Coming to you from our GIS studios, I am General Novel and this is your Mayday News Brief. Prime Minister the Honourable Alan Chastney is currently attending the fourth sitting of the OECS Assembly at the Parliament Building in St John's and Tigian Barbuda. The session will include statements on the occasion of its accession to the revised Treaty of Bastia by Guadalupe and on the election of St. Vincent and the Grenadines to the United Nations Security Council. Heads of government of the OECS are expected to receive updates from member states on recovery efforts and delivery of aid pledges in aftermath of Hurricane Oma. Discussions will include climate change action in the OECS and the risking in the region and the potential loss of correspondent banking relation. In the Prime Minister's Absent Minister for Equity, Social Justice, Local Government and Empowerment Honourable Leonard Montrute serves as acting Prime Minister. The third annual St. Lucia Roots and Soul is slated for the 23rd to the 25th August 2019. The St. Lucia Tourism Authority SLTA is looking forward to the festival and the diverse offerings from the lineup that it presents. St. Lucia Roots and Soul will kick off on Friday, August 23 and the new indoor venue The Ramp on Rodney Bay from 8.30pm with a night of spoken word and music showcasing St. Lucia's born poet, performer, educator and double recipient of St. Lucia's Outstanding Youth in Literary and Performing Arts Awards, Kamaya Lizette. Day 2 of the festival moves to the historic Pigeon Island National Landmark at 6pm and will feature homegrown folk rock band Skip Monday, opening for the flamboyant British pop star Lee John. The final day of the festival will also be staged at the Pigeon Island National Landmark, starting at 4pm. The event will kick off with St. Lucia's Canadian Jazz and R&B Ballardair, the young, refreshingly pure yet soulful Zamani, who will pave the way for St. Lucia's show-in-dupe Brice. The curtains will come down on the third annual St. Lucia Roots and Soul, with thrilling performances by R&B duo Genuine and Grammy Award winner, Maya, ahead of the headline out to UB40, featuring Ali Campbell and Astro. Tickets for the third annual St. Lucia Roots and Soul Festival will go on sale on Wednesday June 19, 2019. In keeping with changes in international oil prices and government's application of the modified market pass-through petroleum pricing mechanism, the retail price of gasoline remains unchanged at $13.95 per gallon. The gasoline increased from $8.51 to $8.76 per gallon. Diesel decreased from $13.95 to $13.81 per gallon. The 20-pound LPG cylinder decreased from $32.38 to $32.23. The 22-pound cylinder decreased from $35.95 to $35.73 and the 100-pound cylinder decreased from $205.75 to $204.95. The next adjustment of the retail price of fuel products will be on Monday, July 8, 2019. That's all for the midday news brief. Thanks for tuning in.


So last year, Meetup added support for Japanese. And this was a fascinating project in many ways. And this presentation is about one of the more interesting things that we encountered. So it begins here. We have a flow where you present you with a list of categories of Meetup groups that you might be interested in. We do this in order to find out more about you so that we can hook you up with the right Meetups. So we have arts, beliefs, book clubs, career, business, et cetera. This list is sorted in alphabetical order, which makes it easier to scan. So like everything else on our platform, we translated this step into Japanese. And as a non-Japanese speaker, very important, this looks totally fine to me. But our Japanese testers pointed out to us that it was now not in any discernible order. It was not alphabetically sorted at all. So what's going on here? Let's unpack this problem by looking at an example of sorting. So here's a basic example in Java for sorting integers. So we can take a list of unsorted ints and pass it into this sort function. And a natural sort is performed. So the numbers are now in order. Super easy. We can also do this for strings. So we create a list of unordered strings, call sort on it, and they are now naturally sorted according to their characters. So you have b before j, before m, before r, before s. Easy, right? Easy for now. Let's break this. So okay, so we're gonna take the same list of strings and we're gonna add a string starting with a capital letter. When we call sort on this new list, the capital letter string ends up in the wrong place, or at least wrong for English speakers. It should be in the middle of this list next to Morty and not before Beth. Without going too deep into it, this is because uppercase characters have a different representative value than lowercase characters and the natural sort does not sort the string starting with a capital letter the way that English speakers would expect it to. But how do we define the proper order? American English speakers in the room would expect to see capital letters sorted alongside their non-capital brethren. So how do we actually tell Java to sort it this way? Java has a class for performing language-sensitive sorts on strings. It's the collater class. What is a collater? Here's the definition from Google. Yeah. Yeah. Yeah. All right. I think we need to go one level deeper here. All right. To collate is to collect and combine text information or sets of figures in the proper order. But how does this actually apply to Java? So from the Java docs, the collater class performs locale-sensitive string comparison and you use this class to build searching and sorting routines for natural language text. Great. This sounds exactly like what we want. So how do we actually use it? Okay. So first we're gonna create a collater instance based on a locale with certain language and country information. So in this case, we're creating a collater based on the language EM, which is English, and the country US, which is the United States. So this is a collater that represents English as it's spoken in the United States. So taking the same list as before with the capital letter string added into the mix, we can pass this collater as a second argument to the sort method, which tells the sort method to use this collater as a basis of comparison. So let's take a look at the result. Hey. All right, the capital letter string is now in the right place. Good work, collaters. So yeah, let's bring this back to our Japanese example. We can define a collater based on Japanese, J-A, spoken in Japan, J-P. We grab our category names and call the sort function on those using our Japanese collater. Then we'll return the results and use this to generate the view from earlier. Hey, so a couple of the categories were swapped around. They're highlighted in red up there. So we're done, right? We're not done. We're not done at all. The Japanese testers tell us that this list is still not alphabetically ordered. Although the two that swapped are actually now correct compared to each other. So we did something. But to see what we have to do next, we need some background on Japanese itself and specifically Japanese alphabets. So there are four of them. First is kanji, which are a set of symbols shared with Chinese. Each symbol represents a concept and these concepts can be joined together to create words. The other three are phonetic alphabets, meaning that each character represents a sound. Each of these are used for slightly different things, but the most important thing to know is that our category list contains strings with all of these. But how do you actually order these? So the 50 sounds ordering is the most common system for ordering Japanese words and it's used in dictionaries among other things. The ordering of a word is based on the pronunciation of its first syllable. You can use this chart to see what the proper order should be.  The ordering is defined for the phonetic alphabets but not for kanji directly. The symbols can still be ordered this way though, but their order depends on the pronunciation of the word as if it were written in hiragana or katakana or one of the other phonetic alphabets. The problem though is that kanji symbols can have many different pronunciations that only a human can detect. So here's an example of the kanji representing the word today. It can be pronounced either a kyo or konichi and it all depends on the context of where the word is used and thus the way for the symbols to be alphabetically ordered depends on the context as well and there's currently no way for a computer to reliably predict the appropriate context for every word. So let's take a look at a similar concept in English. Here are two sentences with the same word obnoxiously highlighted. I would like to read a book versus have you read this book? So the word read has different pronunciations and even different meanings but it all depends on the context. This is less of a problem for English though where alphabetical order is derived purely from the characters themselves. The pronunciation doesn't really matter for this but in Japanese the ordering is much more specific to how the word is pronounced. This is well defined for the phonetic alphabets but not for kanji. So if we want to be able to use kanji to express certain ideas and content we need to get creative. So here was our solution. So we actually decoupled the display language with the language that we sorted on. Here's an example of some of our categories. So for each one we got the hiragana translation from our Japanese translators and used that to sort instead. So in total we only had about 24 categories to translate so it was actually pretty straightforward. And when determining on how to order the categories we used a sort with a Japanese collator on the translation based on the phonetic alphabet but continued to display the original Japanese copy no matter what alphabet it was in. And here's the final version. Our Japanese testers were now happy with the ordering and therefore so was I. Problem solved. But not really. Well so we managed to solve this instance of the problem but not the general one. So our solution doesn't really scale well because we still needed a human to transliterate every single word. And this becomes a huge problem when you incorporate user generated content with thousands or millions of strings that could need to be sorted this quickly becomes impossible. In my opinion the best solution would just be to avoid alphabetical sorting. Maybe there's a better way you can sort your list that just avoids this problem entirely. But there are other solutions out there. For example Amazon when you're signing up on their Japanese website asks people to provide a phonetic spelling of their name in addition to a display name and this is in order to solve problems similarly to what I've outlined. But the bottom line, looks familiar, is that language is hard. Don't design around text. Don't hinge the functionality of a page on any assumptions about how your text is laid out with regards to length or ordering. Try to say more with less. And lastly, if developing a global product is important to you, think hard about any assumptions that you're making about language and challenge them. Thank you.


