So, like I said, this is week 5. We'll be talking about the 5XX notes. I do see where I already have a question before I answer it. Were there any questions about this last homework assignment? Overall, they looked really good. It looks like you guys have gotten the hang of the 3XX fields. The 336, the 337, the 338, and the 300. Just watch out for your punctuation that if you're not using that subfield B, you don't use the full colon. You just use the semicolon. There was kind of a tricky one there with the 336, 337, 338. Let me pull that up. With loyalty and death, that one was kind of tricky because it's an audio book and so some people weren't really sure what to do for the 336 there. So, the most correct answer is, sorry, let me pull that up, the answers. So, for that 336, loyalty and death, spoken word is the ideal answer there because it's someone talking and telling a story. But unspecified or other can also work if you're not really sure what to put in there. Oh, no sound. Um, no sound. Can you hear me now? Can you hear me now? Hello? If you can hear me, you know, can you type a question and tell me? I see where I have no sound. Okay, how about now? Can you guys hear me now? Okay, I've plugged in a new mic. Can you guys hear me now? Hello? Testing? The broadcast is now starting. All attendees are in listen only mode. What about now? Okay, okay, I know what happened. I did not start broadcasting. Sorry about that. And today I don't have my allergies to blame. I only have myself and my own absent mindedness. So, thank you for bearing with me while I figure it out. So, like I was saying, this is week five of understanding Mark 21. We're going to be talking about the 5XX fields. I see I have a question from Mary before I answer that question. Were there any questions about the last homework assignment with the 3XX fields? The 300, the 336, the 337, the 338? I seem to understand it. Just a few reminders here. If you're not using that subfield B, what you're going to do is skip, you won't use that colon to separate your A and your C. You'll use a semicolon. And I know not all of you work with audio cassettes or CDs, but when you do, you know, you can note that in the subfield B that there is sound or that it's analog. And then the other thing that was a little tricky was loyalty and death. It was a book on tape. And so for the A, spoken word is your best choice there. But if you're not sure, and this works in any situation, you know, other or unspecified can also work. And so if there aren't any questions, I will go ahead and we'll get started on talking about the 5XX fields. And like I said, Mary Austin has a question, should all 5XX fields end with a period? Excuse me, a period. That's in going through like some of the documentation, you know, it says this doesn't need to end with a period. But honestly, I think I end all of mine with a period. It really honestly it really doesn't matter. It's your personal preference to me. It just looks kind of weird if there isn't a period there. So I hope that answers your question. Okay, good. Good. Were there any other questions about the 5XX fields? Or any questions about the reading? This week, it definitely is a lot more straightforward than it has been previously. There really weren't a lot of changes as a result of RDA. And let me get out of all of that. I do have a little PowerPoint we can go through. It just kind of, it goes over the reading. Some more examples. So let me pull that up. And can everyone see that? Okay, good. Good. So the 5XX fields are kind of, a lot of these fields, they're just kind of helpful fields. They're informational fields. They're not necessarily optional.  Do any of you use the 5XX fields in your records? Okay, good. Good. Good. Any in particular that you use or you just go with the basics. The 500, the 505, the 520. I like them because I think they bring a lot of extra information for patrons that they may or may not realize they need the 520. Yep. That's a good one to use that summary. So let's go ahead and get started here, which we're going to start with the 520, the field summary, that summary. And it's one I like to include. I think it can be really helpful. It's one that can be a lot of work. And so what I usually try to do is go, if there's a publisher website, I might try and go and find something from the publisher. Okay, I have another question here from Mary. On the assignment, the three complete books begins with a book title that begins with the. Is it a problem to start the 505 field with the, since its title search would not use the? Actually, never thought about that before. You know, I don't, I don't think it matters because the 505, it's more of a keyword search and it shouldn't. I don't think it should be a problem. Let's see here. Let's, um, Oops, that's not what I wanted. Okay, back. We'll do this. We'll go, I'm going to the OCLC. Make sure you guys can see that. Do the OCLC bibliographic formats and standards page and we'll pull up the 505 formatted contents. And I think in looking through here, I don't see any that start with the, like in looking through their examples. And so if you, if you are concerned that it may not pop up in a search, you could always take the off. Like I said, I've never really thought about it because I think that is more of a keyword search. Does that answer your question, Mary? And I'm not seeing a response. I don't know if she's typing. If a patron knew that title, a title search would not bring it up. That's why I asked. Okay, um, if another option in that case is you could always do, if you have a lot of different titles in a book, there's different ways to add those in. You can always do it like as a 246, or, and that might be the simplest way, or you can go into the 700s, do like an added entry. Let's see here. I don't do a lot of these because there are other ways to do it, but you could do like a 740. And I believe that would pop in a title search. Sometimes it takes a trial and error, you know, to figure out exactly what's going to pop in a search and what, you know, between what you, what you pop, what pops up in a search and what you put into a mark catalog, a mark record. So if you use a 246 field three times, would you need the 505 field two? No, I don't think I would use a 505 field because you're duplicating what that 246 is doing. My rule of thumb is if you, if the information is going to be duplicated to take out some of that because you don't want to have too much, I guess too much information or record, you don't want it to appear over and over again. Does that make sense to everyone? Okay, it makes sense to one person. That's good. Glad to hear that. And it looks like it's making sense to a couple of others as well. So are there any more questions? And you guys know it's always okay to pop in with questions