as apparently too big for a view to load, since it contains a lot of pictures. So, I had to split the file into two parts. So, we are all set now. So, as I said the file contains a lot of pictures and that is the whole point of today's lecture which is on ER modeling with a lot of focus on ER diagrams, because the diagrammatic representation is a key part of ER modeling. So, what we are going to do today is cover the ER notation which we use in the sixth edition of the database system concepts book. Many of you may have used earlier editions of this book and you should be aware that this notation has changed in the sixth edition. Now, why have we changed it? Even though this the old notation has been around for many years. The primary reason is that there are several standards for ER modeling and then there is this whole modeling language called UML which has gained a lot of traction over the past 10 years and it is very widely used in industry. So, there is a old style ER notation and then there is the UML class diagram notation and then there are variants floating around. So, for a while we have been thinking that it does not make sense to have so many different notations and since UML has really grown a lot over the past year and is very widely used in industry we should move our notation closer to the UML notation. In the previous edition last couple of editions we had presented our old notation and also UML notation and given us comparison of the two. In this edition we decided to flip it and change our presentation to something based on UML, but it is not exactly UML. Well, first of all UML has many components one of which is UML class diagrams and that is the part which is relevant to database modeling. There are many other parts to UML, but even UML class diagrams were designed primarily for modeling objects and relationships and other things were after thoughts in UML. Whereas, in ER modeling we are not generally interested in modeling arbitrary objects, but we pay a lot of attention to the relationships between objects. So, the notation we use is very much UML-ish, but there are a few differences few notable differences which I will point out somewhere along the way, but in appearance it looks much like the UML class diagram notation. So, that is a short overview of what is different for those of you already know the old notation. So, now let us move on to the actual talk itself on ER modeling. ER modeling is more than just the diagrammatic notation, it is also way of understanding or modeling what is out in the real world. The reason ER modeling has caught on may be primarily because the diagrammatic notation is useful, but it is also caught on to a very large extent because it makes a lot of sense to model things in the real world as either entities or relationships. This idea has appeared many times over after the ER diagram was introduced by Chen way back. This idea has been used extensively in database design, but in recent years this idea was also shown up in other areas. People who look at data on the web and try to model the data on the web in a semantic sense as opposed to just textual documents are also moving to a model of the world where you have entities and relationships between entities. So, it is a very natural way of modeling things. So, here is the overview which I am going to skip because overviews are usually not terribly useful until you have learnt the material itself. So, let us start with how entity relationship serve as a nice way of modeling the real world. So, if you took somebody who did not know about the ER model who only knew about relations and said go model the world. They would try to model everything as a table and they would probably intuitively wear towards something which an ER modeling would have landed up with also, but not necessarily. The chance of they are going off in some other direction is significant because you are working at a low level. It is like asking people to program in assembly language. It is not quite that different, but it has that flavor. So, what you want to do instead is first have a higher level understanding of what is it that you are trying to model. And the way the ER model does this is to divide the world into entities and relationships. Entities could correspond to actual objects which are there in the world. As you may be aware people, places, institutions which have a physical presence these can all be modeled as entities.  For example, if you take a movie is it a single copy of the movie that we are referring to that is probably not what we mean. When you say did you see the movie I am not saying did you see real number 3, 4, 2 copy of the movie, but really the content of the movie is what matters. So, there is no physical thing which carries unique physical thing which corresponds to movie, but there is something conceptual there is information the pictures you see in it. So, the movie is still an entity. Now, take this course which we are covering. Does it have any physical manifestation? Sure we all get together and stuff is going out over the internet and there are web pages and so forth and all of these may be parts of the course, but if you take the course itself it is not like it is a human who is identifiable somewhere it is an abstract concept. However, even though it is an abstract concept it is still an entity in the ER model of the world, because it has some unique properties and we can identify it and we can participate in relationships with it. So, what are these relationships we will see in a moment. Now, every entity must be described somehow it has to have some set of attributes including perhaps some attributes which identify the entity. Another piece of terminology an entity in the basic ER model is a unique physical entity this course is an entity. Another course is an entity a third course is yet another entity these are all different entities in the ER world view. However, it should be clear that there are a lot of similarities between courses and if you are going to store information in a database you are probably going to use exactly the same attributes for all these courses. Therefore, there is a notion of an entity set which is a set of entities of the same type. An entity set conceptually is kind of like a relation because a relation is a set of tuples of the same type meaning they have the same set of attributes. And similarly, an entity set is a set of entities all of which have the same set of attributes. So, here is a small picture of a number of entities in the corresponding entity sets. So, we have an instructor entity set and we have a student entity set each of which has several entities within them. And in this diagram we have just modeled a couple of attributes of instructor and student which are ID and name although as we have seen before they would have more attributes even in a toy database they have more attributes in a real database they would have many many more attributes. Now, you will also notice that down below I have used a notation instructor and student. So, they are actually I should have said maybe instructor entity set and student entity set, but we are going to not bother adding the word set wherever it is obvious from the context that we are talking of a set not an individual entity. So, when it is clear we are talking about instructors in general there is no need to say the instructor set we will just say instructor. And then when it is clear that we are talking of a particular instructor you know we will make that clear that we are talking of a particular entity not an entity set. Now, how do you identify entities you need to distinguish them. Therefore, just like in the relational model you have to have a notion of keys and just like in the relation model you have a notion of super keys which are a set of attributes which uniquely identify an entity and a primary key which is a minimal super key which is explicitly chosen as the unique identifier of the entity. As usual there may be multiple candidate keys which are minimal and you have to choose one and as usual just like in the earlier relational discussion you would probably choose one which will not change. So, you do not want to choose for example, name as a primary key A because the names may change B because they are not unique. But even if names were unique for example, email addresses are unique, but still you may have a person changing the email addresses. So, you would choose an attribute which is unlikely to change. There are again several schools of thought on how to create a primary key for an entity. One school of thought which is what we follow is that a primary key should be something that is identifiable in the external world. So, not only do we need to identify instructors and students uniquely inside of the database, but when they go interact with various parts of a university people need to identify them uniquely. In IIT Bombay in one of our offices which dealt with certain projects accounts a while ago they were rather lax with the system. They did not use identifiers. We had employee identifiers, but they did not use it. So, they would try to manage with department name and initials and guess what bills for which were meant to be paid by me might have been paid by professor Sunita Sarawagi or vice versa because we happened to have the same initials. So, clearly that is a bad idea. So, that is as far as primary key is nothing new here so far. So, now let us move to the concept of a relationship and a relationship set. A relationship is some kind of an association amongst entities. We will initially look at binary things between two entities then we will see how it generalizes to multiple entities. So, here we have a relationship which is referred to as advisor between a student and an instructor entity. So, a particular student identified by 44553 whose name happens to be Peltier has an advisor whose idea is 22222 whose name happens to be Einstein. That is a relationship. This is a fact in the real world the university perhaps wants to assign one faculty member as an advisor for each student so that they know who to go to. So, the relationship between two entities the student entity and the instructor entity in this case is a advisor relationship. There may be other relationships too between the same entities. We will see some examples of this later. So, a relationship set just like an entity set is a set of relationships of the same type. In this case the advisor relationship between these two particular entities