So, first of all a big thank you to all of you for having spent one full week of your activities here. I think I had already shared with you the thought processes which led to these and the subsequent workshops. I did not emphasize one thing then which I would like to do now. Few people represent institutions which are several sheds above a large number of engineering colleges in the country. Just as you regard IITs and some of the NITs to have a stronger ethos. Similarly, 4000 colleges in the country regard all of you as having an equivalently stronger ethos. Now, one of the arguments that has always been made again and again in spite of our efforts that IITs seem to be living in their own world, they do not care for us. That is nonsense because for ages IITs have been running QIP programs and several such things. Many of you and your colleagues would have benefited from that. But the scale at which this could be done was very limited and the impression grew that IITs did not care. The participation in this national mission project is to give an unequivocal message to the entire country that not only we care, we will back up our assertion by actual action. I would submit that to a more or less similar extent these 4000 colleges would be saying the same thing about you, about your institutions. Do you care for colleges around you? You are better placed, you have better infrastructure, you have better and more experienced faculty, your students do better. Do you care for us? If I come from a small college in Jharsakuda or Kacharo, do you care for me? The answer has to be yes. And what I would like you to carry back, see it is not a mundane IST two week workshop that we are planning to conduct for 1000 teachers. It is unlike any other workshop that you would have attended or you would have conducted. What we are trying to implant in our participating colleague teachers in the main workshop is the notion that quality education depends upon an empowered teacher as much as it does on the associated infrastructure, students etcetera. That even if I am in a small college, even if my students are not as well prepared as students in your institutions are or in IITs, I can deliver a far better quality of education to them in whatever subjects I teach provided I feel confident that I can do that. I put myself into the shoes of a teacher from a small college. I have three fundamental restrictions in the world. One is the restriction imposed by the university and the syllabus in the exam system. I am required to teach as per that syllabus. As I always maintain a syllabus is at best a reflection of what part of past knowledge is considered useful. The syllabus actually is nothing going forward. Going forward people will have to discover new things. Going forward people will have to learn things which are not covered anywhere in the syllabus. That is the reason why in an autonomous institution such as IIT or NITs, when I teach a course I decide what the syllabus is. I include the most recent things from either the journal papers or from latest textbook. I set up new experiments. I encourage my students to think likewise. I would like you to do is to put the same kind of enthusiasm in the hearts and minds of those 30-35 teachers that will assemble at your place. Convince them that they can do much better than what they are and additionally convince them that they can do that in spite of the boundaries defined by their respective university. I do not know whether I have shared this with you or not. I had taken a one-year sabbatical in 2002-2003 and I went to 67 colleges in that year talking, interacting with the students and teachers. I deliberately chose smaller colleges related and it was amazing to see great talent in each of those colleges. Not everybody was equally well prepared. Many could not speak correct English. I interacted with final year students doing their projects but the amount of work that they had put in, the amount of thinking that they had put in. In every college I could see 8, 10, 12 students whom I would love to have in my own college. You would have also come across such people in your own institutions in other places. Similarly, I found that every place one or two teachers who were doing something different. Now, that something different is becoming increasingly difficult to do. You will find that constraint yourself. But I will mention one thing because it is an electronics course in one college in Orissa, small place. I always ask the teachers that apart from the lab what else do you do, what new thing you do. So, one teacher sheepishly told me that he conducts a lab on Sunday, electronics lab. Two to three hours in the morning, every Sunday they spend and the students and the teacher together decide on some complex circuit. Functionality is defined, they analyze the requirements, they design the circuit, they build the circuit, they test the circuit. The circuit is not just one circuit, there are multiple boards or whatever. And at the end of the semester, they make it work. I was very excited. I said, good, how many students come? No sir, more than 15 to 20 people come. The class strength is of 65, about 15 to 20 students come there. I said, my dear friend, those 15 to 20 students are going to make a lot of difference to this country and to themselves because they are the ones who are coming on a Sunday doing something which is not stipulated in the syllabus. They are clearly not doing it for marks or exams, but they are interested. And then he told me a very interesting thing. He said, sir, you are the first one who is telling me I am doing something useful. All my colleagues laugh at me saying syllabus. Now, this mentality we want to kill. Many of you are autonomous institutions will understand that syllabus is what you need to define to train the students for future. The problem is, we have more than about 6 lakh students joining engineering every year. And 4500 students, as of last month, today we do not know. There may be another 500 colleges are there. Now, my appeal to you is, please join us in this national experiment and go beyond whatever you have discussed here because these are the, this is a basic course in electronics. As I was listening just for 5 minutes and as I had seen earlier in the meetings, even in basic electronics, there is no unanimity in the country as to what constitutes basic electronics. Different universities consider it differently. But fortunately, because it is a basic course, there is a lot of commonality. And our mandate is to empower teachers first in all the basic courses. In spite of they do not get worried about the differences, I will go to the extent of saying that if you are courageous, in these 10 days, there is at least one Sunday in between. There are evenings and there are nights. Traditionally, in IIT, maximum work happens in the night except he goes away to, you know. Now, that is what I want you to translate. Encourage them to participate in after dinner discussions. Some people want to sit late in the labs. Encourage them to do that. Basically, make them think, make them raise issues. We have tried to make one difference from the conventional IST workshop that we do not give certificates to those people at the end of two weeks. You have to form them into teams and they have to make some submission after working on that assignment for two more weeks. That is a mandatory requirement. And believe me, many teachers have reported to me based on our previous workshop experience that they find this teamwork after the workshop to be very fruitful. Several people came up with, you know, sample questions and answers. Some people came up with project ideas. Some people came up with lab expertise. And as you all know, we are going to release all of this in open source. These contents would be available on a subject portal. And the first set of contributors to this subject portal will be the teachers who conduct that workshop, the teachers who coordinate the larger workshop, namely all of you and the thousand participating teachers. Their names and photographs will be there in the portal saying they have initiated this portal. Imagine now if this enthusiasm spread, it spreads into say 500 colleges represented by these thousand teachers and then it spreads further. How much additional interaction? How much additional improvement in these contents? How much additional contributions could come over the next few years? My dream is that a good student in the smallest place should benefit positively from this effort so that that student can do better than what he or she can do herself for himself. And an ordinary student should get confidence enough to at least clear the exams which is apparently the main motivation for every student. So, my request to you is that and there would be problems why I do not deny that everything will be hunky-dory. We have made one change which I do not know whether it has been shared with you or not. In the past two workshops, both the workshop themes were computer science things. So, consequently the coordinating teachers who came like you were well versed with the issues related to network technologies, issues related to audio visual communication, etcetera, etcetera. So, when they did coordination of those workshops, they handled everything. I will now be writing short here later to all your institutions saying that in addition to the subject experts such as you, who would be concentrating on conducting this workshop and the labs for this subject, we would request each institution to nominate an additional faculty member. Preferably one of those who have participated in the earlier workshop and they are familiar with the logistics handling particularly of the audio visual recording, transmission, reception, etcetera, etcetera. So, that they will pay them some honorarium to respect whatever their contribution is. But for each future workshop, we would request a colleague of yours from your institution to take care of that part of the teaching. So, that you as subject experts have then an ability to concentrate only on the subject proper the lectures and the labs. Of course, the labs for your course has to be obeyed. Now, we had already taken a decision based on the great work done by my colleagues in the electrical engineering department to include an advanced topic. I believe you have discussed that card and other things with them. Yes. So, you have those cards. We took a very bold decision although I do not have a formal approval from the ministry for that, but then I never seek approvals. I seek apologies later if required. So, I have decided that all participating teachers individually will be given the same card, so that when they go back to their institution, they carry some sweet memories and those of them who are enthusiastic can perhaps do some advanced section. Basic electronics is not end of life. It is actually the beginning of life and therefore, this is something that you should encourage the participating teachers to think that this is just the beginning and let them build further on. Someday, hopefully there would be a commonality of the syllabi in the basic courses. We are trying to achieve it through variety of mechanisms. Unfortunately, AICT and such bodies in the past had been doing everything else except education. Now, my friend Mantha is trying to straighten that up and hopefully over the coming years you will find the focus again on the education. But frankly, it is for you and us. At the end of the day, if something is wrong, we cannot continuously blame other bodies such as AICT or if something wrong in the city, we cannot blame the municipal commissioner. Something wrong in the state, we cannot blame the chief ministers although very respectfully most politicians should share that blame. Something