e able to apply the genome information in developing therapy. And part of the reason for that is that therapy based on genetics is a relatively new thing. The other issue is the problem with orphan genetic diseases, the hereditary diseases, oftentimes have relatively small markets and that makes it difficult to entice the pharmaceutical industry and biotech companies into working on them. So we have a sense that what we need is protocols for therapeutics development, kind of like pathways into the wilderness or where there are pathways, we need to widen them, maybe pave them. Analogies that came up yesterday of pipeline for therapeutics development. It may not be PC, but I was thinking this morning that there's a lot of oil up there on the North Slope and we have to figure out a way to get it down to Valdez so that people can use it. We need to figure out where the gaps in the pipeline are to open up the pipeline and increase the flow. There are several different aspects to therapy, different kinds, approaches to therapy related to the genome project. And first is gene therapy. And I think it's fair to say that our group was, as a group, we were not agnostic about gene therapy, now let alone in 2020. We felt that there is a need for further development of gene therapy for specific diseases like hemophilia where targeted rational approach to gene therapy is likely to pay off in benefits for patients. And second, and perhaps on a larger scale, is pharmaceutical development. And here, this is an approach that needs to be applied to diseases, including rare diseases that have known mechanism and specific targets. And third, there's a need to identify susceptibility factors. These are genetic predictors, not only for response to drug therapy, but also for response to surgical intervention or behavioral changes. An important point here is that the biggest payoffs in therapeutics development from genomics may be in medical interventions for common non-genetic diseases that we developed based on investigation of genetic diseases. So the second question is, how do we initiate transfer of genetic information to those who will develop the therapeutics? And there's a sense here that we're already doing that very nicely with the public databases that are already available, that the drug companies download from these databases daily and put that information to good use. And more information in those databases will make it more useful for therapeutics development, particularly in terms of phenotype-genotype correlation. And this is something that's come up earlier. Getting those databases increasingly annotated with information about human mutations, the effects of human mutations in specific genes, and the effects of up or down regulation or knocking out an alteration of genes in model organisms. We felt that there is a need, and I think maybe the Genome Institute could play a role here, in fostering interaction between the government and academia and industry in the broad area of pharmacogenetics. And this, we felt, could be a topic for a workshop, perhaps in the next year, to foster that kind of information exchange. And maybe there's a role for funding collaborative studies. There's a need also to improve the access to targets. And here we get into thorny issues of patents and intellectual property. And there may be a role here for us as the genome community to get involved in political action. We, let's see, the third question is what training needs are there? And there is a strong feeling that there is a need to train people, people who can make the connection between genomics and therapeutics. And first on this list is ourselves, that as I was saying, that we haven't talked too much about therapy, we don't know too much about therapeutics development, that we as the genome community need to be better educated in how you make a drug, how therapy is developed. We need to engage the people who do know about doing that kind of thing in our conversations, and we need to educate ourselves better. Second, the industry representatives in our group pointed out that the FDA needs to be educated. That there's not as much genetic expertise at the FDA as one would like, and that we need to engage the FDA and help them to better understand the implications of genomics in their line of work. Something that's come up several times already this morning is the need to educate physicians and other healthcare providers' role of educating genetic counselors and then using genetic counselors to educate others. The point that came up is from Art Baudet, is that if there's a treatment that really works that will catch on pretty easily. There's a strong motivating factor in knowing that if you don't use this test, you may be sued because there's a specific and effective treatment that's based on that test. So as therapy becomes developed, that will start to drive the process of education. We won't have to worry about getting students to sit through lectures about genomics. They'll want to know as students and as healthcare providers what's important in terms of their day-to-day patient management. And then finally, we also talked about the importance of educating the public, and maybe that'll be in the next talk too. Our optional issue, LC issue actually, has been talked about some already, is the social implications, social issues that come out of application of the genome project to diagnosis and therapeutics. And most of what we talked about here were diagnostic issues that have come up already. Maybe just a point to make here that we talked about was the cost of genetic testing is not just the cost of the technique and the technology. There are, again, inter-intellectual property issues here. There is, there are licensing arrangements by universities and companies. There's a question of who should be allowed to profit from what's oftentimes research that's funded by the government. We also recognize the value in cheaper genotyping technology that will increase the availability of genetic testing, the value and the concerns that go along with that. We could say that even at $1,000 of pop large-scale genetic testing will be, or complete genetic testing will be beyond the reach of many people in the United States, let alone people elsewhere in the world. Since that the, so we'll have to be concerned about issues related to genetic testing and how these diagnostic tests will be used. That's been discussed already. The, just again the issue of problems with the patenting system, the sense that the patenting system that we have in place is poorly calibrated and that perhaps, while there is value, recognize value in patenting therapeutic agents, there is questionable value, maybe inappropriate to have patenting of diagnostic gene discoveries for diagnostic use. And an issue that applies to both diagnosis and therapy is a conflict of interest and profit sharing and how that affects the risk to benefit calculation for new therapies. Well, the question we made up ourselves went beyond this, is what is the role of NHGRI in all of this? And we recognize the need to redefine the purpose of NHGRI or at least the extramural part of it. As we go beyond having a complete, as we approach the completeness in the genome sequence, go beyond that to application of the genome sequence in particular application in therapy and application benefiting patients. We felt that there's a need for NHGRI to promote high risk projects and create a fertile responsive environment that can adopt new ideas. Support new technologies we've talked about, new approaches, what will be for the next 20 years, what positional cloning has been for the last 20 years. And finally, and importantly, new people, new investigators. We felt that big science is all well and good, but the important discoveries are most often made by individual investigators working at the bench. Questions, Lee Reich. Thank you for a very thorough report on the breakout group. I had a thought overnight that I didn't bring up last night, so I thought I would bring it up this morning. And that is about the possibility of postdoctoral fellowships for ELSI research and preparation. And I'm thinking of this going two ways. First of all, if one had a PhD degree in philosophy or anthropology or a JD degree, if a lab or a clinic would take us a year or two of intense involvement right in the lab or the clinic, and that way we would get a better feel for what's going on. I don't know how feasible it would be to go the other direction and take a year or two studying philosophy or law after a PhD in molecular biology, but I think those of us who teach in the humanities or law would welcome that kind of interaction as well. Funding mechanisms exist for that already. F32, F33s, and it's possible to go either direction. Another idea, training idea that came up that had a fair amount of discussion was a Marquis-type program for supporting new investigators for picking elite new investigators and supporting them for an extended period of time in seven years or so. One comment that I think relates to the previous presentation and brings it together with the current one is the issue of attributable risk. In other words, genomics at least as it stands today is not gonna give you like a certainty that someone is gonna respond to treatment or have an adverse reaction, but I think that the public is jumping to that too quickly. And so let's say there are drugs and you don't have to even use genomics. There are drugs that cause let's say cardiac side effects and you still give it to a person with heart disease because that's the best drug for that particular person. So you can have a person who has a genetic risk of having a serious side effect to a drug and the doctor may still choose to give that drug to that person knowing the risk and monitoring that. But, and the reverse is true. There are people who may be more likely to respond to a drug, but that doesn't exclude people who don't have that right genotype from being treated with the drug and maybe nothing else works for them. They should be given a chance to try that. And I don't think people understand that very well and I think it could become even a legal issue in the future when certain drugs are approved by the FDA for people with specific genotypes. And what about those who don't have that genotype and are not gonna be optimal responders? Should they be denied the drug altogether? Yeah, so as I was saying, I thought that there was a need for interaction between industry, academics, the government, the FDA in trying to resolve issues of pharmacogenomics like this. One more up here, Paul. I just want to return to a topic that I've read several times during the meeting and that is the topic of large, supporting large scale research versus the support of small investigators. And Kurt mentioned an idea that I think came from Jeff regarding the Markle type fellowship. And I want to put it in a different frame that's perhaps easier to understand to all of us. The Merit Awards have been given off over the last 15 years for investigators who've worked a long time in a field and have become established to do work that might be more risky than they would otherwise do. I think we need to have the same mechanism for young investigators. And we ought to have what we might call a junior Merit Award. Something quite concrete that is judged by how well a person did a PhD and what their first year may be if postdoc is. Maybe they don't even have to have finished their postdoc. But to identify young, bright people and give them seven years of modest research to do what they want. Because I think that's where new ideas come from and most of them anyway. And our study sections can't handle that situation. Thank you, Oliver. Thank you, Kurt. And the last breakout group we're gonna hear from is Genomes for the Public.  