So thank you also for me to our panel organizers, to the audience for coming and to UNU Wider and Helsinki for hosting us. So this presentation draws on research that I've undertaken with colleagues at King's College London, the University of Liverpool City University London, and not least with our discussant for the day, Adam Day at UNU CPR in New York as well as Ahem Al-Male. And I'm drawing specifically on the report that we put together on this bigger project on authoritarianism and peace building. So what are we looking at here? Well most peace operations take place in authoritarian settings, countries with legacies of authoritarian rule. Most peace building missions also have broadly liberal goals. They try to establish democratic or at least kind of inclusive and transparent forms of governance in the host countries. However what we observe is that many countries hosting missions either remain authoritarian or in fact become increasingly authoritarian over the life of the mission. So why does this happen? Well we contend that the UN can inadvertently enable authoritarian rule and we suggest that there are two mechanisms at work here. The first of these is a capacity building mechanism. So capacity building as most of you know is at the heart of most contemporary mandates together with the disbursement of sometimes enormous sums of money to post-conflict countries this can strengthen the ability of the state to engage in repressive or authoritarian exclusionary behavior.  So the UN can through both actions and inactions signal a high degree of tolerance for authoritarian behavior especially where it's balancing among multiple goals and objectives and because it has to work closely with incumbent governments. But to be clear we are not suggesting that the UN is actively or purposefully promoting authoritarianism in these countries or that these countries would do better without a UN presence. But we do think that it's important to be aware of a sort of potentially serious set of unintended consequences and to attempt to mitigate them as much as possible. I'll add one more disclaimer which is that we also don't suggest the UN is the only or even the primary reason for a slide towards authoritarianism. There are many routes to an authoritarian structure in countries and in some countries it's primarily domestic factors and in others there's a large international influence. We undertook this study in sort of two ways. The first was a review of funding mechanisms through the Peace Building Fund and that included looking at nine countries and then we also conducted three in-depth case studies and I'll be focusing on one of those later on in the presentation. Through this empirical work we identified nine key factors that influence governance trajectories in host countries and show how authoritarian enabling through both the capacity building mechanism and the signaling mechanism take place. So I'm going to go through these nine factors right now. So the first of these is what we call the gravitational pull of the state. The bulk of Peace Building funding in post-conflict countries goes to the state, specifically to the category of what's called core government functions or CGF. However this can concentrate resources in the hands of a powerful elite enabling them to consolidate their power and to undertake repressive actions with less concern about repercussions. Now aid can of course be directed away from the state as a kind of form of sanction but we observe that that is in fact exceptional and in fact we see the share of aid going to the state increase over time. The second factor we identify is a focus on the executive. So after conflict and transitions to a new government the executive is often seen as as key to stability and to the UN's ability to operate in the country particularly in the early stages. Missions often therefore tend to focus quite heavily on the executive and to provide particular support to them and I'll add that this support is actually often personalized. It's not just about the office of the president but it's often about the individual in that role. Now this high degree of support however can often come at the expense of building up other institutions that can balance against the executive and it can also signal that the UN is prepared to tolerate a high level of authoritarianism in the interests of maintaining stability and good working relations. The third factor is similar except it's about support to the security services. So training, logistical support, joint operations are often a key part of mandates and in fact part of the UN's broader mandate to maintain international peace and security. But it can also enhance the capacity of the state to engage in repression against its own population to eliminate opponents and to consolidate its power. Next is about preventing overthrow. So the threat of coups in post-conflict countries can compel leaders sometimes to reach out to rival elites or to make concessions to the public. However the presence of a UN mission can also provide implicit protection to leaders and therefore make such concessions less likely. And this provision can tacitly signal tolerance for undemocratic behavior. Next we have what we call the dark side of national ownership. So national ownership as has been mentioned many times today is key to peace operations both in terms of making them legitimate and sustainable. But UN support for national ownership can also inadvertently encourage government elites to sort of hide behind sovereignty and thus enable isolation and repression without triggering a response or sanction from the UN. Next we look at rhetoric with and without teeth. Rhetoric from international actors especially if it's well coordinated can constrain authoritarian behavior through naming and shaming. But it can also easily signal the opposite if it's weak or uncoordinated. So if political elites make authoritarian moves and the UN doesn't react or only reacts in a kind of muted way this signals to elites that this sort of behavior is low cost and they therefore may be emboldened to continue. Next we look at elections. Elections do remain central to UN peace building efforts because they're a kind of key entry point for the UN and opportunity to transition from exclusionary governance to more open and inclusive ones. However concerns about security surrounding elections may lead to a tendency to either favor certain candidates or to look the other way when there's electoral malpractice. Next we look at security council mandates as a kind of double edged sword. Mandates are of course crucial in signaling international commitment to ending a conflict. But mandates also constrain missions in their ability to resist authoritarian moves by host countries because even under chapter seven missions do usually need to maintain the consent of the host country to their deployment. So missions may respond only in a kind of lax way to authoritarian behavior by host governments and that can of course signal tolerance for this kind of behavior and indeed over the life of the mission we do observe that the UN tends to generally lose leverage over the government.  Evidence shows that corruption is usually quite endemic in authoritarian regimes. By pouring funding and resources into them the UN can enable patronage in ways that are characteristic of authoritarian regimes. Yet corruption rarely features in the activities of UN missions, in their mandates or in reporting from missions. And this signals a high degree of tolerance for this type of behavior. So I will, I'm getting low on time but I am going to very quickly illustrate this with one of our case studies using Congo. So the two missions Monuc and then Monusco. So like other missions the mandates here have been liberal in nature. But during the UN's time there the country has seen a slide towards authoritarianism particularly under the former president Joseph Cavira. And we find evidence of both of the mechanisms of enabling that we identified. So first on the capacity building of institutions, the transitional government of 2003 to 2006 was set up in a way that favored a strong presidency. Now a strong presidency in and of itself is not authoritarian but it came at the expense of other institutions that could have provided checks and balances against the executive. In addition it wasn't just the presidency but it was actually Cavira himself. He was seen as critical to stability, to consent and he was a particularly close interlocutor for the mission at that time. And of course this signal to him that the UN might be willing to accept lower levels of kind of democratic fairness and transparency and accountability in the interests of maintaining stability. Second capacity building also entailed support to the security forces through joint ops, logistical support and eventually the creation of the Force Intervention Brigade. And these enhanced Cavira's position by boosting the regime's coercive capacity. Helping to, sorry, just hit a button on the screen here, sorry about that. Helping to eliminate threats to his power and signaling robust support for his rule even when he was sort of behaving less than democratically. In addition the UN has also signaled tolerance for authoritarian behavior through mild responses to electoral misconduct. And repression and weak interaction with alternate institutions. So during the elections in 2006 and 2011 the mission broadly supported Cavira largely because he was seen as a source of continuity and it was perceived that a risk to him could be a risk to stability. When he engaged in authoritarian strategies during the elections, including intimidating the opposition and eliminating critics and so on. The UN's response was relatively muted in 2018. Though there was some condemnation of efforts to remove term limits. The UN's response was again generally quite mild and the UN eventually accepted the results with pretty minimal protests, even though they were widely declared quite flawed. And then of course through the life of the mission the UN interacted. Relatively less with civil society, opposition parties, other political parties and others who could counterbalance the state and the executive. And when there was kind of outright repression against the population, the response was often on the milder side. Again, signaling the low cost of this kind of behavior. So just briefly to conclude, I hope I have confused you further. So the UN faces a key dilemma of needing to build state capacity and yet the risk that that capacity can be abused. Equally it needs to maintain host country consent and decent working relationships with national actors. And yet there's a risk that support the scene as a kind of permission to circumvent democratic processes. So in the report we highlight a number of policy recommendations and so on. But here I'll just sum up a couple of them. The first is to really map out power relations and the bargains behind political settlements and to do this on an ongoing basis and see how they evolve over time. And this will also enable the better tracking of resources that are coming into the country. In addition, and this is a bit cliched, but I think it is just highlighted here again, coordinate. Building peace involves a multiplicity of actors. And managing the risks that we've identified here means coordinating the signaling and support that goes to countries hosting missions. With key member states and donors, other peace building partners and organizations, neighboring countries, key constituencies and partners in the countries. So it could be that messaging is a kind of good cop, bad cop. Where the UN says one thing and others say something a little bit more robustly. But again, it needs coordination. And then finally, I would just highlight the importance of supporting the UN leadership in country when they do push back against repressive or exclusionary behavior and having New York sort of fully back up the leadership in the country. I will leave it there and apologies, I think I also went slightly over time. Thank you very much.


