This is a creeper past immensely to be read word forward. I know that may seem obvious and intuitive, but trust me, the effect drops by an enormous factor to have someone describe it to you rather than reading it yourself, or having said person read it word forward. The story written here was designed to entangle and grip hold of the reader's mind, an effect entirely toppled by skipping the important details. Johnny, you could say, was a rather disturbed teenager. Diagnosed with that as a young child, he had no friends to speak of, and went to a special school, for gifted kids. He didn't have many interests other than the simple pleasure of video games from time to time. He would play the nights away, until they bothered him no more, and owned eight different vintage gaming consoles, almost all of them dot second hand. He never had the money, as a younger kid, to buy the consoles new, most of the one he had now worth from collections other than his own. He was only missing one from his abundant repertoire, a Nintendo 64. Having taught a copy of Super Mario 64 from a local second-hand antique gaming store some time ago, he was itching to play it badly. The game was entirely normal looking, just a bit dusty and chipped, about the expected look, for its age. He had been harboring this game for so many weeks that it was clawing at the back of his mind. Eventually, he couldn't hold back anymore. He looked online, and went around to five or six different shops to try and get an old Nintendo 64. He searched and searched, but to his dismay most of them either had broken ones, mainly for display, or hacked handled devices that played Nintendo 64 ROMs. Johnny was disappointed at every turn, but wasn't about to just give up. He ran to the shop, where he taught his copy of Super Mario 64 from, and to his surprise they had a system available. It looked utterly ordinary, all except for the reset button, which seemed cracked in some immentionable way. The clerk warned Johnny that this system was recently given to them by an old collector. He told Johnny that the reset button was stuck somewhat, and the Nintendo 64 might restart without warning. The clerk objected to selling it, and told Johnny he would be dropping it off to be dismantled for spare parts later that week, but Johnny was desperate. He paid full price to have the machine and brought it home as fast as he could run. When Johnny arrived home, after he got to his room to go to sleep he took out his Nintendo 64 and began to install it into an adjacent wall. He connected it to his TV and inserted his copy of Super Mario 64 into the slot. The game opened up normally, the title screen was not anything severely unusual. He began a new game and started playing. He was just so excited to begin playing that he couldn't contain himself. After all these weeks of anticipation, here it was. He was jumping on Goombas, dodging the chain shot in the first level and accumulated three stars before losing a life. That was when things began to act somewhat odd. No cliché intended. As the death animation was playing, and Bowser's silly head overtaking the screen, which is a maniacal, chiptune laugh, midway through it the game suddenly and unexpectedly seemed to cut away, as though it had reset. The strange part being that, instead of cutting to the title screen, it just cut straight into the middle of Mario's idle animation, as he was standing outside the castle, in the exact spot you would normally be in, if you had just loaded up the game. The reset cut directly into the middle of the castle yard theme, and it was all very jarring and creepy. Nonetheless, Johnny decided it was a simple fluke, and was way too caught up in his rush of excitement and adrenaline in playing the game that he forgot all about it within 30 seconds. For a second he feared that the reset may have cost him to lose his progress, but surprisingly, all his stats were entirely intact, as though pulled from a moment just, before he entered last the level. He didn't even lose a life. The same behavior went on, as Johnny played more and more levels. The game would stick him smack dab at the start of the game, whenever he died, with all his previous stats intact. Eventually Johnny got used to this behavior after about the eighth death, and played the game with no second thoughts as to why it acted like this. He even considered it hardcore, since lives were effectively worthless, but it seemed such a strange way to accomplish this effect that he put the thought aside. Johnny was having the time of his life playing this game. Not only had he been waiting weeks to do so, but it had presented him with this new, interesting challenge that he bet no one else had ever experienced. Of course, other than the previous owner. He began to think about how they could have broken the system in such a way for it to act so strangely, when Johnny noticed something weird that seemed less so glitch. The toads that would normally stand around the castle and happily greet Mario were, instead of hopping up and down cheerfully at the mere chance of being able to talk to him, or this interesting solemn look upon their faces, and their idling animations were somewhat more dull and slowed down. They wouldn't look directly at Mario, until he spoke to the meter. When Johnny tried talking to them, they would all stutter a little near the beginning of their text blocks, but by the middle or near the end would show this barely noticeable head-shaking animation and act perfectly normal, as though trying to forget some horrible fate that recently befell someone named who... maybe someone close. If Johnny tried talking to the toads again afterwards, they would all act perfectly normal, as though nothing was in any way wrong. Johnny had about 21 deaths tallied up now, and although ignoring it superficially, he knew inside him that any problems totaled up with this particular Nintendo 64 did not just sum to a broken reset button. 36, going on 37 deaths, and 37 resets, Johnny paid closer attention to the toads each time he entered the castle. They seemed sadder and more devoid of their usual cheery self each time he died, and the game reset. Eventually they stopped trying to push off the burden they had been holding back for so long, and had severe trouble talking to Mario. One even burst into tears at the mere sight of him. Johnny was mortified by the whole nature of the scenario, and in a combination of pure fear, amazement, and the initial adrenaline rush from plugging the game in, decided to dive deeper into the heart of this monstrosity, only to his own fault he would later have to blame. It took a while but Johnny eventually reached the final star door in the castle with enough stars to enter. He burned through more than 65 deaths, but it seemed worth it at the time. Johnny was almost ecstatic to beat Bowser one last time, but in Lighthouse's current situation felt a lonely seed of remorse and decided to check up on the toads for the last time. Johnny walked back down the wide, never ending staircase and into the large circular room surrounding it, and saw to his surprise some of the toads were missing. In fact, almost every single one was nowhere to be found. He ran around and tried looking everywhere, but could only find a total of three of the toads remaining, the one at the front door, the one by the large grandfather clock, and the one near Jolly Roger Day. These toads were acting far from normal, one last fraught in the ground, crying incessantly, of which Mario was even unable to initiate Chadwick. Another, leaning against the wall with a thick stream of tears falling from their eyes, was looking down and trying to forget the horrible tragedy that had recently occurred. If Mario tried talking to him, the toad would not even look up, he would merely murmur something unintelligible and then yell at Mario for disturbing him in this time of despair. The third one just stood there with wide, blank eyes, and his animation was barely noticeable, if he at all even had one. Mario could not initiate conversation with this one either, but the strangest part was that by pressing the A button to talk, Mario could not talk, so instead he would attack. Instead of passing harmlessly through the toad, as an accidental attack might, Mario knocked toad over to the ground and he tumbled helplessly on the floor for a few seconds before rolling face up with that same, interminable steer. This toad lost practically a statue with nothing to give nor gain from any future encounters. Johnny felt secure remorse for this one especially, for he knew from the depths of his heart that this toad would almost definitely be next. The most notable part about this was in fact Mario himself. Although the behavior of the various toads remaining in the castle had changed dramatically with the proceed of gameplay, neither Mario's disposition or animations altered one bit. He seemed perfectly aloof and naive about the whole situation, as both had barely grazed him. He was neither sad for the toad's loss, nor happy that they were gone. He just didn't give a damn. To stare into his perfectly ignorant and mentally sane face in light of the currently horrendous situation was maddening in itself, even when in others it might have seemed absolutely acceptable. No part of Mario's body language even slightly alluded to his differed feelings toward what was happening, it was almost, as if he didn't even know what was going on at all. Johnny was no longer happy about any of this. He was absolutely mortified by every minute detail, whether or not he experienced any one of them consciously or otherwise. He was not moving on, because he wanted to complete the game anymore, in the contrary. He wanted to stop playing as soon as possible, but his body just wouldn't let him. The grip of an adulterated fear held tighter and tighter, with each passing death, and after a while Johnny forgot he was even playing a game. He just assumed to be dreaming this whole situation, all the while glued to his old, noisy scanline television screen, subconsciously controlling what he thought was a direct projection of himself into this fearsome world. Johnny was not awake anymore. But his brain continued playing, whether he wanted to or not. Regrouping all the emotional reserve that existed within his feeble psyche, he ran up to the final star door guarding Bowser's stage and walked the long hallway, towards an enticing picture of Princess Peach. Could he finally have her back? He wondered this contemptably, as he fell down a deep chasm from a trap door that opened up under him. Tricked by Bowser again. But there was no level below him. He felt for what he felt to be an eternity, all the while the accumulated weight of past events he had desperately been trying to suppress were quickly creeping up on him, and an unavoidable paranoia sat almost immediately, and saw the fate before him. For as clear as the brightest day, there was a heavy spike smeared with thick, black blood lining the bottom of the pit. Mario saw it and knew he could not escape its grasp. Following all the while, he imagined what it would be like to be able to fly. If only he could fly now, he thought, just as the spike entailed upon his brittle skull. There was no escape, there never was. Not from this game. And then, the game reset.