It's always an honor and privilege to be last when we've been sitting here for almost three hours without a break. But I'll do my best to do this quickly. I'm not necessarily a very rule-oriented person but our group followed our rules. And so I'm just gonna show you the actual questions we were asked. And I actually did a narrative rather than bullets so that means you might have to take a little bit of notes while I speak. Okay, what are the audiences that most need to know genomics? Well, in the ideal world, the answer would be everybody. Everybody would, we would want to know genomics. But I think our group had an interesting priority. And we felt that the most important group to know about genomics are children and their teachers. Starting in elementary school, then moving on through the curriculum in a very determined way in both high school and throughout college. And with teachers really being taught how to teach it as well, that 20 years from now, we wouldn't really need to be trying to do what we're doing now unless, of course, our definition of genomics significantly changes. Of course, healthcare professionals, patients, the media, which we thought was very important, policymakers, institutional review boards, and the judiciary who are going to be asked with increasing frequency to use genetic information for non-medical uses. What does each audience need to know about genomics? Well, obviously, the level of depth and focus depends on what your audience is, but there are some basics that we would want all audiences to know. First of all, the very basic of what is genomics and what is the genome. Very significant is the interaction of the genome and environment in better understanding what is, in fact, that interaction and what, in fact, it makes to make up the human being as a very important principle that came over and over again so that it isn't just something that is relevant to people that see themselves as being at risk for disease but relevant to all of us with respect to our health. The mechanisms of DNA, their applications and the LC issues were all issues that we thought each audience would need to be focused on. Something that's come up again over and over again, and this shows how clever Eric was to put this last because in some way it synthesizes a lot of these themes, is the concept of risk and an understanding of that really not only for the public but for healthcare providers as well, how you explain risk, how you interpret risk, how you assess risk is very important as a concept. And then finally, and again, this is a theme that came up throughout the morning, are realistic expectations. How do you take this information about genomics and put it in a larger context and in perspective as it has an impact not only on healthcare decisions but on decisions in which society may integrate this sort of genetic information into decisions that they make on a daily basis about all other things. Decisions about employment, decisions about custody, decisions about causation, I mean depending on the context that you're in. What are the best ways to reach audiences and what methods work best to increase information retention? Now we were very lucky in our group to have some people that have expertise and experience in trying to provide genomics education and I have to admit quite honestly that there was an incredible level of pessimism about how to get genomic information out to the public. That unless somebody is motivated to wanna hear the information, it is very difficult to be able to retain it. So you have to be very deliberate with respect to the context of which you provide the information so that there has been very negative experiences with respect to providing genetics in with two general healthcare professionals but much better success when you integrate for example cancer genetics in the context of an oncology meeting. Patients that are at risk for diseases generally will tend to be better listeners. In fact, they may know more through the internet than their healthcare provider may know when they come to them and ask them questions but they may know a little bit about a lot and so if they don't have a sort of the depth of understanding that can be sometimes difficult as well to communicate. So the challenge would be then how do we get the general population interested and understanding with respect to genetics, genomics. And I think there was unanimous enthusiasm for this idea that Brad Marcus had. So get your pencils down now because you want to patent this before he patents this. And this is an interactive video game that we will develop for kids. Now, his concern is this might be of more interest to boys than it is to girls. I don't know about the gender implications so I was dreaming about this overnight. I'm gonna come up with a perhaps another addition to this. So stage one of the shootout interactive video game would be you're flying over the DNA double helix to find the exons. By stage two, you're hunting for the mutations that are going to transcribe and translate. By stage three, the body will start smoking and blowing up because you're going to have to deal with it copying and dividing this, it's just DNA demise. And by stage four, this guy in some way is having sex. Now, so totally gender neutral. I don't know whether this would make it all around but I thought we could have a little spin on this and maybe we could even have this done for free rather than as he estimated this costing about $2 million to develop, which is really a pretty much of a drop in the bucket anyway these days. What about Harry Potter? What about thinking about developing something magical? That might be a very interesting idea and we might be able to get somebody to wanna collaborate in some way with that. So we had a lot of enthusiasm but seriously, I think the message here is that just providing information without very serious thought about how you do it is sometimes worse than not providing any information at all. Particularly when you're trying to integrate this to children and in school with science. And this isn't unique to genetics, it isn't unique to genomics. I mean, this is a challenge for all educators so I think that's a very high priority. What do we seek to achieve by informing the public? And again, this is just the very basic question about why we're all here today. I mean, what's the goal ultimately in genomics and why is it so important to us that we have to inform the public about it? So there's a sincere reason, better understanding and appreciating its significance, understanding in the future, in a context of individual health, public health, new drug discoveries, future genetics research and the societal implications. There also is a cynical view that the human genome project to a very large extent was supported by the public and by the taxpayers. And we want to have a continuing understanding and support as we move forward into the next generation. And then finally, whose responsibility is it to inform these audiences? All of our responsibilities. Certainly the Institute, other government organizations, other professional organizations, educational organizations, we put a lot of focus on really bringing higher education and K through 12 educational institutions and really thinking deliberately about this as well. Clearly consumer organizations which have interesting perspectives and a very important role here. And it's not just the responsibility to get the information out, but just as importantly the responsibility to explore innovative ways to continue and improve our understanding. Okay, thank you. Thank you, Karen. Questions, comments? Tim Leshyn from the NHGRI. In your talk, you talked about high school kids, but in your right, if you talk about elementary kids and I assume you mean all of them, I think it's very important to start early and maintain that momentum, but easier said than done, I know. And I think one area you're gonna have to look at are textbooks and how they are written and are they up to date? I'm sure they're not at this point with regard to the Gino. I think we need to think about it. And one last thought I had is with regard to the video game, there's this game SimCity, where you create a city. Why not create a Gino? Yeah. It was not as much fun as having sex, I suppose. I just wanted to clarify the write-up. It says to begin to be educated as early as elementary school, so it's in there. Yeah. You could include sex in SimCity if you wanted to. That must be a California thing. Go ahead. It seems to me that one of the goals, obviously, is to inform the public so that when new technologies come to the forefront, they're willing to accept it. So there's a little bit of brainwashing involved here. And I think the goal of educating, starting at very young ages, is a noble one and should ultimately help, but that's gonna take many, many years. In terms of adults, we're fighting against things like religious beliefs and very deeply ingrained suspicion about genetic modification. And the two most recent examples, we did an abysmal job of selling genetically modified organisms and of stem cells and cloning to the public, and that's clear in terms of what the reactions have been. So what I wanna hear about is how the next time around, when we have issues like this that come to the forefront, are we going to be more effective at convincing the public for their own good that these are at least worthwhile pursuits? Whoa, that's an interesting question you would raise to a law professor. So let me just respond quickly. I think your characterization is problematic. And in fact- Well, it's being extreme, but- That's okay. No, you made the point, though, in a very good way, in a very clear way, because it sounds in our society for good or for bad, it's a pluralistic society, not a paternalistic society. So I think how you frame the educational or information message cannot be laden with, this is what's good for you, but rather to have a sense of open-mindedness as to what the implications may be with respect to your options. And religion for whatever it's worth in this society is a legitimate value that we have, and I don't think, and there are many people in the room who have very strong religious convictions and at the same time feel very strongly about genomics, so I wouldn't pit those against each other. I think we just have to do a better job, which many of us have done, I think, in educating the media and policy makers that a better understanding of the science may help to better gray or blur what people have seen to be the dichotomies. So I think it's all of our responsibility to clarify that much better than we've been able to. Do you think that the issue of genetic modified foods should be part of this educational process or would it just confuse things? That's a great question, actually. In fact, I think if you look at the experience in Europe, it has become very integrated in terms of the politics and much of the sort of reaction of the European community that has been even more conservative, it has been more conservative than it has been in this country in terms of genetic testing and any genetic manipulation, et cetera, has combined those issues together. I don't know, we didn't talk about that. I personally think that food is probably a lot easier than what we're dealing with. We actually have genetically modified food right now that we're eating. I think a lot of people don't realize that and they're probably not gonna stop eating it if they know. Howard Jacob, Medical College of Wisconsin, I'm sorry to ruin the idea of making millions on a video game. About six or seven years ago, there was one actually that was put out. It was quite nice. You could actually go in and mutate the genes. You could create species. They breed, they do things. So it was all out there. In fact, it was in my lab. And nobody played it. There was no shooting. There was no violence. There was none of this out there. So even in a lab where you think they'd be interested in that, it didn't quite capture the essence. Were they adults playing with it? Or kids? They were adults and well, the kids of course when they were in the lab were also involved in it. But it just didn't have the same appeal. So if you're gonna play the game, they must be bombing the absence. Oh no, Brad had that. Brad had bombing and sex. He said violence is right. So that's an issue for public