whenever. So let me go back to my PowerPoint here. Make sure everyone can see that. Okay, let's do, okay. So we were talking about the 520 that that summary and different things you can do with that. You do have different indicators you can do. And we have another question. If a summary comes from the CIP info, is there any need to note that for the 520 field? You know, it really depends on your personal preference. If it's coming from like the back of a book, and it's the same, or if it's coming from the publisher's website, you could always just go ahead and say from the publisher's website, or you could just leave it as is. Quite often, unless I write it myself, I cheat and I try and find like something on the publisher's website, or with a lot of the state documents I do. I try to find like in the introduction, I try to find a note like a sentence or two that kind of, you know, discusses what's going on. And, and then I'll say like in parentheses, I'll cite the information where it came from. And Mary's saying, I usually find CIP info on the Verso page. You could, you could say from Verso there. How I say, oops, go back. Okay, clearly I am not very good with technology, so I apologize for that. Of course, you probably figured that out by now. But you can then just cite it and say from the Verso page. And did I answer your question? Okay, good. And I will say for the most part here with the 520 with these indicators, I usually leave it blank, which indicates a summary. Sometimes I do do three for an abstract and that's, that's again, if I have found like I do a lot of technical reports. And they're usually it'll say abstract and in that case, I'll use that indicator three for the abstract. And this is kind of what it looks like if you've kind of written your own. Sometimes it is easier to do that. And you can see where I have a hint here for one of the upcoming fields with the 500 the 5xx fields. You know, these, this shouldn't be like you shouldn't have to go and search for most of the information. Good Lori, I'm glad to see that you're there. You missed out on the drama of my not being able to get my microphone to work because I hadn't actually started the presentation. But that's neither here nor there. Anyway, like I was saying with the 5xx, you know, for the most part, this is all information you should be able to find on the item itself. And so here, like it says, winner of three Academy Awards. You know, if you feel like it, you can go ahead and put that in your 586 field, but we'll talk about that later. And so we're just going through the 520 and that, you know, it can be a really easy way to add some information to a record that helps your patrons. I think, you know, if there's a title of a movie, that's you're seeing the same. What I'm trying to say is if they've done a search for something and they've come up with several that are the same, it helps them differentiate between, you know, what they really want and what they're finding. So let's go on. And we are at the 505 and which again is your contents and Mary was asking about this a little while ago. And here in this case, I probably would not do with the CD here. I probably would not do an individual 246 for each one of these songs. You know, this is a case where, you know, depending on your ILS, it may pull up if they do a keyword search or a title search. Well, probably wouldn't pull up for a title search. You know, you might have to do some online searching first to kind of figure out what they're doing. But again, I just got this all from the back of the case. And here is you have two options with the 505. You can either let me go back here. You can either do a very simple one where you just use dashes to separate like the title, or you can go ahead. And if, for example, in this case, or if you're working with a book like an anthology and you want to have the titles and the authors, you can go ahead and do like a formatted a formatted note where you add another zero here in your indicator, your second indicator. And by doing it this way, you can, it should pull up in your ILS if you do a title search. And so Mary, back to your question. This could be another option. Why for you? Okay, this is from Rachel. Why is the first subfield in a, you know, that's a really interesting question. And, and I think it's kind of just for the most part standard that it's a subfield a not always, but let's, we can go and check that and see what, because that might be a typo on my part. Let me, we'll just end the show for now and get out. Let's pull that up. That's a really good question, actually, because I kind of wondered as I was making this slide and obviously never went back and checked. And so in this example here where they call it an enhanced or a formatted, you can see where, let me, you can see where actually they do have a subfield T there. So I did make a typo there, so I will have to go fix that. I will post the slides after we're done. So good catch Rachel. You're right, that should be a subfield T and not a subfield A. And so let me go back to my PowerPoint here. And again, like I was saying, if you do go ahead and format everything, you, it should then be visible like in a title search. So let's go on and see what the next field is. And we have another 505. And with this one, this is a book, obviously. And I don't necessarily like I don't necessarily go through into chapter one, chapter two. I cut that off because to me that's kind of self explanatory or not really that important and just do like the name of the title there. And you can see that I do have a few here that that begin with the road to gold or the rescue or the news spreads east. And let's see, oh, this brings us to the 500 and 504 notes. And which are the general and bibliographic bibliography and index notes. The 500 is your general and Mary saying yes both both are just chapter titles for your, your, your book correct. And like I said, if you really wanted to, you could do a 246 or you could go ahead and do you could do a formatted note. And let's see if we can find an example and let's see and let's see. You might be able to do something like this here, like this 505 note where both your indicators are zeros. And then you could just do that subfield T for a title and you wouldn't need to do anything here in between and just go dash dash subfield T title. Does that make sense? That's probably the best way to handle something like that. Still don't know about the the at the title beginning. You know, I, I don't know about that either Mary, I really don't. That may be one of those things where you kind of have to just through trial and error, you know, work on your record and then go look at it in the on the front end. It could be you could just drop off the Sometimes I find I kind of have to play around with things. If I'm