BBC Archives - Click On - Episode 1

Rajesh Mirchandani presents a series covering the latest developments and issues in the world of IT. He investigates internet security, asking if companies are doing enough to protect their online customers. And is it possible to be technologically knowledgeable and environmentally friendly at the same time?

Enhance Your Career and Employability Skills - Prioritising your values

We explained to you the importance of being clear about your values and how that can help you with your career investigation and your career decision-making. We then gave you some exercises to do to help you to reveal and to recognize the values that may have been demonstrated throughout your career so far. When you did those exercises you might have found it easy to put names to the values that you've identified, but you may not have done. And so, what we're going to cover in this video will maybe help you to do that more
effectively. One of the things we're going to look at is some of the frameworks that other people have
identified for career values. So that might give you some ideas of the, the names that you can use for things that are important to you. Quite often in the work we do with clients, we spend quite a bit of time helping them to articulate what is important to them in their careers. Sometimes they come in thinking they know
already, but often what they've thought about is a little bit ambiguous and vague, and not really useful in terms of investigation. So we spend time helping them to articulate it more clearly. And so that's what we're going to try and do today by showing you a number of different frameworks of values that have been identified by other people. And in the second part of this video, we're also going to talk about how you compare the
relative importance of these different values so that you can prioritize them when you're making decisions about careers. So many researchers have tried to categorize and identify what is important to human beings, what their needs are, what their motivations are, what their goals are. And each group of researchers have come up with different sets of values, different numbers of values.

So we're gong to introduce a few here just to illustrate what people have come up with. Many of these researchers have also tried to develop tools to help people work with these values. Sometimes in the form of questionnaires or interest inventories or the, what are called psychometric tools. Now these can be quite useful, for some people, in terms of identifying what is important to them and to be able to prioritize them, but you don't actually need to fill in the questionnaire to work that out for yourself. And in some ways, it may be more useful for you in the long term to take the long route and actually work these things out for yourself.
Because as we said earlier on, your values may change over time; every experience you have will change you slightly. So if you have to complete the questionnaire every job, for every job move that you make, that's
going to get slightly cumbersome and quite expensive. And so if you can develop the skills or be able to identify and to evaluate your own career needs and values, then that will actually save you time in the long
run. One of the frameworks that has been developed is called self-determination theory. This was developed by Edward Deci and Richard Ryan in about 2000, and it contains three intrinsic motivations all human beings are known to experience. One is a need for competence, the feeling that you are able to control your
environment, that you have the skills you need to master the tasks that face you. The next one is relatedness, the feeling that you are connected to the people around you, that you belong to particular groups. And the final one is autonomy, the feeling that you can make choices about your career or whatever is happening to you, that you have some kind of control over your life.

Now it's an interesting point that whenever you start a new job you will automatically experience a decrease in these needs. You'll feel less competent, you'll feel less connected because it's all new people, and you'll
feel less autonomy because you haven't yet got to the stage where you can make choices about what you
do. Bear that in mind when you start a new job. So the next theory we're going to talk briefly about is the theory of work adjustment. This was developed by Rene Dawis and Lloyd Lofquist from the University of Minnesota in about 1960, and have been worked on subsequently. The theory of work adjustment looks at how satisfactory a employee is to their employer based on how well their abilities match the requirements of the job. And it also looks at how satisfied an employee is with their employer, based on how well their values match the reinforces of their working environment. In this theory, they identify six key values, which are very common. And some of them are similar to the ones we've already talked about. Those values are achievement, the sense that you're making progress, that you're getting a sense of accomplishment in what you're doing. Comfort, the idea that you're not too stressed, not yet too bored by what you do. Status, the idea that you're getting praise and recognition, for what you do. Altruism, the idea that you're feeling a
sense of harmony with the people that you're working with, and also a sense that you're serving others.
Safety, the sense that there is an element of predictability and stability about your working environment.

And again, autonomy, the fact that you get to make choices. One of the really interesting things about this theory is the idea of adjustment. It doesn't assume that your fit with the job will be perfect from the start.
That it will be okay, but actually as you go along, you might need to make adjustments to yourself, so that you better suit the environment, or you might need to make adjustments to the environment so it better suits yourself. And that's something we sometimes talk about with clients, this idea of they don't just have to leave a job because it's not perfect. But maybe they can change something about their job so that it becomes more perfect. So, the next framework is Schein's Career Anchors. This was developed by Edgar Schein from
MIT in around about the 1970s. Now these were developed specifically in relation to careers rather than
the more general needs which some of the early frameworks addressed. And there are eight of them. The first one is technical or functional competence, the idea of becoming an expert or a specialist in something, so gaining expert or specialist knowledge in a particular area, going deeper into something. The next one is general managerial competence. This is more about having overall charge of something, maybe seeing the bigger picture, or organizing or facilitating activities or people. The next couple we've come across before,
one is autonomy and independence, and the next one is security and stability. The final four are a little bit different. The first one is entrepreneurial or creativity, and this is about the desire to start things up and start new things and take risks within your career. The next one is service or dedication to a cause, the idea of doing something worthwhile with your life that helps other people. The next one is pure challenge, the idea
of wanting constant stimulation, change and novelty within your career. And then finally lifestyle flexibility,
the idea of having a balance between your working roles and other roles in your life. So we've progressively built the needs up from three to eight. We can take it further. In 1994, Martin Ford and CW Nichols
proposed a taxonomy of human needs which included 24 different needs that they identified.

