nodes that they buy. But actually I would say, you know, when you look at the tier twos and the tier threes, they're looking at the tier ones really at, you know, that's the best in class, that's the experience that they want to create, that's the way they want to operate. But clearly, many of them don't have the, you know, the expertise or the scale to design their own service. So they're looking to us, you know, to design. And they want our help to operate that environment. So talk about the vibe at the show and the products and the stories that are being told here. And what is the top storyline? When you go to a customer, what's the narrative? It allows you to hybrid cloud the four transformation areas, but what's the bottom line for them? Are they in starter mode? Are they in, hey, we don't even know what the reference architecture is. It seems like a moving train right now, the hybrid cloud, because it's advancing so fast. And certainly the news of the Azure cloud relationship, you have a lot of software enabling. What's the core message to your customers when you say, hey, what are you guys doing with cloud? Are you going to, what cloud are you? What are you, how do you answer that question? How do you go, well, here's where we are. Well, I guess, I mean, our charter and really the real focus of transformation to hybrid is about getting the right mix. And you'll see this across the floor. Integration, right? It's about finding the right mix for the customer. And every customer has a different set of needs. And really what we're presenting is a series of steps that a customer can jump into or out of as they see fit. So no longer are we just saying, well, here are all of our products. You come and select the ones that you...  Or I have... Well, exactly, exactly. And I mean, a really good example of this is with our flexible capacity offer, which is part of data center care. You know, that's been a way that we've been able to really present a customer with a cloud-like experience, but on-premise. So they select their hardware configuration and we basically sell it to them as a service. How's that been going? Good. That's been going really, really well. Really, really well. You don't have the latency or security issues of the public cloud, but with our partnership with Azure, we're adding the ability for a customer not only to extend their IT on a page, you go based on-prem, but also through cloud provider-like. Dave and I were talking on the intro, this package, just more in our editorial, was HP's been good at partnering from day one, but also has been a great fast follower. Yes. And integration seems to be the core value right now because customers don't want the rip and replace or throw everything out with the bathwater kind of thing. Yes, I agree. Is that kind of the feeling? It is, and really we're trying to sort of abstract the complexity away, hide the seams away, and a customer will decide to what extent are they interested in managing that complexity themselves or whether they want to partner, and certainly Heeler Packard Enterprise is the place that we have- Alistair, put the bumper sticker on HP Discover this year. What does it say on there? Don't say accelerated next because that's the official tagline. I want some original CUBE alumni thinking here. What's the theme this year, in your words? What's on the bumper sticker this year? Well, for me, I really believe that right mix is the key here. So for hybrid IT, right mix, it's our job to really find that combination for our customers. So that's what I put on my bumper sticker. Great, thanks for coming on. Thanks for sharing your insight. I really appreciate it. You're very welcome. Obviously delivering and putting the solutions together. Really the key growth market right now. Thanks for sharing. I'm John Furrier with Dave Vellante. This is the CUBE. We'll be right back with more live coverage from London after this short break.


Applied Finite Mathematics offers students an overview of a number of applications of mathematics to various fields, including the biological sciences. Applications and modeling are central to this course of study. Topics covered include fair division of resources and costs, graph theory and networks, and recursive systems. The course will also extend students' knowledge of matrices and their use in applications, as well as probability and univariate data analysis. You'll be involved in formulating and modeling problems, applying the appropriate mathematics to find solutions, and evaluating those solutions. Computers and calculators are incorporated as computational modeling aids, and activities include lectures, weekly webinar class meetings, discussions, projects, and group activities. If this sounds like a course for you, I hope you'll consider adding it to your schedule.