can also occur amongst other entities other students also have advisers. So, you have a whole set of these relationships between different students and different advisers and the set of all these relationships is referred to as a relationship set. In this case it is the advisor relationship set. So, a relationship set just like an entity set is also much like a relation set of things. So, we will look at a particular relationship in the set and that is identified by which entities it relates. So, this particular one we just saw relates 44553 with 22222. So, that is an element of the advisor set that is what is shown at the bottom here which says this tuple is an element of advice. Now, note that in general relationship set is an n tuple where the first attribute of that tuple would belong to the first of the related entity sets. The second one is a member of the second entity set and so on. So, when we have two we just had the first one being a member of the student entity set and the second of the instructor entity set you can have more entity sets in general. So, when we have a binary relationship we can depict it pictorially and here I am talking of individual relationships between individual students and individual faculty can be represented by drawing lines between the entities for the student in the diagram. We have a particular row corresponding to particular student and a particular instructor draw a line between them. This is not an error diagram incidentally. This is still a just a conceptual tool which we are using to understand how things are related. So, here there are multiple lines between students and instructors. You will notice here that one of these instructor's cad's has two students who they are advising and in this particular case each student has only one advisor. This could be different of course. Certain universities may have multiple advisors for student. So, that could change. We are going to switch over to error diagrams. Later we will switch back to some error modeling concepts and then switch back to diagrams and so forth. We will flip back and forth in this talk. Now, in the book we follow a slightly different order. We first introduce the concepts and then we introduce the diagrammatic notation, but here we are going to mix the two up. So, here is a simple error diagram corresponding to exactly the things we saw so far. So, we have an instructor entity and earlier we just had two attributes ID and name. Now, we are reintroducing the third attribute which we had earlier which is salary. Observe however that we have not introduced department name as an attribute yet. In our relational schema which we have been using for the past few days you would have noted that instructor has a department name. Why is that not present here? We are going to see in a little bit when something should be an attribute and when something should be a not an attribute, but instead should be a relationship and in this particular case department name really identifies a particular department that the instructor is associated with. So, it is really a relationship. It identifies a relationship between an instructor and a department. Therefore, we do not put it down as an attribute. Instead we will introduce a relationship in a little bit to represent that information. So, this is the first difference. First major difference you will note between an ER diagram and a schema diagram. We saw a schema diagram earlier. You have been using it for your labs presumably. In that schema diagram every attribute was shown. When we do ER modeling on the other hand we will not show attributes which correspond to relationships. In fact, as we will see in certain cases those relationships will actually get mapped to attributes when we create relations. In certain cases the relationship will not be mapped to an attribute it will be a separate table which we create from that relationship. We are going to see that in a little bit. So, the important thing to notice if an attribute which you thought of really was something to identify another entity which this is related with. In other words, if it were a foreign key it would almost surely be a relationship not an attribute. So, that is what we have here. This does not have department name. Similarly, student has ID name and total credits and department name has vanished from student. And finally, the relationship between instructor and student is shown by a diamond over here with the name of the relationship advisor in here. So, now ER diagrams represent really entity sets and relationship sets. They do not represent individual entities or individual relationships, but really the sets. But to keep saying set, set every time will get very boring. So, we are going to say the instructor entity and student entity and avoid the word set since it is clear from the context. Now, you will notice that in this notation at the top of the box we are showing the name of the entity set or entity in this case instructor and student. And inside the box we are listing the attributes and you will also notice that we have underlined certain attributes in this case the ID attribute. So, the primary key attributes which we have chosen are going to be underlined. So, that is part of the ER notation. And as I told you at the beginning this notation is different from what we had before. Those of you who have used earlier edition of this book or for that matter Raghuramakrishnan or Elmastri and Navathai or most of the other textbooks would have noted that over there instructor would have been a box and ID name and salary would have been ovals sticking out of the box. The first thing you would notice is this is much more compact. It fits in a lot less space while conveying the same information. So, that is one more reason that industry chose to go with this notation for the most part rather than the boxes and ovals notation. Now, back to the conceptual level where we are showing actual entities. Again this is not an ER diagram. This is a conceptual diagram. Supposing we wish to track when the advisor first became associated with the student. Now, this may seem a little artificial, but let us just assume it for the moment. You could track other things if you wish. Maybe you want to track the last time the student met the advisor, if at all you had some way of noting this. It would be nice to track it. It would be nice to realize that a certain student has not met their advisor at all for the last 8 months and maybe they should be meeting them. But in the real world there are constraints. So, maybe that would not get modeled because who is going to enter it. So, for the purpose of this discussion, we will just assume there is a date attribute which is an attribute of the relationship. It records in this case when the student was first associated with the advisor. Can this attribute be an attribute of student? In this case, actually you could. If a student has at most one advisor, then you could actually record in the student entity one extra attribute which says when did the student last meet their advisor. But if a student can have two advisors, he may have met advisor one on a certain day and then met advisor two on a second day. And if you just have one attribute with student, you cannot represent this. Therefore, if a student can have multiple advisors, you must represent the date as part of the relationship between student and advisor, which is what we have done here. So, here are a bunch of dates for each of them. Now, coming back to our ER diagram notation, we would show this information in the ER diagram by adding attributes to the relationship. And in the old notation, we would just draw a bunch of ovals of the relationship to show the attributes. In the new notation, what we do is we have a single box showing all the attributes of that relationship. And we connect that box to the relationship by a dashed line. Why a dashed line? Why not a solid line? Well, if it is a solid line, you would probably confuse it with being an entity rather than a set of attributes, although it should be clear still. But to make it extra clear, we use the dotted lines to connect it to the relationship. Now, coming to the attributes which an entity may have, in the relational model, we emphasize first normal form. And we say that attributes must be simple attributes. Just the single value is not a set of values. It cannot have components, etc., etc. But that is not actually natural when you are modeling a real set of entities. Entities do have attributes, and those attributes may have a structure to them. So, for example, supposing we have, you know, a set of phone numbers for a particular entity. In the relational model, if you know how this is done, we would end up normalizing by creating a separate relation for this phone number to instructor mapping. We don't have to do that in the ER modeling. We can very well represent a multi-valued attribute, which is a set of attributes. Later, when we convert it to relations, we may still normalize it, and we will see how that is done later. But when we are dealing with the ER modeling, we do not have to break up something from a set to a singleton right away. We can have an attribute which is multi-valued. Other attributes which are not multi-valued are single-valued attributes. Then, we have simple and composite attributes, which we will see in the next slide. We also have certain attributes which are derived attributes. That is, they are not stored, but they are computed on the fly from other attributes. These are much like methods of an object which are computed on the fly. So, here is an example of a composite attribute. We have a name which may be broken up into first name, middle initial and last name. Now, most of our institutions in India don't do this. For example, when people get their 10th or 12th standard certificates, their names are just shown flat. And they are entered by students in some way typically. And people enter it in different ways. So, for example, somebody may enter the name as Sanjay Jain. And another person with the same name may enter it as Jain Sanjay with the last name first. And people don't care. But then, when I get this list, which comes in through our JEE or gate and I take attendance, it gets very confusing. Some of the names have first name first, some have last name first and so on. So, when I call attendance, I keep flipping, which is really weird. So, what we would like is to break up the name into the components, which is first name or