We are just about to start the expert panel meeting. We are not being streamed on Facebook, because Jared is not here, over here he is coming now. So as all of the experts, and Patty Waldron, can you join us here at the top as well? So as all the experts take their seats, I will introduce them, and then we will get on with a very quick 15 minute expert panel discussion. And Jared will, whichever, if you, once you've started recording, then you could join us Jared, yes. So we have 15 minutes and then we're all going to be kicked out of here at five o'clock in the evening. So it gives me great pleasure to introduce, from the right, James Irvin, Donna Rutherford, Michelle Leonard, Catherine Borgens, Rad Larkin, Patty Waldron, and soon to join us Jared Corkin, can you please give our experts a round of applause? And the ever-naked Debbie Kent. So you're all very, very welcome to the panel. We are blessed to have the creme de la creme regent take of genetic genealogy. So we'll kick off with a couple of questions from the audience. Who has a question for the experts? Thank you all very much for coming today. Here we have a question at the front. Reference was made to S&P Pax. What are they who supply? I'll start it off. S&P Pax are a product from Banditry DNA that they started to do S&P sequencing on groups of markers that have been previously identified as being all part of the same branch of say, the Y. So where the big Y test a whole bunch of markers, but it doesn't always resolve every single one. It's next-gen sequencing, it's different technology. When they do S&P Pax, they do about 100 to 120 S&P at a time. They pre-define it and it's done with S&P sequencing. So the resolution of it is very high. But they have to study in advance to know which markers to do. So if you're trying to find a new marker that's not on there, you're not likely to find it in S&P Pax for now. In 10 years when they get all this figured out, all this tree stuff figured out, there'll be a product that has that. Right now they're still working their way down the tree. That's my answer. John? Good, good. Do you want to add anything? John has a question here. I think Brad said, of course, but I do. But S&P, Y-Safe, manufactured a set of markers, produced the same thing and they call it Y-Panel, which is a bit confusing there, but very strong set in for that thing. And the other thing is that you can't discover new SNPs with a Pax test or a panel test, but you can't discover their existence, because if you do the panel test and find, you come up, in my case, with L555 Plus, but it doesn't come up with Plus and any Sons of L555, I know I've got another SON there, but I don't know what its name is. And this has proved very valuable. That was a completely unexpected dimension there. You would have thought that there was nothing there, you didn't learn anything, but we discovered the existence of quite a few Sons of L555. We don't know who they are, we don't know their name, we just know that they're there, because everything else has proved negative. Okay. The terminology, L155, I mean, it's a mess, isn't it? Because as I understand it, it's different companies finding, or different researchers finding a particular SNP, and then it's nothing sequentially, is it? But it's, you know, is there no way in which it could be made more comprehensible to the average genealogist? I know part of it, part of the answer, but Debbie might be able to elaborate on more. So I know in the beginning when they first started naming SNPs, it's almost five. The words came from like say the S series SNP, the S for Scotland, and the P series, I've been told, I've been told this by Genesis, because I don't even know if it's written down anywhere. I was told the P's came from the word polymorphism, and so on and so forth. So it was kind of the way it came about was the person who discovered the SNP got the naming rights to the nomenclature. The L series SNPs that family tree DNA has on their tree, L came from Leo Little, because he was the first one to find a unique SNP, so they named the L series after him. So there's no standardization, and there really hasn't been, it's kind of based on the level of discovery, who discovers it, what lab, kind of just, I guess they just take meaning rights to it because that's what I can explain it, but that's what I've heard about it. I don't know that it can ever be standardized. Debbie? There's also a problem of repeating naming systems. So for instance, a lot of them on time were re-named every single SNP with their own abbreviations. FGC, they also were trying to name SNPs as well, so everyone was trying to get their initials on SNP. And also the question of what is a SNP is another problem. When you decide whether a SNP is actually worthy enough to go on a tree, and some people on FGC, I think will recall in more detail the SNPs that will recall something in SNP which family tree DNA won't treat any separate high criteria for it. But there isn't really an overall body that is in charge of this. And if you go back to the late 1990s, when people first started doing fibromesome testing, they thought there was hardly any variation in the fibromesome. They didn't think it was actually going to be very gene-logically useful at all. And when we first started out, we only had a handful of SNPs, no one ever dreamed that we would suddenly be having what we now call this SNP tsunami. So I think we still in the state of the... I think once the discovery is over, and we know all the consequences of SNPs on the tree, we may possibly get a bit further in standardisation. But it's the forensic community, the only ones who are trying to standardise it, having the very high levels of the tree. And they've got the tree, but the phylo tree, the phylo tree, the phylo tree, the phylo tree, and they've selected the preferred names from the literature. So if you get the name in the paper, that is supposed to be the preferred usage. But it not always follows. They use something else for L21. How do they use it? Where is the genetic gene actually L21 being the only forensic tree? So there is a very easy answer at the moment. James. I think we've got a lot of stop-lasting energy on this point. It's a very legitimate question. Very legitimate. It's an awful burden that we're going to have to bear forever. But there is a solution, I think, because it's been important to think. Wybrows, Thomas Karn's Wybrows site, Wybrows.org, has all the synonyms listed under the position. Unfortunately, he took up the new positions now, he's lost the old positions, but we can live with that. But most of these synonyms are listed there, and if there's a solution, why worry about the problem? Brian Larkin. Thank you. So, one thing is the names versus what they are. What the mutations actually can be identified by is the chromosome, like Y, and then the position on the chromosome according to the scientists that make the full genome. So actually it would be Y in position one, two, three, four, five. And then the position numbers change in generations of the reference DNA being regenerated. So right now the companies are using the 38th version. So the best way to be consistent is to go to the chromosome and the position and then the version number. So we have a tool on geneticomeland.com. It's a free tool. You don't have to even have an account for the DNA marker index. We try to roll up all these different nomenclatures and express them as both the 18th, 30th position and also the 18th, 19th position for Y. And we have over 129,000 now. So I think we use what Thomas does. We use what Family Tree DNA does. And we're right up there with roll them all. I think at this point we're as good as anybody because he did a lot of work on it for the last three months. So if you Google an obscure marker, you typically find the geneticomeland DNA marker index. But that will show you that all the different names are used by different companies. And the chromosome and the position in the tube. Comment from that, Jared Colman. The best tree I've seen so far is on its own. It's a big tree. It's very visual. Anyone can understand it. It includes the names and the different interpretations of names. It also links it to surnames and cluster group names. And it gives regional names associated with that. So it's very, very clear. The wife, full people, they do an automated process, okay, which standardizes the convention to a certain degree. It also gives ages for each of the snips. And I think eventually, as we get into the way into the snip tsunami and there are just too many to handle, this process should be automated. Maybe it'll be artificial intelligence, you know, which names and get humans out of the story that are just producing. It's open like a genealogist. But I think that's absolutely right. And I would only add that I think that the big tree is probably my favorite one because it is visually appealing and because it has surnames at the end of every single branch. And it also gives some idea of the country of origin, the place of origin of the surnames, which is also very, very helpful. I would like to see my optimal tree would be something like the big tree, but with the branching points dated. So we actually have dates for each of those branching points. That would be kind of bringing in what Y-Full does, but also the big tree is only dealing with next generation sequencing tests like the big Y. It doesn't deal with a lot of the other tests that are out there about the SNIP PAC tests that you can get from Family Tree DNA. It'd be great if they could be incorporated into the big tree as well. And even if you could get close SCR cousins put in there as well, that would be quite useful. And that way you get a much more comprehensive tree, lovely visual effect and dating for each of the branches, Debbie Kennes. Just a comment on that stuff will be coming, because Alex Williamson is working with Ian McDonald who has done a lot of work on the UNO6 for this age analysis. And they are trying to incorporate something now, but of course it's all held up because there's no band files and they're not going to be released until April. But they're going to incorporate the age analysis in that, which Ian has been doing, and link together UNO6 and P3 number two. So they're going to try and accommodate NGC, UNYC, Co-op, and SNIP tests as well. So that is supposed to be coming, but I don't know when. There's a group of people working on that. SNIP PACs, will they be included? I don't think SNIP PACs, no. See that's where I'd like SNIP PACs to be included, because there's a lot of information in SNIP PACs. And they're still also holding other HAP groups, which aren't included, if you're not an art. That's right. And we should also be including data from the HAP group projects, because a lot of the branches that are predicted by these unique STR patterns that people see in the HAP group projects are then turning out following SNIP analysis to be there, to be present. So they are being established. A lot of that unique STR pattern data should be included as well. Experimentally, provisionally, with question mark beside it, or some kind of pink circle around it to say don't take this as gospel. But it would be nice to have that as well, to get that kind of comprehensive information. They're coming all the time. They're coming all the time, because I've been adding them to my index. I started with kind of what Alex had, and Alex started with a real good set under P312. But then I'm looking at project member results, and using the chromosome browser. I've also gotten direct