How many people here know what competencies are? Okay, so competencies are one of those weird things. I think this is a simplest explanation, so it's an ability to do a specific task correctly. And since many tasks can be done many ways, sometimes competencies get a bit fluffy in that respect. But what do competencies sort of, what are they used for? Well, if you can think about, let's say, you're being able to present, then as part of presenting you're obviously able to engage people, so that's one of the behaviors that you might be looking around at various people in the audience. So you have a set of behaviors which will indicate whether you are meeting that competency. So it starts becoming what's called a framework. And this means that someone else can actually say, are you competent at that skill or not by assessing you and identifying what those behaviors are, and also seeing what you might have to develop. Because if you have a list of 10 things which might make you a good presenter, then if you only have eight of them, then clearly that's something which you can say, okay, well that's my development plan or what they often call a learning plan. So what we're going to do is, like I did in one of my other presentations, how many people here have the mobile app? Okay, can you all go into it, please, and you're going to vote? So I've got three examples there, which I'm going to go through one of them. If you can go into the mobile app, and if you can vote, please. So one of them is around competency frameworks for sales representatives. This is really interesting. Another one is the ICE competency framework, and this is actually one of the more advanced frameworks. And then you also have one which is the pharmacy framework, which is in Ireland, which is a typical but modern three-tier competency framework. So this is just a simple script using the mobile web services that were developed on Moodle just to pull the results directly out of Moodle itself. It's something which hopefully we'll end up seeing in core as a teacher view of choice. Okay, so pretty close, give you 30 more seconds. Final votes, please. Okay, all right, this is certainly one of the more interesting competency frameworks. So if you can think about an individual working in a company, you're going to have core competencies. These are ones about being a good employee, being a good human, being an effective person, turning up to work on time, might be being able to write emails correctly, communicate with customers, communicate with your workers. All of these are generally regarded as core competencies. But equally, if you're going to be a salesperson, you might have a set of very specific ones. So the Intercontinental Exchange have come up with their framework, which is a double-sided framework, one where they have these suite around communication, teamwork, professionalism, and problem solving. And these are the generic ones that every employee should have. So for example, let's have a look at teamwork. Offers assistance to colleagues, well, that depends on what sort of team you're in. Collaborates and interacts with that regard to title, level, and position. It's very much the kind of community which Moodle has. I mean, you can see that these kinds of points, these behaviors, if somebody has them, then you can say, yeah, this person is good at teamwork. But once you start going into functional stuff, you go, okay, well, what about different jobs? Because we're going to have different things, apart from being a good employee. And what they broke them down into actual frameworks at this stage. So for example, product development. Well, in their product development area, you have their technical knowledge, your productivity, and also your design and innovation side. So if we select one of them and go deeper, we take design and innovation. And now we're down at another level where it's getting more specific. And this is the kind of detail which competencies really work very well with. Because a two or three layer, you can start getting into something that is measurable. Remember we go back to that slide at the beginning? Identification, development, and assessment. Remember those, because they're the key underlying principles about why you would use a competency framework. So let's have another look at one end. If you look at the bottom there, it's like identifies and effectively applies emerging technologies. I mean, clearly if you're doing design and innovation, that's a skill that you would have. But even still, how would you measure that? A lot of frameworks go into detail at this point of exactly how they would be measured. What is the way they're measured? What is the evidence? Who is the one who actually will assess that? So it goes beyond just lists. It literally goes into the equivalent of a curriculum or assessment strategy against each behavior. Some of these competency framework documents can run to hundreds of pages. So just before we go on to sort of the more moodle related aspect. So what are your thoughts? Can we have that catch box? Is there one in here? Where is it? Is that the front? Has anyone got any thoughts? Yeah, throw it at somebody. Anybody? Anyone? I was going to comment on whether there's a difference between competencies in kind of a corporate setting to an academic setting in your experience. Yeah, there's actually none. That's the real interesting thing. Because one of the examples that I do in my one hour version of this is actually a programming course where they have taken, I think it's 50 different steps of the skills that a programmer has to have and then breaks them down into behaviors, how they have to do that. So for example, if you were to say good practice with source code control or version control, then you go, OK, well, they have to understand get, they have to understand branching and you start getting into these learning outcomes and go below that. How do they demonstrate them? It's the exact same philosophy. So actually, I can give you a link to that afterwards. There's an example from the states where they have this really well defined curriculum exactly based on a competency framework. And it goes down into the students must be able to do this. The teacher has to assess them this way. So it literally becomes prescribed learning and prescribed teaching because they're teaching to the competency framework. And in the corporate world, these are used for actual assessing whether people on a yearly basis are actually achieving what they're supposed to in their job or even in interview stages. The one which I was showing earlier, so I'm just going to show one screenshot from. This is one of the kind of visualizations that you can get for competency frameworks. So this is a three tier framework where each one of those can show the level of competency you have at the different levels in the different areas. So this is a way that they visualize it. This is the way they think about it. And over time that you are expanding your knowledge. So what about Moodle? So who here has used outcomes in their courses in the last few years? OK, well, you're in for a huge pleasant surprise when you start downloading 3.1 and play with the new competency-based education system. It is just so cool. But let's very quickly go through what outcomes are. These are more learning outcomes than competencies, although lots of people use them for it where you can define them. You set a scale and then they appear as items in the grade book. And this was one of the confusing things, but there's nowhere else really to put them at the moment. So it sort of made sense. And you can see here that they look different. They have this little pie rather than a radar kind of thing. And then you can have a specific report against them. And when you're doing an assignment, if you add in these outcomes, you can then select whether they are actually meeting them or not in that assignment. It doesn't really add up in the same way as a framework. And that was one of the challenges because it didn't feed back into a learning plan or into a framework.  