Good afternoon and welcome to this very special event. I would like to thank the Chief of Nail Operations, Admiral Jonathan Greenert, the First Sea Lord, Admiral Sir Mark Stanhope, Professor John Hattendorf, and Dr. Nicholas Roger for joining me on the stage. Please have seat. Yep. Today, the Naval War College makes the first award of the newly established Hattendorf Prize for Distinguished Original Research in Maritime History. It is particularly appropriate for the Naval War College to make this announcement here at this international symposium. This new prize is made for world-class achievement in original research that contributes to a deeper understanding of the broad context and interrelationships involved in the roles, contributions, limitations, and uses of the sea services in history. This prize reflects the essence of Professor John B. Hattendorf's professional values and goals for his field during his continuing service here since 1984 as the Naval War College's Ernest J. King Professor of Maritime History. To serve the Navy by improving the quality and range of scholarship in maritime history, striving to engage globally with an appreciation for scholarship in different languages and from different national, cultural, and regional perspectives. To see maritime history as a broad field in global history that builds on insights that cut across traditional, academic, and national boundaries. Before we present this award to his first most deserving recipient, let me take a few moments to talk about the distinguished scholar for whom the award is named. Professor John Hattendorf is truly a legend here at the Naval War College and within the international circle of Naval historians. The professional journal US Naval Institute Proceedings has described him as, quote, one of the most widely known and well respected Naval historians in the world. I could not agree more. He earned his bachelor's degree from Kenyon College, his master's degree in history from Brown, and in 1979, his doctorate at Pembroke College, Oxford. The foundation of his knowledge of naval affairs comes from his wartime service as a naval officer during the Vietnam era. He served aboard the destroyer, USS O'Brien, earning a commendation from the commander, United States 7th Fleet, for outstanding performance of duty during combat operations in April 1967. He later served at sea in destroyers, Perty and Fisk. He was a key member and staff member and confidant of War College President Admiral Stansfield Turner during his historic presidency. They called it the Turner Revolution and it reinvigorated the college and set it on the course we followed to this day. Admiral Turner knew just how good Professor Hattendorf was, so he sent the young lieutenant to Oxford to earn his PhD. He is the author, co-author, editor, or co-editor of more than 40 books on British and American maritime history and naval warfare. He's called maritime history, quote, a subject that touches on both the greatest moments of the human spirit as well as on the worst, including war. He has won numerous awards for his contributions to the field of maritime history and literary achievement, including the Navy League of the United States, Alfred Thayer Mahan Award for literary achievement. We are truly blessed to have him here at the Naval War College all these years and on the stage with us here today. The purpose of the Hattendorf Prize is to honor and to express appreciation for distinguished academic research and writing in the field of maritime history. With the intention that this is to be the most prestigious award that any scholar can receive in this field, we hope that it will serve as a permanent beacon to encourage and to promote the new scholarship in this very important and newly reemerging and reinvigorated field of study. By having this award associated with the Naval War College and awarded on an international basis to the world's leading scholars who've distinguished themselves in this field, it will serve to reinforce this college's role as the US Navy's most important link between the sea services and the broader academic community. Equally important, it adds for the college a new and complementary component that highlights and extends the college's interest in regional studies and in international cooperation. In this, it can form as a focal point in the future life of the college that provides broad intellectual stimulation through new historical research and historical insight. While at the same time serving the college's educational mission and helping to promote its role as a place of original research on all questions relating to war and of statement-ship connected with war or the prevention of war. And it's an award that promotes and continues the inspiration that Luce and Mahan laid here more than a century ago when they turned to historical understanding as a fundamental element in the college's educational and research approach. In permanently endowing the Hattendorf Prize, I would like to thank the Naval War College Foundation. Retired Captain John Odegard, the Foundation Executive Director, is here with us this afternoon. Thank you, John. And we want to recognize the great generosity of the donor, Pam Ribby, whose late grandfather, Captain Charles Maddox, was a 1935 and 1939 Naval War College graduate and a faculty member from 1939 to 1941. Her permanent endowment of the prize allows us to present a $10,000 cash prize and a bronze medal designed by Professor Hattendorf's youngest daughter and a Hattendorf. What a great day. Thank you all for being here. I would like to ask our most distinguished group here to assemble their center stage as we present the award. The President of the U.S. Naval War College takes great pleasure in awarding the Hattendorf Prize for Distinguished Original Research in Maritime History to Dr. N. A. M. Roger, Research Fellow of All Souls College, Oxford. The Naval War College is pleased to recognize you as the first Hattendorf Prize Laureate. This award is predicated on your distinguished achievements as an assiduous historical researcher as well as the author of beautifully written and intellectually impressive studies of Britain's naval history.  Your impressive command of sources ranging from medieval documents in Latin to modern archives and scholarly works in a broad range of European languages has established a new and more comprehensive approach to writing a national naval history. You have written that the naval historian has to be aware of what other historians are writing to do justice to his own subject and explain its importance to others. To do so, he has to integrate a wide range of knowledge. It goes without saying that this demands a great deal of reading and not inconsiderable literary skills. So it is not surprising that successful naval histories which take this approach are rare. Your works exemplify that description, your excuse me, your works exemplify that description and have themselves become prizes for us to read. This award honors you and your work expressing appreciation for your distinguished academic research, insight, and writing that contribute to a deeper historical understanding of the broad context and inter-relationships involved in the roles, achievements, and uses of navies within the context of both maritime and general history. Presented this 20th day of October, 2011, at the US Naval War College, signed John N. Christensen Rear Admiral United States Navy President Naval War College. Dr. Roger, the auditorium is yours. Well, Admiral Greenit, Admiral Christensen, ladies and gentlemen, my first task, very obviously, is to express my profound gratitude to the Naval War College Foundation, to the Naval War College for the honor they have done me in presenting this prize, this medal. An honor, which