The next topic, staying on the trend of quarterbacks. About a quarterback that's not doing that well, just like Carson Wentz, but the head coach, unlike Carson Wentz with Doug Peterson saying that it would be a knee-jerk reaction, to take Carson Wentz out of the game, you got another head coach, and Ron Rivera saying, I am losing my patience, with Dwayne Haskins. I cannot continue to wait week after week after week while we continue to lose football games and have not won a game since we last played in week one. Lost against Arizona in week two, and then again lost against Cleveland after that free interception game from Dwayne Haskins. The question is, will Haskins be replaced as the starting quarterback in Washington? Lots unpack, you got to look at the options that they have at quarterback, and then you've also got to look at the team that they have in Washington. This defense, I still believe, even though it really hasn't been showing with Cleveland, and it really hasn't been showing against Arizona, I still believe that this defense is talented enough to be one of the better top 15 defenses in the NFL with Dwayne Haskins in regards to him and that offense. Who does he have to throw to? He's got, he's got Tyrone McLaurin, he's got Jontro Inman, who's been taking a step up, Steven Sims, yeah, he's had flashes here and there, Logan Thomas, the former quarterback, it's tied in, he's been targeting him a lot, hasn't really been producing that much, has that one touchdown, and then you've got Antonio Gibson, the rookie, that can be a pass-catching gadget player out of the backfield. There's not a lot to work with, with Washington, and that offense just needs to continue to build in the draft and free agency, they need to continue to make those moves in order to help Dwayne Haskins. However, as far as Dwayne Haskins, the quarterback, I understand Ron Rivera's pain. I understand that you don't have that time, you don't have that patience to wait around for Dwayne Haskins. You've already waited around for so long since last year, granted not with Ron Rivera, but you had that time for him to grow and develop, you had this whole entire off-season, at what point do you cut it off and say let's move on? Speaking of the quarterbacks, if they were to move on, I think the first man that comes into everybody's mind is Alex Smith. Alex Smith is accomplished, just like how Matt Nagy moved on to Nick Foles from Mitch Trebisky, because Nick Foles is accomplished, he has a proven track record, he's proven to win games, Foles went to the Super Bowl. Alex Smith, don't forget, has been to the NFC Championship in 2011. Alex Smith has this proven track record of not throwing so many interceptions that Dwayne Haskins has been throwing, so that would be a plus for them, and Smith has this track record of being a winner and being productive and getting, this is very important, this is the most important key, getting the most out of his players in whichever team that he's around. He did it in San Francisco, he did it in Kansas City, and now he can do it in Washington, and he was doing it before his gruesome leg injury. What a story for Alex Smith. Thought that his career was over, not even his career, his life. Going through surgery after surgery, getting that affection in his leg, his life was on the line, he was eventually able to recover, took quite a bit of time, but that doesn't matter, he was able to recover, and now he's at full speed, and he's able to, he's cleared for physical activity, and now he is on that Washington football team roster, and is capable of being a starter in Washington. That's great news to hear if you're an Alex Smith fan. For Smith, like we mentioned, he gets the best out of his players. We talked about that offense with Dwayne Haskins, and how he doesn't have a lot to work with except for maybe Terry McLauren. Smith, I promise you, is going to get the most out of that offense regardless of who it is. Antonio Gibson, if Alex Smith were to play, would be a top running back in the NFL with his past catching ability on top of that. You've got Logan Thomas, he could be a productive tied end with Alex Smith under center. You've got Dantro Enmin or Stephen Sims being that number two guy for Washington. Yeah, that could be enough with Alex Smith. Smith gets it done day in and day out and can continue to win for Ron Rivera and Washington. So we'll see if Rivera were to move on to Alex Smith or another guy that he's actually very familiar with with his days back down in Carolina. And that is Kyle Allen, quarterback, the former quarterback of the Carolina Panthers who took over for Cam Newton once he got hurt after two games of the 2019 season. It looked fairly decent for Carolina. Now granted, a lot of his production and his stats was dumping it off to Christian McCaffrey and letting McCaffrey just go ahead and do the work. But why can't Antonio Gibson be that guy? He's got a little bit of a label as a game manager. Kyle Allen does, but like I said, Ron Rivera is familiar with him. And he's even said that if the season were to start today, that granted, this was back in the off season. So without those activities and OTAs and everything that they had with the COVID-19 going on, if they were to go into the season without any physical activity at all, Ron Rivera has said that he will name Kyle Allen this starter over Dwayne Haskins because he's familiar with them and he's comfortable with them without any physical activities. Eventually Rivera named Haskins a starter, but Allen could be a potential starter for Washington if it weren't for Alex Smith and the running as well. So leave your comments down below and chat with us as well in the chat. If you're watching the premiere live, who do you guys feel like could be the starting quarterback for Washington? Is the Dwayne Haskins experiment over in Washington? And are they moving on to someone that is more accomplished like Alex Smith?


So, for the time that I've been here, when I took this job, I was an engineer and a civil engineer in the Ministry of Agriculture in my country. And when I came here, I had been working in the drain irrigation sector. And one of the problems we have is modeling. We can't do modeling because we don't have ground data. And a lot of the work that we've done here is how to build models, how to get free data from, you know, satellites and whatnot, and to make that work. And it's very important for developing countries because it's very expensive to invest in the sensing equipment and whatnot. But here you have all this free data floating around in the sky, quite literally. And IHE teaches you how to make the most of that, how to use existing tools, how to build on them, how to improve those tools to adapt them to the circumstances in your country and your profession. So, that's one of the things I think will be very useful for my job. The multicultural environment here, it teaches you a lot of things, but one of my favorite things out of it would be the food. I've tasted food from all over the world, Africa, Asia, other places in the Caribbean, the US, Europe. And I found a lot of similarities, some interesting differences, and it's so amazing to find those, you know, that somebody prepares a dish almost exactly like you do at home from a place that's 6,000 miles away. And they've never heard of yours, and you've never heard of theirs, but it tastes like almost the same. I live in a student house called, it's Amina Krusmanstrat, and it's entirely IHE students. So it's a very warm, friendly place. There are a lot of get-togethers, I don't know if you'd call them fights. We have to share all these common rooms when it comes to the group work. But every time there's a party or an event, somebody's got a dinner. People just show up, chairs show up, you know, food shows up, things just come, and it turns into a lovely event, and there's so much going on at Amina.


Welcome back. Well, we have derived an expression for S2 minus S1 for an ideal gas with constant specificity. Let us see how that expression looks in the state space. Let us sketch first a PV diagram for an ideal gas and to get our bearings right, let me sketch two isotherms. This is one isotherm, let us say this is another isotherm, T1, this is T2 greater than T1. How will the isentropic line look like? Isentropic lines are steeper than isothermal lines. So, for example, one isentropic line could go like this, another isentropic line could go like this, making some sort of a, you know, a crooked twisted parallelogram between two isentropic lines and two isotherms. So, let us say this is S1, this is S2. If I say S2 is greater than S1, you should check that out, why it is so. Then let us sketch this the other way on a TS diagram. Now here, how will constant volume lines and constant pressure lines look like? Let me first sketch constant pressure lines. The constant pressure lines are almost like exponential curves, e to the power something x that will be reminded of that function. So, these are two constant pressure lines P1, P2 greater than P1. The constant volume lines are sharper than these, they are steeper than these. For example, one constant volume line could be like this, another constant volume like could be like this. Let us say this is VA line, this is VB line. One thing to remember that for any system, if you sketch the PV diagram, take one isotherm and one isentropic line, they will intersect each other just once because the value of S and T defines a unique state. While sketching, do not make that mistake of letting an isentropic line and isothermal line intersect each other twice, just once. Similarly, on the TS diagram, a constant pressure line and a constant volume line will also intersect each other just once. I will leave it to you as an exercise to determine whether this S2 greater than S1 is right and which one of these is higher, VB or VA. Thank you.


Overconsumption. Overconsumption is a situation where resource use has outpaced the sustainable capacity of the ecosystem. A prolonged pattern of overconsumption leads to environmental degradation and the eventual loss of resource basis. Generally, the discussion of overconsumption parallels that of human overpopulation. That is the more people, the more consumption of raw materials takes place to sustain their lives. But, humanity's overall impact on the planet is affected by many factors besides the raw number of people. Their lifestyle including overall affluence and resource utilization and the pollution they generate including carbon footprint are equally important. Currently, the inhabitants of the developed nations of the world consume resources at a rate almost 32 times greater than those of the developing world, to make up the majority of the human population 7.4 billion people. However, the developing world is a growing market of consumption. These nations are quickly gaining more purchasing power and it is expected that the global south, which includes cities in Asia, Latin America and Africa, will account for 56% of consumption growth by 2030. This means that consumption rates will plateau for the developed nations and shift more into these developing countries. The theory of overpopulation reflects issues of carrying capacity without taking into account per capita consumption, by which developing nations are evaluated to consume more than their land can support. It is expected that world population growth will increase by 41% from 2000 to 2050, reaching a height of 8.9 billion people. On top of the rapid growth expectancy, it will be highly concentrated in the developing nations. This poses issues with inequality of consumption as well. The nations that will come into consumer dominance must abstain from abusing certain forms of consumption, especially energy consumption of CO2. Green Party's MP Ecology movement often argue that consumption per person, or ecological footprint, is typically lower in poor than in rich nations.