Oh, by the way, I think that salesperson one has just over 1,000 behaviors that a salesperson has to display to be a competent salesperson. So, very simply, when you're thinking about a competent framework, the first one is you think about what the levels are. And within Moodle, you're being able to bulk-upload these, sort of build up that framework. And then you can define templates and you can start assigning competencies to a learning plan and say, here's a full framework with that 1,100 competencies. But actually, for first year in sales training, they're only going to tackle these 100 competencies. You create a learning plan for that. Now, with that, they might already have done stuff to prove it. So, who here uses RPL at all? It's a recognition of prior learning. Okay, it's not really something in the UK. It is supposed to be endemic in higher education across Europe, but I see very few places doing it because it's so difficult. But here, a student can go in and say, you know what, I've already achieved this and upload the documentation or a certificate. And then the lecturer can go, yeah, that's fine and excuse them of an assignment that they might have to do. Or they can link it into an assignment. So, that's the kind of basic 101 around it. But let's have a look at it. Martin did show a few screenshots of this. So, this is a way you can visualize that 3D framework or three-level framework if you want. You can go further deeper if you want. We can start building out the levels, competencies, sub-competency, behaviors, however far you want. And the system is really straightforward. Because once you do that, you can then build a learning plan. And you do that, and once you have a learning plan and assigned it to a student, they get to come in and have a look and they can see something like this. So, they see their learning plan and when they go into it, they'll get a list of competencies. Or they can start adding their evidence. And that piece of evidence, let's say they did a three-week training course last year in the summer. That might actually be multiple competencies. So, what they can do is they can, then once they've added the evidence in, they can assign it to as many competencies as they feel relevant. Now, the assessor might say, nah, don't think so on that one, but yeah, this one demonstrates it there. Because they can look into it. One of the things I think will be very interesting here, and it's referencing things like badge frameworks, which can prove what that course was. And that's where the whole evidence criteria thing. But this is just standard evidence gathering of prior learning. But from a student point of view, they can get to view all of the competencies that are in their learning plan. You can see if they've been rated yet, which is important. Because if they've already achieved it, they know they don't need to focus on that area necessarily. So, competency frameworks and learning plans help guide the students, like a time management system. If a student's doing eight modules and they really wanna work on one, it's good to help them know which one they're currently not achieving their level. And once they've got it sufficiently done, they can just go over here and request a review. Teacher gets prompted, and then they can give them feedback. So, that's it. What are your thoughts? Okay, enough for you over to Ray. So just a quick question on uploading. You mentioned about uploading certain aspects of it. A lot of what we see in Australia with competencies is obviously the evidence that you're competent.  Is that part of this framework being as a student being able to upload that evidence to this? Yeah, I mean, it's a file. I mean, the thing is, what is evidence? Evidence is what is it? If you have a framework, and it details out what kind of evidence is allowed, that is how the lecturer or assessor or teacher will measure what is submitted. So if that is a video, I wouldn't see why not. There was an interesting case where competencies were being used in cooking and being a chef. And part of that was they would take a video of them actually making something and cooking something. So it wasn't the outcome, it wasn't the cake. It was the techniques that they used and the fluidity of their technique. And I think I remember a story of these two students just constantly recording each other back and forth until they got it perfect. So they brought in a bit of peer review and they're going, no, no, you got that wrong halfway through. So, yeah. I certainly think videos will be a huge part of it. Yeah, I was just waiting for the functionality allowed. Yeah, it's just a file. Where's Ray? Yeah? Come on, overhead straw, man. I made it. I was so concerned about making a fool of myself for not catching that. Two questions, please. I may have missed the first one. Where's the evidence uploaded? It's uploaded into Moodle. So it's uploaded again by the students into their sort of learning plan. They add the evidence in and then they tag it with which competencies in that learning plan that it's related to. Okay, and the reason I asked this because another system I'm familiar with is that the issue with that is that the student has to go to a different part of the system to upload their evidence and then they can come back to the learning plan and access it and associate it. Okay, and so I just think about this. It's only automation here. It's all done on a case by student basis. So if there's no automation, it gets it coming later. Right, obviously some of it is activity-based. Some of it is evidence-based. So there is so much you can automate. I would imagine that, I mean, this is the underlying framework. I already know a few of the Moodle partners that have been discussing this and sort of had asked me a question about it. They're planning to change some of their plugins to use this. And so people will start building activities on top of this perhaps to make some more automated aspects. But it really depends what you're looking at because the majority of competency type assessment is either just purely automated off an activity or it's often self-assessed as well. So a student goes, hey, I now believe I've got it and that needs verification, which is what that claim is or verify. Yeah, I was thinking more about to be like a role. So if in my user profile, it said I was, well, the example was over here, you know, whatever it was, well, let's say I was a forklift truck driver, that would I automatically have a certain set of competencies in my learning plan? It isn't that kind of assignment of learning plans is something which certainly would be in the roadmap for it as it stands, it is a base level framework. Martin, is there anything for you to add on that or? Uh-huh, okay. Oh, I'm sorry, but anyway, but thanks very much.


We recently came across a most curious artifact, one which has been claimed as having once been found, just like a handful of other exquisite objects we have previously shared, within a lump of ancient coal. It is a once-smelted solid-iron recreation of a face, whose owner could have lived an unimaginably long time ago. With the claim written by John D. Morris, PhD, quote, I was recently contacted by an older lady who grew up in the coal mining area of Appalachia. Her ancestors, having lived in the area for generations, her now deceased father, was a miner who had once made a remarkable discovery embedded within a coal seam, a human face made from cast iron. Like most people, they had been taught that coal is far too old to contain any human artifacts. The miner was so proud and perplexed by his find, it eventually became a family heirloom and was simply named Man. As a large, heavy object, it was eventually used as an ornament, decades later becoming stored among his belongings. He distinctly remembers her father's story of its discovery and the care he had taken with this prized object, having recently rediscovered it among her father's possessions, end quote. The owner of this artifact has requested to remain anonymous and to withhold her identity. This makes the story even more appealing to us, as throughout our time researching these types of claims, and indeed artifact, we find that those who are pushing a supposed discovery, publicizing themselves while touring an object, are often in a search for a profit and recognition. Thus, as she is seemingly fearful of the artifact's disappearance, it would seem her story would align more with someone who possesses an item, not only of an extraordinary, incredibly controversial age, but also has a sentimental value, one which outweighs any idea of selling the item, or even risking losing it from exposing its location. How old is the so-called man, who could have made it, pouring cast iron into a mole, resulting in an exact duplicate of the man's face, in the form of a three-dimensional mask? Could we be peering at the face of an ancestor, once of incredible importance, one from a lost civilization, a lost time within our planet's history? We find such