Hey friends, this is Dan and Stephanie Burke. You're watching behind the scenes Divine Intimacy Radio and Today we're going to be talking about Devil in the Castle the fifth mansions FIFTH That mansion and the temptations in that mansion and how the enemy works. It's a big chapter Got a lot to cover but before we jump in there I want to tell you if you want to buy advanced copies of Devil in the Castle you can still get them You can go to Sophia Institute Press and put in Castle 25 CAS TLE Then number 25 you can get 25% off of pre-orders When the book is published you can get 50% off if you buy a case of them even they're even hardbacks So that's awesome So anyway, help us get the word out. I do think You know gosh The last three books I've written our powerhouse of help for the soul Into the deep spirits warfare and discernment spirits and then this one This one is is Probably my favorite although maybe I know it's not true that all my last books are my favorite That I write but the last two I've really liked a lot But anyway, I just was deeply blessed by writing them And I think you'll be blessed by reading them and you'll get set free of a lot of junk So I think that's good enough. We have a lot of events coming up head out to spiritualdirection.com forward slash events Great courses at the Aval Institute check those out Bible and the revelation of prayer and why all people suffer or two And the while people suffer course is great because it'll help you understand How to deal with suffering from a Catholic perspective. Yeah Can I say something? Yeah, so something very very cool that we discovered is Well, we did dug into our data from last year So 2021 is we had this huge uptick in classes You know when we started started our first our very first class with Avila with 54 58 students Yeah years and years ago And now we have over 600 students a quarter in each one of those, you know rolling Classes of students, you know, and they can pick and choose what they want to take so it's not like You come in and you have to follow a certain path people come and pick and take take the courses that they want to take But what was beautiful is we discovered that we had over 700 700 brand-new students last year In 2021 it is amazing. It's huge part of it's COVID. Well, of course Yeah, you know the enemy does one thing and the God always brings through. Hey, you have COVID. You're isolated.  Hey, there's a reason there's a there's a you know a response to that loneliness He has a name right beautiful. Come eat him. Awesome. So awesome. You ready to roll Sure Sure When you mark get set go Mark it's that go this damn Stephanie Burke with divine intimacy radio Your radio haven abreast your hermitage of the heart your monastery of the mind where we lift our hearts and minds to heaven to draw upon the wisdom of the saints to help us to not just Survive the storm but thrive in it and help others to do the same, right? Yeah, your life is not about you Yeah, you know one of the things I love about the Apostle VA community live light and lead Live the contemplative light the mission live the contemplative life lead like the way to others which is reveal it show it and Invite them and then personally You know walk with them help them almost use the accompany word, which I really don't like But um anyway, that's really what this show is about what this book is about Yeah, is how do you progress in the interior life and stay on the narrow way and continue to make progress Meet the one who made you right for an eternal relationship with him He's calling this right awesome so Battles of the fifth mention so the fifth mansion contextually the person at this point is Definitely past habitual mortal sin past habitual menial sin. They're in well into the illuminative way in the fifth mansion and Now the temptation shift They are starting to shift in the fourth mansion to where he knows knows he can't tempt you with mortal sin quite as much but in the fifth mansion it the temptation shift to Deceptions of Regarding good he He's tempts you either with false goods or real goods that are not God's will does that make sense Yeah, an angel of light right which Saint Paul talks about in the New Testament, right? And I always think it's fascinating when you consider the name of Satan, which is Lucifer It means angel of light like bearer light bearer, right? And so, you know think of who he would have been had he not fallen, right? But the Lord, you know makes him Accomplish his his will anyway in the world. And so he brings that false light Because he you know has all these creative ways that he can do that But what happens is if we're awake and we're paying attention the Lord will use that with our cooperation And and our diligence to bring about greater good. Yeah, one misconception people can have about Being tempted with goods that are not God's will is that it isn't strictly True that that happens in the fifth mansion. It's just very common in the fifth mansion So for anyone going from good to better So the moment you really begin to fight mortal sin and and and make good spiritual progress If you're susceptible to this temptation the enemy will tempt you So even if you're not in the fifth mansion, it's a good chapter to read to understand how he tempts In this way, yeah, this is the reason that I mean you and I it's it's part of our Charism and the Charism of Apostle we VA but we believe so strongly That this contemplative life this this way of mental prayer and and and following the Lord in this way Plus the sermon of spirits is so crucial Because if you go into prayer and you do not discern what's happening and you're not using discernment of spirits in your everyday life and making Decisions and weighing what to do what not to do how the enemy tempts you Self-awareness and all of this you can really fall. Yeah So the sermon of spirits is just so incredibly important and it's not to focus on the enemy We need to understand the sermon of spirits is not focusing on the devil what it is is Understanding how he works against us so that we can fight. Yeah resist and and focus on the Lord draw near to the drawing draw near to the Lord the practice the the principle fruit in my opinion of the sermon of spirits is actually hearing understanding to hear the the voice of God better, right, which is It might be an unusual conclusion to draw because some people do think it's focusing on the enemy But it's at the opposite or the end result is not that actually you begin to know the voices in your head and where they're coming from Right, that means, you know his and you better follow him, right? So maybe why don't you give an example because I you've got some good stuff, although I Want to reserve that locution at the kitchen sink for next Mansion because okay, we talked about locations then okay, but maybe give some examples of how we're tempted to Good when it's not we're not supposed to do it But I'll give you a second to think because I want to just tell folks Okay, go ahead by the time this show airs. I know you to be chance religious catalog will have The devil in the castle in stock and they have spiritual warfare and discernment of spirits So you might buy the bundle and read DOS first Discernment spirits first and then read this it'll help you. Yeah, and they'll have Teresa Valle's interior castle, too Yeah, you can get all of them, but anyway, go ahead. Yeah So Do you have a particular event? I mean I have something that I don't know that it's supposed to come right now So do you have something? No, I just wondered if you had some places where in your life You were tempted to do something good, but it was not God's will Even though it was good Well my stumping you there and on the live show. Yeah a little bit. I mean I have so You know, I why don't you okay? I don't know where you're leading with that I can't think of some like nothing's coming to mind right at the moment. So it's really common for a person at this stage that They have a love for other souls. They have a love for people because God is really working in them and What will happen is the enemy will bring people into their lives who are very needy and need help and And the person has to be very careful As to who they who they choose to help right because often they'll have a lot more people to help than they can Actually help which is a little bit of a problem that you have. Yeah, right now. Yeah. Well, you know that happens a lot Especially when you're when you're giving yourself over completely to loving and serving others, right? Which is what we do for a living if you will I don't know weird, but it's not to make money But it's no I mean it's it's 24 7. Yeah is what we do and One thing comes to mind and and I've I've had to really grapple with this and you know kind of Deal with it and and I've seen it played out in lives of other beautiful holy people, you know and One of those is that sometimes while you are very Engaged in family life, and I think this is particularly Important for parents. So you have children. You're walking the way You're trying to be holy and I think I think you even talk about an example in this chapter and and so Your primary vocation is your marriage So your your role as husband and wife and then secondarily from that it's your role as parent your children Everything else comes after that right you you have to put your priorities in in order So it's daughter or son of the king Wife or husband and then parent right to your children and then everybody else work work all of that, right? I I I have grappled a little bit with I Somebody came into our life that really needed help really needed help Now the Lord has brought tremendous good out of it and and the person is now free We accompanied them through deliverance and all of that but during that time My Attention shifted and and it's heartbreaking for me to admit But it's true, you know I was way too busy as a Catholic school principal I was trying to be a good mother good wife all of that stuff and then the Lord, you know, this person Shows up in our life and I ended up loving and serving them very closely During that time the enemy took a swing at one of our kids, you know and got got a hook-in, right and I there were too many moving parts, you know, and I was spread too thin If I had it to do over again, I would have did it differently You would have still served the person I would have still served them, but I would have been More discerning more distant You would have had more people Stepping in yes to yes. Yeah, and and so It it created a lot of pain and suffering in our life Now that being said the Lord's brought tremendous good in fact So much of our ministry in deliverance ministry like like now we have a ministry called the Baratio Where we do a lay Type of deliverance thoroughly Catholic thoroughly Catholic So, you know a lot of things have been birthed out of that pain and and that experience But still my heart grieves for the errors and and the ways that I dropped the ball during that time so that we both did, you know in some ways and and so what's interesting is that The part of another part of that fruit is that we had somebody that's close to us call us and say Hey, you know, uh, this this exorcist keeps inviting me to go help in the ministry And wanted discernment. So we talked through it They had a number of children like a bunch of children teens down to little ones all the way down Marriage very busy life, you know, all of that And as we talked through it, I said absolutely