given name, last name or surname and then other names. And if you don't want to keep full list, we may just abbreviate it to a single initial or a few initials. Now, depending on the part of India you are from, you may have just one or two names. You may have three names, which is common in Maharashtra. The given name, middle name, which is often the father's name and the surname. Some people are more egalitarian. They have their given name, father's name, mother's name and then surname. And then, we have people from Andhra, whose names include many parts. So, in India, this is a little more difficult to decide what is the break up. But it certainly makes sense to distinguish a given name from the surname that is fairly standard, so that we want to represent the name as having at least these parts. So, let's stick to what we have here, which is a name has a first name, middle initial or initials and then a last name. So, that is a composite attribute. There are certain times when I want to just say print the name of this person and implicitly I want to print all the parts. There are other times when I may want to say, I want to get the surname of this person for whatever reason. Maybe, I want to print the surname first, then the first name for some reason. As another example, we have an address, which we all know is often stored as a single attribute. But sometimes, it stored as address line 1, address line 2, address line 3, which is not terribly structured in any way. But more often, people actually break up the address into address line 1, line 2, then maybe the area, the city, state, pin code and then country. So, the address actually has a structure. So, in this case, we have decided that address has a street part, a city, a state and a postal code. And the street part itself has a street number, a street name and then perhaps an apartment number. So, that is the structure of composite attribute. Now, here is how we will show these types of attributes, composite, multi-valued and so on in the ER diagram. So, we are going to continue to have a box as before. We are going to have simple, single-valued, simple attributes as before just shown with a single name. But now, if you have a name which has components, we are going to show the name and then show the components below it indented. So, we are purely using indentation to indicate that these three are components of name. Similarly, we have address, which has components street, city, state and zip. And street itself has components street number, street name and apartment number. So, we have, what we have done is we have taken the same information from the previous slide and mapped it into a box with indentation. Then we saw multi-valued attribute phone number, which we are going to enclose in curly brackets to indicate that it is a set of values. Then we have date of birth, which is a simple attribute. Well, actually date of birth, you know, again date could potentially be broken into month, day and year. And people will say this is not first normal form, but you know, that is iffy. So, we are going to assume here that a date is a single-valued attribute, although conceptually you could treat it as a multi-valued attribute, which has, sorry, as a composite attribute, which has year, month and date. That is the date of birth. And age is a derived attribute, which is going to be computed whenever you run a query on this, whenever you get that value. Now, our ration cards in India, at least out here in Maharashtra, have this ridiculous field, which had age. And according to the ration card, I am still 30-odd years old, which is way off. So, that is a very bad idea to store age as a regular value in an entity, because it changes with time. You should really be storing date of birth or year of birth, if you do not know the exact date. So, that is with respect to attributes. Now, relationship can have a degree associated with it, which indicates how many entities participate in that relationship. So, a binary relationship has exactly two participating entities. A ternary relationship will have three participating entities, a quaternary and so on. In general, an n-ary relationship will have n entities participating in it. Now, it turns out that, although this generality is useful in many cases, in almost all cases, binary relationships are the ones, which are the most useful. In fact, it is often a struggle, if you take a particular domain to find out what relationship in there would be ternary and not binary. Why is this? Well, it is not a universal truth. We can certainly create a lot of very meaningful n-ary relationships. For example, if you have a student, a degree program and a department, would that be an n-ary or binary? We will see in a little bit, a few examples. So, the first attempt you come up with to say, this is an n-ary relationship. Maybe a student is related to a department and a program. You will soon realize, may actually be better represented by a set of binary relationship. We will see examples in a little bit. So, the first example we are going to see for a ternary relationship is little concocted, I will admit, but still it could be meaningful in certain situations. So, here we have an instructor. We have a student and then we have a project. So, what is this relationship? The relationship is project guide. So, what we are trying to record is, which person is a guide for which student for which project. Now, for most people who are doing a B, there is just a single B project and then you can very well say, student is related to project and student is related to instructor as a project guide. They are two separate relationships and it does not matter, because there is only one project. But in other programs, there are multiple projects. For example, in our Master of Design course here at the Industrial Design Center, students are expected to do, I think, three projects. So, in the course of their Master's, three separate projects. Each of those projects may have a separate guide. Then you want to record who was the guide for the student for which project. So, we have a notion of a project which is uniquely identified, a student which is an entity, instructor which is an entity and then a ternary relationship project guide which relates a student with a project and a guide. So, if you broke this into binary relationships, student project is probably okay. You can record which student was in which took which project. But what about student instructor? Then we would have lost the information of which particular project this instructor guided. So, that is a bad idea. So, we do need a ternary relationship in this case. On the other hand, the earlier one which I mentioned, which is student to program degree program and student to department is probably not ternary. If a student is admitted to a single degree program in one department and graduates with that. But supposing university decided to preserve the roll number of a student, even if that student rejoins. And why would this happen? Let us say that Nandan Nilekhani's Aadhar project is successful. I am sure it will be. And everybody gets a universal ID. Now, it doesn't make sense anymore for a university to go and create a new local roll number or identifier for each person. And in fact, in the US, this is done already. Most universities will use the social security number of people which is kind of the US version of the universal ID and use that as the roll number. So, if a student joins again after doing a BE, they join for an ME. They still have the same roll number. It is not changed. So, now, if I say a student is in BE and let's say the electrical department. And then the student joined again for an ME, but this time in the computer science department. If I just say student program, I am going to say student BE, student ME, same student. Student department, I will say student electrical, student computer science. Now, I no longer know whether that student did BE computer science ME electrical or BE electrical ME computer science or both computer science and something else in electrical or both electrical and something else in computer science. It is not clear. So, in this situation, whereas roll number may get used multiple times for the same student joining different programs, student program department is probably a ternary relationship over there. So, again it depends on the specifics of the domain being modeled. So, now, here is a little quiz on the same topic we have just discussed. But as usual, we may want to give people a little bit of time to set it up. So, at this point, all center coordinators, please make sure your receivers are all set up. And if they are set up, please tell your participants to go ahead and press the S T button so that they are all ready for the quiz. Meanwhile, let me explain what this question is. It is a rather long question. So, I will take a couple of minutes to explain the question. So, supposing we are given a person entity set and we wish to represent the relationship between people and their father and mother. So, the question is, there are several possible representations. Which is the most appropriate representation in this case? In this case meaning, in the case where for certain people, we may know only the father or only the mother. We may not know both. So, that is the fact which we have to take into account. Even without that, the answer is probably the same, but this makes the motivation for the answer even stronger. So, what are the possible answers? One answer is two binary relationships, father and mother between persons.  