In this video, I wanna start introducing vocabulary and operations that are unique to matrices that don't have a counterpart when you talk about them for vectors. So the first idea is about the diagonal entries of a matrix. So the diagonal entries in an in-by-in matrix, let's say A is given as the I, whose generic entry is AIJ there. The diagonal entries are gonna be those entries whose indices are identical. So we want the A11 position, the A22 position, the A33 position. That is all of the numbers of the form AII. These are called the main diagonal of your matrix. And so if we have a matrix, let's say like one, two, three, four, five, six, seven, eight, nine, 10, 11, 12, to be very, very creative right there. The main diagonal is gonna be those entries right here because this right here would be the one, one position. This is the two, two position. And this is the three, three position. So one, six, and 11. This would be considered the main diagonal of the matrix. Another vocabulary term here. If a matrix has as many rows as columns, so it's an in-by-in matrix, we say that this is a square matrix. And that's because when you draw it, of course you're going to have the same number of rows and columns. So it looks like a square. So to take the example we have right here, if I just take off to say the last column and then draw it again, this is now an example of a square matrix. And then lastly, we're gonna introduce a notation here. We're gonna say I, I sub n. This is gonna denote the in-by-in matrix whose has eyes along the main diagonal and zeros everywhere else. So as an example of such a thing, if you take I one, this would be the matrix with just a one. And really a one-by-one matrix is really indistinguishable from just a scalar. But I do wanna mention it here. It is an example of a square matrix. I two would be the matrix one, zero, zero, one. I three would be the matrix one, zero, zero, zero, one. Like so you can keep on going with the idea. And these, and so the matrix does depend on the subscript I right there. And these are referred to as the identity matrices. The one-by-one identity, two-by-two identity, three-by-three identity are illustrated on the screen. We could do four-by-four, five-by-five, et cetera, right? It gets the name, the identity matrix because it'll be the multiplicative identity of the matrix multiplication, which we will introduce very shortly. But I do wanna mention in general that if you take the matrix I n, this will actually be the sum of E one one plus E two two plus E three three all the way down to E nn. Where these E, these Eijs here are the unit matrices that we introduced in the previous video here. So I keep on talking about it. We finally should get to it. Let's talk about the idea of matrix multiplication. What does it mean to multiply together two matrices? Well, we are capable of multiplying a matrix A by a vector. And it turns out, and since matrices are themselves the sets of vectors, we can actually extend the matrix vector product to form a matrix multiplication, a matrix product. So let's say we have two matrices. A is an M by N matrix and B is an N by P matrix. Notice here that the number of columns in A is equal to the number of rows in B. In order for a matrix product to be defined, we do have to have this compatibility condition. The number of columns in the first matrix has to equal the number of rows in the second one. But it is not required anything about the rows of A or the columns of B. We need that the columns of A has the same number as the rows of B. Now let's also say that B has the form of the following where the column vectors are given as B one B two all the way up to BP. So now the matrix product A times B. So since B, we know the column vectors, we can express it like this. What we're gonna do is we're gonna basically think of it the following. We're gonna distribute this matrix A onto all of the columns of B and therefore we define the matrix product A times B as the matrix whose first column is A times B one, whose second column is A times B two, whose third column would be A times B three all the way up to whose final column, whose P column would be A times BP. Now notice this matrix, this product, this is a matrix and this matrix will be an M by P matrix where M was the number of rows that A has and P with the number of columns that B has. So basically that number N, which was the number in the middle, it kind of cancels out and so to speak. The way I like to think of it the following, if you take an M by N matrix and you times it by an N by P matrix, well, if the numbers in the middle are the same, they kind of disappear and you end up with an M by P matrix when you're done. That's the general rule when it comes to matrix multiplication. And to clarify that, the fact that we have P mini columns should be very clear because we have A times B one, A times B two all the way up to A times BP. You do this for each column of B so you're gonna get P mini column vectors when you're done. But why do we have M mini rows? Well, that comes back down to this matrix product matrix vector product we had done previously, right? So remember how this was defined. This is going to equal the linear combination where you take B one one times the first column of A, A one. Then you're gonna take B one two times A two and then you do this all the way up to B one. Let's see there was N mini columns and then A N. So you get this linear combination to expand the vector A B one. You'd add these things together. But these are the vectors, these vectors right here A one A two up to A N. These are column vectors of A. So how many entries will there be in those vectors? There will be M mini entries. So this vector A B one would belong to the vector space F M. And that's gonna be true for each of these column vectors. And there's P mini of them. So we get this M by P matrix. Now in the case of a square matrix, so A is N by N, then if you have a square matrix, you could actually take A times A. Cause you have an N by N times an N by N that product would be N by N. So you could talk about having an A squared. But you could also talk about A times A times A, which would give you A cubed.  And so we can talk about the generalized exponent, the power of a matrix here. So for example, A to the K for some natural number N, sorry, natural number K, we can define A to the K, which just means A times A times A times N, you do it K times. We will also include the definition that A to the zero is equal to the identity. And this is from the fact that if you take a number and raise it to the zero power, that's supposed to equal one, where one is the multiplicative identity. We're kind of alluding to the fact that this is gonna be our identity matrix. So we're gonna use that. Now, so we define matrix multiplication by extending the vector matrix product we saw before. But another way that we like to define matrix multiplication is sort of the following. Let's not describe it as column vectors. Let's describe it as individual elements. So if you take A times B, what's a generic entry in that matrix?  And we'll see a specific example what that means.  So you take all the possible combinations. So you're gonna take the first entry of the, you're gonna take the first entry of the first row of A and you're gonna times that by the first entry of the first column of B. Again, this will be much more precise in a moment what this formula looks like. And this is often referred to as thinking of linear matrix multiplication as by the dot product or the inner product, something we'll define later in our series. I often like to refer to this as the finger multiplication method, because again, this will be much more clear when we have a specific example. So let's actually look at the original definition of matrix multiplication. Then we'll get to this finger multiplication just a second. So notice that A is a two by three matrix and B is a three by three matrix. So this matrix multiplication will be compatible and we would anticipate that A, it's gonna be a two by three matrix, grabbing the first number here and the last number right here. So we expect a two by three matrix. By definition, the three columns of A times B will be A times the three columns of B. So we're gonna get this right here times A, we're gonna get the second column of B times A and then the third column of A times, third column of B times A, which we see right here. Now, if we were to expand these things, what happens exactly? Well, if you take the first one, for example, if we go through the definition of matrix vector product, this should look like nine times, I can't see A anymore, this should look like nine times two zero, then you're gonna get three times one four and then you're gonna get negative two times negative one, negative two. For which when you add those things together, you're gonna get an 18 plus three plus two as the first entry and then for the last entry, you're gonna get zero plus 12 plus four, like you see right here and right here, okay? And so that's what A times B one would look like. We would do a similar thing for A times B two right here. Let's see the original matrix. So we're gonna take negative five times two zero, we're gonna take nine times one four and we're gonna take four times negative one, negative two. And so when you look at those linear combinations, you're gonna produce numbers that look like this right here. So notice you got two times negative five over zero times negative five, then you're gonna get one times nine over four times nine. Then you're gonna get negative one, excuse me, yeah, negative one times four over negative two times four. So you work this thing out. But a way to kind of simplify it, I mean, so it is good to think of in terms of linear combinations, but one method that might simplify it a little bit is if you take like the first row of A and you times it by the first column of B and you think of it as like you're running your finger over this row and then you run your finger over this column right here and you multiply together the things that are in corresponding position. So two times nine, you're gonna add that to one times three and then negative one times negative two. So that's how you get the one one position, the first row times the first column. The next thing is to take the first row times the second column.  That's gonna be the one two position of A times B. To get the one three position, you take the first row times the third column.  That gives you the first row of A times B. Now we're gonna take the second row of A times B as R of A and times it by the first column of B.  