health. But in seriousness, in terms of going after, I think part of education, and I've been working with some of the high school teachers in Wisconsin, is about changing the way we're teaching biology and the way we're teaching at a level and bringing health in. What they find is when they're discussing health and genetics in the context of their health, retention is much better than talking about slime mold. And it's one of those deals that I think is really changing at a much more baseline level of teaching biology and chemistry through health as another way to get the genetics integrated into this. Because people are more interested in that than some of us like biology, but many don't. And I think we've had some good experiences with some high schools also of integrating the genetics in biology and then raising the LC issues at the same time. And that's a way to send the message early on that you've got to look at the disciplines together. Okay, we're gonna go here, and then two, and then three, and then we're gonna have to stop. Okay. Barbecating from Stanford. I just wanna raise the point, a broader point of asking, within the role of NIH, what should be our responsibilities in the educational arena? And some of the elementary and high school level education, it seems to me, in basic science, which is what it is, I think also we need to look beyond the Genome Institute and look to the Department of Education and NSF and all the other appropriate venues for that. And because I think in a way, it's not a problem we're gonna solve alone. And just to point out to bring back and put back on the table some of the social justice issues just a tiny bit, I've seen, I've been involved. I live in San Francisco. Genentech has a wonderful band that goes around to all the schools, spitting out DNA and doing all kinds of wonderful things. There have been fabulous programs developed by the Genome Institute, which have high tech hookups to high schools. And then I go back, California has a particularly interesting history in public education. I went to my daughter's middle school classroom where there wasn't even a sink in her biology classroom, let alone anything else. And the schools are literally falling apart. So the whole educational infrastructure in science is really the big issue if we're gonna get people to understand these big questions in genomics and biology. Great, great suggestion. I'm just echoing a little bit. I think the issue of educating people, this stem cell debate, I think showed that there was a lot of ignorance out there in some cases. And I think to avoid that, I think it really is a huge job to educate people. And I think it's not just policymakers with the public as well, since policymakers often respond very much to the public. And I think we need to think seriously about funding that kind of effort. I think also getting scientific associations interested, patient groups interested, et cetera, I think needs to be fairly sophisticated and important and urgent. Okay. Helen, last question. Well, it's actually a comment. It's a comment. But since the question was asked, how we're gonna do the next thing, I thought I'd just say a little bit about how we're gonna do the next thing because it's coming, which is how we're thinking about the haplotype map. And I wanna make two points here. One is that having just spent a day and a half thinking about community consultation, that in fact, what we need to do is engage the community and to learn about what their concerns are, to understand their perceptions, to learn what's bothering them, and so we can take those things into account and respond to them appropriately. This is not coming down from Matt Olympus in sort of telling people what's the truth. It's engaging in a collaborative arrangement and that requires conversation. So that's... Can I just respond to that? Our group actually did a lot of talking about that and in the report, and we had some back and forth about do consumers or the public know what they need to know? And I think what came out of it is that even if they don't know what they need to know, they know what they might want to know. And they have views and opinions. So we validate that. It's a good point. I just am saying that the right word should be engagement as opposed to education. The second thing to say is that actually anticipating this project, we're spending a lot of time thinking about thinking about the work and thinking about how we're talking about it and thinking about how we're moving forward so that we can do this in a prospective manner. I mean, we recognize that going out and doing a project where we collect DNA from sample DNA from populations that have arisen all over the world to try to understand genetic diversity and the haplotype runs into some very serious risks.  And I think that, and we have an important obligation and frankly, the Genome Institute has picked it up to say, we need to identify those and to be ready to think about those in a very prospective manner. So I think that those are two important issues. We need to learn from history. We need to learn from what's already blown up in our face. So we try not to do it again. And then we need to be understanding that this is a process of engagement. And so many of us work with religious communities. Many of us work, because it's not that they're Luddites, it's they're part of our society and they have things to say that we need to respond to. So I would just, I mean, I know that I'm just sort of using slightly different words to say what you intended to say, but I just, but I really, but I wanna put engagement as the word rather than education. Well said. Thank you. Okay. Two announcements. First of all, we will reconvene here at 11.30 for the, promptly at 11.30, because we are gonna run up against time constraints for the wrap up talk by Maynard Olson. And the second thing is I wanna thank the audience for some terrific participation and particularly thank all the breakout session chairs.


for it. We just have a little more to look at in Children's Ministry. So this today will be our last class. We were basically looking at the messenger and methods that are very important to proclaim the message to children in Children's Ministry. So in Children's Ministry, the messenger and methods are needed to proclaim the message. And of course, we do it through the empowering of the Holy Spirit. So in the previous two weeks, we looked at what a messenger should do to effectively proclaim the message. And last class, we began looking at the methods a messenger or a teacher should incorporate to effectively communicate the message in a very relevant, in a productive way to the children. So we looked at various methods that are needed. The first method is that we, I said that we need to choose relevant topics, which means we need to have a curriculum in place. And curriculum means choosing the relevant topics for the children you are teaching. And the topic should be based on the spiritual needs that we looked at in the developmental needs of children in various age groups. So if you have to teach a specific class and you're assigned to prepare the curriculum for that class, then how do you go about doing it? You basically go and look at the developmental needs of children in that specific age group. Look at the spiritual needs, the spiritual requirements. And based on that, you prepare the topics. And once you prepare the topics, then you choose the narratives that best suit your topic. And then you also another way to choose the relevant narratives is to write lists down the learning objectives. So we said that once you have your topics in place, then you need to begin writing your lesson plan. And it's always good to write a lesson plan. And I told you why it is important. So we are looking at how to write a lesson plan. In the lesson plan, the first important thing that you need to write is you need to list out the lesson objectives or the learning objectives, what you want to achieve by teaching this lesson, what is the end result, and what you want children to learn and what you want children to practice or apply in their lives should be listed out in the learning objectives. And we, we looked at how to write learning objectives. And we said, basically, just have two or three learning objectives. Okay, that will, which will help achieve the spiritual development of children in that specific age group. Now, after the learning objectives have been listed out, you've written out your lesson objectives, or your learning objectives, then you write down the recap. Basically, a brief recap of what was taught last week.  But basically, recap is what are the main learnings or the theological truths or the truths that you taught them. And then also go on from there to ask them how they applied what they had learned through the last week. And what was their experience of, you know, putting into practice what they had learned. So that is recap. And then you begin with the introduction for your lesson. And we spoke about introduction, how you need to go about introduction, what you need to write, what you need to say. And we said, one of the good things for introduction is to have a good attention getter. And I, I shared quite a few attention getters with you. You will also receive or get a lot of attention getters from the website, from the net, but be very careful which site you're going to. Because there are a lot of, you know, good children material that is available in Jehovah Witnesses, the Mormons. You need to be very careful what kind of website that you're looking into and getting your attention getters or your object lessons. Another way to introduce the lesson is to have, you know, to start off with a good object lesson. Object lessons can also be, instead of an attention getter, you can, you can use an object lesson, an object lesson also can be an attention getter. You can use an object lesson either for the introduction as an attention getter or to reiterate a concept or a truth that you're teaching in the middle of your teaching content or to reiterate the lesson what you have thought in the end. Object lessons are very, very powerful ways of teaching concepts, truths, which will help children to remember when they look at those specific objects and God can use or the Holy Spirit can use that to recall what you had taught them even, you know, many years later in life. So an object lesson is basically used to illustrate a concept, a point, a truth, a learning or a story by combining it with an object or a trick or a visual aid just to help children remember the lesson. So object lessons, attention getters are very, very important because children learn not just by hearing, by all seeing, doing, so you have tactile learners, you have children who are kinesthetic, bodily kinesthetic learners, interpersonal intelligence who learn this way. So you can use this as a visual aid is very, very powerful and these object lessons basically attract the attention of the children. It focuses their interest on the main truth that you are trying to teach them. And also these object lessons will serve as a reminder to children again and again of the lesson they are learning about when they look at these objects. So how do you do an object lesson? I showed you various object lessons last week and I told you that's not all for my creative mind but I took them all off the net. Okay, so it's a lot of object lessons that are available and you can just you know type the topic or the the narrative, Bible narrative and you will get a lot of object lessons which you can use. So how do you use an object lesson? Basically you introduce the object, you connect the object to what it represents. Like for example, I used the last object lesson I did for my class last week was the remember the egg and the spoon and that vessel. So I said, you know, the egg is resembles us. We are very delicate because you throw this egg and you know, smash it on the ground it splatters or you throw it on a hard surface it will break. So our lives are as delicate as this egg and you know, you can tell them if I take the spoon and hit this egg what happens you know children will say it break. So you can say the spoon represents Satan or represents hardship, difficulties, temptations that we face and we can be so open to the attack of the evil one, we can face so many problems and difficulties. But when we receive salvation, we are very privileged children of God because we have God's protection.  