The second alternative is the ternary relationship between three persons, one of which is a father, one is the mother and one is the child. And how do you distinguish which is which? In the ER notation, we will see in just a moment. The third thing is, we have an entity set called parent linked by relationships to person who is a father, another relationship to a person which indicates the mother and a third relationship to person which indicates the person whose father and mother these are. And lastly, a single entity set with attributes, a person, father and mother. These three attributes would be the IDs of the corresponding person, the father and the mother. So, the question is, which of these four alternatives is the most appropriate representation in this case? So, I think we have enough time now to have set up the quizzes. So, give me a moment and we will start the quiz over here. All of you should have pressed your ST button by now and have the red light going. The time is on, your red light should be blinking and please enter your option 1 to 4 or A to D. You have entered your answers by now and time is up. So, returning back to the questions and the possible options, based on the discussion we just had about student and the program and so on. Along similar lines here, you will note that it makes sense to have two separate entity sets, two separate relationships. One is the father and one is the mother between a pair of persons. Why is this useful? Supposing we know the father, but not the mother, we can still represent the fact that this person is the father of this person, even though we do not know who the mother was. Similarly, if you know the mother, but not the father, we can represent that without knowing the other one. In contrast, if you use a ternary relationship in the ER model, a ternary relationship must have three entities associated with it. It cannot have two. You cannot say this is a null entity related to it. It must have three. Then, it is not possible to represent a situation where we know the person's father, but not the mother. So, that is impossible. In general, for this reason and also for the reason that it is not possible for a person to have two fathers and two mothers, where one mother pair makes sense and the other mother pair makes sense, but the remaining do not make sense. This is a little far-fetched. Maybe it is possible in certain situations where somebody is adopted and so forth, but for most practical purposes, this is not very relevant. So, we are probably going to break it up as father and mother separately. How about the third and fourth alternative? Having an entity set parent really does not make sense here. There is no new entity which we have here. It is a relationship. So, it is thick to relationships and the last one, an entity set with attributes person, father and mother is a very wrong design. Remember, I told you entity set should not have an attribute which corresponds to a relationship. The relationship should be explicit and that should not be a corresponding attribute with the entity. This is exactly the reason we removed department name from person. We are going to introduce instructor-department relationship. So, we are not going to keep department name as an attribute of instructor in the ER model, although we may end up putting it back in the relational model later. Let us see how the results have come in. The number of institutions with results is little small compared to late yesterday. Few people have not succeeded in connecting. So, please check your connectivity. The number of people responding is also quite low. It is just 117 and audience lost here. Audience majority choice was turn-way relationship and at first glance, that seemed to make sense. Person is related to mother and father, make it turn-ary. But as I explained with the turn-ary relationship, you cannot represent just the knowledge of who is the father without knowing who is the mother and vice versa. The second most popular choice was the correct answer and then the C and D also had a good number of votes and as I explained, they are both wrong. I hope this concept is now clear to you. Now, let us move on to the next concept which is cardinality constraints. So, when you have binary relationships, there are constraints which say how many times is a particular entity associated with that relationship to another entity on the other side. Now, cardinality constraints also make sense for n-ary relationships, but modeling them is a little more complicated. So, we are not actually going to bother because already as I said, turn-ary and higher degree are not so common in the first place. So, we are going to stick to binary for now. So, there are four basic cardinality constraints, 1 to 1, 1 to many, many to 1 and many to many. So, I am going to show it not by using ER diagrams, but by showing sets of entities and their relationships. So, in the first one over here, we have each entity in the entity set A related to at most one entity in B and vice versa. Observe that this last entity here is not actually related to anybody here and equally well, we may have had another entity here which is not related to anybody on this side. So, 1 to 1. So, this is a 1 to 1 relationship. 1 to 1 does not mean that everybody is related to somebody. There can be unrelated people also, unrelated with this relationship. So, that is 1 to 1. Now, of course, this is a picture. In this particular example, the relationship is 1 to 1, but when we take an entity set and say that sorry a relationship set and say it is 1 to 1, what it means is that for any legal instance of this relationship set, the mapping must be 1 to 1. That is each element on the left side can map to only one element on the right, one entity on the right and each entity on the right can map to at most one on entity on the left. That is a constraint on that relationship. The next one is 1 to many where one element, one entity on the left side may be related to multiple entities on the right side, but one entity on the right side cannot map to multiple entities on the left side. So, it is 1 to many, but coming from the other side, it is you can think of it as many to 1. So, entity in B can be mapped to at most one entity in A. You cannot have more than that. So, this is a 1 to many situation. Now, 1 to many is actually entirely symmetric to many to 1. If you flip A and B, if a relationship is many to 1 from A to B, it is also 1 to many from B to A. It is completely symmetric. There is really no difference here, which you choose whether you want to call it 1 to many or many to 1 is up to you provided you put the corresponding entity sets in the left or the right. Of course, saying that a relationship is many to 1 from A to B is not the same as saying it is 1 to many from A to B. For example, we may have an instructor being the advisor for many students, but each student can have only one advisor that is a constraint. Therefore, it is many to 1 from student to advisor, but I cannot say it is many to 1 from advisor to student. So, if it were many to 1 from advisor to student, that means a student can have many advisors, but an advisor can advise at most one student. That is a rather silly situation. Most universities would have far more students than advisors. So, this does not make sense. And finally, many to many which is basically there is no constraint. Each entity on the left can be related to as many entities as you want on the right and vice versa. So, this is a many to many situation. Even if a relationship is many to many in general, a particular instance of it may turn out to be 1 to many or many to 1 or even 1 to 1. So, there is a difference between what an instance satisfies which is not very useful and what a relationship must satisfy which is a constraint on the database design and that is what we are looking at here. Here too, there may be things which are not mapped. In either side, there may be things which are not related at all to one from the other side. So, that was a conceptual idea of cardinality constraints. Now, how do we represent this diagrammatically? So, in our ER notation, we are going to use arrows to denote this. Again, arrows are not really used in the UML notation. This is slight difference, but they are used in the ER notation traditionally. So, we are going to stick with them. So, an arrow from a relationship to an entity will signify 1 while an undirected line with no arrow head will indicate many. So, let us see it diagrammatically. So, here is a diagram which says that instructor and student are related by an advisor relationship and the arrow on both sides says it is 1 to 1. This is not realistic as I said. If it is 1 to 1 and there are 100 instructors and 1000 students, 900 students cannot have an advisor. So, that is not realistic, but this is just to show the notation. So, each student can have at most one advisor and each instructor can have at most one advisor. Now, here is a more realistic situation where we have the arrow pointing to instructor not to student. So, what an arrow in this direction means is that a student can have at most one advisor and since there is no arrow in the other direction, you are allowing an advisor to have as many students as required. So, what is this? This is 1 to many from instructor to student or if you view it as student to instructor, it is many to one from student to instructor. And finally, many to one from instructor to student, this shows many to many where there are no arrows. So, 1 to a many, many to one is one kind of cardinality constraint as to how many times an entity can participate in a relationship. So, if a student can participate only once in the advisor relationship, that means a student can have at most one advisor. Now, this can be generalized. We may say that a student must participate exactly once in the advisor relationship. What does this mean? It must participate. That means a student must have an advisor and must have only one advisor. It cannot have more. So, there are several notations for this. I am using a slightly different example here which is relationship between section and course. So, remember that a section is associated with a course. Each course may have 0 or more sections in a particular semester here. Now, I am going to defer the discussion of what are the attributes of section and what are the attributes of course for the moment. You will notice that section does not even have a course ID. And this is because of it is what is called a weak entity. I will come back to that later. For the moment, let us say there are section entities representing each section. And then the course entities representing each course. And we are going to identify which course a particular section corresponds to by relationship called sec course. You will also notice that this particular relationship is shown with a double diamond. The reason for the double diamond will become clear later. For the moment just treat it as any other relationship. So, now, if you have a section and say and the database does not know which course the section is associated with, that is idiotic. I am it is like saying I am teaching a course section, but I am not going to tell you what the course is. That does not make sense. I have to tell you what the course is. So, a section must be related to a course. And we are denoting that here over here by a double line. So, that is a it is called a total participation