not this isn't God's will There are other people and and primary and usually it's people that are retired That end up helping in the ministry that yeah, they're empty nesters. Yeah, you know, their kids are not as vulnerable Right because children are vulnerable And if you're not keeping your eyes on what you're supposed to be doing The enemy can come in and start taking out the weakest You know weakest link in your family and you have to be discerning and I love what father rippiger says He says the enemy's not under every rock, but he's under every other rock And you have to pay attention when there's a lot of movement a lot of spiritual movement a lot of spiritual warfare going on in your life Be careful because the enemy's always at work. He's always prowling. He's always looking for a soul to devour And we don't live in fear, but we must be astute. We must pay attention We must make sure that those primary concerns of ours as spouse Parent, you know, all of that are covered first and thoroughly before we discern to do anything outside of that with other people So well said well said so that so in this mansion the battles often are very much about Temptations to good that are not god's will because not every good is god's will and it can be temptation to pride Yeah, if there is a good that takes you away from your primary state Or does harm to your primary state in life that is certainly not god's will and get back from the break We'll talk more about the Tactics of the enemy in the fifth mansion. Okay, we'll be right back Uh, so what we'll shift now to is um False peace. So if you go to 74 I don't think I want to do that of the whole distinction on the mystical thing. It's too involved Um But I think 70 the false peace thing is something that people can really relate to Do you want to so you want to talk about the experience between false and and true peace? Is that what you're going for or just false peace? We can yeah, we can do both Okay, I can I can start here on 73 and open it up. Sure Okay, sure On your market set go This is dana Stephanie Burke. Welcome back to divine intimacy radio your radio haven of rest. Well I'm sorry. I'm jumping into the intro to the show. I really like the intro to the show, right? all right, so Fifth mansion battles. How does the enemy attack? Holy souls healthy souls souls moving really in the right direction There's another Uh front that's really commonly Uh commonly surfaced Bad, you know, can you just like take over please? Can you rescue this whole thing? so so Part one of the signs of this this mansion of prayer is that the soul will experience more mystical experiences Yeah, and it really starts third mansion I can start anywhere. Yeah, it kind of ramps up during this time. It's more normative For this beyond right this and beyond in particular and and the lord allows this because he's drawing the soul to him You know part of it is candy to draw the lord, you know draws closer to him but then the enemy as as the uh, the You know can be an angel of light as well Yeah, as Teresa has told us right it can feign it and so she says Uh, or so this is from your book Teresa st. Teresa notes that the enemy can also cause the soul to enter into a kind of mystical state That it might interpret is from of God But is not from God And the way to discern this difference involves several aspects that are described as a kind of rapture Rather than focus excessively on the false variations of this experience st Teresa reveals the characteristics of an authentic contemplative encounter with God So you start to list out. Okay, so somebody has an experience It can almost even feel like a rapture, right? And so how do you discern if that's of God or of the enemy and so rather than focusing on Whether it's from the enemy we focus on is it of God, right? We're testing all spirits, right didn't say paul saint paul says that yeah test all things Hold fast to that which is true st. John The beloved disciple also in in his epistles said to To test all things and so yeah, that's what we're supposed to everything we're supposed to test not even You know, here's a tough one, right? There was a missed A supposed mystic a few years ago that was getting a lot of traction And a lot of good people believed in him And I didn't I I think it's a gift of the Lord at times to give me insights That are not easy to see when there's false But this person is magisterium faithful Was in the perception of all very humble Um, but uh from the from day one I was skeptical and then of course it ended up being proved that That he was deceiving people and lying and that sort of he even threatened me once personally which was weird, but The the appearance of good and magisterium faithfulness Are not always a sign that someone is That the mystical experiences they're relaying Are from God if they're actually relaying them. I mean I I I know somebody and I won't reveal too much here, but They're in the state of habitual mortal sins that are very immature christian Who are just convinced they are a prophet? I'm a prophet. This is what I am And it's because they went to some encounter thing or whatever. I don't know where they went and The enemy keeps telling them this and they're fully convinced and I can tell you Because I know them reasonably. Well, there's no chance that they have that gift But they're totally obsessed and distracted and every time I talk with them they say I'm this you know, which is a clear obsession Not a true movement of God. So You've got to be really careful when you get into the realm of mystical encounters That you judge not only the experience and the feeling The elation that comes which I call false peace But the fruits that come and you've got to really test What you're you know, what it is that you you know, you think is going on by other people if you use your own judgment You're in trouble and not all spiritual directors are even capable of judging these things Which is one of the reasons I wanted to write this book Yeah, I think it's one of the The beauties of community too or a holy marriage where you can really stay close to someone and they can call you out and go.  You've become prideful.  There's something wrong here and I'm concerned And please jesus that the person will listen, right? So the the fruits need to mirror the fruits of the holy spirit and sometimes they can can't be judged in the first instance Right in the moment. You have to watch it over time. Yeah over time So the one thing I want to make sure we get to before the end of the show is this The the worst advice most commonly given to people in the church And everybody who does that should be taken out to the which does this should be taken out to the woodshed And not good things happen in the woodshed to bad little boys But that is That if you have peace, it's from god and I know so I said earlier. I wish I had a buzzer that said that was amazing I want to have a buzzer that says, you know Pay attention like a huge buzzer noise It is not true folks That if you feel peace what you're doing is of god that is not, you know, nobody can judge The peace to be true or false unless they know the entire context of the person's spiritual life Or a great deal of the context of person's spiritual life or whether the behavior is You know Moral or immoral like and I this is always a great example that you use that if if a young man is living with his girlfriend Right and he's happy and happy right in quotes and in love and in peace You can't look at that. You can't look at that and go. Oh, well, he's nice now and he seems at peace and blah, blah, blah But he's living in a state of mortal sin That peace is false peace. Yeah, that is not of god. Yeah, that is not of god. That is the enemy So you have to look at the morality of what's coming out of somebody's life Whether their behaviors are morally Right or wrong, right, but even so yes, that's an easy example But even but in this state we're not dealing with that kind of sin, right? We're dealing with someone who's judging between two goods And and one and both the good that god wants them to do Maybe is harder and is across And the good that the enemy wants them to do maybe is You know feeds the ego like you talked about that person Who was being asked to assist in exorcists. That's a pretty big deal Um, it's it could easily inflate your pride and thankfully in this person It didn't or if it did they fought it didn't reveal it to us But you've got to be very careful That what the lord is drawing to you is actually his will and your peace Or the perception of peace or the the is not necessarily a good indicator Of whether or not it's god's will it may be but it has to be taken into account and there are a lot of other factors Yeah, I think one of the most important factors is if somebody You know if your priest came or your spiritual Director came and said no, you can't do this Would you submit right right and if you wouldn't if you'd put up a fight and and it becomes a Obsession or an attachment That tells you that there's something wrong because if if you have a good a holy priest and a good spiritual director And they just turn outside of you that you should not do something if you can't submit to that That's a bad sign. That's really a bad sign because the lord uses he he He says he wants obedience from us Right, you know even even when like the lord respects the authority and the hierarchy of the church He respects that and so he he's designed it And so if we're told through holy mother church don't do that As long as it's not telling us to go do some sinful act We should be able to submit to that and wait on the lord until we're given permission I give a personal example at least on the positive side about obedience and that sort of thing is I Had the opportunity to write an article on Black lives matter the an aspect of their Public statements about their spirituality and that sort of thing And I hadn't I don't like to write I write a lot, but I don't like doing it. It's penitential I do it because I love the people of god in the church But I didn't want to write the article, but I did have a special insight into what was going on Uh an experience and so I asked my spiritual director and a bishop friend of mine And both of them said not only should you but you must And then so I did it which was high risk because those things can draw you into cancel culture and that sort of thing But the point being How I felt about it didn't determine whether or not I did it I wasn't looking for peace to say. Oh, yeah, you should do this because I I never had peace About writing that piece until both of them said you should do it So what else really struck you in this chapter anything else you want to cover? Um, well, I mean going back to whether something's true or not. I think it's important that You know that Mystical experiences, you know, they tend to not be long in nature. They're rather short authentic ones authentic ones, right? That In it, you know, the person neither sees hears nor understands what is happening You know, the lord has drawn them so close that you know So they come out of it and what they realize is something happened They feel that it is of god. They know it is of god and and the fruit, you know plays out Fruit is huge. There are no lasting thoughts associated with the encounter, you know That the soul experiences joy that is beyond all joys and nothing like it Has ever experienced That they have never experienced that in their life before like it's so beyond