Then take the second column times, sorry, the second row times the second column, I'll give you the two two position. You get zero times negative five, four times nine and negative two times four like so. The next one, then we're gonna take the second row times the third column to get the two three position, zero times negative three, four times one and negative two times six. And so you get all six possibilities by looking at the combinations of two by three, that the two rows by the three columns of the matrix. Now you simplify these things of course. So for example, two times nine is 18, one times three is three, negative one times negative two is going to equal positive two. You get 18 plus three plus two, which is equal to 23. That gives you the one one spot. The one two spot, you take negative two times negative five which is negative 10, one times nine which is nine, negative one times four which is negative four. You add those together and you're gonna end up with negative five and you do that for the other remaining positions. I'll let you kind of fill in the rest of the arithmetic. This is how one computes the matrix product between two matrices right here. And we can transcend this, right? Because we can add matrices, we can scale matrices and we can take products of matrices. This means that in certain situations we can actually evaluate a polynomial out of matrix. What do we mean by that? Well, if you have a polynomial, a polynomial will have coefficients. These are just scalars. You're gonna have powers of your variable X. So you have to have exponents. You have to be able to multiply your variable by a scalar. So scalar multiplication. And you have to add together these different monomials. That just means addition. So if you have exponents, addition, and scalar multiplication, you can do polynomials. So if you have a square matrix that is, it's n by n. An n by n matrix, you can take exponents of it like we talked about before. And so that means you could evaluate a square matrix by a polynomial P of A. In which case for the constant term, you're gonna take A zero times the identity.  And this is an example of a so-called matrix polynomial. It uses scalar multiplication, addition of matrices and exponents of matrices, which is just matrix multiplication here. So let's take the two by two matrix four two zero three and we'll say the scalars live over Z five. So we're gonna reduce mod five and let's take the polynomial X square plus three A plus two. So what does it mean to evaluate the polynomial at the matrix A? Well, everywhere we see an X we're gonna replace it with the matrix A. Now in the terms of the constant position, we have to put the identity because we can't add two to a matrix. How do you add two to a matrix? Well, we can add two times the identity and that's what we want right there. So what does this mean? Okay, A given right here four two zero three we're gonna square this matrix we'll do in a moment. We have the times A by three and we have the times the identity by two. The scalar multiplication is gonna be pretty easy. If we times everything by A by three we're gonna get three times four which is 12 which reduces to two mod five. You're then gonna get three times two which is six which is congruent to one mod five. Three times zero which is zero and then three times three which is nine that reduces to four mod five. If we times the identity matrix by two you're gonna get two zero zero two no reduction was needed there. How about A squared? How does one do that calculation? What that means is we take the matrix four two zero three and we're gonna multiply it by four two zero three. And so we're gonna do our finger multiplication take the first row times the first column. That's gonna give us four times four which is 16. 16 reduces to one mod five. Next we're going to get plus zero which that adds up to be a one. Next we're gonna take the first row times the second column. You get four times two which is eight eight is the same thing as three and then you're gonna get two times three which is six which reduces to one mod four three plus one is equal to four. Next we're gonna take the second row of A times the first column of A.  Next you're gonna get zero plus nine. Nine is the same thing as four mod five and so therefore you get four and that's where this A squared came from. Now if we add these things together you're going to get one plus two plus two which is five which reduces to zero mod five next you're gonna get four plus one plus zero which is also five and thus reduces to zero.  And so this is that one could evaluate a matrix polynomial. Kind of interesting here we evaluated this polynomial and got the zero matrix. So in some regard you could say that this matrix is the root of this polynomial. This is a topic we might talk about a little bit more about in the future but I wanna show you in this example how we can do matrix multiplication and then combining that with addition and scalar multiplication we can actually evaluate any polynomial expression on a matrix.


Boys Hoops Bemidji hosting Thief River falls when A.S. Whiting, he would get them going first half. Senior for three from the wing, that's good. Lumberjacks up five, and later more from behind the arc. This time Ryan Beberdor from the corner, that rattles home. This will push the lead to seven. This team, run, run, run, Kate Peterson. No look to Jacob Beberd for the lay in here. 38-27, Bemidji at the break, then more in the second half. Whiting at the top of the key off the dribble this time. You can't leave him that open. Three straight wins for Bemidji. Final score, 68-52. If you enjoyed this segment of Lakeland News, please consider making a tax-deductible contribution to Lakeland PBS.


Next question is from Hurricane Shaker. How do you set up the quack episodes? How do you choose the questions? How do you prepare your answers? And when do you find out what the questions will be? There's very little. Are we going to be real honest here? Yeah, yeah, no. I think it's important because I think we don't cherry pick questions. It's really extremely random. It's literally which one of us speaks to us. Which one of us three gets to it first. We all are always doing lots of different projects. And so when we come in the office first thing in the morning, Sal might be on the phone with his book editor at the time. Justin may be booking something with most of Doug's always got something going on. So I might go like, oh, I see that the guys are all really busy. Let me be the one to get on here real quick and pick four questions. I tend to try and pick personally. I tend to try and pick questions that get a lot of likes, meaning that other people want to hear us talk about it. Something that got no likes or nobody really sort of that one person wants to hear it. I try and pick the ones that there's more than one person that's like wanting to hear the answer to that. But there's really no rhyme or reason of how we choose them. We do. And then the other guys don't know like these and these questions that we have right now. I picked these this morning. Sal and Justin got zero time to prep. No one has time for prep. So we don't prep our answers. No, I think that there may be some benefit to prepping a little bit. Just looking at the question five minutes before. So you can kind of get your, your, what you're going to say organized, but really I like the fact that, you know, what comes out is our first experience. So it turns into a good discussion. By the way, for those of you who are never asked us a question for these episodes, it's super easy. You go to the mine pump Instagram page. It's mine pump media and then go to the quaw. It's Q, U, A, H meme and right underneath post your question. And if you do it every week, I think we post them. How many times a week do we post them? The odds are in your favor. Yeah. Especially if it's thought provoking. I think too, like we just, we revisit a lot of like similar topics, but if we've done it like recently, we try to avoid like the redundancy of it. But I know people get something out of us going back over a topic in more depth. So we look for opportunities to do that. Or, but mainly it's interesting questions. It's ones that are like thought provoking or, you know, obviously related to health and fitness or those are the best. Yeah. And here's the other thing too. When we first started doing those, we thought to ourselves, people are going to be asking a lot of the same questions over and over again. But then we remembered what it was like. To be a trainer. Yeah. And here's the thing. I answered the same question a thousand times. To the same person. Yeah. When you're working with somebody about, and you're having that you're talking about changing their behaviors and changing the way they eat and how they should become active. They've never done it before. They've never been consistent before. It's a lot of over and over and over again conversations. Many times said differently, maybe introduced differently, using different, you know, examples, telling different stories. And eventually the person really understands what you're trying to say. Well, that's just, this is just it. This happened many times in my career. And we see this happen today still with these quads. Like if you're somebody who's listened to every single episode since day one, you pretty much know our stance on everything. But every time we have to revisit something that's similar to something we've talked about before, somebody shares something different. Or we convey the message a little bit different. And I don't remember, I remember all the time training clients where I know I said this thing like 10 times. I've answered this question 10 times, but it was the way I answered it on the 10th time. Yes. That like, that hit, that hit a chord for them.  Or it just, it related to something in their life where the light bulb went off and then they now, and that's how we look at these is that, yeah, there's, every one of these questions, we've answered somewhat like this before. There's nothing in here that's completely. Many times. Yeah, many times over. But because it's worded different, it's asked by a different person and we've maybe not addressed it in six months or a year. We answer it.  The goal is to create aha moments for people listening. And the goal is also to strengthen and reinforce those moments over time. So one of the best things you could do, and this is again, this is experience with working with the trainer, excuse me, working with clients as a trainer is this, you listen to the podcast, listen to the questions. If you see that the same question comes up, keep going, keep listening over and over and over and over and over again. And what'll end up happening is little by little, you will change the way you think about yourself. You would change the way you think about exercise and not just from a outside. Oh, I know this answer. I know what they're going to say. But I mean really knowing and adopting it as part of, you know, how you treat yourself, how you exercise and how you feed yourself. And so that's really the goal with these questions. And so if you haven't asked this one, go to the the mind pump media official page, post questions. And if you do it every week, I guarantee at some point we'll pick your question and answer it for you.