possibilities incredibly intriguing. Known as the Kola Superdeep Bohol, it was a Soviet engineering project that occurred from the late 1960s to the early 1990s. Going to a depth of 40,000 feet, operations on the site ceased after they reached unbearable heat levels as they predictably got closer and closer to the Earth's superheated molten core. It is known as the deepest hole on Earth, and long held the title as the deepest hole humans had ever dug. A test in machinery's capabilities, and to see how far into the Earth they could bore before they were inevitably turned away from unbearable heat. Yet, interestingly, although this borehole is located on a remote peninsula in northern Russia, thus making it a very minimal danger to human life, it was hurriedly sealed up after a fossil was found, reportedly at 40,000 feet deep within our Earth's mantle. The drilling operation reportedly went through a layer of ancient plankton, which brought up life forms dated at 2.5 billion years old. The question is, what was this fossil? Why would rumors circle that that is the reason for sealing this borehole? Unsealed even though it presented no real danger to anyone. Why would sites such as Snopes get involved in trying to discredit these claims? There are many things within modern historical understanding, which have been born out of another area of history, which was, unfortunately, built upon an initial faulty foundation, this often being timelines and an ignorant lack of awareness of ancient high technology. So if something arises which casts doubt on these areas of teaching, it can have a catastrophic effect on other areas of academia. Thus, this would indeed give motive to cease any such operations, and to hastily stonewall, or in this case seal any access to the location, thus covering up any further discoveries. What was found within the Kola Superdeep Borehole? We find the possibilities highly compelling. One of the more obscure and personal favorite uparts of mystery history is a small yet incredibly special unique figurine, dated to the Stone Age, yet regardless of this extraordinary antiquity, this hollow figurine remaining unopened and unbroken for so long, interestingly rattled. After a delicate extraction procedure was undertaken, a metallic ball was found inside. A sphere, which due to the aforementioned age of said upart, should simply not exist. Yet after further research, we have discovered that this unique figure wasn't a singular anomaly as we first presumed, but was actually part of a collection of equally puzzling artifacts, some of equally unexplainable characteristics. We now know it was found amongst a collection by locals mining for gold in Sierra Leone. They are now known as the anomaly figures. The statues are now attributed to a number of varying legends in Sierra Leone. Figuring from 17,000 BC, some believe that angels who once lived in the heavens were as a punishment for causing bad behavior turned into humans and sent to Earth, a legend uncannily similar of certain fallen angel theories. The anomaly figures are thusly thought to serve as representations of those entities, and were cast as a reminder of how they were banished from the heavens to Earth to live as humans. There are many strange hybrid interpretations within the collection. It includes animals such as monkeys, elephants, lizards, among other curiosities, some also depicted as giants. Quote, While the figures are varied in shape and time, they are uniform in appearance, indicative of a common purpose. That purpose remains unknown, however. The figures were part of the Temni culture and tradition, but that, upon invasion by the Mendi, the tradition was lost, and the civilization displaced to other locations. With so many questions and uncertainties, it is unknown if we will ever have definitive answers as to the dating, origins, and purpose of the anomaly figures. For now, they remain a magnificent representation of the ancient civilizations that preceded those that now live in Sierra Leone, and quote, asserted curator Frederick Lampe. We find the entire collection, especially our previously covered upart's metallic sphere highly compelling. We have in the past covered the astonishing ancient high technology still present within the gas-filled lens of Nineveh, along with this proof of an ancient civilization's knowledge of glass-blowing and convex lens making. There is seemingly many more examples that have quietly been found, studied, and pushed into the archives of museums worldwide. In particular, those found within the ancient sites upon Crete. Although many a sleuth has discovered this fact, and have subsequently investigated these claims and indeed proofs of an ancient civilization's astute awareness and past ability at creating these perplexing reading lenses, lenses of a surprisingly high quality. The first exposure of this truth came from a most unlikely of sources, that being the July issue of the British Journal of Physiological Optics in 1930, which contained a communication from a Mr. H. L. Taylor, in quote, the origin and development of lenses in ancient times, which ascribes the development of the lenses to the Cretans of 1800 BC. His examination of the museums of the Eastern Mediterranean has led him to the conclusion that ivory and steatite, the materials used for beads prior to 2000 BC, later replaced with rock crystals, onyx, agate, and cornelian. The discovery of the magnification produced by a bead of rock crystal, he believes, led to the production of lens-shaped beads, and eventually of lenses, such as those of the Royal Gaming Board, found in the palace at Nossus, the best of which now rests within the archives of the museum Candia within Crete. Their magnification ability has been recorded at between five and eight diopters and are planoconvex in shape. These quality lenses were then transported out of the area to the mainland, including Troy, Tyre, Nineveh, and the United Kingdom, end quote. However, any explanation as to how these ancient artifacts were indeed created remains unknown, or indeed untold, the closest anyone dare tread is claiming they are of natural rock crystal origins and developed accidentally. Regardless, their existence is undeniably highly compelling. We have, in the past, explored the incredible discovery of the mythological animal sculptures of Persepolis, now known as the Lamosu. We detailed the difficulty involved in transporting just a single example of one to London, a mere century ago. Yet, it would seem a similar situation seemingly also occurred at the ancient side of Amethus, one in which the French quietly endured and restrictively documented. Located east of Ajo Tyconus, next to Limassol in southern Cyprus, strategically commanding a stunning view of the surrounding Mediterranean landscape. The main acropolis of Amethus, sitting just out of reach of the tourist track, atop the hill above. This location served also as an additional natural fortification for the site and its ancient observatory. Impressive discoveries have been made at the ruin, including ancient basins, vases, and various other utensils used by past inhabitants of varying eras. Atop the hill were two giant vases decorating the entrance to the main temple, one once dedicated to the god of love Aphrodite, each of which being 1.85 meters tall and weighing an immense 14 tons each. One of which being stolen by the French, specifically architect Edmund de Thoit, during the Ottoman occupation of Cyprus, supposedly given permission to take it away to his country. It now rests in the Louvre Museum in Paris. His documentation of this ordeal, we feel, is a revealing insight into the clear prohibition from exposing the astonishing capabilities of ancient civilizational capability. He reservedly wrote of the ordeal of getting it back to Paris in his diary. Our last day was dedicated to Amethyst, the only sanctuary of Aphrodite that we visited. There we found two huge stone vases, 3.4 meters in diameter. I could not figure out the amount that was buried in the ground and only a measure of the artifact which was sticking out. I thought if I managed to get it out of there and to convey it into the sea, it will be my biggest achievement. I will begin to study the ways and mechanisms needed to achieve this and to have it transferred. This will create a big impression in the Louvre. Who made these vases, or indeed the Acropolis itself? They were clearly astonishing vases, having existed to this day and beyond, and along with their sheer weight, we undoubtedly find them highly compelling.