And people will, okay, so we are now recording. Thanks so much, Alan. Welcome everyone to our 10 o'clock session, Eastern Standard Time at OE Global. My name's Lena Patterson. I'm so pleased to invite you here to this presentation with James Sklappa Grossglyde, Cable Green, Kurt Newton, and Lisa Petrides. And I'm gonna ask them all to introduce themselves and take it away. Thank you so much, Lena, for the introduction. And it's great to see all of you turned out for this conversation. Really excited to reflect back on some of the work that we've been doing in this open 2020 working group. I know share some of our thinking and more importantly, engage in a conversation with you all about the direction that these conversations are heading. As Lena mentioned, I'm joined here by several members, participants in the working group. We've got James Sklappa Grossglyde, Cable Green, Peter Kaufman, and Lisa Petrides. And I'll ask them in a moment to go around and just give a little more introduction from their perspective about the work that they do and how it connects into the bigger picture. Well, let me begin by reflecting on the nature of this group, where it came from, what its goals were, just as a way to frame the conversation. So the open 2020 working group was convened by MIT Open Learning and a number of our colleagues in this broader mission to just take stock of where we are roughly 20 years after the founding of MIT OpenCourseWare and the launch of what really has become a massive and diverse movement. Where are we? What are the grand themes that are playing out there? And especially as we might be able to have conversations across the different sectors from this rich and diverse ecosystem. What are some new opportunities for us to work together, to collaborate, to develop new capacities that are fitting for the next 20 years of open learning. So we pulled people together from a number of different sectors, tried to get together on a occasional sort of quarterly basis physically to bring our visions together, think about, reflect upon the best practices that were emerging in different sectors and try to crystallize some ideas and move things forward. There are materials that we've documented as we went through this process that are available on a wiki and I put the link to the wiki in the description for this event but I'll drop it into the chat as we continue on. So I'll kick off the introduction round. So I'm a director of MIT OpenCourseWare. I've worked for OpenCourseWare since 2004, a couple of years after it was founded, became director a couple of years ago and I'm particularly thrilled to be working at this moment when there are so many opportunities that are opening up as the world is understanding what open education and open knowledge more generally is capable of creating. I'd like to hand off now to, let's see, we'll go in order of James Cable, the alphabetical James Cable, Peter and Lisa and if each of you would like to just take a couple of minutes to introduce yourselves and tell us about your work. Sure, thanks Gord. Hey everybody, it's great to be here. Good morning from Los Angeles. My name is James. My day job is with College of the Canyons where I'm a dean and College of the Canyons is one of the 115 California community colleges and the California community colleges comprise the largest system of higher education in the United States and community colleges overall serve about 50% of all students in the United States. So we're very much in the mainstream of education and really focused on teaching. My work has focused really most recently on helping other community colleges to develop Z degrees or zero textbook cost pathways built around open educational resources. I've also been deeply involved with our host organization open education global. I'm a past president of the board and just really happy to be here. Thanks. Thanks, James. Hi everybody, my name is Cable Green. I'm the director of open education at Creative Commons. I've been at CC for about 10 years before that worked in community colleges and in systems of higher education across the US. Looking forward to today's conversation. Peter, is that you? You're up next. Hi, sorry, alphabet is tricky. Hi, I'm Peter Kaufman at MIT Open Learning. Thank you so much everyone for joining from all over the place. I work in strategic initiatives and some resource development at Open Learning and one of the strategic initiatives I've been lucky enough to work on is this open 2020 working group with Kurt and with others who are speaking today. So, and others who are in attendance and participating on the call today. So thank you again for the opportunity. Lisa. Hi, I'm Lisa Petrides and I am president and founder of ISCME, the Institute for the Study of Knowledge, Management and Education. And since 2007, we have been running a open education library called OER Commons and we also run another couple of dozen of libraries for institutions and higher ed, K-12 and ministries of education around the globe trying to entice and support the discovery, sharing and collaboration around open educational resources. And I'm also the proud trustee elect of my local community college district here in California. And just delighted to be here on this conversation today with you all. Yeah, thanks, thanks Lisa. Yeah, as Peter noted, we have a few other members from the working group. We're also in the participants and as we go through here, we want this to be to open up into a dialogue and a discussion and hope that we'll get to hear from some of them as well. We've got, who did I see? Ryan Erickson-Colas, we've got Richard Sebastian, we've got Willem also. I may have missed others too, but I noticed at least several others coming in on the chat, so that's great. So I wanted to start off by reflecting on this kind of vision statement process that we began with about 18 months ago when the group kicked off. Acknowledging that we come from a wide range of different sectors and the work that we do on a day-to-day basis is really grounded in all these different realities. We asked the participants in the group to their view of what their vision statement was for open education, what they would like it to be now and what they'd like to become in the future. A lot has gone on in the last 18 months. Some of it, I'll say planned, but a lot of it unplanned, a lot of it disruptive. And I'd like to ask our panelists to reflect on their view of their vision for open education and how that's evolved. So over the past couple of years, let me start, we'll go, we'll start by the same order if we may. James, would you like to reflect on that? Yeah, thanks Kurt. Well, when I think back to a year, year and a half ago when we first convened, one of the major points that I tried to make was to focus on the needs of learners and what the ultimate needs of our learners are, whether they're formal learners or informal learners. But the needs of our learners go beyond simple instructional materials. If we talk about moving from costly instructional materials or closed knowledge to free instructional materials and open knowledge, that's great, but that's not really what our learners are after. Our learners are after skills, knowledge, a better life, full participation in civil society, particularly those of us who were involved in community colleges, is really focus on expanding access and bringing more people into higher education. So again, that was one of the main points that I was trying to make throughout our conversations over the past year and a year and a half. And I think if anything, I feel more urgent about that today than when we first convened with what we see going on in American politics, but certainly in politics all over the world. There's more of an attempt, I think, by some traditional elites to close knowledge and to erect barriers to access and full participation in civil society. Our friend Katsu Shigetsu yesterday in the opening session gave us a tour of what's going on in Asia, made the point that when Japan Open Course where first started, they encountered a lot of opposition from traditional academics, precisely because as he put it, education was about secrecy. And open education threatened the secrecy of knowledge. So I feel, yeah, again, greater sense of urgency about breaking down the barriers than I did a year ago. Thanks, James. Cable, I think you're next. All right, let me just make sure I'm unmuted. There we go. Let's see, last few years, I would say two big things changed in my view. One was we got what's called the UNESCO recommendation on open education resources. So for those of you that follow what UNESCO does in this space, they have, over time, all the way back to 2002, been very involved in the open education space, particularly in the open content space in OER. In 2002, they coined the term OER. In 2012, there was the declaration on OER from UNESCO, which was essentially a heads up to governments around the world that this was something that was important that they think about as they are planning and working on reforms within their education systems. And then in 2017, there was a big world OER Congress where five years after the declaration, countries came together and said, here's the progress we've made, here are the challenges we're still having. And then just this past November in 2019, the UNESCO member states at their general conference unanimously adopted the UNESCO recommendation on OER. So if you haven't seen this, I'll share the link in the chat after I stop talking here. It's worth reading and what's important about it is it's an international framework from an international governmental organization and one that's part of the family of the United Nations that says, hey governments of the world, open education is important and here are the very specific actions that your government can take to advance open education in your countries. And not just about content, but around policy, procurement, sustainability, professional development opportunities, there's a whole slate of activities at a very specific level. And then the various NGOs of the world, ISCME, Creative Commons, OE Global, Spark, OER Africa, many NGOs have come together, and that's not an exhaustive list, to work together to collaboratively help these national governments learn about and implement this recommendation that they all voted yes on. So I think that's a big deal. So the end state of that is to solve what's called out in sustainable goal, sustainable development goal number four, which is all about access to education for everybody. The second big thing that I think we've seen really in the last probably three years is this acknowledging that content is still really important and policy work is still critical, but to really go after and talk a lot and spend more time and effort on the third area of open education, which is really inclusive pedagogy. And there's with everything that's been going on in the world from COVID to looking at systematic racism in our systems of government, education, various sectors of society, a big discussion about open education being a place to have conversations about equity, about social justice, and not as the only solution for that, but as part of the solution. And so there's a lot of work happening right now to think about who's developing the OER. Where is it coming from? Whose voices are in that conversations? Is it supply or demand driven? What do the supply chains look like? How do we make sure that everybody is involved in these conversations and not just a few from one part of the world? Thanks, Kurt. Peter, over to you. So I'm really grateful to be part of this open 2020 working group, as I said, because it includes so many such a combination, I guess, of visionaries and activists, but also like practical people, implementers, if that's a word, I don't know if that's a word, but let's try it. And the challenges that we face as educators and as people who work in the information or even media environment are weirdly growing deepening, since even we started this in May, and thanks to the generous support of one of our co-conveners, the Hewlett Foundation, where we had our last, our third most recent meeting. We had a conversation at CC Global touching on some of these