wrong in the country, I cannot say prime minister is responsible. Something wrong in the world, I cannot say God is responsible. That is what we do. Ultimately, we have to say we are responsible. All that I am requesting you is take that responsibility. Each one of you take that responsibility. That no matter what happens in the rest of the country, you are a teacher and teacher, this is something which is the proposition of mine not accepted. In every living species that you see, only human species have something called a teacher. No other species have that and that is because our knowledge grows so fast that humanity sometimes decided that you require a separate agency to cater to the consolidation, codification and subsequently generation of new knowledge and that is why humanity created an institution called a teacher. To support that institution, we created a lot of structures. They were called temples, mosques, etcetera earlier. They were called ashrams in our earlier thing. Now, they are called colleges and universities. Unfortunately, these support structures have become institutions and we teachers have become paid employees of these institutions. And therefore, we no more regard ourselves as institutions imposed with the great responsibility of doing something for the next generation because we behave like paid employee. A paid employee does not take that responsibility in account. I would like you to think differently. And that stature is not given by humanity just like that. We have to work hard. I mean, if you recall the old ashrams which were known by the teachers Sandipani ashram, Vashist ashram or whatever and that is because those teachers had earned that stature. I think we need to tell ourselves and our other colleagues to get into that stature. It is doable, it is eminently doable because in this country there is still some respect left for teachers at least in the minds of students. And this happens in spite of coaching classes. So, given that I would like you to go beyond the boundaries of the subject. You will primarily dealing with that subject. The primary ambition is to empower the participating teachers to become absolutely top class in that subject. Namely, basic recognition. But please go beyond that and put some, what I do not have any word but to say, put some ethos and put some confidence that our students and we ourselves can be the best engineers and the best engineering teachers in the world. It does not matter whether we come from small place or big place. As you would have seen my colleagues, Professor Sharma, Professor Patel, Professor Jaan and Prakash Apte was also involved some years. This is myself. We are all people like you. A very comparable, common thing that we all did, all of us without exception, which is intellectually a great achievement. We learnt a foreign language between the age of 2 years and 6 years. Subsequently, that language was called our mother tongue. You did it, I did it, he did it, everybody did it. I am not suggesting that all human beings are intellectually equal. What I am suggesting is that every human being has been endowed by God with absolutely adequate intellectual capacity to solve complex logical problems. It is just the shortage of confidence which unfortunately we teachers create by successively evaluating a student only on the basis of marks that are scored.   I am actually not. But the way my teachers behave with me, the way my colleague students behave with me, the way the society behaves with me and finally the way my father tells me, what will happen to you? I actually lose all my confidence and start really behaving so badly that I actually become a duffer. All that we need to do is rekindle that confidence. Look, if you could learn your mother tongue, then you can learn anything else and this is immediately learning. I am sorry, I can go on and on but I would like to stop here because we need about 5-10 minutes to distribute these certificates and I would also like my colleague, Professor Dinesh Sharma to say a few words in conclusion but I must end by saying that when we started this I was not sure how much we will succeed in conducting workshops in other core subjects. The first time we deviated from computer science, computer science is something that we knew but we deviated were mechanical and electrical engineering. My colleague, Professor Uday Gaitonde and Professor Karmakar just recently conducted a course on thermodynamics and four of my colleagues have come forward to conduct this course on basic electronics. If you believe that this is useful and based on the feedback that we received from the thousand teachers we would be encouraged to demand from the Government of India some additional support to conduct some advanced courses. And as it is even in this course we are including something useful. So please spread the word, the main workshops for these two subjects, and the basic electronics would be conducted this June. We are conducting a very special program on a course which is not a core subject today and that relates to photovoltaic cells. Now photovoltaic cells may be 15 years since will be a core course. Today it is not. It is considered advanced research. So several of my colleagues spanning departmental boundaries. Effort is being led by people like Professor Zuzer Vasi, Ram Gopal Rao, Chetan Solanki of Mechanical Engineering and so on. So you see, knowledge really has no boundaries. We have created these artificial boundaries and we now want to tell our students that in order to solve problems in real life please think beyond boundaries. So that is all I have to say. Thank you very much. And please go back in the comfort that the preparation based on all the interaction that you had and I was watching as Professor Patil was explaining. It appears to me that by and large there is an agreement on the topics that you want to discuss there and I hope that this will benefit those teachers. But do take good care of them. I hope you were taken care of well here. I hope you had comfortable stay. Unfortunately, I do not think we could arrange accommodation for all of you in this place. So where did you do that? Sameer Gaster. Did you make them walk from Sameer every day? Or Cham Cham ticket? There is no breakfast in Sameer Gaster. Anyway we have our limitations as I am sure all of you would have some limitations in your institutions. But I would also like to take this opportunity to thank my team. You would have seen them interacting with you. They have always been there. And another suggestion is try to create and enhance such teams at your place who will take care of your guests when they come. I hope your stay was comfortable and you took something more than just the electronics discussions from here. Visit the electrical engineering department. They must have gone there for the labs. Or that all of us habitually do. You would be doing that with people who learn from you. And in that respect there is I mean there is nothing like a student and teacher. If I am learning I am a student. That is the first thing when I like most of you I also come from a college in Indore JSITS. I see somebody from JSITS here. And I was quite pleasantly surprised when as a young teacher I found two very senior professors of my department sitting in my course on programming. Because a new mainframe machine had just arrived. Before that we used to all write programs that means to Russian computer in a language called AutoCoder for engineers. And then suddenly Fortran and PL1 fell upon us. So we started conducting some lectures on Saturday Sundays and evenings. And people like Professor Revan Karan and Casey Mukherjee would personally sit in our class. We used to be emberas but they said no treat us as students. We want to learn. This is the first lesson we learned that learning can be from any human perspective of age, caste, creed language, religion, stature. And I would like you to carry back that message also to our colleague teachers. So that's all I have to say. They have been hearing more than a few words from them. So we have had a few discussions but I am sorry I came in a little late. I don't know whether you have had time to discuss some of the practical we had an impromptu session. Yeah. So those have been those have been that sure. And a Moodle like interface has been set up for setting up for giving you course material. And Moodle is actually a it's a bit difficult to use the first time around by the way. At least I found it a little difficult to get used to the first time around. But it is a very powerful medium. And let it be a source of contact and our contact is not restricted to basic electronics. If you have interest by all means let us know that you know that I find this interesting or that interesting who can guide me and will forward your message to the appropriate people so that you can be in touch with those people. I would like to register our thanks to Dr. Patek and his team. You know this is the way we work here in this institute one fine day Dr. Patek just called me and he said that I want you to teach 1000 college teachers. And and the part which was the most encouraging was that his tone told me answer in yes or yes sir. So there was no there was there was no room to say no but there was no expectation that we would say no and indeed it is a great privilege to work with his team. It has been honestly a great pleasure to have interacted with you when you try something and the other side reacts as therefore what a great burden it is and because we have to come here and we have been nominated to attend a course and therefore we are coming here. Then you then there is one level of response when there is you know that ignition that you feel and that you know we go one step and you go a step and a half ahead of us then it creates a great deal of enthusiasm and if you ask me that is the real payment of teaching. Whether it is your students or your colleagues that you are discussing with you and so on when you start something and then everybody gets enthusiastic about it and the whole thing moves forward and and you feel that resonance among yourself that is the real pleasure of the life of a teacher and thanks for having expressed this to that pleasure again and I hope you do the same in your centers when the people come. It is very important for people to feel this sense of the occasion and almost the mission feeling that courses like this have generated and we hope that there will be many more such courses in which we will be able to participate. It is a great feeling that making impact not only in quality but in a large enough quantity to have an overall impact and I hope that this effort has a multiplier multiplier effect and we will be able to reach out even more people in the future. Thanks. Thank you, Prashant Sharma. We will now do the honors of distributing the certificates. There is something which we do for the thousand teachers as I told you. There we will be printing these certificates, writing the individual names and there will be names of one of you as coordinators for the respective institute and the course coordinator here and you will be sending this certificate by post to the participating teacher after he or she has submitted the group assignment to us at this time. I hope that is okay. Each one of us requires some external certificate to prod us to action so it is useful to have it. Shri Mati Vasant Lakshmi from S.I.M.T. Amlapura. Oh, wow. Mahanandesh is participating well now. Thank you so much. Mukesh Patil from Bara Mati. Good. So I hope you are able to get sufficient number of teachers to navigate from Phenol etc. Last time also there was someone from Bara Mati Vasant Lakshmi from S.I.M.T. Lavin Khaswani from Aasipatil has been a partner in this endeavor for quite some time although Shri Mati Vasant Lakshmi is a small place that I am worried whether there will be enough teachers who assemble at that remote center. So I think they gather everybody from Jhavda, Dhulia and of course these days there are a lot of people who are at the same place. So I hope you have a great experience in this community. Thank you so much. