The Justice Committee has launched a call for evidence on the Scottish Government's new vulnerable witness bill. The main aim of this bill is to try and improve the experience that both victims of crime and vulnerable witnesses have in the criminal justice system. One of the main provisions in the bill is to introduce pre-recorded evidence. The Justice Committee is very keen to hear from as many people as possible about, for example, the methods of pre-recording and how it will benefit them. So we hope that as many people as possible will respond to the consultation to get the best bill possible.


This video provides an overview of corrections education across Washington State. Students in corrections setting have the opportunity to receive the education, skills and resources needed to support them as they exit incarceration and re-enter general society. The State Board for Community and Technical Colleges, or SBCTC, has an articulated contract with the Department of Corrections, or DOC, to provide educational services to our Washington adult incarcerated justice-involved population. All justice-involved individuals entering DOC without high school completion are required to enter into GED certification or high school plus competency-based high school credentialing. We offer English language acquisition courses, pre-college courses, professional technical certifications and vocational workforce associate degrees. Through private funding, we offer academic direct transfer associate degrees. We have several correctional facilities providing academic direct associate degrees through Federal Second Chance Experimental Pell. There are presently over 24 degree and certificate programs available to students in corrections settings, including the construction trades pre-apprenticeship program that prepares students for entry into registered apprenticeships upon release. Students have a variety of options to choose from while incarcerated, and credits can transfer to a campus upon the student's release. Eight colleges offer programs in a total of 12 correction settings, which are considered satellite campuses for all intents and purposes. Centralia College has programs at the Washington Correction Center and Cedar Creek Correction Center. Clark College offers courses at Large Correction Center. Edmunds College provides programming at Monroe Correctional Complex, and Grays Harbor College operates within Stafford Creek Correction Center. Peninsula College runs programs at both Clalem Bay Correction Center and Olympic Correction Center. Spokane Community College operates within Airway Heights Correction Center, and Tacoma Community College has programs in both of the women's facilities. Washington Correction Center for Women and Mission Creek Correction Center for Women. Lastly, Walla Walla Community College provides programming in both Coyote Ridge Correction Center and Washington State Penitentiary. As one might imagine, education and correction setting has a number of similarities to education on a college campus, but there are also a number of differences. These differences are reflected in the primary goals for corrections education. First, corrections programs aim to offer workforce-related programs that are in high demand and offer high wages that are aligned to a career pathway connected to apprenticeships and achieve completion targets. Ensuring that there is adequate technology and support is of increasing importance. The next goal is to build IT infrastructure that allows education programs to deliver flipped classroom and web-enhanced instruction. Next is the reality that students in corrections settings have a different set of needs as they exit prison to return to the community, including their transition to a more traditional community college setting. The third primary goal is to create a seamless pathway from prison to post-secondary education with navigational support on community and technical college campuses with crosswalks to workforce programs and connections to community-based programs. You are encouraged to explore what supports you have in your organization, on your campus and in your program to support formally incarcerated students. The fourth and final goal is to develop an applied associate of arts degree and associate of arts degree pathway model for incarcerated students. In addition to education and workforce programs, we provide educational re-entry support through our education navigators located in all 12 correctional facilities education programs on eight community and technical college campuses and the Evergreen State College. Navigators help students prepare for their transition to college campuses and general society in a variety of ways, including re-entry planning, resources for basic needs such as housing, food and transportation, and connections to individuals on campuses. A soft handoff to the college is critical to re-entry for students, many of whom may have never envisioned themselves as belonging on a college campus. Re-entry is a huge transition in every way. Students have a lot to juggle as they make their way back into society. The cadre of dedicated individuals who act as navigators both in and outside of corrections facilities are integral to the success of incarcerated and formally incarcerated students. Do you have navigators on your campus? How might you connect with them to support re-entry students to ensure they find success in your program? Looking forward, corrections education programs will continue to develop pathways to high wage and high demand professional technical degrees that build on existing programs, creating multiple pathways to employment after release that include a supported pathway into apprenticeship. Moreover, we aim to expand education navigators into the education departments at each DOC correctional facility in order to develop a sustainable educational pathway and support a seamless transition to college campus. Of incredible importance is to incorporate the student voice in program planning, development and evaluation through student councils and advisory boards. Students are the experts on their experiences and their voice is incredibly valuable. Procuring secure and stable technology will continue to be a high priority, including the deployment of secure laptops that can be used in student cells and making secure internet available in all corrections education programs. Programs will also continue to explore creating educational communities within corrections facilities, expanding high school plus, dual enrollment and IBAST. Please explore the additional resources available in the corrections education module of Canvas for more information. Of particular relevance to this video are the following, corrections education annual report, correctional education association, Washington State Department of Corrections programs, Justice Policy Institute.


