WEBVTT captioned by James Howell, checked by sachac
NOTE Introduction
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Hello everyone. I'm James Howell.
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I teach biochemistry and
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molecular biology at Penn State University.
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I'm going to talk today
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about using Emacs to make all of
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the materials for presenting
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course meetings in my courses.
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Everything that you're going to see today is
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what I've made using
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the methods that I'm going to describe.
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The main point is that you can take
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an Org document and
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with a single Emacs document,
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make both a pretty text document
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that a student can have
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on the desk and take notes on.
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And also, I hope,
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fairly useful and attractive slides
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like the ones that I'm presenting right now.
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Both of these
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from a single source document.
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Okay. If you'd like
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to see the handout that goes along with this,
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you can download it
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at the [Sourcehut] repository where
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I've put— everything's here.
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So if you'd like to go look at it,
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you can follow with the handout.
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So I promised to talk about
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both authoring and presenting.
NOTE Presenting
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And first I'm going to talk about presenting.
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I'm not the only one who does this.
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You might have seen System Crafters [David Wilson]
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or Prot's [Protesilaos Stavrou's] channel or
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Mike Zemansky's channel on Youtube.
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(Prot actually is going to be presenting tomorrow.)
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Maybe you've seen this
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chemical engineer at Carnegie Mellon,
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John Kitchin or Eric Fraga
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or Olivier Berger all have made
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blog posts about using Org mode
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to produce course materials.
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This pair Ro and Namkoon
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actually published a peer reviewed paper.
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There's prior art here
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that I'd like to acknowledge.
NOTE Hardware
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Let me talk about my practices:
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First, the hardware.
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This is the hardware that I'm using to
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record this recording at the very moment,
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but also I carry these
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into every course meeting.
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I've done this for quite a while,
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this entire semester,
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and a few previous semesters
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where everything fits in a backpack.
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I do every meeting with this tablet—
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it's a Microsoft Surface that I put
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a Linux distribution on—and this laptop.
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I've got a bag full of
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dongles and connectors and so forth.
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It all fits in a backpack.
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This is very mobile.
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I can set it up and tear it down
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before and after every class
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with just a couple minutes.
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There's the laptop and the
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tablet with a stylus.
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Where's my stylus?
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So that I can draw...
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... which is very useful.
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Obviously, I need a camera.
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Today, I'm using a desk mic,
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but when I'm remote,
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I use a lapel mic.
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and a video converter,
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and I'll show you why that's important.
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And then all of the ancillary equipment.
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One thing that's nice about using
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a completely free software stack is
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that it tends to run
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on underpowered hardware,
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and none of the software cost anything.
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I could have spent much less than this
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on a used computer and
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a used tablet. And everything else,
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these are high estimates.
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I spent way less than
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$1,000 for all of this equipment.
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And it's my equipment,
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so I have hardware
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and software control over it,
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Which is nice.
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If you have an attitude of upcycling and building,
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and [if] this is a hobby anyway,
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this is an easy way—
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what I'm saying is—
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the entry into using these things,
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there's certainly a very low cost barrier.
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Because the hardware is so weak,
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I have the tablet for doing tablet stuff,
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and then I use the laptop to
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do all of the streaming and recording.
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I take the video output
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of the tablet and convert it to
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USB input into the laptop.
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Just to give you a diagram here,
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there's a laptop and there's a tablet.
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The tablet has a stylus.
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They both run GNU/Linux distributions.
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You've got a webcam that
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goes into the laptop.
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You've got video output
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from the tablet that goes into the laptop.
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There's a microphone that
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goes into the laptop,
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and then audio and video come out of
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the laptop and go into
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some AV system or another.
NOTE Example setup
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Okay. This was Wednesday,
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teaching microbiology.
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There's the tablet, there's the laptop.
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There's the external screen
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in the podium here you can
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plug into the AV system.
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There it is. From where I stand,
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this is what the screen looks like.
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This is what students are seeing,
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on the live stream
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and later on the recording.
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And students in the room
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can see this as well.
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So you notice this is kind of meta,
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but the camera and
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the contents of the screen are
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there when I wander around,
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and when I stand in front of the screen,
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the students who aren't in the room can
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still see what I'm pointing to on the screen.
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Nobody gets left out.
NOTE Presentation software: flexibility in function
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Let's talk about
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the software that I use.
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There's a lot of different things that
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I want to be able to show.
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And so I need a few different
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software packages— besides Emacs.