not, if I'm not sure how it's going to display or how it's going to, you know, if it's going to show up in a search. Sometimes I have to go and play around on the front end of the catalog. And that can guide your cataloging decisions as well. Oh, good. I'm glad to hear that other people do that. Okay. So unless there's any more questions, we can go back And do the um, let's get rid of that too. Go back to the 500 and the Where are we here and the 504 and I really like the 500. It's kind of a catchall for everything. You might remember from week two, I think where we talked about the 245 how If your title comes from something other than the title page, you know, it's good to know where that came from. And you can also note, for example, on this, this document here on the front, it says April 2009. And I went ahead and noted that on my 500 and quotes. And that kind of, you know, it doesn't explicitly state that it's a publication date. For that 2009 we're kind of assuming it is it probably is and having that 500 there kind of tells us exactly what's going on that where we got the source of that 2009 date. And you can also note, if you've got bibliographical references, and if they're all kind of in one part one one section like a work cited or a bibliography. You note specifically the pages where they're at. If not, if it's more like footnotes and they're scattered throughout, you don't need to note the pages that they're on. And then this brings us to the 546. And which tells us, you know, what kind of language is is if it's got multiple languages. If it's in Spanish or English in this example or here without nabby, you know, does it have some titles. And again, this is information that's just going to come from the resource itself, usually, like in the case of a DVD, it's going to come from the back. With a book, you would obviously know as you're going through the book. And you can also note if something is closed captioned. Note that here too. And then that brings us up to the 508 and the 511 fields, which is they're tied into that 245 where it's just more, more information on the people who played a role in creating that item. With the 508, you're going to use that mainly like with DVDs with movies.  You know, you can't like I usually try to note the director and if there's writers, you know, sometimes the music sometimes the cinematography. And a lot of this information again is either going to be on the container or it's going to be, you know, in the movie credits. Or if you want to double check something, you know, the Internet movie database is always a good place to go. And you can see there were a lot of people involved in the creation of this movie. And I didn't note all of them because, again, you know, it's kind of comes down to time. And is this really, is this really information that, you know, your patrons want? It's a judgment call that you have to make. And then the 511 is again, it's used for performers or participants. And you can use this, whereas the 508 was kind of the 511, excuse me, the 511 is used for kind of, okay, that's not what I wanted. Sorry, I'm getting confused here. The 508 is used for, you know, kind of the behind the scenes people.  Or, you know, the people on the stage or, or if you're working with a CD like a music CD, it's the people who play the instruments. And again, this is information like for a CD, you'll find it on the liner notes or I did find this website yesterday album liner notes that has liner notes for a lot of CDs. And a very wide variety, excuse me. And you can see with the formatting down here that, you know, I just chose kind of, well, the band itself of U2. And you separate each person by that semicolon there. And you can see where some of them play more than one instrument. So it's just, you separate those instruments by commas. And with the 511, or if you're doing it for an audio book, you know, it's the same thing. We do what role they played, for example, here the narrators, and then just list their names. And with the 511 for a movie, you can do the part they played in parentheses there. And here we just used commas to separate everyone. And again, you know, how much detail you want to go into there is up to you. You know, you don't necessarily need to go through and list every single person who, you know, was in the movie. You can just hit like the main people. And this now we have the 521 note, which I don't use these a lot. And that's just because of the type of libraries I've worked in, where the audience really isn't that important for my catalog records. But if you work in a school library or a public library, it can be very useful and very helpful for your patrons, for parents who are looking for, you know, books in a specific reading level. Or I think it's lexile, lexile score. Or if it's part of a specific reading program, you can note a lot of that in the 521. And, you know, as usual, there's a lot of different ways to note information. Here you can see if I use just a zero in the first indicator. I have a two, which is level two, which is going to display as reading grade level two. Or because that two, that level two may not necessarily mean grade level. It just means level two, which when you look at the back kind of gives you an idea of what that means. You can do an eight in that first indicator and nothing will display there. It'll just say level two. Does that make sense to everyone? Okay, good, good. And it looks like, oh, okay, no. And Catherine, what exactly? Oh, you're wondering about that eight. Okay, so let me go into... Oh, let's go back here. Let's go here to... We're back at the OCLC website. And like I've said on numerous occasions, okay, what do you mean by it not displaying? Okay, so in that audience note, you have a lot of choices here when it comes to your indicators. And some of these indicators, if you put in a zero, for example, it tells the computer to display reading grade level before whatever information you have in the field itself. And so depending on what you want to display there, that means you don't have to type in reading grade level, that that will automatically display for you. And if you're not really sure what or if anything should, you can do in this case an eight and no display. The computer won't display anything other than what you just have in the field itself. Does that make sense? Does that make sense to everyone? Yeah, yeah, rather than putting it into a 500. And you can always put that, you can always put a lot of this information into a 500 note. Sometimes it's just easier. I do that sometimes, you know, there may be a better, a better field it goes into, but I get kind of lazy. And just like, yeah, let's just put this in a 500. Let's make it easy. And good, I'm glad, Lori, that the indicators are finally starting to make sense. They, there's a lot of them. And they mean various things depending on which field you're working in. And so that's why I use this website a lot. This OCLC with the indicators and your fields and how things should be formatted is because each one, if you've used it, you notice each one starts at the top by telling you what the indicators are.  