What's up everybody Jason here for jazby's case breaks calm 2015 immaculate collegiate multi-sport one box break random number block number 23 Just sold out and again guys all these cards should be numbered So the good thing is that everybody gets a random number from 0 through 9 the way we distribute the hits out of here We'll be going by the first number on the left side of the sir number dash So those are examples right there just remember of course any null redemptions go to spot 0 if there is any non numbered cards We'll randomize them to the group at the end So here we go guys, there's the dice roll of the customer names and the random numbers Let's roll it and it is a six and a five eleven times one two three four five six seven eight nine ten eleven Boom eleven times six and a five eleven Jeff down to Ryan And we got eleven times here one two three four five six seven eight nine ten eleven Boom eleven times Eight down to five All right, so Jeff you have eight Ryan with one Ed with nine Jeff with four two Ed with three Terry with six and zero Jeff was seven and Ryan with five All right. Well, I don't think there'll be any trades for numbers But we do have three boxes left here. So I'm assuming this was a five box case Let's print out this sheet And let's choose a box number. So pretend this was box one box two box three if I roll a one two We're gonna go to the top three four middle five six bottom Horrible, let's do that again. There we go four one two Three four, we're gonna do the middle and if nick hasn't posted it already. I'll post it the next one On the website. All right first one here's Andy Dahl and 17 out of 99 That is uh spot seven kind of Jeff, huh? No, I didn't want we have a nick boil three out of 25 spot three going to Ed Duel that is Austin's environment Jenkins and bishops sanki two out of 25 dual patches there Spot two going to Jeff jumbo patch here of duke johnson seven out of 14 spot seven Going to Jeff All right, here we go to the autographs combos. Wow. Look at that Kevin Durant and Roger Clemens dual autograph 14 out of 25 spot four going to Jeff Last spot mojo very nice And the good thing is that we don't have to randomize this or nothing into the random number block break to Two legendary texas long horns there patch autograph of david cob two out of 10 A lot of hits for two and four jeff with two as well We have a frank the tank kaminsky 84 and again another spot four four that is going to jeff and the last one here is a Cliff Alexander 66 out of 99 Spot six going to terry But that was a nice box right there with that dual autograph Ink combos very nice guys. So there you go. That was the break quick little one box break again The next one isn't on the website yet. I'll post it up jaspyscasebreaks.com


The U.S. Naval War College is a Navy's home of thought. Established in 1884, NWC has become the center of Naval sea power both strategically and intellectually. The following issues in national security lecture is specifically designed to offer scholarly lectures to all participants. We hope you enjoy this upcoming discussion and future lectures. It's my pleasure to turn the session over to the college's president, Rear Admiral Shoshana Chatfield. Over to you, ma'am. Hi, and good afternoon. I'm here with my husband, David Scoville, and we are delighted to join you today for our Issues in National Security Lecture series. We're very fortunate to have our acting provost with us today to talk about our war college actually. And so I think that you'll get a lot out of this lecture. I intend to stick around for the whole thing and David and I will be here after the lecture to join in the family discussion group. So thank you very much for joining us today and back over to you, Professor Jackson. Thank you, Admiral and David. As a second lecture in this series, we thought it would be appropriate to provide each of you with a broad overview of what the college does to educate the future leaders of the United States military and our allies. We've asked acting provost, Dr. Jay Hickey, to provide us what we've labeled as Naval War College 101. As a reminder, during the formal presentation, please submit any questions you may have using the Zoom chat function. Dr. Hickey has been and continues to be my boss, so I'll take great care with his introduction. Dr. Jay Hickey is a 1980 graduate of the U.S. Naval Academy, who served for two decades as a Naval Flight Officer. He earned graduate degrees from Troy University and King's College London and holds a PhD from Salve Regina University. He joined the strategy and policy faculty in 2000 and he taught for three years at the United Kingdom's Joint Services Command and Staff College. He joined the College of Distance Education in 2005 to help launch the Navy Knowledge Online-based series of professional military education courses for junior officers and the enlisted force. From 2000 to seven until 2010, he served as the non-resident graduate degree program manager, then served as the director of CDE. Since leaving, CDE has served as the associate provost and recently moved into the position of acting provost. Dr. Hickey, over to you, sir. So thank you for the introduction, John, and we'll move on from here. So folks, thank you for joining us today. I was asked to give a sort of a Naval War College 101 talk and I will do so as soon as I get this up on the screen. My intention here today is not to make you an expert in any particular aspect of the college, but try to make you more aware of the totality of what this college does. So for those of you who may have driven in up the 95 corridor or maybe those who flew in through TF Green, when you came over the Newport Bridge and you looked off to your left and you saw that big old granite building sitting there on the point, you probably said to yourself, there is the Naval War College. And to a degree, you are correct. That is one of the original buildings of the Naval War College. However, as I hope to indicate to you in the next 35 or 40 minutes, the War College is much more than that. And I hope at the end of this time together today, you will join me in believing that actually the Naval War College is a worldwide command with worldwide influence, whether that is within the United States Navy, within the United States military, or with our significant number of international partners around the world. So from virtual Newport here, we will go on for Naval War College 101. So as you heard in that earlier video, the Naval War College came into being in 1884. In fact, our birthdays in a couple of weeks, October 6th. At that time, the Navy, the United States Navy was in a time of great transition. And we were moving from wood to steel. We were moving from sail to coal and the such. Admiral Stephen B. Loos, a visionary of his time, was very concerned about the officer corps. And what it was concerned about was not that we couldn't sail, not that we couldn't shoot guns, not that we didn't know engineering, but that we did not think about the wider profession that we were in, this thing called war. Or more importantly, the prevention of war went at all possible. And so he wanted to bring us together and you can see that first quote there, I won't read the screen to you. To really have people study for a year this art and science of this thing called war. Fast forward about 90 years coming to the end of Vietnam and we were once again at a crossroads. We had been very successfully, tactically and operationally in Vietnam and yet we were going to lose that war. Vice Admiral Stansfield Turner arrived at the college and he had the same view that we had lost some of our higher level faculties that we were not thinking as well as we could. And so what he wanted to do was restructure the way we did business here. You can read that quote there. His biggest concern was we had lost, sort of taken our eye off the prize that if we did not know how to argue our position, if we did not know how to make our case, to make sound decisions. And as it says there, both command and management positions that we would abrogate our professional responsibilities to others that could and those people would probably not be in uniform. We believe today that we hold true to this founding and second generation if you will of thinking that we today are still a home of thought, a place where we teach people how to think, not what to know, that we try to avoid wherever possible school house solutions and that we enhance the ability of our students to think critically and analyze, to work their way through thorny or wicked problems and particularly to face things today that we didn't envision five years ago, whether that would be AI or cyber or whatever is going to come next. We believe we still do that and maybe in 35 or 40 minutes, you'll agree with me on that. If you asked me today, what is the role or what is the mission of the Naval War College? I'd say, well, it's really a plural. We have missions. Now, the reason there are four in white and there's one in yellow is this has been an evolving task for the Naval War College. We've always educated and developed leaders. Over time, we had assumed a research role although there was original research at the very beginning. We have expanded into a greater role of combat readiness. Since 1956, we have been strengthening global maritime partnerships. And more recently, we were given the formal task of promoting ethics and leadership across the force. Now, please don't misunderstand. We have always had ethics and leadership in the curriculum, but a former CNO decided that we really needed to re-emphasize that. And so now we have a college of leadership and ethics. And in these five missions are in front of the Navy staff right now and we anticipate that our new mission function and task statement will come out soon and it will have those five formally assigned to us. And the fifth one there would turn white. So the one that we've done the longest is educate and develop future leaders. Now, I put this picture up simply to show that we educate people from across the force. Up our left-hand corner, Admiral Davidson from Indo-Pacific Command all the way down to the bottom right-hand corner who is Mary Beth Leonard, who at one time was the ambassador to the African Union. And I believe is an ambassador to one of the African nations right now. And in the middle there, you can see the chairman of the Joint Chiefs of Staff, Mark Milley, who is also a graduate of the Naval War College. And so the point being, and you'll see some of this later on, is we educate the entire force. We are a Naval War College, but while we deliver JPME, Joint Professional Military Education through a maritime lens, as you might expect sitting