Till now, we have discussed some qualitative properties of conductors in an equilibrium situation. Now, what we have said is that in order that the system may be in an electrostatic equilibrium, it is required that the there cannot be any charges inside a conductor. And correspondingly, the electric field would inside a conductor would also be 0. There was also a corollary that the charges if at all they are there, they must be on the surface. And further, the normal component of the electric field only can be non-zero on the surface. The tangential component must be equal to 0, because the under electrostatic condition there would be then motion of the charges. What do you want to do now is to look at this problem somewhat quantitatively. And let us see how it goes. So, in this situation, let us look at the electrostatics of a conductor. First thing is that suppose now we look at the space around a conductor, then of course I know that the rho is equal to 0. And so therefore, the Laplacian of the potential function would be equal to 0 in vacuum. Further, I know under electrostatic conditions, the curl of the electric field must be equal to 0. So, let us look at what does it actually mean. Now, what we are saying is there is a change in the potential over a short distance. This would mean let us say that the surface of the conductor is in the x y plane. Then the normal component namely the e z, the z component of the electric field must be large close to the surface. Further, if I assume that the surface is homogeneous, then we can write that partial e z by e x del x or partial e z by d y, x and y being on the surface, they must be finite. Now, let us look at what does it mean with respect to the curl equation. So, for instance I would know that the curl of the electric field is equal to 0. Now, if the curl of the electric field is equal to 0, let us take some component. For example, let us take the x component of this equation. So, del cross is x component. So, this is for instance d by d y of e z minus d by d z of e y must be equal to 0. So, notice what we have said is that d by d y of e z is finite and continuous. Now, so that tells me that d by d z of e y must also be finite and continuous on the surface. And by symmetry, this would also, so this is also finite and continuous. But, notice the tangential component of the electric field e y or a similar equation is valid for d by d z of e x. So, that is also finite and continuous. But, I know just inside the surface, just inside the surface the electric field is equal to 0. So, as a result what we are trying to say is this that the e y, the since the tangential component of electric field is 0 just inside the surface. And we have said this is finite and continuous. This tells me that the tangential component of the electric field must be 0 on the surface. So, this is of course, we had obtained this by a sort of purely qualitative argument that under electrostatic equilibrium this is what we expect. Now, let us look at the total charge on the surface. Now, notice that the normal component of the electric field which is given by a phi is the potential then I can write this as minus d phi by d n and that is equal to sigma by epsilon 0. So, this if you integrate this, this tells me because there are charges only on the surface this tells me that minus epsilon 0 the surface integral of the normal derivative of the potential this quantity that is the total charge that is there on the surface. Now, I want to prove a theorem which says that the potential function can be maximum only at the boundary of a region where there exists an electric field. Now, let us see why. Now, let us suppose this is not true supposing P is a point where the potential is maximum, but contrary to our statement that a function the potential function can be maximum only on the boundary. Let us suppose this point P is not on the boundary, but let us suggest inside. Now, what we can do then do since P is a point just inside I can always surround this point P by a small region where since the function is maximum at the point P then at every point on this surface I must have d phi by d n less than 0 that is because the point P is a maximum. Now, since d phi by d n is less than 0 everywhere this implies that I must have d phi by d n if I integrate over the surface this must also be less than 0, but remember that this is contrary to what we obtained from Laplace's equation because this quantity is nothing but the total amount of charge that is enclosed, but I know that since this region is within the surface within the material of the conductor then my total charge must be equal to 0. So, as a result this contradicts my original assumption and as a result we state that the potential can be maximum only in a region which is on the boundary. So, this is what it is. Now, let us now look at the total energy of a conductor or a system of conductors in an electric field. So, let me this is a picture the outward normal as we have seen is given by n and what I want to do is this that let me write down an expression for the total energy. Now, this total energy is as we remember is epsilon 0 by 2 integral over the volume I will tell you why I put in a prime there. So, E square d V. Now, what I am calculating here is the amount of energy that is stored in the electric field that is created by the system of conductors. In other words the volume of the conductors itself I am subtracting it and this region all space minus the region volume of the conductor is what I have indicated by V prime. Now, since E square is E dot E what I will do is I will rewrite this expression slightly different way I will write this E dot and one of these I will write as a minus gradient of V or minus gradient because so as not to confuse with this volume V I have called it minus gradient of phi the potential. So, this integrated over volume over this V prime. Now, what I will now do is I will use what is del dot let me write down what is del dot of a scalar time selector. So, this I know is given by grad phi dot E plus phi del dot E. So, what I do is that this grad phi dot E which is the same as E dot grad phi I write it as del dot phi E minus phi del dot E. So, there is a minus sign there. So, I will write this as minus epsilon 0 by 2 integral V prime del dot of phi E d V plus epsilon 0 by 2 integral phi times del dot of E d V. Now, notice that this integral the second integral epsilon 0 by E phi del dot of P must be equal to 0 because I am looking at region outside the conductor and there are no charges there. So, del dot of P must be equal to 0. So, as a result my total energy W becomes minus epsilon 0 by 2 V prime del dot phi E d V. Now, what I now do is this that I convert this integral into a surface integral that is because this is a divergence thing here. So, therefore, I will convert this into phi E n dot d S. So, this quantity then I will get as equal to epsilon 0 by 2 integral phi n dot E d S. So, this is E dot del phi and E dot del phi and that is equal to this quantity minus this quantity. So, this is what I get as the total energy of the electrostatic system of conductors and this is what is the difference? The difference that I have now done is that this V prime if you recall the volume V prime was the volume of the space around the conductor. Now, when I converted this into a surface integral what I need is the surface integral will be along the direction which is outward normal to such a region. So, if you look at this picture again you notice that this is the direction of n on the surface of the conductor, but if you look at the region surrounding this area the direction of the normal to that area would have been directed into the conductor. And so, since this when it is converted into a surface integral the direction of the normal is inside the conductor and this n is directed outside the conductor. So, hence this minus sign is adjusted and I will write this as over the surface of a conductor. So, this is the expression for the total energy. So, supposing I have a set of conductors then I know that the potential on the surface of the conductor is fixed. So, if phi i is the potential on the surface of the i th conductor then my total work done is obtained by simply summing over and this is the result and since this quantity epsilon 0 E and ds is nothing, but the charge on the i th conductor. So, the an equivalent expression for the total energy is also half sum over i phi i q i. Now, let us proceed and try to look at this in a slightly different way. I know that the electrostatic