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For drawing on the tablet, I use
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(I don't know quite how this is pronounced:
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I think it's) Xournal++
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I use the web quite a bit,
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especially if I want to just
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spontaneously look something up.
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Often I use video,
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especially molecular animations.
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And that's incredibly powerful.
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And then now and again, I want to look at text.
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Especially in
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the English course that I teach,
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there's quite a bit of text.
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I'll use Emacs for that.
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The video compositor, the thing that
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puts this video and me in the green screen.
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and all of this stuff together, is called
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OBS Studio—and that also does recording.
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It's ALMOST a completely free software stack.
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I use Zoom to do
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the streaming and video
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conferencing because all of
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the students are forced to use it for
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their other classes and
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I've gone along with it.
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But a good alternative is
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Jitsi Meet. There are others.
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Okay. Again, here's
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the hardware setup. On the tablet,
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I'm running Xournal++. On the laptop,
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I've got Firefox and VLC, and Emacs.
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OBS is compositing that together.
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And I use Zoom, but you could use Jitsi.
NOTE Live demonstration
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All right, let's
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demonstrate this live. Here we go.
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Here goes, nothing. The drawing program
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is really good because I can draw
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with the stylus on a tablet.
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It's a remarkable thing—
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I teach in these big lecture halls,
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and I guess they want them to be fancy?
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And so they don't have blackboards and
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whiteboards! If I want to be able to draw,
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if I want to do anything approaching analog,
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it has to be with this software!
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In this presentation, I
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don't have very many diagrams,
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but in my courses, most of
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the slides are complicated diagrams.
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Being able to annotate them
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is really important.
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This is why I don't use Emacs for
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presenting these kinds of documents,
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because I want to be able
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to mark them up visually.
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I can show you what that looks like.
NOTE OBS
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By the way, here's how OBS works:
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I can go from different "scenes"
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So I can just do just me,
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or I can show you the slides,
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or I can show you what I see on the tablet.
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On the tablet, I can go
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through all of the— notice here,
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I'm scrolling through all
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of the different slides.
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I've got all kinds of different markup tools,
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and tools for controlling
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zoom and what page I'm on,
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but you don't have to see that.
NOTE Firefox
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Okay. Firefox, boy, I do a lot of this.
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All of the quizzes,
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quizzes and exams in my courses
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are online on this
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web platform called Canvas,
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which is good enough.
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It's based on a GPL3 package,
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but this one is proprietary for Penn State.
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Notice that there's a quiz
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every day, and this quiz,
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every quiz has a recording from
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that day and you notice
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there's a picture of me teaching,
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pointing to the slides.
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There's the slides themselves.
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I use OBS to composite in
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the Zoom chat because I teach this hybrid.
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There's people in the room
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and there's people at
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other campuses who are in this course.
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Having the Zoom chat in
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the live feed is very useful.
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Then the quiz—
00:09:25.730 --> 00:09:26.669
at the next class meeting,
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we'll go through this quiz.
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Here's some experimental data
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and here's a question where they're
00:09:31.650 --> 00:09:36.589
supposed to interpret these data.
00:09:36.590 --> 00:09:38.849
We can in class together,
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we can review those.
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That's why Firefox is useful.
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Being able to inhabit,
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being able to inhabit
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figures like this is incredibly powerful.
00:09:56.870 --> 00:09:59.349
This is the silver lining of being
00:09:59.350 --> 00:10:02.129
forced to teach online during the pandemic,
00:10:02.130 --> 00:10:03.069
because I couldn't do
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this before I had a green screen.
00:10:05.760 --> 00:10:09.539
But even more powerful than this—
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For years, I showed students
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this figure by standing in front
00:10:12.340 --> 00:10:13.699
of it or by having a
00:10:13.700 --> 00:10:15.239
projector screen above me.
00:10:15.240 --> 00:10:18.459
And I said, "This is the B form of DNA."
00:10:18.460 --> 00:10:20.379
"This is the most common form of DNA."
00:10:20.380 --> 00:10:22.579
"You see here that there's this minor groove."
00:10:22.580 --> 00:10:23.419
"And then this feature
00:10:23.420 --> 00:10:24.419
is called the major groove."
00:10:24.420 --> 00:10:26.059
And students couldn't see it.
NOTE Animation
00:10:26.060 --> 00:10:29.439
But if you animate it—
00:10:29.440 --> 00:10:30.279
if you just have it
00:10:30.280 --> 00:10:33.319
move, the apparent movement,
00:10:33.320 --> 00:10:34.399
It's not really movement,
00:10:34.400 --> 00:10:35.379
it's apparent movement.