here on the banks of the Narragansett Bay, we do so for the entire force, both military, civilian, and our international partners. Now, this is an old slide. And the only reason I keep it in here is it's from an older Naval education strategy. But what it does show us is that on the left-hand side of the slide, as you look at it, lots of officers enter the Navy or actually enter the Joint Force, but this is a Navy slide. And as time goes on, people leave, people are greater or lesser successful as they move along. But as we move forward, we start to develop three kinds of leaders. We develop strategic leaders, we develop technical leaders, and we develop joint war fighters. And what we try to develop over time is a skill set that will serve our force across all areas. So you would expect that if you were a meteorological officer, we would want deep specialization in meteorology and oceanography and those kinds of things. So you would expect to go off and get a PhD at the Naval Postgraduate School or a top-flight civilian institution. But where our sweet spot is here at the Naval War College is we try to develop strategic leaders and we try to develop joint war fighters. So back when this Naval education strategy was active, we felt we had a sweet spot in two out of three of those areas, delivering value to the Navy and our nation. Now, we do have to answer to several masters. As I said before, professional military education is a service responsibility. And a part of that professional military education responsibility is the requirement to deliver joint professional military education. So while we say we're a joint professional military education institution, that is only one part of the education we deliver. But we are beholden to both our Navy masters, C&O Admiral Gilday and our joint masters, General Milley on the right-hand side. And so these are the ways we start to frame how we build our educational program. We have our Navy responsibilities. We have the maritime lens through which we look at war and peace. And then we have the joint responsibilities, which come from both Congress, the joint staff, the chairman and others. The point of this picture is not the eaches. It's not what every individual block does. Although I could take 10 or 15 minutes and explain all of those to you. What I'm trying to display here is that over the last 15 years, the Navy has taken education more seriously. If I showed you the slide 15 years ago, there would be a big block in the middle, where it says intermediate JPME phase one, there would have been an intermediate slash senior JPME phase one. The courses to the left would not have been there. The courses down below would not have been there. And only some of the courses to the right would have been there. But since 2004, 2005 timeframe, the Navy has built a number of courses, some very short, one week long, some a full year long, to try to instill in our officers and our enlisted force a habit of lifelong learning. And these courses are tailored, as you'll see later in the presentation, such that when you need a given course at a given time in your career, we have an opportunity to deliver that to you. That may be a planning course, that may be a course that prepares you to be on a staff. It may be a course for a very senior leader who's getting ready to take over a battle force in a joint or combined environment. But we have those courses available for you when you need them. You can see here our resident students. Again, I'm gonna show you this a couple of different ways, but you can see that we have both US students in the top half there, 168 US students in the senior course, 245 in the junior, and then our international officers. Normally we have a few more international officers, but this year, because of COVID concerns and difficulties in traveling, we were not able to get as many officers as we normally have here. But that is a key and important part of our academic program here. Some of the other residential programs, the shorter courses I'll talk about later, but you can see broadly the numbers of people we educate each year. We have two graduate level programs. As I said, in 2005, 2006 timeframe, we only had one. We only granted joint professional military education phase one, even though we had an intermediate and senior level course, and we only granted one master's degree. But over time, as we've specialized and as we've broken the education apart into both the intermediate, we call it the junior sometimes, and the senior level course. We have now been accredited for two different master's degrees and we're allowed to give professional military education credentialing at two levels. We are unique. Again, the picture here is to show you that our courses are modular. We teach both the senior level course and the intermediate level course with one faculty. So here in Newport, we have one building, we have two student bodies, and we have one faculty. If you were going to the Army War College or the Army Command and General Staff College, you would either go to Carlisle Barracks or you would go out to Fort Leavenworth, Kansas. Again, vastly segregated. While the Air Force is co-located down at Maxwell Air Force Base, they are separate and distinct institutions for the most part. And yet here we have both courses taught by one faculty. There are challenges to that. It's more difficult on an individual faculty member. They have to learn two programs of instruction. But the advantages, or one of the advantages is each faculty member fully understands what the junior students are getting and what the senior students are getting. They understand how they can differentiate the instruction at both levels. We also bring those students together in the elective program. So while in the intermediate level course, primarily officers in the rank of major or lieutenant commander, some in the rank of captain or lieutenant in the Navy. And in the senior level course, mostly commanders, lieutenant colonels, captains and colonels, when they come together in the elective program, they are brought together in that mixture. So that a young officer can not only have an education with a more senior officer, he or she could gain coaching or mentoring from that officer. We also have phased inputs, which is unique within the military, professional military education world. So whereas if you go into another school, all students would arrive in August and all students would arrive or would graduate in May or June. For a variety of reasons, which benefit Navy and other forces or other members of the force now, we bring in students three times a year. We bring the majority of our students in August, but we bring students in November and we also bring students in February, March time. This allows students to complete key milestone career assignments to stay working for a Flagler general officer until that officer is ready to release them and then they can come and join the course. The challenge for the faculty is they have to integrate three separate distinct courses because we have no idea which student will arrive when. The advantage for the student is when they arrive, there are students here who already understand Newport, they understand the Naval War College and they understand the academic program. So if you're a new student arriving in November, you can turn it to somebody to your left or to your right or nowadays in Zoom obviously and say, hey, I don't understand how X works and that person has been here and can explain that to you. We also have a couple of longer programs, our Maritime Advanced Warfighting School and our Advanced Strategist Program. They build on the core program but they stay for a 13 month program of instruction. Those are equivalent to second year programs in other services. As you can see from this picture, and again, it's just really look at the colors here. You can see that this is the Naval War College and Naval being described as the Navy in the Marine Corps and yet only 30% of our students are Naval. You can see that 44 are Navy and 19 are Marine. Everybody else on that screen is from a different service from a civilian institution or a civilian agency, excuse me, or one of our international partners. So what you're getting, what the students are getting here, the education that's being delivered is truly inter-service, inter-agency, international to the benefit of all. Again, for the intermediate level course, you can see that even though we have a larger US Navy population in the intermediate level course, only 43% of the program or the student body, excuse me, is Naval. Again, international, inter-agency, inter-service. Now people often say, is this course preparing me for my next job? And there are elements of that. I mean, people will come here, they will learn planning. They may go to a planning job next. They may learn some staff skills. They may go to a staff job next. But really what we're trying to prepare people for are a series of jobs for the future. It's not about the next duty assignment necessarily. It's about improving your mind to be able to do better work in jobs of increasing responsibility as one moves forward in a career, whether that's in the military or whether that's in an agency position. And that's what Admiral Stansfield Turner really pushed in the early 1970s, that we had to focus on the long-term development of our officers. We also have an electives program, as I indicated earlier. The nice thing about the electives program is because we teach a common core, every student gets the same common core as opposed to a university where you can pick and choose your courses. And yet in the electives program, there is the opportunity to pick and choose your courses. And what students can do is they can either go broad and take courses in several areas. So they could take a course in Asia. They could take a course in Europe. They could take a course in cyber, for example. Or they could go deep in one of those areas. If they had a particular interest in a part of the world, then they could dig deep and take three courses, all taught, excuse me, by experts in that field to gain a deeper knowledge in one given area. Some of these areas of study will result in a designator given to an officer or a civilian employee. But there are opportunities there. The other opportunities that are offered by the electives program is the faculty have an opportunity to teach their passion. So some of our faculty who teach Common Core, they may be experts in Asia. And this allows them to go back to their chosen academic discipline and pass that knowledge on to the next generation of students. We also have a number of ways we support our students. The Writing and Teaching Excellence