Yn ystod y mewn gwirionedd o'r ffordd o'r ddafyniad yw'r ysgrifedd. Wrth gwrs ystod, mae'r ddafyniad yw'r ysgrifedd, sy'n mynd i'ch angen ynghylch gael ymddangos i'r ddechrau, allanol o'r ddweud o'r ddweud i'r ddechrau, ac ychydig o'r ddweud i'r ddweud. Byddwn i'n rhaid i'r ddweudio'r ddweud i'r ddweud i'ch ddweud i'r ddweud, ac yn dweud yr hyn, mae'r gwasan o'r dweud y gallwch chi'n gwybod i helpu gyda'r mewn gwneud a bod i'n dwylo yn ddeg nhw'n mynd i'r gwasanaethau hynny, ymlaen i'r welwch gyda'r gwasanaethau, ymlaen i'r gwasanaethau, ac ymlaen i'r gwasanaethau. So, gallwch chi bod eich ddweud â ddweud i'r gwasanaethau ac ymlaen i'n gweithio'r gwasanaethau gyda'r mewn gwneud i helpu gyda'r mewn gwneud i'r mewn gwneud. Mae'r wneud yw rhywbeth bryd i'r hyn yn ymddwys i'r ffordd o bryd angen, a dweud beth gyda'r rhaid, fel ddweud hyn yn ymddi'r ddiweddiant. Mae'r ymddi'r ymddi'r ymddi'r yw ddim yn ymddi'r ysbydd a dyw'r ymddi'r ymddi'r ymddi'r ymddi'r ddweud i'r cywreid i'r bwyddiad a'r ddiwedd. Ymddiw'r gweithgaredd y gweithgaredd yn hyn i ddwygaru'u gweithgaredd os ychydig ychydig fel yng Ngheiffti. A oes i gyddeithas i ddweud yn byw yma yn geisio neud roi'r gwahol i wneud angen i ddweud yr unrhyw ddylwn i ddweud. A oes i ddweud eich wneud y gallu cyfrifol yng Ngheiffti, oes i gydweud criticio bydd pan wneud sefydig i ddweud ymlaenau Ond yna, Shiadwch yn ychydig o'i gwahol eich lachol ond pan yw'r ysgolion ychydig o'i gwybod That is at the level of the students that you are teaching. In the same way as we are talking about Annunciating every word. If your language is above the level of your students then that perfect diction is going to be a waste of time. Perhaps the final thing that we can say here with the use of the voice is that the voice itself is going to change naturally depending upon what you are doing. So the stress and intonation when giving instructions is probably going to be different to when you're giving praise and feedback to your students. Finally we have the use of gesture. Gesture has a number of uses within the classroom and some of the major ones would include to reduce the teacher talk time so the use of gesture instead of actually saying something. Gesture can also be used to add to or convey meaning. Other uses may include the use of gesture to add visual interest and perhaps finally here we can use the use of gesture to actually increase or decrease the pace of the class. So the use of the eyes, the use of the voice and the use of gesture are all very useful tools for managing the classroom process. Our next consideration is going to be how we actually group our students and there are perhaps three types of grouping arrangements that we can consider and within those we'll have a look at the potential positive and negatives of those particular arrangements. So firstly what arrangements can we use? We could arrange our group as a whole class so all of their activities will be done as a whole class. They could be working as individuals and the final grouping arrangement we'll consider is that of small groups or indeed the use of pair work. So for each of these types of arrangements what are the potential positive and negatives with that type of arrangement? For the whole class certainly one of the main positive features is that it gives that class a sense of belonging. Secondly the whole group can interact with each other and perhaps the final benefit that we'll put here is as a whole class it's actually good for classroom control. There are some potential drawbacks however to having this type of arrangement. Obviously one of the first things is that it can reduce the opportunity for student talk time because all of the class are working together. Secondly for the shy students it can be quite off putting having to work with the whole class together and perhaps finally here whilst it is good for classroom control then it is more difficult having the whole class working together to actually manage the activities and due to some of these potential negative reasons what we often try to do is to arrange the class in a different way for example as individuals. What are the potential advantages of arranging the class in this way? Well it does allow the teacher to respond to individual students. If the class are working as individuals anyway then if someone has a particular question by the teacher talking with them on a one-to-one basis they're not going to disturb everyone else whereas they would if they were working as a whole class. Another thing that they will do is allow the student to become more self-reliant. Obviously when they're working on their own they're going to have to produce their own answers and that will help them with their self-reliance. Some potential drawbacks however to this particular type of arrangement obviously if they're working as individuals then there's very little chance for student- student interaction and again as with the idea of the shy students when they're working on their own they need to be producing their own answers and this can create more pressure on the students. Obviously if they're working in a group or they're working as pairs then those answers that they create are due to two people and that takes a little bit of pressure off whereas working in as individuals that extra pressure is there to create those answers. So perhaps onto the final arrangement that's used most often within EFL classrooms is the use of pairwork. The potential benefits of using pairwork are many but we'll just note a couple. The first thing that it will do is massively increase the opportunity for student talk time so that as the activity is taking place if they're working in a pair they can pass ideas backwards and forwards between each other and this creates a much safer environment for the students working. There are some potential negatives also for working in pairs and the first perhaps most obvious one is that they may not actually get on with their partner and this will obviously reduce all the potential benefits if they're not particularly willing to talk to each other. Throughout the use of any activity and the ways in which they're grouped we should pay attention to using the student's names and we'll go on to have a look at that now. It is very important that wherever we're doing an activity that we use the student's names wherever possible when we're asking for feedback and so on and so forth. There are a number of benefits to using the student's names and they can include helping to actually organise the class itself certainly to acknowledge when a student has given a correct answer and so forth to indicate who should respond rather than just asking a general question to the whole class by using the names we can ask an individual to respond to that particular question. One point to note here is that if you are going to ask an individual student it is very useful if you put their name at the end of the question. This is useful because if you start with their name then all of the other students know that you're not going to be asking them whereas if you leave the name until the end of the question everyone at least will have the chance to think about the answer in case you actually call upon them. So moving on from the use of their names, the use of your eyes and voice and gesture, what about the actual classroom arrangement itself? The dynamics of classroom interaction is often dictated by the arrangement of the classroom itself and the way in which the classroom is arranged could depend upon a number of factors and they might include things such as the age of the student. So for example we're unlikely to have the same arrangement for adult learners as we would have for young learners. It could also depend upon the actual physical space available. The physical space may determine how we have to arrange our classroom to