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you. Thank you very much. Thank you for coming. Thank you mother. Thank you. Thank you so much. Thank you. Amir Thank you. That's a heritage of that area. He's not mad by anything. Thanks for coming. K. Murugan from Anna University, Kremman. Anna University has been another strong partner in our endeavor for all the two years. Thank you, Oksana. Nadia Oksana from IBS Academy of Arts. Thanks for coming. Mithik K. K. Murugan. K. Murugan. K. Murugan. K. Murugan. K. Murugan. K. Murugan. K. Murugan. K. Murugan. Adilash Manglwai from HNA NIT Surat. Surat is another NIT which has been participating with us in our endeavor. Thank you so much. Meme Marathi from Tinker Sanyal. Yeah, Somaia is also our new teacher every day. Thank you very much, Krishna. Misha Tharpukhe from NIT Nagpur. Nagpur now has a large number of colleges. So I hope you take good care of them, Krishna. Thank you. Alke Sharma from Kurukshetra. The last workshop nobody from Kurukshetra could come. I'm very happy that you're here. Kurukshetra. K. Murugan. K. Murugan. K. Murugan. K. Murugan. K. Murugan. Thank you so much, Krishna. Miko Devi from Tanger Sanyal. K. Murugan. K. Murugan. K. Murugan. K. Murugan. K. Murugan. K. Murugan. K. Murugan. K. Murugan. K. Murugan. Thank you very much. Dr. Bhavna Jharia from Javakur Indian College. Javakur Indian College has been a recent addition to our endeavor. And as I told the previous participants, I should be coming there someday. Although I have a holiday. I have to show my wife Vedaja. I have to see five times here. Patna Pratip Rai from Dambaskar College of Indian Technology. Finally we have from Dambaskar. And Guwahati is the step-up scholar. Thank you so much for coming. So how many colleges do you have there? Around six, seven colleges. Around six, seven colleges. Round up all teachers who claim to know electronics. And please them electronics. I cut it from webcoach. One of the best institutions I have seen in the south. Thanks for coming. Thank you. The Gaurishankar Reddy from S.E.U. Colleges of Indian Technology. Thank you so much. Thank you for coming. Manisha Satone from KKBar Institute. KKBar Nasi is another institution in Maharashtra. Because of pioneering activities, particularly dumps of debt-tuping, there is interest for intake and treatment programs. Thank you for coming. S. Sundar from Vellore Institute of Technology. Vellore, of course. Vellore Institute has been our partners right from the beginning. Thank you very much. Prashant Parek from Daipur Indian College of Hookahs. Daipur Indian College is another of our old partners. Sundar, I have come to Hookahs. Usually, from any spill-in institute of information technology, you have the responsibility of taking care of all the teachers in that area of Mumbai. Yes, Raghavendra from S.E.U. Colleges of Indian Mysore. Thank you. So Mysore is added to our map now. Thank you very much. Thank you very much. My colleague. He is from Raghavendra Indian College of Management. Where is he from? He is from Namakar. G.S.S. Prasad Kakilada Institute of Indian Technology Kakilada. Thank you very much. What is your name? My name is Mohakam Jha, Colleges of Indian Technology Hiraabad. I think one of the largest number of engineering colleges in the country. Around 600 colleges. We will take care of 100 of them because there are only 6 people from Angar today. Around 150 colleges around it. Because they are inspiring people. Thank you. My name is Smriti Kaurai from Nikkei's textile engineering institution. One of the best institutions in textile engineering in the country. And very dedicated state of the art. Thanks for coming. I visited your college once a year. SKL is Sai Prakash from NIT Vahandala. Vahandala, Krithi, these are the people whom we consider to be our close associates. Thank you so much. Please give my regards to your electorate. I did not recognize him when I saw him. He was my colleague researcher here in India. Ramakumar Khare from coming college to me. One of the few engineering colleges for women. And very well-recognized in speaking. But don't limit this workshop only to living teachers. He is also an automotive engineer. Thank you. See me, Narayan Kiran, Amruta Coimbatore. The ABU software which you will be using. Or remote, Sakshatka comes from the Amruta Institute. Thank you very much. Nitin Kothari from Technology India Institute of Technology. Wow. Place of Lake Paris. Yes, lakes and public. Thank you so much. So you have several engineering colleges in your school? Eleven. Eleven? The whole of Udaipur is only engineering colleges now or what? They hardly ever been to Udaipur. Good job there. CV Giriraja from Amruta School of Engineering Bangalore. Bangalore also has an Amruta project. Thank you so much. Umair Khan from the OSCC Center, Srinagar. I must tell you something very special about this center. The first course will be workshop if we conducted and completed programming. There was Dharma in Kashmir. And people would hesitate to take out their vehicles, footers or cars to move around. There were teachers attending this course at the OSCC Center in Srinagar. 10 kilometers to attend that course. So very, very enthusiastic crowd. Okay, so that's it. Thank you so much and all the best. Thank you.


Hello and welcome to Nemo's webinar, developing an exhibition in liaison with visitors, a 360-degree approach. My name is Elizabeth and I work for Nemo. As the network for museums in Europe, online activities are advocating for museums at an EU level, providing training opportunities and providing a platform for museums to exchange and learn from one another and helping museums to cooperate across borders. In this function, Nemo has increased its online engagement, which includes webinars such as this one, with the hope that our participants can continue their professional development even during these challenging times. We are looking forward to today's webinar, facilitated by Magoszata Zajac, the deputy marketing manager at the Poland Museum of the History of Polish Jews in Warsaw. She is responsible for coordinating research into current and potential audiences and operationalizing its findings in the Poland Museum's activities. She has actively promoted state-of-the-art marketing data acquisition and application data to cultural institutions. This webinar shall explore the 360-degree approach, where visitor research can effectively help design all the steps of the exhibition design. At the end of the webinar, you will have the opportunity to ask questions in the chat function. Now without further ado, I will hand this over to Magoszata to get us started. Hello everybody. I hope you're hearing well. My name is Magoszata Zajac and thank you for this introduction. So today I would like to tell you about the practice we have in our museum, the full name is the Poland Museum of the History of Polish Jews, which is one of the biggest Jewish museums in Europe. I wanted to tell you about our practice to integrate visitors' perspective and visitors' insights into life cycle of an exhibition. We call it often 360 degrees approach and I will present you this approach in detail. So often we ask the questions, we try to solve the question how to make our exhibitions comprehensive and engaging to visitors. And also we try to find an effective message to attract visitors. And also sometimes we would like to make some improvement on the exhibition to improve the visitor experience and how it is possible to make it. So in our practice we integrated the visitor voice into the life cycle of an exhibition. So what is the life cycle of an exhibition? So we first build concept of an exhibition, then we install the exhibition, build communication strategy, promotion plan, open exhibition and sometimes we make some improvements on the exhibition if it is possible. So when we integrate the voice of visitors, when we integrate the perspective of visitors in this life cycle, we sometimes interview our target groups when we build the concept of the exhibition. We also integrate the data from segmentation, from understanding about barriers and drivers when we build the communication strategy. We also almost always evaluate the exhibition when it is ready with the target groups. So I will start with the concept. So I will describe you this approach based on a specific example of an exhibition. And I will tell you first about the concept of this exhibition. So two years ago we had in Poland a centenary of Poland regaining independence. And on that occasion we wanted in our museum, we wanted to open a historical exhibition for children 8 from 6 to 12. On this exhibition we wanted to concentrate, we wanted to focus on the civic education. We wanted to understand with the children what the nation is, what the community is, what the society, democracy and freedom are. But at the same time we wanted to make a real hands-on experience on this exhibition. The whole exhibition, the whole concept was based on a book written by a famous in Poland pedagogue Janusz Korczak. The book is called King Made I. And it is like Polish Peter Pan a little bit. And this book tells about the adventures of a young king. It is very down in Poland and probably in many other countries, especially in Eastern Europe. So when building this concept we decided to interview the target groups, meaning the kids. We wanted to talk with the kids in order to check our concept. So we wanted to check the language, topics and also activities we planned for the children. So to do that we organized in that specific case two focus groups with nine year olds. And we wanted to check the prototypes of activities planned for this exhibition. So we organized those focus groups. So here is the photograph of our educational center. And we wanted to check topics and activities. So I will tell you about few of them. Of course I will not go through all the focus group. But I will tell you about few of them. One of them is... So we asked the kids to write, to draw, to do a mind map of the word country, state. And it was surprising for us that the kids did this mind map, but only with images, no words. So we discovered, yes, of course we cannot use a lot of words, we should use images. And another discovery, another observation was that the kids were moving a lot in this exercise. They were jumping, they were crawling. And yes, of course the children should move on the exhibition. They should have some physical activities there. And also we gave to the kids the photographs of an empty meadow. And we added to that transparent foils and highlighters. And we asked them what kind of a word would you like to live in. And this exercise was very engaging. And the children felt we could really observe how happy kids are when they have this sense of agency and sense of decision making. And when they feel free and when they feel that they are free in their imagination. So it was a very engaging exercise. And they were also interested, the kids were interested what the others do. So it gave us the idea, yes, okay, we can, if we do such an exhibition, we should make also maybe an additional small exhibition with the drawings or something, or give to the kids the possibility to compare the works. So in this specific stage of the preparation, we also checked the language of the exhibition. And this is the example of a text we gave to the kids. And we realized that we are using words which are not clear for the children. For example, we use