Center is an opportunity for students to have both diagnostic work done. And if they identify gaps in their writing skills to have one-on-one work with an expert in writing to enhance and enable that. This doesn't take the place of working with faculty moderators, but it is an additional tool that the students have. Furthermore, in the last year to 15 months, we've brought on additional personnel who have skills outside of the writing side of it into the Teaching Excellence side. And they were invaluable last March when we had, or this past March, when we had to move from classroom instruction to online environment in literally a week. And those people, people, particularly Professor Rosen, have really worked with the faculty to build the skill sets, to move someone who is expert in a classroom to expert in an online environment. Now it has been true for many, many years over a century now that the education offered here is not available to all. That's due to career assignments, that's due to volume of officers, that is due to the needs of the Navy and the needs of being operational at fleet. So 30 years after the college was formed, the College of Distance Education was formed. It was not called that at the time, but it was effectively a non-resident program. It started out with courses that could be taught in a ward room at sea or individual courses and instruction, but for a single officer. Over time, those have built, they've morphed, but the fundamental program has stayed the same. How do we take the education that is given here in Newport at the intermediate level and how do we take that out to the officers where and when they can do the education if they don't have the opportunity to come to Newport or any of the other professional military education institutions? Currently, there are three major programs that are run by the College of Distance Education. There's a fleet seminar program, which is effectively you go to school at night at a naval installation near where you live. So for example, if you were stationed at a squadron at Naval Station Norfolk, at night, you could go to a strategy and war seminar at the Joint Forces Staff College. Completing three courses would get you your JPME phase one instruction. Starting about 15 years ago in earnest, the Naval War College has had a presence at the Naval Postgraduate School. Students going to the Naval Postgraduate School who are out there for either a technical or a national security degree and also complete their JPME phase one as part of their educational program while they're there. In volume, it's our largest number of graduates each year at the intermediate level. Additionally, we have a web-based program. It's recently morphed from a series of three courses to a single course of 11 months. And again, if students are not near a fleet concentration area, they're in an overseas location and they're not at the Naval Postgraduate School but they need their JPME phase one, the Naval War College has a way to get that to them through a web-enabled basis. You can see the numbers there. All I'm trying to show you there is the non-resident population is much larger than our resident population. We also have a series of courses. If you think back to that first slide I showed you or one of the slides I showed you with lots of blocks on it, there are four courses on the left-hand side of that that are self-paced courses although they do have assessments that are hosted on Navy eLearning. And as you can see right now, we have over 300,000 students enrolled in those programs and almost 150,000 graduates. Those courses prepare junior enlisted and more senior enlisted for career milestone courses such as the Senior Enlisted Academy and they also prepare our junior officers for the intermediate level course here at the War College. Now, while this place has always been involved with research, over the last few decades we have taken a much greater role in defining the future Navy for the CNO and others. The Center for Naval Warfare Studies has three major lines of effort. There's a Wargaming line of effort, there's an International Law line of effort and there's a Research line of effort. And I'll speak very quickly about each one. Wargaming has been involved with the Naval War College for decades. We do everything from very highly classified wargames for the chairman of the Joint Chiefs of Staff for the Chief of Naval Operations or other four stars, all the way down to supporting wargaming and interactive gaming for the students here at the Naval War College and for some of our international partners. Our Stockton Center, while small in size for permanent employees, brings many international partners in for short periods of time and really is an outsized influence in international law in those discussions, particularly in the area of cyber war and law of the sea. Strategic and Operational Research Department, we call it SOAR, has a number of research groups that look at key areas of the world or key problems but also has a number of institutes. And as you look through that list right there, you can see a number of people that we study that you're probably not surprised. We study the Chinese, we look at future warfare, we study cyber, we study Russia. Additionally, the Naval War College Press publishes a journal but also publishes volumes of compiled works, sometimes put together by the faculty, sometimes coming out of conferences and other efforts. Now you would expect that research priorities exceed our capabilities. So each year CNWS are on a biannual basis. They take a look across the world. They talk to our stakeholders. They try to identify what are the key items that need to be looked at in great depth. Some of those may be regional, some of those may be thematic. And you can see these again here, probably not surprising. The Arctic is important, Russia and China are important, the Indian Ocean. And you can see the thematic ones there. The items that people that deal with the Naval War College want that depth of bench that we provide. So for example, recently the Secretary of the Navy calls up and says, hey, I need somebody who is expert in the Arctic. Well, we happen to have that person, Professor Walter Berberk. And he is now going to be an asset ready to be used by the Secretary of the Navy when needed. And I could give you any number of examples of people who they've been reached out, they provide that deep knowledge, ready unavailable or ready when needed for our senior leadership. Supporting combat readiness. Now you might argue and we would argue that we support combat readiness with every graduate of the Naval War College, whatever course we teach them. But more specifically, in the last decade or so, first in an organization called the College of Operational and Strategic Leadership and now the College of Maritime Operational Warfare, we have gone into a much more focused support of combat readiness. Now the details here aren't important. I can use this slide for any number of audiences. But I want you to think if you will about a career of somebody who might work in a restaurant. And my first job that wasn't knowing lawns or delivering papers was I was a dishwasher. I was a dishwasher in a local restaurant here in my town of North Kingston across the bridges from where many of you are probably sitting right now. And so what we would offer in this series of courses is that a young man or woman comes to the Naval War College and they need to be where it comes to a restaurant, excuse me, and they're gonna be a dishwasher and we have a course on dishwashing. And that might be the Maritime Staffer Operators course or it might be the Maritime Operational Planners course. Now sometime later on that person might promote and they might become a line chef. And that person might need another course to become a proficient line chef. Well the equivalent of that might be the Executive Level Operation of War course for a 05 or an 06 going to a staff. Eventually that person might take over the restaurant. They might become the Executive Chef or they might become the owner of the restaurant. And they would need some education for that. And we can provide that in the Joint Force Maritime Component Commander course or Combined Forces course. For flag officers, one stars or two stars who are getting ready to lead a battle force in either a national or international context. So those are the types of courses we have. Some are one week long, some are five weeks long, some are 11 weeks long. But the point is we have a series of courses that can be delivered at that point in time when that officer or senior enlisted personnel need that course for the next duty assigner. We also do some for international officers, both our international maritime staff officer course or a planning course in Asia Pacific. We do other things. We have sailors, I'm sorry, let me rephrase that. We have officers and civilian professors from the Naval War College that routinely visit fleet commanders and staffs. The advantage we bring there is we're not from a different staff or a different fleet. So when we show up, we're honest brokers, we're independent neutral parties. Having worked with all the fleets, we can then offer suggestions, offer ideas how to make their processes better without carrying the baggage of being from the other team. We have highly qualified experts. We have humanitarian response program, which has been vital recently during this COVID crisis, working with both national and local leaders, talking through how we might deal with those programs. We also do independent flag officer development. If an officer is getting ready to go command at the one star level at a various part of the world, as part of the development or the part of the preparation for that assignment, we can bring them here. They can speak to the deep experts here. Let's say someone's going to Asia, they can speak with Asian experts and talk about key problems that they're going to face when they arrive in those positions. And so this is one of the areas where I can point to you and say, we have worldwide influence. These are the places that in the Naval War College routinely visits, assists, send support teams to, and graduates go and serve in these items around or bases around the world. Strengthening global maritime partnerships. We had international officers at the college in the very earliest of days. But coming out of World War II, Admiral Arlie Burke then, the CNO, really thought that if we had really understood our international partners better or perhaps even our international adversaries, perhaps World War II would not have been the horrific event it would have been. So starting in 1956, we brought a number of senior officers here to what was now known as the Naval Command College. Many years later, we built the thing called the Naval Staff College for our intermediate level officers. Originally these were standalone courses. They are now fully integrated with our US students. If I were to show you a Zoom session right now of one of the strategy and policy seminars tomorrow, you would see international officers sitting in those classes. So not only do our American students build relationships with our other American students, they also build critical relationships with our international partners. As our international partners also learn more about America and deal with us.  