Some children will say yes, some children will say no and you show them that the egg is not broken and you can say like how God protects them. And you can tell them that when we stay under God's protection, how do we stay under God's protection? You can use this object lesson even for rules obeying God's rules, commandments. But if you step out of your boundary, you are open to the attack of the evil one. So that is an object lesson. I also showed you the object lesson of an apple, right? Initially, it's there in that thing and it's just that PPT. I think I shared about the apple, right? No, with all of you, okay. So how do you usually cut an apple? Don't show the image now. How do you cut an apple usually? You take a knife, you dice it down, right? You cut it down in the center, okay? But what if you dice it down in the middle like this, slice it down in the middle like this? Can you show that please? What happened? Yeah, okay. So here is what happens when you cut it down in the center? What do you see there? What do you see in the center? What do you see in the center? A star, yes. Thank you, Subashish. A star. Did you ever know that when you cut the apple, you dice it down in the center, there is a star? How many of you knew that? Any thumbs up for anyone who knows who knew that there was a star? I'm green about it. I didn't know that there is a star. Yes. So usually when we cut the apple like this, right? And when we open it, you find seeds there and you kind of remove that. But when you dice it down in the center, there is a star. So if you can use this object lesson, it's a very powerful truth to tell children that God has given each one of us gifts and talents. And all of you are star material. You are all born to do something extraordinary. You can be superstars. God has created you to be superstars, to be people who can put on display, his wisdom, his strength, his skills that he has given you.  And you can tell them that many of us think of ourselves as useless because we are always cutting the apple like this and we're looking at nothing in us. But God has placed a star in each. Go and tell your parents that take me to the hospital, I want to do a scan. It basically means that your God has given you gifts and talents.  But once you know it and you excel in that, you can be good in that.  So a very simple object lesson, but a powerful concept that you can teach children. Now also children compare themselves with each other and they think they are either not smart, they're not clever, they're not good looking, they're not intelligent. So you can tell them that God has created all of us smart, intelligent. We are beautiful because we are created by gems in class. I think in the American countries, they call it as MMS. And the various colors, so you can use toffees or chocolates which are various colors, but the content in is the same. It's chocolate in everything, but strawberry, banana flavor, but everything inside, it's not strawberry for pink, it's not banana flavor for yellow, it's not great for violet color, but all the contents inside is just chocolate. So you can say, God has created all of us different. We all look very, very different, but he has put skills and talents in each one of us and so we look different, but he has made us all smart, intelligent and he's given us skills and talent. So very powerful truth to explain a concept to children which they usually will not accept, which they usually will not believe. Now, when you're talking about faith and fear, another good object lesson that you can use is a plastic drinking bottle, a plastic drinking bottle and you can say you can have two of them the same size, one with the cap on it, the other one the cap is removed and you can say the one with the cap is a person, the symbol is a person who is full of faith and the one without the bottle, without the cap is a person who resembles a person who has no absolute, a little faith, but is filled with fear. So they're just open to any kind of fear and anxiety and just take it in because they're open. So what happens when Mr. Faith, the person with faith or misfaith goes through problems and difficulties and you take that bottle with the cap and you try to crush it, you try doing it after you drink water, juice from a plastic bottle, you try putting on the cap and crushing it, will the bottle crush? The bottle does not crush with the cap on. So you can say that when you have faith in God you will face problems and difficulties, pressures, anxiety from all sides when you try to crush you and to put you down, but when you have faith in God, faith is able to give you the strength, put your hope and belief in the character, the nature of God and he gives you the strength to overcome those pressures. But if Mr. Faith is going through problems and difficulties, what happens? So you take the bottle that assembles fear, you can have it stuck on that bottle of fear and when you crush it, the bottle without the cap easily just gets crushed because it's plastic. So you can say, see what happens when you are filled with fear?  So just two plastic bottles, but powerful concept of faith and fear that you can reach. Another good object lesson that I use is, when I tell children that it's, when you tell a lie, quickly ask God for forgiveness and don't do it again because if you keep on telling lies, it becomes a habit and so children are not convinced about that.  And what happens, you know, they fell guilty and they asked God for forgiveness and they didn't want to do it again and they were able to break free from that, that bondage of saying lies or, you know, from the bondage of stealing.   It's difficult to break free. So you can tell children how these things become a bondage, a strong hold and when you want to break free, it's very, very difficult.  I'll just share three more and then we'll move on. Now, for example, you know, you're telling them if you, if you, like the Old Testament God said, if you break one loss, like breaking all the laws that he has given us, so you can take a chain and you can remove one part of that chain, you know, the one of the links that is, you know, holding onto the chain and you say, hey, this chain, one link is cut or one link is broken and this chain is useless. I can't use this chain, you know, so it's like you're saying that, you know, you just break the law or you don't keep God's commandment, break one of his commandments is like breaking all the 10 commandments, breaking all the 613 laws that he has given us. So just a chain, but, you know, you can teach them this powerful concept.    So you can tell them, you know, the word of God says that bad company corrupts good characters, so it's very important to choose your friends very, very wisely.  So just a sheet of paper with just a small, you know, black coloring or a soiled sheet of paper but can bring out such a powerful truth. Okay, so you can think of various object lessons and you can use them even when you're preaching God's word, you know, it's very powerful. I know a pastor, he, I get many of my object lessons from the sermons that he uses on Sundays when he is preaching. Okay, so you can use these object lessons, these are powerful truths and the children will just remember and God can use that, the Holy Spirit can also use it later on to reiterate the truths that you have taught them. Any questions so far? Any doubts, any questions? Okay, I'll take the silence for a no and we'll move on. So we looked at the introduction, which is, you know, how to, what you need to say in the introduction, how much time you need to give for the introduction, what you can do in the introduction, the attention getter and the object lesson. Now we'll move on to the main content in the lesson plan, which is a main teaching content. Okay, and I said when you're right, you need to write down the entire lesson plan. So I'll tell you, I mentioned a few reasons last week, I'll mention a few more reasons. So when you're writing out the entire lesson plan, you know, generally as adults, we tend to speak to children just like we're speaking to another adult, right? And we can use unfamiliar, big words that children may not understand, which they'll not be able to catch.  For example, if you're teaching them prodigal son, you know, they might not understand what is the meaning of a prodigal.  So you can erase, you know, scratch out prodigal and use a simpler word. Now, for example, you say the prodigal, you know, spent all his money in loose living. Children will be wondering, what is loose living?  My tie is loose. I don't know what is loose living, and they might not ask you. So you need to, you know, explain or you need to scratch out that word and explain what you think what you're going to say and write it down. Now, for example, you're talking about Pharaoh, you know, they will not understand who is Pharaoh. So you can say, you know, the kings in the land of Egypt were called as Pharaohs. If you say talk about famine straw, nowadays children don't know what is straw, you know, plague. So, you know, all of these things you need to, when you write it down and you go back, you would look at it and say, hey, my children may not understand this. So what am I going to say to make it simpler to help them understand? So keep the language very, very simple because we're teaching children, we're not speaking to adults. Okay.  And they'll be wondering, you know, how can the blood of Jesus cleanse us? I know that blood is only there in our bodies. It's important for life. And some children be wondering, you know, what is righteousness? What is justified? And you can just say it, because you know, speaking it, you just said, hey children, you know, we're all saved by grace through faith. And you can just move on because you're the Bible college student, you know, or you are speaking, you think you're speaking to an adult, and you can just move on, but they would not have understood a thing. So that's why it's so important for you to write out everything that you're saying in the lesson. Because when you spot these words, you will stop and you'll say, Hey, how am I going to explain these terms? And how am I going to replace them? How am I, what illustration am I going to use to explain this to children so that they can remember? And also you need to know how you're going to explain these Christian jargon. So a child who's in third or fourth or fifth grade compared to a child or a teen or a preteen who is in eighth, ninth, 10th grade, because you need to explain it to them quite differently. So it's so important for you to write down. So you can keep the language simple, even the Christian jargons, also you would, you would also see whether the main truth is, you know, your main truth is running throughout the lesson, if you're kind of transgressing, you're digressing, sorry, you're digressing and you're moving away from the main truth, then you can come back and you say, Hey, I have to mention what is the main truth? What is the main point? I've kind of not mentioned it. You know, in the last few sentences or paragraphs. So that is why it's so important for you to write it down. Okay. The third thing is, you know, our goal as children's church ministers or Sunday School Ministers is not just to narrate a Bible narrative, a Bible incident story from the Bible, but it's also important to teach them deeper truths or theology. Now you might be wondering, Hey, can we teach theology to children? Yes, because if you look at the textbooks, the science math textbook, they're learning so much. Now, why not teach them the deeper truths in God's Word? So for example, if you're teaching them about creation, what do you think are the deeper theological truths that you would like