Wow, average golfer, Lewis Johnson, Abu Dhabi, Yazlings. Yeah, that's right, we are here at Abu Dhabi five days. It all starts here at Yazlings today. This place looks really special. And with Lewis Johnson, as I say, James Robinson's also here, five day trip. I've already mentioned that.  Right, so we're gonna play 16, 17 and 18 into a match place. You can get some kind of, we've got a bit of competition at least for you to see. And in between all this, I'm gonna break away and show you a little bit around what we've played so far at Yazlings. So, over to you, Paul. I'm actually getting two shots, you know. I'll get the two shots and I'll ask you, these are the signature holes, I think 30 was a good path for you, but these are, I mean, you can probably see from behind us. It's a decent, it looks to be a nice finish. Will it be? Well, for someone. That was never going in the water, Lou. Yeah, that's okay.  I'm going on a tiger line, I'm taking off. But with your cut and the wind off the left, do you hit it into the water and let it come back or? Yeah, that's right. Am I just getting in your head? No. That's what I'm gonna do. So we've got 170 here, mate. 170 into the breeze, though. 170 into the breeze. It's a little bit off the left as well, which just brings that water into play, doesn't it? Keep walking back and through. I've got a hitter at some point. It's not the type of shot you're looking forward to, is it? Hang in line. I'm not fancy, isn't it, Lou? Is that what it is? You're talking yourself out of it? He's absolutely played, man. What is going on here? Oh, on the bounce back. Hey, Lou, it's a really good drive. He's got a good 40, 50. Well, well, what have you got into the flag? I've got 129. So he did, he done me about 50 yards there. He's a great line into this flag. Takes the water out, really. It's just straight down a pipe. But I've got him under a bit of pressure. That was a good five-hine, you know? Oh, this is good. This is good if it's got the yardage. I just stalled in the wind. By Seven Holes Inn at Yaz Links, this course was designed, by the way, by Kyle Phillips, and he was responsible for Kings Barnes, not played there, but he was also responsible for Don Donald Links up in Scotland, Ayrshire. I have played that track, and it's got similarities in terms of the a lot of huge humps and bumps and swales in terms of fairways, huge greens, lots of undulation in the greens as well. But yeah, so far, so good Seven Holes Inn. I'll give you my ultimate verdict to this place at the end, but yes, nice track, and it's certainly got, he's built that Link's feel into this. Wind, undulation, wispy links, could be in Scotland. But it's sunny. So I hope you like what you're seeing so far of Yaz Links. Decent Link's track, and a wind picks up. These three holes that we're playing, they're all gonna be straight back into the teeth, and this plays 190 into the wind. At a minute over E, the ball seems to be travelling just that little bit further for my yardages. I'm going with four iron, but I don't know whether I can, whether I can make it. It's not a good thing to say, really, because water. Well, you won't up me, so. Yeah, yeah, just go start that. Right. I don't need a good one. That water's crystal clear, and I know I don't, I shouldn't be pointing out how nice is that. Gorgeous golf ball, that is. Isn't it? Yeah. It was better with my ball, wasn't it? What a liking it. You've absolutely nailed that. What a great shot. It's gone long, and it's coming back off the slope. It's gone over the flag. It was on the back slope. I love it when he gets into this mode. You can tell he's changed his attitude. He switched on. Oh, what a response from Lewis. Have some of that, average. That's a great shot, that mate, well done. I think that's very, lookingly, aren't it? I'll tell you what, I'll have a strong both sides, I think. That's perfect, thank you very much. Yeah, yeah, definitely. Great shot. You know what they say, if the golf's not going too good, it just turns to the beer. Oh, beer won. Right then, you join us on the last hole. Like I said, hope what you've seen of Yasling, you've been impressed with. I gotta say, and I've said it during the video, the back nine, the whole place comes to life. These last three holes that we're playing in terms of match play are real good, and they're great match play holes as well. Father Louis just birdied the last, I'm not overly pleased, but there you go. So what's this to finish, mate, it's a par five. Par five, I'm on a shot. Come on, hand. Right, come on, so, I don't know where you can, you won't be able to hear the wind hopefully, but it's, there's a gust in off the left, I would say. Oh, well, how dare you put that shot in now? I can't pick it up, land, isn't it? That wasn't my intended line. Oh, that was a tiger line, mate. Ten yards inside the water. So carry that, I'm gonna just explain, because we won't be picking them up, I don't think I'll try and get shot, Tracer. It was on that bunker, what did it do after that? Did you carry that bunker there, and darted on? How you feeling, mate, on a shot?  