constraint. In contrast, if you draw a single line, that is the default which is partial participation. Meaning, if it is a single line, a section may or may not have an associated course. That would be wrong. By putting a double line, we are forcing a total participation. That means, section must participate in the sec course relationship associating it with a course. Similarly, if we had student advisor and a double line from student to the advisor relationship, that means every student must have an advisor. In fact, you can generalize this even more. So, over here we have the student instructor situation. We could have drawn a double line, but there is an alternative even more general notation for cardinality limits. Over here, I have said 1 dot dot 1. What does that mean? This means that student must participate at least once and at most once in the advisor relationship. That means the student must have at least one advisor and at most one advisor. That is exactly total participation with an arrow pointing towards instructor. On the other hand, on this side, I have said instructor is 0 dot dot star. What does this mean? 0 means an instructor need not participate in the advisor relationship. So, a particular instructor may not be an advisor. This is normal. Many faculty are not advisors to anybody. On the other hand, it says up to dot dot star. Star means no limit. So, there is no limit a priori on how many students a particular instructor can advise. They can advise any number. So, now the next quiz question. Before I read the question, please press the s t button. I hope I will see a much larger response for this question. Please, please answer the question. Do not just sit idle if you have the remote in your hand. Even if you do not know the answer, make a guess. It helps make a try to make an intelligent guess. We are not actually recording this and saying you made a wrong choice. You get minus 5 points. No, we are not keeping track like that. So, if you are not sure, make an educated guess and it helps me get an idea and overall, how well people are understanding whatever material we are covering. So, I hope all of you have already pressed the s t button. We are starting the quiz in a moment.  So, now the quiz should be active. You should see the red deletes blinking. Go ahead and choose from the alternatives here. The above relationship is many to one from instructor to student, one to many from instructor to student, one to one and many to many. Pick the appropriate choice. You have about 30 seconds now. Hope you have chosen and now we are out of time. So, while we wait for the results to come up, as we just discussed, in this particular diagram here, a student can have, must have at least one and can have at most one advisor. Therefore, it cannot be many to many because the student cannot have multiple advisors. On the other hand, we have said zero dot star for instructor. So, an instructor may have many advisors. So, it is certainly not one to one and it is certainly not also many to one from instructor to student. So, many to one from instructor to student will mean that many instructors can have one advisor, but one student can have many advisors which is wrong. So, in this case, it is actually one instructor can be mapped to many students. So, it is one to many from instructor to student. Looking at the results, the number of centers is marginally increased. Let us see the participation. We have a marginal improvement in responses up to 122. It is still very, very low. I am not sure why most people are still not participating. Is it a problem with centers distributing clickers? Is it hardware problems? Network problems? I do not know, but I do hope this will improve. So, the choices which people have made, the most popular choice is the correct choice. It is one to many from instructor to student. Many people have said many to one from instructor to student. This is a common mistake when you say one to many, many to one, it is a little confusing from which to which. So, given time pressure, I can understand why many of you may have flipped this, but please be careful about this. When you see the direction, just reason out as I did, which side should be one and which should be many. So, the many students can have one advisor. Therefore, it is many to one from student to advisor, but since the question was the other way from student to instructor rather. Since the question was instructor to student, you will say it is one to many. So, this is often a good way of understanding it. First, understand which is the many side and which is the one side. So, you can say it is many to one from the many side to the one side. Then, if you are forced to say it in the opposite way, it is clear which one it is. A few people have chosen many to many, which is clearly wrong. I just said that a student can have at most one advisor. It is certainly not many to many. Now, moving on to another interesting topic. Given a relationship, I want to identify it and we want to have keys for relationships also. But the key for a relationship is actually not an attribute of the relationship. They are actually the combination of the keys for the related entities. So, in the ER model as devised by Chen in his seminal paper which introduced ER modeling, what he decided and what now everyone follows is that in a given relationship, a given set of entities in a given relationship set, a given collection of entities can have at most one relationship. What does that mean? Let me explain this. Let us say that we had a relationship between a student and advisor along with an associated date. Let say that we decided that instead of a single date, we are going to have two dates which indicated that this student was advised by this advisor from this date to this date. So, it is actually a pair of dates which is an attribute of the advisor relationship. Now, with this design, let us say that I was advising a particular student for one year. Then for whatever reason, I am no longer advising that student. But maybe after two years, I am again advising that student. So, what is going to happen? I have advised the student twice across different years. And if I want to keep the attribute as in my design. So, let me write it out. It will make it more clear. So, I have student and I have instructor and I have advisor in between that is a relationship. And I have a start date and end date. Those are the two attributes of the advisor relationship. Now, as I just said, if I want to model a situation where I was advising a student for some time, then I stopped advising the student. And now I want to advise the student again. So, a lot of people will say, well, if I look at a particular instance, let us say there is a student with ID 111 and let us say instructor ID is 222. I will say that there is one relationship here in terms of lines with some associated dates x, y, z to a, b, c associated date. And then there is another relationship between the same pair of entities with dates e, f, g to d, e, f. So, what we have are the same pair of entities, the same student and the same advisor have two separate relationships of the same type, the same set in relationship set advisor. So, that is the one relationship set I am looking at. And the same pair of entities have two different relationships in this relationship set. What Chen decided is that this should not be allowed. If in a particular relationship set, it should be a set that cannot be two occurrences of the same thing. Now, this is the constraint which we are going to use when we decide what are the attributes which identify a relationship. In particular here, it should be clear that if I give you the IDs of the student and the instructor, I can uniquely identify a relationship under this constraint. If I allow two relationships, I do not know which one it is, but I am not going to allow this, not allowed. A particular pair can have only one relationship. Therefore, if I give you the primary keys of the two associated entities, then that uniquely identifies a relationship. So, that is the super key for the relationship set. That is the constraint which is implicit in the entity relationship model. Now, you may ask, well, what about this case? What do we do? I do want to model the situation where I advise the student for one year, then I did not, and then I advise the student again. And the answer is you can model it by turning this and hope it, you can see it clearly. But what I have done is created a multivalued attribute with start date and end date as the parts of it. Maybe I will, if I want to make it more clear, it is a multivalued attribute called period with two parts, the period has start and end date. So, now it is clear that I can model a situation where I advise the student from some date to some date, that is one instance, then another date to yet another date. And these are both going to be part of this set. So, since it is a multivalued attribute now, I can have multiple instances inside of it. So, this is the correct way to represent the situation like this, where the same pair of entities may have multiple relationships, treated as the same relationship, but with a multivalued set of attributes up there.


Hi, my name is B. Jan Arousian and I'm honored to be a recipient of the Director's Award for Excellence in Diversity and Inclusion. Now I'd like to extend my heartfelt gratitude to Doctors Hirsch, Dr. Stenstrom, the committee, the faculty, and school, and everyone else who made this award possible. Now I'd like to show you some things that we've been up to. First off, we have our Children's Foreign Language Collection featuring a variety of different languages. Next up, we have our Homework Health Center. Now with this, children can come in after school and sit with trained educators to help them out with any homework needs that they have. Also, we feed them. Now with this, we make sure that no matter what the background or living circumstance that they're in, we make sure that they're safe, fed, and educated. Lastly, I'd like to tell you about something really, really cool. Now we host a variety of different book collections featuring characters of different races, religions, ethnicities, and other living circumstances. This ensures that no matter what, there is a book that somebody can connect to. This is all thanks to the training and education I received from the School of Information. I'm genuinely humbled to have received this award. So once again, I'd like to say thank you.