challenges. But one that I would like to highlight for us now is like, how does the work that goes into open education itself fit into the larger framework, the larger progressive framework of information and sort of free knowledge, the kind of things that you will see in, if you read nothing else about this working group and never visit with us again, just take a look at the sort of the mission ideal vision statements that Kirk thought of asking our group for at the very beginning in May of last year, they're on the wiki, they're incredibly moving. How does our work fit into this larger progressive framework of information, knowledge and media that Cable was also addressing? Between the third meeting that we had of this four meeting year that we envisioned and the fourth meeting, which is still to happen. We've had like pre-meetings and like prep meetings for the fourth meet, but between those two meetings, a lot happened, including some of the things that previous speakers mentioned, such as the pandemic which flipped us all on our heads, even though MIT and others have been thinking and prepping and are probably every member of this conversation today about online learning, the emergency heightened, but also, the country parts of it caught on fire again and these issues of systemic racism. And I know we have a later call today about some of these questions, like equality, justice and freedom became, rose to the fore in ways that made our mandate even more kind of explicit. And so I'll say there's a lot of talk about suppression in the news these days, these hours, but there's a suppression of like basic reason that's going on of facts, of verifiable truths. And while the rights to publish those things are not necessarily part of the sustainable development goals that we talk about sometimes in our working group, they're not one of the 17. Indeed, education in our country is not an explicit right in our constitution. We have like, there are 180 countries where education is in the constitution, ours is not one of them, but there is a universal declaration of human rights that calls these things out, the freedom of expression, the freedom of information and the right to education. And we need to think about how we can do better in all of our online work to fulfill those grand visions in this moment of pandemic and systemic racism. Thank you, Peter. Lisa, how's your vision doing? Yeah, thank you. And certainly echoing some of the things that my colleagues have just covered. I guess the first one I just wanna start where Peter left off was around inclusion and how the absolute necessity of bringing a more inclusive perspective into open education. Who are those partners that can do that with us? How can they be supported for bringing in their content and their practices and their stories? So it isn't just about how do we find that content and popularize it, but really how do we engage in the collaboration of those communities that we have not yet really engaged with. And this also includes folks who are doing just terrific work around social emotional learning and global climate change and the diversity and social justice issues. How do we really bring them into the fold? And we started to see, I think in the last 18 months, how we can move forward from a community that has been somewhat narrowly focused on kind of the principles and the ethos of open, moving towards the infrastructure and the policy, recommendations, all the way to implementations in the classroom as we define that remotely today. So that shift I think where I'm really, really starting to see in the last 18 months, particularly in those who really are engaging in the community in ways that we hadn't before. I think the second piece really kind of dovetails on that that is there is just much more support and backup for the perspective around open education. So, that it's affordable, yes, that we have free textbooks, yes, but now we're really getting that collaboration and support for teaching and learning. It's been a huge emphasis on professional development in the last eight months, not just here in the US, but around the world. That's just a welcome opportunity to be bringing an open education approach into that. Similarly, the intersection of sort of the disciplines, the professional subject areas, perhaps more importantly, what I'm really seeing now is we're finally seeing the connection of these top-down efforts with the bottom-up initiatives. So we've had both for some time. I think, Cable, you mentioned UNESCO and the SDG goals. That's a perfect example. It was sort of a hat tip to government saying, yep, get involved, we're on this. And many were. And so they are now kind of reaching down to the implementers and similarly, some of the amazing grassroots efforts that have blown into full blossom open education from OER Africa to, I mean, there's so many of these that are doing that now. So essentially it's the intersection that's the finally the meeting of kind of the bottom-up initiatives and the top-down policy and mandates that really do have to be in place to make this kind of more of a sustainable endeavor. Thanks. Yeah, I completely share the excitement, Matthew or Lisa, about seeing the bottom-up and top-down starting to meet in these really interesting places. Curious what people are seeing about how well we're doing at sharing the things that are coming up from this incredibly rich, diverse, grassroots activities that are going on, things that are so grounded in the local needs, the way that learners and educators are trying to work with things. How are we doing at sharing those learnings more broadly and creating the kind of collaborations and infrastructure that we need so that within that incredibly diverse situation we're building, we're all building collectively. What are you seeing? How's that feeling to you? Well, I'll start off, Kurt. I'd say I'm very inspired by the Open Education Conference that took place, that was centered or hosted in the United States last week, which attracted 1,500 participants. Just two years ago, the conference attracted 400 participants. Then last year it was 800 and this year it was 1,500. The central theme of the conference was equity, diversity, and inclusion, so bringing more people into the fold and more people into the idea of open education, but also re-centering or centering the purpose and being explicit about what the purpose is of open education. That is to, again, bring more people in, help more people and more perspectives and more stories and more voices, fully participate in society and shape our future and not receive knowledge from someone else or some other entity. So I think that's incredibly inspiring and that's coming from the grassroots, really. And that's also what I see in my very local work or my work in California, namely that the typical faculty member who is interested in open education or adopting OER, creating OER is doing so more these days out of a sense of reshaping the narrative, reshaping the materials that students are using in the classroom away from that received elite knowledge that's produced by some commercial publisher a million miles away and that is more focused on the community of students that you see in front of you. So I'm really inspired by that. Nevertheless, as Cable mentioned and others have mentioned, within the United States, at least there's a very urgent task to bring more voices and perspectives into the field of open education. As much as you can call open education a field, it's a, in the United States, it's a blindingly white field that reflects white culture and white approaches to education. So we really have to be very intentional about moving beyond that. So back to you then. Yeah, that brings to mind something you had, a way you'd ask the question, James, in a previous conversation about like, to bring in those voices, what if we were more intentional about bringing in folks who don't think of themselves as part of open education, but whose goals are so directly aligned with what we're doing to make really powerful common cause and where might some of those opportunities be? Yeah, well, thanks, Kurt. At the risk of being critical of myself and my friends here, I think open education to a large extent, at least in the United States and to some extent in Europe has been quite insular and Lisa referred to this quite self-satisfied. We're doing a wonderful job because of whatever metrics we're pointing to. Because we have these wonderful conferences and we have wonderful conversations with one another, but we're not necessarily framing ourselves or describing ourselves as a tool to achieve larger goals. What are the larger goals that we're actually after? Is the end goal that everybody uses an open textbook? Well, no, what is the end goal that forces us to ask that question and to present ourselves as tools to achieve larger goals that align with other education reform efforts or other civil society organizations. So that's kind of a very broad answer to the statement, but I think it's really important for us to get out of our own conversation and to join other organizations. Yeah, I wanna just add to that. And for those of you who have your video on, it was a very foggy morning here in Half Moon Bay and the sun just came out, which you can see some. I'm gonna have to get everyone to close a shade in a minute, but I'm blinded by the light, which seems to be a good metaphor at this moment here. Following on what James said, I think to what we're going to see and what we really need to do as a field is to acknowledge that sort of where are these tendrils kind of the groups that have not been actively involved in those communities and what does it mean to kind of have the power distributed throughout these communities as well? Because it has been somewhat insular and therefore somewhat siloed from some of these other systems and that can be everything from technical infrastructure, like the importance of taking all of our libraries and making sure they integrate with everybody's learning management systems to where are other centers of gravity, where are other existing fields that have their own structures and power structures? How do they now step in within their own communities and that they don't have to become just sort of absorbed into what we know as the community? And I think there's a certain kind of letting go of what we have today to be able to do that and to really just be open and listen to saying where are those things? And they're coming from the historically black colleges and universities here in the US. They're coming from discipline specific professional organization, trade organizations which have a lot of content knowledge which people haven't really bothered to say where is that knowledge and how is that knowledge being transferred openly in prison education programs, right? There's so many areas that we have just begun to kind of scratch the surface of. Yeah, yeah. I think I noticed at open other last week there was a session on welding, right? How exciting. Peter, you've had your hand up and then we're starting to see great some questions coming up in the chat. So... No, just for a second, it would be great if we turn our attention that direction too. Yeah, if we can like with our mission drive and with some of these principles that are in the vision statements like jump species, like the virus does and go like outside of education to other forms of activism and like how can we facilitate as open education people the anti-racism movement? How can we facilitate anti... The right kind of activism in the climate challenges that we're facing or in economic equality? Like what can we do? And what are to James's point which he's reiterated in our group conversations what does that map look like? Who are those players? And how do we build those natural along those on those natural affinities? For identifying which group are we gonna work with in this area? And which that to me can then render a 1,500 person conference, God forbid to a 15,000 person conference and then some in there. Excellent. Cable, have you had your hand there? Yeah, I'll keep it short Kurt so we can get to other people's questions. So two quick thoughts. One about vision and one about themes on this same idea of