Anything and it's usually a surprise, right? It's it's not, you know, we can't cause these things to happen The the consolations the gifts the what spiritual true mystical spiritual experiences of god Cannot be created. We cannot grasp at them. We cannot do anything except Prepare for that, you know, I think you actually had one in our last Sojourner's meeting when we were we were reflecting on the holy sacrifice of the mass through the lens of Scoopily and spiritual combat and it took you totally by surprise Brought you to tears as you're experiencing it, right? And I think that's a great example. You didn't expect it and you got Hit right and it was very powerful. I mean, obviously, we don't know what's going on inside of you But it was overwhelming to you to the point where you couldn't talk In in in moments. So those were some things other things in this chapter you'll find that'll help you uh criticism It's common for the enemy to tempt you to criticism of others in this stage because you're It happened earlier on we mentioned it but then later on it research is it grows again because You know, you're making objectively a lot of spiritual progress And he'll draw you to do that to tempt you to be confident in yourself perception And thus to a lack of humility. So there's a lot of other things that you can Glean from this chapter. It's actually quite the last last chapters in the book The book was hard to write because it got thicker and thicker as it went on it was it went on so Well, if we could wrap that up we always keep in mind humility humility Yeah, okay with that until next time may the god of peace make you perfect in holiness May he preserve you whole and entire spirit soul and body irreproachable at the coming of our lord jesus christ amen by


Hello again, everyone. Welcome to the Moodle Academy webinar on how to co-create courses with ABC Learning Design. I'm Jessica Gramp, Moodle Community Manager, and I have the privilege of working alongside Clive Young and Natasha Perovich, who co-created the ABC Learning Design Method. I've run ABC workshops in a number of countries and was involved in an ABC to VLE Arrasnes Plus project before joining Moodle HQ. I'm really happy to be able to share with you today how we've adapted the ABC Learning Design Method to co-create our Moodle Academy courses. One of the reasons we created this course was that many of our learners asked for more hands-on training after we co-created the introduction to ABC Learning Design course with Clive and Natasha. So the purpose of today's webinar and the associated course is to show people the steps we take and give you a chance to have a try yourself. So today we'll be covering how Moodle Academy uses ABC Learning Design Method and we'll start with some background about the method itself. Then we'll break into breakout rooms and as a smaller group, we'll step through the Moodle Academy course design process. And when we return to the main room, you'll be able to ask questions. Keep in mind that our facilitators today aren't necessarily really familiar with the ABC process. So if there's any questions that come up during our breakout rooms, you can always bring those back to the main session and I'll do my best to answer. And I'll finish the presentation with some other information about how we co-create our Moodle Academy courses. The ABC Learning Design, or ABCLD for short, is a high energy, hands-on curriculum development workshop developed at UCL. Moodle Academy have adopted and customised this process. The co-design courses online with Moodle community members in just 60 minutes, whereas the original workshop was 90 minutes long. Obviously, we've had to move online not just because of the pandemic, but because our team is situated all over the world and we're not co-located with the people who are co-designing our courses with us. The benefits of the ABC Learning Design Method are that it's fast, it works online, it focuses on the student learner journey and it simplifies learning so anyone can use it even if you're not a qualified educator. It encourages discussion, creativity and consensus in teaching teams and it produces practical outcomes, but there's a storyboard, detailed learning activities and action lists. Professor Diana Laurelard from the UCL Institute of Education developed the conversational framework to describe the learning from a student's perspective. She identified six types of learning as students interact with their teacher, their learning environment and other students. The six learning types are represented as six coloured cards in the ABC Learning Design Method and we'll go through each of these now. So learning through acquisition is when the teacher controls the learning narrative and learners are passively listening to lectures and podcasts, reading from books or websites and watching demos or videos. Collaboration is when students work together on a project where they have to produce the shared output. Collaboration is about the process of working together. Students negotiate their ideas and practice until they agree. They challenge each other and provide clear feedback to develop the best output they can. Discussion requires the learner to articulate their ideas and questions and to challenge and respond to the ideas and questions from the teacher and or from their peers using tools such as discussion forums, web conferencing tools as well. So often with discussion in moodle, we're talking about using discussion forums or webinars like this one. Learning through investigation guides the learner to explore, compare and critique the text that reflects concepts and ideas being taught. For example, learners might use online advice and guidance, compare digital texts and use digital tools for searching and evaluating information and ideas. Learning through practice enables the learner to adapt their actions for the past goal and use the feedback to improve their next action. Feedback may come from self reflection, from peers, from the teacher or from the activity itself. If it shows them how to improve the result of their action in relation to the goal. So for example, using quizzes with feedback, which we do a lot in middle academy courses. Learning through production is the way the teacher motivates the learner to consolidate what they have learned by articulating their current conceptual understanding and how they use it in practice. Assessment will often require some production. So for example, running a blog post or an essay of presenting in a webinar. So these are the six learning types that we use in the ABC learning design process to break down the different learning activities that students are doing in a course. The conversational framework helps teachers consider the student learning journey by asking what kind of activity is this technology enabling the students to do, which promotes an education first approach. Rather than saying I want to use a blog post with my students then designing activities from a technology first approach. We're looking instead at the learner journey and identifying the best tools to fit the type of learning we want the students to be doing. The point of the conversational framework is to mix it up. Professor Diana Laurelard says that it's better to have a number of different ways of thinking about and doing things with the ideas that we're getting from the teacher. So that's a bit of background for ABC learning design method. Now we're going to go through the process we use to co-design our Moodle Academy courses. The steps have been simplified slightly to suit our shorter workshop timeframe. We use three main online tools to design Moodle Academy courses. In Google Sheets we have a learning design planner and that's what we're going to be walking through today in our breakout rooms. We also will take a look at the Google Jam board, which is a digital whiteboard where we design the high-level learner journey looking at high-level learning tasks and the learning types they encompass. And we use webinar software to run the workshop, either Zoom or Google Meet. So the six steps we follow are mostly completed in the learning design planner spreadsheet. First of all we identify intended learning outcomes or LOs, sometimes known as intended learning outcomes. We tweet a short description of the course. We develop a high-level storyboard in Jamboard and then we detail the learning activities back in the spreadsheet based on that high-level storyboard. We then define follow-up actions and lastly we review the blend of the course. So let's step through the process now. Intended learning outcomes is statements about what a student will achieve upon successful completion of a unit of study. They establish a foundation upon which the rest of the unit is built and they guide the development of assessment tasks, learning content and learning activities. So it's an important first step. We do this before the workshop to give the course team time to develop these learning outcomes. And I'll show you the actual spreadsheet in a moment, but this is what the tab for learning outcomes looks like. To help develop the learning outcomes, the next tab contains action verbs that we can use in our learning outcomes to describe what the learner will be doing. For example, explaining or discussing or demonstrating, etc. In the next step, which is the first step in the one-hour workshop, we develop a tweet to briefly describe the key objectives of the course. We ask that the course title isn't included in this description. And the point of this step is to build consensus around the overall aim of the course. So the course design team start the learning design process with a similar objective in mind. This is what the tweet tab looks like. We move on to the storyboard next and there's a link in the learning design planner to the storyboard, which links to the Jamboard, where broadly we describe the types of learning students are doing for each activity in the course. We consider the student learning journey of the course as a timeline and it's up to the course team how they slip us up. But for Moodle Academy courses, the storyboard is broken into topics and activities are added from left to right under each topic and sticky notes are provided a broad description of the learning task. So here's an example from this course that accompanies this webinar. And you can see that each learning task has one or more learning type cards and then a sticky note on top to explain the learning task. You'll notice some stars on some of the learning tasks as well. Stars signify assessment tasks. So silver stars depict formative assessment, assessment that provides feedback and gold stars depict summative assessments or assessments that count towards the final grades for the course. Notice how there's a lot of formative assessments throughout the course. If we go back to the first slide, the summative assessment towards the end of the last topic. In Moodle Academy, we try to include formative assessments throughout the learning journey. So once our high level learning design is completed, we go back to our learning design planner and we start to break down each high level task from the storyboard into a more detailed look at each learning type activity. So let's do that now. So for example, for this webinar, we have four cards on our high level learning design shown here in the corner of the slide. These learning types are acquisition, collaboration, production and discussion. So for acquisition, we