submissions of data lists from like FTDMA also. So I try to use big data lists and do this database. But then I'm also finding some that are new that I get from the chromosome browser that will give you the position and the mutation. No, I'm more looking at project member, I'm doing it by hand in this case, but I'm looking at project member results, and then they're getting classified with new SNPs. There's new BY numbers all the time. So I go in and look up, okay, that's BY123, do I have that in the chromosome browser, and it will show me the position and the mutation that I added to my index. No, I'm talking about the people who took the big line before Christmas and they were all going to get the free upgrade to 111 markers. They don't have, you talking about SDR markers? They've not rolled that out yet. That I thought was coming in the spring. I haven't seen that. No, that's what I was wondering about yet. This is going to be over the heads, I'm afraid, of 90% of us level than you. I have been watching my 25 big line results of my project members and there's a drip, drip, drip going on. Every time I look at them, across 25, when you look at 25, it's a couple new SNPs appear. Every week or so. And it's been done manually, it's not been done automatically. There's something just this week. Some of the initial upgrading still hasn't even been completed. There's SNP stuff, but big Y, hasn't been upgraded yet. So it's very much work in progress and I also had discussions with Mark of Mike Sanger, email discussions. That some of these new ones that are appearing, they're unnamed but they're disappearing out of the loop. Some of them are named but they are not named and some of them are duplicated and even though they're called icotolence, I think when we get the Band-Aid they're going to be low confidence. So there's a huge gray area. But this is all a trend. It's not nothing interesting at the trees. It's done for very low level brightness. It's a low priority. I think we're going to be living with a mess for some considerable time. At least until we get the Band-Aid we're going to work out for ourselves with a lot of effort and team work. What's solid, what isn't how we handle it. And this in turn means that we can't start aging these SNPs with a degree of reliability because at the end of things changing all the ratios are 130, 60 years of SNP. It's got to be changed as well. So it's a very evolved example. But it's at the margin. It's not affected. The basic stuff of big wire in SNPs is as Brad said, it's blue chip compared to the SPR. I think we're absolutely right. And I think the key word there is we are evolving. That is the key message. We are evolving.  We actually look like we're standing more erect than we were last year. So that's the key take-home message. I have a quick that I couldn't get out of. R2D2, is it going to get a genetic signature? Time won't tell. You have to watch the next in the movie. Let me come down here to a question from the audience. Just very quickly. I'm wondering some very ancient civilizations. I'm just an ordinary person but I'm thinking, do you remember I watched the brain program on Lucid? Yeah, yeah. Now I've watched lots of YouTube stuff on the Egyptians etc. And there are other cultures. Has the DNA discovered the human part of the human and something else, a missing link? I'm just wondering. Very, very good question. And that ties in very nicely with some recent newspaper reports as well. Because one of the early humans that we found here in the while it was over in Britain, was Cheddar Man of course. Did people see that in the newspapers? Yeah. Dark skin blue eyes. So who would you like to start off answering this question? Well first it's wrong because that's not actually we work up onto two feet and then we become the animals and then we become humans. What's happened is that we share a common ancestor with primates something like 8 million years ago and then different branches to each branch evolve independently. So it's not a progression there's no missing link to find. What we're looking at is we're coalescing different branches and then they all come thousands or millions of years ago. What about Neanderthals and other hominids? So the Neanderthals are on a different branch of the human family tree. That was an ancient DNA conference last weekend and Chris Stringer was working on who was working with Cheddar Man which was talking about this concept of species which is an ever moving target and there are 33 different definitions of what a species actually is and no one can really decide for sure and the traditional explanation is that if somebody is a species there is no, if you can't integrate with the other species. So we have Neanderthals which is supposedly different species but now there's evidence of inter-reading between humans and Neanderthals there's evidence of human inter-reading with the denisophanes that they were found in a cave up in Russia and we've even now got evidence of ghost populations but we know they exist from the genetic data but there are no living specimens but they can work this out by analysing the DNA so there's no living specimen that's actually got that signature so evolution is becoming very much more complicated than the simple problem of the past four and the popular analogy is the graded stream where you've got this stream and lines going back and forth and then you've got lines going across the stream to join together and break apart again so it's a really exciting time actually and it push every month there's some major new discovery that's coming out comment here from that I was just wondering where consciousness comes into it consciousness and actually try to be a drummer and somehow say are you nuts me do you know what I mean consciousness comes into it I should say it always speaks to me I don't know, a lot of some of the primate Hayley is very human isn't he and they're even able to use tools and it's even like David Attenley he had birds I think from what episode where the birds were they knew then to cross a major road and then the road was being used to break up their stones so they could get inside the shelves so there's a lot more to the birds there's probably a genetic basis to it and we haven't figured it out yet like I said we're still involved comment from Jerry Corcoran I thought I won't go back into the deep history but if you look at some of the great inflection points in civilization so you can clearly identify them you know we're living in a modern age and before there was the iron age and the bronze age, the age of metals and the genetic genome was established in the age of metals in the bronze age that was the replacement of the previous wave which were the farmers which were the Neolithic people which came before that and the invention of agriculture allowed much larger populations the development of cities the development of civilization as we know it and before that we had the Mesolithic period and the Glacial so each of these waves brought its own characteristics and higher densities of population the interesting one from these isles was obviously we had the various migrations from the Vikings the Romans we had the Celtic mighty intrusion from Western Europe we had the Belbiker folk who we know came there about 4,000 years ago with their characteristic Belbiker people asked what was the Belbiker fault and they were very good with these things and before those the people built new grains and these great monuments they were from the Neolithic period from the ancient points of history and the great lactose tolerance which we have in Ireland the highest in the world came from the probably from these one day charters doing that do you have a question about that or does that answer your question James do you want to comment on that as well I've been troubled by this quite a bit because one of my ancestors discovered some of these Lucy-like things in Kenya 1500 years ago the way I reconciled is if we use the parallel of surnames daughtering out it's not a phrase I like or I'm comfortable with but surnames lines of surnames do die out and if we extend that parallel backwards it would seem that all the YDNA only goes back about 150 250,000 years this is a feature of YDNA I'm talking about the other lines of die-dye and the end result of die-dye half a million years ago and we're left with what we are and everybody on the world apparently on the male side shares an ancestor that was only about 250,000 years ago this is a feature of YDNA I'm talking about and the microcomputer side I think it's over when we talk about YDNA it only goes back 200,000 years we're talking about human YDNA that's the time of modern anatomically white humans but in actual fact you can construct a complete YDNA tree and have kinetics to it other species so all the Y-dives would actually coalesce to a thousand or millions of years ago microcomputer of YDNA would actually coalesce to a million years to the very origins of life because all human life that is not archaeal or bacteria actually has mitochondria the woman always has the last word Donna, you're on the share I was going to add one thing about the endotels actually we all carried out 286 the endotels were able to have various YDNA 286 was anybody surprised by the results that were published by Cheddar Man during the week I mean he's dark skinned he's blue eyes and he comes from Wales does that remind you of Tom Jones? and he likes cheese and he likes cheese he was lactose intolerant so Donna, do you have any comments on that? no no, no, I was just wondering you were holding the microphone for a long time but all these western hunter-gatherers have darts here we had Losh Broadman we had Labrana Man and they did a model of Labrana Man and he had the darts in the same piercing blue eyes what's different to this time is that the technology has advanced and there's a new branch of people to get more accurate in their predictions there's also a big paper about skin colour in Africa because a lot of the studies on skin colour have been done on Europeans and hardly anyone has done something in Africa and when you look at Africa there's a whole diverse range of skin colours from fair skin to dark skin all across the continent my camera did a very good presentation on that in Houston at the family treaty in their conference last year and it was absolutely amazing to see there's a different colour all across the African continent but also what colour skin do the primates have they would be dark skinned as well if you shave the primates they're white skin so maybe the dark skin involved something like that you would have traditionally had light skin when we had lots of fur and hair we would have been pulled to that time whatever and then if you shave a chimpanzee I think though it's going to be white yeah okay well I think on that note of shaving I think we should call it a day for Genelegy Neology Ireland 2018 at Belfast thanks to everybody for attending especially those who have stayed for most of the lectures and thanks also to our wonderful expert panel of experts