the open ed field reaching out. I've been working with two organizations recently that are both thinking about systematic racism but the way that they're acting is they are building new educational resources for young kids who are in school. So this is like grades two through five and they're building a whole new curriculum that it's modeled on long arc of history but it's an honest history of in this particular case it's targeted at US schools. And so they're taking an actual honest look at racism in the United States and where it came from and how it manifests itself today. And so their vision, if you will is to get these materials broadly adopted to provide professional development around them so that the next generation of students that come up through the education system actually have an honest look at what actually happened and how systematic racism, why it exists in the first place which is something that a lot of us never got until we were in college and were in these classes which were critical thought classes that actually looked at how all this came to be. And so when I say vision, what I mean is I'm now talking with them saying well, if that's your vision then you might consider open as a way of accelerating your vision putting your vision on steroids, if you will because we can get if we openly license it if we put it over in OER Commons where people can find it if we advertise it, if we do the following we can actually get this out it can be translated into different languages. And that seems to be aligning. And so they're now openly licensing their works and turning it into OER. The second one is themes this really builds on what Lisa and James were saying I think there are common themes out there that span different NGO efforts. So one of them is access to education. So certainly that's what we're about in open education that's a big part of why we all do it. Well, so does Black Lives Matter. They care a lot about access to education. So does, well just a few years ago Lisa brought the National Association for the Advancement of Colored People the NAACP to an open education conference. And there was a rich conversation about hey we have this shared goal of access to education for everybody. So another theme is open access to knowledge to help people. And so right now you're seeing at UNESCO they already have a recommendation on open education or on OER. They're now building and have open for comment a recommendation on open science. And of course it's been accelerated because of COVID and everybody knows that open science is the right way to do science if we wanna cure diseases you better make sure that the research and the data is all openly not only accessible and freely accessible but is openly licensed so it can be text and data mined, et cetera. And so I think it's not rocket science we just haven't thought this way before we really have to I think look at what are our core themes that we care about and then do a bit of an analysis of who else has those core themes or those core goals as well and start to reach out. Thanks. I see James you got your hand up I'm also wanting to start pulling in some of the conversation that's going on in the chat or may I pull that in the chat. Okay, so it was a real brief that just to pick up on Cable's point it was a thousand percent plus a thousand percent cable absolutely and also one can get to this point by of saying that we need to expand our allies and present ourselves as tools or mechanisms for other movements by following the data look at the data in education at least in my context you start looking at well what groups of students are not succeeding they're not succeeding because they can't get into education or they're not succeeding because of financial barriers you start peeling away that data and in the United States context you very quickly arrive at populations of students from ethnic minorities or racial minorities so that's a natural point of connection to those organizations that Cable was mentioning but outside the context of the United States I would suggest that you have the similar opportunity and you have to follow the data what populations of students are facing barriers or are not succeeding at the rate of the majority students or students from the majority culture are they linguistic minorities in your country are they people who are minoritized or excluded for all kinds of different reasons those organizations that work with those types of students who are not successful or who are facing barriers based on the data would also be likely allies so back to you Chris Yeah, thanks. Yeah, Lena asked a few minutes ago does openness become a principle or value rather than a discipline? If I get that, if I understand what you're saying should we have a motto like open education? It's not just for open education practitioners it's for everybody, you know that the people who are creating this young person's curriculum didn't think of themselves as open education people but there's huge value in that and reflecting back on a prior conversation with you Lisa you had asked something along the lines of like what does it look like or what do we need to do to make these practices really become the default rather than a thing that gets bolted on to the side it feels like there's tremendous opportunity potential to get into really addressing some of the big challenges that we all see if we can find our ways to do that. Yeah, I would love to address that. I think apps, you know I think that it's a we started it sort of as a movement, you know this was 2003, 2004 within five or six years as we had research some great research from Dave Wiley and I think there's been a lot of ground building work that had to be done around just substantiating that in fact open was as good as proprietary and then we had to look at classroom impact and then we had to look at educator uptake right there's been so there's been sort of a body of research on the bottom, you know that has said, you know here's the work that where it's moved from a movement to a field. I think that that has limited us now in fact, if we just think of it as a field and we are not fully integrated with all fields and that it isn't just this add-on piece and that in fact it's even more than a principle I think it's an approach. I think, you know there's a whole field of open pedagogy now which is really embrace this in this way. So I think the more that we continue to think of open education sort of as its own field it's going to be a detriment in some ways to really thinking about how as a public good, you know education as a human right we have to go all the way into places and people and communities that frankly don't know about open source software whose shoulders we stand on or they don't know about open science they might be the beneficiaries of that. And I kind of want to say do they have to know all the background of what open is and the arguments around licensing and infrastructure that's not even, you know those were so important. So I'm not trying to trivialize those I'm saying building the groundswell was critical to have that research to have those conversations and debates it's now time to really I think bust that open. Yes. Open it up to the panel and the other observations on those lines, no? Okay, I would encourage anybody who's in the audience to continue to put your questions and observations in on the chat. In fact, we have from Richard who has been in the working group with us regarding the insularity how can we broaden input and participation beyond membership and your input from communities that we don't hear so often? I would go so far as to say this is one of the things that we want to do I know is to get out of our meetings and start to have conversations more broadly but I'd love to hear thoughts from other panelists on that. Peter. Yeah, I mean if there's a way to jujitsu the whole pandemic thing and try to figure out how to take advantage of what is, you know this once in a century horror that's visiting upon us we are educating ourselves via Zoom or other, you know screen technologies now and we're doing it on kind of an emergency basis but what are the principles that we should be thinking about? Open ed and OER in particular has been a very text centric movement we're now communicating via video and audio what are the principles that should be enshrined in our teaching and learning in these so that we don't get caught up in what 600 years of print has brought us to date which is a mess when it comes to this kind of licensing so we should be thinking about that and we should be taking advantage of the fact that we're recording whole loads of courses not everywhere how can we share them? I'll pick up on that the point about educating ourselves or capturing the content that we're producing now as part of professional development I think a lot of us here certainly participate in professional development or create professional development opportunities for our networks, for our colleagues as we're doing that let's not repeat ourselves and let's not have as Lisa was sort of suggesting but let's not offer one more webinar on licensing, apologies to Cable let's have a webinar on licensing but let's not have a second webinar on licensing let's have the second webinar be about the question of anti-racism another have the second webinar be about the historical practices in whatever part of the world you're from that made one culture the dominant culture in education and other cultures minoritized so we all can wield that influence as we're educating ourselves I hope to move beyond the insularity let's share that learning with others personally I've benefited from the generosity of the Hewlett Foundation and the Michelson 20 Million Binds Foundation to connect with other organizations in the United States who are working on education reform for particular populations and I've just begun having conversations with them and I will then be inviting them to share their perspectives and what their organizations do with groups of people that I get to work with in the based on open education I'll be expanding the knowledge of everybody hopefully. Yeah, good. I'd like to welcome into the room one of our elephants thank you Sean for bringing them in the question of commercial companies the tension that exists between OER as this ideologically free resource and the need for it to be financially and otherwise sustainable this runs, you know this is a rich undercurrent through a lot of our work and a lot of our conversations and I'd like to put that out to the panel for reflections on where that stands at this moment and where we should be trying to lead it. I'd like to maybe at least to start by offering kind of even a reframing of that question because for the last 10 years I think we've been asking or this question has been asked of us how can it be sustainable if it's not commercial? And I wanna reframe that and say, you know look at the cable can give us these numbers the best probably, you know the $6 billion a year that are already committed and spent in K-12 education alone. And then there's of course the higher ed numbers which are even greater than that. There's already money in our ecosystem and in our effort for these things. The idea, there are really two different questions about how to have a sustainable ecosystem versus commercial use. And I think that some people might be thinking with that question when I saw, you know sort of some of the, I'm gonna say the bastardizations of open that we've seen through the years that they're now coming in the flavor and color of things like inclusive access or equitable access. We just all saw a tweet of a couple of weeks ago. These are the responses of a lot of commercial publishers to OER as a way to essentially let's, you know let's call the elephant what it is to kind of cut off open at its, you know at its knees, right? So let's have those conversations about commercial enterprise. It's challenged to open its partnership with open where do we, where have we seen productive collaborations that were meaningful in terms of outcome for students, right? Not for shareholders, but for students. But then there's another conversation about, you know what is sustainable and where is the money that has already been put into these things and how could it be better reallocated to the endeavors around open? I mean, PD, we just were talking about that but just as an example, there's been some money flowing into education around the CARES Act and the pandemic and some, you know really savvy, smart institutions and educators across the country are saying, hey, you know we already have all of this money for PD. Now we're getting CARES money for and it's not like it's, you know we don't have all the money we need for PD but money's flowing in into PD. We're talking about remote learning and what that means for teaching and learning. Let's make sure we embed open into part of that learning. So what are those existing mechanisms for the existing funds? We haven't even done that yet. So to somehow say, you know commercial has to save it because that's how you make money to make it sustainable. They're really two different conversations. So a friendly kind of reframing of that at least from my perspective. Thanks, thanks.  