go across to the aqua acquisition column and we select from the drop down list the appropriate activity or type our own in. So in this case, for acquisition, we choose attend webinars in real time. For collaboration, we choose share and discuss others' outputs using digital tools. For discussion, we choose synchronous audio and video chat. And for production, we choose produce digital documents. And then for each of these, we estimate how long it will take learners to complete each element of the task. So in this case, for acquisition, I've entered 30 minutes, which is basically this part of the webinar I'm doing now. And for collaboration, discussion and production, I've entered 10 minutes each. These numbers are typed into the coloured columns to the right of the learning activity we selected from the drop down list. Times will automatically calculate in the total learning time column. So for this webinar, it's 60 minutes long. And then we can see whether the total learning time matches what we expected for the overall course at the top. Next, we choose Moodle Tools that we will use to create this learning task. So in this case, it's a Zoom meeting. We can use the ABC Learning Design Tool Wheel to discover which activities to use for each learning type, which I'll cover a bit later in the webinar. Lastly, we select the learning outcomes that align with the activity. In this webinar, I'm covering all the different learning outcomes for this course. So I've added some extra lines underneath and selected each learning type, learning outcome, sorry, one pair line. And I've left the rest of the fields blank on these extra lines. So now that it's complete, I can go back to the Learning Outcomes tab and see how many times the learning outcomes are covered by the various learning tasks. We want to see at least two learning tasks for each learning outcome. Once to introduce the concept and a second time to test whether it's understood. So, for example, in the final quiz or some other summative assessment. So now we define our follow-up actions. Here's the actions for this course, including reviewing the design, developing the course, QA'ing the course, and finally launching it and delivering this webinar. This step is commonly missed, but it's an important element of the course design process. And then lastly, we review the blend of the course. The spider graph is dynamically generated when you enter the learning time for each learning type aligned to each learning task, which we did before in the coloured columns. The aim is to mix it up to increase, as we mentioned earlier, engagement, inclusivity and accessibility. So now it's time to look at a demo. And I'm not going to dwell too long on each of the tabs because we've already gone through them just now. But what I'd like to do is focus on a few areas. So when you first launch the Learning Design Planner, this is using Google Sheets, the first start tab has an outline of what you can... Oops, I can't do that. It has an outline of the process. And we move along then to the next tab, which is the learning outcomes, which I've developed this course. And you can see at the start, when you start doing this, these will all be in red and black or say zero. And then because I've aligned these to our activities and our assessments, they're showing how many times have been referenced in the plan. That's the detailed activities plan. The action verbs that I mentioned before to create the learning outcomes is in the next tab. And then I didn't mention this, but the topics can go into this list or they might be referenced in an external document if you already have something. And we use both methods for Moodle Academy courses. So I ticked these off to show that I have covered each of the original topic ideas that I came up with when I was doing my initial plans. And there were probably additional content that I've added, which has come out as I go through the process. But this was just a check that I've covered off the things that I planned to do in the first place. The tweet that I mentioned already is here. It doesn't matter too much how many characters it is, but we try to keep it below 280 like a tweet. And you can put in additional things at the level. We've actually changed this course to intermediate. So I'm just going to update that. And there's a few other things we might want to include in here as well. And now we come to the storyboard. So we go to the next tab, tab three, storyboard. But then what we do is we launch it in from the link that's in this tab. And once we've created it, we paste the screenshots back in here. So you can see that I've done that already. And I just wanted to go through this step quickly with you to show you how you would use this. So I'm just going to go to the next tab where I have. This is actually a test that I just did. So I'm just going to delete these quickly and we'll start again. So I type my topic three topic in here. And this would usually be a Moodle course section. And then say I want to create a new book, which is about course design. I can duplicate these cards. So you right click or you click on the three dots and choose duplicate. And then once I've duplicated that, that appears on top of the pile. And I can drag it onto my design. So I've got some acquisition because it's a book or multiple pages of content. And I want to make it a bit interactive as well. So like the books or content in the course attached to this webinar, we have embedded questions within the pages. Well, I'm going to duplicate the practice card. Bring this over here and then quickly describe what it is. So it's the course design. Oops. And I can write book if I have a strong idea now of what Moodle tool I'll use. But often people won't know. So we might just say course design information with some. Questions and feedback. So it's interactive interactive there. And that's just to remind me later when I'm going through my fine level detailed design, what it was that this referred to. And then I go on to my next task. So there's one high level learning task not going into too much information detail yet. It's just thinking about what the students will actually be doing to complete that task. And at this point, it could be done using different tools. It might be using the lesson tool instead, which we used to use quite a lot on Moodle Academy, but we've switched to the book. So, yeah. And then the stars that I did mention before are here. And you can just do the same to duplicate and then drag them on. So this is going to have formative feedback because it is a it's going to have questions with feedback in there. So it needs a silver star. And yeah, that's as easy as it is to do this stage. Now, back in here, once you've pasted in your design, the activities is where you would fill in the detail. So for that particular item, I don't have it copied in here yet. But let's have a look at the storyboard itself. So it is a course design interactive content. So I go back to the activities tab and I type in here course design. Information and we have to make sure we don't touch this gray time column because that's automatically calculated. But I go across to acquisition because you can see we've got an acquisition card here. And I can choose read online materials. And it's going to be a short piece of information. So I'll just put five minutes. And then the other card we've got is practice purple card that we come across to the practice column and we choose from the drop down list, a quiz with formative feedback. And I think that's only going to take maybe two minutes to do. There might be many questions in there at all. And then I can choose the learning outcomes that adhere to that apply to that learning task. And you can see that the time has automatically calculated here. Seven minutes. So I can choose this steps in order. No, we are course design information. So maybe. I might choose this one here. It might be relevant if there's nothing relevant. You just leave that blank because you can still eat that out. And I'm just going to delete that out for now. So I can redo this later, delete these. Now, back in here, if we go to our actions tab, you can see what we have done for this course with the QA check and everything, but we showed this before. And the blend is showing here. So this is dynamically generated. So there's about an hour of acquisition and about an hour of production. So it's quite an active course, lots of active learning with a bit of variety in there, not too much investigation because the information is being provided within the course with the acquisition and a bit of discussion, a little bit of collaboration, some practice, lots of production as well. So I'll show you how these relate to each other. So if I go to the activities and say I changed this quiz here instead of five minutes to do the final quiz, maybe it is 20 minutes. And if you see now, the blend is going to have a lot more practice in it. So that's jumped up quite a bit. And that's how that works. So by adding in the numbers in there, you are affecting the blend for the peers on this page here. And if you see everything towards acquisition, it's not a very active course. So you might want to consider whether you can introduce other elements that would make it a bit more engaging for your students. So at this point, does anyone have any questions at all? Yes, Jessica, we have a couple of questions in the chat, actually. If you might like to just quickly respond. Simon is asking, how do you know the time? So when you put down the time it's going to take, how do you know that that's one question? OK, sure, I mean, I'm estimating and there are tools out there that you can use to estimate the time based on how fast people read or the average reading time. So you can use you can enter your text into those and it will give you an estimate as well. So, yeah, but for me, it's just a guess. Yeah, well, me too. And then sometimes based on your experience as you've developed quite a few courses as well, I think. Gabrielle is asking thanks to Elpiniki for giving a response here. Why is the radar plot curved when joining one activity type to another? Is that just the setting on how to display the graph? I'm not sure it's not my strong point. I think it's just the way it appears in G sheets, Google sheets. So I think the one that is done on paper is we just draw lines between each point so that it's not curved. I'm not sure what the standard is about. That's just how it looks in this technology. OK, those are all the questions in the chat. I don't know if anyone else has any questions at all. Yeah, is there a recommended amount of each learning type? How do you know you've got the right blend? So there isn't a recommended amount of each learning type. It will depend on what you're creating. As long as it's not all acquisition, you're going to be engaging your learners a lot more if there's some active learning happening. And now it's your turn. So we're going to break into our breakout groups. We're going to give you about 15 minutes to run through that process that I just went through as a group. You'll have a facilitator from Moodle Academy in there. They're not necessarily going to be experts with ABC learning design. So if you have any questions that come up during that, you can always bring them back to the main room afterwards. And we'll have a time to discuss how we found the process and also any questions, answer any questions you have. We should all be back in the room