the word communities and instead of groups and groups is far more comprehensible, far more clear for the kids. We use the word values and why not honesty, courage and friendship. We use the word community of the city and why not people living in the city. So a lot of such disappointment and discoveries for us. And another thing, talking about the texts, we realized that children like open-ended questions. So we asked them in those texts how we can make everyone happy, how much will it cost. And we realized that the questions are far more engaging than texts with statements. And questions make it different from the language in schools. And they encourage thinking, of course, if they are simple and natural. And children feel treated seriously. So we realized that we should use simple language, open-ended questions, hands-on activities, tasks involving different senses. And also physical activities because children would like to jump, run and crawl. And also let's use images rather than words. And why not giving? And the kids would like to take away something with them. So let's go to the stage of preparing the exhibition itself. So this is the full title of the exhibition in King Matt's Poland, Centenary of Regaining Independence. So it is quite long. But we really tried to make an interactive exhibition. First, the exhibition started with an introduction with a film talking about the end of the Great War and the rebirth of Poland. And also about the book because we are a museum, so we did also an introduction with historical items. But then the children could enter the book. So you see the pages of the book. And we put in this book on one hand quotes from the book with headphones. But on the other hand, a lot of sensory elements. So children could swing on this exhibition. Children could crawl on this exhibition and also pull. In this case, we have here a lion's tail. So children could pull the lion's tail. Very attractive point of our exhibition. So lion is in a book, in this specific book. And we organized, we did a space for kids to learn and play. With lots of questions on the walls, on the walls. And for example, how to allocate a state budget. So here is a scale with weights. And the children could allocate the budget into different type of spending like schools, sports, hospitals, etc. And they should decide what is more important, what is less important. And also another question, how does voting in democracy work? So in the hall, they were balls in three colors and three containers.  And if the children threw the most green balls, the entire space became green. So we have shown that it is the majority who decide what the country looks like. And another type of activity. What helps you build something together with others?  And the kids have to build something. And the cooperation helped them to build something bigger and more strong. And we also had a wardrobe. And with a space to change clothes. And we asked the question, how doctors, journalists or soldiers, how they can support the country? And how you can take care of the country? So this is in short our exhibition. And the next stage was building the communication strategy based on segmentation and based on understanding of barriers and drivers. So once again, on this next stage, we added this perspective of visitors, of potential visitors, of potential audience. So to work on communication strategy, we usually invite, we usually do workshops. And we invite to those workshops representative of almost all departments. So we invite people from exhibition department, curators of course. People from education department, people from communication. And we work together on building the communication strategy for the exhibition. So what is communication strategy? So we are looking the main idea of the exhibition. We are looking for the main story to tell to our potential audience. So what we had on the table on that specific moment, because this stage of working on communication strategy was a stage before the exhibition was ready. So we had on the table images prepared for the exhibition by an illustrator. And also we knew that this exhibition will talk about civic education. So about nation, community, society, democracy, etc. And also we knew that the curators would like to make a hands-on experience. They would like to add all those physical activities. They would like to add this aspect of playing there. So they would like to make this space very attractive for the kids. But in that specific moment, this mix together, those images plus the civic education, seemed to be quite maybe a little bit difficult for children and for many parents. Okay, but first if we work on communication, first we think about the target groups. And in POLIN Museum and also many Polish institutions work like that. So we use segmentation of participants in cultural life. And really when we build the communication strategy we think about target groups. So for this specific exhibition we've selected three target groups. One of these target groups, one of those, one of this segment. And I would say the most easy one is the consumers of institutional culture. This is the name of this segment. And they go out a lot. But this is only 7% of the population. Culture is their preferred pastime and they wish to feel special. And they go often to opera, ballet, art gallery, but also museums. So they are really interested what POLIN Museum is doing. Because we are quite big institution. And so this is our natural target group. It is also quite important that their education is higher than average. We have another segment which is a natural target group for this specific exhibition. They are knowledge seekers. Knowledge seekers are, this is also quite small target group. So this is only 11% of the population. They go out in average 26 times a year. And they are focused on seeking knowledge and new experience and new skills. And they also go often to museums, to open-air museums. And they like historical near-enactements, for example. And this is also in a way quite natural target group for this kind of exhibition. And we have a third segment. We call it aspiring mainstream. And this segment, so this is 21% of the population in Poland. So this is quite big segment already. And they are interested in attraction for all family members. And they are seeing knowledge, but at the same time, they want to spend time together and trust. So they look for lighter entertainment. They look for lighter culture, if I can say that. They go often to cinema, to zoo, to theme parks, to historical monuments. And their education is similar to average. What is important in this specific segment is, of course, it is also in those two previous segments. But this is higher than the previous segment. It is the fact that 57% of them say Jewish topics are not interesting to me. So, of course, in other segments, a lot of people also say that. But this is particularly interesting. This was particularly interesting for us because we realized that it is very interesting segment for us. And we would like to, and we want to go deeper what is behind this statement. Why they are not interested in going to a museum like the POLIN Museum is. So, to understand that, we did a research on barriers. This research is built on a methodology called Dismet. It is called Hidden Metaphors, so it is American methodology. But what is very important about this methodology is the fact that it is based on images prepared before and shared by respondents. So, those images express the association with the research topic. So, barrier one is, this is the barrier. This image is the image brought by one of the respondent and it express the association with POLIN Museum. So, our respondent said, one of the biggest barrier is I associate Polish Jews with the Holocaust. So, I expect images drastic for children in POLIN. So, as a good parent, I will not go to POLIN Museum. Because this is a place which is not for the kids. So, it was for us a very difficult situation. We were aware of this barrier. And on the other hand, we wanted to open an exhibition for children and for families. So, we had a really difficult situation. And it was really challenging for communication to make an effective message in that situation. Another barrier and another image brought by one of the respondent is, okay, you see the kid which is tired. And the idea behind that is that the teams represented in POLIN are too difficult for children. So, I will not go there because it is very difficult. So, Museum of the history of Polish Jews should be very difficult and probably boring for the kids. So, I will not go there with the kids. Maybe I will go alone, but not with my family, not with the kids. So, it is another barrier. So, on the other hand, this is a very drastic museum. And on the other hand, this is a museum not for the kids because this is too difficult. Third barrier, you see the image with a book in Hebrew. And the idea behind that is that I'm not very knowledgeable about the Jewish culture. So, as a parent, I will lose my position of authority because my kids will ask a question and I will not be able to answer because I don't understand this culture. This is too strange for me. This is unclear for me. So, another barrier. Fourth barrier, we have here another image and on this image, a shared by a respondent. And on this image we have an eagle and a book. The eagle represents Polish culture and the book represents Jewish culture. And the idea behind that and the barrier behind that is I feel no connection with Polish Jews and their history is not my history. So, I will not come there because this is not my history, which is of course not true, but this is the barrier. Yes, we are not talking about reality. We are talking about what people have in their heads and why people will not even consider to go to the POLIN Museum. Because they have all those barriers in their heads. But we have also drivers because in fact we have some families in the museum and we asked the families who came, why did they come? And the first and most important driver is that children learn faster in modern museums. So, I will come with my kids because this is a modern place, fashionable maybe place. So, I've heard that it is a modern place so I will come there because children learn faster in such places. Okay, but we have on this specific moment we had also on the table the knowledge about from another report what cultural activities are parents looking for their children. It comes from a report we found in a Polish institution called National Cultural Center. Okay, and go through that. So, what kind of cultural activity for children? Of course, the activity must be nice and colorful. The kid must be active and also non-mainstream items can be inappropriate for children. So, for us it was important because we realized that if we talk too much in the communication about civic education, maybe it will be for some parents too difficult and maybe it will be frightening in a way because they will consider, okay, maybe this is too complicated for my kids, maybe next time, maybe next year or in few years. So, it was also an important thing for us to consider the communication strategy. So, in our plans, we plant the attendance at the level of 48,000 people for eight months. So, we had a calculation of our current attendance and we said, okay, realistically we could attract in such periods 48,000 people. And so, after discussing all those barriers and all those needs and all the segments, we decided to formulate the main message for this exhibition so that these exhibition kids will play and learn at the same time. So, this is quite a simple message. And we really decided not to talk in the first communication about this civic education, et cetera, because we considered maybe it will