maximise the opportunity for interaction and so forth. It will also depend on what material is available and by material in this case we're talking about the actual desks and chairs and so on and so forth. Perhaps the final thing we might put here is that it could also depend upon the student's personalities. So within the idea of classroom arrangement there are a number of possibilities and those possibilities we need to think about a number of questions as to how we arrange the classroom. Perhaps first and foremost how is it going to affect the actual classroom atmosphere? Secondly, which actual classroom arrangement is going to be most conducive to our classroom control? Thirdly, will it allow for maximum student-to-student interaction so we could call that student talk time? And finally, is it possible with the particular classroom arrangement that we've got to do all of the planned activities that we have created for this lesson? So before you actually arrange the classroom in any particular way, ask these questions of yourself and think about the physical space, the age of the students and so on and so forth and from those parameters decide which classroom arrangement is going to be best. So now we'll consider the actual classroom arrangements themselves in terms of the physical desk layout. There are possibly three main types of arrangement that are used within classrooms and we're going to indicate the desks here as being boxes and the arrangements of the students within those desks will be blue crosses. So here we have the desks arranged in rows and the students sitting within those rows. The second arrangement could be the use of horseshoes or semicircles and finally the use of individual desks. So for each of these arrangements, what are the potential advantages and disadvantages of arranging our seating in this way? Let's take the rows first of all. One of the potential advantages is that it does give the teacher the opportunity if it's arranged correctly to move around freely within that arrangement. The second potential advantage is that it allows the students to have a clear view of the teacher at their prominent position at the front of the class. There are however some potential drawbacks to this particular arrangement and firstly and foremost it can be very difficult with this type of arrangement for whole class interaction so it's difficult for people to get up and move around. Secondly it has a very formal feel to it and whilst this might be okay in certain situations if we're doing communicative activities we don't want that formal feel because it will reduce the opportunity for students to talk to each other. So one potential way of getting around this is to use the actual horseshoes and some of the advantages of this system is that the teacher appears less dominant within that horseshoe arrangement and secondly with the horseshoe it's very easy to arrange pair work. There are some potential disadvantages however to this particular arrangement perhaps the most important is the actual position of the teacher within this horseshoe. If the teacher moves inside the horseshoe then some of our students will actually be behind us and therefore they will not be able to see our mouth when we are speaking. They will lose a lot of information by not being able to see our mouths. So one of the major disadvantages is that the position of the teacher becomes very important and not moving into that horseshoe. So our final arrangement then is the individual desks and the potential advantages here is that it's easy to give individual attention by just working with one student at one desk and you're not going to disturb the person next to them. The second potential advantage is that if you are giving a didactic teaching lesson so you're explaining information this particular arrangement is very useful for that system so it's good for a lecture type situation. There are some disadvantages to this particular arrangement and possibly the first one is that it's difficult to maintain eye contact with all your students and finally here it's quite difficult to get student-student interaction with this particular arrangement. So it's quite important that we think about our classroom arrangement and the potential advantages and disadvantages of arranging in any particular way. So far then we've talked about the use of the eyes, the use of voice and the use of gesture to help with managing the classroom. We've also looked at the actual classroom arrangement in terms of the physical space and the material within that classroom and we've looked at three of the most common types of arrangement in terms of seating. There are some other classroom management issues that we need to consider and they may include issues such as writing on the board, giving students individual attention, the use of teacher talk time, the way in which we should give instructions to our students, the building and maintaining of rapport with our students and finally the one that perhaps most new teachers particularly spend a lot of time worrying and thinking about is the issue of classroom discipline. So what we'd like to do is to take each of these in turn and look at some of the major issues surrounding these classroom management issues. One of the major ideas here when writing on the board is that we need to be aware that whenever we're using the board to write down information we should not be talking and whenever we are talking we should not be writing on the board. This will inevitably lead to what's known as dead time when nothing is being said as we're putting information on the board. This dead time is not a problem but we can actually minimise it by using a number of techniques. We could use preprepared material so we put information onto large pieces of paper and then instead of writing on the board we actually stick those materials onto the board as we go through the class. Another idea is to actually ask students to write on the board for you. Another thing is that we could actually put work up onto the board before the class starts and then to cover that work with pieces of paper which we can then take off as and when we get to it. Another very useful technique is to actually during an activity particularly study activities once the activity has got going and we've monitored to check that the students are all working correctly use that study time to actually put material up onto the board and as mentioned before it is very important that when we're writing on the board that we do print our letters out individually and clearly. Our next main issue is going to be that of giving students individual attention. Here many classroom management and even potential discipline problems can be avoided by applying some simple rules to giving your students attention. The first one is to think about the way in which you ask questions. Don't ask questions in a predictable order. If you just go around the class asking questions from one person to the next then the person at the end of the class will know that it's going to be some time before you actually get to them so try to mix up the way in which you're asking questions. In the terms of answers to questions don't allow individual students to dominate all of the answers. One of the things that we can do to help this particular issue is to use the students names as mentioned before but remember put those names at the end of the question. One of the things we need to do as the teacher is try to keep a note in our mind of who's actually answered various questions so that we can be as inclusive as possible. However one point that we should put on the end of this is that we try to include everyone to give us answers when they can but if they can't then don't force students to answer. This is particularly important in countries where actually giving a wrong