00:10:35.380 --> 00:10:37.819
And it tricks your visual cortex into
00:10:37.820 --> 00:10:40.319
adding three dimensional structure to this.
00:10:40.620 --> 00:10:42.579
You can see this feature is
00:10:42.580 --> 00:10:45.339
the major groove and that feature
00:10:45.340 --> 00:10:47.219
is the minor groove. And a static
00:10:47.220 --> 00:10:48.319
image just can't provide
00:10:48.320 --> 00:10:51.399
that understanding, while moving image can.
NOTE Emacs
00:10:55.790 --> 00:10:58.179
I use Emacs to look at text.
00:10:58.180 --> 00:11:02.519
Where's Emacs? Here's Emacs! We read
00:11:02.520 --> 00:11:04.279
Vonnegut in this English class that I
00:11:04.280 --> 00:11:07.759
teach and I'm going to tab over to Emacs.
00:11:07.760 --> 00:11:09.859
It's nice to be able
00:11:09.860 --> 00:11:12.419
to have text jump
00:11:12.420 --> 00:11:14.159
around and be dynamic, right?
00:11:14.160 --> 00:11:16.859
If you, if you want to look
00:11:16.860 --> 00:11:18.039
at this passage and I'll
00:11:18.040 --> 00:11:19.259
have somebody read it aloud.
00:11:19.260 --> 00:11:20.819
And then we talk about why he chose
00:11:20.820 --> 00:11:22.499
this word and why he chose that word,
00:11:22.500 --> 00:11:25.179
and the cadence, and the alliteration.
00:11:25.180 --> 00:11:30.839
Then we can go to another particular excerpt
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and pick that apart on the screen together.
00:11:33.440 --> 00:11:34.899
That would be difficult to do with
00:11:34.900 --> 00:11:36.819
other software that would be very tedious
00:11:36.820 --> 00:11:39.399
to do on the chalkboard.
00:11:39.400 --> 00:11:42.259
So Emacs is really good for that sort of thing.
NOTE Making slides and handouts with Org Mode
00:11:42.260 --> 00:11:45.379
Mostly what I use Emacs for is not to
00:11:45.380 --> 00:11:50.339
present but to make slides and handouts.
00:11:50.340 --> 00:11:52.359
Okay. Again, the thing that I want to
00:11:52.360 --> 00:11:54.219
stress is that the slides
00:11:54.220 --> 00:11:56.739
and the handouts can be produced from
00:11:56.740 --> 00:12:01.179
a single Org mode document.
00:12:01.180 --> 00:12:04.059
This entire presentation
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was assembled in Emacs.
00:12:05.700 --> 00:12:07.939
I'll show you how I did that.
00:12:08.420 --> 00:12:11.619
I think everybody
00:12:11.620 --> 00:12:13.159
probably knows what Org mode is.
00:12:13.160 --> 00:12:14.639
But for our purposes, it's a way
00:12:14.640 --> 00:12:16.119
to write documents in plain text.
00:12:16.120 --> 00:12:19.839
That's very important because one of
00:12:19.840 --> 00:12:22.019
the biggest advantages of this is
00:12:22.020 --> 00:12:24.739
being able to do version control.
00:12:24.740 --> 00:12:27.779
I don't have Powerpoint decks
00:12:27.780 --> 00:12:29.359
everywhere with slides that
00:12:29.360 --> 00:12:31.239
there's no way to keep track of them.
00:12:31.240 --> 00:12:32.459
Having these be plain text
00:12:32.460 --> 00:12:33.579
means that I can just put them in
00:12:33.580 --> 00:12:36.139
a git repository.
00:12:36.140 --> 00:12:37.899
Very clean and human readable markup
00:12:37.900 --> 00:12:41.159
including handling tables
00:12:41.160 --> 00:12:43.339
which is just incredibly powerful.
00:12:43.340 --> 00:12:45.459
You can manage projects and tasks.
00:12:45.460 --> 00:12:47.299
But the fact that it's an outline
00:12:47.300 --> 00:12:48.979
that you can produce a document that's
00:12:48.980 --> 00:12:51.279
hierarchical and fold and
00:12:51.280 --> 00:12:52.979
reveal different parts of it.