A perspective that 15 Americans sitting in a room might miss. And that is extremely important to us. Years ago, when I taught in England, I had a Swiss officer, Rene Chastiné, Lieutenant Colonel. And we would have these discussions and everybody would be talking about kinetic action. And he would stop and he'd say, can I give you the input from a neutral and that would fundamentally change the discussion in the classroom. And our international partners do that for us every day. The international partners value their education here just as much as we value them. And the impact is impressive. So if you look under the numbers at NCC, the specific numbers are less important, but look at the number of graduates versus the numbers who rose to the highest ranks of their services. Almost 50% of those who came to the Naval Command College went on to serve as flag officers. Well, more than 10% became the head of their Navy. If you look at the bottom right-hand corner, the last time I had these numbers pulled a little bit earlier this year, 44 of the serving chiefs of their navies were graduates of Naval War College, either of the NCC or of the NSC. Now some had attended both. So there's a little bit of, you gotta be careful with the math. But 44 heads of Navy have been here, have talked with Americans, have a greater understanding and we have learned from them as well. You can see there quite an impressive list of nations that have been represented over the years. We also on a biannual basis hold what we call the international sea power supposing. Actually, the chief of naval operations holds the international sea power supposing. It's not ours, we host it. It was canceled this year due to COVID, but what this is an opportunity for is to bring together many, if not most of the heads of Navy or Coast Guard from around the world to come and sit with their peers to discuss items of common interest. And this includes the head of the Chinese Navy, People's Liberation Army Navy came the last time. So not only is it the opportunity for friends to talk to each other, it's also an opportunity for those who might be less friendly on a day-to-day basis to begin a dialogue, to maybe begin a friendship or at least a common language that in a time of crisis later on might be resolved without bloodshed. There are nations here, or I'm sorry, there are senior officers today from nations that do not have normal diplomatic relationships who were here together at the Naval War College and have been able to talk to each other in times of crisis. Unofficially, that they could not do normally. We also try to extend our outreach. We try to go back and you can see the places around the world where we go. We try to get back together with our graduates. We try to get back together not only with the graduates but with local or regional US service people. And we try to reestablish and reaffirm and re-forge, if you will, those relationships that we built with the people while they were here at the Naval War College. They've been highly successful and we try to, in a normal cycle, obviously disrupted by COVID right now, we try to build a series of these smaller regional symposia into the next international C-power symposium so that conversations started regionally can now be handled on an international basis. Our newest mission, the one I showed you at the beginning in yellow, was to more formally promote leadership and ethics throughout the force. So the College of Leadership and Ethics has three main lines of effort. The first is to inject and formalize leadership and ethics in the Naval War College curriculum. And you can see the types of things that we do here. Every student takes a leadership in the profession of arms course. The faculty across the college teach ethics electives and there is a senior leader development concentration. The College of Leadership and Ethics also takes a key role in what you might call staff or workforce development. So professors of the College of Leadership and Ethics who have expertise in things like working in difficult or difficult work environments, challenging leadership interactions, they can teach courses on that. They can have you take an evaluative framework like MBTI or one of the other things and then help you understand your personality in a more formalized way. So not only do they teach externally and teach internally, they also work in staff development. The secondary, it's been a growth area for the college as leader development for flag officers. There has long been a one star course. So a captain promoting to one star had a new flag officer course. But as time went on, our most senior flags in the Navy realized that what made you successful as a captain and as a one star might not make you successful as a two star or a senior executive, the equivalent in the civilian side. And what made you successful as a two star might not set you up to be successful as a three star. So what are the tools? What are the insights that could be provided to you as you rose through those elevated ranks? And we have built those courses. They started off slow and now exceptionally well received across the Navy. We also have a flag development strategy where coaching and self-awareness instruments. So individualized instructions for individualized flag officers. So they take a framework assessment and then they spend hours with one of the professors from the Naval War College to discuss the results of that instrument to gain greater insight into themselves. Finally, the third line of effort is there are 17 communities in the United States Navy. And as you would imagine, 17 communities means 17 frogs jumping in different directions all the time. Everybody has their own history. They have their own heritage. They only have that they have their same traditions internal to the Navy, but also internal to the community. So aviators don't think the same way the surface line officers don't think. Submarine community thinks differently. The seals think differently, but they all need leader development. And several CNOs ago said, you need to all align leader development so that certain aspects of developing those leaders are common within the Navy across the 17 communities. That development effort continues today. In fact, I think it was early last week or within the last five or six days was the last meeting of the 17 communities with our leaders here at the Naval War College to continue to align those efforts. So I think I've come to both the end of my time and the end of my slides. Oh, I'm sorry, I have two more slides. We also have, and I put these slides in because these are aspects of the college that are often behind the scenes. And I would be remiss if I didn't highlight those. These departments here serve as the backbone. So when you walk into the college and when you can do that again, you see beautiful buildings. You see nice facilities, you see good classrooms and good, those don't just happen. So behind the scenes we have facilities maintenance folks who keep the lights on, who keep the leaks off and continue to keep the place clean. Events and protocol, the number of conferences and major distinguished visitor visits that we have at this place in a normal year pre-COVID is mind-boggling. And yet behind the scenes, they make that all work. As you would expect for both our distance and for our internal programs, we have huge information resource requirements. So I just wanna give a shout out to our mission support folks. They're often unseen behind the scenes, but we have them. And finally, for those who are interested, sorry, I'm jumping ahead too quickly. We do have accreditation from both a regional body for our master's degree and we have accreditation from the joint staff for our professional degrees. So every student that comes here gets a fully accredited degree and gets fully accredited professional certification. So with that, I am now done and I will stop sharing my screen in case any questions have come in that people would like to ask. So John, back over to you and I will let you MC the rest of this. Absolutely, Jay, thanks very much. And I now know why we have gotten along so well over the last couple of decades because I started as a dishwasher too. And in fact, I see that as a fallback position in cases education thing doesn't work out. So it's a good experience for us. We do have a couple of questions. And first one is, can you give us a peek at any potential changes to the academic program, any areas that we may wanna spin off into if such things are able to be discussed at this point? So I can touch on that, John. So for those who have kept up with Navy education over the last 18 months or so, you would have witnessed a time of incredible turmoil. When I say turmoil, that doesn't mean necessarily bad. Turmoil can be good, change can be disruptive and still be good. But we had a series of senior leaders who put great investment into education and then they departed. And so we're in a bit of a time of uncertainty on how those initial efforts that were developed by those senior leaders will continue forward. So for example, the Navy Naval Community College looks like it has gained purchase and will continue moving forward. Some of the other things that we have looked at which have not come to fruition yet but may come to fruition and these are still under discussion is a series of smaller short courses that might be stackable into a series of certifications. So you could imagine if we get support and funding that we could build a series of three or four or five courses in cyber or some other area. And if an officer or whomever completed those four or five courses, he or she would get a certificate or a credential that said that they had some additional expertise in cyber. You could see a number of opportunities out there. Unfortunately, as we have moved from one set of senior leaders to another, we're in a bit of state of limbo right now to be quite honest. And we don't know where that is going. We are interested in those things. We just don't know if we have the support right now.