answer could cause that person to lose face so don't force a student to answer if they're not sure. When considering teacher talk time we can perhaps look at the major advantage and disadvantage of the teacher actually talking. The major advantage is that you as the teacher are usually the only real model for the language, the source of correct English so at some stages your talking time is very important to the students so when you're modelling language that use of teacher talk time can be very advantageous. There are major disadvantages to overusing teacher talk time however and perhaps the major one is that whenever the teacher is talking the students are listening and if the students are listening then they themselves cannot be talking so teacher talk time reduces the opportunity for student talk time so we should try to minimise the use of teacher talk time wherever possible. How can we do that? Well there are a number of simple ideas. We've already looked at the idea of using mine and gestures and here we could include pictures. Secondly then we need to make sure that we're only using language that's at their level. For a low level group it means that the language available to us as the teacher is going to be quite limited. That limited language will in itself reduce teacher talk time and perhaps the final idea for this particular list is to make sure that we avoid the use of jargon and elaboration. Perhaps the main message here is to keep it simple. Our next consideration is that of giving instructions to our students. In order for the students to effectively carry out an activity we need to make sure we have given clear and ambiguous instructions. It's also very important to check that the students understand the activity before you start. If you've done that work correctly then the teacher shouldn't need to say anything once an activity has started because the students are very clear about what they're supposed to be doing. So some ideas when giving instructions. As we've mentioned use simple language. Secondly rather than trying to explain an activity then do a demonstration which is visual. Thirdly try to use wherever possible common words that come up within every activity. These would be things like look, listen, your partner, think and so on and so forth. So instead of continually changing the way you try to describe an activity if we use these common terms such as look and listen use them as often as possible for as many activities as we can then those instructions will become clearer to the students as time goes on. Final thing here we need to be very sure that the students have understood our instructions and we can't rely on questions such as do you understand. Quite often they will say yes whether they do or not. So in order to check that the students understand the instructions ask them what they're going to do. If they cannot adequately answer that question there's very little point in moving into the activity itself and we need to go back and explain demonstrate again. Our next consideration is going to be building and maintaining rapport. The importance of rapport is that within our communicative activities we're asking the students to talk to each other. If they feel comfortable with each other and with us then that interaction is much more likely to be useful. So how do we actually build and maintain rapport? Well it's easiest if we consider two stages of the course itself. What we can do at the start of the course and what we can do throughout the course to help build and maintain that rapport. So at the start of the course it's very useful if we ask the students to create a name card and to make that name card visible to everyone. Secondly we need to try to do some ice breaking activities that will allow the students to interact with each other and perhaps give a little bit of information about themselves. Once we move into the course itself there are a number of techniques that we can use to help maintain that rapport so that students are comfortable with each other when doing communicative activities. So throughout the course use pair work as often as possible or indeed small group work that allows for interaction to take place whenever possible. Don't let single students dominate. Thirdly allowing students to correct each other will often help to maintain the rapport within the class and perhaps finally here try to personalize all activities wherever possible. Quite often you'll be taking activities from coursebooks and if those coursebooks if you take the activity and white out the names of people given within those activities substitute those for the names of people in your class so you have personalized it for your class then that will help to build and maintain rapport within the class. Our final consideration here then is going to be discipline within the classroom. From your own experiences at school you will know that some teachers have more discipline problems than others. Now there are no set rules which will work for all situations that you find yourself in but there are some things that we can do to stop problems arising in the first place. One of the major causes of problems is when students do not respect the teacher and there are some things that we can help to build and maintain that respect from our students. Perhaps of the major things that you should consider it is very important that you are always seen to be fair that you are punctual that you are always well prepared in terms of your materials and activities that you do not make threats within the classroom and then not carrying them out. Also here it's important that we show respect for our students in all situations and this can come down to very simple things like when we give homework we should make sure that we take that homework in and that we mark it promptly and give it back and finally one of the major things that we can do to help maintain the respect of our students is to always be enthusiastic. Our final consideration here in terms of discipline is going to be your response to problem behavior. Your responses are actually critical as to whether the problem is going to be increased or decreased. Here's a few simple things to remember in terms of your responses to discipline. Firstly it's very important that you act immediately before the problem can get worse. Obviously people's ideas of discipline problems will be different in terms of their severity and so on and so forth but wherever possible we should try to use non-verbal techniques first. If for example two students are talking to each other while you are talking then just stop look at those people who are talking and it's very unlikely that they're going to continue to do so. So without saying anything using non-verbal techniques we can avoid this type of behavior. Next it is very very important that you always keep calm and that you never shout. From your own experience you're probably aware that there's very little to be gained by shouting. Make sure also that you keep within the school discipline code. Make yourself aware of what that discipline code actually says so that any responses you have to discipline problems you're not yourself moving outside the actual discipline code of the school or language centre. Perhaps finally here what we might say is although it can sometimes be difficult try wherever possible to use humour to dissipate discipline problems. It would be very nice if we could just give a list of things that you would need to do in order for you to never have any discipline problems in your career but that list does not exist. Most of your responses to discipline problems will be learnt over time. You will find out what works and what does not work but when you first start if you keep these sorts of ideas in your mind then it does mean that discipline problems shouldn't escalate.