Our guest this week is David Stockman in the first of a two-part interview and David will be also joining us this coming Thursday in Stanford, Connecticut at our Mises Circle event along with Judge Andrew Napolitano and Jim Grant. So if you find yourself in the New York City area, please come join us this coming Thursday in Stanford. Now of course, David Stockman was a congressman. He was Ronald Reagan's budget director and also a private equity fund manager who saw first hand so many troubled companies in an American economy that was built on cheap debt instead of real productivity. His book, written a couple of years ago now, The Great Deformation, is really a tour to force expose of crony capitalism. It's an indictment of Treasury Department and Fed actions following the great crash of 2008. And from my view, one of the most important books on crony capitalism ever written. This Contra Corner website is for me a daily must read for anybody interested in the truth about our rigged economy. So if you're interested in the economy, what's going on, what's happening with the Fed and crony capitalism generally, stay tuned for the first of two great interviews with David Stockman. Ladies and gentlemen, as promised, we're back once again with Mises Weekends and our guest this week is none other than David Stockman. David, how are you this morning? Very good and great to be with you, Jeff. Well, I have to say there's so much to talk about, there's so much going on, but let me just start with this. The Fed recently announced just this past week that it would not use specific dates for targeting a higher Fed funds rate this year. And you almost get the sense that poor Janet Yellen is at the end of this Greenspan Bernanke experiment and there's not much left for her to do. I mean, what's your sense of Yellen and her position? Yeah, I agree with that. I think in some ways they're petrified as to where they've ended up or they should be. After all, we're in an experiment of monumental proportion that defies every cannon of sound money or even a pragmatic monetary practice that we had before the year 2000 or even later. Let's just assess where we are. If they don't raise the interest rate in June, and I think all the signals now are pretty clear, they're going to find another reason to delay. That will mean 78th straight month of zero rates in the money market. And as I always say, the money market price, that is the federal funds rate or overnight money or a short-term Treasury bill is the most important price in all of capitalism because that determines the cost of carry, the cost of speculation and gambling. And when you conduct a monetary policy that says to the speculators, to the gamblers, come and get it, you are guaranteed free money to carry your positions, whether you're buying German booms or you're buying the S&P 500 stock index or the whole array of yielding or price and gaining assets that are available in the financial market and that you can leverage and carry those positions for free and roll it day after day without worry because the central bank has pegged your cost of production and in a sense has pledged on its solemn honor that it will not change without many months of warning. That's what this whole thing is about changing the language and so forth. I think you have created a massive distortion in the very heart of capitalism in the financial system and that's exactly what the Fed has done. Secondly, I think even though they stopped actually adding to their balance sheet in October when QE supposedly ended in a technical sense, the point is that at 4.5 trillion compared to 900 billion on the eve of the Lehman failure, the Fed has put 3.5 trillion worth of basic financial fraud into the world financial system and economy. After all, when they bought all of that treasury debt and all of those GSE securities, what did they use to pay for its width? It was digital money, you know, conjured out of thin air and they certainly haven't destroyed or repealed, I should say, the law of supply and demand. So if you put 3.5 trillion of demand into the fixed income market at points along the yield curve all the way from two years to 30 years, that is an enormous fat thumb on the scale. That is an enormous distortion of pricing because you can't have that much demand without affecting the price and therefore the yield of security. And as a result of the Fed doing that as well as all the other major central banks of the world, the ECB now in full throttle, Japan in almost lunatic mimicking of the QE, you are creating the greatest distortion of fixed income pricing or bond market pricing in the history of the world. And the bond market is, you know, the monster of the midway. That is most like tens of trillions big and the central banks in some kind of quasi-coordinated or unison fashion have levitated the prices enormously and brought the yield right down almost to the zero line, to the zero bound, as they call it, and therefore have set up the world financial system for a huge day of reckoning somewhere down the road and perhaps not that far away. After all, only two weeks ago, I believe they had the German 10-year boond yielding five basis points. That is crazy in any kind of world that makes economic sense or that sustainable. Already, some of the more aggressive bond traders in the world are jumping on that, calling it the short of a generation. We'll see about that, but the point is five basis points of yield, even on the mighty German boond for 10-year money, is just a major kind of a ultimate measure of the lunacy that has been injected into the financial system. But, David, when you talk about the injections, when you talk about the thumb on the scale, as you discussed in Contra Corner recently, it's not working, right? The Commerce Department just announced anemic first-quarter GDP growth. I mean, is there any honest growth in the U.S. economy at this point? No, and this is one of the things that I've been harping on, and sometimes we get so caught up in the monthly so-called incoming data and the short-term releases that then are seasonally maladjusted anyway and get revised four times over that we really lose track of where we are. So the other day, I said, let's just look at two extended periods of time that occurred in different economic and policy environments and do an assessment of where we are. So I took 1953 to 1971, that representing the end of the Korean War and the beginning of the great prosperity of the middle century, ending in the August 1971 fatal mistake that Nixon made when he closed down Bretton Woods and the rest. I call that the golden era of prosperity. During that period, the economy grew and I used real, final sales to measure the growth because that takes out the inventory fluctuations and distortions that are in the GDP number per se. But if you take real, final sales for that 18-year period, it was 3.6% a year compounded during a time in which the Fed was run by William McChesney-Martin, a survivor or veteran, you might say, of the 1929 crash in the trauma of the 1930s, a man who wasn't necessarily in the classic sense a hard-money gold standard advocate, but he certainly was a wise financial hedge who understood the dangers of speculation in the financial markets and of too much heavy-handed intervention in the financial system. And my point is during that 18-year period, the balance sheet of the Federal Reserve expanded by only $42 billion over 18 years. Now, during QE, that was about two weeks worth of expansion at the peak. More importantly, if you look at it in real terms, inflation-adjusted terms, the balance sheet of the Fed grew about 3% a year. The economy grew at nearly 4%. Therefore, the Fed was engaged in a very modest light-touch policy, allowing the mechanism of capitalism, including the financial markets, at the heart of it to function. The balance sheet of the Fed grew by 0.8% of the growth in the GDP. Now, let's take the last 14 years. We're in a totally different world. The Greenspan has changed the whole notion of the role of the central bank. It's followed by Bernanke and Yellen. During that period, GDP growth of the economy has downshifted sharply to 1.8% a year over the last 14 years, half of what occurred during the Golden Era. By contrast, the balance sheet of the Fed grew from $500 billion to $4.5 trillion, $9x. Looked at it in the same annual term, 17% a year growth of the balance sheet, 15% after adjusting for inflation. That means that the Fed's balance sheet grew eight times more rapidly than the economy during the last 14 years, just the inverse of the relationship that occurred back in the Golden Era. So I think if you need any proof that all of this massive intrusion into the financial system, the huge amount of money printing and balance sheet expansion, the unremitting financial repression and tagging of interest rates, the way the Fed has been doing since the turn of the century, if you need any evidence that that's not working, look at the fundamental comparison that I just made. It's not working. The only thing it's really doing by not working, I mean, it's not working in the real economy. It's not generating expansion and living standard gains on Main Street. What it's doing is simply inflating serial bubbles that ultimately reach unsustainable peaks and collapse. We've had two of them this century already from that policy, and we're now overwhelmingly, if you really look at the evidence, in the third grade bubble that is even, in some ways, more fantastic than the earlier two. It's only a matter of time before it bursts and implodes, and we'll then be back to square one. Hopefully, on the third strike, you should be out. I think that might be a fair metaphor or proposition to make. Hopefully, when this next big bus comes, and surely it will, when you look at the degree of speculation in the stock market or the high-yield market or many other sectors that we can talk about, when the bus comes this time, hopefully there will be a great day of reckoning in the country in terms of demanding a fundamental change of monetary policy, the resignation of all the people who are sitting on the Fed today that have led us right into this gargantuan financial trap. Dave Stockman, thank you so much for your time today. We look forward to seeing you in Stamford, Connecticut on Thursday of next week. Ladies and gentlemen, have a great weekend.


Hi, I'm Peter Burris with another Wikibon Action on QuickTake. David Floyer, you've been at the vanguard of talking about the role that Flash, SSDs and other technologies are going to have in the technology industry, predicting early on that it was going to eclipse HDD, even though you got a lot of blowback about the, we're going to remain expensive and small. That's changed, what's going on? Well, I've got a prediction that we'll have petabyte drives, SSD drives within five years. Let me tell you a little bit why. So there's this new type of SSD that's coming into town. It's the Mega SSD. And Nimbus data has just announced this Mega SSD. It's a 100 terabyte drive. It's very high density, obviously. It has much fewer, much fewer. It has fewer IOPS and bandwidth than SSD. The access density is much better than HDD, but still obviously lower than high performance SSD. Much, much lower space power than either SSD or HDD in terms of environmentals. It's three and a half inch and that's compatible with HDD. It's obviously looking to go into the same slots. 100 terabytes today, 200 terabytes, 10X. That's 10X of the hammer drives that are coming in from HDDs in 2019, 2020. And the delta will increase over time. It's still more expensive than HDDs per bit, but it's not a direct replacement, but much greater ability to integrate with data services and other things like that. So the prediction then is get ready for Mega SSDs. It's going to carve out a space at the low end of SSDs and into the HDDs. And we're going to have one petabyte or more drives within five years. Big stuff from Small Things. David Floyer, thank you very much. And once again, this has been a Wikibon Action Island Quick Take.