Now, we've introduced you to these various frameworks, not because we think any one is better than any other, but we actually think it's quite useful for you to see a number of different ways of describing what's important to people so that you can work out for yourself what is important for you. So feel free to pick and choose from the different things that we talked about the words and descriptions that make most sense to you and to apply to your values. You may not be sure exactly how many values to include, so here's a little guide. Generally speaking, the earlier on in the decision making process, the early filtering stages, it's better to work with just a few, three or four, values just to get yourself closer to an answer. And that's also true if you're thinking more about the long term career decisions.
It's easier to work with just a few values, some of the really port, important values to think about your longer term career planning. However when it comes to thinking about specific job choices, choosing between one job or another, sometimes then it's useful to include more values within that list so that you get a more fine-grained appraisal of the difference between different options. But here's a little word of warning. If you're using more than say, four values don't try to do it all in your head. Use some kind of structured process to
help you evaluate how important these things are, and what information you're getting back about different careers, relating to those values. Otherwise it's too much to keep in your head at any one time. And it could be something as simple as just writing a pros and cons list for each option, relating to your values.

And I'm going to talk through a number of different methods that you can use. You'll also find on the page's link to this week, some help around those different methods. So one method is categorizing, just putting the different values into different categories based on their level of importance. Just as, for example, when recruiters are writing a person's specifications they often put their requirements into essential and desirable.
It may be helpful to be a little bit more sophisticated in that, so rather than just two categories, let's think about four. So the first category is critical. Now you, these are the things that are really deal breakers.
If these are not satisfied to the extent that you want them to be satisfied there is no point in looking any further at this option. The next category is important. Okay, there's some flexibility around these values.
You're still likely to be satisfied but maybe you're more flexible about the extent to which they're satisfying so you got more leeway on these areas. The next category is desirable. So these are things you'd definitely like
to have as part of your career and what you get from your career, but you are a lot more flexible about these and so if, if they're not there to the extent you want them to be, or even if they're missing a little bit then you could probably still live with it if everything else was okay. And the final category is optional. Now these are things that would be great if they were there, but you're not really going to miss them if they're not, as long as everything else is satisfied. So one of the things you might want to do is take the list of values that you've come up with, and see whether you can fit them into those categories. The next method, which is sometimes used in some of the psychometric tools we've talked about earlier, is called a forced choice. What you do here is you take each of your values and you compare them against each other in pairs. So say, for example, two of your values are work-life balance and creativity. You say, okay, let me compare work-life balance and creativity. If I had to choose between them, if it was one or the other but not both, which one would win? And then you do that for all of your values. You compare all of your values against all the other values to see which one would win. And then you see which one won most of the competitions and obviously that's
the top value. Another method is called progressive elimination. So, you start with your full list of values and then you work out which one is the first one you're going to drop. And it's a bit like voting people out of
reality TV shows. So, which of the values is the least important value, you, you don't mind losing? Okay, then you work with that list, and you work out what the next one is, and then what the next one is, and so on
until you have a more manageable number. Those are just three methods that you could use. There are others, but we'll stick with those for the moment. And you may want to use them to help identify what are the
most important values for you that you can share through your core contribution.

The next way of working with values that we're going to talk about we call ranging. One of the problems we often find with clients, when they're making career decisions, is black and white thinking. They will often think well, does this job have what I want, or doesn't it? And sometimes it's not whether the job has what you
want or not, it's how much does it have it. And so the solution is ranged thinking, thinking about what's the
acceptable range that satisfies that value in relation to this job. And this is a little bit more realistic because
it gives you some flexibility and room for adjustment in terms of changing the job to suit you or changing yourself to suit the job a little bit more. So let's give you an example. Say one of the things you want from
your job is the opportunity to interact with people. Now sometimes we, we get people who say, well, I, in my previous job I didn't interact enough people at all. So I want a job where I'm interacting with people a lot. And so, does this job have interacting with people as something that's part of it? And it's very hard to say, well, does it or doesn't it? A better question to say is, well, okay, what extent does it have interaction with people as part of it? And also, how does it vary from time to time within the job? So one thing to do is look for the maximum and minimum of the range for that particular value. So, at the time when the job is the most isolated, how often is it like that? You know, how few people will you interact with? Or how long will it be between interacting with people? And at its most interactive, what, what's the maximum end of that range? So what's the maximum number of people you interact with in a day or how long can you go without
interacting with people? And so once you've got the maximum and minimum, you've got an idea of
what the range of operation is for that particular role related to that value. Once you've worked out your own optimum range, you can then use this to inform your investigation of your various different options. So for example, you can then ask questions of people working within that profession or that particular area what's the kind of operating range of that value within their role? And that's going to help inform your future choices, because the bigger the overlap with your own operating range, the better the fit and the more likely you
are to feel satisfied and rewarded within that particular career.