equations that we have talked about the Maxwell's equations they are all linear equations. Now, as a result the charge and the potentials they are expected to be linear functions of each other. Now, so these coefficients the coefficients of linearity the constants they would then depend only on the geometry of the conductors on the shapes. So, let me write down the charge on the i th conductor in terms of the potentials on the various conductors that is there I have talked about a system of conductors. So, I can write with in general this as sum over j C i j some coefficients which depends upon i and j j is the summation index i is the particular conductor I am talking about times q phi j and similarly I can write phi of i the potential on the i th one as sum over j some coefficients again P i j q j. Now, if I had a single conductor then of course is a very familiar expression for a single conductor I expect q to be equal to C phi and this is very well known to you as the capacitance of the conductor. But for a system of conductors this is the set of equations this coefficients phi P i j they are known as coefficients of potential. So, P i j's are coefficients of potential and C i j are called coefficients of capacitance. So, let us let us express my total energy expression in terms of this coefficients that we have talked about. So, for instance let me take an expression which I wrote down just sometime back. So, the total energy is half if you remember this is phi i q i or phi j q j if you like. So, expressing the potential in terms of the charges I have sum over i j then P i j q i q j. So, this is this sum over j P i j q i is my phi j and the sum over j phi j q j with a factor of half is my total energy which is also can be written as equal to the other way round. When you express the charge in terms of the potentials you can also express this as sum over i j C i j the coefficients of the capacitance and phi i phi j either of these expressions is good enough. And now I am interested in finding out something about the properties of this potentials. Suppose we add a small charge delta q to let us say q th conductor. So, we add delta q k to k th conductor. Now that would be mean and change in the energy delta w which can be written as d w by d q k delta q k. Now take this expression for the total energy then you can see that I need to differentiate this expression with respect to q k. So, there are two terms there I do a chain rule differentiation. So, delta q i by delta q k gives me a delta function delta i k and delta q j by delta q k will give me another delta function delta j k and by using the delta chronicle delta to remove one of those summations I get this sum over j p j k plus p k j q j delta q k and but this must be identical to because I have added an amount of charge delta q k to the k th conductor. If the potential of the k th conductor is phi k then the change in the energy must be phi k delta q k and so this quantity by writing this phi k in terms of the corresponding potentials I can rewrite it as sum over j p k j q j delta q k. Now what you can do is you can compare these two expressions there. If you compare these two expressions you immediately realize that p k j must be equal to p j k that is the coefficients of potentials are symmetric. So, this is one of the properties of the coefficients of the potentials. Now the second thing that I need to show is that these potentials these potentials are positive and well the p i i is greater than all p i j for i not equal to j. So, in order to do that look at the following let us define the 0 of the potential to be infinite at infinite distances. And let us suppose that I have a unit charge on let us say the i th conductor this is the i th conductor and I have a plus 1 unit of charge this is the only charge that is there. Now since the reference of the potential is at infinite. So, this tells me that the potential of this is necessarily positive in other words p i i is greater than 0. So, that is what I start with. Now let me now think about a conductor j which is here, but it has no charge. In that case the lines of forces which emanate from the i th conductor can go to infinity in one of the two ways it can directly go to infinite distances. Alternatively what it can do is these lines can terminate on the j th conductor and from the j th conductor they can go to infinite distance. So, this tells me that the potential of the i th conductor must be greater than the potential of the j th. So, in other words my p i i must be greater than p i j which by definition is greater than 0. So, this is one of the properties of the coefficients of potential. Before we proceed further let me recall for you when we were doing vector calculus we had discussed something called a Green's theorem. Just to recall for you what was Green's theorem we said supposing I have a region v and in that I have been given two potentials scalar potentials phi and psi. Then what we proved there by Green's theorem was phi del square psi minus psi del square phi volume integral. This is equal to the surface integral of phi grad psi minus psi grad phi dot n d s. Of course since we said phi and psi are potentials defined within volume. So, they will tell me that del square phi is minus rho over epsilon 0 that is the potential phi corresponds to a charge distribution rho and potential psi corresponds to a charge distribution rho prime. This is Green's theorem and these are the two Laplace's equation with which we are very familiar. Now let me now look at it in the following way that using these expressions del square phi is minus rho etcetera. I can rewrite these expressions there as minus 1 over epsilon 0 integral over the volume of phi del square psi is rho prime by epsilon 0 minus psi rho dv and that is equal to once again I have got del psi and del phi. Let me write it in terms of the corresponding electric field. So, these will be minus integral of phi e prime minus psi e dot n d s and since the potential on the surfaces of the conductors are constants. So, I can take them out of the integral if you like. So, I have got 1 over epsilon 0 integral over the surface phi sigma prime minus psi sigma d s. So, if you compare these two expressions what you find is what is known as Green's reciprocity theorem and that is written as integral phi rho prime dv plus surface integral phi sigma prime d s that is equal to psi rho dv plus psi sigma d s. So, this is known as Green's reciprocity theorem. There are many interesting consequences of such a theorem. So, let me give you some simple examples. Let us talk about a point charge at a distance r from the surface of sphere where the radius of the sphere is r. So, r greater than r. Now, so the point charge is q. Now, I am interested in finding out what is the potential that is generated on the surface of the sphere because of this charge q being located at r. Now, so what I do is I look at this as a system of two conductors. The point charge is being considered as an infinitesimal least small conductor with volume charge density equal to 0 and there is just a charge q there. Now, what I can do is this that I can use reciprocity theorem now to instead of putting the charge q here and finding the potential there, I can instead put the charge on the surface because I want to use this relationship. I can put the charge on the surface of the sphere and then of course I know that the potential that it generates at a distance r is simply given by phi equal to q divided by 4 pi epsilon 0 r. So, according to the Green's reciprocity theorem here, I can write then q times q by 4 pi epsilon 0 r. This is the same as if I put the charge q there. Well, I had written it as small q but make it a capital q times the potential on the surface of the sphere. Now, that immediately tells you the potential on the surface of the sphere is given by q divided by 4 pi epsilon 0 r a result which is very familiar to you. So, it is a neat application of Green's reciprocity theorem. So, for a general discussion let us suppose my point charge is called 1 and my sphere is called 2. So, 1 is my point charge and 2 I represent my sphere then my phi 1 that is the potential on the at the point charge is given by definition of the coefficient of potential P 11 q 1 plus P 12 q 2 and likewise phi 2 that is for the sphere it is P 21 q 1 plus P 22 q 2. If I now say my charge is on the sphere if charge is on the sphere this implies that q 2 is equal to q but q 1 is equal to 0. So, that tells me phi 1 is simply given by P 12 q. Now, that tells me that P 12 is phi 