Yeah, just to build on what Lisa was saying. So she's right, I do love that argument that we have the money that we need. I always say we're just really bad at how we spend it. And so the numbers are actually in the US are almost double what Lisa laid out. It's in K-12, the US federal government puts between nine and 10 billion a year into K-12 public education and it's a similar amount in higher ed. And it fluctuates depending on the year and the administration, but it's give or take nine to 10 billion. And so for me when I sit down with an entity whether we're talking about developing a new policy or we're talking at a federal level or we're at a national level or if we're talking about procurement of educational resources at a local level. Conversations are similar, it is open if we take an open path, is it going to be better? Is it going to be more cost efficient? Almost always the answer is yes. And so today certainly in higher ed we're seeing this pattern and it's starting to hit K-12 now as well is we're seeing these models where the commercial sector won't even sell educational resources anymore. So the old model was in K-12 anyway is that we'll sell you these resources they're really expensive. And then the way that the school districts around the country and in many countries around the world would deal with that high cost is they would keep those resources for over a decade and then amortize the cost over 10, 12 years. So where I live in Washington state our educational resources in K-12 on average are about 11 and a half years old and that's because we're amortizing these costs which is insane, right? I've got, we have a son in high school and his political science textbook is 10 years old and has anything interesting happened in political science in 10 years? I think so, Lisa's been elected, that's what happened. So, that's completely unacceptable. And now when the school district acquires or procures educational resources today they don't even own them, they're leasing access to them. So I think part of our job is to point out the new models which have emerged from the commercial sector and how damaging they are, how unfair they are, how the districts and colleges and universities and students own nothing and yet they pay a large amount of money. And so going back to the OER recommendation from UNESCO one of the things that we wrote into it was this idea of open procurement. And so it's one thing to have a national open licensing policy. So for example, in the United States the departments of labor, education, several programs in state, big chunk of USAID their early childhood reading they all require a creative commons attribution license when somebody takes a grant or contract from them. So whatever they build with this public money must be openly licensed. So that's good, that's a top down angle on this. But it's also important that the local school district or the local university or college has an open procurement policy that says if we're gonna go spend a half million euros buying a set of educational resources we need to make sure we're buying it. So we need to own it, we need to hold copyright. And then hopefully we have an internal open access policy that says we'll openly license those materials and turn them into OER. And so part of it is we don't spend our money very wisely in how we allocate educational resources professional development opportunities, et cetera. We've got the money, we're just bad at how we spend it. Another part of it is our collective failure to recognize that as long as we the public have the money, we have the power. Meaning the market should be viewed as work for hire for the public education sector. So we'll give you the money as soon as you meet our terms. And hopefully our terms are we the public own the copyright to what we're buying and or we're hiring you to go build what we want. But either way we own it, you build for us, we pay you and then we're gonna openly license it and share it as OER. Just that step, you could reduce the nine or 10 billion in the United States by a significant amount and then shift that budget. We don't wanna give it back to the government. We want more professional development. We want more conversations about open pedagogy. We need better conversations about social justice. We need to get into the curriculum and fix the inequities. And so the opportunity is there. How do we get there? We need all of us, all of us at this conference and all the other conferences this fall to be involved in that work. And even then it's not enough of us which is why these other professional development programs that are going on to train new leaders in open education are so critical. Well said, I'm seeing a lot of applause in the chat cable.  You're on mute. That thank her, I of course agree completely with Lisa and Cable, Cable says that so eloquently. I would just offer a couple of concrete examples to remind us that we're at a moment in history. That it doesn't have to be the way it is. It can be what Cable's talking about. There was a time 200 years ago when education was not public education. It wasn't a public good. There was a time when libraries were the purview of the rich and they were filled with secret information like books. And there was a time when firefighters, fire departments were only for the wealthy and they were private services. And somehow society has seen that these are public goods and that everyone benefits when a town doesn't burn to the ground. Everyone benefits when there's literacy and so on. So it's super important that we insist on changing the framework, changing the perspective. And we don't accept the terms of the discussion that others give us. Great. Yeah. I don't know why, but... I just wanted to jump in and say we actually only have just six minutes remaining. This hour has flown by. So I just wanted to do my duty and give you your warning to start wrapping it up. Yeah, thank you. I think this gives everybody a flavor for what these conversations when the working group gets together are like. The time does fly by. I don't know why everything reminds me of climate change these days. This feels very similar to the conversations about we have this infrastructure now that allows us to take free resource, i.e. sunlight and provide it to people in a way that we didn't use to. Knowledge is like sunlight, right? If we can build the right infrastructure, whether it's for renewable energy or whether it's for sharing knowledge freely, we now have the capacity to do that. And there are forces that have led us to where we are right now that thank God they were there at the time. It certainly helped a lot with a lot of development, but we now have the opportunity to really build something new and better that meets the challenges of this moment. Lisa, hand. Yeah, I just want to respond to that and to what James just said as well. You know, I worry about the statement that everybody knows we benefit from literacy because clearly that isn't the case. Not everybody believes that we should be literate. Not everybody believes that we should all be voting. I think we have some of the biggest challenges ever here in the US, particularly in other parts of the world as well around these issues. And this idea that our knowledge and our public knowledge is under attack is really cause for concern. I mean, Cable, James, you've raised the issues of the fact that we aren't making investments that can be amortized, that we don't even in these inclusive access deals that you never actually own the content libraries. Public libraries are facing one of the biggest challenges right now. Publishers won't sell to libraries the digital versions. And so even the knowledge that we have so come to expect and sort of demanded in the public access to knowledge for public libraries is under attack for the same challenges that we're having now to open education. So, you know, I agree right up to that point where we understand these things are important, but the idea that not everybody actually is on that same page is critical and what I think makes this need for open education that much stronger. Indeed, indeed. So we are, yeah, just about out of time. I'd like to just do a quick go around any closing thoughts from the panel. Peter. I would just echo what Lisa said, our knowledge is under attack and we need to figure out who are, who the other members of the, you know, resistance are, you know, the natural and organic members of the resistance, which is maybe not a resistance. Maybe it's the actual, you know, maybe we're, we could just flip it. And, but like those groups that are active, promoting the goals that are in our vision statements are our natural allies and we need to echoing what everybody here has said, find them all over the world and figure out ways of working with them. James. Can't improve on that. Leave it with Peter. All right. Lisa, any closing thoughts? I think the call to action was my, definitely my closing, my closing thoughts. Let's take back public knowledge. Yeah. Yeah. Cable. Yeah, let's, I dropped it in chat. Let's make sure that all publicly funded resources are openly licensed and freely available to the public that paid for it. And let's make sure we, we hold those resources in perpetuity. Good. Good. Good. All right. On behalf of my, my panelists here, I want to thank you for joining us today. Great conversation. Let's go get them. All right. Have a good conference.


When I got out of high school, I joined the Naval Reserve, and then headed for Hawaii in 1941. And anyone that was in the Navy wanted to get the Pearl at that time, because that was the best spot to be in, we thought. I thought, boy, if I could make a career here, it would be great. But it so happened that December 5th, we got a new Skipper Award, and he was just a young lieutenant who just came back from China. He never had command of a ship. And 7th of December at 3.30 in the morning, we got General Quarters, and we thought, God Almighty, is this Skipper, new Skipper? Now he's just training us on a Sunday morning at 6.30. They said they had sighted a periscope of a submarine in a restricted area. So we looked around and all of a sudden we see the conning tower come up out of the water. It was one of those Japanese two-man subs, 68 feet long and 5 feet in diameter, two men in it. And we were only about 50 yards from it when it came up, and the Skipper had ordered guns loaded, ready to fire. The shell hit, and when it hit, the sub rolled over headquarters actually didn't get the word. And the Skipper radioed in. That was an hour and 15 minutes before the planes ever came over. When the planes came over, we were patrolling back and forth, and we saw them over at Pearl, and all of a sudden two of them come over on us. They straddled us, one on each side, and dropped bombs. And they were so low you could see that they were Japanese, and you saw their red ball on, and we thought, oh my god, they're bombing us. But then about one o'clock in the afternoon, we had run out of depth charges, and we needed more ammunition. So we went into the ammunition depot, got in there, we saw the damage that had been done. My god, we weren't in there because we were bent and tied up, and they would have bombed us too.