And then as you go through and for some of them, you know, when there's a lot of subfields, we'll give you examples that are specifically for those subfields and for those indicators. So I've got a couple of questions here. We'll go back to the first one here. From the assignment, the last item has optional English subtitles on the cover. Would you write it just like that in the 546 field or leave out the word optional? That's a really good question. And, you know, I might be tempted just to pop that into a DVD player and pull that up and see exactly what that means. Because most subtitles are optional, I think.  But if that's kind of Catalogger's judgment, you either one's incorrect, it's whatever you prefer it to be. And then we have another question down here. Let me scroll down to it. I'm wondering about the item that mentions an age range when you don't know if it's an interest level or a reading level. Okay, that's another really good question. And it looks like we do have, we have that option here of interest age level or interest grade level. And what you could do, you know, you can either, you can guess or and choose like interest age level. Or what you can always do is just skip down and use that indicator eight where no display constant is generated and say, you know, type out age range and then whatever the age range is. Does that answer your question, Mary? Okay, good, good. Yeah, there's a lot of different options with cataloging. As many, many of you have probably discovered, you know, you don't, there's not always a right answer. And I know some people have a really hard time with that. I personally don't. I like to understand why a decision got made. And so that that's kind of what I obsess about sometimes is why it was done that way. And I got to go look it up and understand and that's just me. So unless there's any more questions about the 521 or anything else really will go back. So are we all good to go on the 521 and understanding how those indicators work and your various options there. Okay, good, good. Let's go on. And you can also use the 521. Yeah, okay, Lori, for right now you're good to go. Yeah, sometimes it feels that way when you're learning something where you understand it in the moment. And then it's like in high school and in algebra or pre-calculus, you know, I'd understand it in class. I'd go home and try to do my homework and it was like, what, what the heck this, this doesn't make any sense to me. And yeah, anyway, you can also do like movie ratings here. And I know it for some people, you know, knowing what a movie a movie is rated is very important. And so if you are doing a lot of DVDs, a lot of movies, this is a great place to note what it's rated. And you would use again that indicator eight, which doesn't have a display doesn't say anything like rated or appropriate. What's going to display is just what you have typed in rated PG 13. Or if you wanted to include the the MPAA that agency that association that assigned that you can do that as well. And then we have the 526 field where if it's they call it the study program information note, it's kind of like things like I was saying earlier. If it's a part of like a reading program or the Lex tile, I think it's Lex tile. Those kinds of things you can note that here in the 526. And again, it's it that should be something that's noted on the record or noted on the item itself, not always. And depending on how you get your records, if you get them from a vendor, that may be something that comes in already. Did you notice the third indicator on your last slide? Let me go back. Thank you, Mary.  I clearly don't I don't clearly I don't proof these before I post them. I will will go ahead and make that change before I post them. No, no, they're the 521 doesn't have three indicators. I just got a little carried away and making my spaces there. So thank you, Mary. Here, we've got, you know, if you want to note like if it's part of a national like book club like Oprah's book club, you can do that. Or, you know, locally on your local records, if it's been a part of something, you could always note that as well. If it's been used, you know, by your library's book club or something like that. And the 586 is the the awards note. And again, this is something I don't use a lot. And just the nature of what I catalog. But I know a lot of public libraries really like to note if they've won awards because for some people, they're really into reading those award winners. And what you can do, you know, if something's won like the Golden Sour, this is a great time to note, you know, hey, when the Golden Sour and what year and let's see. Oh, and that's the end of the slideshow. So are any questions right now before I move on to talking about the upcoming assignment. Okay, good, good. I'm assuming it's all as clear as mud. So the assignment for this week and it's very similar to what, you know, we've been doing where we have the slides and and in the questions, you know, what what you need to do here. And for this week, it's just, you know, going through and creating different kinds of the 5xx notes for some of the items, doing a contents or a summary. The proper 5xx field regarding statement of responsibility for loyalty and death and that just has to do since that is a book on tape that has to do with like if there was a narrator or you know anyone who might have been involved in the production of that book. It asks us to do an audience note for Diary of a Worm and a language note for Diary of a Worm Diary of a Worm is getting a lot of work this week. So are there any other questions? Like I said at the beginning, this is, you know, the 500 notes, the 5xx, they're pretty straightforward. And, you know, the indicators get a little confusing in the subfields, depending on how complicated you want to be, but you can keep it very simple. So if there aren't any questions, we'll go ahead and call it a day. I do want to remind you guys if you are taking this for CE credit through the library commission, you do need to get all your assignments in and I think that's it. If you're not, you know, if you don't want to do the assignment, that's up to you. And if you've got any questions this week, you know, let me know, email me and I'll go ahead and answer them for you. So have a good weekend. I get tomorrow off because it's Arbor Day. That's a new thing for me, but I will be back in the office on Monday. So thanks you guys. And I will talk to you next week, if not before.