1 by q which is 1 over 4 pi epsilon 0 r but by symmetry of the coefficient this is also equal to P 21. So, I have determined P 12 and P 21. Now, let us look at this expression and this time I am looking at phi 2 equal to P 21 q 1 plus P 22 q 2 and let me now put the charge on the at the point and. So, therefore, q 1 is equal to q. So, this is equal to P 21 into q and this is equal to 0. So, therefore, this plus 0 and but I have just now found out what is P 21 which is equal to 212. So, therefore, it is 1 over 4 pi epsilon 0 r times q. So, that immediately tells you what is phi 2. So, these are techniques in which the coefficients of potential and capacitance are used to determine things. As a second example, consider two conductors of capacity C 1 and C 2 and let us suppose they are placed far apart and I need to calculate the coefficient of the capacitance C 1 2 to first order. Now, once again let us let us talk about the conductors 1 having charge q 1 and conductor q 2 q 2 is equal to 0 it is an uncharged conductor. Then by definition of the capacitance my phi 1 is equal to q 1 by C 1 and phi 2 is the potential on the other sphere which we have just now worked out is q 1 divided by 4 pi epsilon 0 r because at a large distance it is the same as the field at a point charge. Now, so my phi i which by definition is sum over j P i j q j I can rewrite I can write my potential coefficients in form of a matrix. So, I have already calculated that P 11 is 1 over C 1 by symmetry it turns out that P 12 must be P 22 must be 1 over C 2. This is 1 over 4 pi epsilon 0 r this we have just now obtained and by symmetry 1 over 4 pi epsilon 0 r must be P 21 as well. Now, once you have got this matrix you can invert this matrix this is a 2 by 2 inversion it is easy I will not write it down, but you can see it on the screen this is P inverse matrix and once you have got the P inverse matrix notice that I could now use this to obtain the charges from the potential. So, basically we have a method of determining the coefficients of potential and capacitance by smart application of Green's reciprocity theorem. Now, let us look at a collection of isolated system of charges I am looking at force on conductors. Now, there are two issues there the suppose I consider an isolated system of charges. Now, if this charge suppose there is a force F acting on it and under the action of this force supposing the system is displaced by an amount dr in which case the work done is F dot dr. Now, if the work done is F dot dr. Now, this work must have been done at the expense of the potential energy or the electrostatic energy of the system of charges. Now, since the system is isolated I have assumed that no charge can flow out of it a similar situation could exist when for example, I have a charge capacitor from which the battery is disconnected. So, now the for instance the x component of the force then can be obtained from a consideration of the change in the energy for instance x component is then given by minus dw over dx and equivalently this means that I can write the force F as equal to minus gradient of W. The other situation is when I have a system of conductors at a fixed potential. Now, if the potential is fixed for example, a system of conductors which could be connected to a battery this tells me that my total energy W if the potentials are fixed is given by half sum over i phi i q i. Now, I can write down what is q i as you can see it here in terms of the potentials of the individual. Now, notice in this case my charge on the capacitor conductors is unknown and must be determined by solving Laplace's equation. Now, let us look at a general situation. Now, if I have a system which can exchange both charge and change its potential for example, F dot dr. Now, this can happen in two ways one of the ways is to reduce the potential electrostatic energy of the system keeping the charge constant. The second one is it can draw charges from the battery. In other words that it can it increase its potential energy at the expense of the chemical energy that is there in the battery. So, I know that in that case I can write the change in the energy of the battery in order to keep the potential fixed. That must then provide you certain amount of charge and that must be sum over i phi i d q i. The electrostatic energy we have seen is half sum over i phi i q i. So, if you combine these expressions. So, for instance this one tells me d W e s by phi is given by this and that then becomes equal to half the change in due to the energy supplied by the battery. So, the force expression now becomes for the situation where the battery is able to supply energy is d W e s by d x at a constant potential. Let me complete or close this discussion with giving you couple of examples. So, for example, let us consider a parallel plate capacitor from which the battery has been disconnected. So, what I will assume is that the initially the two capacitors are charged to plus q and minus q. And let me assume that one of the plates is fixed let us say by bolt it is not allowed to move the other one is allowed to move. Now, I know that the electrostatic energy of the problem is W e s and that is equal to q square by 2 c.  So, it is q square divided by 2 a epsilon 0 times x where x is the instantaneous distance between the two plates. Now, then we have seen that the x component of the force is given by minus d W by d x and that is equal to minus q square over 2 a epsilon 0 minus sign shows that the x would be decreasing and as a result the fixed plate is trying to attract the other plate. Now, this is of course once again a situation that is well known to us. Let me then give you another example of a situation where I have a system of a parallel plate capacitor again. And what I have done is this time this parallel plate capacitor both of them are maintained at the same potential. So, that is very easily done I can sort of connect both these plates and then of course connect them to a battery and the other end I can ground. But what I am now doing is I am connecting this 0 potential the grounding to a conducting plate and I am trying to introduce this inside the space between the two capacitor. Now, remember before I introduced the conductor the grounded conductor since both the plates were at 0 potential where at the same potential there was no electric field between the plates. But once I have decided to let us just look at this situation once I have decided to put in this conducting sheet let us suppose it has entered by an amount x. Now, how much is the force that is exact and notice that these two plates have been kept at the same potential and this is my grounded sheet this is grounded. Now, if I look at that then in the region where this grounded sheet has entered and I have put it right at the center let us say now an electric field has been established. And this electric field has a magnitude equal to V divided by d by 2 because d by 2 is the distance between the grounded sheet and either of the plates which is equal to 2 V by d. Now, the electrostatic energy of this situation is epsilon 0 by 2 now I need to integrate it over all space. So, E square d V or d tau well let me not confuse I have said potential is difference is V. So, let me call it d tau and notice that if this distance is x then the electric field exists only in that region. So, therefore this and its constant so the integration is easily done. So, the integral will be epsilon 0 by 2 2 V by d whole square times x times d x is the this distance and d is there and I must add an h because I am also looking at the volume of the whole thing that is this width that is there. So, that tells me that the force is given by 2 epsilon 0 V square just differentiate it with respect to x times h divided by d. The sign of the force tells me that the system is trying to pull the conductor in. So, what we have done today is to look at some electrostatics situation in a quantitative fashion. We have seen that from basic electrostatic equations we can define coefficients of potential and the coefficients of capacitance and in terms of which I can determine for example by use of Green's reciprocity theorem I can convert a problem for which the solution is not known to a problem for which the solution is known to me. So, Green's reciprocity theorem is useful in doing a mapping. The for system of arbitrary system of conductors I do not know the details, but the problem can be stated in terms of the coefficients of potential and the coefficients of capacitance and one can obtain the total energy.