now. So do we have any comments or feedback or questions based on the process that you just went through? I think I see Mary facing it. Perfect timing. Just as we were being brought back into the main room, we had a question, which was we were we were looking at the blended the graph and the question was, is that a percentage? How are those numbers calculated? I think it's based on minutes, the way I've set it up. So it's, yeah, every every minute is graphed. So not a percentage. OK, thank you. Were there any other questions or comments? How do people find the process, perhaps? I think we have people saying not enough time. But I agree. We could have spoken for what we could have spoken for 60 minutes. But on the other hand, you know, this was just a very brief insight into it. OK. As Simon does ask, how do we get this programmed Excel sheet? If you're asking how you get these, then I think they're available in the course, aren't they? And Chris is being very interesting. Yes, thank you, Christoph. I've actually shared in the course our template that we use and we update quite often. So you have access to the things that we use in Moodle Academy. So what you can do is in the course, you make a copy. So please don't request edit access. I forgot to warn the team. We'll probably get lots of those requests. You just have to make a copy and then you can do your design in there so you can have a go yourself. OK, so I'll move on with the slides then. There's another question, actually. I was just wondering from students' perspective, could this process be cognitively overloading as in the eventual learning design or yes? I don't think you necessarily are going to be designing very complex tasks. We use this for quite simple courses. The ABC learning design course that's attached to this webinar is quite complex with some of its concepts. But Regineal, for example, you create developer courses that are not necessarily complex. So it can be used to design very simple learning as well. And are we co-designing with students? Well, I guess so, because our Moodle community are our students. They're our learners. So yes, they are. But we have experts coming in to help us design. So yes and no, I suppose. All right, anyway, I'll move on for now. And if there are any am I coming to Munich next time? Maybe. Sounds good. Maybe when it's warmer. All right, so I'll move on to explain a bit about the other aspects of our course design process. And there'll be chance for more questions at the end. So one thing that I mentioned before briefly was the Moodle Academy Tool Wheel. This is also linked from the task in the course that has been built to accompany this webinar. And you can have a look at the tool wheel and all of the default out of the box activities in Moodle and resources are mapped to each learning type. And then the extra activities or plugins that we've added to Moodle Academy are in the outside ring here. So you can see we've got hot question groups choice, which some of you used to select your course today. An open forum, which allows anonymous forum posts. Zoom, which is how we're all here today. And in bed question, which I mentioned, we use to embed questions within books. And I see a question. How did you create the wheel internal process of Moodle? I used the template that came out of the ABC ABC LD.org. So ABC-LD.org. I actually developed the original one for Moodle when I was back working at UCL and we've adapted it for Moodle Academy. OK, and yes, for those who have to leave, this recording is available later in the course anyway. So just a bit about the Moodle Academy tool wheel. It shows the core Moodle activities. But just to let you know what we tend to use, we use Moodle books with embedded quiz questions. As I've mentioned, the Moodle quiz for formative and summative assessment. Groups choice, which I've mentioned already to enable learners to self-select their groups. Zoom for our webinars, which works quite well with groups choice, because it actually allows you to automatically have students select their group and then move into those breakout rooms that we created before. The glossary for sharing terminology. And either discussion forums or open forums, if we want anonymous posting. There are other options. But one of is that we have a content translation plug-in, which we use for our community to help us translate our courses. And that prevents us from using things like H5P or certain question types. Although H5P does support translation, it requires edit access. And we don't allow our translators edit access to our content. So we are a bit restricted there, but we do still cover things that have H5P in our webinars, even if we can't have them in our courses. Just quickly on Creative Commons licensing. We mainly use CCBY, which is the attribution license from the Creative Commons, which means that you just can reuse anything in the course, but you need to us. You need to make sure you attribute the original authors. However, for this course and all our other ABC learning design courses, you do need to get permission from the original authors if you want to use the materials in a commercial setting. So the license doesn't it prevents commercial use, but not commercial means, not primarily intended for or directed towards commercial advantage or monetary compensation. So for those of us working in places like universities and schools, you can freely use it. That's fine. All Moodle Academy courses are built using a standardized course template. So it helps maintain consistency across our courses and improves the overall experience of the learners. And it contains some common information, so we're not having to rewrite it for every course. So every course starts with the standard announcements forum, and you may have seen these before when you if you managed to get to the learning design for the in the breakout rooms, we already had some things on that board and that's these things here that are from the template. So that's the announcements forum and about this course book, which contains the aim, learning outcomes, course structure, assessments and credits, a general discussion forum and a course pre-check, which is just to see what you might know already about the content, but is formative and doesn't count towards the final grade. And each course ends with a course check, a sum to quiz. But for our shorter courses, which we have on Moodle Academy, that tends to be 10 questions that you need to pass with 80 percent, but you can redo them. We acknowledge the contributions of our co-creators and anyone who presents webinars with us, either in the presented by block on the course home page, which is in the right hand block drawer. And we also have a credits page where we credit anybody whose work we may have drawn upon for the course. It's not always there if we don't have to credit anybody or if there's nobody to credit. And all presenters and co-designers receive a badge as well after they've helped. We do a thorough QA of all our courses before they're released to ensure quality and we maintain consistency that way. And we have a checklist that helps us with this process. So if you're interested in helping us to co-design a course, you can get to that through our Get Involved course on Moodle Academy. And you can either nominate yourself or others to help with particular topics. So you can also nominate course topics that you want to see in future on Moodle Academy for webinars and courses and you can vote for your favourite ones. And we use this list often to see what we're going to be building next. So yeah, do go on there and let us know. And also, if you want to help us translate, we'd be very grateful for any help with that as well. You just need to complete the content translation, sorry, translating Moodle Academy course. And once you pass that course, you get content translation rights to help translate in your language. So that's how we co-create courses on Moodle Academy. If anyone has any final questions, please let me know. Is the storyboard available for the students? Do you mean, Gabrielle, I think I asked that. Are you talking about whether it's available on the course, the course that has been developed with this webinar? If so, yes. I don't know of anybody sharing the storyboard that they've used with their students if they're using it in an educational setting. But there's nothing preventing you from doing that. And if you're co-designing with students, of course. It would be. And you'd be perhaps getting them to help you improve courses as well. I know of people using that process to run quality reviews of their courses with the students and make improvements year on year. Once you've confirmed the course design, who writes the actual content? Do you have subject matter experts? Yes, we find subject matter experts in the community and they work with us to build the courses if we don't already have the expertise internally in Moodle HQ. And we run our global Moodle Moodle in September. And we have a lot of brilliant presentations from that event. And we're actually asking and inviting some of those presenters back to talk about the topics that were really popular or that fit well with what we're planning to do next. So you can take a look at those that are up on YouTube and also on Moodle Academy. My next Moodle course will be created based on this information. Excellent topic. If you want to share that on Twitter as well, there's an ABC. I think it's ABC underscore LD Twitter handle that you can tag and Natasha and Clive will see that come through as well. They'd love to see that. Do you know any expert for learning design in Germany? Or whereabouts in Europe? I can attend a course. We've got another course on Moodle Academy actually about learning design and another one about introduction to ABC. Also, I suggest you take the course associated with this webinar that will help you too. And actually the courses may not be in German, but you can always translate them online in line in the Academy and then spread it and use it with the audience you have in German. So you may consider that. And you can automatically translate using the Google Translate or other tools in your browser too. So if you want to translate as you go, so you can understand the text. All right. I don't know if I missed any questions, but please let me know if I did. Thank you, everyone. I think we've got many thank yous now actually, Jessica. Great. Well, thank you for bearing with me while I lost internet before and hopefully you've got something out of the breakout room. So yeah, great to see you all and I'll see you hopefully at the next webinar. If you need to go, then please do, but I'll just quickly wrap up now. If you I've already mentioned that you can suggest topic ideas, contribute to webinars and courses and translate Moodle Academy and so you can go to our Get Involved course if you want to know more about that. And of course, please help spread the word about Moodle Academy, tell your colleagues about the courses we offer, the events we run, but they can go review the recordings and every course that you complete will earn a badge. Educators might like to think about obtaining their Moodle Educator certificate as well. So you can take the ready, are you ready for the MEC quiz and one of our certified service providers will support you through the certification process. But that's all from me. Thank you very much for joining us today. I hope you found it useful and yeah, I'll see you soon.