be, okay, of course we will talk about it in media with the journalists, but the main message, but we will hide this, in the main message, we will hide this message about the civic education. And a graphic designer did for us key visuals based on this main message. So, remember, main message is at the exhibition kids will play and learn. And on these key visuals, we have a boy and a girl. For us it was important to have a girl because if you think about King Matt as a figure, as a hero, this exhibition could be considered by a simple association as an exhibition for boys, maybe. So, we wanted really to avoid this association that it is an exhibition for boys. We wanted to really put the accent on the fact that it is an exhibition for kids, for children, boys and girls. And on this exhibition, children will be happy, children will smile, children will play and learn at the same time. So, let's go to the promotion. So, the promotion was, we did an outdoor campaign where we use these key visuals. And we also add a few ambient elements. So, we had a few mirrors at drum stops. So, this is for social media. We had mirrors with crown. And so people could do selfies there and put on social media. And for that, they had free tickets at the exhibition if they put this photograph on social media. And also we did a PR campaign. And I should say that the main message was that the kids will play and learn. But of course we told the whole story about the exhibition, about the civic education, etc. And also what is important if we talk about PR, if we talk about media relations, is the fact that in fact we can choose one story. As we did, kids will play and learn at the same time. It will be a very colorful place for the kids. But also it is important to underline that if we do a media relation, the way we describe the exhibition depends on the profile of the title of the media. And it depends on the interests of a specific journalist. So, it is not one story in media. There are different stories, different aspects of the exhibition described in media. We also did for this exhibition a paid Facebook campaign and also a Google Ads campaign targeted at parents in Warsaw. So once again, coming back to our communication strategy and to our main message, this Google Ads campaign was targeted. So if you know how Google Ads works, I am sure you know very well. So we use those search words connected with the main message. So free time with kids in Warsaw, weekend with kids in Warsaw, attraction for children, etc. So those were our search words for this Google Ads campaign. We invited to the exhibition, we invited the Instagrammers. So we did a special day for Instagrammers. So Instagrammers are heavy. So I mean, I'm talking about the community of big fans and heavy users of Instagram. And we did a special day for them and we had a big reach with these Instagram photographs coming from that specific day. We also invited 26 celebrity mothers and we had them on the exhibition. And this also gave us a big reach because those mothers are followed by thousands of followers. And also we organized a special day for parent bloggers having in total more than 100,000 followers. And we were also present in 20 parents group on Facebook. And there are a lot of parents group on Facebook and we were present there and we were recommending the exhibition. So this is another reach. So we reached in that way more than 100,000 people in total. We added to that gifts showing this funny aspect, some funny elements of this exhibition. And also what really works and this is our, this is something we, which is now, which is now in our experience, I should say. And we would like to repeat it in other exhibitions for the kids that we had a paper crown. So it was an exhibition sign for everyone. And it was so we were distributing this crown to children attending the exhibition. And also this paper crown was used on family events. So it was really something characteristic for the exhibition. And it was really not expensive form of promotion and it worked really well. So you probably remember one of my, one of the conclusions from the, from the workshops with children was that the kids would like to take away something. So it was so this paper crown was this kind of, was this kind of gadget. So the result of the outcome of this exhibition was that we had far more people on this exhibition than we expected. So we had almost 80,000 visitors during eight months. And what was surprising for us is was the fact that the majority of those visitors were the first time visitors. So it was really surprising. So we really with this communication with the, with this focus on, on, on the, on the happy kids playing and learning in the same time, time at the exhibition really did overcome the barrier, the barriers. So let's go to another stage. We've opened the exhibition and we decided to evaluate this exhibition with target groups. Because the first, those first interviews, those focus groups with, with the kids were organized only, only with the prototypes and only with some ideas of what we will be doing at the exhibition. And now it's, it's time to evaluate the exhibition with the target groups at the exhibition itself. We did evaluation. What is important about this evaluation is the fact that we did focus groups within segments. So maybe it's, it is, it seems to be difficult. But in fact, after, after the segmentation study, we have, we are using a recruitment algorithm, helping, helping us to really select for, for a focus group, recruit for a focus group, people from a specific segment. We added to that interviews of parents with, with kids, but still inter, but still the parents were coming from the segments. So we did a focus groups with people from consumers of institutional culture, knowledge seekers and aspiring mainstream. So, so what we, what we did as results. So generally speaking, people, parents, parents were talking about the barriers. We had, we knew already those barriers before, but, but they, they set us during those, those focus groups that yes, we know that it is the museum about the Holocaust. In fact, this is not 100% museum about the Holocaust. There's only one of the galleries talks about the Holocaust, but the barrier, but the, but as we mentioned before, the association and the barrier is that it is museum about the Holocaust. Parents were also talking about drivers and expectations. And they said, okay, we came here because this is King Matt's, you know, Polish Peter Pan, you remember. So, so King Matt is a warm person for children. I like it. I remember it. I like him. I remember him from my childhood. And also this an alternative way to talk about Polish independence to the kids. One of the first impression and maybe, maybe not very, very positive was the, was the fact that we have security measures in our museum. So it is not something very, it is not something people like. And also people also parents were interested by by the architecture. We have a great building and it is. And, and as first impression is really great because people, it is like a very, very nice building. And also parents mentioned, mentioned a lot of assets of the exhibition, like their attractions are, are engaging. And then there's a lot of movements at the exhibition. And this is for kids and adults. And there are many elements causing strong positive emotions like for example, this famous lion's tail. And, and Korczak is a writer who they know and, and they associate with something important and positive. And also parents appreciated the fact that there is a lot of media and sensuality at the exhibition. And they said, yes, the exhibition leaves an intellectual mark. But we realized that there is quite a big difference between how, how the segments perceived, perceived the same exhibition. So we realized that during those focus groups that the consumers of institutional culture and the knowledge seekers are able to describe far more things at the exhibition like they are able to describe the benefits of tasks. They, they really talk to the children at the exhibition and, and we, we realized that they have simply a habit to talk with kids. And they spent more time at the exhibition and they helped children at the exhibition and they were not afraid of the museum space. So they use the shop, restaurant, and they would like to come back to Pauline. So when I proposed them after the focus groups, okay, thank you for the focus group. Here you have the invitation to the core exhibition. They said, great, of course we'll come. But it was not the same with the experiment mainstream focus group. As I said before, they prefer a little bit lighter entertainment and so they have different preferences. And even if we attracted them to the exhibition with this nice image with those nice images with those smiling kids with this message of playing and learning in the same time exhibition. They were a little bit disappointed at our exhibition. So one, one thing which was maybe not pleasant was the fact that they have anti-semitic stereotypes. And, and first they said this exhibition is too gray. So they, and they were, they were disappointed by the fact that the children walked alone. And they, and they, and nobody took care of the children. So they were not enough educators, volunteers there. They should, they, so they said, okay, I was bored there. And the kids were walking alone at the exhibition. They were disappointed by the fact and they said us that the exhibition doesn't explain itself. Why? So they really needed some support. And they said, okay, it's better in the Warsaw Appraisal Museum. The Warsaw Appraisal Museum is a museum of, of one history and of Warsaw Appraisal. It is, and it is a little bit like in the war. So, so yeah, it was, it was quite difficult. And, but we decided to, after this research, we realized that there are anyway things to be improved at the exhibition. So we realized that there are some navigations problem, navigation problems that we realized that the visitors need more support at the exhibition. And, and we should add some instructions because, because it is, it is not so obvious that every parent will, will go through this exhibition and talk with the kids, with the kids and explain him. It is not, not, not all the parents want to do that. And, and this is our big learning from this exhibition. And we realized also that it's necessary to improve signposting of the exhibition at the museum space. Because many parents were simply a little bit worried about they, they didn't want to go to the core exhibition, which was supposed to talk only about the Holocaust, so they didn't want to go there. So, so we really put accent on improving the visibility of this temporary exhibition for families in order to avoid this, this moment of, of hesitation. So we go at the final stage of this, of this 360 degrees approach, improve improvement on the exhibition. So we decided to improve two things after this evaluation. So, as I said, we, we improve the visibility of the exhibition. So we put this King Matt in the main hall. And, and also we added narrows, arrows on the exhibition in order to improve the navigation. And also we added some support. So first we added a manual on the website. So this manual was a series of films about, about different tasks where our, one of our curator explained the tasks to the parents. So we put this on the website. We put this on social media. We also added this manual in printed version on the exhibition. And also we decided to, to, to have more educators and volunteers at the exhibition in order to support visitors. So it was our big learning that it is not everything to attract newcomers, new visitors, but it is also important to, to think about their needs. To think, to think what they really need and what, what they