Hi everyone. Welcome to FluentCon, cloud native logging with Fluentine Fluentbit. My name is Anurag and I'm one of the many open source maintainers for the Fluentbit project. I have the privilege of welcoming all of you amazing people to our virtual conference this year. In the conference we have some amazing speakers. They're all across the industry from retail, from cloud providers, from software engineers, to product managers. And whether those folks are just getting started with their career or they're running at multi-petabyte scale, we have some amazing sessions that go all across the landscape to help you get started with Fluent D and Fluentbit and just learn what others might be doing with the projects. These sessions are going to be broken out into breakout sessions and lightning talks. Be sure to check out the schedule. We also have some live Q&A for the breakout sessions. So, do stay tuned in, participate in the Slack channel. And of course we have two super amazing keynotes. The first with Nicholas Gillan from the United States Air Force, who's the Chief Software Officer there, giving a little perspective about security, which Fluentine Fluentbit and logging are related to. And the second is going to be an amazing fireside chat with Martin Mao, the CEO of Chronosphere about the overall observability and logging perspective. So, before we get into all of those amazing sessions, all those amazing use cases, let's go through a quick recap of the projects Fluentine and Fluentbit and what we can expect just for the roadmap in the coming year. So, just some project and community updates. So, Fluentine turns 10 this year. Yep, so it's been 10 years since the initial release of Fluentine, Fluentbit coming in around 2015. And we've just seen some amazing, amazing momentum thanks to all of you within the community, thanks to all of the users that are adopting it. And of course, thanks to the Cloud Native Computing Foundation for helping users to standardize on it as a logging technology. And Fluentbit now is deployed over 2 million times per day. So, as of this recording, the average download is almost 2.1, 2.2 million times per day, hopefully higher by the time the conference rolls around. And container deployments are out of this world. They're 10 times higher than package deployments. Folks are adopting microservices. They're adopting Kubernetes. They're adopting this for production workloads. And the scale and the download counts just showcase it. Last but not least, this year we've been focusing really heavily on performance updates, new plugins with Fluentbit 1.7 and Fluentine 1.12. So, highly encourage you. If you haven't checked out the latest versions, things are just running well. Try out the new stuff. It's got some really nice things within it. We've also started to incorporate new ways to start engaging with the community. So, you might be used to our Slack channel, which has 5,400 members in it. We have our GitHub. But now we've also introduced a new Discuss Forum. So, feel free to go on there, ask questions. We're trying to build that up alongside our Google groups. So, you have another place to ask questions and get help. We're really building for more vendor neutrality. We feel like that is something that's growing more and more. So, from a community and project standpoint, you'll see us trying to integrate with a lot of different technologies and be that one place where you can use us as a way to route to the technologies that you're choosing and you're adopting within your enterprise, within your software projects, etc. And then the last, which is exciting, is we're continuing to build the automation for FluentBit and FluentD. We have automated benchmarking in place for a couple of backends already for FluentBit. We also have automated end-to-end integration tests. We've been slowly migrating all of our CI systems over to GitHub action. So, you should start to see that in the project more and more. And as you start to take more of a reliance on these projects, having the numbers and backing of the performance to make informed decisions. So, let's talk a little bit about the 2021 roadmap. What's up for FluentBit and FluentD? So, from goals, we have the overall goal best-in-class performance for shipping data. We continue to say we want to give you a lightweight package, give you as fast as possible with using as least resources as we can use. So, whether that's CPU, RAM, how do we make sure we can send the 50,000 messages per second you need? We also have more data types and integrations with open standards. Data is changing. It's no longer just a simple message or a JSON payload. We have new things like metrics and stuff that we're really excited to talk about today. And then, the last is simpler plugin development. There's been, again, a ton of innovation within the CNCF and within the broader ecosystem. How can we make use of it and provide a great experience for you as developers, as users, to build what you need for these pipelines? So, best-in-class performance, what does this mean? With FluentBit, we're continually working. We just released multi-workers, new SSL libraries, improved IO disk performance. That's available now. So, go download, try it out, continually evolving here. And then, with FluentD, we're starting to update all of the plugins to Ruby 3.0 and have an expectation that within Q2 of 2021, we're going to have FluentD released with a package that includes Ruby 3.0. Integration with open standards, projects you've probably heard of over and over, Prometheus, open metrics, open telemetry. And as FluentD and FluentBit users, how do you engage with these ecosystems and how do you route data to these ecosystems? A lot of times, we're seeing that log data and metric data are closely correlated. So, we're announcing brand-new native support for metric handling. That's available now. Native integration with Prometheus, being able to take the data that's running on your containers, your host, and send that to Prometheus in a format that Prometheus understands. The stream processor, so this is live SQL queries on top of FluentBit streams. We're extending that, so you're able to start extracting metrics from log data, start to correlate those two pieces of data together. And then, open telemetry, I think a lot of folks are hearing there's this enormous momentum behind open telemetry. We have a great session later today to talk a little bit about that. But also, from the protocol side and the standards that open telemetry is building, we expect to make sure that FluentBit and FluentD are great citizens of that great protocol. So, that's a little bit of how we're doing some integration here in the next few months. And then, simplifying plug-in development. I think one of the comments that we always hear is, writing C is hard and we get it. We understand and we are not oblivious to that. We want to make sure that it's very simple for you as a developer or as an engineer or as a user to adopt what you need and perform the functionality that you need at the highest performance possible. So, we're planning for WebAssembly integration with FluentBit later this year. Write plugins and go, Rust, Python, JavaScript C, and compile them down to still get the blazing fast performance that you need. So, with that, thank you again to all of the presenters, committers, and attendees, anyone who submitted a session. I highly encourage you to keep participating with so many opportunities within the broader FluentEco system to participate. And we always appreciate all of the users and feedback. And as a maintainer, understanding how you're using those projects is gold for us to help keep contributing and request help from the broader ecosystem. So, again, thank you all and I hope you enjoy the rest of FluentCon. We're going to go ahead and switch into a keynote with a fireside chat with Martin Mao. So, thanks, everyone.