So far, we've looked at several different theories of values. And now we're going to just spend some
time looking at a theory that acknowledges that our values or priorities can change over our working
life. That theory is called Kaleidoscope Careers and it was produced in 2005 by Mainiero and Sullivan.
Their argument is that career priorites change over time and then that prioritization is influenced by the interplay of three factors, or how they describe it, the ABC of careers. The ABC of careers are authenticity,
balance, and challenge. Authenticity is about insuring that your role and working environment are consistent with your values, ideals and sense of identity. Balance is about ensuring that you achieve an optimum equilibrium between work and non-work. And this could not just be a balance between work and family life, but between different work roles, for example. And finally, challenge is about ensuring that your working
life is stimulating and that you're progressing and developing. As you can see, we've used a pie chart to
illustrate the three core features of the Kaleidoscope Careers theory, namely authenticity, balance and challenge. And it might be that you now want to spend time drawing your own pie chart, for how those factors are balanced within your own current working environment. If you also want to, you could reflect
back to the lifeline activity you did at the start of this week, and perhaps draw pie charts for each
key stage of your career development, which you've highlighted on your lifeline activity. It's up to you.
The most important thing is that you spend time reflecting on how these factors might be pertinent to
you and how you could again use them to generate questions to ask for your future career direction. And we'll be giving you advice on how to do that later on.

Child Nutrition and Cooking - The Elements of a Balanced Meal

It is difficult to definitively answer questions about what is healthy and what is unhealthy. Almost all foods can be part of a healthy diet if they are consumed in reasonable amounts. In this case, we can talk about which oils tend to be HEALTHIER. Olive oil tends to be healthier than the other types of fat listed here. If you’re using olive oil for a stirfry or to saute onions and garlic, you want to keep cooking temperatures moderate - at medium heat instead of high heat. If you see smoke, the oil is too hot. Avoid overheating oil if at all possible.

A certain amount of dietary fat is important for children’s growth and development, especially for the development of the brain and nervous system. We should focus on feeding children naturally occurring, unsaturated fats, like those found in olive oil, avocados, and nuts. While we should limit foods with saturated fats (red meat, butter) and “man-made” unsaturated fats (margarine, French fries), we should not remove ALL types of fats from our children’s diets. Remember, moderation is key!

Variety is the key! By combining a variety of vegetable protein sources, we can obtain all of the essential amino acids in sufficient quantities. Examples of complete vegetarian protein combinations include lentils & rice, black beans & corn tortillas, whole wheat pita bread & hummus, whole grain pasta & broccoli with tofu. These are all good choices for a balanced vegetarian meal.
A certain amount of fat is a necessary part of a balanced diet, especially for growing children. The type and amount of fat is important. In general, Western diets contain too much saturated fat (the kind that typically comes from animal products like red meat). Limiting the amount of red meat and full-fat dairy products you consume is probably wise, but there are plenty of "good types" of fat, like those found in avocados, nuts, fish and unsaturated cooking oils like olive oil. Even these good fats should not be consumed in excessive quantities (in fact, no food should!) The key is to increase the variety of healthy, delicious foods in our diets while controlling the overall portions of the things we eat. This will leave us feeling satisfied and less likely to overeat.

“Organic” eggs were produced by chickens raised without growth hormones or unnecessary antibiotics. Also, the chickens ate organic feed, which was not grown with pesticides or fertilizers. When eggs are “free range”, the chicken who produced them was allowed to roam freely instead of being confined to overcrowded, dark chicken coops where infectious diseases are more likely to spread. In conventional (non-organic) eggs, farmers routinely give antibiotics to chickens to prevent them from spreading diseases. The down-side is that both the eggs and the chickens are more likely to carry antibiotic-resistant pathogens (like salmonella). Using a small amount of butter to cook an egg is preferable to using margarine because the process of hydrogenating vegetable oils (to make them into solid margarine) generates trans fats, a known risk factor for cardiovascular disease. (PS: My grandmother always used a bit of butter... what about yours?)
In general, Western diets tend to be too high in protein. We generally over-estimate the amount of meat, poultry and dairy products that our children need to stay healthy. We also tend to choose animal sources of protein over vegetable sources (like nuts, beans and legumes), especially in parts of the world that rely heavily on processed foods. A healthy meal should have a generous portion of delicious, appealing vegetables, a source of complex carbohydrate (like brown rice) and a small amount of protein. Simple carbohydrates (like sugar) are not an important part of a balanced meal.

The glycemic index is a measure of how quickly blood sugar levels rise after eating a particular food. Foods that do not raise blood sugar levels as quickly have a low glycemic index, like whole grain bread with cheese, brown rice with chicken, fruits, and vegetables. Foods that raise blood sugar levels more quickly have a high glycemic index, like white bread, white rice, and sodas.
The propellant in many commercial non-stick sprays contains chemicals like Butane that is also a component of the gas used to make automobiles run. A small amount of butter is almost certainly a better way to grease a baking dish (and it tastes better too!) If you're vegan, use a nut-oil like almond or walnut oil to prevent baked goods from sticking.