It's gusty, and it's strong. You'll turn up into a northwesterly, which is effectively a headwind for you. It's going to be better than the sidewinds, but it's going to affect the boats. You need to boat to the conditions. You've got to change your pace, change your strategy, and boat to what is safe. There's the decision, a clear warning for boaties today. Strong winds on the rakaia on day four, but hey, I'm just working out which boat's the best. A heavy, shorter boat that doesn't take so much air under the front. But some of the lighter boats, like the FX boats, boy, they are light boats. And I'll tell you, if it's blowing at the bridge, it is hard to boat. It gets a lot of lift under your boat. This is one of the braided rivers. They say if you can boat the rakaia, you can boat any river in the world. You have to read the water. It's not quite like the Weimack. Most of the streams come out. So what you don't do is you saw Ryan ringer. You don't go right, right, right, right, right. Otherwise you'll end up in an irrigation race. So if you take a right, go back to the left and go back to where you've left water. So there's a little bit of a tag. Look at the cut banks to find out where the mainstream flow is. This river is very readable today. It's blue. It's in absolute perfect condition at about 150 km.


Ladies and gentlemen, please welcome the chairman of the National Conservatives Convention, Peter Booth. Good afternoon conference. I welcome the opportunity to introduce this afternoon's session. I'm chairman of the National Convention, the body made up of constituency chairman and area and regional officers. ac mae gennym rydw i rai efo eu felly, the volunteers. Gwi efo gyfagorau'r team ym ddechrau'r flynyddo'rnydd ac rydw i'r ffordd erdoedd o'r gwybod wedi gyflwyddol o'r gydag. Mae'r Yuwsllag Y Llyfriddor Oedrych Gwmwythodol ac mae'r llwyfyddolol gydag ym yn y test o'r gydag o'r trucker o ddechrau a'r gydag o'r gydag o'r gydag o'r gydag o'r gydag am gydag bod os i'r gydag ym ystod o'r gydag o'r gydag oherwydd. As your representative, this summer I was given the unique opportunity by our prime minister of being invited to attend political cabinet. In the cabinet room at number 10, so I know personally how first hand our prime minister values our voluntary party input. And it is right and proper that our volunteers sitting here today feel part of the big decisions affecting our party. If you haven't at conference already been then please go and take part in the Conservative policy forum discussions which help shape the future of our party policy. If you haven't already been then please go and take part in the excellent training sessions laid on by CCHQ to learn about the latest campaigning techniques. Above all I want you to leave Manchester this week knowing that our party is in good heart and despite of where we lie in the opinion polls that the thousands of conservatives in Manchester this week leave Manchester knowing that the Conservative party has a plan to win the next general election. You've all seen our Conservative conference slogan long term decisions for a brighter future and this week our prime minister and our government will set out our approach to the big issues facing Britain. We will demonstrate our plan and how it differentiates us from and our party from the brother knights, Sir Keir and Sir Edg, who joust with each other for supremacy but who really loathe each other and adjust comrades in arms to try and defeat our noble cause. This week it is our prime minister Rishi Sunak who will show a way forward for Britain and who will unveil carefully laid out plans to set our country on the course for a brighter future. Conference it's our generation who've lived through the darkest days since World War II through the global pandemic. Once again we see war in Europe and we're facing down a tyrant and we know that it is Rishi Sunak who has the ability, the proven track record of defending people in this country through the pandemic and he has the determination and the commitment to put our country in a better place. I ask you now to imagine your worst nightmare, a Labour government led by serial flip-flopper Sir Keir Starmer. He'll say anything to sneak past the electorate but we know in office this is the man who wanted to make Corbyn prime minister who wanted us to remain in Europe and who wants us to accept European laws with a little added dose of old fashioned Blair and Brownism. With votes for European Union, sorry votes for European Union citizens, votes at 16 and proportional representation all thrown in. This would do untold damage to our country. Here's the thing however far down in the polls the commentary at places I predict that this week is a turning point and it is our opportunity to show Britain that we have a plan, that we are the party to take the long-term decisions and it is our Conservative party under the leadership of our prime minister Rishi Sunak that is best place to deliver. This afternoon we welcome Jeremy Hunt, Cammy Badenock, Mel Stride, Therese Coffey and Gillian Keegan all part of our experienced cabinet team and they're going to tell you how Conservatives are going to deliver from Britain. Conference, enjoy your time in this great city of Manchester, enjoy this afternoon and after a short video we'll be hearing from the Chancellor of the Exchequer Jeremy Hunt. The path to lowering inflation is never easy because it doesn't happen in a straight line but if you look at the overall picture since it peaked last autumn it is now done 40% and that says the plan is working. The fact that inflation has come down so symbolically important when almost everybody thought it would go up. For not only did inflation fall to 6.7% in August it's falling faster than expected. Things are moving in the right direction with food inflation falling for the fifth consecutive month. UK GDP is revised higher for the first and second quarters for the country's statistics office hailing post pandemic performance stronger than both Germany and France. The increase of childcare support, the introduction of capital investment allowance in the sprint budget, targeting key growth areas, advanced manufacturing, life sciences, clean energy that is all on the right track. Today we build for the future with inflation down, debt falling and growth up. The declineists are wrong and the optimists are right and because the plan is working and I commend this statement to the House. Welcome to the stage, the Chancellor of the Exchequer Jeremy Hunt. Good afternoon. The last time I spoke at conference was as foreign secretary five years ago. After that I thought my time in government was over so it's great to see the PM getting the over fifties back into meaningful work. I do however have some very youthful under fifties in my ministerial team so thank you John Glenn, Andrew Griffith, Vicki Atkins, Gareth Davis, JoJo Penmark, Fletcher Paul, Hal, Anthony Mangle and Andrew Stevenson for their brilliant work and it's great to be in Manchester. Since 2010 this great region has seen unemployment half, nearly 200,000 more jobs and six new tech unicorns.  