Okay, so we're on this Niko next box game, which is like a Gary's Mod inspired game And you get chased by all these PNGs as you can see oh my god. Is that a we got a boonga? What the heck is that we got Selen Which is kind of scary because I read about that Selen PNG and it's a pretty dark case It was like this girl that was missing. Oh God. What is that? It's a Yoshi. Oh, yeah So that's the land girl It was like this girl that she came out on the on the news report that she was missing and that picture showed up of her And I'm not sure if it's true or not, but it has a pretty dark backstory to it Okay, this game is definitely something else. Oh My god And actually they did update the game where you can go into the back room which we will go into the back room Further to this video Let's just explore around here first Where's like the boonga go there yet? Oh my god, that is pretty good terrifying dude. All right, let's go see the others Why don't they travel in packs? We got dingle right here. Oh, no. Oh my god. They're Jesus Okay, go go go. No, they're right behind us. I think we're gonna die. Okay. We're alive. We made it. That was very close. Oh Gosh no, please. No Somebody help me, please. It's locked. Okay, let's go around My god, that was close.  Yeah, they added like a safe room also out of the words that I think it's back here somewhere Create the door locked. No, no, no, no, no No, no, please. Oh my gosh. She's back. I'm trapped. Oh my god. We're dead But we're not dead. She's like right on us. Oh my god, that is terrifying.  I just found in but okay This is so random Okay, let's go over here. Oh My god, you're the cum. But yeah, Yoshi's actually a girl if you guys didn't know it's from like this Japanese horror game She went out There's a little backstory so she went out with her friend To this forest and they went in like some cave and they were like this mysterious guy in the cave with him And he beat her with a pipe to death and that's right here His face is all like dismembered and he was like coming to back. Oh my god, no Oh, no, we're trapped there. Go go. Okay, we got it. No, no, no, turn around dinosaur. Do not go that. No My god, I just broke her ankles. Is that like a domo character? That is pretty cool There's a loose T-Rex out here, man Okay, look at them. They're just traveling in packs, bro. Oh My god, red red red everybody turn around. I actually want to try to find the safe room.  Oh god, not again not again go that was so close Dude, why is there so many dinosaurs? The gate open hurry Okay. Oh, I wonder who opened this. How do you open this? I think there's a way for you to actually open and close it. Oh, here it is Okay, I'm not sure if that was good or not Okay, we're safe over here Everything seems good Okay, there's more gates. What there's a door back here Don't check it out. Oh, it's a safe zone. Okay, so this is one of the safe zones. They added I believe they added two safe zones to the map That actually makes me feel safe with a little elevator music in there. Oh, and here they come Geez dude, I need to go run to the room open the door open open. I Think if you open the door, they can actually come in here. I'm not too sure It's like a mad overload of PNGs over here. Oh gosh. No, no, dude.  Let's go I've been arrested for both. What? Oh my god. Oh, oh Okay, that doesn't seem good Jesus man. All right, let's go find the back room. I heard that if you're going to parking lot You have to go in the parking lot somewhere It's somewhere in the parking lot with the elevators No, it's not here. Let me find it. Oh gosh. Oh, Selena. Okay, the album where the elevators What's going on? Hey, we need to find the elevators where the elevators Okay, here they are you see these elevators here You don't find oh, it's this one We need to find the elevator that says eat indirect or else you Oh, there's an emoji face.  Okay, there's speed in here Dude, what the heck man? We got speed Nemoji That's Christian bail. I forgot we'll move you from Dude, I feel like it's crazier in the back rooms Okay, there's not really much to the back rooms except the back rooms itself There's nothing to explore. Oh my god. It just keeps extending back here Okay, there's I don't think there's like any safe rooms out here or anything Oh Run run run run run. Oh, you can actually travel back That's pretty cool. I don't know you can actually go back and forth through the maps. Oh Great a boom. I was right here to greet us. Hello, mr. President What oh my god, oh No, no, no, no, please. Oh my god. That was too close. Whoa, what? Where did that dude die from his body just like flew. Can you go in here? You can't Hey, that was weird. Okay, great. We're trapped here Oh, no, please Now we're being chased by a booga and Selena for Selena. I think her name's a lens Yeah, it's like Selena. Oh god or something like that You see you can actually hear the news about broadcasting pay attention not today No, what? Oh Let's go go. Oh, man. I got that guy What I don't understand some of the doors, I don't think you can open all the doors. I'm not too sure like for these for example like What's in there? I want to see what's in there, but you can't open the doors for some reason I guess just some doors are remained to be locked forever And yeah, all right. Well, there we have it and you go next box This game is totally insane. I don't know what the next update could be The newest update was the back room's addition, which was a new map And I think it was also the safe rooms. Oh god. Here she comes dude. I'm trying to Close the doors Just can't be safe in this map where we are Right you gotta look. Thank you for watching and I'll see you guys in the next one. Hey, that's my nephew


Live from the Congress Center in London, England, it's The Cube at MIT and the Digital Economy, the second machine age. Brought to you by headline sponsor MIT. Welcome back to London, everybody. This is The Cube. I'm Dave Vellante with Stu Miniman. Marshall Van Alstien is here as a visiting professor at MIT Sloan School of Management and is speaking today at IDE on network effects and platforms. Marshall, welcome to The Cube. Thanks for coming on. So set up your talk today. What are you going to talk about today to the audience? Well, there are a couple of things we're going to try to visit. One of them is going to be the changing nature of business models in the economy and what's happening in the changing structure of industry. One claim that we'll make is that platform business models beat product business models almost every time, but it's the product business models that we've been teaching about and learning about and studying about so far. Another thing that we're going to try to visit is why things are changing in the economy. What are the causes of that? And then the third thing will be, well, what are some of the implications that we can go into with the changes in the economy and why the business model for change? So let's start with platform. People want to know, okay, what do you mean by platform? What's the difference between a platform and a product? Well, great question. So you might think of a product as defined by its feature set and what that product does. We like to think of products being defined by features but platforms being defined by communities. What's the ecosystem built around that? Is there a developer ecosystem around that? Are there contributors? Are there user-generated content around that? The platform brings in third-party value add and third-party perspective that takes place outside the walls of the firm, that distinguishes what you might make internally versus what you might be found and contributed by the context and the ecosystem or the environment. So a product might have an API but a platform must have an API. Is that a fair? It absolutely has to. Matter of fact, you've hit on a wonderful area. Matter of fact, one of the things we've been looking at talking about in this talk but is that APIs are almost becoming the new form of intellectual property. You have this as a way to grant access to new forms of value within the ecosystem and have others to contribute to that value. APIs is a fantastic way of bringing in the external members of the community. So talk about your research in this area and share some of the findings. So one of the things that we talk about is the rise of network effects. How it is that communities can add that value or how it is that a product becomes more and more valuable as other people use it. Network effects can fundamentally change the nature of the business model. Anticipate the results. One of the things we're going to claim is that you focus, your attention moves from the shifting inside the organization to outside the organization as you bring in third party value. Network effects changes things like the pricing, for example. Can we explain the economics of free? How do you monetize an old good that is priced at free? With network effects, we can actually develop new metrics and measures of the ecosystem contributions of the third parties to do that. Another element of that is the growth that you might experience outside the organization. What is it that others contribute that cause adoption and viral spreading of that particular product? Another is the change in the corporate strategy that takes place, the old boundaries of the firm shift over time. I'll give you a perfect example. They teach four to five forces in business schools. Where you've got competition, you've got buyers, you've got suppliers. Today, you could ride on Uber today and then drive for Uber tomorrow. You can rent with Airbnb today and host with them tomorrow. These boundaries are completely blurred. The markets are completely spread out across different ecosystems. We need to figure out how to manage those different boundaries. So how do you quantify that network effect? Is it the residual creation of value? Is it revenue that's created as a result of that? Is it more intangible? How do you actually quantify that? So what we look at, there are a couple of different, there are two things at least that we want to look at in the measurement of the network effects. One, what's the core value created and given interaction? So if you're engaging on YouTube, what's the value you get from YouTube videos or the value of a particular ride? Then you want to look at the spillover value that's created for others. So in a YouTube video, what additional recommendations can we make to stew from a video that you might watch? Or what additional patterns from a Google search you might be able to give me from your particular behavior? This creates data feedback loops that make the product more valuable over time so you can make better and better recommendations or better and better product management over time. It's the measurement of that spillover and feedback loop that actually helps account for what the true metric should be. So I think about ways. And ways obviously gets more valuable as there are more waysers in my network. So does that mean that more people will use ways get value out of ways? I'm still unclear on how we actually translate that into money. Wonderful question. Okay, let's back up and take a look at what happened over the evolution of some of these mapping economies. If you look at Navtech was purchased for how many millions of dollars to actually it, it was a horrible acquisition. It was a