It's my pleasure to welcome Jenny Wells from the New Zealand Aid Programme from the Ministry of Foreign Affairs and Trade in New Zealand. Welcome to our discussion about the conference. But just before we begin, what sessions have you enjoyed at this conference? Are there one or two sessions that have got you thinking and thought, yes, that's significant? There's been a lot of the sessions, but I guess the ones that I particularly enjoyed was the discussion around women, peace and security and also a lot around the policing and the different types of policing and the effectiveness or not of different policing work around the world. And also because of my personal interest, the Afghanistan following the changes that are happening in Afghanistan and the different reflections that so many speakers brought to the conference. OK, the theme of the conference is lessons learned and focusing particularly on times of transition. What were the key issues you explored in your paper on the New Zealand government providing humanitarian assistance the Pacific way? What were the key questions you were exploring? Well, what we were trying to share was, I guess, a whole body of work that New Zealand government has undertaken from learnings from the response to the Samoa earthquake and the tsunami, sorry, in 2009 and where there was a definite sense within the government that we could have done better. New Zealand prides itself on being a, although a modest size donor, a principled, a strong and an effective donor. And a good neighbour, I think of New Zealand. You try to be a good neighbour, don't you? Yeah, absolutely. And I mean, I think that's really important in the Pacific. We often say we're not in the Pacific. We're of the Pacific. We're very much, you know, part of that Pacific culture. And the role that we can play, even though we may not be as big, the biggest donor is that partnership approach with those governments and those states in the Pacific. And we've had a very deliberate priority focus on the Pacific. Doesn't mean we don't engage elsewhere, but that's where our niche is, that's where we think we can have a bigger sphere of influence. So can you remind us what happened to Samoa and the scale of the problems? So in 2009, there was a large tsunami that, you know, affected a large area of the island, of the main island. It required a large international response. From New Zealand, we had military involvement. We had civil agencies, government. We also had NGO partners working on the response there. And there's been a significant recovery and reconstruction effort as well. And why were you uneasy? You imply that you felt you could have done better. What was it that concerned New Zealand as you reflected on your experience? But the response on the ground, I think, was there's always chaos. These disaster responses, there's always chaos. But it's managed chaos and, you know, we get there as we go through stages of responding. And I think what New Zealand delivered was good. It was well respected and well received. The learnings we had were more how we worked collectively in country, in New Zealand, across governments, so that civil military police sort of connection or interaction, which is why it was directly relevant to this conference. So what are the three key things you've tried to do better? And what have you been doing? So the lessons that came out of that was the need for us to have much better cross-government planning and systems and procedures and decision-making mechanism, a actual physical site, if you like, for coming together to coordinate a response. And also a lot of clarity around when we would provide assistance and on what basis. OK. Three great topics. Let's come to the first one about cooperation across silos within government. Honest to goodness, I swear to God I've spent 25 years of my life asking people questions about this on panels and in individual sessions at forums and conferences. I'm not being cynical at all. What that tells me is it's what the British sometimes call a wicked problem. It's very hard to do well. Why is that so? Because you're talking about within New Zealand. You're not even talking across international boundaries. And New Zealand isn't that big. And there aren't that many people. So even New Zealand is struggling. So why is it so hard for different agencies to talk to each other? So I think following that sort of lessons learned process and the real desire that there was, and there still is, to do the best we can, we've established what we call our emergency task force. And that brings all the key stakeholders, government and non-government, including the Red Cross and their NGO partners together, as well as France and Australia, because we have the France arrangement in the Pacific for responses. And we sit down now, and it's actually a formalized process of how we communicate, share information, plan, and then go ahead and deliver assistance. While we did it previously, and I think we all did it well, what we were lacking was that sort of coalescing point, if you like, and having the systems or the structures around that now. So last year, we had a water crisis in the country of Tuvalu, and also in Tokalau. And New Zealand government led the response to both of those with the support from Australia and from the US and our civil NGO partners. And it went better. The learnings from that was that forward-leaning approach is what we call it, being prepared, having a task force already stood up, ready to go, and people knowing what their roles and responsibilities just facilitated a much faster, smoother, and coordinated response. So pre-existing relationships, communication systems, and agreed guidelines, plus co-location at the headquarters to monitor and control when the event actually happens. They're the two action points. Yeah, so yeah. But the question I asked you was about why it's so hard. And you went to your actions, which is perfectly OK. But is that because New Zealand decided to lean forward and act better, and you didn't reflect on causation? Because sometimes people would say you need to understand causes of problems to solve them. Maybe that's wrong. You just took action. So I guess the causes were because while we each had our own very good operating systems, what we didn't have was a structure that then provided the leadership, if you like, over those operating structures. So the New Zealand Defence Force had very good operating procedures for how they would respond to disasters. So does New Zealand police. And so does the Ministry of Foreign Affairs. But actually that sort of joint decision-making and planning where you come together with the initial information was not as smooth as it could have been. So that was, I guess, the gap, if you like. And can I ask you, we've previously spoken to a wing commander from New Zealand who's spoken at the conference. He was talking about the shipping, the ship that went aground, the Christchurch earthquakes. And how lessons they had learnt from managing that. Are they two separate systems? Because you have an outward international focus, whereas the other would be an internal New Zealand focus. Or are they the same systems? There's a different focus or a different objective. So the New Zealand Defence Force learnings, even though they were very similar around interagency coordination and leadership and management and support, was all onshore. It's their role onshore, and we're looking at offshore. But it is, it's the same learnings. It's interesting, isn't it? Because here at this conference, the focus is a lot on the cooperation between civil and military or defence agencies dealing with external nations in trouble, either through humanitarian disasters of some kind or through conflict. And yet, the same challenges do exist in the domestic sphere. Is there, is one goal that we should perhaps talk more of, those two sets of systems should talk more to each other? I guess, I mean, there are different principles at play when you're operating onshore in your own country compared to when you're actually going offshore into another nation. And there's different parameters around that as well and different legal frameworks. I was about to say is that the legal frameworks, there certainly are army personnel here who have worked not only in international interventions, but have also been involved in interventions in our remote Aboriginal communities. And that some of the lessons relevant in the international arena of development and community development are considered relevant within a domestic setting in certain parts of Australia. Is that true in New Zealand as well? I would argue it would be the same across the whole of Australia or the whole of New Zealand really, that community engagement, ensuring that you're building on local capacity, not replacing the consultation phase that people actually know who you are and why you're there and the reasons of what you're doing, just out of respect, if nothing else. They're the same regardless of whether I think you're working within your own country or externally, it's about common humanity. Core values. Core values and core principles. And that was a lot of what we were working on when we were developing the guiding principles for the way that New Zealand government provides assistance offshore, was trying to reflect those core values. The one thing that is different is that whole issue of sovereignty. So we were trying to make it really clear that to our partners in the Pacific and to our own staff that New Zealand will respond to when we get a request, when there's a request for assistance and then work with the affected state to deliver that assistance. It's not about jumping the gun if you like or jumping in to say we're gonna save you. I think there's been a significant shift globally in that attitude probably in the last 10 years. Yeah, a bit more humility. Look, this is my final question. We began with your response to Samoa, wasn't it? How are you going? Because this is about transitions at different phases. What phase are you up to and how is that transition going? So in regards to Samoa and it's no different to Tuvalu and the other responses in the Pacific where they're natural. But the way we, the New Zealand government, I guess the key focus there is working with the state, the affected state to build that threshold of their own capability so that next time around they've got high levels of preparedness and risk reduction that means the threshold that they actually need overseas help, international assistance is higher. So we've transitioned through to our development program. These relationships are actually managed through our development program and the humanitarian program or allocation however you want to call it assistance kicks in when it's needed. And then there's a transition back to development, our bilateral program, very much working with the government on what their objectives are, what their development needs are to take that development trajectory forward. Look, thank you so much. Thank you. Thank you.


Hi, my name is Rameka and I'm a neuroimaging researcher from the Flory Institute of Neuroscience and Mental Health. I'm delighted to have been selected for a Brain Foundation research grant in the area of concussion and traumatic brain injury. Currently, when an individual suffers a concussion, we cannot detect this injury in the brain. My research focuses on advanced brain imaging tools that can detect very subtle changes to the brain's wiring. And we've recently shown that this tool is sensitive to brain changes in concussion. We hope to develop this tool further so that we're able to detect and monitor concussion in individual people. Having such a tool could hugely improve the short-term management of concussion as well as help to predict long-term outcomes in individuals. Thank you.


Carl Carlson was born in Abild, Sweden. He is a foreman in the die room at the water shops. Mr. Carlson served in the U.S. Army during World War I and has a son, Arthur, who is now in the quartermaster corps.