as far as I'm concerned, is if possible, increased by the fact that it bears the name of my old friend, John Hatendorf, and I can tell you that nothing that Admiral Christensen said of his merits and achievements was in the slightest degree exaggerated. I've often thought that historians, naval historians like myself, are able to do more service to navies than the navies sometimes realize, and I like to take what opportunities come my way to tell admirals this, but I must say, I never dreamt that I should find myself with an opportunity to say it to all the admirals in the whole world who matter. I do think that history is of value and importance to navies. Perhaps here, actually, is the one place where it shouldn't be necessary to say it. Here in the United States Naval War College, which was the first institution in the world, founded to study history as the foundation of naval policy. We are, after all, only a few yards from the rooms in which around 130 years ago, the then Captain Alfred Thea Mahan was writing the first of his great books, and here, at least if anywhere in the world, the influence of history on sea power scarcely needs to be underlined. And yet, I think there are still things to be said which are worth saying, things worth saying in eight minutes, and actually one of them, you may be surprised if I start by saying one of them is to offer you a caution. What history won't do for you? It certainly won't save you from mistakes, nor must you imagine that historians are infallible. The historian is the prophet of the past, not the future. If you look at Mahan, whose influence is absolutely unquestionable and whose works are still read by everybody, you can see that there were some important things which he did not realize, did not understand. It's very notable that Mahan's naval world is a world dominated by a handful of rival great naval powers, all of them European. For him, there is one successful navy which triumphs in war, in fact, usually in battle, and then dominates the whole world. And of course, that was the picture in the 19th century in his lifetime. But it wasn't, in fact, a picture that was going to go on forever. The world was already changing even as he wrote and he himself had a small share in changing it. The main ways in which it was changing were the rise, at the end of the 19th century, of significant naval powers outside Europe. The British had managed to dominate the seas the world for a long time because they had no rivals outside Europe. And if you could dominate European waters, then by extension you could dominate the rest of the world as well. But this is not a trick you can pull off if there are significant naval powers on the other side of the world because then you need to have a fleet in two places at once, or two fleets at the same time. It's the rise of other naval powers which actually changes the world Mahan described. And of course, one of the principal other naval powers outside Europe was precisely the United States Navy whose rise Mahan devoted his career to promoting. So in a way, he blew up his own world. Or at least he contributed to doing so. And there was another thing I think which is involved in this because the rise of the other naval powers is a function of the tremendous economic success of free trade, as we would say, globalization in the 19th century. In the 1840s, probably Britain was the only advanced economy in the world. By the 1890s, there were at least a dozen. And as advanced prosperous economies with industry and technology developed in other parts of the world, many of them built navies and the more navies they built, the more impossible it became for any one navy to dominate the seas of the world. And the faster history advanced towards the situation in which we live today, the situation which is exemplified by your presence here, a world in which there are very many important navies all over the place and nobody can achieve anything very much in the naval world without cooperation, coalitions, alliances, and so on. You know that, that's why you're here. Mahan, I think, never really envisaged that. The naval world he depicts was one in which this sort of alliance situation has no existence. And it's partly because he seems to have been very largely unaware of economics. Which again I think is something which nobody would say today. All strategy is based on economics. Certainly all naval strategy is based on economics. I think that's obvious, hardly needs elaboration. It must be obvious here, I suppose. It's the reason for behind that very handsome logo that you've been looking at all week with its apparent message that the Swiss Navy rules the waves. At all events, we can all agree that economics matters. And there I think is something that where Mahan actually probably wasn't really aware of what was going on. So don't think that historians can do everything. But nevertheless, you can't get away from history. All our human experience as individuals and as organizations is experience of the past. The present slips through our fingers every second. The future, which it would be very useful to know about is regrettably inaccessible. And in fact, all we know is the past, recent past or distant past as the case may be. And as a matter of fact, you have only to read or listen to the speeches, the writings of politicians, of journalists and indeed of admirals to find that people continually, automatically without thinking it, make reference to past analogies. They draw explicit parallels with events in the past and they use unconscious images and language which betrays the parallels which they're adopting without thinking. But history is always with us and we can't get away from it. The problem is that all too frequently the history which people are using is a history which is irrelevant, distorted or altogether imagined. And this is a bad foundation for policy making. If you cannot avoid the past, it's a very good plan to try basing your plans on a past which really happened and has some relevance to the world in which we live. Rather than an imagined, a mythical or an entirely distorted past which represents as it might be things you have to remember from school, inherited prejudice, things you heard in the pub or whatever the other foundations are for the things which people assume and talk about. History won't solve all your problems but I can guarantee that policy making on the basis of bad, imagined or fantastical history certainly will cause you a very great many problems. And in that respect, historians have I think an essential role in at least clearing the ground and avoiding the most elementary pitfalls which is why this college maintains so powerful history department and continues to keep history in the center of its intellectual activities in support of the United States Navy and of all the other navies whose officers come to study here. I hope, I think, I believe that the same can be said of all navies which take their profession seriously. I wish the same could be said of all other organizations of government but navies I think are probably well ahead of other people in taking history seriously. Still, it deserves to be said as often as people will listen that if we don't pay attention to history, we won't escape history, we'll just become the prisoners of historical myths and on that basis we're extremely unlikely to make the right decisions. So, let me finish by once again giving my profound thanks to the Naval War College Foundation and to the Naval War College for the honor they have done me. Well, I think you'll all agree that we made a fantastic first selection for the first award. Professor Roger, thank you. First sea lord, CNO, Professor Hattendorfall, thank you for joining us on this stage and I'm gonna turn it back over to you.