In saturated fats, the fatty acids are straight and flat, so they pack together densely. As a result saturated fats are usually solid at room temperature (ex: butter). In naturally occurring unsaturated fats, the fatty acids are kinked, so they cannot pack together as tightly and are usually liquid at room temperature (ex: olive oil).
Many processed foods are stripped of their nutrients to increase the shelf-life of the product. Even when synthetic nutrients are “added back” these foods are still not as healthy for us as the original, whole food. Furthermore, many companies only add back synthetic nutrients so that they can market the food as a “healthier choice” to consumers. Don’t fall for it! Nature’s healthiest foods (like fruits and vegetables) don’t come in packages that advertise their nutritional value to the consumer. Make sure not to overlook these important parts of a healthy diet.

 False! When given larger plates, individuals tend to eat more food than when given smaller plates, even though they report being equally satisfied!
Whole grain foods contain more fiber than refined foods. Remember, fiber is important for promoting gut health, regulating cholesterol, preventing constipation, promoting fullness, and accelerating food transit through the digestive tract.

Store-bought sauces usually contain preservatives and are much higher in salt and sugar than homemade sauces. Additives in store-bought sauces like corn syrup and maltodextrin are used to increase shelf-life or improve the "mouth-feel" of a product that is less fresh than its homemade counterpart. Homemade tomato sauce can be made in approx. 10 minutes, using fresh tomatoes, onions, garlic and a few simple spices like salt and pepper (or paprika, basil, oregano, etc) for flavor. In addition, you can add mushrooms or sauteed ground meat to make variations on your pasta sauce. Warning: if you make your own pasta sauces for a few months consecutively, your children may refuse to eat the kind that comes out of the jar. Mine do!
This soup already has a source of protein (the chicken) and some vegetables (carrots, peas and squash). In order to make this soup into a complete, balanced meal, it would need a source of complex carbohydrates.

Software Defined Networking - Network Virtualization

a. History of SDN
This lesson: Network Virtualization
 - What is network virtualization?
 - What is its history? (w/examples)
— - 1990s (and before): Switchlets
— - Mid-2000s: VINI, Cabo
— - Looking forward
ž - Network virtualization and SDN
Evolution of Supporting Technologies
 - Central network control: Dates back (at least) to AT&T’s network control point (1980s)
ž - Programmability in networks: Active networks (1990s)
ž - Network virtualization: Switchlets (1990s), VINI (2000s)
What is Network Virtualization?
 - Representation of one or more logical network topologies on the same infrastructure.
ž - Many different instantiations
— - Virtual LANs (VLANs)
— - Various technologies and network testbeds
— - Today: VMWare, Nicira, etc.
Benefits of Network Virtualization
 - Sharing: Multiple logical routers on a single platform
ž - Sharing: Resource isolation in CPU, memory, bandwidth, forwarding tables, …
 - Customizability: Customizable routing and forwarding software
 - Customizability: General-­‐purpose CPUs for the control plane
 - Customizability: Network processors and FPGAs for data plane

b. Three Examples of Virtual Networks
Tempest: Switchlets (1998)
— - Separation of control framework from switches
— - Virtualization of the switch
ž - VINI: A Virtual Network Infrastructure (2006)
— - Virtualization of the network infrastructure
ž - Cabo: Separates infrastructure, services (2007)
The Tempest Architecture: Switchlets
 - Multiple control architectures over ATM
ž - Separation of switch controller and fabric via open signaling
ž - Partitioning of switch resources across controllers

c. Switch Divider
 - Partitions port space, bandwidth, buffers
ž - Different controllers control each switchlet

d. VINI: Virtual Network Infrastructure
 - Runs real routing software
ž - Exposes realistic network conditions
ž - Gives control over network events
ž - Carries traffic on behalf of real users
ž - Shared among many experiments

e. XORP: Control Plane
 - BGP, OSPF, RIP, PIMSM, IGMP/MLD
ž - Goal: run real routing protocols on virtual network topologies
Click: Data Plane
 - Performance
— - Avoid UML overhead
— - Move to kernel, FPGA
ž - Interfaces ð tunnels
— - Click UDP tunnels correspond to UML network interfaces
ž - Filters
— - “Fail a link” by blocking packets at tunnel

f. Concurrent Architectures are Better than One
 - Infrastructure providers: Maintain routers, links, data centers, and other physical infrastructure
ž - Service providers: Offer end-to-end services (e.g., layer 3 VPNs, SLAs, etc.) to users
 - Today: ISPs try to play both roles, and cannot offer end-to-end services

g. Examples in Communications Networks
ž - Two commercial examples in IP networks
— - Packet Fabric: share routers at exchange points
— - FON: resells users’wireless Internet connectivity
 - FON economic refactoring
 - Infrastructure providers: Buy upstream connectivity
 - Service provider: FON as the broker