We have quite a treat for you today. We have our subject matter expert, Farzana Cassine presenting on Microsoft Word on the web. We're so happy to have her. Farzana, take it away. Good morning everyone. I hope you all are doing well and I know you cannot answer me, so I will take it as you're all doing well. Let's get started, right? Because I'm always in a hurry, always to share with you guys. So just like Neda mentioned it to you, the workshop is on Microsoft Word on the web. In the past, we used to call it Word Online, right? But now Microsoft is calling it as Microsoft Word on the web. So I'm an O10 SME subject matter expert, just like Neda said, but I don't know about expert because technology is always changing and then I can never keep up, but I try my very best to know what is best for us or for our colleagues. So I try my very best to learn that. And I am also an ITTA Instructional Technology Teacher Advisor that I work at Evans Community School. It is part of Los Angeles Unified School District and here is my email address. I can guarantee you whether I will respond to you right away or not, but definitely send your questions to O10 and they will get to me. So let's get started. You will need to have one of these Microsoft 365 accounts. For example, I work for Evans Community School part of LAUSD. So my email would be fxc9639 at lausd.net and you have your own account, right? Those of you who don't have it or you're curious, you know, hey, I'm interested in getting this free online and an online word or Excel. You can go ahead and sign up from Microsoft. Microsoft has so many domains. So you can just, you know, choose whichever one you want at live.com. For example, for Zana Kaseem at live.com or outlook.com or hotmail.com. But remember, these are free. Free means you will have limited storage space with district, whatever district you belong to. I am, I asked quite a lot of people and I found out that almost all the district employees, not LAUSD only, a lot of districts, you always have at least one terabyte. That's quite a lot for us to go through, okay? Right now, you all are not, or some of you are not, or most of you are not equipped with a lot of tools. So the next slide will show you what I will cover. It looks like quite a lot, right? Don't worry, you don't need to memorize any of these things. You don't need to remember any of those things either. I just have them for the fun of it because you are gonna come across with all these labels. We call it, you know, tools because these are exact labels that I extracted from the Microsoft word. So if you look at it, I will cover hidden tiny toolbar, bold, italic, underline. But you all know these bold, italic and underline, right? Because you use them all the time. But there are certain things we use them, but there are certain things we see them, but we never use them, you know, it could happen. If that is the case, you are in the right workshop because we're gonna go over that if it is too easy for you. I guarantee you at least one tool, you will learn something out of these workshops. So I'm gonna go ahead and start typing in office.com. Let's go to sign in. I'm gonna go ahead and sign in with my account. This computer is my computer, and yet I always type the same password because I don't want to forget it and I want to have a habit of knowing my own password. So as you can see, if you go to Microsoft Dismissal, if you go to MicrosoftOffice.com, you will have all these things, but we are focusing on Microsoft Word. So I'm gonna just stay on Word and I have a document. So in here, as you can see, this document is Scandinavia, but this document is quite plain with a lot of spelling mistakes and images and all kinds of spaces in between and all these things, right? So the first thing we would do is that give me one second. I want to see if I can. Okay, so like for example, I mentioned the hidden toolbar, right? The hidden toolbar will only appear when you select a word. So let's select a word and you see this little toolbar that appears? That is nothing fancy, but just known as tiny toolbar.  Instead, I want to do everything in one shot. I can bold, I can italicize, I can make it underline, I can highlight any color I want, right? All these things in one place.  I'm not even going way up there. I'm just selecting it and I have all the things I want. Not all the things, but majority of the things that you may need, especially that we use a lot, right? So now I have all these things and I really don't need anymore. So I would just select and I mentioned something called clear formatting. Even though I mentioned in my slides that I will be going over all these tools, but the tools I may go over will be not in that order, okay? So whatever it's a tool that is so convenient for me, I will show it to you. So since I don't want this anymore, I have two choices. I can either clear formatting or I can undo, undo, undo, undo, right? Because I did three different types of formatting. So I can either undo or I can clear formatting. There you go. As soon as I clear formatting, I am back to the original, except for the highlights. So I can just say no color. So I don't have anything else. So now I'm back to square one. Let's go over Scandinavia again to grow font size. If you do not want to type a very specific size, but instead you want to do, you know, just click on the grow font size. It will automatically do it for you in a bigger size, right? Or if you want to come down to smaller size back to the original size, which is 12, you're back here. That's called grow and shrink. Here is super script and subscript. You all know that. So this covers the font group that I wanted to talk about. But let's take a look at the line spacing now. If you look at this line spacing, each line, one, two, three, four, five, six, seven lines that we have. Right now, if I select this, I will have, sorry, if I select this, I will have line spacing of one. What if I want double? As you can see only the lines are doubled, not paragraphs, right? So that's why I mentioned line spacing, the difference between line spacing and paragraph spacing. So right now, this one is double. And what if I now want to do the paragraph spacing? In that case, I need to select every, all these four, I wanna select just to show you enough. So I have one paragraph, second paragraph and third paragraph. In here, I go to layout.  In here, you can go ahead and change your paragraph spacing into before text. Oh, this is for the indentation. But this time, you can say spacing of 14 between. And if you want before, four point. So this doesn't give you much. I can make it too big. So that way you get to see 30. So now look at this. This space between two paragraphs is increased to 30 point. After this paragraph, there is a 30 point difference in there. So that's the difference between line spacing and paragraph spacing. This is line spacing. This paragraph, no lines are being spaced out, but the paragraphs are. So that is line spacing and paragraph spacing. Let's go back to home. I like to be on home again. So I know what I'm doing. So the next one I wanna show you is if you look at this Scandinavia, let's say I want to make it into a big title-like. So you all are so familiar with this one, right? Let's just choose this one. It gives you awesome big size, right? But let's say this, I don't want these line spacings to be double size anymore and I don't want anything. So I can just click on this styles, no spacing, back to this no spacing mode, right? Or you can have it as normal. So this style allows you to do these styles, allow you to do any design that you want, right? So it's not only paragraph, but the whole document if you wish to. So you make sure you select everything and the whole document will be changed to any design you want. Here is the one I want to tell you. There are only 23 shown here, but there are more in there. Apply styles. If you look at all these things, plus, ooh, that's quite a lot, right? So please go crazy with any of those things, not that I can remember what is what anymore, but it is your call too for you to explore, right? I'm gonna stick with this. This is style, this is the style that I chose. Let's now go to indents. The two special indents that I mentioned in my slides is this. First line and hanging in dead. Watch this paragraph. If I triple click, the whole paragraph will be selected. Instead of starting from here and trying all the way, no. Triple click on any of the paragraph and the whole paragraph will be selected. So three clicks, right? Triple clicks. This time I want to make it first line in dead. Watch the word, the temperament. Oh, so this is known as a first line in dead. Now watch this one. Triple click again to select the whole paragraph. Click here to go to hanging in dead. Watch the words. Oh, now that is known as hanging in dead. This one is known as first line in dead. But most of us and our students, they should be using this one unless they are doing, I don't know, research papers and some formats that they have to specifically use, then they do. This is known as special, these two are known as special indents. Let's take a look at these squiggly lines, right? There is something wrong. It means the red one tells you, the red squiggly line tells you, you have spelling mistake. The blue one tells me, I have some two articles in here, or I have one, yeah, I mean, sorry, here, right? So things like that, here I have, I make a, it doesn't fit in here. So Microsoft Word is really getting smarter nowadays. So all I have to do is click, not even right click, just click on it once and it will give you the correct spelling. As you can see, I said, beautiful, and it is beautiful. So you can quickly go ahead and do the spell check by doing that. And now, if you feel like that you are like, okay, you know what, I don't know, I don't know what is what. And then if that is the case, you can right click and if the meaning is already there, for example, let's go to this one first, please. If there is a synonym, it will allow you to have that synonym, but at this time, it doesn't have anything. There are certain times that students type in Spanish words. If that is the case, you might want to translate, even though I did not cover in my slides, but I just wanted your attention to these squiggly lines, things that you can do either to translate or to find the definition of, okay? Now, let me get to bullets and numbers, okay? Bullets and numbers, okay? Let's look down over here. I have Swedish green potatoes recipe. This Swedish green potatoes recipe, but I don't have any type of bullets in here at all, right? Nothing at all. And it will be nicer if I have some bullets in here. So you have a choice of, before you type, you can, let me enter one space. Let's say you are typing and you suddenly feel like, you know what, I'll just put the bullet first before I even start typing the list. So if you want to do that, if you want to be lazy like me because I want the computer to do the job and I don't want to move the mouse all the way up here, I would do this. If you are taking notes, this is the note taking time, just press a star key and space. Automatically, it will be given to you, right? So now you can start typing six large potatoes, whatever you want to type, or you already have a list and you don't want to type it any, again, all you need to do is select the whole list, everything that you have, select them, press bullets, choose whatever design you want, right? So that is how you can do that. Now, let's take a look at this one. Before I go on, I'd like to ask Marjorie or Neda, am I okay? Any questions should I answer? You're okay, there's one question about the first paragraph, one of you. They want to know how you capitalize that entire first paragraph. Very nice, I did not. I make the computer do the job for me.  