So what we're going to do now is we're going to solve a problem for a fluid container undergoing uniform linear acceleration. And if you recall from the last segment what we did is we came up with an equation that enabled us to determine the angle at which the free surface would be at for the condition of uniform linear acceleration. So we're going to apply that now and the problem that we're going to look at is one whereby we have a container with fluid in it that happens to be on an incline and there are wheels underneath the container so we originally start with some fluid that looks like this but then it's undergoing gravity the effects of gravity and so the container starts to slide down a hill or roll down a hill and it is at some acceleration a what we're told is that the fluid has weight w and we're also told that the angle of this incline plane that the container is going down is at angle phi and the wheels we are told are frictionless the gravity vector is the earth's gravitational vector so that's minus g times k and the last thing second last our coordinate system we have x in that direction and z in that direction which would be the initial condition of the container would be in that frame and what we're told to solve for is this angle here theta which is the angle that the fluid when it is moving and accelerating down this incline plane in this container makes with respect to the horizontal and so what we're looking for we want to find theta and so that is the problem that we have and what we're going to do we're going to apply the relationship that we derived in the earlier segment which I'll flip back to it was this relationship here that enabled us to determine the angle for a container undergoing uniform linear acceleration so let's take a look at applying that now the first thing we're going to do we're going to resolve the acceleration components for the container going down the incline so let's work that out and in doing this we have a lot of trigonometry here we have our incline it's at an angle phi we have the gravity vector acting in the vertical direction and if that is phi then we know that this here is 90 minus phi that means that this angle here on this side is 90 minus phi and this angle here is phi I'm going to draw a right angle here so what we're going to do is decompose that what I'm going to do I'm going to get rid of that little phi in there because it's going to get in the way of my acceleration okay so we have that and that means that this angle here is phi so that's applying the geometry to figure out what is going on now what we're trying to do we want to decompose the acceleration we want to know the acceleration that the container is undergoing as it goes down the surface and for that we know the gravity vector we know phi and so we can determine that directly from a trig relationship that is g sine phi and so that is equal to the acceleration that the cart is going down this incline surface we can go ahead and what we can do is we can look at the forces so we know some of forces is equal to mass times acceleration and if we express this in the plane of the incline surface itself we get some of forces is equal to mass times the acceleration the mass is weight divided by the gravitational constant and the acceleration here is just g sine phi the g's cancel out and so what we are left with is the sum of forces is the weight times sine phi so that gives us one piece of information that is not really exactly useful in terms of determining theta so the next thing that we're going to do we're going to break down the acceleration vector in terms of our x and z coordinates and we're going to refer it back to what we did in the earlier segment where we're comparing to the free surface where there would be no acceleration of our container so let's go through and do that and then we'll apply the equation to determine the angle so acceleration with respect to fluid at rest and so we just saw that the acceleration was g sine phi and if we want to decompose that into the x and the z what we find is that we have ax and we will have an az now ax and the angle of this by the way is phi so we can write out that ax is equal to it will be the adjacent over the hypotenuse so that is cos phi multiplied by the vector here itself which was g sine phi and az is going to be it's going in the negative direction remember our coordinate system let's go back what did we say z was up and x was to the right so z is up and x is in that direction so x is positive that makes sense az is going to be a negative and that's opposite over the hypotenuse so that is sine phi multiplied by the hypotenuse which is g sine phi okay so that gives us the acceleration components and if you recall back let me go back a couple here this relationship here for the free surface with uniform acceleration we're now going to use that relationship so recall for uniform linear acceleration we had that the free surface could be defined in this way ax of the x component of acceleration divided by the gravity vector and scalar form and az so broken down into the two different components so let's take those and we take ax az and g and we'll go through and see what we get so plugging in the values we have theta is equal to inverse tan and in the numerator we have cos phi multiplied by g sine phi and then in the denominator we have g minus sine phi times g sine phi and what I'm going to do I'm going to rearrange these a little bit simplify so we can pull the g out and then we have a sine phi cos phi and that is divided by again I'll pull the g out and then we have one minus sine squared phi okay so if you remember back to your math courses we had trig relationships this is equal to cos squared phi so I can rewrite it with that substitution and here in the G's cancel out we have a cos and a cos so what we end up with is theta is inverse tan sine phi over cos phi which is the tan of phi and consequently what we end up with is theta is equal to phi which is kind of an odd result but what that tells us is that the angle of the surface we go back to our original problem statement if theta is equal to phi that means that the angle of the fluid does not actually go up like we've drawn it it actually just remains like this so it remains parallel to the surface under uniform linear acceleration so that's what we get from applying the equation for the free surface to an accelerating cart that is going down an incline so that's an example of applying the uniform linear acceleration equation to determine the shape of a free surface


Today we're talking about log for j or log for it. And by now you've probably heard the log for j vulnerability. So let's talk a little bit about what that is. We have a string that we inject and it could be injected into any form on a website. And this malicious string is then executed by the log for j software. So we have an injection attack where we can put a string in and anything that log for j a logging software would normally process and log will then be executed. So here we have an example of connecting back to a malicious IP address and executing some sort of exploit. This is a very basic log for j attack string. Now you can do a lot of things with this data ex filtration remote code execution. This opens up a lot of different vectors of attack. But just being able to inject a string is not why the log for j cyber attack is interesting. What's interesting about it is that log for j is in a lot of software. So this is where we come back to software supply chain. And you've probably heard about supply chain attacks in the solar winds cyber attack that happened not too long ago. The supply chain had malicious code injected into it solar winds used code that was injected and then spread that out to all of their customers log for j is a little bit different in the fact that we have a vulnerability in the software and that software just happens to be used by a lot of different companies. The big issue why everyone is concerned is because log for j software is used in a lot of different programs but also because of the way that we package software now. So we still have a software supply chain vulnerability. So the way that software is packaged now I have the log for j package and then I want to put that into my program. I'll call my program X my program X might have some library in it that another program wants to use. So they might include my program X inside their program Y and to top that off they might also use their own version of log for j in their software. My software X has log for j their software Y has log for j and and their software is using my software. So they're also dependent on everything that I'm dependent on. So here's where the issue comes in. Imagine the company that makes software Y they understand that log for j is now vulnerable. So they fix their software they make sure that it's not vulnerable anymore. They have no control over my software X. So they have to wait for me as a company to update my software make sure that log for j is not vulnerable and then push out an update after I push out an update they have to update their software to be compatible with my new version of the software. What's happening with supply chain attacks is if we find a big vulnerability like this, everyone across the entire stack has to update their software. But the software that's used at the lowest levels have to update their software first and then the second level gets updated second and then the third level gets updated third and so on until everyone across the entire chain has had updated software. So this becomes really difficult because you have to wait a long time for all of those companies to update their software before you can actually update your software. So a lot of software these days are very modular. We use a lot of code from other sources and that means that all of these packages are related. So it's not just one company has to update their software, it's 20 companies have to update their software and then I can update my software. That's why log for j was such an issue because it was easy to do. There's so many packages that are using some version of log for j. It's really difficult to get those packages updated. That way you can update yours. Another big problem is that a lot of companies, whenever they're developing software, they don't keep what's called a software bill of materials. That is, they don't keep a list of all of the dependencies they have and all of the dependencies that those dependencies have. So they don't have an inventory essentially of all of the software and all the libraries that are being used in their products. If you don't have a software bill of materials, you don't know where vulnerable versions of log for j or any other software that you have might be. So if you have 1000 systems across your network, and each of them might have say different versions of a piece of software, if you don't have that inventory, you don't know which of those 1000 systems are vulnerable, you don't know what pieces of software in those systems might be vulnerable, not having that inventory makes remediation very difficult. And eventually it makes incident response very difficult. So in the case of log for j what we ended up seeing again, is that a lot of companies don't know what software they're using or at least what software dependencies their dependencies have for your network or for your clients, create a software bill of materials for them. In the next two videos, I'll show you how to scan systems to build a software bill of materials. That way you know all of the software that's being used in the system, plus the dependencies and then check those dependencies for vulnerabilities. Log for j is not the only dependency software that has vulnerabilities. So I'll see you in the next videos. Thank you very much.