Yes, my name's Sreeda Dhanapallan. I'm the technical manager at One Laptop Per Child Australia. So what I'm here to talk about is, firstly, an overview of the One Laptop Per Child program. I won't dwell too much on that because it's been done to death before. But I want to focus on what's been going on in Australia over the past year, especially, well, even six months. There's just been so much stuff that's been happening and we've been going through constant change. It's been amazing. So a little bit about old PC to start with. It was announced in 2005. The idea was to use 21st century technology to try and rectify the problems that were seen in the developing world with education. So large class sizes, lack of resources, all of that stuff. Now, clearly it's not a silver ball. It never was intended to be. What it definitely isn't is a laptop program or a technology program. It just happens to make very clever use of technology. But it really does that as a part of a really large, sustainable, long-term project with some pretty good principles underpinning it, I think. So just to go through, the five core principles that underpin everything that old PC does. Now, I'm speaking for the global project for the moment. I'll get into Australia in a second. But the five key principles are, firstly, child ownership. We want the children to feel like their exo is theirs. So I haven't really said much about the exo, but that's it there. I won't dwell on it. Everyone's seen one. If not, grab me later. There's plenty of information online. So we want the kids to feel like they own theirs. It's a personal learning device. And that should hopefully give them the freedom and opportunity to learn, however, and wherever they like, whether it be in the classroom or after hours at home, kids should just be able to sit under a tree in the middle of nowhere and have their exos just talk with each other and have them be able to collaborate, share information, that sort of thing. So it's not just a glorified e-book reader. It's a lot more than that. If you took a, imagine if you could digitize thousands of books and stick it on a machine. That's great. I mean, you've got an e-book reader there. Pat yourself on the back. But what if you were to make that more interactive? You let kids actually engage in exercises and have immediate feedback on their device. And while you're at it, let's make these devices talk with each other. Let's make sure that the kids can actually learn from one another so that the teacher is not the only font of knowledge around here. The kids learn as well. We've seen in deployments some places where the kids, well, actually, this is quite often, kids pick this up faster than the teachers. And the teachers, yes, very important. And I'll get into that in a moment. The teacher engagement is essential. But we also want the kids to be able to learn on their own without the teacher as well. So if I was to continue, so emo, meaning that demonstrations often go wrong. Now, if I was to, let's see, here's my pointer. I was to switch back. Now I'm keeping open office running in the background. So this is going to be a bit slow. So I'm using OOO for kids, which is basically a version of open office that has been altered to fit into the native sugar environment. Now, I'll show you what that environment is. Where it comes from is some guys at MIT who had been doing research in education for decades, realized that one of the fundamental problems of introducing technology into schools was that we're really pushing a office-centric paradigm onto kids. We're giving them these metaphors of desktops and files and folders. And through that, we introduced problems like, oh, I saved this document, and I stuck in some folder somewhere, and I can't remember where the heck it is. I mean, that happens to everyone. Why should we inflict that upon children? So there are other ways to deal with that. And what they came up with was what's known in UI circles as a zoomable interface. So if I was to start at the top level, the highest level of zoom, this here, hopefully my laser pointer works, no. I'm pointing it the wrong way. Uncle, emo, there you go. So this is called the neighborhood view. I like to call it the playground view. You've got the child in the center, and then you've got these circles or other wireless points around them. If there are other children on the network with their XOs, they will show up as other little kids like that. And then you can hover your mouse over them, and you get options like, I want this kid to be my friend so that they show up whenever they're online. And then you can also share activities, do things collaboratively, that sort of thing. So the friends view or the team view is that one there.  He's got no friends. That's unfortunate, but in a classroom situation, you have a lot more. Now, zoom into the next level. This is where the child spends a lot of their time. This is known as the me view. That's what I like to call it. That's me there. I've given myself some nice Australia Day colors. And around this are your favorites. They're the activities or the programs. We call the programs activities because we're emphasizing the fact that children are doing something, emphasizing the fact that they're learning together and that sort of thing. It's not a program that you run which sounds quite impersonal. So the child's favorite activities are around in this circle. This is actually the, apart from OO4Kids, which I just added for the purposes of this presentation, this is the default view you see on an EXO that's being deployed in Australia. There are a lot more than that. If I was to click on the list view over there, there's a whole lot more that you can scroll through and you can type to search and stuff like that. But what's interesting, getting back to the problem I mentioned before about losing track of files and so on. Now, imagine I'm a child. I made a drawing two weeks ago. How do I find it? I don't want to have to dig through files and folders. I want to be able to search for it. I want to be able to filter for it. And go by time as well. Now, slide apologies. The graphics are a bit slow because I'm using a USB to VGA adapter. I'll get into that in a moment. That's something that I'm pretty excited about. We didn't have support for that only a week ago, really. But let me highlight one activity that we have developed in Australia. One thing we really want to do is improve the musical capabilities of the XO. There's some pretty impressive stuff in there. The speakers aren't fantastic. But if you were to plug in some external headphones and microphones, that sort of thing. Actually, this is a mistake I made. Is it possible to get external sound or anything on this? If not, I'll put the volume up and hope that people can hear. So while that's going, I'll just explain this. Now, this isn't going to look fantastic on the resolution because when I'm using this adapter, it alters the resolution. Some activities aren't quite compatible. But basically, this activity is called Music Painter. It's something we developed because we really wanted to combine the ideas of visual art and audio art. Kids, especially in remote Australia, culturally, they're really good at art, generally. That's the kind of thing they gravitate towards. So providing those sorts of activities is of great assistance. OK. Yeah, I need a standard audio jack. Is that possible? OK. Well, let's move on from that. I'll get back to that later.  It gets synthesized on the fly. It's actually some really clever stuff happening behind the scenes. It's not just playing pre-recorded audio samples. It's actually the same kind of technology that you see on high-end karaoke machines. Kind of hardware that you would have paid $20,000 for 10 years ago is actually available on the XO Now. There's the exact same code as well. OK. Yeah, that's a good idea. Do you want to try this one? See if it works. OK. Good point. OK, let me switch back to Musicator. OK, and I remove the frame. That's the other thing. The frame is basically your taskbar. So you've got right at the top your views, which I pointed out before, your running applications, which are there, status indicators like networking and volume battery, friends you're connected with basically show down there as other little XO people. Now if I was to remove that and then give this a play, now hopefully this works. Oh, sorry. Is that working? No, it's not. Can people hear that? OK, cool. So it sounds quite simplistic. And it's not supposed to be high and complicated, but there is quite a bit of smarts behind there. The code's pretty cool. Now switching back. OK. So moving on, old PC Australia. Who are we? Firstly, we're a separate entity from old PC. We subscribe to their ideals. We want to achieve what they're trying to achieve, but we want to focus on Australia. Sounds a bit weird. We're a developed country. Why on earth would we need a one-laptop or child program? Why would we need a program that is designed for children in the developing world? Isn't that insulting? What's the point? Well, you go out to our regional remote and very remote Australia, which are the areas that we go to, those official Australian Bureau of Statistics designations. And unfortunately, you see children that have been not so well represented by the capitalist model. Not so well represented by the money that's in Australia. And they're in very difficult circumstances. When I say difficult, I mean there are harsh environmental conditions and they're vast distances to cover. Very thinly populated, like sparsely populated, so you don't have major regional centers with which you can build economies of scale and that sort of thing. So in that sense, we have similar environments to what you see in the developing world. So old PC Australia, the general idea started around 2006. It was officially turned into an organization in 2008. We have deductible gift recipient status, which means that we're recognized by the government as being a valid charity. And if you give us money, we're sort of tax deductible and all of that stuff. That was incidentally announced by Kevin Rudd, who was at the time prime minister. And he was speaking at our first anniversary gala dinner, which was in May last year. I wish I had a photo of that. I'm keeping my slides simple because I'm not sure how well this experimental version of open office for sugar is going to hold up. Just to move on, that's our official mission statement. That's what we're trying to achieve. Now, it's a very long sentence. And well, that's what mission statements often are. You're trying to squeeze as much into 40 words as you can. So let me break it down. So our mission is to enhance learning opportunities. So through the EXO, we're trying to improve educational opportunities. We're not teaching computing or anything like that. We're using computers to teach. There's a subtle difference there, but it's very, very important. We're not involved in vendor training or anything. The computer is like another pen and paper or another textbook. So continuing on, 400,000 children. That's a lot of children. And that really took me back when I saw that. There are 400,000 children in these areas of Australia that are officially categorized as outer regional remote and very remote. Yes? Please define said term regional and remote. Those are official designations by the Australian Bureau of Statistics. I don't know much more than that. They are official. That's