I made the computer choose one of the styles in here. So somehow I may have chosen one of this one. I can't remember what I chose. I think I may have to, let's change it to C. You see, it changes for you, the styles, whatever styles that you did, you see, it changes for you. So this is how I got these caps, I hope I answered that. I think you did, thank you. Okay, so let's get going. So I talked about this bullet, right? Now I want to talk about the numbers. Let's take a look at this. This is quite a lot of things for me to follow as a person who never bakes. I can't bake at all. But so what I would like to do is, and I like to look at it clean and neat so I can follow it. So the first thing I would do is this. I go to boil potatoes and mash and I press one. But it looks like they're all put together. I don't want that. So I will go to the first, there are many ways to do it. My method may not work or it may not be the method that you may want. But this is the method that I've been using and I always enjoyed because I always learned something along the way. So that's the reason I'm sharing, right? So now if I go to the second sentence, I press enter only. That's all I need to do. And it will automatically type in the next letter, the next number for me. So I just keep going and keep going and then here one more and here one more, right? So now I have all these numbers nicely lined up for me and this one, for example, doesn't belong in here but I would rather have this yield eight servings right under the Swedish green potatoes title. All I would do is select it, cut, right click and cut. And I press enter and I can paste. I want to show you, I deliberately wanted to show you click paste. Microsoft Word prefers that you press control V to paste. So instead of clicking copy and paste, you will actually use the key combination, shortcut key combination, control V. Here it is. Now I have my yield eight servings and I can make it bold. So now I know and I want this one to be bold as well but this time I actually wanted us maybe, I don't know, 18. Now I know. So this one looks a little bit easier for me to read but take a look at this bullet and number. I have all of these things together and I don't want them together. If that is the case, I need a space, right? All you need to do is press enter twice. Did you see that? How you separate these two, press enter twice. That's all. So now I mentioned to you about this bullet and numbering. Next I want to go is this. Take a look at this line that you see. This line tells you the end of the first page, okay? Before we go on, since I am right here between the footer and the header, I hope you guys remember what I showed you. If you see a number, it means it's a footer because it is a footer for this page but this is a header because this is the second page, the header for the second page. So if you click on footer, before we click on footer, let's look at my document, Marvel Wash Knock and Bloomington High School. This area, for me, I would rather have this, all these three lines along with Swedish. So from Swedish all the way to Illinois, I want it to be on its own page. So before I go to header and footer, because I will show it to you, I just wanted to point out what footer and what header is, okay? Before, all I want to do is I want Swedish, starting from Swedish all the way to Illinois in its own page. It means I need to do something called page break. If I press page break, this Swedish will move down all the way to the second page, watch. This is now a Swedish second page on its own page. Then let me move this a little bit and now I want Norse smorgasbord here on its own page as well. So this page, a whole thing from here to here, is on its own page, okay? Look at Marvel, Washtenog, Bloomington High School. What if I want it to be closed? Not too wide. I want it that way. I can just go to line spacing and change it to one. But look at this. If I click one still, it's not doing, right? Here we go. This is what I want your attention to. Just because you try it and it doesn't work, doesn't mean it's not there. It's here. Go in there. Look at this. Because of this eight point, this Bloomington High School and Bloomington, Illinois are separated. So if you change it to zero and zero, watch what happens. They are lined up next to each other, right? So that's how you do. And now I can make it right side or left middle because you want to let the person know this whole recipe was created by this person. You can have it on the bottom or top. I like to have it on the bottom right, actually. So things like that that you can do with your document, okay? So I talked to you about page break. Why don't we talk about table now? Let's say I want a table over here. All I have to do is go to a blank space. The truth to be told, this table options that they give you is nothing. If you only... Now watch, please pay attention to this. Someone asked that question a few minutes ago. How can I go from this word online to my desktop?  If you want fancy schmancy table, then you go here. Open in desktop app. It means desktop version. But I'm not going to go there yet until I get to a few other things. For now, I'm going to stick here. So the person who was asking me about that, it's here. That's where you're going to click on. Now, in our case, I have very simple table. So I will only choose whatever the table that I'm given. Simply choose it. You have everything in here. Type in whatever you need to type. That's all you have. But at this time, I just wanted to point it out to you. Table in here is very, very simple. But if you want fancy year, go to... You need to go to desktop version here. If you are inside a table, you will be given these two contextual menus. These two tabs will only show up when you are inside a table. Keep watching this area, please. I'm going to get out of a table. It disappears. You see that? It means it's a, like I said, contextual menu. Only it will appear when I am inside. It comes up. So same deal with an image. Okay. That's where I want to go next. I talked to you about a table. Now I will talk about picture because table design, I have nothing much to say other than you put what you want in your table. Right. And you can go ahead and decide what design that you want. And all these styles that they give you, whatever the styles that they give you, you can go ahead and do explore on your own. And you can do many things with table design. But remember you need to be in the table, not outside the table. So next I want to show you is called picture. Let's say, forget about this picture that I have. I would just go to a blank page here somewhere in here. Oh, before that, in case you want to delete this page break, you don't want it anymore. You have two choices. Go to before the page break and press delete. You see, it disappeared. Or go before the Swedish green potatoes and backspace. It goes away. So that's how you can do the page break just by pressing a backspace or delete depends on how where your cursor is. But let's talk about a picture. I want a picture in here in between. Let's go to being. I don't have any food picture now that I want to share, but I have been being is in search engine like I showed you. So let's go ahead and type something. Buffet. Okay, I've got buffet. My God, I must be thinking about foods. I'm fasting. So to see. So I click insert and here is an image, right? This image is quite rigid right now because I tried to move it. I tried to move it. I tried to move it. It doesn't allow me to do it. Now watch all these little dots that you have. These things are. And these things are known as head handles. Right. I don't want to click on it yet because I want to show you. I want your attention up here. I want to show you a picture because I select the picture. So you have this picture tab. Now watch if I select outside. That picture tab is no longer here. Again, contextual menu. It only comes with that context, whatever that you're doing. So here is your image, right? You double click. As soon as you double click, you have everything in here. It doesn't matter if you want to click only once. No problem. Go click once and go click picture. You have selections. Oh, nice stuff, right?  But this time I still don't want it. It's too big. It's too much. I have a lot to do. The fastest way to resize something a picture is go to the corners, not to the, these area, right? Not the width and the length, but go to the corners. You see how you can just drag up and down. Up means bigger, down means smaller. Play with it with your mouse, right? This is how I can get a picture. Now come back to this picture again. I want to show you. Still, I cannot move it the way I want it. So double click again, or you can simply click on picture. Now I want your attention here. Wrap text. If you click on it, watch. You got four, five options here. Currently in line with text. This is the in line with text selected. That's why you cannot move. This is my favorite one. Square left. So it will move, it will stay in left. Right? Even then I still can move it. You see it's staying, it's, it's, it's movable now. What if I change it to right? It will go to right. What if I go to the, how about this? I move it here. Behind text. Oh, it's behind text. What if I want it in front of text? Wow. Here is in front of text, but I don't think why you would want to have a, in front of text, right? So let's move it down and go to square left. Or move it to the square, right? Nicely done, right? But remember what I'm showing me or may not work right away. You need to practice these things a little bit, but I want you to take home. Well, since you're already home, so you can take home, just take out of your computer to your brain is this. Do make use of these options. Please make use of these options.  