That's fair. You put the pressure on. Well, I felt as though I was extending the match, making a two, to be honest. So good. Is that gonna carry? Yeah, yeah, yeah, I've got it. It's like 240 to the centre of the fair, mate, on what would appear to be a safe line in the clubhouse. It's 338. So what's the shot? In a wedge over here, to be honest. So what's the line, can you get a yardage to the line to the clubhouse, that line? Yeah, yeah. What's that? The line to the clubhouse, the carry. Yeah. Is like 240, yeah, 209. 209? Into the breeze on that line. So I'm gonna have to go right to that, then. And it's all, right, it's all... It's all carry. It's all water? Yeah, no, it's either you either carry it or you've gone, mate. It's a bunker at the back. It's a fantastic hole. It's all water yard. Let me just show you what we're looking at. So we've literally shot for shot in terms of where we finished here. And I couldn't, literally, they're really decent tee shots. Green is, let me see if that's the green there. And we need to go, I'm thinking club outline, but that's 240 carry, because all between, if you can see that drop off there, that's all water. All right, he's nutted it. Is that enough fluid over there, yeah? I've seen the birds all fly off. We've got to find out. Yeah, I think that's good from where... What are you thinking, Ant? Over 200 to go. I think I've got 200, mate. I've got four iron, but I don't think this'll get there. But if I can keep it straight, there shouldn't be a lot to do on the next shot. He's trying to use his shot, isn't he? I'm trying to, yeah. It's all got a bit cautious, I thought. I don't think I've got many options, though, I mean. That is the best iron unit. Quality that. You've made it to the... You've produced there, haven't you? That's a shot, mate, that. You've produced there. I can't hit any better. I've hit two four irons. It's three holes, I can't hit any better. Right, I can't tell you how pleased I am with that shot. I've now picked it up. I'm sure, but that's gone unreal for me. I think that's put the breath. I mean, driver, three wood, four iron. Yeah, yeah, it's three hefty hits. That gives you an idea of how long it is. I'm going to show you something here now. Let me just spin around a bit. That was Lewis's carry. I thought he'd gone on a brave line. He's done it by about 15, 20 yards. Can you still film me? Yeah, basically. It's a great closing hole. Really is. Is it a great ball? I just don't know where that's going to hang in the wind a bit. Very now, for an ending after, I've just three potted that after one of the best four irons of it since the 16th. That was what you call it. A good half for me, that. Yeah, it was a good match. You enjoyed it. I hope you've enjoyed our visit to Yazzling's. Don't forget, this is day one of our trip to Abu Dhabi. We'll do plenty more of that on every course we play over the next few days. As ever, comment down below. Tell us what you think of the course. Tell us if you've been to Abu Dhabi and hit that like button. Hope you enjoyed it. Yeah. Enjoy it. We did, didn't we? Yeah, it was a good day. Time for a pint, I think. Nice. Go on. So you've just told me it's one, fourty, five, or something. Fourty, fourty, five, or something. Yeah. I can't remember. You've got GPS in the buggies here. Oh, we've got water, come on. That's right at the Oreo. Right, James Robinson. Not seeing him on the channel as yet, but he's going to give this an absolute wall up. Three-thirty to the green. M5 driver. Oh, I'll tell you what, he's given it a chance as well. Channel debut, three-thirty on the green. I'll tell you what, mate, that's not far off. Right, James. Where are we? I think we're on the green. We're on the green. That was some tee shot, to be fair, mate, wasn't it? I'll take it all day long. So that's where we come from. What was it, three-thirty?  I mean, we're... Three-thirty Eagle pork. Am I staying live for Eagle pork? I could send you some.  I'm just going to watch this go in, mate. That's a great drive, to be fair. I landed front short, and I've just chipped up, and he's just inside his ball, actually. Can we get Eagle on cam? Ooh, look for a minute, it would turn. I thought that was going to move. Yeah, yeah, good birdie though, well done. Look at that. Come on. I can't walk that good. See you. Oh, strike, that is Louis. Great. He's best today, I think, mate, isn't he? Solid. That's not stopping for a while, mate. That's gone to Dubai, I think. Dubai, Dubai. Dubai, Dubai. Jesus. Jesus. Comedy gold.