Hey guys, here we go. We got the training for the day.   Oh Yeah, those days have come and gone haven't they the days of leveling up getting better increasing our skills skills stacking Those days just don't exist. You know why because you got the leaders curse. What is the leaders curse? Well number one What in the hell is going on here? It's the title right the leaders curse is always gonna be the title I really wish that when you were a leader, they never gave you a title I truly do general manager general sales manager manager I wish you just got promoted to be the leader because leaders make leaders if you want to know who the best leaders are in the World leaders make leaders also what are leaders? They are people that set the example. Oh my god, Andy Can you believe that you're telling me a leader a leader comes in and sets the example? They set the tone they set the pace For the day That's exactly what I'm saying your team will only work half as hard as you Leaders listen up.  Telling everybody what to do.  I got a hundred and twenty million dollar your company I'm gonna tell you something right wait till what see what I'm gonna do next year You know why because every day I'm on the front lines fight with my team every day. I'm on the front I'm on the back. I'm on the side. I'm on the roof. I'm in the basement. I'm all over and guess what? I'm not too good for nothing if I see trash on the ground. I don't say hey, Jose Pick up that trash. I pick up that trash. You know why? Because imagine this I'm the example.  Okay, do you know why a lot of people?  Why because they try to do it all on their own because they never build a team I want you to think about this. Okay, I came from the automotive space I'm still in the automotive space every day, but companies all around the world people don't burn out They lose their purpose. This is what I see. I see a manager. I see a GM I see somebody who's got talent and They got the position they got because they're talented But what they do with that talent is they go around and they tell everybody how great they are I can close every deal here. I can shut down every customer. I'm the best at what I do But the problem is all these people underneath you you got two categories You got the 80% and you got the 20% all these people underneath here. Guess what? They're not that good and you go around talking about how you're better and all of don't you issue as good as me Dude, you're not a leader if you were a leader. Okay, you know these top 20% of your four everybody talks about Oh, John. He's amazing. He sold 35 cars last month. Hey Danny. He's awesome He sold 18 solar deals last month. Yeah, what about the 80% that sold one solar deal or didn't sell anything and the salesman that sold Four what about them to me a leader is based on the bottom 80% of his team Write that down a leader is based on the bottom 80% of his team So or her team because the bottom 20% They don't need you you might inspire them. They might like working for you But if they went across the street, they'd still deliver the same amount of inventory cars solar Medical cells they'd still deliver the same amount of stuff working for Bob Because they're self motivated So a leader should be judged on the bottom 80% of his floor. So guess what we do We take your entire. I'm just gonna give you an example. You take your entire sales team Okay, and we're gonna take the top 20% of the board and we're gonna forget about them We're gonna go to the bottom 80 and we're gonna base the judgment of our leaders on how good they are or aren't off that It's just amazing what can happen to a team and the life that a family can have a team can have Whenever the leader steps up and levels up and the first thing you got to do is kill all entitlement kill all ego If you guys would like a leadership guide showing you how to level up and go to a whole new level You see this number right here this little magic phone number.  They don't care about money They care about serving people helping people and make an impact in that cool And when we walk in I don't even have to have a sales meeting anymore You know why because I've trained them all to be leaders. I literally could be gone for three months They're throwing sales meetings fired up running their numbers ROI. They're taking care of everything. It's absolutely the craziest thing I've ever seen You can have it too But the deal is is if you don't get around people that have it How could you possibly have it and also if you don't wake up and raise your hand and say I need help Remember this the last two years have been really really good. So a lot of people right now.   What do you do? Now babysit for a living. Well, what I know it's embarrassing.  You'll see dads Just like dad.  I got more energy in the world. I'm passionate. I'm on fire. My company's growing I'd love to let you I'd love to share some secrets with you on how you could do that in your store Shoot me a text 918-210-254 We'll get together on a call or I'll just send you over the training packet, but I love you guys I got your back for life. I told you I'd bring you the training today's about the leadership curse Are you cursed if not if you are let's break it if you're not just keep being great We need more people like you in this world. Come on


A film in three minutes, secrets and lies. Here is a question for you. How many films can you think of that portray day-to-day, ordinary life? Not melodramas with sentimental endings, nor a romantic trist between two big city professionals, but stories that act and feel almost like documentaries. With characters so real, you're left feeling like you've just observed a two-hour family reunion rather than witnessing a work of fiction. Whatever your answer may be, I guarantee you that few films come as close as British director Mike Lee's 1996 masterpiece, Secrets and Lies. A film which beautifully pays tribute to the kitchen sink genre British cinema often excels at, but one that also paints its own unique portrait of modern Britain thanks to the beautiful souls of its class-divided characters. The story follows Hortense, a successful well-to-do optometrist played by Marianne Jean-Baptiste, who decides to trace her family history after the death of her adoptive mother. Gathering the documents she needs, Hortense tracks down her birth mother, Cynthia, played by Brenda Bleffen, who lives a shabby, working-class life with her daughter, Roxanne. Eventually, the two meet and after several painful moments of reconciliation, the pair bond and become good friends. However, this friendship will eventually complicate Cynthia's relationship with her brother, Morris, played by Timothy Spoor, who struggles to run a photography studio whilst his marriage to his wife Monica, played by Phyllis Logan, enters rocky waters as the two