A hallmark of multicellularity is the capacity to have different specialized cell types within the same body, which is called spatial cell differentiation. This division of labor allows the organism to perform different tasks at the same time, something that only multicellular organisms can do. In animals, this special distribution of cell types is defined by a specific profile of protein abundance and by their regulation through phosphorylation, which are known as proteome and phosphoproteome profiles respectively. It is known that many essential genes involved in animal multicellularity and protein regulation first evolved in a unicellular context. But how and when did the mechanisms that regulate spatial cell differentiation evolve? To understand this transition, researchers at the Multicell Genome Lab in the Proteomics Unit analyzed the proteome and phosphoproteome of a close unicellular relative of animals, the amoeba capsis pora azarizaki. This protist is an ideal candidate to understand the origin of cell differentiation, for three main reasons. First, it holds a key phylogenetic position as a close relative of animals. Second, it has a rich repertoire of genes involved in multicellular functions, such as cell differentiation and cell signaling. Third, Capsis Pora's life cycle comprises three different stages, with each stage involving a different cell type. This allowed the researchers to analyze the protein's activity across three different cell types. One stage consists of individual amoebas with cell protrusions known as phylopodia, used to attach to the substrate. This can be followed by a cystic stage without cell protrusions, or by an aggregative stage in which the amoebas gather together and form a multicellular structure. The first observation was that, as in animals, the number and types of proteins in this organism is specific for each life stage. In other words, each of Capsis Pora's life stages has a different cell type and also a different and specific proteome profile. Moreover, the phosphoproteum analysis revealed that many proteins are also regulated by phosphorylation in a cell type specific manner. That is, some proteins are phosphorylated in one cell type, but not in others, again as it happens in animals. Thus, Capsis Pora and animals share the same mechanisms to differentiate cells by changing the protein profile and phosphorylation. However, Capsis Pora uses these mechanisms to differentiate cells during the transition to different cell stages of its life cycle, known as temporal cell differentiation, while animals not only differentiate cells in time but also in space, spatial cell differentiation. Based on these results, the researchers hypothesized that the mechanisms of spatial cell differentiation were already present in the unicellular ancestor of animals. However, these mechanisms were probably used to differentiate cell types across life stages in a temporal manner, as Capsis Pora does, and were later recycled in animals to spatially differentiate cells within a single multicellular body. Therefore, these mechanisms might constitute the molecular basis for the transition from temporal to spatial cell differentiation, which helped shape multicellularity in animals.


I'm Dr. Brian Gerhardstein. I'm a neurologist at JFK University Medical Center. So I've been practicing for over 15 years now. My area of focus is headache, so I primarily work with headache medicine. Growing up and doing residency here and then leaving and then you realize that you're much happier when you come home and it really was the case when I came home back to JFK. The doctors, the faculty, the staff, I mean they're all extremely friendly. It's almost like having a family. It's like coming home to your family. Patient-doctor relationship is extremely important. I think everyone's a little bit different with the way they do it and it allows you to help them and I think push them in a path that's applied towards their good rather than suffering from the pain. The ability to treat headaches has become much easier in the last 10 years or so. There's introduction of so many new medications out there and a lot more specific medications that are targeted more towards certain headache types like migraines. So patients are being treated better now than they were 10 years ago. I mean overall care obviously is more than just their medical care and I think personal and both behavioral and as well as trigger modification, changing lifestyle is extremely important in medical care. I think a lot of physicians don't focus as much as they should in that but I think it's an important aspect that needs to be addressed more of a holistic approach where you care for the body, mind and soul as opposed to just caring for the the medical part.


Hey everyone, Nico Carver here. One thing I often enjoy is putting constraints on my astrophotography and then seeing what happens. And this approach is what led me to try untracked astrophotography for the first time where you take hundreds or thousands of short exposures without tracking and stack them all together, which is something I still really enjoy doing. And today I thought I'd go in the opposite direction and see what can happen with just a single shot. So let me set the scene. The other night as I was wrapping up and I was considering driving home from the dark site, I saw the Orion constellation on its side. And it was actually much higher than I expected, rising over in the east. And this was about 4 a.m. So I turned my gear over there that I was currently testing some things with and I took a single four minute long exposure of Orion. And so for this video, I'm gonna make that one photo that I took with no calibration frames, no stacking, look as good as I can as fast as I can. Cause this is a five minute Friday. For those curious, I took this photo that we're about to look at with this Ascar 200 millimeter Astro lens, which I have on loan from Agena Astro. Thank you, Agena. And a full spectrum Nikon D5300 that I have on loan from Night Sky Camera. So thank you to Night Sky Camera. And I'm planning to do shootouts with both of these in the next month or so on the channel. Last thing before I jump into Photoshop, if you wanna follow along or try to outdo me with my own photo, check the description. I'll put in a link where you can get the raw photo just for joining my email list. Okay, I've downloaded the raw file here. This is again from the Night Sky Camera full spectrum modified Nikon D5300. And because it's full spectrum modified, we have a very red look here because I didn't do any kind of white balance, custom white balance or anything like that. But that's no problem cause we can fix that with the white balance settings right over here. While I'm playing around with these sliders, I'm gonna be looking at these histogram peaks up here and trying to line up their left edges. So I want the green, the blue and the red left edges all to be lined up. And so I'm gonna start by taking the temperature and moving it down. And you can see now the red and the blue are pretty lined up. But now we gotta light up that green one. So I'm gonna go ahead and take that one and pull it over. And we're getting somewhere. Let's keep going. Okay. And I think right about there looks good. You can see that we've basically aligned these RGB curves. Now there's a little bit of red showing over here but that's completely normal because we have the horse head and the Orion Nebula which have some pretty bright red mid-tone highlights kind of thing going on. So I ended up at a temperature of 2,300 Kelvin with a tint of negative 90. Now of course those values don't mean anything. They'll be completely different depending on which camera you're using and how it recorded the scene. I'm really just doing this looking at the histogram and looking at the scene itself. And I think this looks fairly natural now.  Now the other thing that I wanna do since this is just a single exposure is I'm gonna take the whites and drop those way down just to try to prevent any clipping because we're gonna do a fair amount of sort of processing of this photo. So I don't want to clip the whites at all. So I'm just gonna drop that down to negative 100. Okay. Next step, before we open it up into Photoshop I also wanna save off a TIF of this so that I can make a starless version with StarNet++.  And I've already set this all up but we're gonna save it to the desktop. We're gonna save it as a TIF and we wanna make sure the depth is set to 16 bits per channel. And then we'll click save. And because this is a five minute Friday I'm not gonna show the StarNet++ process but I'll put a link in the description to a part of another video where I do show that. But it's pretty simple. You just download it and do a few steps and you can make starless versions of your images and I'm about to show you why that's a good thing to do. Okay, so now I have the starless version that I made with StarNet++ and I have the star filled version. And we're gonna start with the starless version here. The first thing I'm gonna do is just in case I need to start over I always like to make a copy first thing. So we're gonna make a duplicate of the background layer. I'm gonna do that by pressing Command J if you're on Mac or Control J on Windows. And you can see now we have layer one right here. And let's go ahead and just apply a bit of a stretch to this layer. So we're gonna press Command L on Mac or Control L on Windows to bring up the levels command. And I'm gonna take the shadows slider, move it to the right, take the mid-tone slider and move that to the left. You can see we can see a bit more now. And I'm gonna keep going with that actually a little bit more. And sometimes I just like to really bring this over and see exactly what we have. And you can see there's a lot of interesting nebulosity.  But it sort of shows you what you could do with stacking because there's a lot of stuff here. We'll try our best to bring as much of it out as we can. But I'm gonna back off just a little bit here. Okay. And this is why actually I like bringing things in in a lower contrast and stretching them in Photoshop. You can see that the glow from the core here is a lot more natural than it looked in the rock inverter. I'm not sure what's going on there, but I enjoy stretching here and not in the rock inverter. Anyways, so we have some artifacts that are showing up now. We have the normal StarNet++ artifacts, the star halos and things like that. These little ones I'm not so worried about. The stars usually completely cover over those when we bring the stars back in. But these bigger halos we might wanna just clean up a bit. And then we have these satellite trails.  It's just too much work. But if we were using stacking, those would completely go away with a rejection algorithm. Okay. Let me just quickly clone stamp out these halos. And I'm just using a soft clone stamp here to do this. There we go. And anything else we should do here. I don't think so. So let's go ahead and bring in our star layer. So I'm just gonna press Command A or be Control A on Windows to select all, then Command C, Control C on Windows and Command V or Control V on Windows to paste it in. It comes in as a normal layer and we're gonna wanna use a screen blend. There's lots of good options here. You can use lighten. I'm gonna use screen. And the first thing I'm gonna do after I screen blend that in is I'm gonna reset the black point. I'm gonna do this with a curves adjustment layer. Just take the black point here and drop it over this way. Okay. And this is looking pretty cool. I could stop right here but let's just go a little bit further with the processing. So I'm gonna add just a slight bit of an S-curve here to this, just a very slight one. Looks good. And the dust in Orion is looking very red because this is a full spectrum modified camera. I didn't use a UVI or a cut filter or anything like that. So it is letting in a lot of the near infrared. I'm gonna try to balance that out a little bit and make it a little bit more of its neutral brown color that it should be using the selective color adjustment layer. So I'm just gonna click selective color. And if you have it, if it defaults to reds just change it to blacks. And I'm gonna take out some magenta and then when you take out magenta you can often look too green. So then you're gonna have to balance that out by taking out maybe a little bit of yellow too. And then I'm going to go ahead and add black to cover up some of the noise and just make this a little bit more contrasty. The only thing that I'm gonna do to finish off this quick edit of a single shot is I think that this lower quarter of the picture is not very interesting. Now, if we had done a stacked exposure and really brought, been able to bring out the detail on this dust, it might be more interesting but right now it's too mixed with noise. So it doesn't look very inspiring. So I'm just gonna cut that off with a crop. So I'm gonna grab my crop tool here and let's just do a 16 by nine crop. Then this can be my cover image as well for this video. For a single photo challenge, I think that this looks pretty cool. And I hope you agree and had fun editing it with me. Till next time, this has been Nico Carver at NebulaFotos.com, clear skies.