00:12:52.980 --> 00:12:57.119
But to produce a book length lectures for
00:12:57.120 --> 00:12:58.919
an entire semester and use
00:12:58.920 --> 00:13:01.399
those to produce both slides and handouts,
00:13:01.400 --> 00:13:03.179
that's very powerful,
00:13:03.180 --> 00:13:04.999
at least for my brain. To be able to
00:13:05.000 --> 00:13:06.779
put it all together and have it be
00:13:06.780 --> 00:13:08.399
discursive rather
00:13:08.400 --> 00:13:09.919
than having to be graphical.
00:13:09.920 --> 00:13:11.879
You can export to
00:13:11.880 --> 00:13:15.059
a million different formats including
00:13:15.060 --> 00:13:16.999
PDF documents like the handouts as
00:13:17.000 --> 00:13:22.679
LaTeX, and slides like these through Beamer export.
NOTE Pedagogy first
00:13:22.680 --> 00:13:24.919
The approach is to think
00:13:24.920 --> 00:13:26.899
about pedagogy rather than thinking
00:13:26.900 --> 00:13:28.279
about software or thinking
00:13:28.280 --> 00:13:30.999
about graphic design.
00:13:31.000 --> 00:13:32.599
To think about how can
00:13:32.600 --> 00:13:34.379
I make the best argument?
00:13:34.380 --> 00:13:35.979
How can I make the best,
00:13:35.980 --> 00:13:40.879
the most effective sequence of ideas?
00:13:40.880 --> 00:13:44.999
All I've done is make a few tweaks to
00:13:45.000 --> 00:13:47.979
the export backends for LaTeX and
00:13:47.980 --> 00:13:49.979
Beamer to customize them
00:13:49.980 --> 00:13:51.499
for my particular needs.
00:13:51.500 --> 00:13:54.599
And I'll show you what I've done.
00:13:54.600 --> 00:13:58.059
You've seen this already. I'll put
00:13:58.060 --> 00:14:00.899
one idea in big text on the screen.
00:14:00.900 --> 00:14:04.619
I find it to be effective to
00:14:04.620 --> 00:14:09.119
make a single idea explicit at one time.
00:14:09.120 --> 00:14:12.259
Now, some concepts can
00:14:12.260 --> 00:14:14.799
be explained with words or text,
00:14:14.800 --> 00:14:20.259
but many ideas are best just illustrated.
00:14:20.260 --> 00:14:22.539
In contrast, we've
00:14:22.540 --> 00:14:23.979
all used Powerpoint, right?
00:14:23.980 --> 00:14:25.699
And Edward Tufte has taught us
00:14:25.700 --> 00:14:27.479
about how Powerpoint is so
00:14:27.480 --> 00:14:29.239
terrible from a cognitive point of
00:14:29.240 --> 00:14:31.799
view and from a communications point of view.
00:14:31.800 --> 00:14:35.398
So using Org mode is much better.
00:14:35.400 --> 00:14:36.759
How is it better?
00:14:36.760 --> 00:14:41.479
Well, Tufte also tells us that
00:14:42.040 --> 00:14:49.049
any oral presentation that is substantive at all
00:14:49.050 --> 00:14:52.629
has to have some physical handout
00:14:52.630 --> 00:14:55.709
that the audience can use to take notes on.
00:14:55.710 --> 00:14:58.749
Slides are terrible handouts.
00:14:59.030 --> 00:15:02.129
And notes are usually terrible slides.
00:15:02.130 --> 00:15:03.689
Having one document where you
00:15:03.690 --> 00:15:05.849
can produce both and have them be,
00:15:05.850 --> 00:15:08.409
have the same organization,
00:15:08.410 --> 00:15:10.349
but different structures and
00:15:10.350 --> 00:15:14.749
different visual organization is
00:15:14.750 --> 00:15:16.609
something that I wanted
00:15:16.610 --> 00:15:18.629
for a long time and I can only do it
00:15:18.630 --> 00:15:20.019
with Emacs.
00:15:20.020 --> 00:15:21.409
Being able
00:15:21.410 --> 00:15:22.729
also for my brain to
00:15:22.730 --> 00:15:25.309
separate the work of writing and developing
00:15:25.310 --> 00:15:28.469
ideas and developing explanations
00:15:28.470 --> 00:15:30.049
and developing arguments
00:15:30.050 --> 00:15:31.429
and scaffolding them.
00:15:31.430 --> 00:15:33.689
That's jargon in pedagogy
00:15:33.690 --> 00:15:36.889
for bringing the student along.
00:15:36.890 --> 00:15:41.349
Separate that work from wrangling slides.
00:15:41.350 --> 00:15:44.529
That's super helpful for me.