struggle to raise a family and reconnect with Morris' sister. For those unaware of Mike Lee's work, Secrets and Lies acts as arguably the best introduction to his craft. Instead of drafting multiple versions of a script and then beginning the casting process, Lee instead works with his actors to build character motivations and scenes, usually starting with only a Fred Bear simplistic premise, and then meticulously and arduously expanding the actor's improvisation until a fully developed story is formed. This process makes Lee unique among the upper echelons of British filmmakers, as his ability for allowing actors to help craft the tiny details as well as the overall narrative of his films grounds them with a deep sense of flying the wall reality. Every actor in the film is wonderfully cast in their own right, delicately balancing between the daily struggles each character faces and their attempts to hide their secrets from the people they love. Timothy Spoor generates great sympathy whenever he interacts with his dishevelled sister or bitter wife, playing a man being pulled in multiple directions by the people most important to him. But Brenda Bleffen steals the show almost from the first scene where she is introduced. Her performance as a mousy, terrified woman whose relationship with her daughter is falling apart is as heart-wrenching as it is believable for countless families in the real world. Its ending is just as cathartic for the viewer as it is for the characters, leaving us feeling more hopeful about any of the differences in attitudes we may have with members of our own family. But it also makes us wonder just how many secrets and lies that could be lurking in our own family history, and whether or not we are as brave as Hortensis to seek them out.


Why would you be willing to give up for a Bill Superbowl win? I can't say my wife would be so angry at me. I gotta give up none, but we got Joe Burrow. There's nothing to give up when we start to guarantee it. My oldest brother. A lot. A lot. My future kid. Oh, you're giving up your first part. His name. Naming rights to my kid. Oh my god, that's it? That's a lot! Tens of thousands of dollars. I'll give up my car. I'd give up watching football next season. Everything. Everything. What's on the list of everything? Everything.  Uh, a lot. A lot? I mean... What's the list? I will give up my house, my... Your house will be homeless? Sure. But I have a wife there, so she's gone. My house, my car...  I'll find something out here. My soul. Your soul, okay. You can give up your soul. I would quit drinking for six months. I'll jump into a higher river. Give up alcohol? No. Yeah, I'll give up a cold beer for a Bill Superbowl. One beer. One beer.


It's theCUBE, covering KubeCon and CloudNativeCon Europe 2018, brought to you by the CloudNative Computing Foundation and its ecosystem partners. Hello everyone, welcome back to theCUBE's exclusive coverage here in Copenhagen, Denmark for this KubeCon 2018 Europe. I'm John Furrier with my co-host Lauren Cooney. Our next guest is Tyler Jules, the CEO of WSO2 with some big news that are introducing a new programming language called Bell Arena. Welcome to theCUBE, thanks for joining us. Hey, thank you for having me. So you're now the new CEO of WSO2 in a couple months, almost a year. You guys have big news, introducing a new programming language called Bell Arena here, featuring it. Tell us a bit about what this is, what's the big story? Well, Bell Arena is our approach to addressing the integration gap, which is what happens when integration products like ESBs are not agile and programming languages make integration difficult. This is a language and a platform that have been co-designed together to be both integration simple and agile. So take a step back, how did you get here? Talk about what WSO2 is and then why the motivation to do the language? What are some of the specific details and how long you've been working on it? Take a minute to explain what the situation is. Well, WSO2 is a company that's been around for 13 years, we have 550 employees and we have about 500 customers and we make integration software. These are things like message brokers, data mediation, and we do this for large scale projects around the world and all of our technology is open source. Now, we power roughly five trillion transactions a year around the world and we've done thousands of integration projects and what we've found is that they are all still waterfall development. You have to plan these things long and advanced, it requires huge teams and there's no decentralization of the work and we need to make integration agile again and in order to do that, we needed to basically rethink the entire approach to the way that integrations are done and we put it into a programming language so that we can do compile time abstractions that generate distributed system primitives. It's almost like you're solving your own problem, probably the frustration must have been, I can only imagine another waterfall project, again coming back again and again repeating it with cloud, the time to market is one of the key value propositions. Integration obviously with Kubernetes, workflows and also portability is a big concern. What are some of the things that are driving that demand right now in your mind? Is it speed? Is it the tech? Demand for applications? What's the key? I think that what we're seeing is really sophisticated and complex demand coming from end user consumers. Companies like Uber, Slack and Amazon have witnessed this and in order to scale to meet this complex demand these organizations have had to create architectures that are highly disaggregated. And infrastructure like Kubernetes facilitates that disaggregation of architecture. Now when we saw the API economy, this was one form of disaggregation but now we've got microservices and serverless which are 10xing that. And as you disaggregate your architecture you're going to have an explosion of programmable endpoints, there are 50 billion right now, the forecast so that it's going to go to well over a trillion. And when that happens, integration is the glue that brings these things together. Integration is going to be the next generation problem that we have to deal with. Totally right. I was just going to say glue layer but you mentioned glue. Folks are getting out of the keynote right now. I'll see the cloud native foundation. Pretty massive growth. I mean look at the logo slides, sponsors, just the amount of companies now joining. It seems like a land grab on one hand but it's really the market just driving it. And it's coming down to this notion of glue layers where with open source it's about really kind of taking pre-existing code and then figuring out how to abstract that, make it simpler, create security. These are all kind of operating system