all I could say. Take it up with the ABS, otherwise. Yes? I believe when they worked it out as well, they kind of did it on income, economic scale, demographics. So it was like how they actually, it's remote and isolated. But it's also these kids are what's considered in living below the poverty line kind of styles compared to the Australian, what we live in in the city. Correct. And that was the next point I was going to get to. Because yes, we work on remoteness. We're not discriminating based on race or anything. Sometimes we get described as a program for indigenous kids. We're not. We go after remoteness. But what we also go after is socioeconomic indicators. And the ABS keeps statistics on that. There's an average level, which is 1,000. We focus on the communities that are below 900. Yes? Do you know approximately how many of these kids are aboriginal and how many are not? Not off the top of my head, no. I'm sure it's easy to find out, though. And let's see. Age four to 15. Now four is pretty much when you start kindergarten. And 15 is around year eight, year nine. What we don't do is overlap with the federal government program, which you may have heard of, providing laptops to schools in years nine and above. So they get to year nine, and they get their federal government laptop. And if they got an XO in the previous year, they may keep it. But they won't receive two laptops in one year. So again, remote Australia connected XO laptop. Now connected is an important word. And I probably should have bolded it. We want the XOs to firstly be able to talk with each other. Now they do that very nicely. They're designed to, basically, kids just turn on their XOs and they automatically see each other by creating an ad hoc network. The previous model, XO ones, had a mesh network. But that's all mechanics underneath. The child doesn't care. They can just talk with each other. Nowadays it's ad hoc using network manager and standard Linux type technologies. Now the next thing I need to focus on is sustainable. Very, very, very important. We want these communities to have a sense of ownership over the program. It's not a traditional client-vendor relationship. We don't want them to have to come to us for everything. In fact, that would be a failure of our mission, I think. We really want to buy this 2014 date, have these communities feel like they can manage most of the project on their own. Now that also involves the government department of education and so on. This is a long-term educational project. You'll really only see full results once these kids are grown up and they're able to pick up jobs and that sort of thing. We recognize that. And if they're fully dependent on us, then over that entire period, then it's not going to be nearly successful. Now 2014, we wanted to set an ambitious target. That's basically why 2014 is there. And there is a precedent. Uruguay has full saturation. Every single child in the country as part of official government directives has an XO integrated with their school learning and all of that stuff. And that was done in, I think, about three or four years. So that's 400,000 kids. Well, we have 400,000 kids as well. The circumstances are a bit different. We have wider areas to cover. But yeah, we reckon we can do it. Is that going to work? OK, so some of the challenges in Australian schools. Australian schools are interesting because, well, remote Australian schools especially are interesting in that. This is a developed country overall anyway. And so a lot of these schools have computer networks, satellite internet, electronic whiteboards. Some have electricity, a lot don't as well. Probably generators in many cases. But it means that some of the things that the XO is designed for don't quite match up. So one example is that there's a service solution I'll get into in a moment called the XS. And that was designed for a place where there's no network whatsoever. It sets up its own DHCP server. It basically maintains its own network on its own. And you plug that into a standard network and it's a complete pain in the butt to manage. And it actually conflicts with existing networking resources. So we got that. We created a simplified version. I'll go into that in more depth. But there are also vast differences in climate. You go up to the top end, Northern Territory or Queensland. It's humid. It's hot, stinking hot. You go down to the Alice Springs region and it's desert. It gets cold at night, hot during the day. You need something that's really rugged that can survive that kind of environment. And the state of lifetime of XO is five years. That's an eternity in technology terms. So to have a device that actually lives through all of that is, I think, speaking for myself, it's quite extraordinary. Other problems are supplying power to these things. Even in metro schools, most buildings are quite old and they weren't designed for every child to have an electronic device that needs to be plugged into a wall. There aren't enough power points. Even if there were, you would very quickly max out the power supply. I've heard of schools asking their kids to take not XOs, but just standard laptops that they're given to kids, asking their kids to take their laptops home to charge them. And that's the only reason. There's no educational driver there. They're not thinking about these kids learning at home. They're like, well, we don't have enough power points here. Take your laptops home and charge them so you can use them the next day. And if your battery runs out during the day, you're probably in trouble. But the XOs have quite a long battery life, not just from charge to flat, but also in terms of lifespan. They can take about 2,000 charged discharge cycles. This is about four times better than a standard lithium ion battery. Other things are environmental concerns. It's the battery doesn't contain mercury or cadmium or lithium or any of that. Sorry, it does contain lithium, but it is a much safer battery than other kinds. There is no mercury in the XO either. Other problems are remoteness. It's difficult to service a school that's out in the middle of nowhere. How do you get a technician out? And that's not the question you really should be asking. Unfortunately, that's the question that most people do ask. The question you should be asking is how do you enable the locals to manage things for themselves? And we really want the schools and the communities, especially the children, to manage things. The XOs can actually be pulled apart and repaired by kids, which is pretty cool. You wouldn't see that happening with a device from a major vendor. You would probably void your warranty if you were to do something like that, and then they wouldn't help you ever again. Another problem is teacher turnover. Teachers in these remote schools often don't last very long, so we could go through all the trouble of enabling a teacher to bring them up, all that stuff, and then they pick up and leave. That's, of course, their choice, but it means that the community's kind of left behind, right, going, oh, what do we do next with all these devices? But if we were to enable the children and the teaching assistants and people who are there long term, and actually have a vested interest in the success of the program, then it's going to be a lot more successful. We do a lot of work to help that out. Let's see, what else? Moving on, I think my presenter has died. And I just went, whoops. OK, so the XO, I've already gone into that to some extent. But other things are, it has a wonderful screen technology. You can actually read the screen in direct sunlight. If you've ever tried getting a laptop or your touchscreen phone and trying to read that in direct sunlight, you can't. Now, when we're trying to promote an idea of education where kids can learn anywhere, they should be able to go outside. The thing has a camera. They should be able to take pictures of flowers and animals and that sort of thing. But if they can't see what's going on the screen, then there's not much point to it. And incidentally, when you're using it in direct sunlight, it basically works in a very similar way to an e-ink display. You get incredibly high resolutions, very crisp text. It is monochrome, but you can have motion pictures on it. You can't do that with standard e-ink technologies. It'll probably take a couple of seconds for each page to turn on those things. Now, we've been deploying these new XO 1.5 models, which are these things, since May last year. We were the first country in the world to start deploying them, which made things interesting and meant we hit some snags and some bugs and so on. But we got past that. There's a lot of fun doing that. Now, just to summarize, it's the same industrial design as the XO 1s. They look almost identical. There's just a few subtle differences on the shell to indicate that it's a 1.5. Internally, it's a lot faster. It's got four times the RAM. It's got a gigabyte. It's got four times the storage. It's got four gigabytes. So it's much more useful for kids. You're not waiting so long for things to load and so on. Now, hardware is only as good as its software. So what we've done is that we've taken the standard old PC operating system, and we've created our own variant, which I like to call the XO AU. And we've got a pretty cool development process there. Pretty much as soon as old PC come out with something, we can come out with our own variant within a couple of hours. What we have there is a lot of localized content and our own activities that we've chosen. We've got some system updates on there. We've fixed some bugs. Now, this one's not going to make me popular, but I under a lot of pressure had to include the Adobe Flash Player, my keyboard started working again and going nuts. I had a lot of pressure to do that, because Flash is very widely used in Australian schools. And you just can't get away from it. There is included Gnash Player, but unfortunately, that's just not compatible enough to be of real use. So what's next? Mini Server, I'll quickly go into that. Basically, we've developed a way of getting the XO and turning that to an update server that other XOs can be imaged from, or not imaged, rather upgraded from in a lossless manner. Old PC had this amazing technology called Nam Blaster, which is an XO can blast an image wirelessly to as many other XOs as you need. It's a very quick and efficient way to image many XOs at once. But unfortunately, that's blasting a fresh image, so it wipes what's on the XOs. If the kids that work on their XOs, they need to make sure that they're saved first, otherwise they get lost. Our solution was a mini server, which is something quite similar, but it doesn't upgrade instead. So that's an Australian development there. XS, that's a server that I referred to before. That is designed as a drop-in server to go to a place where there's no network whatsoever. You plonk it in, give it a wireless access point. It marshals communications between the XOs, makes the network a lot more efficient. You don't need a server for XOs to talk with each other, but this just makes it a lot more efficient. Brings other benefits like classroom segregation. If you've got a school of 200 kids, then you can go. A teacher can go into the web interface, which is based on Moodle, and go, OK, this child can only see the other children in his or her class, and that way it's a lot more manageable. And you can also keep track of the XOs. You can back them