President of the United States. Thank you very much. Thank you. Thank you very much, and welcome to the White House. I'd like to thank you for being here. It's a pleasant coincidence that George C. Marshall Month, which we will proclaim today coincides with the upcoming summit, Economic Summit. I'm certain that General Marshall would approve of my taking advantage of this opportunity to speak with you also about some of our expectations, our goals for that important gathering. First and foremost, today we gather to honor George C. Marshall, a gallant soldier, a visionary statesman, and an American who set a standard of honor and accomplishment for all who have followed. George Marshall is the only professional soldier ever to win the Nobel Prize for peace. It was a fitting tribute even in time of war. Marshall was a champion of peace. During his tenure as chief of staff of the United States Army, a war, the greatest conflagration in human history, was won. And that victory was not a triumph of conquerors in a struggle for power and domination, but a desperate fight of free peoples for the preservation of the humane values and democratic institutions they held dear. What made the Second World War different from all those that had preceded it was that Western civilization, by its outcome, was left in the hands of leaders like George Marshall, individuals dedicated to ideals which were not forgotten after the enemy was vanquished. It's difficult in this time of plenty to imagine the destitution, devastation, and hopelessness that pervaded Europe after the close of the Second World War. The conflict had taken the lives of millions of Europeans, many of them the young leaders who were the greatest asset of any society. Resources used to fuel the war machines were gone. Great destruction had been brought upon the face of Europe. Germany lay in almost total ruin. Throughout the rest of the continent, cities and factories were in disrepair. The whole economic infrastructure had been devastated. The monumental job of rebuilding seemed overwhelming. It was at this time of despair when, under the leadership of wise and decent individuals like George C. Marshall, by then Secretary of State, our country stepped forward with a program Winston Churchill referred to as the most unsorted act in history. Forty years ago, June 5th, Secretary of State George Marshall gave the commencement address at Harvard University. In it, he laid out a proposal for the reconstruction of Europe, a foundation for what has been the most remarkable period of peace and prosperity in the history of that continent. In today's money, the Marshall Plan was a commitment of extraordinary proportions, about $60 billion. And with that, industry, large and small, was provided capital. Harbors, canals, roads, electric systems were rebuilt, and the production lines began to roll as Europe went back to work. The Marshall Plan was an investment America made in its friends and in the future. If it had simply been a gift of resources, it would likely have been a colossal failure. The success of this greatest of undertakings, the rebuilding of a battle-scarred continent, can be traced to goals that are easily distinguished from the mere transfer of money. First, it was designed to generate hope where there was none. George Marshall as a soldier well understood the role of motivation. It is the spirit which we bring to the fight that decides the issue he once wrote. It is morale that wins the victory. George Marshall's speech was viewed by many Europeans as a lifeline thrown to them at a time when they were foundering. It gave them reason to work, to build, to invest. And in short order, purpose replaced aimlessness. Enterprise replaced inertia. The second and most important goal of the Marshall Plan was to provide incentives for Europeans to find common ground, to bring down the political barriers which stifle economic activity and growth. Our leadership helped officials overcome local interest groups and work with other governments to beat back the pressures for protectionism at isolation, to free the flow of commerce, materials, and resources across international frontiers, to integrate transport and power systems, and to develop economic and political ties that would serve as an engine for progress. The Marshall Plan led to the creation of institutions that today are pillars of the free world's economy. The European Economic Community, the General Agreement on Tariffs and Trade, the OECD, and created the environment where the World Bank and the IMF could function. The Marshall Plan was an act of generosity, but it was not a giveaway program. Instead, it was the beginning of a process of cooperation and enterprise that has carried the peoples of the western democracies to new heights. But there was one most important achievement, too much overlooked. A reading of history reveals that in past wars, the peace settlement laid the foundation for the next war. Hatreds and enmity remained. And today, we have known 40 or more years of peace and one-time enemies are the closest to friends and allies as a result of the Marshall Plan. With us today is an individual who at President Truman's direction took a central role in polling the leadership, gathering the ideas, and putting together a comprehensive overview of foreign policy strategy. This effort was the genesis of the Marshall Plan. His dedication, creativity, and resourcefulness were of great service to his president and his country at that pivotal moment. And Clark Gifford, we are proud to have you with us today. Now in a few days, I will leave for the economic summit in Venice. It will be the 13th time the seven major industrial democracies have so met, and the seventh time I've been privileged to represent the United States. While our country is still looked to for leadership, the free world is now undeniably a partnership among democracies to a large degree because of initiatives we set in motion four decades ago. Today, free world efforts, economic, political, and security, depend on genuine cooperation. Self-determination, as we've recognized since the time of Woodrow Wilson, is consistent with the interaction of free peoples. We sought it. Brother, we've got it. The governments of Western Europe, North America, and Japan face the future together. And meetings like the economic summit build unity into sense of purpose, and that unity is increasingly important. The velocity of economic change reshaping our world is making greater demands on our governments individually and collectively. This change flows naturally from the open economic system we've established in the West. Our peoples and countries are now operating in a global market, instantaneous communications, multinational corporations, the flow of international investment, widespread computer technology, and the integration of financial markets are facts of life. The progress of mankind, however, remains dependent on political as well as economic and technological momentum. Today, we face challenges comparable to those that confronted struggling democracies four decades ago. We sought to achieve prosperity. Now we seek to preserve it and ensure that our standard of living continues to improve. Nothing can be taken for granted. We must be active and vigorous to be successful, and we must work together. And that is what