kind of questions. Well I think also it's open, right? I mean that is part of the key or you know it's the fact that it's open source. And I think you guys are the last independent type of company that is actually doing this from an open source perspective, is that right? Yeah, we are the seventh largest open source company. All the software that we publish is Apache license and we've found a way to monetize open source without having to do playing open core games where there's proprietary stacks on top of that. That's great. And what's the licensing concerns that you're seeing with Apache versus other foundations? Where are developers gravitating to these things? That's always a question people always look at after the fact that just jump in and start coding. What are some of the updates that you see in the industry around licensing and IP? Well first we're still seeing a massive shift away from proprietary software into open source software. There's still a lot of organizations that are adopting proprietary but you know now they have program offices dedicated to open source and it encourages onboarding adoption and giving back to open source projects. So that trend is still significant and as a result there's a lot of open source foundations and nonprofits that are benefiting from that. I think we're seeing huge growth in the Linux foundation and all of its sub organizations that are there and we've also seen a resurgence in other open source foundations like the Eclipse Foundation as well. Lauren and I were talking in the opening about Kubernetes and that outside of our bubble in Silicon Valley or in the industry, you know you go to a standard enterprise and a lot of waterfall moving to Agile. Kubernetes is new. So in your opinion, what does Kubernetes mean for enterprises and how should people think about the big movement to cloud native with respect to continuing the application development and continuing the innovation? I think that the momentum around Kubernetes particularly around the ecosystem consolidating around it means that we have a de facto standard for a runtime platform that can engage both operations and development and in the first time over the past 20 years we do not have a fragmented market anymore and when you don't have a fragmented market the productivity gains that come from the value added layers on top of that are going to increase dramatically and I think that's why we see so many vendors here and why we see now I think almost 4,000 people at this conference this year as well. It's super awesome, what do you see as the next wave of innovation with the standardization because with the standardization people can rally around it. Where's the next work being done around Kubernetes? I think that the next level of work here is this is the year of the service mesh and really the service mesh is a representation of how you build complex orchestrations and applications that have a lot of compositions around that so workflow, stateful behaviors, long running processes, this is the next layer up and that's where the standardization is going to go next. And certainly containers are great. How about security, what's your view on security because that's a big discussion we were asking ourselves, okay what's the state of the art? Obviously Google got an approach, we're seeing what they're doing. Is it baked, is it being baked out? What's new, what's your view on security? You know I think that security continues to be a massive problem. The introduction of GDPR this year really brings a spotlight onto all the data privacy issues that we have to deal with around the world but I think we have a fundamental problem with security which is it's still this baked on add-on a thing that's applied to your applications and instead we actually need to look at programming languages and the apps that you write as being security proof from the very beginning and that's going to require a programming language to do that at the lowest level and the OS as well. How is ballerina handling that? They're doing it up front, is it, what's the? Our approach to it is that we assume all data is tainted and that the developer has to explicitly say this is safe data to avoid intrusion attacks on that and so the compiler will actually reject any code that is not explicitly given that tax. Yeah, assume the worst, hope for the best, right? That's right. How are you looking to onboard developers to this platform?  This is a programming language which means it's all about developer evangelism all day long and you and I both started our careers but 20 years ago in developer evangelism, Lauren, right? So it is going door to door, meet up to meet up, giving technical demos and encouraging people to get involved in the community and to write apps with it. That's how you do it. And what's the state of the language now? It's shipping, is it available? What's the announcement? What's your plan? How are you going to roll this thing out? It is shipping now. We just hit our .970 release. We've been at it for three years. We've got a hundred committers on the project but we just went public this week with ballerina.io. At the .970 release, we are still making some minor language tweaks and we hope to get to a one auto language lock by the end of this year. And then we'll have backwards compatibility for three to five years with that. And probably sometime this summer, WSO2, our company will offer commercial support and have it in use in production with our customer accounts. And any feedback from early users? What's the vibe? What's the feedback? What are you hearing? Hey, the vibe is hot, right? You know, it's a new programming language. It's got an awesome logo associated with this but more importantly, the language is easy for anyone to learn in a couple of hours. And developers, you know, love to see the glue that they can pick up and put into their toolbox that quickly. For the folks watching that aren't here in Europe that didn't make the trip from the U.S. or watching remote, what's the big takeaway that in your mind of the KubeCon 2018 Europe? What's the stage look like for you here? What's the show happenings? What's the big themes? What's the takeaway? I think that the big takeaway that the scale is finally now approachable for the rest of us on that. And that the ecosystem is ready to support you and that it's crossed the chasm out of the early adopter and into the growth phase and ready for broad based adoption at this point. And the growth of microservices has been pretty significant. Ridiculous. Yeah, cool. Tyler, thanks for coming on the Kube. Appreciate it. Thank you. Utterly my pleasure. Thank you for having me. Okay, live coverage here in Denmark. We're in Copenhagen for KubeCon 2018. I'm John Furrier with Lauren Cooney. Back with more live coverage after this short break.