to, for them to know in creation? Any thoughts? Covenant. Sorry? Covenant. Covenant? Yeah. Understanding about blood covenant might be a little too theological for children. No, no, no, you can't teach them. We teach them the covenants. Yes. Okay. Yeah. No, I was asking about creation. What are some of the powerful truths that you can teach them or theological truths that you can teach them when you're teaching them on creation? I would, for instance, teach them that God is the source of all things. Everything starts and ends with God. Thank you. Okay. Thank you, Lubega. Jefina says the power of God's Word, the Trinity, yes, Trinity there in creation, God spoke and everything came into being, into existence, the power in God's Word. So you can talk about how powerful God's Word is and the Bible is God's Word and how powerful it is and how important it is for them to read God's Word and to speak God's Word in their life. So that gives them a more important basis to read God's Word and just, you know, doing it out of a ritual. What else? The fall, the sin. Yes. Okay. You can also teach them how God's Word brings when you speak, when God speaks his Word, he brings things into existence, things that are not, he brings it into existence. So the things that are not there in your life when you speak God's Word over that, you know, how it will happen, it will come into being, it will come into food teaching, it will come into existence. Also, what else can we talk about creation when God created Adam and Eve? What theological foods can we bring about in God creating Adam and Eve? I would tell them that God created the both male and female. So we are all equals in God's eyes. Yes. Thank you. Anyone else? Still God had a concept of a family where a man and a male should, a woman and a female should make up a family, not a man and a man or a female. Also God created the man and female in order to continue the human race, because when a man and a female get married, they can continue the human race, contrary to the lesbians and the homosexuals. Okay. Thank you, Lubega. Maybe that is for the older classes, which is good. Yes. Jeffinesses, you can teach them about obedience, how God created everything for good and how the devil tries to twist God's Word. When he created Adam and Eve, he's talking about how God created us in his image and his likeness. And so you're talking about image and likeness, you're saying, so what do we understand by that? And you can say God is a spirit being, that means he has no form and shape. So what does it mean when God created us in his image and likeness? So you can talk about what is the meaning of image, what is the meaning of likeness?    You know, God has a mind, he gave us also a mind so that we can understand, relate with God. God is sovereign, which means he has a will. He also created us in his image and likeness, which means he gave us a will. So then they are beginning to understand, wow, God created us, no perfect, just like him. And so we can say now, you know, are we holy? Are we sinless? They'll say, no, do we all die? Yes. But did God create us that way? God created us, you know, without sickness, without any shame, guilt, pain. Do we have sickness, shame, guilt, pain? Yes, why? Because of the fall. So then you're telling them how God created them. You created them perfect in his image and likeness. And then you can go on to say that God wants us to continue to be in his image and likeness. That's why he died on the cross.  And eternal life means that we come back to who God created us initially, like he created Adam and Eve. So that is a powerful truth, a theological truth that you can teach children. Okay, now you're talking about faith. Okay, we'll move on to another topic, faith. Just imagine you're talking about the blind beggar Bartimius. So what important theological truth about faith can you bring about from this narrative? What can you teach them on faith? When we trust God, all things are possible. Okay, all things are possible when we trust God. Okay, anyone else? What is faith? Faith is you don't see, but yet you believe. So you can say that, could Bartimius see? No, he was blind. Did he see Jesus doing any performing any miracles? No, you know, but what did he do? He just put his faith and believe and he knew this was the only opportunity in his life to bring about a change in his life for him to be able to see and to be healed. And so, he tries his best to reach out to Jesus when Jesus was leaving the city of Jericho. But all his efforts were in vain. All his efforts were in vain. So what would you do if you were Bartimius and no one was helping you to get to Jesus? Because everyone wanted to get themselves to Jesus. There was a large crowd and here was Bartimius trying to move and he was falling on people. He was falling down and people were getting irritated.  So there's no point in him seeing Jesus. And no one thought that, hey, they can take him to Jesus for his eyes to be open so that he can see. But, you know, faith is, you know, we all have faith, but we could have had faith like Bartimius if you just stand in the corner and say, poor me, I tried my best. Nobody's trying to help me to get to Jesus.  Like this is my fate. You know, there's nothing like fate in God's word, but there is faith. You know, and so what did Bartimius do? He did not give up. The faith is, you don't give up till you get what you want. So what did Bartimius do?  And what did people say? Tell him, quiet. Don't make such a big noise. You know, what will Jesus think? Just keep quiet. Why are you shouting? But you know, Bartimius shouted all the more and it caught Jesus's attention. See, so that is faith. Faith is, you know, you don't say, I tried, I did my best, you know, this all I can do and just live with what you have. But faith is, you know, you want something. You get it at any cost.  It was Bartimius's right to be healed to see, you know. And so Jesus is, Jesus notices him and stops and what does Jesus say? He doesn't say, be healed, you know, see again and enjoy the beautiful creation I created. What does Jesus say? Your faith has healed you.  You know, you want to see them healed. What is important is faith and what is faith? Faith is, you don't see, but you believe. Faith is, you don't give up till you receive what you want. Okay. So just a blind beggar story, but you can teach them these powerful truths. Okay. What about Zacchaeus' story? What powerful theological truths can we bring out from Zacchaeus' story? Come on. I just don't want to hear Jeffina and Loubega and others also speak up. What theological truths can we teach children from Zacchaeus' story? Okay. Jeffina says Jesus came to save sinners. Okay. What else? Come on class. What theological truths can we teach children from Zacchaeus' story? Even rich can come to the Lord. Okay. I teach them that God knows our thoughts from afar. Okay. Thank you, John Paul. God knows our thoughts from afar. We can teach them about salvation. Zealotolio says salvation. Yes. Now I would just talk, think about, I think two powerful truths that come to my mind about Zacchaeus is what causes Zacchaeus to change? You know, people would have told him, people would have mocked him, fear of felt guilty, but you can just say, see, he was so used to greed. Greed had become so used to his life that he didn't mind if people, but money was so important in his life. He didn't mind if people spoke to him, did not speak to him. If he had relationships, low relationships, if people were making fun of him, people didn't want to speak to him. He did not care. So you can talk about how sin, you know, brings us to a point where we just don't care and we're just so happy with our sin. Sin becomes everything. We don't even bother about anyone or anything at all. But what causes Zacchaeus to change? Did Jesus speak a sermon in his house? Did Jesus tell him the bad things he's doing?    Does Jesus do that? The children will say, no. You know, then what caused Zacchaeus to change? You know, the very presence of Jesus in Zacchaeus' life changed him. Jesus didn't have to speak a word. Even when Zacchaeus felt all that guilt and sin and he was voicing it out, Jesus didn't say, hey Zacchaeus, I know all of that. I was just waiting when you will tell me, doesn't say a thing.   But, you know, the very presence of Jesus is so powerful that it can change you from doing the wrong. Those bad habits, those weaknesses, totally change you. Changed Zacchaeus. And this is a true story that happened with Zacchaeus. And if you're talking about repentance, you can say, repentance children is not just saying sorry. Zacchaeus didn't pretend and say, Jesus, I'm sorry. I will give back four times. I will give double of what I have taken and all of those things. But he goes immediately and does it. That is repentance. So repentance is not just telling God, you're sorry because you don't want to go to hell. You want to go to heaven. You want his blessings. You want to do well in your studies. You want to excel in your sports or whatever. But repentance is not just saying sorry, but it's stop doing what you are doing. It's total change around. So that is another important theological truth that you can teach them. Okay, we can go on with so many stories. I'll just stop with one more Joseph story. Joseph story for children, it's very powerful truth. You can bring about temptation for the older kids, basically in seventh, eighth, ninth, and tenth grade. You can tell them, think about Joseph. He was basically kind of your age, 13 to 15 years. And what does he say when he faces temptation? He says, how can I sin? Never you copy or you use a bad word or you're watching something dirty on TV and internet that you shouldn't be watching. You're stealing something from somebody. Have you ever thought, hey, Jesus is watching me? God is watching me. But look at Joseph. He's thinking here, how can I sin against God? And I would tell children when I read this for the first time in my life, I was like, wow, I never thought of it when I did all of those bad things. I never thought, hey, I'm sinning against God. I'm doing something. I'm going to do something that is wrong in God's sight. And also you can talk about Joseph's attitude. Joseph, when he was sold as a slave and he was part of first house or he was in the prison, he didn't say, hey, I'm not slave material. I'm not going to mop. I'm not going to clean. I'm not going to wash. I'm not going to do all of these things. I'm a rich man's son. I've never done anything and just sit in a corner. What if he had done that? That was a wrong attitude. But Joseph was sincere and honest. Of course, the Bible does not say, but the Bible tells us that God calls Potiphar to look at Joseph's hard work, his good work. And he made him the manager from a slave. So some of you children are thinking, how can I do well in studies? How can I get better marks? How can I be a best cricket player or a football player? It requires hard work and the right attitude to be honest, sincere, hard working. So you're just teaching them these truths from God's word that God is looking at our attitude and our attitude really matters to God and how we spend that time and what we do with the opportunities and the things that God has given to us. And if you're not good stewards and faithful stewards, then how God will not give us the increase and bless us. But why did God call Joseph to prosper and to become the prime minister or the manager in the first house or the one who was in charge of the jail? Not because God favored him more than anyone else or loved him more, no, God loves all of us because he looked at Joseph's attitude. So another powerful truth. So all of these things are very important that we think and we teach children at a very young age so they can catch it young, they know it young, they can receive it and that you can just speak into their lives. We'll stop here before we just move on further into our lesson plan. We'll do that after break. Anyone has any questions? Any questions? Okay, there are no questions. We'll go for a break and come back. Thank you everyone.