Hi, I'm Kate Young, and you're listening to This is Purdue, the official podcast for Purdue University. As a Purdue alum and Indiana native, I know firsthand about the family of students and professors who are in it together, persistently pursuing and relentlessly rethinking. Who are the next game changers, difference makers, ceiling breakers, innovators? Who are these Boilermakers? Join me as we feature students, faculty and alumni taking small steps toward their giant leaps and inspiring others to do the same. There's a lot of evidence that students really excel when they're living and learning in community. I guess historically, if you really look back in the tradition of it, it's an apprenticeship type model. It's a learning by doing type of model. I think they learn as much from each other as they learn from me. And I think they became very invested in each other's success. The data science is very popular now, but it's not necessarily easy, right? I mean, you know, we really provide a substantive program for the students, but it's challenging. And I think the students really rose to that challenge and supported each other as we provided some pretty real world kind of experiences for them, you know, some unique kind of experiences other students didn't have access to. 20 billion devices, that's right, 20 billion are now connected to the Internet. By 2030, that number will reach one trillion. For all of the Purdue University fans out there, which I hope is, well, everyone listening to this podcast, it probably won't shock you that the University is at the forefront of researching and analyzing data coming from all of these devices. Cell phones, laptops, iPads, Apple Watches, Fitbits, the list goes on. Jay Ackridge, Purdue Provost and Executive Vice President for Academic Affairs and Diversity, explains. It's very clear that as we look to the future, the role of data has radically changed, which means we need to be thinking about what it means for the education our students receive. As we think about our university's focus on the persistent pursuit of innovation, there's really just no better example than what's going on in the data mind. This very unique learning environment where students from across our campus come together to solve real-world problems that are brought to them by external partners, industry, government, and not-for-profits, we couldn't be prouder of the work that's happening in the data mind and the future for where we can take that idea long-term. Since I started hosting this podcast at Purdue, I can't count how many times I've been asked, have you heard about the data mind? Or been told, oh, you have to do a story on the data mind. Then there's everything I've heard about the director of the data mind, Mark Daniel Ward. Have you talked to Mark yet? You're just going to love him. And things like, you have to talk to Mark. He's the professor every parent wants their child to have in college. Needless to say, I was intrigued. When I first thought about data, my mind went to statistics and math. But it's so much more than that. The study of data affects people in every sector you can think of. Data science solutions are applied to everything from preventative maintenance and manufacturing to food science initiatives that address food insecurity. As Jay just touched on, the data mind is a group of Purdue's very own students analyzing data and finding meaning in it. These data scientists are the critical link that transform data into information that can be applied to solve real world problems. In this episode, I had the pleasure of speaking with Mark. As I mentioned, Mark is the director of the data mind and he's also a professor of statistics at Purdue University. Let's start at the beginning and hear Mark explain what data science is. So at least the way we interpret data science is it's using data to make insights. Could be research insights, could be business insights. You know, anytime that folks are using data to basically perform their studies or to do something they couldn't do if they didn't have those tools, I'd characterize that as data science. How has this exploded with all of the numbers of laptops and phones and iPads and, you know, even the past five, ten years? Right. I mean, people's cell phones are more powerful than the computers we used to have, right? I mean, it's truly remarkable. So it does seem to me that because devices are just so prevalent, so affordable to purchase now and deployed everywhere that the availability of data from streaming sensors, audio, video, every kind of data source you can imagine. It's sort of being harnessed now, right? I mean, people are using it to perform studies and get insights about things we never would have thought imaginable before. It's a pretty exciting time. The first flyer advertising the data mind was posted in 2013. Mark explains how this initiative was created and the importance of it being an immersive living learning community environment. In 2013, we started a grant from the National Science Foundation for the statistics living learning community. That was such a pleasure. One of my favorite things I've done in my career because we had 20 sophomore undergraduates supported on that grant every year for the course of five years, a hundred students all together. Those students came from every walk of life at Purdue. You know, they had all kinds of different professional aspirations and backgrounds and skills and passions they brought to the table. And it was almost like just having our little family, you know, I mean just having that group of people where you got to know them so well and in their early part of their career, you got very invested in each other. As an example, all of those students live together. They all were working with a faculty member over the course of nine months. They were working in a modality where it was active learning, project oriented learning. I think their learning was much deeper as a result. The last year of that grant, we thought, well, the grant's going to wind down this year. Why don't we spin up something beyond just the statistics living learning community? And we started something