All right, it's time to ditch the carrots and try these foods for eye health instead and If you feed your gut buddies what they want you could actually improve your eyesight. No joke And we're going to get into the one food you absolutely need to avoid if you want Beautiful eyes that shine first of all nuts Hazelnuts pine nuts walnuts will improve your eye health Why because they contain vitamin E the usable forms of vitamin E a Large study found that vitamin E together with other nutrients can help slow age-related macular degeneration AMD from getting worse The problem with most not all but most vitamin E supplements in multivitamins or even alone actually contained the wrong artificial isomer of vitamin E and What you really want is to get all the different forms of vitamin E which are to cough and all's and toco try and all's and You need to get that from whole foods like nuts again Hazelnuts pine nuts and walnuts are a big three for improving eye health dark leafy greens Why because they contain carotenoids? Lutein and zeaxanthin and you'll see many commercials on TV Advertising these particular compounds to help eye health and To improve macular degeneration or prevent macular degeneration in the first point these plant-based forms of vitamin a will lower your risk of long-term eye diseases including cataracts and AMD next up small fish and chovies mackerel oysters and wild caught salmon why They contain the long chain omega-3 fats EPA and DHA Now retinas the back of our eye that actually allows us to see things need two types of omega-3 fatty acids to work Well both DHA and EPA you can find this in fatty fish and seafood Now omega-3 fats seem to protect your eyes from AMD and from glaucoma Low levels of these fatty acids have been linked to dry eyes The important thing to remember is try to get wild caught seafood Not a day goes by that one of my patients tells me they're eating healthy organic farm-raise seafood folks the definition of farm-raise means that the fish were in a cage and they were fed Organic corn and soybeans the fish weren't followed around to see what they were eating Organically, so if you see the organic even if sounds wonderful like organic salmon from Scotland or organic Nordic salmon or Organic Canadian salmon Don't buy it look for wild caught the easiest way to look for wild caught salmon is by law Alaskan salmon has to be wild caught. That's not true of Canadian salmon is not true of Norway Not true of the Nordic countries. Just look for wild caught Alaskan just the word Alaskan salmon, and you'll be fine Yes, it's only available part of the year. That's okay Stock up during the season which quite frankly is right now and freeze it It'll stay a long time in your freezer to me the easiest way to get these small fishes to buy some sardines If you don't like the skin and bones get boneless skinless They're readily available even at Trader Joe's they're available at Costco And it's an easy way to get these small omega-3 fish into your diet next up dark chocolate dark chocolate greater than 72% cacao has polyphenols that will dramatically improve your eye health Berries contains several compounds that have been shown to improve eye health This was first noted back in World War two When British fighter pilots were actually fed Billberry jam every day to improve their night vision Why billberries billberries contain a lot of polyphenols, but you don't have to go eat billberry jam You can get your polyphenols from berries from particularly Raspberries and blackberries try to eat them in season polyphenols and dark chocolate Polyphenols and coffee polyphenols and tea will also benefit your eye health There was an exciting study published a few years ago by an ophthalmologist Who gave a polyphenol compound product, which I personally use called long jevon X to people with macular degeneration and Published results that macular degeneration improved by taking this Polyphenol product whose main base is resveratrol So there is good science behind the idea that this will support your eye health as well Now a word of warning not a day goes by that. I don't see a commercial on TV or in social media a Testing to various ways to bring out the brightness and whiteness of your eyes Everybody is fixated on getting rid of the redness and eyes and there's a very popular Prescription medication that will do this, but it comes at a price You'll see in my new book got checked that one of the biggest drivers of eye irritation and eye redness is a compound in healthy whole grains called wheat germ agglutinin now I've been Telling you since the plant paradox how dangerous wheat germ agglutinin WGA is for your blood vessels for leaky gut for heart health and brain health But suppose you're not worried about that if you want red eyes Have yourself some whole wheat bread. You will be loaded with wheat germ agglutinin You will make antibodies to it and it turns out that wheat germ agglutinin Sticks to your eyeballs you make an antibody against it and you get red eyes So save yourself a lot of money save yourself some prescriptions Stop eating whole wheat bread Easy way to get rid of the problem Now there are other great tips for eye health that I've talked about in the past First of all buy yourself a pair of blue light blocking glasses to protect your eyes from junk blue light Which is everywhere? Wear them when you're working on a computer Looking at your phone and certainly while watching TV at night now make sure their quality Blue light blocking glasses. There are many imposters out there that block little to no blue light and Look for my recommendations in my books or even online Finally Exercise your eyes. There's great ways to do eye yoga. You can do palming. You can do eye Rolling you should exercise the muscles of your eyeballs There are important muscles that will help you avoid eye strain And you'll notice that if you're staring at something for a long time You will definitely notice your eyesight diminished Take a break roll your eyes Have somebody tell a bad joke and roll your eyes at the bad joke Exercise your eyes Good one spoonful of this support healthy blood sugar All right, what is blood sugar really? Yeah, it's not just a term for diabetics although we hear it on TV all the time blood sugar is what? measured when you get a Fasting glucose in your doctor's office or now with the continuous glucose monitors that are becoming all the rage Glucose really our energy currency. That's what we use to make ATP for the most part Glucose is really important to keep within a very fine range Why because elevated glucose actually is very damaging to the inner lining of our blood vessels And that lining has got a fascinating name called the glyco Kalex glycome and sugar and these are a very fine web of Sugar molecules that protect the lining of our blood vessels. They protect the lining of our blood grain barrier they actually protect the eye surface and Studies have shown that if blood sugar blood glucose goes a little bit high for a little period of time that that glyco Kalex becomes damage and That's becoming increasingly clear why blood sugar? spikes are probably really bad for Heart health for brain health because of the damage to the glyco Kalex All right, so what are some great tricks to support? Healthy blood sugar levels my number one trick is a relatively new sweetener called Allulose now if you've read my most recent book Unlocking the keto code, you know that Allulose is my preferred sweetener of choice Allulose is actually a true rare sugar. It was first discovered in figs It is a true sugar, but unlike sugar table sugar, which is sucrose which is half fructose and half glucose by the way this sugar has no effect on Blood sugar levels. It has no calories and it's the first FDA approved Prebiotic sugar replacement. That's really important. So why is Allulose so cool? You might ask well when it was being developed in a study comparing the effects of consuming Allulose cellulose in a commercial diet and rats with insulin resistance The Allulose group had improved insulin sensitivity after seven weeks insulin sensitivity means that it's easier to sell sugar to your cells and That's what you want for keeping your sugar levels low in another study 30 participants received a 50 gram dose of sucrose or table sugar followed by either a placebo or Allulose the Allulose group experienced significantly lower blood sugar levels after 30 minutes than the placebo group and study after study shows that Allulose blocks the effect of elevated blood sugar even after consuming a cup of coffee Now the great thing about Allulose is that it gives you a sweet taste without spiking your blood sugar and It does it while feeding your gut buddies with prebiotics It's a win-win. In fact, there are some very encouraging studies that's supplementing with Allulose Not to get things sweet, but just supplementing with Allulose can have a dramatic effect on weight loss particularly on losing Abdominal fat and as you know fat in your gut you're out of luck The other thing that's great about Allulose is it tastes very much like pure sugar. There is nothing artificial about Allulose so Put a teaspoon or so in your morning coffee Pour it over some goats or sheep yogurt to get rid of that tangy taste that many of you complain about Put it in your green smoothie Bake with it. It's a great addition to your armamentarium Particularly when we're looking at keeping blood sugars under control now number two Cinnamon now if you needed more excuses to include cinnamon in your diet, this is it Numerous human studies have confirmed that cinnamon can lower fasting blood sugar levels from anywhere to 10 to 30 percent Why well, it's loaded with polyphenols Polyphenols are superb mitochondrial Encouplers and if you've read unlocking the keto code, you know that when we uncouple mitochondria We actually waste calories Waste sugar and that's part of the effect of lowering your blood sugar. So it's a win-win I mean, did you ever wonder why there's a cinnamon shaker in almost every coffee shop and there's actually very good examples of adding cinnamon as You're brewing your coffee to reduce the blood sugar spike that coffee often causes The V&E's are actually famous for doing this V&E's coffee has a considerable amount of cinnamon added to the coffee and that's what makes it a V&E's coffee Now you've been probably told that if you really want to lower your blood sugar One of the best things you can do is Eat whole grains Now I'm here to tell you that that could not be further from the truth Here's why The problem is that most of the grains in whole grain foods have been Finally ground up. In fact, I'll ask my patients go to the store buy a loaf of whole grain bread and Open it up and look at a slice. Do you see any whole Grains in there? Of course not. They've all been ground up. Now the problem with starches starches in general if they're whole are Slowly digested and that would in fact keep blood sugar low But once you grind up these starches into a fine powder literally pulverized they Instantly turn into blood sugar faster than actually Sugar gets into your bloodstream table sugar That's why for instance bread has a glycemic index of 100 While white table sugar has an index of 80 if you wanted to keep your blood sugar low The last thing you want to have is ground up grains Even if they're whole now Why do you hear this so much because the original research was done with rats Who were eating grains whole and Then that was extrapolated to human populations that also ate their grains whole And yes, these people in general had quite nice low blood sugars. And yes, the rats did too But that doesn't mean that when you grind up That whole grain that you're going to have the same result. This is marketing 101 Now finally things could actually get worse Once you grind up a whole grain the fats in that whole grain go rancid very quickly. They rust they smell so companies add antioxidants like BHT to prolong the shelf life These antioxidants are some of the most profound endocrine disruptors there are So the fact that you're taking a whole grain and now pulverizing it you're now adding an endocrine disruptor So you now have a double whammy from increased blood sugar endocrine disruptors And let me add the final nail to the coffin Whole grains contain lectins and for years and years and years since grains have been eaten People have been trying and succeeding in getting the whole out of whole grains Because they've been eliminating the lectins and we should not be fooled This is going to be fun And this is important information that I've been talking about now for my last three books starting with the energy paradox Unlocking the keto code and now gut check and that is the importance of mitochondria Now most of us who had high school biology remember seeing a picture of a cell and in that cell there were these Kind of wiggly squiggly things that almost looked like a radiator That are mitochondria and if you remember we were taught that the mitochondria is the energy powerhouse of the cell and that's absolutely true if you've read any of my recent books You know that mitochondria we think our