We're heading up I-65 to play a familiar opponent for the second time in three weeks I'm just sick of seeing these guys The last one didn't work on this plan colts 34 Titan 17 and we owe them It's time to rip the shoes off these ponies and lock them in the stadium We all we got we all we got we all we got we all we need get tough Tennessee tough


So again, so for today's event, we're going to be talking about what the California Legislature does and how to get involved. And so this is of course leading up to our biggest advocacy day in the year, which is the Muslim Day at the Capitol, which is usually, we happen in Sacramento and we go there every year and we usually have hundreds, you know, six to 700 people coming, but John, we're going to be doing this virtually. And so this is going to be a great opportunity to to do this online and virtually. This is will be the second year that we're doing this. So now me and Samina are going to take a few minutes to share a little bit about what makes one of the really crucial tactics of engaging our legislators successful, and that is when we are able to go ahead and actually speak with our legislators in meetings. And this is something that, you know, care has been doing for years. And some of you have actually participated in and that's going to be the focus. This is the tactic that we're going to be focusing on today. And, you know, we aren't going to go into everything super in depth. Like Mohammed had said, it's meant to be a very broad overview. We want you to be able to actually, you know, digest this information. And then we can always talk about other things more in depth in future workshops. But as far as this tactic of meeting with legislators, so just to go over some of the basics, there's three general phases that you're talking about, right? So somebody needs to actually coordinate the meeting and schedule it and set it up.  But what we're going to be focusing on is within the actual discussion of the meeting, what should that look like? So if you all, you know, continue participating with care, we generally take care of the scheduling, the follow up, right? But where we really, really rely on community members just like you is in the actual meeting execution. There are several roles that are really important. And that is because we have a pretty big endeavor that we're trying to achieve, you know, in this tactic, which is in that 15 minutes, you know, or sometimes less that we have with this decision maker, we're asking them for their support or opposition of something that is a proposed policy that could become law, and either we support it or we oppose it. And because they are the decision makers and they are going to be taking a vote, we need to check in with them, let them know our perspective and ask them to either, you know, support or oppose. And so in that, you know, you have somebody who is the meeting lead, who's kind of facilitating the conversation, opening it up, you have somebody who's taking notes and you have somebody who is, it could be one person, it could be a couple of people who are really telling the story. And so that's the, that's what we really want to focus on for the rest of this workshop is what is that role of the storyteller. But before I say a little bit more about that, I'm going to actually allow Simina to share some other general tips about making a successful meeting happen. So yeah, I mean, I think basically I think what was really helpful is actually not just helpful, it's crucial is to really know about the issues and to read some of the tips and tools that we have to offer prior to the meeting. And so care will be, you know, sending you information about the bills, about the legislation, whether it be fact sheets, whether it be like a sample script or whatnot. So please like make sure to, you know, look through the emails with care staff, that care staff is sent, you know, with that, that information. And then also with the call in information, which will let you know, okay, who are you speaking with? And when you're, and when you're meeting with them again, you are going to be addressing, well, if you're meeting with staff, you address them by their first name. But when you're meeting with legislators, you're going to be addressing them by their title. So you would say, okay, Senator Skinner or some member Bonta, you don't call them by their first name. So again, you know, we need to keep our, you know, keep ourselves professional and, and make sure that that we address them with the respects. And then, you know, usually most of the meetings that we're going to be having are on Zoom, but sometimes you also have Microsoft Teams, but make sure that your tech is ready to go and that you're logged in. So try to log in early so that, you know, we know that your camera's working, your microphone's working and whatnot. Also, make sure that you look as professional as possible. I'm not, we're not expecting you to wear a tux or anything, but, you know, make sure that, you know, you are, are cleanly dressed and, you know, oftentimes men feel more comfortable with the suit or at least with a button down shirt or a tie. So business or business casual would be really great to have. Make sure that also the location where you're having your call, it's quiet.  So I'm actually quite surprised that he hasn't yet. But try to keep the place quiet. Make sure that it's well lit. You know, what I end up using is this, this light over here, because without it, it's quite dark. So I have this little light and I think that it's helpful. So yeah, also, you know, make sure that there's like nothing, no clutter in the background. What's great with Zoom and also Microsoft Teams is that they have like a way in order to kind of, you have different backgrounds or to basically, what is it called? Fade out the background. So that's what was really helpful. So meetings generally are about, like they can take anywhere between 15 minutes to a half an hour. So make sure that you see how long the meeting is scheduled for, and that way you could plan to say what you want to say. So, you know, oftentimes people don't look at it and end up going off on like a long tangent and not realizing that wait, we only have 15 minutes for the speech. So let's, or for the meetings, let's just keep it clear and concise. And so, you know, just make sure about the meeting time.  So again, I don't want to, you know, I don't want to prevent you from taking the time to share that, but again, just knowing how much time you have is really important. So again, you know, I think that these are just really kind of no-brainers, but I think it's just important to remember this that like, you know, smile, like say thank you, be pleasant, you know, because again, what I say is that this is, this might be the first interaction that they're having with a Muslim or the Muslim community. So we always have to put our best foot forward because we are representing the California Muslim community, which is like one million, you know, or more Muslims. So I think it's, it's, I know that's a lot of pressure on your shoulders, but just, you know, to remember that again, we are a representation of them, and so we need to make sure that we behave in that respectful manner. We also need to stay on track and just, and take up just enough time to allow for other people to speak. So, you know, if we're finding ourselves speaking for like 20 minutes and we only have like 10 more minutes left and five other speakers, that's not very helpful. So we want to make sure that we kind of give people like a chance to speak, kind of divide up the roles. So that's really helpful. Also, give enough time for the legislator or the staff to be able to respond to your comments or questions. Oftentimes, like we might have a meeting that people, the community is talking for 29 minutes and you only have one more minute left and we're like, wait, what, what did the legislator think and what were the thoughts on this? So, you know, yeah, so make sure just pay attention to the time. If you forget to mention something, and that's oftentimes happens to me, we could always follow up with them later.  So I think, you know, when in doubt, follow your group lead. So we should have, you're going to be having one group leader for each group. And so they're not going to be the ones who are going to be taking over the whole meeting, but they are going to be there to help you and chime in if there's any like technical issues or any tricky questions or any awkward stumbles. So, but again, I have full faith in you. We've been doing this for, you know, so many years and it's been an incredible experience for so many people. So honestly, I truly believe that we're going to have a really great time and we're both going to, it'll be a fulfilling experience for you. And I'm going to pass it over to Elisa. Thank you, Samina. And, you know, Samina and some of our staff have been doing this for so long. And I just want to say that we are really in good hands with our entire team. They're really awesome. And you all as community members have a lot of experience, you know, and as partners, you all have a lot to offer as well. So again, we're in this together and everything that we're going over right now, super quickly and rapid fire, you know, we will continue to review this information time and time again, you know, to encourage more and more people to get involved and just going back to the different roles of what is involved in a meeting. So I want to focus on the role of the storyteller. So again, the lead is going to open the meeting. They're going to actually introduce the bills that, you know, we want to discuss. And then the person who goes next is the storyteller, which again, it might be one person or if you have time, it could be two or even three people. And what they're really going to demonstrate is why do we care about this issue, right? What are the universal values that are implicated in promoting this policy? And what are examples that, you know, different storytellers could bring up, either from their personal lived experience or somebody that they know, someone in their family or friends, or just something from your personal perspective, trying to really show, right, not just telling the legislator, please support this bill or please oppose this bill, because as they say, right, that could have been done over email, right, with the whole purpose