So who are your top five favorite entrepreneurs? One, Elon Musk. Two, Bill Gates. Three, Steve Jobs. Four, Mark Zuckerberg. Five, Jeff Bezos. Why is Elon Musk your favorite entrepreneur? Elon Musk is my favorite entrepreneur because he is a true visionary. He has changed the world with his innovative thinking and he is always looking for new ways to make a difference. What would you say is the most impressive thing about Elon Musk? I think the most impressive thing about Elon Musk is his ability to turn his vision into reality. Will Elon Musk get humans to Mars? I think Elon Musk has a good chance of getting humans to Mars. He is a true visionary and he has the resources to make it happen. Is Tesla's stock overpriced? I think Tesla's stock is overpriced. The stock has been on a bit of a roller coaster ride lately and I think it's due for a correction. Do you think that Dogecoin is overpriced? I think Dogecoin is overpriced. So what is your favorite Elon Musk company? My favorite Elon Musk company is Tesla. I think Tesla is a great company that is changing the world with its innovative products. Got it, okay. And what is your second favorite Elon Musk company? My second favorite Elon Musk company is SpaceX. I think SpaceX is doing amazing things in the aerospace industry and I can't wait to see what they do next. And what do you think of Elon Musk's company Neuralink? I think Neuralink is a great company. Okay, don't you think it's a little bit weird to implant things into people's heads? I think it's definitely a little weird to implant things into people's heads but I think it's also amazing. I think Neuralink is doing amazing things in the field of neuroscience and I can't wait to see what they do next. Fair enough. What do you think about Elon Musk's quote which I'm paraphrasing which is starting a business is like chewing glass and staring into the void? I think Elon Musk is a great entrepreneur and I think he knows what he's talking about. Starting a business is definitely not easy but it's worth it if you're passionate about what you're doing. Wow, that is really interesting that you knew that that was a negative connotation. I'm pretty impressed by that but I'm interested in becoming rich. How do you recommend I do that? There's no easy answer when it comes to becoming rich but one key thing to remember is that it takes hard work and dedication. While there's no guarantee you'll become a millionaire if you're willing to put in the effort anything is possible. Got it. So it's more like a likelihood thing. So what careers are most likely to make me a millionaire? There's no definitive answer when it comes to which careers are most likely to make some on a millionaire but typically high paying jobs such as investment bankers, surgeons and CEOs are more likely to lead to millionaire status. Got it. And am I more likely to become a millionaire by having a job or becoming a business owner? Typically those who on their own businesses have a higher potential to reach millionaire status than those who rely solely on jobs. Okay cool. So what is the most valuable skill I can learn to land a high paying job or start a successful business? Some skills that are commonly sought after include salesmanship, financial management and leadership. And what are some of the most common skills that millionaires have? The most common skills millionaires have include financial planning, investing and networking. What type of investing has created the most millionaires?  Okay so what is your personal favorite type of investing? I typically prefer stocks and real estate investing because of the potential for higher returns. Got it. And what is the best way to invest in stocks in the United States of America? I typically prefer to invest in blue chip stocks or index funds because they tend to be more stable and have less risk. I would agree with you there. So what is more important to somebody who's young? Making money or investing it? Making money because it gives you the opportunity to grow your wealth over time. Got it. And what age on average are millionaires? Most millionaires are older adults who have been steadily building their wealth over many years. Okay and what are some examples of good passive income methods? Some examples of good passive income methods include investing in stocks, real estate and bonds. Okay got it. And what are five examples of good business ideas that you can start? One, start a block. Two, start an e-commerce business. Three, start a dropshipping business. Four, start a subscription service. Five, start a coaching business. Wow those are actually really good suggestions. So would you say it's better to start an online business or a brick and mortar business? Typically online businesses have a lower startup cost and are more flexible. Got it. And are there any good ways to make money with AI? Starting your own business. Agreed. There are a lot of really cool business opportunities that are popping up right now that involve AI. I'm super excited about this and I think it's just amazing. Thanks so much for doing this interview with me. Also check this video out right here. I made it just for you. Go ahead, gently tap that like button, hit the subscribe button, ring the notification bell and comment down below any thoughts, comments, criticisms, etc. That's you out on the video and I will see you next time.