up to other things like that. Yes? Is the XS a software you can drop on any hardware platform, or is it an actual hardware product? Yes. So just to emphasize, the XS is software. It's a distribution. It's Fedora-based. At the moment, the official XS is based on Fedora 9. What we have done is come up with an XSAU. Fedora 9 is getting a bit old. And there was a lot of stuff in the official XS that we really didn't want. And that just complicated the setup. We wanted to make it much more simple so that it's basically, rather than a fork of Fedora, it's just Fedora with extra packages. We wanted the networking to just make sense to a standard Linux this had been. We wanted it to be more maintainable. We wanted it to be easily installable from a USB stick. We wanted the installations to be able to be automated via Kickstart. If you're familiar with that, it's basically Red Hat's technology to automate installations. And so we came up with the XSAU. Now, our official version at the moment is based on the presence XS, which is Fedora 9-based. But we have one that I want to release very soon as an official version that's based on Fedora 11. And the reason why we're going with Fedora 11 is that firstly, it's the same OS-based as what's on the XOs. And the other reason is that you can actually upgrade from Fedora 9 to Fedora 11. But the Red Hat or Fedora Anaconda installer doesn't go more than two versions in advance. So that provides us with some compatibility with the XS is already out there. What it also does is solve the problem of existing networks. These schools already have networks. We don't want to put another device on there that tries to duplicate existing network resources. It's just going to wreak havoc. So we've greatly simplified the configuration. So it's just a drop-in server. It just plays along like a standard polite network citizen. And that's made a big difference. It's made the XS viable in Australian schools, but not just in Australian schools, in any school that has an existing network. So that means that the server solution now is viable in even developed countries. XOP, this is something I'm really excited about. Because power is a problem in these environments. If every child has a laptop, how on earth are you going to charge them all? And a lot of these places just don't have reliable power. They might be on generators or something like that. They may have power that's switched on only at night. And so the XOP provides a very efficient way of doing it. Now, I was going to bring a sample of that. Unfortunately, I don't have it on me at the moment. But essentially what it is, it's a plastic rack that is assembled, the pieces snapped together like Lego. Each rack holds five XOs. Now, the rack portion was actually designed by OOPC a while ago. It never made it to production. One reason why it didn't was that they didn't really have a suitable charging portion to it. It was just the plastic rack. We came up with the charging brick. And what that does is it slots into the rack quite neatly, and the brick's daisy chain onto each other, meaning that off one PowerPoint, you can just keep daisy chaining these racks on and on and charge heaps of XOs. And we've calculated based on the power draw that on a 230 watt power supply, which is what you get in Australia, you can charge up to 75 XOs off one PowerPoint. False. You are correct. Go into a case study. Now, my co-speaker has far more experience in this, but I'm just going to talk about one of my experiences in a community, because I found it quite eye-opening. I went up to a community in East Arnhem land, known as the Darlan Boy in the Euricolor homelands. And this place, well, firstly it's a fantastic community. It was a school of about 25-odd kids. The whole community would have maybe been 50 people, something like that. And the school was basically a shed. And they had satellite internet. They had two PCs that had been given to them. But guess what? No electricity. The only electricity for the school during the day was a tiny generator. It was about yay big. And it wasn't really sufficient for the technology that was sitting there in the school. There was a big generator that was turned on only at night, specifically to pump water up into the water towels from the ground. That was their water supply. So what we had was we installed a NXOP charging rack. We had an XO for every single child. And that small school generator was able to cope with all that. And also charge the satellite modem and the wireless access point. We're just using a Lynx's WRT54GL flash with DDWRT. And that did the trick in this case. And so we had all these kids up online. I was showing them Google Maps. I thought this was really cool. I had Google Maps. And I was going, hey, well, this is where you are. Let's zoom out a bit. Oh, look, there's all the straighter. And I'm down here in Sydney. So I think it's a really good way to open children up to the world and conversely open the world up to the children as well. Now, the sugar graphical environment, which is what I demonstrated before, that works on normal PCs. It's just another gooey for Lynx. You can install it on most major distributions as packages. You just go to your login manager and you just choose sugar just as you would at home, or KDE, or whatever. So if you want to give that a shot, you certainly can. It's normally an apt-get install or a yum install. So to develop and test this stuff, so my primary goal here is to try and encourage you guys to get involved in our development and testing. And that's what we really need. So there's sugar, which I just described. There's also sugar on a stick, which is a bootable USB version of sugar. And that's being promoted by Sugar Labs, which is the parent organization of sugar as an educational tool. So kids can just have their own version of sugar on a stick and take that around. They can use it at school, save their work to the stick, go back home, load it up on their computer, keep using it. That's sort of jazz. The underlying technologies behind sugar are pretty easy to get into. I mean, it's Python based mostly. Underline libraries are the GTK and GNOME libraries. The browse activity is based on Firefox. The write activity is essentially Abbey Word. You can even write applications in Flash, which are interpreted using the free software in Ash Player. And that doesn't run in the browser. It actually runs as an activity on its own. So if you're a Flash developer, then you can still code some pretty good stuff for sugar. Now, like I mentioned before, the OS on the XO is Fedora. So you can actually install Fedora packages. You can go to GNOME. And I'll show that in a moment. There's GNOME on there. And you can just load the package update, or you can just do YAML, or what have you. In fact, I'll give that, see how we're going for time. We're kind of running out of time, so I won't. But just take my word from, pardon? OK. Well, OK, so let's move on. So it would be fantastic if you guys could get involved in our development. I've got a bof tomorrow. Details up there. Lunchtime. And yeah, that's the main website to go to, if you really want to find out more about us from a developmental perspective. And yeah, that's it from me. I'm going to hand it over to my co-presenter. His name's Ian Cunningham. He's been involved very heavily on the technical deployment side of one laptop per child in the Northern Territory. He works for the Department of Education there, so he can provide a really good perspective from the educators side of things. So you don't have to listen to my propaganda. You can listen to someone who's been there on the ground. Good afternoon, everyone. This is going to be fast. Excuse me if I read from the notes, because it's just going to be a core dump. The Northern Territory covers an area of 1.35 million square kilometers equal to the combined areas of France, Spain, and Italy. All our schools connected to a wide area network with Windows 2008 servers at each school. The schools connect to the network via either a remote landline or two-way satellite links. Some remote schools have homeland centers. It's an example of Ramon Gening, which is up the top there. To get in there, you've got to fly in. And we use two-way satellite links there. Anyway, that's the existing sort of school infrastructure that we've faced with to try and incorporate these XO laptops and the XS server. So initially, the XS server just wasn't compatible with our system. If you threw that in there, there'd be DHCP requests going from, or IP addresses from two servers and fiber optic links between buildings. You can't have two Hs in any way. You know what I'm talking about. So to this end, the script was written for the XS server. And the cut-along story short, the XS server now with our model just has one interface that can be plugged into any school network. And you've automatically got a Moodle server there for your sort of preconfigured, if you like. In 2009, we ran a feasibility study with sixth grade two classes in Alice Springs. The main aim was to see if we could actually integrate these XOs into our existing network. And we found that we could. The original sugar interface was a bit clunky. And connection to the wireless access points was not reliable. However, the ability to re-image using USB stick into clone XOs using NAND blaster was a boon. With the advent of the new image based on Fedora 11, the ability to switch between sugar and gnome interface, the XOs ones have been given a new lease of life. And as a result, they're more stable. And as a result of the trial, we concluded that there was educational benefit in using the XOs that could be integrated into the school network. So with NAND blasting, to cut a long story short, if we just use a USB stick and re-image one XO laptop, it takes about 16 minutes. We can re-image a class of 30 XO laptops in 46 minutes using NAND blaster. So if you think back, in your school, how long does it take you to re-image a computer in the Northern Territory Government where we're using Windows systems that can take probably an hour or so per machine? Yes? Yeah?  This whole thing seems to be predicated on the fact that it is assumed that laptops will contribute to education. So has there been any study done on a group of children with laptops versus a controlled group without laptops to see whether their educational prospects are better? Not yet. The challenges we have, as Shrita mentioned, about charging them, that's the XOP sorted that out. Another problem we've had is this one. Of keyboards getting ripped, my solution was to pre-lay four sheets, laminate them, and have that. It's not 100% effective yet. You just sort of have to apply pressure, but that's something where people can help out. We have high-staff turnovers in schools, and the whole idea is to actually train local people and students to be able to support this system. One of my goals is to encourage the use of free and open source software. So it works independently. Tux Maths, Tux Music Paint Open Office, there's quite a few that will work across platform now. Many people look at the XOs and laugh and say, cute kids toys. From my experience, they're more than meets the eye. With the RPC project, I'll earn something new every day. Thank you. Thank you very much. We've only got one gift. I guess you did the longest stretch. You can break it in half and give him the other half. Thank you very much. Put your hands together for them, please. Thank you.