Hi, I'm Rudi Streif. I'm the director of embedded solutions for the Linux Foundation, and today I'll give you a little sneak peek into our other four or five training class on building embedded Linux systems with the Yoctoproject. The Yoctoproject is a very cool tool set actually that allows you to build Linux distributions from scratch for your hardware. And what we are going to do today is maybe the most exciting part of this class is actually where the rubber hits the road, or maybe more like where the Linux kernel image hits the silicon. We're going to build a board support package with the Yoctoproject for our little demo hardware, which is the Beaglebone from Texas Instruments. All right, let's get started. A little intro into our target development board. It's the Beaglebone from Texas Instruments. It has a Texas Instruments AM3359 CPU, 256 megabytes of RAM, a 10-hundred megabit-based T-Ethernet port, USB host port, USB-0, USB JTAG, and a connector for a flash memory chip and a couple of expansion connectors where you can do some breadboarding and additional experiment with it. First of all, we need to connect our board. We need to set our board up so that we can talk from our host computer with our board. For this, we use the Minicom program. So if you have Minicom already installed on your system, then fine. If not, you can easily install it by typing on an Ubuntu distribution sudo apt-get install minicom, and then it will install Minicom on your system. After that, you want to plug in your Beaglebone board into your system with the USB cable that is provided. And this little board has a serial port to USB converter on it, so we'll have to find out which serial port actually to use. To do that, you type Dmessage on your console, and it will eventually tell you that there are a couple of serial ports now, new serial port devices initialized. And one of them is the serial port for this board. In our case, it's slash def slash ttyusb1. Accessing serial devices under Linux is normally restricted to certain user groups. So access to slash def slash ttyusb1 would be restricted normally to the user group or to a special user group that's called dialout. So you have two options, actually, what you can do to get access to the serial port. So either you change the permissions on that serial port, simply by typing sudo changemod 0666 slash def slash ttyusb1, or you can simply add yourself to that special user group by typing sudo user mod minus a minus capital G dialout. And for this class, actually, we're using the student user, but if you have on your system a different user, you would use your username. So we call it student in this case. Now we're pretty much ready to go to actually connect to our Beaglebone board for the first time. So first, we need to launch a minicom in setup mode so that we can actually set the right communication parameters. We do this with sudo minicom minus s. This goes into setup mode. You will have to enter your super user password or root password. You get a little menu there, and you scroll down there to serial port setup, set your serial device, and also set your communications parameters, 115,200 bits per second, eight data bits, no parity, and one stop it. Press Enter. Press Enter again and save this as your default configuration and exit for minicom. Now we're going to start minicom again, this time in user mode so that we can actually communicate with the Beaglebone board. For this, you type minicom minus o minus w. We're now connected to our Beaglebone board through our minicom terminal. We won't see much yet because we do not have a SD chip inserted into the Beaglebone with an operating system. So all the Beaglebone does right now send back to our minicom terminal is an endless string of capital C letters. But we're ready to go and go to the next step. As the next step, we need to get our SD chip ready, and we need to partition and format it for use with the Beaglebone and with Linux. For that, we have our chip inserted into a USB card reader, and we use the Dmessage program to find out which device the Linux operating system on our host has assigned to this chip. We type Dmessage, and we see that this chip has been assigned to this device slash DEV slash def slash SDC. And to partition and format this chip, I've prepared a little script, and we run this script as a super user by typing sudo bbonash. And you provide the name of the device, slash def slash SDC. Then the script asks us, if you're sure that we want to format this device, we enter with yes. And now it's partitioning the SD chip and also formatting the SD chip. That takes a couple of seconds. All right, our little script is now done partitioning and formatting our microSD chip. Now we want to try out if it has actually worked. For that, we need to create mount points so that we can mount these partitions to our host system. And for that, we type sudo mkdir. These mount points are simple directory notes on our host's file system. And we mount those three partitions on the media as media big root, big boot, media big root 1, and media big root 2. Then we need to edit our file system table. That's the file in slash ATC flash SF tab. And into that file, we insert three entries for the three partitions. So first, you load this file into your favorite editor. Mine in this case would be just a simple text editor vi. And to the end of this file, simply add three lines. And these lines are slash def slash SDC 1 slash media slash big root auto, user no auto, and 0 0 for the file system checks. And we repeat that for the root partitions, big root 1 and big root 2. And in the final step, we actually see if our file system's mount. So we simply type mount media big boot. Now our host system picks the mount point and the mount parameters up from our file system table and mounts it to the host system. So everything seems to be working. So we're ready for the next step. So now let's look first into the theory of Yocto Project Board Support Packages.  We explore Yocto BSP on several methods for building a BSP and the Yocto BSP script that makes it actually easy for you to create a BSP. And then we actually are building a BSP for the Beaglebone board. In general, a BSP is a collection of information that defines how software platform actually supports a hardware platform, a particular hardware platform, such as a device or a family of devices that have similar characteristics. And then the BSP will typically find documentation, hardware features, configuration data, software patches for source code, and binary files. Yocto Project BSPs do not include a build system or any tools, and that makes them different, maybe from other board support packages. Because all the tooling is really provided by the Yocto Project itself. The Yocto Project BSP is simply a layer on top of what Yocto Project already provides. And that is actually a very powerful concept because it makes it easy for you to swap out a BSP for another BSP and simply build the exact same Linux operating system stack for a different piece of hardware. If you want to find out everything in detail about Yocto Project BSPs, look at the Yocto Project Board Support Package Developers Guide. And you can find that at www.yachtoproject.org slash docs slash current slash BSP dash guide. And there you find all the details about it. Yocto Project BSP layers follow a certain naming convention. As any Yocto layer, they actually start with a prefix meta, and then a dash, and then a BSP name. Do you have to follow that convention? No, not necessarily, but it is just a good convention and best practices.  And you do that by editing the bblayers variable in your layers.conf file. Multiple BSP layers actually may be nested inside of a container layer. And this is very common practice with silicon vendors who provide BSPs for entire families of chipsets and bundle them together in one big Yocto BSP container layer. This graphic shows the basic layout of a Yocto BSP. Yocto BSPs follow a certain layout structure. Actually BSPs may differ from this structure by adding or removing some of the directories. But in general, there are certain directories that always have to be there for Yocto BSP to be considered Yocto Project compliant. Like any Yocto metadata layer, BSP layers include a concept directory in which you will find the layer configuration, as well as the machine configuration. The machine configuration is actually settings that define how the Yocto Project actually builds the source code for your particular hardware. And you will also find recipes to build certain packages for your hardware. These can be new recipes for the BSP, or those can be extensions to recipes that already exist in the Yocto Project. The best way of learning about Yocto Project BSPs and how they're built is looking at existing BSPs. And you find those in the Yocto Project's Git repository. And you can simply check those out from there using the Git command. So you type git clone, git colon slash slash git dot Yocto project dot org. And in this case, we use the meta Intel container BSP, which contains a lot of BSPs for different Intel chipsets. So meta dash Intel. And then Git will clone that repository and check it out. Then you can browse through the different directories and learn about how this is structured. There are several ways, methods of building Yocto BSPs. And these BSP layers, you can do this manually from scratch by creating the directory structure on your host system by hand. You can, of course, copy an existing BSP layer and modify it to your hardware. Or the third method is using the Yocto Project BSP Screts. Copying makes a lot of sense if you have hardware that is very similar to hardware for which the Yocto Project already provides a BSP. And using the BSP scripts is actually very comfortable, because you can use those to configure the Yocto Project Linux kernel for your BSP and do many more things rather comfortably in an interactive environment. In our class, we will be showing you how to use the Yocto BSP scripts to create a BSP, to adapt it to the Beaglebone board, to create a bootloader, to create the Linux kernel, and to create a root file system image and put all of those onto your SD card and then boot the Beaglebone board. And when you finally see your board boot the first time into the Linux kernel and into the root file system, that is a great feeling. And to get this feeling, we invite you to take our class. If you're interested in more details about this training class and other training classes the Linux Foundation has to offer, go to our website. We're looking forward to seeing you in one of our classes very soon. Thank you very much.