h. Evolution of Supporting Technologies
 - Central network control: Dates back (at least) to AT&T’s network control point (1980s)
ž - Programmability in networks: Active networks (1990s)
ž - Network virtualization: Switchlets (1990s), VINI (2000s)
Goal: Control and Realism
 - Control: Reproduce results
— - Control: Methodically change or relax constraints
ž - Realism: Long-running services
 - Realism: Connectivity to real Internet
— - Realism: Forward high traffic volumes (Gb/s)
— - Realism: Handle unexpected events

i. Similar Trends in Other Industries
Example: Commercial aviation
 - Infrastructure providers: Airports
— - Infrastructure: Gates, “hands and eyes” support
— - Service providers: Airlines
Enabling End-to-End Services
 - Secure routing protocols
 - Multi-provider Virtual Private Networks
 - Paths with end-to-end performance guarantees

Software Defined Networks - Active Networks

a. History of SDN
This lesson: Active Networks
ž - What are active networks?
— - Motivation for active networks
— - Technologies behind active networks
 - How do active networks relate to SDN?
ž - The legacy of active networks

b. Evolution of Supporting Technologies
Central network control: Dates back (at least) to AT&T’s network control point (1980s)
 - Programmability in networks: Active networks (1990s)
ž - Network virtualization: Switchlets, XEN, VINI (1990s)

c. What are Active Networks?
Networks where switches perform custom computations on packets
ž - Examples (and motivation)
— - Trace program running at each router
— - Middleboxes: firewalls, proxies, application services

d. Origins of Active Networks
DARPA research community (1994-1995)
ž - Identified problems with today’s networks
— - Difficulty of integrating new technology
— - Poor performance due to redundant operations at several protocol layers
— - Difficulty accommodating new services

e. Motivation for Active Networks
Accelerating innovation
— - Internet innovation relies on consensus
— - Takes ten years from prototype to deployment (standardization, procurement, deployment)
ž - Active nodes allow routers to download new services into the infrastructure
— - User-driven innovation

f. Idea: Messages Carry Procedures & Data
Active routers coexist with legacy routers
ž - Each programmable switch can perform additional processing
User “Pulls” and Technology “Push”
User Pull (demand)
— - Proliferation of firewalls, proxies, transcoders, etc.
 - Goal: Replace ad hoc approaches
ž - Technology Push (enablers)
— - Safe execution of mobile code,Java applets
— - OS support
 - Scout: real-time communications
 - Exokernel: safe access to low-level resources
 - SPIN: trustworthy code generation

g. Two Different Approaches
Capsules (“integrated”)
— - Every message is a program. Active nodes evaluate content carried in packets.
— - Code dispatched to execution environment
ž - Programmable Switches (“discrete”)
— - Custom processing functions run on the routers
— - Packets are routed through programmable nodes
— - Program depends on the packet header

h. Capsules
Type
— - Forwarding routine to be executed (carries code by reference)
ž - Previous address
— - Where to get the forwarding routine from if it is not available in the present node
ž - Dependent Fields
— - Parameters for the forwarding code
ž - Payload
— - Header + data of higher layers

i. Some Previous Notable Projects
ANTS (MIT): Packet capsules (Java programs)
— - Some limitations for QoS guarantees. Arizona implemented Joust JVM to provide better real-time performance.
ž - SwitchWare (Penn): Programmable switch, scripting language to support invocation of switchlets
ž - Smart Packets (BBN): Network management
ž - Open Signaling (Columbia): NetScript, a language to provide programmable processing of packet streams.
ž - Tempest (Cambridge): Switchlets (more next time)
Timing was off
— - No clear application (pre-data center/cloud)
— - Hardware support wasn’t cheap -- everyone was using ASICs, whereas now TCAMs, FPGAs, NPUs.
ž - Some missteps
— - Security, special languages for safe code, packets carrying code
— - End user as programmer (vs. network operator)
— - Interoperability
ž - In contrast: OpenFlow did a good job grappling with backwards compatible with switch hardware.
— - Simple firmware upgrade.
— - Switch hardware already supported the basics.

j. The Legacy of Active Networks for SDN
Programmable functions in network to enable innovation
ž - Demultiplexing programs on packet headers
— - Planetlab, Flowvisor, GENI, etc. all use this
ž - Paying attention to middleboxes and how these functions are composed

Principles of Computing - Introduction part II

First and foremost, we want you to be able to solve complex problems using a computer in a principled way. We don't want you to just sit down at a computer and start coding and hope for the best.

Instead, we want you to think about what you're doing and why, right? Part of this is mathematics. So we're going to introduce you to some of the mathematics that computer scientists use to solve problems every day. And this will help you approach a wide variety of different problems.

We also want you to build upon the programming experience that you have. We want you to be able to think about what you're doing and why, and to be able to build more complex programs, okay?