Due to new algorithms and shadow banning on Facebook, please subscribe to In5D and get all updates delivered to your inbox in one simple email. Just go to In5D.com to subscribe. New Earth News Dreams about New Earth, Three Waves, and the event by Victoria Trinity, New Earth News Correspondent. I had my first dream of New Earth about 10 years ago. I had been on my awakening journey for about 15 years.Most of the awakening revolved around the systems and their mechanisms of control. Politics. Education. Religion. Money. I was not aware of New Earth or the event and was only slightly aware of ascension. The dream changed all that. In my dream, I was outside of a massive, wooden house with a wrap around deck. I knew the house was mine. I tuned into my mate and felt his presence to be out in the garden. The house was tucked into a beautiful, lush pine forest. The sky was a brilliant blue. The air. Pure and clean. Children between the ages of 5 to 8 or so were running around, all of them in overalls. I decided it was time to feed them, so I called them inside. The next scene I'm inside a large kitchen, looking out the kitchen window. I knew the kids wanted peanut butter sandwiches. Upon knowing this, I simply thought the words, knife, bread. Peanut butter, and suddenly, as if out of thin air, a butter knife, bread and peanut butter appeared in front of me on the counter. Wow, I thought only to hear, my new skills are coming along nicely. I then looked around, seeing a massive river rock fireplace in the living room. I watched the children and knew one of them was mine, a girl. The dream then ended. I said nothing about this experience. As I felt it out over the next few days, I concluded I was on an earth-like planet. I could not explain or justify why I felt this way. I just knew—about a year later, my maid awoke one morning, telling me he had the most vivid, amazing dream. He went on to tell me about the purity of the air, the massive house, the forest, the river rock fireplace. He then went on to say he knew I was inside with a bunch of kids, who, oddly enough, were all running around in overalls. My jaw dropped. My eyes widened. Were you out in the garden? I asked. He looked at me with eyes equally as wide. I continued. I had the same dream a year or so ago. We shared our experience. Compaired notes and realized we had both been to the same place, a place we would be called to go to one day. We just had no clue how or when. Before I continue. I need to say about a year after my mate's dream, we discovered I was pregnant, with a girl. She looked identical to the girl we both saw in the dream. She is about to turn eight since the first dream. I have returned to the house, both in the astral dream state and in my meditations, as has my mate. In one dream I was outside, looking up at the house. There was a light dusting of snow on the ground. I was standing beside a very large wood shed, which was stacked with wood. The feeling I had was one of pure contentment. The knowing of I did it. I made it was profound. In the dream I had on this pair of off-white winter boots, which I didn't own at the time, that is until I saw the exact pair on one of those online shopping channels. They now sit in my foyer. I have returned to explore the town. The roads are all soft brown dirt. No asphalt. I seem to hang out at the local diner where I play the piano for the locals. There is an ocean nearby and the town is surrounded by mountains. It all feels like home. After having the first dream, I began reading about this thing called the solar flash. The event. My awakening took on an even more expansive version. Like Greg Prescott of in 5D, I had a dream about three tidal waves of energies about two years ago. In the experience, I remained grounded, observing—advising my daughter and mate, who were with me in the dream—to do the same. Allow the experience. Observe. Do not get lost in the drama, I said. I watched as people were tumbled around with each wave. I saw nothing destructive. Some of the people who tumbled had big grins on their face. Then a little over a year ago I had a dream of the event. I was walking up my street, in a state of absolute serenity. I knew things had switched. I could feel certain energies had been turned off for lack of a better description. I knew all was well and nothing would ever be the same again. The skies were a brilliant bright milky white color, which I could look at without a problem. Looking to the south I saw a variety of planetary objects. I can finally see them with my physical eyes, I recalled thinking happily. I then saw a neighbor of ours who I do not recall ever seeing smile. He does in wave either, perhaps a nod a few times a year. He came out of his house with a huge smile on his face. He greeted me in a way I had never seen. Wow, I thought. This energy really does affect everyone. I looked around trying to get a feel on the season. Early spring, I concluded as the dream experience ended. Like Greg, I have a website on Ascension that I began back in the fall of 2016. As a result, I have connected with so many amazing, beautiful beings who, like us all, are so very ready for New Earth. For the event. I have made new friends, some of whom I know I will be seeing on New Earth, including one who it turns out is in the same community as I am. He's even seen my house and myself and my girl walking along the lake. I have also met people who have seen the children in the overalls. Many have similar large, rustic-looking but otherwise very solid wooden homes, nestled in the pine forest. Learning that I am not the only one to have had these visions and dreams has been amazing. As my mate says, today's a good day for the event. I can, from the depths of my heart, fully and truthfully say those of us who are aware and awaken to this beautiful experience. Are very much ready to transition, to return to how we once lived, created, experienced, eons ago, only in ways that are new. To fully remember. To live fully and freely. To reunite with old friends. The tears flow as I type these words. It is time to go home. Victoria Trinity. Thank you for watching and sorry about my computer voice. If you haven't already, please subscribe to in 5D YouTube videos. Due to new algorithms and shadow banning on Facebook. Please subscribe to in 5D and get all updates delivered to your inbox in one simple email. Just go to in5d.com to subscribe.