As soon as you click crop, you are given an option to crop whatever part that you don't want. I don't want. I don't want anything. All I want is my chicken. I want chicken. That's it. That's all I have. And now I can make it bigger. I have my chicken now. It doesn't look nice, but because I can make it much better than that. I think never mind. I'm going to clear the style because I would, it looks like blurry. So I'm going to collect clear style. Wow. I am back to my original size or almost original size. And I can still do whatever I want to do with wrap text. And I really hope that you learn that. I hope that you learn at least this tool from me, even if you did not learn the rest of, if you don't learn the rest of them, right? So these are images and stuff that you can bring in. If you feel like, you know what, I don't want to go to Bing all the times. I have my own image and everything. Please go, go free with your, by yourself, go to picture, go choose your file, whatever files that you have, you are welcome to go put it in. And if you have copied somebody else's picture, go right click and copy and from any website or whatever, but be mindful of the copyright and then you can just come back and then paste. So you are easily allowed to copy and paste from, you know, other documents or stuff like that. So that's something about picture and Bing. I mentioned the whole thing on my slides, right? Let's now go back to header and footer. How excited I am about header and footer. Marjorie, am I good? I think you're good. We have one question that it looks like you might be going over next, but I might be wrong. How do you, I make columns on the document? Okay. Okay. So I do, I am not covering the, I don't think I, yes, I will be covering the columns in here because the truth to be told, I cannot remember seeing column at all. Very good point. And I am very happy because I want to, I want your attention here now. I'm moving my mouse to something called tell me what you want to do because I know about columns on Microsoft Word desktop app, desktop version. Let's say you want columns, right? So simply go ahead and type it in here. If they have it, it will give you, if you look at it, there is nothing on the list. It means, how about that? You see that? If you don't, if they don't have it on Microsoft Word, it will not show in here. Instead, it will tell you open in Word. When you say open in Word, it means desktop app. Okay. So now let's take a look at something. If we are, you know, you have a document, something like this type of document. And then we talk about image, but this time I want to talk about layout. The reason I want to talk about layout, oh wait a minute, before I talk about layout, I was going to talk about header and footer, right? So let's go back to the front page, the first page. It shows you header. If you scroll down, it shows you footer because it's on the bottom, right? Footer. The cool thing about this crazy header and footer is you just click on it. It's right there for you. Look at that. On the top, you have three boxes.  Karsim, maybe the name of the essay. I can't spell. Scandinavia, what is it? Today's date maybe, 521, 2020. And maybe here, the name of the teacher. I'm going to use Barry Bakin. He will have a good laugh with me later on. And in the middle of this would be, I don't know what to write. I don't know, don't write anything. And then maybe just go in here. You can just leave it alone. Or I want your attention here now. Go up again. And in this, you have table design and table layout. But what I might want for this middle one is cell shading. What if I want a little color in between? So now I have this cool looking shading. It's kind of neat. I don't know if you might, if you like it or not, but it's, you know, something like that. But once you click outside anywhere, your footer and header will disappear.  And here it is on the bottom. If you want to go to header, every time you click header and footer, both of these will show up. Footer, I mean, header on the top, footer on the bottom. Now I mentioned something called options. That is only available. This will show up on the right side. I don't know if you can see it on the right side. It says options. This one will only show up if you select either one of header or footer. Now, if I click options, what if you have 26 pages? The first one is a title page.  You can have things ready for you. You can go ahead and play with these things. The best thing to do is explore just by clicking and checking it out. Okay. So make sure you go to options to get these things. And if you don't want a page number, you can just click remove page numbers. Now I would just simply click outside. So I don't have to see this options anymore. And I want to go back to my document. All you have to do is click inside. There you are. Right. So this is called, this one is called footer. And this one is called header. Let's go to our layout. I mentioned if you are in open desktop app, if you are in desktop version, you can get orientation in many ways. Right. I will go over in like two minutes. Okay. Okay. Okay. Okay. Fine and replace. There are two ways to do it. Go straight to home here. And find and replace. I don't know if you can see my mouse. Find and replace.  So I'm going to just go ahead and type press control F. F stands for find. If I press control find, look at the left side of the document. Okay. Now I can go ahead and find something call. I don't know. What should I go and find? Yes. Something call smore. I think I spelled something wrong. Yes. G A B O A R D. I spelled it wrong. Right. There are two instances that I spelled it wrong because it tells me result one of two. I want to so I want to see what else I clicked down. So this tells me if I click up, it goes to this one. How about I change it to the next one? S M O R R E B R O A D. I have two again. There is something, right? The Danes, they call it smora board, but I spelled it wrong. So in that case, I can just go up and down to see it. But this time we're not only finding. We want to replace. So you click on replace here. Or if you just want to go straight to replace, all you have to do is click on replace. All you have to do is control H. Again, you are back to the same screen, but find is no longer underlined, but the replace is underlined. All you have to do now is search for, what is it? I want to search. Let's see smora board. And replace it with something like that, right? Even if I'm wrong, just imagine I said it right. And all I have to do is since I have two, right? So I can either click replace or replace all this. And this word together. This will be, these two will be replaced. Watch. Still I am wrong. So in that case, I just click on it and I click smorgas, smorgasbord. So because I had the A in there, right? So you can do that. Or you, if you want to find something called. Fish. Fish. You're looking for fish and you want to change it to beef. Fish to beef. Right now I have six instances with the word fish. So I, if I want, I can click replace at a time. Click replace. This is now changed to beef. Then the next instance is here. Cold fish. I can click fish again. Replace again. So the next is gone. You see, keep fix changing it. It keeps changing. Cray fish become cray beef. I really messed up these, these, these words, huh? Let's say I made a mistake with this beef. It should have been fish, not the beef. In that case you go back to control H. Look for anything with the word beef. This time and change it to fish. You can either undo or you can simply just. Replace them back. All I need to do now is replace all everything with the fish. Everything with the beef will change to fish. That I am sure I am sure most of you have done control. Find control. Fine and replace, but. Just to point it out to you where it is located and how it can be done. All right. So that's the final replace. From now on, I am going to switch from the desktop to the online. All right. So if you are working on something here and you want to go and work in full features in desktop version, desktop mode. You need to click in here. Assuming that you already have Microsoft office 365 installed. By the way, it's free for you. All the teachers or the district employees. You should have it all set up. And so you should have all that, you know, you should all have that desktop version. Not. I'm not talking about Microsoft Word. Windows 10. I mean Word 10 or, you know, other stuff. I'm talking about the latest one. It gives you free five licenses. So remember mind the name of the document. It's called sample document for word. And I want to open this document. In desktop now. So watch. If I click on it, it would tell me. Open word. Do you want to open word here? I will say yes. Open word. Now. If you look at it, I have Microsoft Word 365. I got free. Do you see whatever we did? It's right here in my desktop version. How do I know it is a desktop version? Because it tells you here. My own desktop version. I know it is a desktop version because it tells you here. My account is signed in. Kasim Frazana is signed in here. And I have plenty more tools, crazy tools. I've got tons of them. Right. That's really cool stuff. So I mentioned that about the table. Remember the table I talked about this table. Look at that. It tells you insert table draw table. You can actually, if you select, for example, hold on. Let's go here. If you select all these things and go to table, it can even convert text to table. So I can even say. One column or two columns. You see that how I split it. It can even convert your list into this table. Of course, this may or may not send. It depends on what you do, right? So I don't want it this way. All I have to do is control Z. So what I'm trying to, what I'm, the point I'm trying to make is have, if you do it on Microsoft Word on the web, you have limited options. If you come to. If you come to the opening desktop app. Which is this app, which is known as a desktop version. You've got plenty of tools. If you come to the desktop version, you've got plenty more to do with this. In a table. So you can come and go ahead and check out whatever way you want. Right. On my slide, I mentioned something called themes. Let's go to. Let's go to themes. In order to go to themes. Please remember, if you're taking notes, please remember, you have to be in your desktop version. Don't be, don't limit yourself. There are times that you need to do quick stuff on your document. Then use the Microsoft Word on the web. If you are using. Like I need, I have time. I need to make it's polished looking document with the newsletter and this and that and that. Please make use of this desktop version. They give you free five licenses. So come down here to the desktop version and go to design. Here is your themes. All the themes that you need will be here. All the things that you need are here. Okay. And you don't like any of these things come down here too.  If I move it, can you see the difference in here? All the things are being moved. So you are welcome to come and play with these, you know, themes. Let me go here. Let me go to something. Please remember the color of this. It's blueish color. I'm going to change it to something. You see the colors are being changed. That's called themes. It may not be useful with the documents, but it may be useful if you do a flyer, if you do some kind of newsletter or some other stuff that you can do. You see the colors are changing because there's nothing. Even the heading is changing. That's the beauty of having this theme. Okay. Remember the color is blue. I'm going to change it to this color. Now it is being automatically saved. If you want, please follow my mouse. It's going all the way to the top. It says save. Why is it automatically saved? Because I am signed in on the right side. Now I want your attention to the top right where my name is. Because I am signed in, you will always have this file saved live online. Okay. So Scandinavia word is changed with the purplish. I don't know what color that is. My runish color. Now watch here. Let's go back to my original word on the web. Resume editing here. Because I finished over there and I want to come back to this. So I am back to Microsoft Word on the web. It's refreshed. Did you see that? How cool is that? I love this. I just changed the color. Not color, but the theme. Remember, you cannot use the theme here. You can insert the theme here. You cannot change it here, but you can see it. You can change it here in the desktop version because I know it is a desktop. My name is right on the top. And I know I am in my word version because I have limited version in here. So whatever I change over there will show up here. There is one little glitch I came across. It was not a glitch. In the past it was okay. I am not sure it is my computer or internet or Microsoft itself. That is called watermark. Let's talk about watermark now. When I was testing a few weeks back, it was working. But this time it did not work. The cool thing about, the funny thing about it is, is the watermark that I put in here, for example, I am going to put a custom watermark. Okay. Let's go and find something. I don't know. Cat. I don't know why I am bringing cat into a Scandinavian recipe list. Oh, well. I will bring this little one. Insert, right? And now let's take a look at it. I am using a, I am using this. I am going to change it to maybe 150%. If you can see, you see this little cat is right there. I turn off the wash out. There is nothing much to learn. Just explore it by just clicking, clicking, and then play with it.  