And part of this is teaching you some of the principles of good programming. It's one thing to be a programmer. It's quite another to be a good programmer.
So I want you to start thinking about how you're approaching a problem. Why you're approaching it in a certain way. And whether or not there are better ways to approach that problem, okay? And this will help to make you a better programmer.
So we want to talk more about computer science in the abstract, rather than programming in the specific. However, programming is an integral part of computer science, so you do need to know how to program.

Introduction to Thermodynamics - Drivers for Changing the Way We Use Energy

The first would be the computer you're watching this on, or your cell phone, or if maybe you have it connected to a TV. Lots of different energy systems that are flo, that are obvious to us as we look around the room.
The fact that your cords were connected to, the outlets, and that those outlets were connected to power plants and those power plants were generating power through maybe nuclear, or coal, or gas, natural gas. So there are thousands of examples of energy transfer system around us. Even the smallest from the microchips that are in our computers and they dissipate heat and that has become a rate limiting problem for the, for the chips that are in our computers.

To the energy densities associated with the batteries that are in our cell phones. We want to have a lot of energy but we don't want to pay a lot in terms of the volume or in terms of the mass.
So, many examples that we can see all over. So, what are the drivers for changing the way that we use energy currently? In terms of power generation for many different sectors. So, let's kind of review. Let's start with a review of where are we now? Well, global demands for energy are extraordinarily high.
What you're seeing in this figure are, is a composite of some photographs that were taken by NASA. This is, from their science source, and it's entitled. Lighting up the ecosphere. But these are nighttime shots, again, pieced together around the world, and you can see the lights from North America are quite bright. You know, the high population density centers around the world you can see are quite, quite bright. But you can also see areas that are quite daw, quite dark as well.

So we can see there's a lot of energy demand, and there's a lot of energy demand around the world. Now what I'm showing you is a population cartogram and this was actually generated by the University of Michigan professor, physics professor Mark Newman.
And at the time Mark was interested in trying to generate graphical ways of interpreting data. He didn't mean to be controversial but he produced a couple of figures. That show you the population. Where what he's done is distorted the size of the countries based on their population. So, you can see, you know, the United States is quite large. China and India, where the bulk of the global population are currently, are very, very large. And you can see that, you know, several countries are quite small. You can see Russia has shrunk considerably. We can see a distortion here in, in Europe and, and, look at the distortion in Australia to represent the low population in those countries. In the next cartogram, here we can see energy consumption. So now, we look at the places around the world, and we can see a dramatic shift. So the United States is now even more bloated, further than even beyond the population. But we can see that China and India have shrunk, Russia has expanded. Australia has expanded some. But Africa has virtually disappeared, and Brazil has gone on a significant diet.

So the point is, is that, the, there's countries that use a lot of energy. But they aren't necessarily countries where the bulk of the population is. So we have two drivers that we can see already, developed versus developing nations. So industrialized nations versus less industrialized nations. And, sheer population.
Those are both drivers for global energy consumption. And this graph shows you the same sort of discussion or same topical points. Now, of course in a conventional bar graph form. Here, the axis, this is a plot of total population by region. A four snapshots in time. 1950, 95, 25, and 2050. 1950 and 1995, the data from these two years are actual data. The 2025 and 2050 data are projections of where people feel the estimates are, the estimates are for population growth by region. And specifically the regions we're looking at are Oceania, North America, Latin America and the Caribbean, Africa, Europe and Asia. And there's lots of conclusions we can draw, just based on just looking at this figure.

First of all, we can look at what is the current population, the 1995 data, sort of. Sort of, current. Not quite up to the year 2013. And we can see that the bulk of the population currently exists in Asia and we can also see where is the projected growth going to occur. And we can see that the projections show that the population growth between now and 2050 is almost exclusively in developing nations. In what's often referred to as the Bric nations. Bric being Brazil, Russia, India, and China. And we can see again, while we already have a significant population in Asia, that population is, is projected to grow by almost 2 billion people.
It's projected that Europe will actually lose population, actually see a decline in population. Africa will see an increase. Latin America and Caribbean will see an increase too. North America is projected to almost flatline. So the point of this is that energy, as we expect, is driven by developed versus non less developed nations. Industrialization does of course drive energy demands. But so does population growth. And population growth in Asia is expected to increase dramatically. So, we expect global energy demands to dramatically increase in Asia.

Here we have the gross national product per capita in US dollars as a function of energy use per capita in millions of Btu. And we'll talk about energy units here, but this is the British Thermal Unit, let's say unit of energy here. So this is increasing energy, this is increasing GNP, both on a per capita basis. GNP is generally an indicator of the quality of life. Sort of, and it's also a general indicator of developed nation. And we can see here, we have Japan, has a very high GNP. Germany, France, United Kingdom, US, we can see are all above average, okay? Now I should say that these data are taken from World Bank data.
This is, this is as of 1995, so I took these data that are available to the public, and plotted these. And you have to decide, you know, which countries you want to include when you calculate these averages. So, I think I chose approximately the top 30 countries, something like that. In terms of the top GNP producers and top energy users so you would get a different average if you included more countries. And that average would actually go, decrease both in terms of GNP and in terms of energy per capita. The point being is that these developed nations are high GNP and high energy users, both on a per capita basis.