would need at our exhibition in order to make the visit more, more easy to them. So, yeah, so this is our 300. So, so this is our life cycle, life cycle of the exhibition and also all those elements when we listen to our potential visitors when we see their perspective when we see the data. And we really, really integrate those data, those voices into our exhibition. Yeah, so this is the end of this presentation. And I'm more than happy to answer your questions. Okay, so I see the. Okay, I have this. The question about this met is met research. Of course, this met is the. See met a metaphor techniques and this is like an American license method. Based on a deep, deep interviews and we so as we were, as we wanted to analyze the barriers, we did six. In depth, in depth in interviews with parents who did visit Pauline with our kids and we and six in depth interviews with parents who did not visit. Visited visited Pauline with their kids because they have because because of some reason, yeah, and they had and the parents had had a week to prepare the association, the images they associate with our museum. So during this, during the long interviews and the researchers, the researcher was talking with them about about why they they didn't come why they will don't want to come. Or what, or why they did come. Yeah. So this is, this is this method. How did you convince your colleagues to try a participatory approach and adopt and accept the opinion of non experts. So, so this is a long term process, I should say, and I should say that nowadays that's okay. Okay, it is also, it is important to mention that we are quite a new institution and, and we are really focused on focused on have big attendance and attract attract a lot of visitors so we really, we really try to to make it to really try to integrate curators in our decision process. Okay, they decide with we decide in groups so if we decide about the, about the communication strategy, we always invite curators and, and there's no decision. Without them. So we take decisions together. So it is not like the communications such a community such decision as communication strategy as main message is not the for us in our museum is not the decision of communication department is the decision of of curator of communications of course of education so we decide together. It's really very, very, it works well. If you do it in a consequent way. And also talking about this, about this focus group with children. So it was so in this specific exhibition way, we had a curator from the exhibition department and also and also a person who works in educational department and he is educator. So we had in this specific exhibition we had this, this approach of educator and curator and also the children. So it was, in fact, if I remember well it was their initiative to ask to check the prototypes with the kid with the children. Okay, I will tell what did you offer to the Instagram in exchange so this is important question so we are not offering money. So it was simple as we are culture so we are not, we did not pay for that we organize a special special, simply we organize a special day for them. So it was so we have one day, one technical day a week in a polling museum where we are where we are closed for public. So we could organize this specific day for them so they felt special that day and that's that's why it worked. Are you going to adopt this exhibition online? What kind of barriers do you see in online exhibition? Unfortunately this exhibition is not online, it's not online and we didn't put it online. Generally speaking, I think the main barrier about the exhibition online is the quality of showing them and also the language we use. So this is a long story but I think many times when I see the online exhibition, sometimes I see the barrier of quality but this is a long discussion. Okay, how long was the planning and execution of the whole exhibit? So I think this is the process of one year and a half. Yes, so this is a long process and this communication stage, this communication plan we did I think six months before opening. So there are quite long processes. Thanks for presentation of the best practice. How you made your initial segmentation? The segmentation is the nationwide study. We did it together with three other institutions with a museum of Polish history. And this is a nationwide study so we had a representative sample of people who participate in culture. So of course it was before that study we spent a lot of time discussing what culture is generally, what is participating in cultures. And the definition we took is very large. So we did also participating in culture is seeing a film on Netflix and also participating in culture is going to a fair. So to do that we hired a professional research agency who analyzed on one hand the needs related to free time and the habits related to free time. So what people do in their free time and why people do that. So there are two main criteria of this segmentation and it is very helpful to have such criteria because we really know why people go to fairs or why people go to the museum. You've seen in our three segments that for example knowledge seekers go to the museum because they are really focused on seeking knowledge and aspiring mainstream goes to the museum because they would like to spend time together and learn something in their free time. So the needs are different. So if you base the segmentation on the needs, it is really very useful tool for the communication for formulating your messages. So this is a separate story about the segmentation. I can talk about that hours and I can't now because it is now time. So maybe I will have another question. More questions. What did you mean by antisemitic stereotypes in children so it is not antisemitic stereotype by children that antisemitic we did we had focus groups with parents so we didn't talk with children. And antisemitic I mean, okay, in this specific in this specific segment, people said, okay, for example, I will do like, for example, the shop is, I'm sure the shop is expensive. And because because there's a Jewish museum this kind of stereotypes, but there are parents stereotypes in this specific segment in aspiring mainstream segment because we didn't have those stereotypes in those two previous segments. Okay. How did you come. Okay, I had this already. How did you, what did you have for different disabilities. So we had in POLIN Museum we have a person who absolutely was really concentrating on on on organizing events, especially for for the, for people with disabilities so we had a few special events for people for families with disabilities. So this is, yes, we had, we had a lot of them. And especially with families, this is, it was, we had a lot of events like that, like that, like for events for, for people with autism, for kids with autism. Okay. Thank you very much for the best practice. How do you plan your budget to be able to implement the subsequent changes very important things. So now we, we try to plan the budget of an exhibition to have once the exhibition is ready to have a little bit to have still a small budget for some improvements after the evaluation. This is our goal. And this is what we are doing. We try to do this. But in this specific, but sometimes you can make some improvements, even without a lot of money. So for example, adding, adding a post, a sign posting or adding or adding arrows, it is, there are cheap things. And also we added, as I said, we added films. So we also did it for not a lot with with a small budget. So, but, but now our idea is to still keep some money at the end to make maybe some small improvements because there are things we cannot, we cannot, we cannot not really imagine when we prepare the exhibition. So once the exhibition is ready, you see the things more, some things more clear and maybe sometimes you can improve, you can still improve. Okay. Thank you. Thank you for, for, for those questions. Of course, if you, if you have more questions and also if you feel that I didn't answer all your questions, please send me the questions to my email. I will be more than happy to answer. Thank you. Goodbye. Thank you. Bye.


Hey there, welcome to theCUBE's coverage of Splunk.com 21. I am Lisa Martin, I've got a new guest joining me on theCUBE for the first time. Please welcome 20 peers, the senior manager of cybersecurity at EY. 20, welcome to the program. Hi, glad to be here. So your LinkedIn profile, I wanted to ask you about this. It states that you are delivering an evidence-based approach to cybersecurity. What does that mean, an evidence-based approach? And how are you and Splunk helping to deliver this approach? Yeah, and I'd like to call it like the outcome-based approach. Basically, you start with what you're trying to accomplish and then work your way backwards. A lot of people say, hey, I've got a problem and then they go try to buy a tool or whatever to go fix the problem. I go in and I'm like, all right, I got a problem. I'm gonna figure out what's holistically I can use in the environment. So it's just basically working in bags. Say you have a breach. What are all the different things that I knew to leverage to meet the controls for that breach, right? And so I think of MITRE in a way as a layered way of looking things and the full defense in depth. So that's kind of my approach. I go and I figure out what the problem is and I answer the question. And I use Splunk to do that, right? Because Splunk is able to give me a big data to everything guy to guy. And so I like to be able to pull in all the different data types that I need to answer our question to do that, right? And so whether it's vulnerability management, patching your networking, a good example of this like most common hacks in the world go after known vulnerabilities, right? And we get kind of caught up in all that. One of the things we like to do here at EY is like we like to combine what's happening in the network. So the threat landscaping, which is the network guys the vulnerability guys who are scanning the data. And then actually the patching who is actually mitigating the problem. Putting all those into one screen has really helped people with their risk rating. Talk to me a little bit about some of the changes. We've seen massive changes in the threat landscape in cybersecurity in the last year and a half during the pandemic. We've seen massive increase in ransomware and DDoS attacks ransomware becoming a household word the executive order that just came down a few months ago. What are some of the things that you've seen? Have you seen the acceleration of organizations coming to think help? We know that it's not a matter of if we get attacked. It's when, how are you seeing the last 18 months influence what you're doing?  