ancient bacteria that two billion years ago were engulfed by other single cell organisms and Made an exchange that instead of being eaten that the mitochondria that bacteria would take the food that the cell ate and convert it Into the energy currency adenosine triphosphate ATP in exchange for not being eaten And apparently it was a very good deal because almost all advanced life forms of plants and animals use Mitochondria to make ATP but they still retain some characteristics of being engulfed bacteria One of the more fascinating things is that mitochondria have their own DNA Separate from the nucleus of the cell now and what we're going to learn today that's exciting news because normally a cell has to divide to Split all the DNA into two new cells But a mitochondria can divide on its own to make two new mitochondria or from that matter Replace itself with a better newer mitochondria without the cell having to divide and that's really exciting because once we know the stimuli to Allow mitochondria to repair themselves and to divide that opens up all sorts of opportunities for improving our ability to make ATP regardless of the state of the rest of the cell Why is that important? Well, remember back in high school biology We maybe saw one of these guys in a cell or two of these guys in a cell But in fact cells can be packed with mitochondria Thousands of mitochondria even as in a muscle cell for instance Thousands of mitochondria in an important neuron for instance So it's not just a couple of these little guys. These guys are essential for producing ATP and quite frankly the more ATP you produce Out of the foods you eat the better off your muscles are your brain is Your heart is you name it the better Also, my research has shown that you really want the mitochondria In the cells that make up the wall of your gut to be in tip-top shape Because that's where the rubber meets the road in terms of you surviving well for a very long time okay, now If you've read the energy paradox for that matter if you've read unlocking the keto code You know that our modern lifestyle is really good at Mucking up the works with our mitochondria our modern lifestyle and the foods we eat Really damage our mitochondria and our mitochondria when they're damaged One of two things is possible First of all if a mitochondria is damaged beyond repair normally it literally Explodes and it's called apoptosis and that explosion of the mitochondria gets rid of the mitochondria No doubt about it, but in the process of exploding it actually produces Cellular debris that causes you guessed it inflammation So the more damaged mitochondria that you have and the more that they undergo apoptosis The more inflammation there's a second way that mitochondria which are damaged can be taken care of and that's called autophagy better known as Self-eat eat itself now when mitochondria undergo autophagy It's got its own term called Mitophagy or eat your own mitochondria what that literally means is the mitochondria undergoes Recycling rather than exploding and spewing out all the various components of a mitochondria It literally recycles every last bit so that autophagy or Autophagy is Really good for you because not only doesn't it not make inflammation But it also Recycles the components so that you get a fresh new mitochondria So that's what you want to do and if you've actually Read about how we do that we there are numerous mechanisms to improve A mitophagy time-restricted eating is one of the most famous methods of making mitophagy Exercise is one of the other great ways of improving mitophagy But as you'll learn in gut check having the right microbiome and having the right nutrients for the microbiome Maybe another way that we really haven't known about until recently Let's talk about an exciting new compound called urolithin a a little bit of history We have known for a very long time that there is a polyphenol that's present in raspberries in pomegranates in a few other compounds Walnuts for example called egalic acid and egalic acid has been a darling of Us polyphenol experts because we've known from studies that pomegranate extract raspberry extract with egalic acid seems to have some pretty cool health promoting properties and It's been a darling of polyphenol Enter a company called timeline nutrition, which is a Swiss based company this Swiss based company a number of years ago began investigating various polyphenol compounds including egalic acid and looked at the possibility of ice band extension in worms for example in mice for example and Low and behold they found that egalic acid Seemed to be really really interesting in terms of promoting longevity So they doubled down on how egalic acid were and low and behold They found that it really wasn't egalic acid. That was the miracle worker. They found that if you had certain bacteria in your gut That those bacteria would convert egalic acid into the active compound a postbiotic Which is called urolithin a Now what's so exciting about urolithin a is that? when you look at animal studies urolithin a promotes mitophagy that is Recycling damaged mitochondria and making new ones and the process of making new ones is called mitogenesis All right mitophagy Breaking down a damaged mitochondria Mitogenesis then making it into a new one. So needless to say Breaking down damaged mitochondria without doing damage great idea Making new ones an even better idea and so what they found was that urolithin a Was actually the magic ingredient now What's so cool about that is you gotta have the right gut bacteria to make urolithin a and Unfortunately research has now shown That only about 12% of us Have the right combination of gut bacteria that if they're exposed to Let's say pomegranate seeds or pomegranate juice They then will make urolithin a that will then have the actions that we want only 12% That doesn't sound very good Why is that important? Well the important thing is you could eat all the raspberries in the world you could drink Six glasses of pomegranate juice and unless you are one of the lucky 12% You're probably not gonna make the compound that you're looking for Urolithin a what's really fascinating and I talk about in gut check if you look at super old people Who are thriving in their mid to late 90s early 100s? this group of people Have the bacteria that make urolithin a Son of a gun we're learning more and more that it may not be the Compound that we're eating but it's the bacteria that are eating that compound that make all the difference And here's just another connection now that these super old people have bacteria that make urolithin a and That's one of the reasons. They're super old because they're constantly Upgrading their mitochondria through autophagy and mitogenesis so What's really impressive is that we now have science? That shows that this in fact is true not only in animals, but in humans so Might appear is the name the trade name of urolithin a that's made by the Swiss scientists at timeline nutrition and Many of you may have heard that I'm so impressed with urolithin a that I've had their chief scientist on my podcast it's that important and quite frankly, I've been taking this compound since it was introduced and I prescribe it to a large number of my patients particularly with issues in Muscle mass problems in autoimmune problems and in neurologic problems. So let's get into the science a bit All right, so in one study There's a worm that we use in longevity studies called C. Elegans That is set as is stood the test of time in that what we find in this worm study Invariably translates into higher animals including humans So that groundbreaking research often starts with this little worm So it boosted the lifespan urolithin a might appear boosted the lifespan of C. Elegans worms by 45% over worms that didn't get this compound and it increased mouse aerobic performance in other words, how long they could run on a treadmill by 40% versus mice who didn't get it now it turns out that it kick starts my top of G in humans and Human studies now show that you get a impressive boost in muscle strength Just by taking might appear urolithin a regardless of changing a strength training program So that's pretty dog and exciting news once again Yes, you may be you're one of the lucky ones who could drink pomegranate juice or Have a lot of raspberries and make urolithin a but you're probably not in fact There's some studies that suggest you would need six glasses a pomegranate juice per day to even have detectable levels of urolithin a And I can't tell you the sugar content of six glasses of pomegranate juice So imagine how much easier it is to get the benefits of Mitophagy and mitogenesis just from a supplement So in humans within six hours of taking might appear urolithin a is detected in the bloodstream and After a month of use you can actually measure an uptake in mitochondrial activity and These benefits can actually continue to accrue over the next four months now I've been taking this compound and I Attest that I see benefits for myself and my patients one of the things that has been remarkable for me is You know, I'm now in my 70s and as many of you know, I'm an avid hiker and Think nothing of going 10 12 miles in heels on hikes but I noticed over the last few years that my balance on steep rocky slopes both going up and maybe going down was not as good as it was before and I could say I'm just getting old and maybe I should get some hiking sticks, but I could actually, you know Feel that there was something going on Imagine my delight that since taking might appear my balance and stability has returned to my Levels where in my 50s and 60s and the only thing I did differently I didn't get a wobble board. I didn't increase my Pilates was add might appear And so I'm I'm a big believer from a personal standpoint now anecdotes But don't mean anything, but I can tell you that a number of my patients Who I have put on for multiple reasons have noticed a big difference. So It's kind of cool You know, and that's why I'm excited about this compound There's recent evidence that this compound Activates natural killer cells which are really important in not only cancer prevention But cancer treatment and that's actually one of the reasons I started this last patient on it So the the sky is the limit many of us believe that cancer is actually because our mitochondria have kind of Fallen off the grid and are no longer producing the way they should and if you like this theory which I do getting mitochondria back on the grid back operating back Producing energy may be a very effective way of preventing cancer and maybe even treating cancer So again when your mitochondria go you go when your mitochondria in your brain goes Your brain goes when your mitochondria in your muscles go your heart is a muscle go That's what goes so any compound that now has a proven ability to clean up damage mitochondria and Make new ones and actually improve Muscle mass and performance. That's something well worth My interest and your interest and that's why I personally am such a fan of Urolithin a and The company timeline nutrition and that's why I wanted to tell you more about why this compound is is worthy of your interest Thanks so much for watching this episode, but don't go anywhere. I think you're gonna love this next one


Hey I'm Todd Bergen and we're here at my ranch in Oregon and I'm going to discuss today a little bit the differences of the cutting turnaround as opposed to the raining turnaround. To me, the way a horse functions in each one of those turnarounds is completely different. For me doing the cow horse, we have to work at that a lot. We want our horses when we're working out of the herd to obviously stop and turn like a cutter. Then we got to walk over there the big arena and do the rain work and we want them to stand up and step around like a rain or should. So it's something that we struggle with all the time but it's something that I try and really teach my horse the difference and you know it's a different set of cues and anything we do with horses is just muscle memory. So I'll just go over real quick what I expect of them on a cow and the way we want to turn there. To me, on a cow and the way we want the horse to turn there it's all about that drawing back, sitting kind on that outside pivot foot and I really, I really try and stress those horses to get soft in the inside part of this turn. So when you're turning a horse around or just dry working them for on a cow it's a lot more bend and it's a lot more back trying to set them back here on this outside pivot foot and getting them to draw back, draw this inside back foot out of the way. Okay really got them supple here on the inside of this turn. So when we're first teaching these horses how to do this I spend a lot of time just getting these horses supple to the sides. You know getting where I can really pull this nose around and they'll really just follow this nose. I can bring this across still and get them soft there. I'm not really so worried about what they're doing back here at that point. So that's kind of where we start with the young horses, just getting them really soft here.