And if you want to make it 100% apply, it will be smaller. And then if you want to make it 50% apply, and smaller and smaller and smaller. So as you can see in my desktop version, you have this little cat, right? As a, as a watermark. Now it is being saved. So that's good. The bad news. I don't know yet as of yesterday is this. It did not work on my, on this version. So don't worry. Don't feel too bad about it. Because you can always print it from your, from your desktop version. If you were to print or send it out, right? So if I press refresh button on the top, I am basic.  Unfortunately, it somehow did not show up. So that I see it as a Microsoft glitch. If those of you can do it, that means excellent that you can do it. But if you cannot do it, that means Microsoft is the problem. Not you or not anybody else. Right? So that is how I will see it as. Okay. So I would really, really love it. That if you can really go ahead and do that. All right. I'm tested out. That is in terms of watermark. The last thing I want to show you is called borders, page borders. If you are interested in making it into a border, for example, this one, right? This whole thing I want to have it select it. Go to home. Go to home. Remember, you need to be on the desktop version. You go to this something little, the group called paragraph.  You have a choice of putting it into a border or you can have a choice of going to the border shading and go and choose the design that you want. Like this, change it to maybe thicker, maybe change the color to pink. Click. Okay. So you will have borders. Of course, this is not too pretty, but I just wanted to show you how it can be done. So that's called borders. How do I know I am online? Many ways, many ways to find out. First of all, it tells you here, open a desktop. That means it better be not be the desktop version. Second, it tells you cousin for Zana. This one tells me on the, on the right, but the fastest way for you to see whether you are on a desktop or online, I mean, sorry, desktop version or on the web. This little waffle icon. The truth is it's known as a launcher. It tells you, you are in the Microsoft word on the web. So if you want to switch from one to the other, make sure here is my, my, my, my condition, assuming that you have Microsoft office 365 downloaded either 2013, 2016, 2019 or office 365. Any of those versions are downloaded. If you don't have it downloaded, just simply go to office.com. And you go ahead and why don't I just show it to you? Office.com. And then you just go to if those of you who don't have it, you see that when you go to office.com and signing with your own district account, you will have this install office downloaded, followed the instructions from it. And that's it. Once you have it, you will have this word online. And now I want to go to desktop. All you simply have to do is this. Remember that if you are taking picture, take a picture of it. It says open in desktop app. If I click, I will automatically asked, I will be asked and taken to the desktop version. It says open word. When they say word, it means desktop. Okay. So now I say, yes, go ahead and open word. Voila. I am in my own word, word desktop version. How do I know I am on the word desktop? On the left again. Do you see my little waffle icon? No. If you don't see it. This means I am on my desktop. And you want to be able to have the latest version, whatever that you're working on from the desktop should be, you know, reflected on your desk on your online version. Make sure again, here is another condition. Make sure you go and sign in with cost. I mean, with your account. As you can see on the top, I have it. If I have this signed in, it will always be saved. I don't even have to click on save button. I don't even have to do anything. Simply do your thing. And you come back. Let me just put my name, for example, for Zana costume out of nowhere. Right. I just wanted to have it. No problem. I have it here. I'm going to make it bigger, make grow it a little bit, put it in the center just to prove to you that you can see it. Right. So this is in the middle, right? After the first paragraph, I'm finished with it. I don't care. All I need to do is simply close it seriously. Close it. I'm assuming your internet is working well. Okay. Click close it. And now go back to your. Oops. Go back to your. Online. Because you are working with two different screen, right? So you can go back as soon as you are, if it is open for you, if it is already open, like this document is already open because I'm working on it, it will show you this window. It says resume editing here. You say, yes, go click on it. And now look for for Zana costume. Did you see that?  Right. So it's just shows up here. That's it.  I just wanted to have these little things for you. The last two points I need to show before I end is. Called save us. Then you're going to ask me for Zana.  Yes, we need to talk about save us because I don't want people to go and mess up my stuff. Right. I don't want people to clean up and change and do stuff and all these things. Yeah, there are many ways to do that, but I still don't want them to do it. So due to that reason. I'm going to go and click on. The arrow that the file arrow and you will see save us. Here's my little assistant pointing it to you. Save us. And we're going to go over this now. So how do we go? We go to the Microsoft word on the web, which is the web version. Go to file. Just like my little assistant showed you. Click on save us. And then you will be given all these options. I mentioned it to you.  My internet is not that great and I need to have it and I have a lot more to clean up. I need a lot of a lot of stuff that I need to do with this. And you don't want to mess it up in that case. You download a copy to your computer. Click on it. It's going to ask you. Your document is ready at this time. I don't need it. So I'm going to just click close, but I will go back here. If you want to save us this downloaded copy will be Microsoft Word. But if I save as PDF, then it will be downloaded. It is not saving, but it is downloading. So you need to click on download and then you need to go and find as you can see, there is a little file there. So it will always be the file that you downloaded will always be sitting and waiting for you in downloads folder. If you go to the Explorer, you will find it and under downloads folder. That's it. Okay. So now one last thing as I mentioned it to you, save us all these things that you can do. These two are my most favorite ones. The last thing I wanted to tell you is this transform. We talked about transform a few minutes ago, right? Because I've been wanting to show it to you. Look at my document. It is not the most fancy one, but I have, you know, little stuff after that I can clean up and do whatever I want. This is just a first draft. I wanted to show it to you. So I'm going to go to file and click transform. Please let's read it together. Transform your document into an interactive, easy to share web page that looks great on any device. Web page, right? It says web page. I will not cover Microsoft Sway, but I want to show it to you. You have many options to choose from. How cool is that?  This is my favorite one is bouquet. This one. Or the last one is this one reflection. I like the reflection one too. So I look, so this looks gloomy, but I still like it. So let's say I'm going to show it to you. You see this? This means how it will look. Your web page will look like this. Your document actually, your Microsoft Word document will look like a website on this, on a laptop or desktop. And this one means it will, it will look like on a tablet or a cell phone or something. Let's click transform. Here is coming. Don't worry about it. That is transform page. It's a, it's own page and your document is still untouched. So it is a different one. Look at the Scandinavia. Look at it. All the things that I have, all the things, my name in here. You see all the little cool stuff. The image is not in here. So I have to figure it out what happens. All the stuff that I have. Nice. All these images are not showing up yet because I need to add them later on. So the question is, Hey, for some, I need to edit. I need to edit. Here it is. It says there, edit button.  All these things are there. You move things around. You do whatever you need to do. But remember this is called Microsoft's way, which I am not covering. The only reason I'm covering is because of Microsoft word. It has a feature called transform. So that is why I covered it other than that. I wouldn't have covered it at all. And the last thing I want to show you is this. Can you all see this one? In the beginning, I was like, Oh, you did not have much, many things in your, on you or my little 3D figure. But I did end of this workshop. I am hoping that you have tools that these tools that you need to accessorize yourself or to format to put makeup, you know, on your document because I'm a girl. So I like all these makeup stuff. So I see formatting as my makeup corner where I put, you know, stuff. I do thank you all for your time and thank you very, very much. And that ends my workshop. If you have any questions, do let me know. One of the most asked questions, if you could talk about what the benefits are. Between the desktop version and the online version. Yes. What are the pros and cons of each. Okay. So the benefits of Microsoft. Sorry. The desktop version is think of it yourself.  You will need everything that you will need. That is Microsoft is offering. It's all in there for you. That's the good thing. The bad thing about that is most of our computers. I don't know about your computer. Most of the computers. Some of our teachers have their computers are very old. So for them to go through this installation, downloading them desktop version and all these things. It's a little bit difficult and they lose interest, but that should not because the district, your district is giving you free, free Microsoft, you know, five licenses. So why not make use of it and download it? And I showed you how you can download it. So that's one thing you can do. But the disadvantage of Microsoft Word on the web or online is this. You don't have a lot of tools. And then if the point of online means not that you're going to be looking at your, your desk, your cell phone and your tablet and you're going to work on it only on that, right? It is on the go on the fly. You are doing it something because you forgot to put a signature. You forgot to put a, you use the wrong word or you use a bad grammar, whatever it is, because of that reason you have that online version to do it on the fly while you are doing it, you know, while you are going somewhere or while you have it right there. That is good for Microsoft Word online. But if you're going to do heavy duty data, tables and the graphics and, you know, fancy stuff, definitely use Microsoft Word desktop version. And it is free of charge to you. Make use of your, your account that you have. And that's why that's the answer I can give you. Farzana, again, thank you so much.