Hello and welcome to the Grand Line Review, your source for everything One Piece. My name is Liam and yes, that cloud does have surprisingly luscious lips. No, I do not know why. So of course, we are here to go through chapter 101 because these crazy digits are starting to sound like some sort of binary, but there's quite a lot of unexpected stuff to tackle here including cloud-based lips. But we're going to begin with a quick round of Thunder Cloud or Blunder Cloud, a very simple mini game, the rules of which are as follows. A storm is brewing in the One Piece world and your job is simply to guess whether the entity behind it is our Thunder Cloud Hera or our Blunder Cloud Zeus.  And if you are correct, then you will receive a delightful thunder shock from the cloud of your choice. But which will it be? Thunder Cloud or Blunder Cloud? Make your choice now and we shall reveal the answer in three, two, one and bam, it is a Thunder Cloud. No Blunder Cloud would be capable of this. So if you chose Zeus, and you know a thing to do, and please do say hi in the comments below if you are a new member of the Grand Fleet, welcome. With all of that cloud talk in mind, we're actually going to start with Luffy versus Kido because whilst far from the main focus of the chapter, it's very difficult to ignore another clash of conquerors Haki. And I particularly enjoy that Luffy is continuing to use his legs to face off against Kido's club.  It didn't mean to say whacking off, I meant to say whacking away. Anyway, he's whacking away at full force and Luffy's just like, you know what, one leg. One leg will be enough to stop this Emperor of the Sea. More so than the last chapter, the goal of 1011 is to portray Luffy and Kido on something of an even playing field. I'm not saying that they necessarily are because previous chapters have done similar things like when the vassals were briefly, very briefly, successful in their battle against Dragon Kido. But even with that in mind, reading this is just so surreal. We are making true history here. The future pirate king is challenging the world's strongest creature and not only that, but Kido is respecting Luffy on a previously unimaginable level because that seems to be how Kido works. Typically one piece villains get more flustered and frustrated as the fight goes on and Luffy gradually overwhelms them, but Kido seems to be the exact opposite. He gets incredibly frustrated when opponents can't match him. So the longer this fight goes on, he's actually slipping into a more casual mindset or just, you know, having fun. It very much mirrors Luffy's capacity to smile demonically in the worst of situations quite well and weirdly enough, Kido isn't even the only emperor to mirror Luffy in 1011, but before we get to that, I just want to address advanced conqueror's hockey in general. I have noticed that after the review last week, reactions to this concept were very, very mixed. Less so that it exists and more so that Luffy mastered it seemingly immediately. And I will say that it did seem a bit sudden and a little bit out of nowhere. And I would say that the execution and overall wow factor probably could have been done a bit better. So I see where that side of the argument is coming from especially since we spent so, so long acquiring future sight and advanced armament. So to have this series changing skill being seemingly passively acquired within a couple of pages, sure, it can be a bit jarring. Personally, for me, I have to say that it works well enough because to truly understand this Luffy had to be hit by Kido twice. And that sort of experience is just far more brutal than days of training or even hours of combat against a mochi man. And to me, it also really pays off that act one defeat. After that moment, Luffy spent pretty much the rest of this arc analyzing that defeat. So him finally arriving at an answer here is pretty satisfying for me. And it also incorporates that theme of one piece fate, you know, by one shotting Luffy, Kido may very well have opened the gates to his own downfall. It's just, it's very one piece. So I quite like it, but I do get where the other side is coming from.  And the main point of interest I have with kid and killer is the impending conflict with Basil Hawkins. I mean, specifically killers match up, I suppose. And at the outset, it doesn't seem like a bad match at all. Straw versus blades, huh? My 31 years of life experience tells me that this situation will rarely work out in favor of the straw. Hawkins seems confident enough, though when he's made another bold prediction being that killer has a staggering 92% chance of a bit of the old death, which is, yes, uncomfortably high. But this has made me realize something about Hawkins. Something I think I've been thinking about the wrong way. Throughout the entirety of Wano, because he appeared very early on, I've been anticipating a moment where Hawkins' cards will tell him that the chances of victory are now in Luffy's favor, and then he'll switch sides because, you know, he is a bit of a submissive to mistress fate. But I'm beginning to think it might be quite the opposite, though, because let's say that killer does have a 92% chance of death. And let's say that Luffy is the person he claimed to have a 1% chance of surviving the night. Wouldn't it be quite something to have those predictions stand and then to have everyone succeed regardless? To show Hawkins that even a 1% probability cannot be disregarded. Because I think that's what killer is getting at here.  Don't let a greater force tell you how to live. So as much as they would like Hawkins to jump ship and ally up with us, his entire character really does serve as a bit of a brilliant foil for the beliefs of Luffy, killer, kid, and everyone currently fighting to bring down Kaido. Also, in 1011, Hawkins is seen using his big strawboy form, which we have not seen since Saturday. And now I always forget where this is called so I had to look it up. It has weirdly different translations. In the Viz Manga, it's called Demon Face, but in the Funimation subs, it's called Demon Conquering Phase. Phase, not face. And I think that in this case, the subs are probably more accurate because this was a bit of a weird era for Viz. But it doesn't matter because I sure as hell do not remember these creepy spider leg things. What is with the straw spider leg things? I mean, I live in Australia and this creeps me out. It's a pretty promising matchup though. You can never complain with a fight between two worst generation members. Although having just stated my whole idea about defying the odds hurrah, I still have a very bad feeling in regards to killer. With all due respect to Mr. Killer, he just doesn't seem quite important enough to bring down Hawkins, so we'll see what happens. But that leaves Eustace Captain Kid theoretically taking on Big Mama Lone, an idea which I still believe is so poorly thought out. Not necessarily by Oda, but by the character of Kid specifically. Luckily, the situation is a little bit more complicated than a simple one versus one. Which brings us to the star of the chapter, one Charlotte Linlin. Big Mom had another one of her rare humanizing moments in 1011, which was obviously her interaction with Tama. And it was beyond adorable because the Olin mindset popped up and there was some very intriguing character stuff to delve into here. Firstly, I really like that Big Mom thanked Tama for looking after her during the whole amnesia incident. And it's cool to know that she does remember her time as Olin. But more importantly, this looks like it might finally be starting to pay off a couple of painstakingly set up plot threads. Amnesia being one of them. And that was a very controversial part of one, huh? So many people hated the whole amnesia thing, especially after Big Mama gained her memories with no lingering effect of her experience. Well, mere is the lingering effect of her experience. Granted, I wasn't totally sold on the amnesia either. I never am. It's a very difficult device to employ satisfactorily, but I do like that the experience is coming back into play here. And not only that, but it's being paired with the plot point of Okabora Town. We've spent quite a bit of time either in that town or discussing that town. And Okabora is very much the emotional center of the plight of the Wano people. Even with that said, I always thought it was a bit random that we spent time watching Holden being ordered to destroy it. But everything is tying together quite nicely now because these factors have contributed to Big Mom potentially being of assistance to the allied forces here, which is the exact thing I wanted from Olin back in the day. Because when up against such an overwhelming force led by an emperor, we need some rather chaotic factors to ironically balance things out. And a rogue emperor is such a solid device for that. And I don't know exactly how far this will go, but page one has already fallen victim and he's becoming sort of like the punk hazard smoker of this arc. He's now had his dino butt handed to him three times in one story. And if he does get up again, we're definitely in for a fourth. The damage from Big Mom here might provide a convincing handicap for Usopp and Ornami to take him down for good. But it is hard to discount the idea that he might be down and out right here and now because this is a punch in the neck from an emperor we're talking about. Oh, it looked painful. But what I love about 1011 is what it did for Big Mom as a character. I like when our antagonists are given some sort of moral compass, even if it is drastically skewed because I like knowing where they stand. And they also like knowing that even a terrifying soul stealing cannibal has a line because that's what separates every other character in the series from the true evils of the planet which would be represented in the world nobles. A character like Big Mom, even having a mere shred of morality in a very particular circumstance is still far more than we are going to see from the truly despicable individuals. It's sort of like the Kaido-Orochi comparison. I mean Kaido, he's a pretty sick mofo but he does hold a certain code of honor whereas the word honor does not exist in the orache vernacular. More importantly, this whole Big Mom thing is exciting development. The potential for chaos is far greater now and that's very much what I live for with One Piece. And we haven't even touched on the Thunder Clouds yet. Big Mom has a new cloud friend named Hera. Hera does make some sense because if you're unfamiliar in Greek mythology, Hera is both the wife and sister of Zeus because you know, that's just how they like to do things in ancient Greece. And in fact, the parents of Zeus and Hera, the Titans, Cronus and Rhea, they were also siblings. And I believe their parents before them, Uranus and Gaia. Well, Uranus is the son of Gaia, so it's a thing. All right, slight tangent. Greek mythology is so weird.   And it took like five babies before Rhea decided, oh, you know what, maybe it's not a good idea to give my children to Cronus. So instead, she wrapped a rock in a blanket. Cronus ate it.  The gods are morons. Anyway, tangent over, I was not expecting Hera. With the new cloud, I was thinking that Oda might use the comparatively newer Roman copy Thunder God, Jupiter, but yeah, Hera works. And there's this really awkward moment at the end of the chapter where Zeus finds Big Mom and I am not looking forward to seeing how this plays out. I think that this happy little cloud is in for some heartbreak upon learning that he has been replaced. Luckily, all Zeus needs to do is run right into the arms of Nami who happens to be conveniently right there and all will be well. There seems to be a really good potential setup for Zeus to permanently be joining Nami. And I suppose by extension, the straw hats. And then maybe Nami and Big Mom could even have some sort of thunder off because let's be real. The only one who can really match Big Mom's raw power output is Nami, with Zeus and the climate attack. So just make it happen. The only one who isn't Kaido, I mean. Oh, and one more thing we haven't mentioned about Big Mom yet. There was a very sweet flashback to her time in Okuboro town. But seeing the tiny bowl of Oshiruko was great because it draws immediate parallels to Luffy's experience with Tama where she gave him that one bowl of rice. Which, whilst not much, was extraordinarily precious to her just like this one bowl of Oshiruko is incredibly precious to a town that is literally starving to death en masse. And Big Mom had the same reaction that Luffy did which was raw gratitude. It wasn't enough to fill my stomach but thank you for sharing this with me. And in that way, it's hard not to root for Big Mom in this situation, at least for me, because it's a direct copy of Luffy's morality. You hurt the people who gave me food. Well, this is not going to end well for you. So I'm delightfully conflicted here but very glad that all the time we've spent setting up this stuff on Wano is finally starting to tie together. And even better, what we're using to tie everything together is the very first human character that Luffy met. The seemingly most insignificant part of the arc is now converting an entire emperor's army