Now our friends at the office for national statistics have recently changed their mind about the size of the British economy. They had been saying we were the worst performing large European economy since the pandemic but we weren't the worst, we were one of the best. Since the pandemic we've recovered better than France or Germany. We've grown faster than both of them since we left the single market and since 2010 we've grown faster than France, Germany, Italy, Spain, Austria, Finland, the Netherlands and Japan. So to all the pessimists and declineists who've been talking us down we say this, don't bet against Britain, it's been tried before and it never works. Conference it's nice to set the record straight but Rishi Sunak and I care more about the future than the past and our plan is very simple. We're going to make Britain a global leader in the industries of the future, the world's next silicon valley and it's already happening. Last year we became only the third trillion dollar tech economy in the world. Our tech sector is now double the size of Germany's and three times France. British discovered vaccines and treatments saved seven million lives across the world in the pandemic more than from any other country. We do more offshore wind than anywhere in Europe. We've got three huge electric car factories being built where Europe's biggest film and TV production centre and next time I want to see Barbie wearing a Union Jack because that too was filmed in Britain. My mansion house reforms are part of that because they'll help fast growing companies source billions of pounds of extra capital. We don't just want them to start here, we want them to stay here because as we become a science superpower there's nowhere better to be. All this happens not from quick fixes but from long term decisions which is what you get with Rishi Sunak. We conservatives know if you get the economy right everything else comes right too. So right now we are focused on bringing down inflation. Nothing hurts families more when it comes to the weekly shop, heating bills or pump prices which is why the prime ministers pledged to harvest and we're getting there. It was 11% it's now down by 40%. The plan is working and now we must see it through just as Margaret Thatcher did many years ago. Conference when we have inflation that's not a 1% income tax cut it's a 5% boost to incomes compared to if it stayed the same but just as we're succeeding what's labour planning? Some 28 billion pounds a year of new borrowing. The Institute for Fiscal Studies say borrowing on that scale risks fueling inflation and keeping interest rates higher. Labour can change the fiscal rules they can dress it up as responsible but if they increase borrowing they increase debt and that means higher taxes, higher mortgages and higher inflation for families that's not an economic policy it's an economic illusion and it underlines the elemental choice in British politics, the choice behind all other choices, sound money under the conservatives or run out of money under labour. Never again conference never again. Conservatives will always protect public services but we're also honest about the taxes that pay for them. After a once in a century pandemic and the biggest energy crisis in a generation the level of tax is too high. We were right to protect jobs and families and thanks to Rishi's furlough scheme we recovered faster from the pandemic than others but with an ageing population and a war in Europe public spending is still growing faster than the economy. Now some say that's inevitable. The Institute for Fiscal Studies said last week it's likely to be what they said was a decisive and permanent shift to a higher tax economy. Conference they're wrong we need a more productive state not a bigger state. If we increase public sector productivity growth by just half a percent we can stabilise public spending as a proportion of GDP. Increase it by more and we can bring the tax burden down half a percent. Now for those of us with private sector backgrounds that doesn't seem too much does it? In the public sector I'm telling you it's harder but we are up for the challenge so I've commissioned my deputy John Glenn to restart the process of public service reform. John wants to know why teachers say that more than half their time is spent not actually teaching. Why police officers complain they spend longer filling out forms than catching criminals. Why doctors and nurses say they spend up to half their time not with patients but on admin. Of course we need modern working practices and better IT but the Treasury too needs to change its focus from short-term cost control to long-term cost reduction and we're going to start with the civil service. We have the best civil servants in the world and they've saved many lives in the pandemic by working night and day but even after that pandemic's over we still have 66,000 more civil servants than before. New policies should not always mean new people. So today I'm freezing the expansion of the civil service and putting in place a plan to reduce its numbers to pre-pandemic levels. This will save £1 billion next year and I won't lift that freeze until we have a proper plan not just for the civil service but for all public sector productivity improvements. That means amongst other things changing our approach to equality and diversity initiatives. Smashing glass ceilings is everyone's job, not a box to be ticked by hiring a diversity manager but I'm going to surprise you with one equality and diversity initiative of my own and trust me you'll like this one. Nobody should have their bank account closed because somebody else decides they're not politically correct. We'll tighten the law to stop people being debanked for the wrong political views. The Lib Dems are wrong to want to overturn a democratic Brexit vote but they still need a cash point to withdraw their euros. The SMP are wrong to ignore a democratic vote for the union but they still need a bank account to pay for their motorhomes and even Keir Starmer who's wrong on just about everything needs his trade union cash so he too can have a bank account just never the keys to Downing Street. There's somewhere else where we need to rethink the way the state works our welfare system. I'm proud to live in a country where as Churchill said there's a ladder there's a ladder everyone can climb but also a safety net below which no one falls. That safety net is paid from tax and that social contract depends on fairness to those in work alongside compassion to those who aren't and that means work must pay. We're making sure it does. From last year for the first time ever you can earn a thousand pounds a month without paying a penny of tax or national insurance but despite that even when companies are struggling to find workers around 100,000 people are leaving the labour market every year for a life on benefits. Mel Stride gets this 100% which is why he's replacing the work capability assessment and we're going to look at the way the sanctions regime works. It isn't fair that someone who refuses to look seriously for a job gets the same as someone trying their best. Now Labour have pledged to end sanctions. Have they learned nothing? When they left office we had more children in workless households than nearly anywhere in Europe. Since then those households are down by a million and conference we are never ever going back. So to make sure work continues to pay. Today I take a step forward towards completing another great conservative reform the national living wage. Since we introduced it nearly two million people have been lifted from absolute poverty after housing costs not by tax credits or benefits but by removing the barriers to work, boosting salaries, cutting tax, making work pay. We promised in our manifesto to raise the national living wage to two-thirds of median income ending low pay in this country. At the moment it's £10.42 an hour and we're waiting for the low pay commission to tell us next year's recommendation but I confirm today whatever that recommendation will increase the national living wage to at least £11 an hour next year that's a pay rise for two million workers and the wages of the lowest paid over £9,000 higher than they were in 2010 because if you work hard a conservative government will always have your back. It's easy to support higher growth better public services and lower taxes. Harder to make it happen. In Britain today there's only one party prepared to make those difficult decisions our party and our prime minister whose diligence and tenacity have given us the Windsor framework the Atlantic declaration the Trans-Pacific trade deal and the NHS workforce plan whose own life story shows just what's possible with education aspiration and hard work his story and our story more growth more jobs more doctors more nurses better schools less poverty less crime conference it's time to roll up our sleeves take on the declineists and watch the British economy prove the doubters wrong thank you