00:15:44.530 --> 00:15:46.709
Again, you have
00:15:46.710 --> 00:15:48.229
an Org document that makes
00:15:48.230 --> 00:15:51.369
both the handouts and the slides.
00:15:51.370 --> 00:15:53.449
What's beautiful about it is
00:15:53.450 --> 00:15:54.649
that everything is an outline.
00:15:54.650 --> 00:15:56.429
And again, it's very discursive.
00:15:56.430 --> 00:15:59.109
Here's Tufte's famous poster where he's making
00:15:59.110 --> 00:16:02.009
fun of the psychology of Powerpoint.
00:16:02.010 --> 00:16:05.749
I don't know about you, but I have the kind of brain
00:16:05.750 --> 00:16:07.609
and I'm in the kind of job
00:16:07.610 --> 00:16:09.909
and I'm at the age where I don't have extra
00:16:09.910 --> 00:16:12.049
cognitive function! You know?
00:16:12.050 --> 00:16:15.729
So streamlining this workflow
00:16:15.730 --> 00:16:17.789
has been really helpful.
NOTE org-teach
00:16:17.790 --> 00:16:19.309
All right, so let me show
00:16:19.310 --> 00:16:21.649
you what I've developed.
00:16:21.650 --> 00:16:24.489
Let's look at the Org doc.
00:16:24.490 --> 00:16:25.829
Okay. So what you see is you have
00:16:25.830 --> 00:16:30.769
a typical Org mode buffer.
00:16:30.770 --> 00:16:32.849
There's two headings here.
00:16:32.850 --> 00:16:35.529
One of them is stuff that I've deleted and
00:16:35.530 --> 00:16:39.269
the other is the talk.
00:16:39.270 --> 00:16:43.109
And so all of these subheadings have
00:16:43.110 --> 00:16:46.389
various things underneath including
00:16:46.390 --> 00:16:48.969
these macros that I wrote like `include-slide`,
00:16:48.970 --> 00:16:51.229
`impact-slide`, `subsection-slide`,
00:16:51.230 --> 00:16:54.909
et cetera, and then a bunch of stuff.
00:16:54.950 --> 00:16:59.309
Then I've got this include
00:16:59.310 --> 00:17:01.629
file that just has
00:17:01.630 --> 00:17:03.289
the macros that I've written.
00:17:03.290 --> 00:17:05.449
You can look at this on the repo.
00:17:05.450 --> 00:17:06.289
I'm not going to take
00:17:06.290 --> 00:17:07.569
the time to walk through it and
00:17:07.570 --> 00:17:10.369
explain what all the LaTeX means.
00:17:10.370 --> 00:17:16.509
But the upshot is
00:17:16.510 --> 00:17:20.549
that by including that file
00:17:20.550 --> 00:17:22.429
that has all the macro definitions,
00:17:22.430 --> 00:17:25.649
you get things like this macro pause
00:17:25.650 --> 00:17:27.689
or newline or whitespace-break,
00:17:27.690 --> 00:17:30.809
which just allow—
00:17:30.810 --> 00:17:33.009
pause splits a slide into two frames,
00:17:33.010 --> 00:17:34.569
so you can get these overlays,
00:17:34.570 --> 00:17:36.309
so you can go through paragraphs one by one.
00:17:36.310 --> 00:17:38.629
These just put
00:17:38.630 --> 00:17:42.649
white space in.
00:17:44.650 --> 00:17:47.109
Text-slides: This thing here, this title
00:17:47.110 --> 00:17:49.169
is level three heading.
00:17:49.170 --> 00:17:50.189
Figure-slides:
00:17:50.190 --> 00:17:52.049
the same thing are level three headings.
00:17:52.050 --> 00:17:54.009
One of the most powerful things
00:17:54.010 --> 00:17:56.229
is that I can take other files,
00:17:56.230 --> 00:18:00.149
I can take other Org files that have level
00:18:00.150 --> 00:18:02.789
three headings that are slides and those can
00:18:02.790 --> 00:18:06.209
be in some other repository.
00:18:06.210 --> 00:18:08.509
I only need to have one version of
00:18:08.510 --> 00:18:09.909
that slide that I
00:18:09.910 --> 00:18:12.749
can use in multiple courses.
00:18:13.230 --> 00:18:17.109
Just that functionality is
00:18:17.110 --> 00:18:19.909
incredibly helpful for keeping
00:18:19.910 --> 00:18:22.809
track of work from a few years ago.