into allies as well as now potentially even another emperor. Tama is everything and don't you forget it. Also, very sneaky thing inserted into this chapter which Azusa very casually confirming that Tama's dumpling-related abilities only work on smile users. Although his statement is factually incorrect because he says if those melee dumplings only worked on anything but smile users and in fact, they do work on something else. A lot of something else is actually, I believe we call them animals because they seemingly work on every animal like Hihimaru the baboon. And look, that's an incredibly small nitpick but either the translation is a bit weird here or Usup was written by Oda deliberately to be incorrect. Whatever the case, they both result in the readers receiving the wrong impression. So, I don't know. Sadly though, the ultimate meaning here is that Tama's abilities will not work on traditional zone users which does make sense because then this raid, well, it would become far too easy. Man would just become to have Usup shoot a dumpling into Kaido and then we're all good. But sadly, this does crush my dreams of an ally Ulte in very much the same way that Big Mum crushed the windpipe of page one. All right, let's talk about this color spread now because it's pretty peak one piece. Some of the most enjoyable art in the entire series comes from Oda just taking the straw hats and putting them in these absurdist situations on color spreads. Like this one where the whole crew was framed by a gigantic Nami and everyone's doing fun stuff like swimming in drinks. Shout out to Robin, Jinbe and Usup there. They look pretty amazing. And there's something really nice and calming about seeing stuff like this because this is one of the weird things about one piece but we very rarely get to see the crew just enjoying themselves. A little bit of it happens right at the beginning and right at the end of the arcs but other than that, the opportunities for levity are really only present in external media like the color spreads. And the words only add to that the whole, it's difficult to think anything but pleasant thoughts while eating is most of Luffy's worldview summarized into a single sentence, choppers as well.  So I love the imagination that went into constructing this but also I'm still not used to seeing Jinbe as a crew member in this sort of context. The fun context that is. So art like this is always welcome and greatly appreciated. And also very quickly this week was also a special cover for Weekly Shown and Jump featuring a collection of main characters and special covers like this, honestly they usually mean pretty bad things for us because one piece will be on break next week as well as every other series due to Golden Week. However, there is a very fun thing here because Luffy is holding a lamp and Brooks soul is emerging from it with a very genie like effect. And I have nothing more to say about this, I just thought it was fun and that you should know about it if you don't already. And not only that, but there's even more specialness to be had this week because we've begun the roll out of the finalized world top 100 character poll results. And in case you're unaware, this was a globally conducted poll where you could vote online for a character every day. It was open for two months. And alongside this chapter, we were treated to the first batch of results being the characters who ranked between 151st and 200th place. And if that sounds like a pretty pitiful ranking, just remember that there were well over 1,000 characters to vote for.  So that includes podcasty Rouge who barely made it into the results in 200th place. But there are some very surprising results in here. Characters you may not have expected to rank solo such as Sengoku in 167th place. That is kind of mind boggling, especially since he was defeated by such illustrious existences as Spandam and Hiking Bear in 163rd and 159th place respectively. You'll also find quite a lot of Bono characters amongst his batch like Black Maria, Yasu Speed, Momonosuke, Toko, Toki actually, and even Babanuki. All of which I imagine may have ranked a lot lower if they weren't currently relevant to some degree. Oh, and one other surprise would be Capone Gang beige in 158th place. I don't know, I just, I guess I thought he'd do a bit better than that, but what can you do? According to the magazine, the next batch of results are going to be announced on Twitter, so that's 150 to 100th place. And then the top 100 are going to be announced on the official One Piece YouTube channel with the results concluding on the 5th of May, which fun fact is Luffy's birthday. So we'll see if he can top yet another character poll. And also I am very, very keen to see where whoops that landed. But to examine some details in One Piece you may have missed, give this video a good old click which examines some pretty wild stuff such as Sabo's first potential appearance all the way back in lockdown. Very intriguing. So I look forward to seeing you there.


Here we are in our example Form 1040 populated with LASERT tax software. You don't need tax software to follow along, but it's a great tool to run scenarios with. You can also get access to the Form 1040 related forms and schedules at the IRS website irs.gov, irs.gov. We have our starting point single filer, Mr. Anderson 90210 Beverly Hales living in. And we're going to say that they have just the rental property so we can focus just on the impact of the rental property coming from the Schedule E, which is formatted in essence as an income statement. For the purposes of this problem, we're going to say it's 100% rental property. It's not vacation property. We're not personally using it or living in it so that we can just focus on depreciation here. We've got starting point 120,000 of income, 20,000 of expenses to give us that 100,000 net income, which is flowing into Schedule one, which is flowing into the first page of the Form 1040 standard deduction, 12,000, 950, 87,050 taxable income. All right. Back to the Schedule E. We're focused on the depreciation. Now, when we think about depreciation, the first thing probably that comes to mind is the building itself that's going to have the biggest impact typically for depreciation in a rental property situation. And, and we have to think about that primarily when we first purchased the building or put it into place because that's when we have to figure out what the basis is and so on and pick the prep, the proper method. And then of course, the software might help us out from that point forward once we've properly put it on the books. And then there could be other depreciation for improvements and things like that, which we have to be careful from a bookkeeping standpoint to make sure that we pick out those items that need to be improvements as opposed to repairs. We might scan the repairs line item here to see if there are any like big items in there that look like they possibly should be categorized as improvements instead of the repairs. All right. So let's first think about the property itself. So remember when we get the property, there's a couple of ways that that might happen. We might just purchase the rental property in which case it's the most straightforward type of situation because the purchase price adjusted for anything we needed to get it in place for service. Increasing by those items is basically the cost or basis, but we could inherit the property in which case we've got to think about, okay, what's going to be the cost? Is it the fair market value or at the time of inheritance or the decease of the, of the, or we could get a gift of the property, which again gets kind of messy because then the basis, you know, it's kind of linked to the basis of the prior owner or something like that. Did we convert the property from our personal use to rental use? In which case you would think, okay, it doesn't need to be fair market value or the cost. And if the fair market value is higher than the cost, you would think that it would have to be remaining the cost when it was personal property. Otherwise you would have that step up in basis, kind of situation. And then you have the issue of breaking out between, between the building and the, the land. So let's think about that concept real quick. Let's say we purchase something, uh, we purchase for purchase the building for 200,000 building and land, the property. And then we need to break it out between, between land and building. And the question is, well, how do we do that? Because I'm going to pull this down. We just paid 200,000 for it. So one, one way you might do it is to take a look at the prior tax assessment, right? The prior tax assessment for property taxes, assessment. And let's say the prior time when they assessed it, the total amount was 160,000, 160,000 for the total. And they broke out between land and building on the tax assessment, 136,000 for, let's say this is, let's go house and then land. And then the land was 24,000 for a total total of the 160. So we can use basically those percentages. We can't use those same numbers because obviously it was at 160,000, but we can use like a ratio and I could say, okay, let's take this divided by this, make that a percent and that's 15% versus this divided by this, make that a percent, 85%. If I sum that up, it's a hundred percent. So that would be a common way that we might deal with this problem and say, okay, I'm just going to do the same thing here, 200,000 times the 85% and then I'm going to take the 200,000 times the 15%, breaking out the current cost that I paid for it, 170, 30 house to land. This is the depreciable component. This is the non depreciable component. So let's use that and then populate this into our depreciation schedule. So different softwares will look different, but the concept will be the same. You've got your depreciation schedules and I'm going to say that we've got the house and I probably should put the address, but I'm just going to put, you want to be as descriptive as possible, but I'm just going to go generic here and just say the house or the building is going to go to the schedule E and the category is going to be, the category is going to be a building date placed in service. Let's say it was placed in service on 02, 0203, 22. So we're going to be using the method that we're going to be using because it's a building will be a mid month convention. So it'll assume it was purchased in the middle of February, the cost I'm going to say, and remember when we calculate the cost to get to that 200,000, we've got to take into consider whether, you know, the stuff that was necessary in order to make the purchase happened, including all the cost to go through escrow and stuff might be included in the purchase price as opposed to being expensed at that point in time. But we're going to say 130, 170,000, 170,000, we're not, we don't have any 179 for it's going to be, the property is going to be 27.5 years straight line residential rental building. And so there we have it. And then the other is just land so I can put on the books, even though it's not going to depreciate schedule E category will be now land and 020322 and that's for the, what did we say 30,000, 30,000 to get to the 200,000. It's useful to put both those on the books, even though the land is not going to be depreciated and we don't have a balance sheet on our books. So why do we need it? Because it's useful to tie into of course the purchase price. So in the future, when we sell or something like that, we can see what happened, the building versus the land can tie into the purchase price. There's not going to be any depreciation on the land. So land, no depreciation and let's see the result. So that pulls into our schedule E. We see the populated here. If I go into the depreciate, we don't have a balance sheet, but we'll typically have these depreciation schedules to help us to kind of see what is happening. So now we've got the building versus the land. And if we kind of analyze this, we say, okay, it's a house. The date was acquired here. This is the depreciate 170,000 is the depreciable component and we're using SL straight line, mid month MM 27.5, the life, the years it's going to depreciate over. And then the rate from the tables using the table method is point, is that rate to give us the five, four, oh nine. In other words, if I took the 170,000 times the 0.03182, there we have it. Now let's actually try to calculate it using a straight line mid month convention to get a better understanding of what is happening. So it's a straight line method. So the start is pretty straightforward. 170,000 divided by the number of years, 27.5, that would be the amount if it was for an entire year, but it wasn't. We bought it in the middle or in the beginning of February, but it's a mid month convention. So we assume that we bought it, you know, at the middle of February. So if there's 12 months in the year, we've got 12 months minus like a month and a half. So 12 months, like 10 and a half months, right? Because, because we only had it for a month and a half. So we're going to say, let's say divided by 12, and that would be the amount per month times 10 and a half months times 10.5. And that gets us about the same number. So that's what's happening.