of having the space time and sitting down or having the Zoom and talking to people is to share your stories so that they have more, so that their knowledge is, you know, really deep and they have a sense of what would the impact be to the community. And then again, the most important thing at the end is to make sure that you make a clear ask. Make sure that you are saying, can we count on your support, you know, to either vote yes or no? Otherwise, you told the story and there was no, there was no sort of like point of saying, yeah, and based on our story, we are asking you to take an action, right, with your power to vote. So again, this was a lot and we don't want to take up too much time. So I'm going to go ahead and ask Muhammad to get us to the next slide and I'm going to hand it over to one of our esteemed colleagues up in Sacramento, Amir Rashid, who is our government and legislative affairs manager for Care California and what we're going to be doing is Amir is going to be telling us about one of the bills that is the major legislative priority for Care California and we are going to actually be doing a little practice of what we were talking about with storytelling after we learn about this bill and this topic. So Amir, over to you. Awesome. So now I welcome everyone and really awesome to see everyone here and kind of see this audience and see this number of people really interested in engaging in advocacy, right? So I'm really, really excited for what that means for our community and how to see that grow, that number of people grow. As Elisa said, this bill here is going to be kind of one of our primary focuses, one of the bills that we'll be looking at during MDAC and it's something that we are sponsoring this year. So we're kind of leading the effort on in the legislature and helping kind of build the coalition and get that support, make sure the votes are for it. So that's going to be part of why it's in this MDAC capacity. When what we're going to kind of do here and what I'm going to walk through in these bullets is basically what I think is what everyone might want to do any time you're trying to analyze any piece of legislation. So maybe you identify something just in your own time that's federal legislation or a different state bill. I think these are the types of questions and things you want to look forward to really get that full picture of any piece of legislation and so I think for the first part is the why. Like why is someone backing this bill and in this case why are we backing this bill, right? And so what AB 412 would do is create a California Commission on Human Rights. And so this commission would be an independent body that would be able to oversee and report on the status of human rights across California looking at you know how are we operating in human rights and certain department programs that we're running in our schools and in police force all of these different areas and interests where public dollars and public interest is at play and then we'll get to review that and then report on it and say hey legislature we've identified these problems that maybe you want to you know legislate on to fix those problems or mitigate for those human rights concerns or hey department X Y and Z you know we noticed that because of how you were monitoring this particular program this issue arose and this is how you can fix for it and so it'd be a commission of those experts and that's obviously really tied back to kind of our core values in a lot of way right if we're fighting for for human rights if we're an organization that really wants to end things like discrimination right increase equality defeat Islamophobia be anti-racist and all these other things this is you know going to be an incredible vehicle for us to be able to do that advocate through currently in the state of California there's no entity that actually even defines human rights right so we have civil rights which are often tied to our constitutions things of that nature but human rights are often much more expensive and allow us to really get into the nitty gritty of a lot of this anti-hate initiative that we really want to focus on right the next big question is you know that kind of covers I guess the motivation impact the next big question is movement and so something that anyone can look at when they're looking at a bill is you have access to where that bill is at in real time to what that language is currently looking like or what folks are currently voting on all of that is available to you on in California on something known as ledge info and I think someone might be able to drop the link in a little bit to that but ledge info is a public website for folks to access to look at any piece of California legislation including this one right here ab412 and in that space you'll actually be able to identify and see where the bill currently stands and so for example most bills or all bills will have to go through committees to get voted on and you know through that process before they ever end up in the floor and finally voted on and that's where this bill is currently and that's where you'll find all legislation at this stage of the year and this bill is in the committee the assembly committee of accountability and administrative review it's always I always mix up accountability and administrative there but that's what it is and it's kind of the committee that oversees that normal policy so all of the different commissions all the different structures of government you know all these different governance issues are going to be reviewed by that committee likewise if you had a bill that was focused on education it would go to the educational committee and so on and so forth and so knowing where that bill is important because it knows how to focus and who to focus on when you're advocating the next question is you know who's involved who's having a stake in the game and who's having a conversation it's always important to know on any piece of legislation who the sponsors on because most often not always but a lot of the time bills actually start with the sponsor and are then shopped around in the legislature and say you know hey assembly member or hey senator this is an issue that's really important to our community this is a policy that we think can really assist here's the research and the community organizations that support it is this something that you would be able to work on and maybe that community member or that assembly member has a history of working on those issues is familiar with that issue and then that helps move that policy right and so recognizing who to sponsor is means where is this idea really who's really leading that effort right alongside of course the author because at the end of the day the bill is the authors and so the author may decide you know what I'm going to change this bill entirely or I disagree here I disagree there and so whoever's the author of the bill is also incredibly significant as you can imagine because they're the ones really doing making the decisions at the end of the day on what's in the legislation and lastly are all the others and by others I mean who's supporting and who's opposing and so you have a lot of organizations maybe they're not sponsors maybe they're not actively engaged in the coalition but you know that they've supported officially the support of this piece of legislation they'll probably have a reason or analysis as to why and actually maybe even more importantly is who's opposing right who is taking the time to say this cannot happen and taking that energy because that takes a lot of a lot more labor than sending in just a letter and saying I support this effort right so who's opposing and why and developing those arguments give you a good idea of where the bill is at in our case for AB 412 we have no position to the California Cushion Human Rights which is good to know at this point in time our author is majority leader assembly member Eloise Gomez Reyes and as sponsors alongside of us we were actually really grateful to have the western center on long poverty and churla the coalition for human and immigrant rights um oh my gosh now I'm forgetting the L and the A churla is the acronym I work in acronyms now after working with policy for so long um are both co-sponsors with us on this piece of legislation and then as with anything you want to look at potential obstacles and the things like this building a new commission means more money right it's an extra cost right looking at all these different analyses um so I'm gonna stop there I think I went well over my time um I think when we're going again like Samina had mentioned you know we actually ask that people hop on to the zoo at least 15 minutes early when we actually are having these meetings so that we can practice right so um the more you practice the more kind of um confidence you build is our experience and um we're gonna go ahead and start to close out so if we could go to the last slide please for the next slide um but yeah thank you so much everybody for joining again um we really appreciate you kind of um uh you know participating in this sort of experimental uh zoom interactive um that we that we've done today and again we really encourage everybody if you have not if you have not yet signed up for um Muslim Day at the Capitol so um what it is is it's going to be happening virtually it's going to be happening over a week at the end of May after Ramadan well after Ramadan and so um if you haven't signed up and you're not really sure what it's about and you are still thinking about it you can definitely go to carecapitalday.com um and learn more and and get signed up um we would love to have you and that's open to anybody um you know from our community in California it's not restricted to just Muslims um we welcome our friends and allies as well and uh you know we would really love to see you again so um you know we appreciate you taking the time to be with us today and giving us that feedback we're definitely going to be you know using it and um again we're going to be having multiple workshops from different local care offices like ours um and from Care California so please stay tuned for that and if you haven't yet you can sign up for updates um on our website so you can go to ca.care.com um if you are outside of the Bay Area or you can go to care.sfba.com um if you are in the Bay Area and you're not already connected