Okay, we're back. We're live for the One O'clock Block. I'm Jay Fidel. This is Think Tech Hawaii with me is Cheryl Lynch. She's a branch manager of the branch of the Hawaii Library in Waini. And I have been meaning to have her on the show for a long time because I have admired her for a long time, because she sends me mail all the time. She tells me about what's going on in Waini in the library. And I'm always impressed. Welcome to the show, Cheryl. Thanks, Jay. Thanks for having me on the show. I really appreciate this opportunity. So tell us, what makes the Waini branch of the library system different from all the other branches? Well, the Hawaii State Public Library System is the only statewide library system. And we have 51 branches across Six Islands. 51, wow. 51 and the State Library, that makes it 52. And we at Waini, we have some interesting things besides some unique programming. We also have a very large collection of Hawaiian quill patterns. Really? Yes. And people can come in and trace. Well, it's hard to expect that. That's not in the classical library, is it? No, it's not. And we have people from all over the world come and we had a group of ladies from Japan came. They traced the patterns, they went back, they made the quilt, and they brought it back and gave it to us. Oh, it's beautiful. Beautiful. Angel trumpet quilt. Yeah, it's beautiful. So you have an exhibit room in the library. How do you exhibit these things? Well, we are lucky enough to have a really nice meeting room where people can rent. And in our meeting room we have a very large quilt made by one of our quilt patterns in 1990 was donated to us. And then we have a glass case until we can get into a nice plastic sheet, the new one from the Japanese quilters. And that's in a glass case. But when people rent the meeting room, they can see them. And it's actually being used in a sense that it's in the meeting room. People in the meeting will look at it. So it's made to order for connection. And speaking of connection, it sounds to me like Wainae branch is particularly sensitive and connected with the native Hawaiian community out there, hence the quilts. Well, we try to be connected to all the people that live on the Wainae coast, and we are lucky enough that we had the quilt patterns donated, but we have something new that's happening. We have a community court out at the library. I don't know if you've seen that advertised lately. And the judiciary comes out, rents our meeting room just like everybody else. They rent it for two days because it's a lot of setup. And we have court out there in our meeting room, which is really awesome. It's real court. Real decisions, real judges. Yes. And if you see a picture of the judge, she's the quilts behind her. So it looks really good. People can't miss it. It's at Wainae. But what I caught in there is that you can rent a room at the library. Tell me about how that works. Oh, lots of libraries have meeting rooms that you can rent, and you just call the branch and ask them, do you have a meeting room? And if yes, they look through their schedule and book you, and it's pretty easy. We also have the AARP tax people. They rent, well, we let them use our meeting room, and they come in during tax season. Is there a nonprofit at all? Well, yeah, well, they're doing a wonderful service to our community, and they come out once a week on Wednesday and do taxes for free. And then over at our new sister branch at Nanakuli, just down the street, 5.6 miles, not far. But who's counting? But they do the taxes there on Friday mornings. So that's in their meeting room. That's great. That's another connection with the community, you know, with the seniors. So what was your demographic like, Cheryl? I mean, are you dealing a lot with young people, with middle-aged people, seniors? Who comes and goes from the library at Wynine? Well, really, zero to 100.  We're close to the high school. We're close to the Wynine Middle School, or Wynine Intermediate School. So you're actually right in the community, physically? Oh, yeah, on the fire stations, the next door. Oh, sure. Yeah, in the community parks right behind us. So yeah, we got a lot of different people. You know, we have people that come and just use the computers. We have people come that will never use the computers because they're so happy we have all our books, which we still have lots of books. And let me think who else. We have high school kids coming in. We have student helpers that work there, and their friends come in to say, hey, which is okay, because it brings the kids in. Sure. And the middle schoolers come over after school. Yeah, we have lots of people. You have to say shush to them? Well, you let them have a conversation. We let them have a quiet conversation. But when they get too rowdy, we ask them to go outside.  So let's talk about the computers. Okay. You know, just the thought that if any institution, especially an educational institution, wants to stay relevant, it has to keep up with the way information is delivered. And certainly, I mean, from the days of the doobie decimal system and all that. We still have that. You do, good. Oh, yeah. That's our books already. It still works. You know, you've got to stay relevant with the new information systems, and they move fast. So when did you get into that, and what are you doing with it? Well, the Hawaii State Public Library System has had computers available to the public since I've been a librarian, and that's about 20 years. So we are, we stay very current. And our new state librarian, Stacey Aldridge, she makes sure we stay current. We have our computer system that our internet computers that the patrons can use are very up to date. We just got a brand new program called SAM-10, and it allows you to put a reservation on. And then if nobody's waiting, you don't have to get off your computer or get your card reset and do all this stuff. No, it just keeps adding time until the next person comes along once you use the computer. And then we have a new print management system where you send your print jobs to the computer and then you go over to the printer. And instead of everybody rifling through all the prints that printed out, you have the security to know that... Hit a code and your job comes out. Right, and your job comes out.  It's very important. It's very important. Because how many people do their taxes online? Lots. So what you're really saying is, you know, most people I know down here, Bishop Street, they do their computer work either in the office or at home, but not in the library. There are people who don't have an office and don't have a computer at home and they need a place to do their paperwork, their computer research and their computer connection. Right. And you're offering that. So it's like an office away from home.  This is a great benefit to people who might not otherwise be able to do it. Well, here, Jay, let me tell you one of my favorite things about how to use the Wynye Public Library.  And you do your work from there. Oh, you're offering me such a track of questions here. I really love this conversation. Ah, Wi-Fi. Yes. Another really critical thing. So you don't have to use the computers in the library. No, you can use your own. You may have a laptop. A lot of people have laptops. They have laptops in schools. They walk around with laptops all day. But it's not all that good if you don't have Wi-Fi. So you're providing them Wi-Fi. This is terrific. Absolutely. Yes, yes. And it's a service that's used a lot by a lot of different people. And, you know, even people that have computers at home, how many people come to the library and they say, ah, my printer just ran out of ink. So they come over to the library. They send the item to themselves in their email or they put it on their flash drive. They drive over to the library. They log on to the computer. They print their job and they're heading back home. And they didn't have to go into town to buy new ink for the printer. That's great. Great service. A great service. Boy, it's a magnet. You know, people come in and be able to do it. It's enabling, enabling, yeah? Sure is. So what about things that are kind of personal?  How do I protect myself? How do you protect me from, you know, nobody, nobody getting my passwords and the like? Well, I don't know all the technical specifics, but I do know our system is very safe. And at the end of your session, if you turn the computer all the way off, everything is, nothing gets saved to the hard drive. It's gone.  So those people that sadly forgot their flash drive and they think it's going to be on the computer the next day, unfortunately it's not, but that's also fortunate because that means no one can look at their stuff. So you give Maxis to put a flash drive in and put information in, take it out. Yeah, even our copiers now will, you can put it from your flash drive from the copier. You can scan to your flash drive from the copier, which is a really great thing. Somebody says they want to fax something, we don't have faxing, but we tell them, print your document, sign it, scan it into a flash drive and we'll let you borrow ours if you need to and then go to the computer, get on your email and send it. You know, this is a real, this is a good deed you're providing to the community. I wasn't aware of all these things. It's a mitzvah, as we say. And it also reflects something about you as the manager and your staff. You're out there to try to help people in every way you can possibly help them, am I right? Tell me about the tone, the attitude among the staff in the library. Well, I don't know about other libraries but all I can speak to is why and I have absolutely the friendliest, nicest, most dedicated, helpful staff that I've ever worked with. I've been in the library system for 20 years and all the other people I've worked with are great too, but this particular group of people are pretty awesome and they know a lot of stuff too so that makes it really fun. So what about being a librarian? Why do I think you have 76 trombones married in a librarian? Cheryl librarian. Did you train for this? You go to school for this? Yeah, I went to UH. Back 20 years ago I've always been a pretty passionate avid reader. 20 years ago I took the TV away from my family for a year. They only let me do that for a year but we all read. So after that year was over my husband told me you have got to find some way to pay for this hobby. So when I moved to Hawaii I went to library school so that I could continue my passion for reading and sharing reading and get paid for it. Was it a good choice? Oh, the best choice. I can't tell you how much pleasure I get from sharing things that I've read in the library. We have a new thing at the library. We put staff picks up in our staff name and we wait every day to hope somebody picks our book. It's fun. You're beginning to get the idea. This is a special person, a special branch. It's a wonderful expression of how the library system works in Hawaii. It's part of the community and it's part of lifelong learning. I was telling you before the show began when I went to school I always said, gee, I don't want any more of this. When I finished school I didn't get my necessary degrees. I'm out of here. I'm not going to go back to school ever. I really found that that was completely the wrong thought to have because life must be lifetime learning. You must learn all the time. It doesn't matter what you study. You have to study anything that makes your consciousness grow. That's what you offer at the library system. People come in, they can do anything they want and it's an intellectual experience for everyone. It's so much fun to see what our patrons request. When you go to the Waianae branch we have a collection, but when you look on the catalogue you have access to every book, every DVD, every CD in every library and all these 51 branches. You can request it. It gets sent to my library. The staff checks it in and we go, oh wow, this looks interesting. We put a hold on that one too. Yes, we do. We do all the time. It's fun and we talk to our patrons about what they're reading and get suggestions from them just as much as they get suggestions from us. But the beauty of one system library system is that my unique little library that tries to collect to support my community is available to everybody and everybody else is available to me or my community. How long does it take to move the things I request from one place to another? Well, that's a little hard to say because some of them are coming from the neighbor islands. All the neighbor islands, of course. Why didn't I think of that? Yeah, yeah, yeah. And some of them, like for example, a man asked me two days ago for a book and he was in a really big hurry so I called the other library, said is it on the shelf? Yes. Can you check it in please? And I was keeping my fingers crossed and I looked through delivery today and it wasn't there. I was so disappointed. And then I turned around and looked, oh, we got it yesterday. So all the better. Did your own expectations. Yes, it did. But it's hard because you never know because sometimes we have something called hot picks and before a book is even published, we call it pre-pub, we put it in our catalog and people can put a hold on it. So all those people that were waiting for Michelle Obama's book and it was out at the printer, we had copies. Now there was a long hold, but eventually you're going to get it.  