great example of keeping the value locked up inside. Ways brilliantly crowdsourced that. Not only did you get the street navigation, but you get real time data. So if there's a traffic accident or if there's a policeman stopping traffic and doing a radar detection, that data is picked up immediately in ways and then propagated not from that one individual but to the ecosystem as a whole. There's that spillover value that causes ways to be much more valuable. Ways zoomed past the value of Navtech so it was acquired for a large sum of money and you get the complementarity between the existing mapping system and the value of the data contributed by the ecosystem partners. Fantastic example. So valuation obviously is a key metric that you track. You were talking about Uber before and the difference between how the VCs valued Uber versus was it academics or? Versus the traditional mechanisms. Yeah, yeah, okay. So one of the things I argue that happens is that almost every single one of the things that we teach in business schools changes when you get network effects into the picture. So whether it's marketing and pricing, whether it's logistics and supply chains or finance. We've got examples in each of these. Finance is a fantastic example. Only June of last year, there was a fantastic debate in finance between a famous finance professor at New York University who had actually won prizes for whose research had long-term influence and had written textbooks in finance on what was the value of Uber and he raised a very simple, wonderful question. Why on earth are venture capitalists putting $1.2 billion into a company that only had a few hundred million in revenue? How could you possibly justify that? Well, he used the classic tools of finance. He estimated the total size of the market. He then did a discounted series of cash flows and then estimated the proprietary barriers to entry, the patents that you might have. Who else could enter that? And he came up with what was a very plausible estimate for Uber of $5.9 billion. But he did one thing that was very graceful. He said, look, these venture capitalists are crazy, but at least hear my numbers, here's my spreadsheet. Anyone who disagrees with me, you're welcome to go run your own numbers. Bill Gurley, one of the investors in Uber took up that challenge, brilliant analysis. So he took it and then he used network effects to show it and he used this fantastic diagram from the CEO of Yammer, this former CEO, I believe, of PayPal. And he showed more riders attract more drivers, more drivers attract more riders and you get this feedback effect and you get arbitrary scale. Uber of now, of course, being the largest taxi company in the world, although it owns no taxis, and you've got network effects going. He said, once you do that, you're not just thinking of pricing the existing market, you're changing the market. In this case, you're not just looking at taxis, you're also looking at then encroaching on the rental car market. You're looking at encroaching on the second car market. You're encroaching on the logistics market. You've changed the whole market size. And he said, oh, by the way, the data on San Francisco alone show that the taxi market is three times the size, so if you take 5.9 and our estimate 17 billion, you're already there. Guess what? By today, Uber's already worth 40 billion, so once you've accounted for the network effects, you get a huge difference. The argument again is network effects change all kinds of different things that we traditionally learn in businesses, operations, finance, pricing, marketing, all of these things invert when we add the network effects. So we spend a lot of time in enterprise tech and one of the things I look at is the open source markets and companies are not only using open source, but they're now contributing it to open source. And I think the network effect could probably be played there because it's always, you know, if I work for, you know, big public company, how can I justify rather than my guy sitting working on my application, he's contributing code which might eventually come back and help me.  So I think that is a perfect example of open innovation where you can actually capture it in the right way. Although I've suddenly repositioned that. So I actually think you need some of the open source contributions on a broader scale. You imagine one of the ways that Android passed Apple iOS in terms of market share was to be more open. There were multiple Android stores, there are now larger numbers of developers. I think Android now has something like 80% market share relative to Apple iOS which has subsequently less. But don't go too far. If you go too open, you can lose control of the ecosystem. As an example, Linux is a difficult one because I think with properties of that specific license, you can't actually charge what you're doing because the customers also gain the rights to it. You need a proprietary complement, not just services, but a proprietary complement that might also scale.  Android is now competing with an open source version of itself, right? So, there's an interesting balance. I think in China, for example, the open source version of Android is now doing as well as the Google-controlled version of Android. So, I think openness is a very wonderful way to grow the ecosystem and capture third-party value, but you always need a proprietary complement that you can still control and manage in IP in order that you still have a business model. It's a very interesting and delicate balancing act. So, products have cycles, cycles come and go, platforms, as you point out, have this ecosystem, and I'm struck by in reading the second machine age, and I'm sure we're going to hear some about this today, this winner-take-all economy, but you just gave an excellent example of iOS and Android where it's two winners take most. Maybe the third guy gets wonderful crumbs. Can you help us squint through that sort of dynamic of, is it a winner-take-all economy? Is it a zero-sum game? That's a great question. I would argue that in general, we probably are facing new examples of winner-take-all effects. Let me see if I can highlight a couple examples that both historically and currently. The reasons you get winner-take-all markets tend to be things like, for example, supply-side economies of scale. In an earlier era, the industrial giants might have been Carnegie Steel, huge supply-side economies of scale. In electricity, there were two main firms, it was Westinghouse and Edison. Again, huge economies of scale. In auto manufacture, it was Alfred Sloan and Henry Ford. Again, huge production economies of scale. Economists have another name for network effect, which is a demand economy of scale. It's actually value that grows as more people use it. I'm arguing, one of the points of the talk is that we are seeing a new era of giant monopolies. And in this case, it's on the opposite side of the equation. It's on the demand-side economy of scale as opposed to the supply-side economy of scale. Take a look, for example, at the dominant firms today. There was a wonderful quote that went around on the internet, I think, a couple of weeks ago. The largest media company in the world is Facebook, and it produces no content. The largest retail in the world is Alibaba, and it doesn't own any inventory. The largest taxi company is Uber, and they don't own a taxi. The largest hotel company in the world is Airbnb, and they don't own any real estate. Well, how is that? It's all on that outside demand economy of scale. It's all that production that's being done outside the firm. In each of these cases, I think what's happening is a replay of the industrial giant monopolies, but on the other side of the equation. It's on the demand-side economy of scale, the network effect, as opposed to the supply-side economy of scale, the low-cost production. Whereas the car makers made all the money in the old days, car dealers did okay, but the car makers were really where it was all at. Now you're saying that in the demand-side, it seems that their organization's riding on top of this digital fabric, they're enabling this network effect to occur. They don't have to own all the components, whether it's the cloud or the security layer or whatever. I mean, there's money to be made there, but the new business models are leveraging that digital fabric in new ways. They're leveraging it in fabulous ways. It used to be considered inflation technology. It used to be the case that IT would manage the back office. That gave us the ERP systems. Then they started managing the front office, and that gave us the CRM systems. Argued that inflation technology in these networks are now managing what I call out-of-office. So it's the stuff that's not even yours. Matter of fact, in business schools, we teach just-in-time inventory management. I think with Airbnb and Facebook and Uber, it's not even mine inventory management. It's just somebody else's resource. It's a way of having the ecosystem add that value as opposed to the firm itself having to create that value. You can do both, but I think that network effect is where a lot of the leverage happens. So Marshall, last question I have is, how is teaching changing to accommodate the research that you've done and others? So I know you had some conversation with Dean Schmitlein and others in MIT. It's interesting. It's also ties into your win-or-take-all effects. It's really interesting. I think the nature of education will be changing dramatically over the next 10, even maybe five years. In the United States, there are 3,000 colleges and universities. Each of them has, in some sense, a geographic specialization. As courses move online, we're going to observe much the same phenomenon that's happened with newspapers. It's an information good. It can now be delivered across great distances. It's very difficult to justify 3,000 different versions of Econ 101 or Computer Science 101. On Coursera, for example, or edX, you might be able to find one of the world's best courses on Python programming. And I saw, there's a faculty member, I think it was at UT Austin, that had a 4.8 rating out of five. That's extraordinary. But now, anyone can gain access to that, not just people at MIT. You can spread that information wealth, that reach all across the ecosystem. Education is about to be platform transformed, like many of the other industries. One of the arguments is that the hierarchy of industries to be transformed is the greater the proportion of value that is created by information or community, the sooner it will transform. And I think education is a great example of that, where ecosystem partners may come from faculty members or students, or indeed, I think there are people in a location such as Skillshare, that are creating, based on their own expertise, novel but highly valuable classes that anyone can take. In some sense, that democratization is making it possible for anyone to take, but also anyone to generate some of the best content and then place it on one of these educational platforms. Well, Marshall, thanks very much for coming on theCUBE. I know you've got to go, and the program is starting next door. So thanks again. Good luck today. Thank you very much for your help. I appreciate it. I'll keep you right there. We'll be back with our next guest in the live stream from MIT IDE. This is theCUBE, right back.