So by trade, I'm an instant responder, you know, a high level investigator and also a solutions architect. So I get called in a lot for those kinds of things. It has been kind of nuts. But you know, one of the things I always tell them when I start understanding what your threat landscaping is and identify your key cyber terrain. Unfortunately, most, you know, most companies as they grow, they get really big. They don't really do that. So they don't, they miss the consolidation point, right? I always say, hey, you know, if you're, if you're going to do this, if you say you have a ransomware attack, the first thing you can do is that, you know, there's so many different controls that you can do to stop that, but you really need to know where it is in injecting and then you can isolate if you need to. What we're seeing in the companies is that because they don't all have full coverage, right? And they expect their endpoint protections to actually do its job, you know? And then sometimes that's, you know, don't get me wrong. There are some amazing endpoint protections out there, but you really need to be able to log it. You need to know what it looks like and you need to know where it is. So if you need to, in case of a ransomware attack, as it spreads through the network, you're able to isolate it and reroute it to like, I like to call it a black hole VLAN and just reroute it so I can isolate it and then I can go after it instead of trying to try to do every endpoint at a time because you'll get, you'll get whacked. Definitely. So talk to me about working and partnering with Splunk and it's full security stack. How does the, how is that a differentiator for you and your role? Okay, so one of the things that we do here at EY is we combine SIM and Solar as one combined offering, right? So we try to bring the data in, we operationalize it and then we try to do something with it, right? We find that, and then if you really think about that in a situation where the Splunk products is the Splunk Core, Splunk ES and then Phantom, right? And so that's the automation play. And so we try to combine all those into one combined offering so that when bad things happen where we make a decision, we say, all right, so, hey, what we're seeing in the industry is like, a lot of times people spend so much time hunting the known that they forget about the unknown. Think about the target hack a couple of years ago, the oil and gas attack just recently, you know, they miss those core things. So we try to say, all right, well, let's automate a lot of that known stuff so that the incident responders can focus on the unknown. And so when we combine all three of those products, you get a pretty good security stack. When you say automating the known, is that at all in any way? Like let's help companies get back to basics. I've been hearing a lot in the last 18 months that some from a data protection perspective and from a ransomware attack perspective. So it's when, not if, but are you seeing that companies are sort of skipping past the basics where security is concerned? Well, I don't say it's skipping past the basics, right? I think that sometimes people get caught up in the definitions of what it is, right? So there's so many, there's so many framework out there, right? So like I'm a big fan of your trust. A lot of incident responders use a MITRE, I use MITRE for that as it retains their incident responders. Some people like to use high trust. I think a lot of what happens is, they get lost in the confusion of all these different frameworks, right? I like to go back to basics. I've been doing cyber for, oh my gosh, about 20 plus years, right? I'm an active hacker, this is what I do. I like to call it defense and depth, right? So when you're doing that, if you follow the defense and depth side or it doesn't matter what framework you have, you can actually go back and you can fix that problem, right? So going back in the automation of unknown to an unknown, we know an IOC is 100%. Now you can, I know I say IOC, it's like a hash, right? So when a bad thing happens like an exploit, first thing we try to do is we try to grab that hash and then we try to build a role around it to stop that hash from spreading and going anywhere else. That's a, we know 100% that it's bad. Now, can exploits change their hash? Absolutely, it happens all the time. But for that moment in time, that hash is 100%. And so we try to say, hey, look, we got an endpoint protection, but also, why don't we use automation to block it at the boundary? Or why don't we keep it from doing lateral movement? Why don't we activate it from a defense and depth so you have your network?  So if you understand all those three effect vectors, you can automate the control so that it doesn't spread. You had mentioned ransomware has been really huge, right? And everybody goes, oh, well, if we do zero trust, zero trust talks about, segmentation a whole lot. And then segmentation is usually important. It won't stop everything, but it'll do a good job. Being able to get leverage splunk, we actually pull that in and we say, hey, you know, from an EY, we take all that network and we try to put it in a single pane of glass so that we can see everything. And then once we able to see it, once we get a good robust data set and understand that operations, we're able to go in and automate it. And so if I can go in and say, hey, look, all these hashes are bad. Yeah, I'm not gonna rely on my endpoint. I'm gonna put another control in place. So if the endpoint misses it, I have another control that will actually layer it and prevent it from spreading. Which is absolutely critical. Talk to me about some of the outcomes that EY and Splunk are delivering to the end user customers. Everyone's always talking about, it's all about outcomes. What are some of those? Yeah, so we've really embraced like the data to everything, right? So I kind of have this opinion of like, you know, everything's data. So everything needs to be secured, right? The people who miss that tend to get whacked pretty quickly. So what I like to do is I'm like, all right. So, you know, like IOT is huge out there right now. OT is doing it. And so some of the things that we've done is like from a healthcare perspective, we've combined IOT and IT into a commonality solution, leveraging like network, simple things like pulling in from the WAN, pulling in understanding what those MAC addresses are so that you can actually, you do like a workplace analytics around, say RFID tagging, right? So you know where your people are at. Here we also do like what we call a sock in a box where we put everything together that every like a, from a tiered perspective, like a tier one, tier two analyst, you know, what does it they need to do to mitigate and observe something? What does the investigator need, right? So we try to simplify those conversations. And so that, you know, it's actually around like a threat hunting as well, like threat hunter and investigator, they're totally different roles, right? So they need to be separated. We also like tie in like the, what is it? I really hate like PowerPoint, I'm not a big PowerPoint guy, right? So I really like to be able to give the CISO. He needs to understand what risk is, right? So we try to automate it so we can get to that too. He can pull up his phone and pull up his plunk app. And he knows at any given time what his risk rating of his company is, right? So we try to combine all of those in like, again, you know, there is, we do stuff around blockchain, supply chain, you know, it doesn't really matter. It's a data analytics tool. You know, a lot of people look at Sfunk as a SIM. I don't necessarily look at it that way. I look at it as a data analytics tool that does SIM. It's just one of the functions it does. If you start understanding data and all the different things that data can do, then you need to go in and you can use Sfunk to basically answer those questions so that you can start putting in a control set. What's the differentiated value that EY and Sfunk bring together to customers? What really sets this partnership and what it delivers apart? I, well, I'm biased on that, right? Because I run the North America SIM team for UI for consulting. So I would say that those two things is innovation and time to value, right? So let's start with innovation for a minute. Because Sfunk is so customizable, right? And because it pretty much can integrate with just anything, we're able to very fast take data in and do something with it and operationalize it. Doesn't matter who the customer is. They're going to give us a question. We'll break it all the way down and we'll understand and we'll do them an answer. A good example of that is like we were doing stuff around PCI compliance. The checklist, you know, the financial sector, they get a huge amount of audits, right? And especially around PCI. So we took all the PCI checklist and we said, Harry, what can we answer those questions? And so we built a dashboard that actually sends out a report to internal audit and we call it compliance over time, right? It's looking at data in a different perspective to answer a question. Now, the other thing is that we try to do here is, you know, as we do as Sfunk and Sfunk helps us with this, right? We have a great relationship with them. Is basically, oh, I lost my train of thought there for me. So innovation is time to value, right? So from time to value, what we do is we ask to say, hey, look, we have a lot of the stuff in our lab. But one of the things I don't like to do is I don't like to go to clients and say, hey, look, we're going to build this for the first time. I like to say, hey, look, here's these questions in the industry. Get ahead of the question and go build it in our lab so that when we actually get on site, our time to value is not in months, you know, we can begin weeks, right? Because we already have a huge repository of use cases. Now, those every use cases actually tied into an automation play. And so when we say that, we say, hey, look, here's everything in Sfunk. Let's do this, let's go answer that question and let's go automate it and let's make a decision where we want to automate it and where do we want a human interaction? Talk to me about what's next for the partnership in terms of the future. What can you tell us where EY and Sfunk are going together? So we've been partnering around, I think our next things that we're really looking at is AI. We're really getting kind of into that as well as AR and VR technology, right? And so especially around like a, I'm looking at like the energy companies and the financial banking. One of the things I would love to do is like go into a bank ATM, right? And right now it takes somebody actually has to plug into that and to do a diagnostic on it. I would love to be able to get to it like a point where you can just take your camera, scan the QR code on the device and then pull up an AR and it runs all the diagnostics on the device as it's there. Another one is like the infrastructure. Instead of actually going out, plugging into like say a solar panel, going out, pulling out on a tablet, just scanning the solar panels and it tells you if it's good or bad. And that's kind of the next step that we're trying to do. We're trying to really take that and data to everything and just kind of turn it's on its end. And you got to remember everything is data nowadays, right? It's not the old days where things are moving around and everything's in a file folder, it's gone, right? Everything is data, so everything is security, right? And the first thing is we need to know what our threat landscape is. We need to know what that is and we need to apply that, right? So if we can simplify answering questions, that's so much better. And one of the things I like about Splunk is it scales really well, right? And I've looked at some of those fetters and don't get me wrong. I mean, everybody has their place. But one thing I like about Splunk is it doesn't, it literally scales really well. So the more data you can get into it, it actually does better, right? And how you do it now. That's just our approach. That's the next steps that we're really looking at from a technology standpoint. Exciting step, Tony. Thank you for joining me sharing what EY and Splunk are doing together. Some of the unique use cases that you're helping to solve for customers and some of the things that you're excited about. We appreciate your time and your information. No, this is fine.  I even wore my Splunk shirt just for this meeting. Show us. Fantastic, you're on brand. Well, Tony, thank you again. We appreciate your time. All right, thank you. You have a wonderful day. Thanks, he was well. For Tony Pierce, I am Lisa Martin. You're watching theCUBE's coverage of Splunk.com 21. Thanks for watching.