Yes. How do I know what's there? Well, on the library system web page, which is librarieshawaii.org, that's where you can find everything and put me on the spot. I'm not exactly sure where the hot picks are but if you search in the top right corner and say search the site and say hot picks, it'll come up and they have them all there. You can request them and then you get on the list and then they send you and if you're smart and you put your email address on your library card application, they'll just send you an email. Okay. We're going to talk about library cards right after this break. Cheryl Lynch, the branch manager of the Y&I Public Library. Thank you so much. We'll be right back. Aloha. This is Winston Welch. I am your host of Out and About where every other week, Mondays at 3, we explore a variety of topics in our city, state, nation and world and events, organizations, the people that fuel them. It's a really interesting show. We welcome you to tune in and we welcome your suggestions for shows. You got a lot of them out there and we have an awesome studio here where we can get your ideas out as well. So I look forward to you tuning in every other week where we've got some great guests and great topics. You're going to learn a lot. You're going to come away inspired like I do. So I'll see you every other week here at 3 o'clock on Monday afternoon. Aloha. Hey, Stan Energyman here on Think Tech, Hawaii. And they won't let me do political commentary so I'm stuck doing energy stuff but I really like energy stuff so I'm going to keep on doing it. So join me every Friday on Stan Energyman at lunchtime, at noon, on my lunch hour. We're going to talk about everything energy especially if it begins with the word hydrogen. We're going to definitely be talking about it. We'll talk about how we can make Hawaii cleaner. How we can make the world a better place.  Even Miss America can't even talk about stuff like that anymore. We got it nailed down here. So we'll see you on Friday at noon with Stan Energyman. Aloha. Okay, we're back. I told you we'd come back and we did come back. And Cheryl Lynch is holding her iPhone and she wants to show you something on the iPhone. What are you trying to show us? Well, you were talking about the library cards and I wanted to show people our app. So we have an app and it looks just like the library card if you have the red one. If you are lucky enough to still have your green one you would still recognize the library logo which is the red with the yellow hibiscus and it's called librarieshawaii.org. That's our website and our app is called librarieshawaii as well. And if you click on it you can do all kinds of things. This little thing that looks like a barcode. If you click on that you can scan a barcode for a book. So if you're in the library I mean excuse me if you're in the bookstore and you want to know if the library has it you just click this and scan the barcode it uses the camera on your phone. It tells you if you have it in the library or not and if you do you can put a hold on it right there. I just scanned your books on the bookshelf because one look you find anything? Well yeah a couple of them and I actually put a long one while I was sitting out there. Yeah and then also these little menu stripes up here if you click on this you can load your account information in here under the account you put your library card and your pin number and your library card is then on your phone and if you forget it at home no worries pull out your phone because no one leaves the house without their phone. That's true. They might leave without their library card but if they have it in here it even tell you if you have something on hold if you have something overdue it'll tell you if you owe money and I do I owe money? Yeah I always owe money because I forget to bring my books back and even though my app tells me they're due today but anyway the library app is my absolute favorite thing. Yeah this is for the whole system the whole system right but how long has it existed? It sounds terrific maybe we've had at least a couple years you know and so you download it from iPhone and Android also? Yeah This is great Yeah Oh can I tell you about another one too? Please So we have something called I don't know if you could see this one it's called Libby and I have it up here my background on my phone it makes it hard to see but Libby right here is our provider for downloadable e-books and audiobooks and Libby is so smart she's my best friend because she will you could search for things there's all kinds of preferences like you could put it I only want audiobooks they only want e-books and if I do check out an e-book she's smart enough to know that I'm not going to read it on my phone she sends it to my Kindle Oh very cool I know it's awesome so So what is the connection between Kindle and Amazon and your programs that you offer is it the same thing but the library system version or is it connected in some way to Kindle? Well in order for your Kindle or your iPad or your iPhone or anything when you when you go through Libby which is the it's Libby actually belongs to Overdrive and Libby is the new more user friendly app that goes with Overdrive and you can because Kindle is a proprietary for Amazon you have to then go into your Amazon account and you'll see your content you downloaded from the library system and you just manage it there and once you do it a couple times you're golden so you can have them side by side with the books that you've bought from Amazon your library includes both sources well but when you use the Libby app it doesn't okay you're only going to see what you have checked out from the library but if you look on your Amazon account you'll see both so you can see both yeah you definitely can see both this is really interesting because it speaks of a new kind of literacy you know I mean my concern I would tell you before the show is that to run a democracy you need people who are an electorate who is educated and able to make decisions about complex issues sometimes with confusing facts and disputed facts and controversies all around we see that today and you need people to be educated not only in the CNN sense but in the sense of reading in the sense of understanding the context understanding the history understanding the possibilities it can't be thin it can't be focused only on your shoelaces it has to be based on life on learning that keeps on going that puts us all in the landscape so the library is actually working on that and you're offering literacy to people and literacy means much more than just reading books it's a way of thinking I can see it thank you well I just have to reassure you that Cedric Gates and Mylesha Mabukura are legislators from Y&I are very familiar with the library and we see them and we see their family and so I know they're in there reading so that's great but you were talking about literacy one of the things that the library does and most every library has something called story time and Y&I has two story times we have something called time where we encourage reading as we encourage families and pre-schoolers and then we have toddler time which is zero to three and those two story times are think of them as ways to help your child get ready to learn so when they go to school they have been exposed to reading they've been exposed to the joy of reading and they will be ready when they go to school now our toddler time our children's library and uses the skills that she learned in a program called Every Child Ready to Read and they teach specific skills so when she has toddler time and it's crazy there's like 25 people in there I was in there with her the other day and it's so much fun but she tells the parents or the caregivers why she's doing specific things so that like for example a car to ride on and you think giving a baby a car to ride on to write their name and she tells the parents just let them scribble cause they'll and then she has a clapping game and we say their name and they put their name up on the board she said it's a way to familiarize them with pre pre-learning pre-reading skills so she does all those things and then she's teaching she's exposing the children and she's teaching the parents how to take it home it's great it is it's I'm really impressed you know cause even if you scribble you're learning the relationship of something on the page something on the paper with communication with thought process and that's a huge lesson for a kid yeah and they scribble and then everybody claps and says their name and claps for them and they go up and they put yeah so it's a lovely association don't you like what people clap for you you know one of our hosts here we have like 70 of them all together but one of our hosts wrote a piece an op-ed piece for the Star Advertiser just submitted and I think it will be printed and it's about the relationship of the electorate and education and the press okay the press the electorate the education and the idea is that to have a working democracy you have got to have engagement you've got to have people together who are willing to test their ideas and I have the vision is you know when you went to library school and when you talk with people or reading it's not only that they read they engage right and it's that interaction makes you hone your opinions down it makes you find the truth it tests you and this kind of thing I mean it's basic in our country in our democracy and you told me before that you have events so I suspect that the events go beyond just literacy the events go to engagement too where people actually have an opportunity to address themselves in a group am I right? Yes as a matter of fact well still very tied to literacy we why and I and many of the libraries have monthly book club and last month the book we read I was the host because at my library we change hosts every month the book that I picked nobody liked so and different people would tell me oh did you read that I'm like what I did was then I emailed all of them and I attached a bunch of reviews because this book had won the Pulitzer prize and everyone's like why did it win the Pulitzer prize this is terrible so I attached a bunch of reviews and then when we came to book club I had more people there than I had at any other book club because nobody liked the book and wanted to figure out who on earth would like this and we started discussing it we talked about the reviews it was a fantastic discussion and I think a lot of people left said hmm maybe I'll read that again and see yeah it was great and next month open minded just critical thinking all the good things all the fun stuff it was so much fun and then next month we have the author coming Rodney Morales his new book called For a Song and it's set in the early I think 2007 it's set in Hawaii and the funny thing is is when you read the description of the book you can read it on the website under book clubs if you search for it it sounds just like it came out of the newspaper today so I can't wait till he comes and we can talk about it yeah it's so fun so I have to ask you as a librarian as the manager of this library these days what are you reading Cheryl give me the book that appeals to you right now okay well I must say I usually read three or four because I listen to one that I'm not really liking right now but that's okay I just finished an audio book an audio book that I downloaded from the library okay and I'm reading a book called the Museum of Modern Love very unique I think Heather Rose is the author and it's it's a fiction book about a real artist it's very interesting because art is not something I'm familiar with so I've learned a ton from this fiction and then I just read a book called First it's written by a guy named Scott Harrison and it's about his startup called Charity Water it's a huge thing but it's so personable and so engaging I really enjoyed reading that and learned about that water charity but our children's librarian works on the Nene committee do you know what the Nene is I know the Goose yeah well it's named after the Goose it's the state award for children's book children's fiction book it's been going on since 1950 sure I've heard of this and she's on the committee to help pick the titles for the kids to vote on well she's got so much to do doing toddler time story time and all the great programs she does that the staff volunteered to help her read the books oh my gosh has it been so much fun we're reading all these books that are designed for fourth, fifth and sixth graders and then we all talk about them and then she gives us all a piece of paper we gotta fill it out like we're in school we liked what we didn't like so I've read a lot of really cute books that way you learn so much more about the book oh yeah you learn so much more in general and you never forget the learning experience about the book so take one minute now Cheryl and tell the people what you would like them to take away from this discussion about the Hawaii library system and about Waianae okay well if you haven't been to the Waianae library in a while please come back I really won't recognize it when you come inside we look a lot different the library is the library system is available to people in many forms whether it's online or whether it's downloadable to your device or you've come in for a program you just come in to enjoy the air conditioning and we have the coldest water fountain on the west side there's lots of reasons to come to the library whether it's my library or any library so please come back and see us I think you'll find that there's something for everybody there yeah and if you want to succeed in this life in this world you've got to know things the way to know things is to read things because that helps you speak things and it's not only for your benefit it's for all of our benefit to raise all the boats that we all have lifelong learning thank you Cheryl you're welcome my pleasure my pleasure