In this video, we provide the solution to question number eight for practice exam number four for math 1030 We're given two sets a and b such that the card Nality of B is 14 The card Nality of a Union B is 67 and the inters the card Nality of the intersection of a A intersect B is 10 we want to find the card Nality of a so by the inclusion exclusion formula We have that the card Nality of the Union is equal to the card Nality of a plus the card Nality of B Minus the card Nality of the intersection So we know a lot of these numbers here, so the Union has a size of 67 We don't know a that's what we're looking for here. We know B is 14 and We know the intersection is 10 so simplifying the right hand side 14 take away 10 gives us 4 and so then we're going to subtract 4 from both sides of the equation right here and so we get that the card Nality of a Is going to equal 67 minus 4 which then gives us 63 and so we see that the correct answer is in fact D


Well, welcome everyone. Thanks for joining this afternoon. We're going to talk about the performance of VM versus containerized cloud foundry. Jeff Hobbs, director of engineering at SUSE, and Vlad is one of our system architects. So what are we comparing? We're looking at two standard installations of CF deployment. One is the CF deployment of Bosch on GCP, so Google Compute Platform, the VM-based one. And then there is the standard helm installation of SUSE Cloud Foundry, which is the containerized cloud foundry on Google Kubernetes. So you're really looking at the Bosch and Fisile approach. We're all trying to mix together too many times. So what are we doing? What's our goal? We're really trying to validate. Obviously, you might have seen a lot of talks about containerizing cloud foundry, and there's all the presumptions that, hey, everything from the user experience doesn't change at all, and then it's all going to be great from the operator experience. But there's a lot of non-functional requirements in software. One of those big important ones is performance. Did it get a lot worse? Did it actually get a lot better? Did it get a little better? What's going on? So we're not really looking at a better or worse, but just to make sure that there weren't any critical flaws, because we've gone through exercises like this before and realized, oops, oh, we've added two or three hops in here, and that makes things worse. So it is addressing one of those non-functional requirements in software. The next is what can we improve? What learnings can we take away from this? And so we'll go into the methodology, and here I'll pass off to Vlad, and he'll talk exactly what the environments were and the tests that were run. All right. OK, so first, about the environments, we had two VM-based environments and two container environments. We're going to split these up into minimal and heavy environments. I'm going to explain exactly how much they cost, how many CPUs they had, and so on. So we wanted to see, OK, if we take the minimal Bosch deployment as referenced by CF deployment, what can we get out of that? If we deploy something at the same cost in the container world, what do we get out of that? So this is how a minimal environment would look like for Bosch, let's say. So we have three VM flavors for a Bosch deployment. You need tiny VMs, one CPU, three points 75 gigs of memory, small with two CPUs, and small high memory with four CPUs, and respective memory. This is the cost for each of those types of VMs. And in total, for the minimal deployment that you can currently do with CF deployment on GCP, you reach an estimated cost of about $780 per month. You get 22 CPUs out of it and 93.5 gigs of memory. So that's one of the environments. It's counterpart in the Fisal world. So in GKE, you can provision nodes that become the workers of your Kubernetes cluster. We used the small flavor. And because it's a homogenous environment, we just have one type of VM in our cluster. We tried to estimate so that we get roughly the same cost. So for our environment, we are a bit below. There's a small hiccup here. I think we should have used the small high memory that have given us a better match with the CPU and memory counts. We kind of take a hit. So the containerized approach takes a bit of a performance hit here, because it has less memory and less CPU at roughly the same cost. So anyway, this is the minimal. And then we have the heavy one. So we wanted to push the minimal environments to the brink where they couldn't accept more applications. And then after running those tests and see how it performs, let's just create more space and then see what happens when everything is OK and when we don't run out of resources. So in this case, you essentially add five more cells to the Bosch deployment, which means four more small high memories. So you get a ton more memory. You also add some routers and some APIs. So you end up with a much beefier system. It'll cost you around $1,500 a month. But it'll accept more applications. Again, for the fissile-based environment, so for the containerized one, there's a homogenous environment. We use 19 small VM types. That gives you 142 gigs of RAM and 38 CPUs. Again, should I use small high memory? We would have gotten around the same cost but a much better approximation with memory. So this is what we're running on. Yes, so just to clarify, what we were doing here was trying to create cost equivalent systems and then see in a cost equivalency what kind of performance we were getting. There is as well, we could be pushing and doing all the small high memory. It would look a little different, but we're not targeting that. We have a couple of slides at the end for if you did want to do that, what your results might be. So what do we get? Oh, one more thing. How do the tests look like? So we use the locus framework. It's a Python-based framework for writing agents that do things and then it'll measure how the requests happen and you'll get reports at the end. Our agents that do Cloud Foundry things can perform these types of actions. They can push the Dora application. They can make requests to random applications. So they look at the available applications that have been deployed. They try to make a request, see if that succeeds or not. They can delete a random application. They can also call the stress endpoint of an app. So the Dora application, if you're familiar with it, in the Cloud Foundry acceptance tests, there's this Dora application that has a bunch of endpoints that you can use to trigger a behavior. One of those is a stress behavior, which essentially would start eating CPU and make intensive IO calls, essentially acting like a bad app, like a bad agent, either a bad application or a malicious agent. So sometimes these tests will actually call the stress endpoint, simulating a bad agent in the Cloud, and then listing applications. The numbers that you see in parentheses are the weight of that action. So it's 50 times more likely to make a request to an app than it is to push an app. So we run 20 of these agents across five hours and see what happens. And of course, it's much less likely to delete an app because we want to build up. We don't want to keep churning and not reaching the limit of our cluster. We actually want to push it to the brink. And of course, it's much less likely to actually get a bad actor, but that happens as well. So once that happens, essentially one of your CPUs is running 100% on whatever that stress test does. OK. So results. We're going to go through some charts and I'm going to try to explain what they mean and what we're trying to learn from them. So first, pushing applications in the minimal environment. Success versus failure. So in the green here, we have how many apps were successfully pushed by the fissile environment. With blue, we see the Bosch. How many successful apps were pushed using the Bosch environment? Red is failure for Bosch. And the orange is failure for fissile. What you want to see when you have sufficient space is that failures are zero or nil. You'll see that in the large, in the heavy tests. We never reach the capacity of that cloud, so these will be zero. You never want to see errors here. So what do we see? How can you interpret this? Well, using the same amount of money, it was like $700, we can push many more apps in the fissile-based deployment. So it'll take more applications because you can pack more in given that it's a homogeneous environment and you run cells on each of the nodes that make up your cluster. And obviously, there are fewer errors because you reach capacity later. So you push more and more applications and you reach capacity later and pushing application duration. So how long does it take to push an app on each of these environments? You don't want to see a large difference here. In here, we do see that the Bosch one, on average, takes a bit longer for the minimal environment. And it goes up as the cluster runs out of resources. And we see it, for the fissile one, it also runs out of resources and levels off here. But the difference is not that large. So you see that here, we have 50 seconds here and 55 seconds here. So not that big of a difference. And then application requests. How long does it take to send a request to the application and get a response back? And here, it's very similar. Here is very similar. There is little difference. The fissile one is a bit faster. I don't know exactly why. In this case, it's a bit faster. It's maybe something that we should investigate. And maybe the CF deployment topology can change a bit or maybe we can. We have the supposition is that GKE is just operating straight bare metal. So you're just taking one layer of virtualization out and getting a little advantage. OK, so these were the charts for the minimal deployment. What we can learn from it is there is no real difference when it comes to application requests. So the networking part seems to be the same. You're not taking a hit by doing containers and containers. You do get a benefit of application density. You can push more and get more out of your cluster. So for the same amount of money, you could run more applications. OK, so this is the heavy environment. In this case, we have much more space. The cluster doesn't run out of resources, so you can push many more apps. So everything is running OK. In this case, we see that the Bosch VM-based one was able to