Righto, righto, pipe down. Come on. This is a lighting talk. We haven't got much time This is going to be very fast. I was told by Kim I could fit 30 minutes of content into 10 minutes So let's do this We deserve nice things and just because we work with Drupal doesn't mean we can't have nice front-end things Now it's easy to look at other frameworks and be envious But a lot of the things they don't have we've had for years and it's tempting to look at the features and the development Experience and say I want those things But if you jump you risk taking away features that your editors love or things that we've solved for a long time and Developer experience shouldn't be the most important thing over everything else like complexity, performance and maintenance But it doesn't have to be this way. So the industry standard for Component driven design is storybook and VIT is the go-to local development tool Many of these modern frameworks are built on top of So I'm here to tell you can adopt these tools into your front-end workflow with Drupal And in fact, I'm going to show you in fact these slides are built with these tools And so with that I'm going to give you the nice things manifesto if I can get my mouse back over there to click and I can So what we want are hot module reloading no more hitting reload no more clearing cases to get our front-end development Looking nice. We want painless CSS processing So post CSS or sass if you're still using that painless JavaScript bundling NPM installable stuff Component libraries and great front-end docs a playground for designers to see how components interact No duplication of markup between Drupal and the design system and Interaction snapshot and visual regression test and I just realized how small that font is. I'm so sorry All right, let's see if it goes to go Let's zoom in So to get started you need NPM if you don't have NPM stood Installed you should get it use NVM if you can so you can switch versions between your different projects For a new project. We're just going to use vanilla V. So create V use at latest follow the prompts if you're using HTML or not using any other frameworks. Just choose HTML if you're using react choose react Then we're going to create our project. So you move into that We run NPM install and we're going to add storybook. And so there's a command for that too That's npx storybook in it latest and we're saying type HTML for the rest of this project But that could equally be react as well And then this is pretty much the rest of this talk NPM install V plug-in twig Drupal. This yeah, that's it. Thank you Yeah, so Then you have to configure V And I'm getting used to the scroll over there. So this is the V config file This is the same across all those frameworks and talking about the main thing We're interested in here is we import the twig plug-in and we configure it here And we're going to come back to this But let's just say we're telling twig and V that your design system lives in a source components folder inside your project And that's what we're going to use for the rest of this talk Then we have to configure storybook And I think the only thing you probably want to change in here is how to find the stories and again We're telling storybook that they're in the source folder the files that are named on story dot J s Etc. Or they're an MDX file. There's a few add-ons there, but we won't really talk about those And then the probably the next thing you want to do is configure global CSS So there's some CSS that would be in all your components and you won't need to do that in every single component So at the top of your preview dot JS you import these CSS files And yes, this is a JavaScript file and yes They are CSS files and what happens under the hood is V transpiles that around and you end up with a style tag And it's got some JavaScript attached to it. So anytime you save any of these files It knows to reload those parts only in the page. Yeah, so this is where a lot of the magic of V comes in Next you want to start creating some stories. So This is just standard storybook. Nothing is this is Drupal specific But we do have some twig in here. So we're going to create a folder called source components card We're going with a card example like bring said cards are good for everything. We've got some mark up here This is our twig file this I'm not going to go into the detail here But just to note that there are some variables in here like a teaser and a title and then we document our story So in here we tell storybook about the fact that we have a card component We have to export something called default and in that we have to export both the title And that's how it shows up over here under card Default and we also have to have the component and the component itself is this variable called card And you see at the top we are importing card from a twig file and this is JavaScript What the plug-in is doing under the hood is using twig.js to turn that twig markup into a JavaScript function That will accept variables and render that twig template So down here we tell it about our first story We have a default story here and we say these are the variables and so storybook under the hood This is with twig, but it does the same with every other framework like React view and so forth is it'll take those variables put in with that component and render you a component So what does that look like? Here's our card It's our very rough starting point and so we get documentation of our story and what it looks like And we also get a show code button to say what the code looks like and there's as I said This has been output from twig And I've lost my mouse. Yep so big deal So this is where the hot module already comes in and if we take nothing away else away from this presentation So I'm going to collapse that off the side here and show you the card So this is some CSS for that card that I prepared earlier and if I Make some changes here and press save we watch over on the side there as I'm working. It's rebuilding pause for applause So Basically the idea behind this is you've got a stigma and you're working against the design and you want to you know Get it exactly right and so you basically work through your stories and I'll just gonna uncomment the rest of these and You get to the place that you're happy, but yeah, we're not hitting reload We're not doing anything and this is the same sort of developer experience that you see in these frameworks Okay They shouldn't have allowed for the fact that it was over my right shoulder So yeah, once you've got that the next thing you're probably going to want is some CSS preprocessing Is it gonna die me here? No, it's not so V will automatically pick up a post CSS.config.JS file in your route Or it'll automatically transpile a dot SCSS file into an CSS file for you And it's just with that import statement So you can import that SCSS file directly into your card.js your card stories.js and it'll it'll just work So as a proof of concept here, we've got some post CSS config in the root of this repo We're using post CSS import which lets you import other CSS files and we've got post CSS mix-ins Which let you do mix-ins and I'm gonna try to get this to work on the bottom here So I'm gonna This was really easy when it was on the screen in front of me and I'm gonna put that up the top So I'm gonna import a mix-in from another file And then I'm going to apply So over here when I'm on this image This little read more link is only place you can click and we want our card to be fully clickable everywhere So we've got a mix-in that makes a link cover the whole parent So I just add that to my card link And save and by the time I've moved my mouse over there the whole card should be clickable when it is So Again Big deal right and this is where the actual work comes in. It's the component-driven design part So there's another variant of our card that has a lot more text in it And so we can just export another story and we have different variables in it and we can start to document our different components and how they look and So we can create a MDX file in the component folder and put our docs in it And this is what we want for the next person that comes along to work on the project They want to know how to use a card So this is inception, but this slide is a MDX file with the code that's on this slide So I've got an example of the default card and Don't scroll on me. So I've got some guidance here on when I should use the default card And then I've got a table here with the controls and this is just default storybook So my designer can come in and say yeah, have they done the job properly? What happens if I put a lot of text in here? Oh, no, they haven't so you can actually do that real-world testing without having to get into the Drupal and make sure things are working And then you can put another version of your card and what does the markup for this page look like? It's just some MDX. So MDX is a combination of React, JSX and Markdown So we're importing some MDX components from storybook these blocks We've got a meta that gives it a title so that it shows up over here in docs Sorry under cards and then we can add things in here. So this we can add MDX files is what you will see above at the top here We can add MDX files. It's basically we've got Markdown with a mix of JSX in it Which is horrible concept, but it's it's a thing, right? So we've got this canvas component which rendered the card Then we've got the controls that I was you know putting the alternative thing in and so you can envision that your Documentation will start to you know elaborate and you can have one of these for each of your of your things So you've got all this and it's great. How do you actually start building this for production and using in Drupal? Well, VIT also has a build step and so in your VIT config you can put in how you want it to be built And I've got some just some simple examples here and scroll scroll So this bit here I've added so I'm telling it that I want to output my files into libraries nice things And I want to take in all of the entry points and you can use whatever you like to compile the entry point So I'm using fastglob which is an npm package that will let you like find files in a file system I'm saying all JS and CSS files, but I don't want any tests or any storybook stuff or any stories Put them into this library is nice things So the step to compile this reproduction is I just run feet build It spits out all these files for me and then I can start using them in Drupal. So how do I do that? There's a lot of options for this you can use single directly components in core You can use UI patterns and component blocks you can use Pinto Which is a new emerging module from one of my colleagues Dan who I did see here You can use theme hooks with bundle classes But the simplest form is to make use of twig namespaces and the components module So if you remember this from earlier in our VIT config we told VIT that your design system lived in source components In your theme.info.yaml with the components module You can say namespaces for Drupal that your design system twig files live in part to your components And that can be in the root of your repo It doesn't need to be anywhere just has to be on the same file system as Drupal And then inside your Drupal templates You can just include stuff direct from your design system with the variables that go in the slots and the and the sort of The goal that you want to get to is there's as very little markup as possible in these So that your front-end developer can just work purely in storybook and know that you know What they change there is going to eventually flow through to Drupal If you're not using SDC or Pinto You'll have to wire up your libraries.yaml to point to those CSS and JavaScript files that we built in the last slide And if you do want to see make sure this is all working in Drupal There's actually a VIT module which takes a different approach and it sort of hijacks this libraries.yaml And has hot module reloading of those as you're working in Drupal So you can have it flow right through down to that later if you like If you don't have that separation between design system in storybook and your actual Drupal site So Two minutes right Interaction testing so you can add extra add-ons to storybook because once you get into this ecosystem There's a whole you know heaps of different plugins you can add and in your component stories You can start writing interaction tests that make use of the whole react testing library ecosystem and So you can put a play function your component and say these are things that I should expect to see so for example, I created a very rudimentary collapsible sidebar in my storybook here and And So I've just got a button here that collapses over to the side and wow, that's amazing So in under here in collapse I can actually document that interaction and you saw it it played it automatically it closed it for me if I go into the add-ons And I go into the interactions. It actually has these here and it runs them as tests I can step back and forward through them and because of all the resolutions messed up I can't see where the But I can step back to the start and I can run through the interaction and see make sure it's doing what it should And then I can actually run this in CI and get my tests like this So like we say Cyprus and and the like where you can actually have a visual representation of what your tests look like You can do that in your storybook Okay wrapping up we this was a whirlwind tour. I've spoken at a rate of knots There's a whole storybook ecosystem come and say hi in the corridor to discuss this talk to me on slack About it if I spoke too fast. You can watch it at point five on YouTube. I watch everything on two times.


After a protracted legal torso, beneficiaries of the estate of late Lorenco Antonio Cardoso took over possession of about 50 acres of land at Curricury Town Legal State following the judgement of the legal high court which ruled India favour. The takeover of the land consisting of residential buildings, tank farms, mosques, offices and markets already erected was peaceful despite the fact that it was the bone of contention in the legal torso. Many residents were shocked when the beneficiaries of the estate of late Lorenco Antonio Cardoso stormed the area with security agents to take possession of the land by pasting caviar, empty notice on all the buildings and possession taken today August 8, 2023 by court order. Hello, hope you enjoyed the news, please do subscribe to our YouTube channel and don't forget to hit the notification button so you get notified about fresh news updates.