freedom is all about. And that's why we call the portion of the planet on which we live the free world. People here are not told what we must do. We talk things over and decide what to do for ourselves. There's a story about an American and a Russian. As is often the case, the American was bragging about how in the United States everyone was free to speak. Well, the Russian replied, in Russia, we're just as free to speak. The difference is, in your country, you're free after you speak. The greatest challenge for those of us who live in freedom is to recognize the ties of common interests that bind us to prove wrong those cynics who would suggest that free enterprise and democracy lead to short-sighted policies and undisciplined self-interest. Today, and we can't say this too often, it is in the common interest of all of us in every free land to work against parochialism and protectionism to keep markets open and commerce flowing. By definition, protecting domestic producers from competition erodes national competitiveness, slows down economic activity, and raises prices. It also threatens the stability of the entire free world trading system. Some countries which have taken full advantage of America's past openness must realize that times have changed. Today, any country selling heavily in the United States whose markets are not substantially open to American goods risks a backlash from the American people. No country that closes its own markets or unfairly subsidizes its exports can expect the markets of its trading partners to remain open. This point will be driven home in Venice. It was the central theme of our agreement at last year's Tokyo Summit to launch the Uruguay Trade Round. While the vibrancy of the U.S. economy has contributed enormously to the world expansion, preserving a growing world economy is the business of every member of the world trading community. It is the special responsibility of the larger economic powers. It will be made clear, especially to our friends in Japan and the Federal Republic of Germany, that growth-oriented domestic policies are needed to bolster the world trading system upon which they depend. We and our allies must always fulfill our agreements concerning exchange rate stability. Economic policy decisions made last year in Tokyo and at this year's meetings of group of seven finance ministers in Paris and in Washington cannot be ignored or forgotten. The commitments made at these meetings need to be translated into action. Talks continue to flow about the necessity of a coordinated attack on market-distorting agricultural policies, policies which are found in almost every western country. The time to act is fast approaching. One concern shared by the industrialized powers is what to do about third-world countries which are not developing, not progressing. Countries that if something doesn't happen will be left behind. Japan has made admirable strides in this direction by offering to share some of its wealth, some of its trade surplus with lesser developed nations. I hope that during the course of this summit, Japan will clarify what form this aid will take. I also hope that other countries will consider following Japan's good example. However, as I noted about the European example of four decades ago, the transfer of cash alone is not the solution. If tax rates are too high, if markets are not free, if government is big, corrupt, or abusive, a country cannot expect to attract the expertise and private investment needed to advance, nor will its own people have the incentives needed to push their economy forward. After the war, German industry was little more than a shell. If Ludwig Erhardt and Konrad Adenauer, courageous democratic post-war leaders of that country, had not dramatically in one fell swoop eliminated most of the intrusive controls on the West German economy in 1948, Marshall Plan aid might not have had the miraculous impact that it did. If we're serious about changing the plight of less fortunate nations, we must at the very least be candid with them about these economic realities. Open their eyes to the secret of Germany's restoration and the secret of the amazing growth taking place on the Pacific Rim. That secret is a Marshall Plan of ideas. It is simply that freedom of enterprise, competition, and the profit motive work. They work so well that the United States now must maneuver with economically powerful competitors, friendly competitors. And yes, let us admit the recognizable friction among the great democracies about trade and economic policy. Our heated debates and maneuverings and the fact they're front page news are a healthy sign. First, during economic movement, close friends disagree. But no one should lose sight of the impressive strides taking place. Second, the attention paid to complex economic issues, which decades ago were subject matter only for specialists, suggest the wide degree of consensus our nations have reached on the vital issues of war and peace, human rights, and democracy. Today, the unity of the West on security issues is something which George Marshall and his contemporaries would look on with a deep and abiding pride. Marshall led America through war and out of isolationism. Like protectionism, isolationism is a tempting illusion. Four decades of European peace and the greatest economic expansion in history stand as evidence that isolationism and protectionism are not the way. We must work with like-minded friends to direct the course of history, so our history will be determined by others who do not share our values, and we will not escape the consequences of the decisions they make. Nowhere is this burden heavier than in the Middle East. A region that has been plagued with turmoil and death, if we retreat from the challenge, if we sail to a distance and wait passively on the sidelines, forces hostile to the free world would eventually have their way. Two weeks ago, we lost 37 of our sons in the Persian Gulf. They were the pride and joy of their families, fine young men who volunteered to wear the uniform and serve their country. We have none better than these. They died while guarding a choke point of freedom, deterring aggression and reaffirming America's willingness to protect its vital interests. Yet the American people are aware that it is not our interests alone that are being protected. The dependence of our allies on the flow of oil from that area is no secret. During the upcoming summit in Venice, we'll be discussing the common security interests shared by the Western democracies in the Persian Gulf. The future belongs to the brave. Free men should not cower before such challenges, and they should not expect to stand alone. And we're working together in a number of critical areas. Our friends and allies have been cooperating ever more closely to combat the scourge of terrorism. Democracies are peculiarly vulnerable to this form of international criminality. At the upcoming Venice summit, we will give renewed impetus to the momentum which has developed in the past year. The Western Alliance, with courage and unity of purpose, has time and again thwarted threats to our prosperity and security. During the last decade, as American military spending declined, the Soviets raced ahead to gain a strategic advantage, deploying a new generation of intermediate-range missiles aimed at our European