Hey, Psych2Goers, and welcome back to another Psych2Go video. Do you find it hard to socialize with other people? Do you feel overwhelmed at the thought of going to a social event? It can be very easy to confuse social anxiety and shyness since they share many of the same characteristics. While shyness is a personality trait, social anxiety is a mental illness. Before we begin, we'd like to mention that this video is created for educational purposes only and is not intended to substitute a professional diagnosis. With that being said, here are 8 signs you might have social anxiety. 1. You're always self-conscious One aspect of social anxiety is the extreme fear of being judged. According to Kokovsky and Enler, if you have social anxiety, you'll constantly worry about the way you look or act and what others think of you.  A shy person, on the other hand, will only worry about being judged in certain situations, like in public speaking or when meeting someone new. 2. Your anxiety feels out of hand There are times when it's normal to feel shy or nervous around other people, for example when you move to a new school or have to perform in front of an audience. But social anxiety is irrational and unwarranted. You may feel distressed about things as simple as making eye contact with someone, using public transportation or eating in front of other people. The fear is always there. 3. It interferes with your performance Have you ever called in sick to work when your anxiety became too overwhelming? Or have you kept quiet when you were having trouble in class? Social anxiety can impact your performance in many ways. With the constant fear of people's judgment, you may even be afraid to do well to avoid drawing attention. You don't pitch ideas at meetings, raise your hand in class, or join clubs because of how much anxiety it creates. 4. It affects your relationships While it's hard to make friends when you're shy, it can feel almost impossible when you have social anxiety. For a shy person, it's usually about breaking the ice and going through the initial awkwardness of meeting each other. But having social anxiety can complicate your relationships. You feel tense and uneasy around people no matter how close you are or how long you've known them. 5. It doesn't go away with familiarity It's normal to feel shy at the beginning of a new relationship, but as you get to know each other, the tension will start to subside. This isn't the case if you have social anxiety. Instead, you always experience fear, distress, and embarrassment whenever you're around other people. It doesn't matter if it's your parents, siblings, or best friend. You always feel uneasy and stressed, unless you're alone. 6. You overanalyze everything Have you ever said things to yourself like, I took too long to reply and now she doesn't like me? Or he didn't say hello this morning because he's upset with me. Social anxiety can make you obsessed over your social interactions. You may spend a lot of time and energy analyzing other people's facial expressions, body language, and tone of voice to see if they really mean what they're saying or not. 7. You avoid social situations Are you often absent or very late to social gatherings? It's a serious matter if your social anxiety leads you to avoid social situations altogether.  It doesn't matter if it's a normal day at work or school, your own birthday party, or even your wedding day. And date. You have physical symptoms. Do you feel nausea, dizziness, or chest palpitations when you're in social situations? Just like most anxiety disorders, social anxiety is often accompanied by physical symptoms. Some common ones are sweaty palms, shortness of breath, lightheadedness, and trembling. While these are also the same signs of someone having a panic attack, you'll be able to tell the difference if you only show these symptoms when anticipating or being out in a social setting. Do you relate to any of these symptoms above? Let us know in the comments below. If you do, you're definitely not alone, nor are you bad for feeling this way. The references and studies used in this video are added in the description below. If you find this video helpful, be sure to like, subscribe, and share this video with those who might benefit from it as well. Thanks for watching, and we'll see you in the next video.


I'm here with Bambi. Hi, Bambi, how are you doing? Oh! Hi, this is Jacqueline Yu for CalTV Entertainment. It's that time of year again. I'm talking about Turkey, Black Friday, and dealing with family members you cannot stand. Let's go. What are you most thankful for here at Cal? I'm thankful for all my friends who I kind of like suffer together with, you know? Most thankful for my friends here. They keep me sane. I got to be real honest. I've been blessed with really good friends. I'm a sophomore, and I'm missing my flowmates from my freshman year. I'm an international student, so the experience is really different for me. I am most thankful for the food at Crossroads, my great math professor, Emiliano Gomez, and the great chemistry program they have here. Oh, so wholesome. What year are you? I'm a freshman. That's why it's so wholesome. So what is your fondest or funniest memory of Thanksgiving? Went down to LA with a few of the friends that I made my first semester, and just going down there and doing the stuff I did was just a ton of fun. Oh, I did my first friends' giving. Someone brought Filipino food, and I was like, damn. So who are you least excited to see when you actually go back home for Thanksgiving? There's always this awkward uncle of mine that usually cracks some too many jokes. My little sister, easily. She's getting to that point. She's getting kind of cocky. She thinks she's going to get accepted to better colleges than I was. We'll see what happens. I think I'm excited to see everyone, you know, just going back to see your family. That's not something I would say you cannot not be excited about, especially me seeing my family, seeing my dogs. Just every aspect of it for me is going to be great. My older sister, you know, sometimes we get a few run-ins. I guess the solution will be just to be stuffing our mouth so we don't get an opportunity to get angry at each other. That's a good solution. From the things you've heard about Thanksgiving, American Thanksgiving, what are you excited to eat? Oh, I've been wanting to try a good turkey. Definitely turkey. Turkey? That's the number one. Turkey. Turkey. Everyone's saying turkey, but I guess it's a common love. My family, we take all the leftover bones and meat and we make pho out of it. What? Yeah, we take the bones and we make a broth out of it and we get all the leftover meat and we throw it in there so like a turkey, like pho. I'm shook. I love pho. So do you go Black Friday shopping? Oh, of course. I'm there on Thanksgiving Day. There's usually not deals that quite entice me to get there, but I respect the people that get out there and brave it. What is your Black Friday shopping strategy? Hit up Best Buy right before midnight. It's like a family tradition. Oh, OK.  So I'm here with JoJo. Hey JoJo, so what are you most excited for for Thanksgiving dinner? Same. I'm really excited for that too. So this has been JoJo and Jacqueline for CalTV Entertainment. Thanks for watching.