00:18:22.810 --> 00:18:24.269
All of these I'm going to
00:18:24.270 --> 00:18:25.929
explain in the next few slides.
00:18:25.930 --> 00:18:27.709
The section slides
00:18:27.710 --> 00:18:29.909
correspond to course modules.
00:18:29.910 --> 00:18:31.129
Each of these is going to
00:18:31.130 --> 00:18:32.549
be a few weeks of a course.
00:18:32.550 --> 00:18:34.629
This is a major division of a course.
00:18:34.630 --> 00:18:36.909
I have some macros so that I can decorate
00:18:36.910 --> 00:18:41.389
this with relevant information.
00:18:41.390 --> 00:18:43.469
Then for every subsection,
00:18:43.470 --> 00:18:45.569
level two headline, that
00:18:45.570 --> 00:18:46.729
corresponds to a major
00:18:46.730 --> 00:18:48.589
course topic in the module.
00:18:48.590 --> 00:18:50.209
Then text slides, again,
00:18:50.210 --> 00:18:52.849
level three headlines become
00:18:52.850 --> 00:18:53.969
titles for the slide,
00:18:53.970 --> 00:18:58.859
and level four headlines become text elements.
00:18:58.900 --> 00:19:01.679
Most of my slides look like this.
00:19:01.680 --> 00:19:03.139
They're figures.
00:19:03.140 --> 00:19:05.859
Here's the glycolytic pathway.
00:19:06.020 --> 00:19:09.979
Level three gives you the title.
00:19:11.420 --> 00:19:14.279
It's missing here actually,
00:19:14.280 --> 00:19:16.719
but there's a way you can put in captions.
00:19:16.720 --> 00:19:18.959
This line here just tells
00:19:18.960 --> 00:19:21.039
the LaTeX export backend
00:19:21.040 --> 00:19:24.219
how big you want it and stuff like that.
00:19:24.220 --> 00:19:29.139
Impact slides, they have to go under H1 or H2.
00:19:29.140 --> 00:19:32.179
And they just give you one of these text slides.
00:19:32.450 --> 00:19:35.649
For an entire slide being an image,
00:19:35.650 --> 00:19:38.249
you can use this image-slide macro.
NOTE Blank slides
00:19:38.330 --> 00:19:41.129
I often put in blank slides to
00:19:41.130 --> 00:19:43.269
remind myself that this is a time to stop.
00:19:43.270 --> 00:19:44.789
Often there's something for me to
00:19:44.790 --> 00:19:47.369
draw here with the stylus.
NOTE Animations
00:19:50.050 --> 00:19:53.149
I often use— it used to be Powerpoint,
00:19:53.150 --> 00:19:56.069
now I use LibreOffice Impress—to make
00:19:56.070 --> 00:19:58.309
multi slide animations like
00:19:58.310 --> 00:20:01.309
the sphere and the donut and the GI tract.
00:20:01.310 --> 00:20:03.249
And this hardware thing
00:20:03.250 --> 00:20:05.269
that I did for you today,
00:20:05.270 --> 00:20:07.949
I export those animations as PDFs.
00:20:07.950 --> 00:20:14.469
Then I can just slurp them up into the slides.
00:20:14.470 --> 00:20:16.669
Just into the slides, not into
00:20:16.670 --> 00:20:19.269
the handouts with this macro.
NOTE Conclusion
00:20:19.270 --> 00:20:21.489
I hope that you find this useful.
00:20:21.490 --> 00:20:22.449
I hope you share it with
00:20:22.450 --> 00:20:24.089
other educators that you know.
00:20:24.090 --> 00:20:27.149
Here is the sourcehut repo,
00:20:27.150 --> 00:20:29.069
here's how to get in touch with me.
00:20:29.070 --> 00:20:32.569
I look forward to addressing your questions.
00:20:32.690 --> 00:20:34.989
I want to say thank you
00:20:34.990 --> 00:20:36.609
to Sacha [Chua] and the organizers,
00:20:36.610 --> 00:20:38.449
and to everyone who made this possible and
00:20:38.450 --> 00:20:40.689
to all of you in the community.
00:20:40.690 --> 00:20:42.769
Because as we all know,
00:20:42.770 --> 00:20:47.429
that that's what makes Emacs such a strong
00:20:47.430 --> 00:20:50.089
and powerful package is
00:20:50.090 --> 00:20:51.329
all of the people behind it.
00:20:51.330 --> 00:20:53.169
Thanks everybody.