allies. This hostile maneuver, part of a long-term strategy to separate Europe from the United States, was countered by a United Alliance. Pershing and cruise missiles were deployed in Western Europe, even amidst the noise and clamour of sometimes violent opposition and an intensely hostile Soviet propaganda campaign. Let no one forget, six years ago, we offered to refrain from deploying our many intermediate-range missiles if the Soviets would agree to dismantle their own. It was called the zero option. The other side refused. At that time, a vocal minority in Western countries, including the United States, suggested if we moved forward with deployment of our Pershing and cruise missiles, all hope of arms control agreements would be lost. The pessimists, however, have been proven wrong, and Western resolve is paying off. In recent months, we've witnessed considerable progress in talks with the Soviet government. The Kremlin, now in principle, accepts the zero option formula in Europe, and our negotiators are busy seeing if the details can be worked out. In short, we may be on the edge of an historic reduction of the number of nuclear weapons threatening mankind. If this first great step is taken, if nuclear arms reduction is achieved, it'll be due to the strength and determination of allied leaders across Western Europe who refuse to accept the Soviet nuclear domination of Europe. European leaders and indeed most Europeans have come to understand that peace comes only through strength, strength and realism of the watchwords for real progress in dealing with our Soviet adversaries. As we view changes which seem to be happening in the Soviet Union with cautious optimism, let it be remembered that four decades ago, the Kremlin rejected Soviet participation in the Marshall Plan. If the current leadership seeks another path, if they reject the closed, isolated and belligerent policies they inherited, if they wish their country to be a part of the free world economy, we welcome the change. Let there be no mistake, the Soviet government is subject to the same rules as any other. Any government which is part of or deals with the West's major economic institutions must do so with good faith, open books, and the open government on which both depend. Economic transactions are not maneuvers for political gain or international leverage. Such destructive tactics are not tolerated. Countries which are part of the system are expected to do their best to strengthen the process and institutions or be condemned to economic isolation. The Soviet Union must also understand that the price of entry into the community of prosperous and productive nations is not just an economic price. There is a political price of even greater significance. Respect for and support for the values of freedom that are in the end the true engines of material prosperity. Time will tell if the signs emanating from the Soviet Union reflect real change or illusion. The decisions made by the Soviet leaders themselves will determine if relations will bloom or wither. Any agreement to reduce nuclear weapons, for example, must be followed by reductions in conventional forces. We are looking closely for signs that tangible changes have been made in that country's respect for human rights. And that does not mean just letting out a few of the better-known dissidents. We are waiting for signs of an end to their aggression in Afghanistan. This year is also the 40th anniversary of the Truman Doctrine, which fully recognized the need for economic assistance but underscored the necessity of providing those under attack the weapons needed to defend themselves. On March 12, 1947, President Truman addressed a joint session of Congress and spelled out America's commitment. It must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures. I believe that we must assist free peoples to work out their own destinies in their own way. So said Harry Truman. 1947 was a volatile political year for our country. I was a Democrat back then. President Truman was under attack from both sides of his own party, and the opposition controlled both houses of Congress. And believe me, I know how frustrating that can be. Even amidst the deep political division, so evident in 1947, the Marshall Plan and Truman Doctrine were approved by Congress. In the end, it was our ability to overcome our own domestic political discord and forge a bipartisan approach that made the difference. Greece and Turkey were saved. Western Europe was put on the path to recovery. Human freedom was given a chance. Democracy has its weaknesses, but its strengths will prevail. I leave for Europe with confidence. This generation of free men and women too will work together and succeed. We will pass on to our children as a world as filled with hope and opportunity as the one we were handed. We owe this to those who went before us, to George C. Marshall and others who shaped the world we live in. And with this said, I will sign the order proclaiming George C. Marshall Month.  The little girl wrote me in her letter, and I'll go back to the office and get to work.


How are they going to move their money? Companies are composed of individuals, unlike what the US Supreme Court says. They are not people. So companies that are made of people will have to, each of the people in that company will have to find ways to take advantage of whatever technology they can get their hands on and move out. But it is going to be difficult for a lot of companies in this space, and not just in this space. Right now, if you are a gold dealer, if you are selling jewelry, if you are dealing with foreign exchange, if you are selling electronic goods, or anything that can be sold and bought for value in barter, in any of these economies, you are already in opposition to the great nationalist plan of our esteemed leaders. So you are in trouble. Companies are going to have a very difficult time. One of the things I foresee is that we are going to see much more development in decentralized forms of trading, peer-to-peer trading, local bitcoins, bit square, and other forms like that, the things that can easily go underground when things get really ugly in a country. Just like we see in Venezuela, there is no Venezuela on Coinbase. It is all person-to-person, hand-to-hand, or wheelbarrow-to-wheelbarrow. They are going to come after the exchanges, but not too hard. This is one of the other fun lessons that we have seen play out in China, which is, why have they not shut down the exchanges after 60 valuations? Ask yourself that. First of all, they tried to close their bank accounts, and the exchanges started selling vouchers in grocery stores. Instead of depositing money, you would buy a voucher, redeem that voucher, and buy bitcoin at the exchange. They would just bypass the banking system completely and use the grocery stores as cash-in mechanisms, which you are going to see happening in lots of other countries, but why have the exchanges not been shut down? The simple answer is that they can somewhat monitor the exchanges. If they shut them down, all of that traffic is simply going to go to exchanges outside the country, that will still sell vouchers in the grocery stores of the local economy, because people will smuggle in the vouchers. Also, where is the Politburo going to exchange their money? They need an exchange, too!