India and China, circa 1995, so a little bit dated. Were very low GNP, and very low energy use on a per capita basis. So we've already discussed how we expect to see significant population growth in these countries. We would also expect to see significant increase in quality of life and industrialization.
Both of which are going to move these countries in the North East direction. So they're going to move from this quadrant to this quadrant. Those are going to be compounding effects. An increasing population that used more energy per capita.

Enhance Your Career and Employability Skills - Uncovering your implicit values

And why it's important to be aware of your values, when it comes to making decisions in your career. We're going to look at a couple of, activities, that will help you to be more aware of your values. So we have to identify them, and to articulate them. And those two activities, are looking back and looking forwards. Because one of the difficulties when it comes to making career decisions, is, you tend to be focused on the things that are important to you at that moment in time.
But when you're making long term career decisions that have a long term impact on your future, you need to make sure that you're taking into account all the things that could be important to you.

So we're going to look at two activities. One activity is looking at past. It's called a lifeline exercise. One activity is, is looking at the future. And it's based around a, an approach to thinking about your career called test and learn. So first of all, looking at the past. One of things we're going to get you to do. Is an activity called lifeline. And what it does is it gets you to plot. Your life.
So you get a horizontal axis, which is time. And you can do it in chunks. It's up to you how you do it and how far back you go. But you might want to go back in a couple of years, four years, six years, eight years, ten years. It's entirely up to you. And on the vertical axis is your emotional experience. So above the line are positive emotions. Curiosity, times when you felt really intrigued by the world and interested in what was going on. Hope, times when you felt that there was things to look forward to and that you were enthusiastic about. Gratitude, times when you felt grateful and happy with what was being given to you. Joy and enthusiasm and excitement. Or it could be things like pride and, and sense, sense of achievement or even generosity, in terms of you were feeling like you were giving to the world.

So again, everywhere thinking about how you plot those. Obviously, on the, below the line on the vertical axis are some more negative emotions like worry, anger, dread, fear, apprehension, anxiety. Is that frustration or even envy and maybe selfishness on those occasions, when did you feel those things? And so we need to do is plot a line, in relation to time about when you experienced that emotion, so at certain times you might have experienced quite a lot of hope as you were looking forward to the future.
And then you got into a new job, and, actually, that led to frustration because it wasn't quite what you thought it was. But actually, after a while, through you're own kind of personal effort you turned the situation around. And so you felt a sense pride growing in that you were able to, to change what was going on around you. And that led to a sense of enthusiasm for, for pushing forward, and a sense of accomplishment in terms of doing that.

But then maybe something else happened and you know, you saw somebody else who was doing better than you and you felt a sense of envy. And you felt, hang on a minute, I maybe, I thought was doing good but I'm not doing as well as I thought. But then that turned around and maybe you got an idea that well, okay, if they can do it, so can I and so you got a sense of hope from that and you started to work on that. And so on.
And so most of our lives are a series of ups and downs that we go through as, as our needs are met or unmet, as or values are satisfied or not satisfied.
And so that's one of the clues, what our emotional state is a clue to the values that we have. And by listening to and being aware of those emotional states and how they change. We can get an idea of what are the things that are important to us. And that's one of the key elements of self awareness. Be able to identify those emotional states and then reflect and we'll work out what they mean. So that's one of the first steps.

Okay, so assuming that you've plotted this emotional rollercoaster. The next thing to do is to look for patterns. To, so for each of the peaks and troughs in your lifeline, to remind yourself what was going on at the time. What was happening to you, and what were you doing? And to think about, what that might mean in terms of what was important to you at the time.
Which will prompt you to think about what was important. But the key thing here is to look for patterns, are there things that repeat themselves regularly throughout your life. Themes that seem to be important continually. Are there some things that seem to be important at some point and not at others? And also other things that are important both in the positive and negative emotions. Because positive emotions maybe our clue as to when that need is being satisfied and negative emotions when it's not being satisfied.

And so to look for those patterns inconsistencies but also the changes as well over time. And that's another set of questions to ask yourself, is, how have things changed, have somethings grown in importance, have other things diminished in importance over time as, as I've experienced things. So that's one exercise to try and what we'd like to do is have a go at that and reflect on those experiences and to think about things that happened to you.
And maybe share some of the things you've learnt about your experience in terms of what is important to you. And then as you see other people's experiences what we'd like you to do is we'd like to encourage you to turn those into questions. But you can start doing that now. And so for example if you identify that one of the things that has been important to you over your life you've always experienced positive emotions when you've been in situations where you are helping people to understand things. Then that can help you to formulate really clear questions.