push a few more applications than the fissile-based one. There are no errors for any of these, which is great. So you can keep pushing apps. They're both stable. They both allow the developer to run their applications without error, so that's great. How long does it take to push an app? So here, we see that you want this number to be lower. In the case of Bosch, when we added resources, the time to push went down a lot, and the average dropped. For fissile, it stayed the same as the minimal test. We think that this is because of our build packs. The build packs we shipped with SCF have bits for more stacks. We have OpenSUSE 42 and SLEE. So the build packs are bigger, so they might generate more traffic, so it might take longer to push these applications. It could also be that we're not doing as much caching because we have online build packs. So it's probably one of these. So it's something that we learned and we're going to take a look at. So this also makes sense because if we push applications a bit slower, it makes sense that Bosch gains an advantage here in how many applications you can push inside five hours. So a bit of an advantage there. And finally, the application request duration. This one is basically the same. You can't see any difference for Bosch and fissile, which is great. I mean, at the end, I think this one is what we were mostly scared about. So once you push your application, you're not going to push one app every 10 seconds forever. But you are going to get requests, a lot of requests for your applications. And this is what matters, that we don't see discrepancies here and the fact that we run with, oh, and by the way, the fissile deployment with Helm was done with load balancers. And the VM-based one was done with load balancers as well on GKE. So as you probably know, in Kubernetes, we also have services. There's an extra network that's available there. We were, of course, everyone's afraid that that might make us lose some time. But we don't. So that's great. OK. So we learned that we don't seem to have made any huge errors when containerizing Cloud Foundry. We are, after all, running the exact same bits. That's why we're certified by the foundation. So the exact same bits that are running in VMs are running in containers as well. The infrastructure that Kubernetes has doesn't slow down application requests. We do have to learn about these differences. I think the VM team, so the CF deployment team, could take a look at these maybe and think about how to reduce that initial footprint that a VM deployment brings. Because there's so many resources lost when you just start with 15 VMs, you spend a lot of money, and you can't push a lot of apps, really. And of course, we can look at the reason why push takes a bit longer with FISL. So what's next for these? We want to add more test scenarios, like binding to applications, using applications that use services, things like that. We want to add these performance tests as part of our pipeline. So when we release SCF, we run it through a whole battery of tests, including cats, rats. We have our own set of acceptance tests. We want to add these performance tests and grab a snapshot of the data each time we release. And then, of course, we want to investigate all these tiny discrepancies that we saw. You've probably heard a lot about containerization and irony. So for containerization, with regard to performance, you have to think about adoption of CF deployment. We want to be able to deploy our containerized cloud foundry the same way that the VM-based one is deployed, have the same composition of roles, be able to manage it using a cube operator, which means we won't have monitor anymore. We'll further reduce the amount of things that run in order to have a CF deployment. So the footprint that we'll have will be even smaller. One of the aspects of the containerization is, again, we are seeking to have a certified implementation. There are some limitations in that in the containerization or going beyond containerization cubification. And this is part of the ongoing conversation that we're having in terms of, well, if we're not thinking only in terms of VMs anymore, how else could we refactor and gain further efficiencies? The operator is a big piece of that. And an even bigger piece is? Irene. So competing with Jules and Jules and Irene above, but one note, so all of these numbers are done, again, as we mentioned, with Diego and the container and container approach. Irene is pure CF push to Kubernetes scheduling. So you remove Diego, remove all of the extra stuff that Diego adds, and rely purely on Kubernetes for your scheduling. It would go right into a namespace next to your other apps. This also would improve general efficiency. You don't have to worry about how many Diego's do I have. You're really only thinking at the platform layer of how much space is my Kubernetes platform have. I wanted to add one more thing to this aspect. We do have some control now of how we optimize the topology when you deploy to Kubernetes. A good example is anti-affinity rules between routers and cells. We notice that if they would be collocated, so if the same Kubernetes node were to run your router and your cell, performance would drop drastically because the router needs a lot of CPU, and your app might compete with that, and then it just gets slowed down a lot. But we can do that, but with the Kube operator we might get even better at it, and we might be able to share that knowledge with CF deployment. So that's going to be pretty great. So for Jeff's request, we have a bonus around the slides. What if you wanted to run the minimal SCF? So we looked at the minimal Bosch. It takes 15 VMs or something. But what if I wanted to run a very small footprint of SCF? What does that look like, and how does that compare to the minimal Bosch? So what we usually do when we deploy SCF minimally is we have around 20 gigs of RAM. That means three small VMs here. You get about 22 gigs of memory, and it has a cost of $247 a month approximately. So what does that bring you? So again, we see the chart, success versus failure for apps. You see that Bosch does allow more applications in, but remember it's also three times as expensive. And we have successes for fissile. So you can push about 80. I think it was 83 applications. Each Dora app is set to use 256 megs of memory. So in this case, you can run 83, and Bosch can run 120. But you paid a lot more for the Bosch one. So it kind of turns out that you would be paying $6 an app in the Bosch case, and about $3 an app for the fissile case. Of course, if you pack all of your applications into the smallest environment possible. Again, average duration, fissile gets warm, and it's similar. You get an average of 80 seconds to push an application with the fissile one versus about 50, 60 seconds for the Bosch one. And again, the application request is virtually the same. There's almost no difference. Fissile one takes just a bit longer because we run in such a more constrained environment. But yeah, you can get started more quickly. And this is a much affordable number, I think, if you look at it, to get started with a CF deployment. And another thing that we're taking away from all these tests, you saw that we're using, it's actually most easy to set up in a Kubernetes environment to use a homogenous. We chosen small. We didn't choose small, high memory. We think, we didn't test, but we think that that wouldn't give us the proper VCPU to memory ratio. Or rather, there'd be too few. You've got to have a ton of memory around the GPU. We would actually like to test that and see what the real impact is. And all of this part is that we do this and then recommend reference architectures. We've been recommending kind of about this one to four ratio. And to move to something different, we'd have to see what the real impact is. So that's another takeaway for us. Because if you did that, we could have had just one small, high memory. I could have cut another 33% off of this cost. But I'm not quite sure what the ab duration. And now I have to approve another couple thousand dollars worth of time online for Vlad to figure this out. Yeah. I think a bottom line is that if you were ever worried that a containerized approach was not as stable or was not as performant, you don't have to worry. It turns out it is. It's stable. It'll save you money. So yeah, we think it's a good choice. That's it. Take some questions. I guess I'll make an observation. So does it mean that containers over containers over containers doesn't matter? There was a lot of question about that. One, you're adding in some extra with just Kubernetes itself, ingress controllers, and all this. And then container and container on the back end. And the answer is no, apparently no. So you are sharing the kernel. It's not like you're running VMs and VMs. That would be a terrible idea. But with the containers and containers, you aren't using the same kernel of the host. Now if you were doing some math calculations, I don't know, you're computing pi for some reason, you might find that there's a difference there, maybe. But that's not the correct test for this level. Yeah, so for our purposes, for web application, I don't think it matters. You intend to have different workloads to try instead of just Dora? Oh yeah, definitely. And more frameworks. So Dora is Ruby, by the way. But we want to push different apps too and exercise all of the build packs. Any questions? I can't believe there's any questions. No questions. I have a question too. But yeah, go for it. So was the Bosch deployment using online build packs as well? No. The default is built in months now. OK. My question is more from a scientist perspective. I mean, I know you brushed up on the methodology and everything. The key question is, can somebody else reproduce this? Or you have enough information that people can go and try it? And of course, try it on GKE or different other places. My goal was have a Docker image, point it to a Cloud Foundry cluster, and then it spits out these charts for you. So I'm almost there, yeah? Almost there. So it's going to be open source. And you'll just be able to run the image, or point it, and then it'll spit out these charts for you. Cool. Thank you. No other questions? OK.  It seems like, oh, if you do that sort of problem. Thank you, Vlad. And Jeff, appreciate it. Thanks so much.