So, whenever you're investigating a new career option, you could think, hang on a minute. A question I need to ask, in order to evaluate whether this career is right for me is, how often will I get an opportunity to feel like, I'm actually helping people to understand things? Or, or, how often does it come around? How deep is that experience? You know, so to what extent do I get to do that? And so it helps you to then, once you've identified those things that are important as patterns in your life, to turn those into questions. So that when you're researching different options in your career, you've got really good questions to ask. So that exercise is looking back, seeing patterns in your past. And, and projecting those forward into the present moment to work out what's important for you now.
As you identify some of those values you can then start to prioritize them. Now it may be that in doing that exercise you found it easy to identify the emotions, but maybe found it harder to identify the patterns to work out what was causing those emotions. And it may just be, that you don't have the vocabulary to describe, the values that are important to you.

Now this is based on a theory of working identities by a academic Herminia Ibarra. It was called how to stay stuck in the wrong career. Where she basically looked at the, the advice that is often given in relation to choosing careers and planning your careers which is work out what your values are and then pick a path and plan towards it. You know, thinking about your values now may not help you to make decisions for the future.
But also the job market is changing all the time so you can't be aware now of all the options you might have in a few years time. And so it's important to develop the skills of being able to adapt and think about your values as you go along and maybe even change your values to adapt to new environments that you want to move into and this is especially true if maybe you are changing careers. And so she proposed an alternative way of thinking about careers called Test and Learn. And Test and Learn contains three elements. The first element is crafting experiments. One of the ways in which you discover new values, is to have new experiences. And that's one of the things we often find with clients, especially at the beginning of their careers. Quite often, when we ask them what's important to you, they go. I'm not sure.

And so one of the things you might want to try and do is to try and have new experiences, and such, that, that first element of crafting experiments is to try out new things so that you learn new things about yourself. So crafting experiments. It don't have to be big things like, you know, just moving to a new country or completely changing your career. But just be changing small things about your life. Trying new things like a different route to work. Or trying to approach jobs in different ways rather than the ways you've already done them. Or maybe just try, taking your activities. Like going to an evening class to learn a subject that you've never thought about before. So that you can put yourself in new situations and find out how you respond to them. Recently there was a talk given by the UK Foreign and Commonwealth Office, the, the, the diplomatic service.
When I first started, I was really interested in Southeast Asia. And I was really looking forward to the opportunities of really, you know, using my knowledge and my awareness of Southeast Asia to work within that area. And they put me on Eastern Europe desk. And to begin with, I was really disappointed. I thought, well, hang on a minute. This isn't what I'm interested in. But I had to do because it was the job. But then she said, well actually what I found was, as I started to work on it, I realized there was an interest I, I didn't know I had. But it was only because I was forced to do it that I discovered that interest. And so, that may be the case with some of the things that are important to you. You may not know that they're important yet, because you've never been exposed to them.

And so one of the things you need to try is trying new things. Element two of the test and learn theory is shifting connections. And this is about meeting new people. Quite often, if you look at the people that you interact with on a daily basis or, or you know, on a regular basis, it tends to be within the same small group of people. And so generally speaking they know you, you know them and there's no chance for surprises in discovering new things about yourself from other people's perspectives.
So you real, don't really get to learn anything new about yourself, because you're not being able to see yourself from other perspectives. It's only the perspective that you're used to. And sometimes when you start to meet new people with different backgrounds, they see things in you that maybe haven't been seen before. Maybe you haven't even seen them in yourself. And so this shift in connects element is about consciously seeking out new communities, new people, different relationships. That'll help you to be able to see yourself in a different way. And so it might be. As I said, something that you combine with crafting experiments. Like going to a night class or an evening class or taking a different course.

And it's not so much about the subject matter that you're learning. It's about the new people that you're coming into contact with. It might be taking up new social activities. So that you can come into contact with different people and learn new things. Have different conversations. And these people will see you in a different way. They don't come with the past baggage of they know what you're like. And so its a chance for sometimes to experiment with being a different person.
The final element of this is making sense. It's no good just doing all these things if you don't learn something from them. And so in the same way that we use the lifeline exercise to reflect back on your past experiences and to think well what can I learn from those. What are the patterns. What are the things that I can pick up on and the values that I can identify? You need to then do the same for these new experiences that you're having. To look back and say, well, what does it actually mean? Did I enjoy this? Could I imagine myself enjoying it more in the future? Could I imagine myself taking on different roles and maybe my values being different? And so, that's one of the things that's, that's part of this, is to build that reflection into new activities. And this isn't goo, this isn't just for when you're considering a career change.

This is useful throughout your career, even when you're in a job in an organization and you know you're going to stay there. These are good things to do. And we'll come to this in the, in the, one of the future weeks when we actually look at what it takes to be successful within your career. And also, when we look at networking and the values of networking is, is it helps you to develop and to be aware of new opportunities. It helps you to grow and develop in your professional development and so it's a useful thing to, to get in the habit of doing. Not just the doing new things but the reflecting on them so that you can actually learn more quickly. And so what we'd like you to do, as an exercise, is to go away, and jus, and pick something new that you're going to do.
So it might be, trying a new experience. Could be something small, could be something big, but try something new and think about what you've learned from it. Or maybe pick out new people to go and talk to. You may want to find some people that you maybe wouldn't normally associate with. And go and talk to them. And find out about them. And see what you learn from how you behave towards those people. And then think about what you might have learned from it.