called the data mine. We had a hundred students. I think it went well. It was largely the same kind of model. It was a little more geared toward that broad student training. As a result, when the statistics living learning community grant was completely finished, we said, well, let's see which departments are on campus. We'd like to have learning communities of their own. We started 20 new learning communities and one corporate partnership the next year. Many of those learning communities kind of flourished and took on a life of their own. Some of them are integrated into the life of departments and colleges around campus now and our corporate partners program just just took off. I think we had 11 companies the second year. This is our third year and we have 26 corporate partners we're working with. I'm going to guess we'll have more than 40 companies we work with next year. Those corporate partners Mark is referring to the data mine works with companies like Cummins, Bex, Hybrids, Ford Motor Company, Alenko, Rolls-Royce and John Deere just to name a few students in the data mine work on real projects sponsored by these companies and they meet weekly with mentors from the company to tackle questions and problems the partner may be facing as faculty. I can be a little self-critical and say you know in graduate school we don't learn how to do some of these external facing experiences for students and experiential learning is becoming so popular so worthwhile. I feel like the time was just ripe for an initiative like the data mine. Students can put their data science skills to use and really see the benefit right off the bat in their career. Let's dig deeper into that living and learning community. So I know you went to Purdue. I went to Purdue. It's a really big school. It's it's huge. It can be really intimidating, especially if you come from a small community, maybe a really small high school. So why was it so important to you to have that one-on-one professor interaction with the students? There's a lot of evidence that students really excel when they're living and learning in community. It's I guess historically if you really look back in the tradition of it, it's an apprenticeship type model. It's a learning by doing type of model. I think they learn as much from each other as they learned from me and full disclosure. But I also have my office in the residence hall where the students live. The students all lived on one floor of one part of the Hill & Brand residence hall and just as I alluded to earlier, I think they became very invested in each other's success. The data science is very popular now, but it's not necessarily easy, right? I mean, you know, we really provide a substantive program for the students, but it's challenging. And I think the students really rose to that challenge and supported each other as we provided some pretty real world kind of experiences for them, you know, some unique kind of experiences other students didn't have access to. And I saw a photo of you eating dinner with them. That's incredible. I mean, I went to professors office hours, but I never have shared a meal with them. My family and I've always had dinner for my students in our home. And as we had a learning community, I just thought it's so natural if we meet them on their own turf in their own space. We would actually have floor dinner as a common traditional learning communities with the students once a week. But then actually as we spun up data mine, we had our seminars before COVID in the dining court. We have a big projector screen in there and there's no lecture. You know, it's all project oriented work. So just to be present with the students in their own home where they live in a very comfortable space where they feel like they belong. It seemed very natural to me to try. I hope after the COVID pandemic winds down that we can get back to some of those routes of our program. You are probably assuming that the students in the data mine are all STEM majors, but anyone from any major is able to join and there's no computer science background required. Liberal arts, business and agriculture students are all part of the data mine. It's a way for students to learn about the data sciences while they're learning about their own disciplines. I'm fortunate to be surrounded by just so many supportive colleagues and students who are willing to pilot new initiatives and they just they put up with Dr. Ward somehow. I'm really fortunate in that regard, but you know you alluded to having gone to Purdue. You know how it is we're fortunate to have a university where people collaborate across disciplines and this kind of interdisciplinary work. I think it resonates a lot here. One neat thing about the data sciences is I'm learning all the time. You know, I have my niche. I have the skills I learned in my own training, but most of the work I do is in domains far beyond my own area of expertise. I have to rely on people who have domain expertise and they know about the data and they know about the application and the whole culture of the research projects we work in. It's just naturally team oriented. It just makes sense to collaborate very, very closely on an effort like this. I learned from the students themselves. I mean, they bring this rich set of interest to the data mine. They've got their backgrounds and their major and their literature and their subject matter expertise and then their whole career ahead of them that they're so excited about. Those are things I can't replicate. I don't bring those things to the table. Everybody's got data now. We kind of alluded to that earlier, but each discipline integrates the data analysis in its own way, right? So I really rely on the students and the faculty who have that domain expertise. And I feel like you can't separate the analysis and the domain of data science from the domain where the analysis is applied and used. I don't think I'm the only faculty member who likes to collaborate beyond one's department and one's college. You know, some of the most exciting science we do at Purdue, some of the neatest initiatives in engineering and in agriculture and the health sciences and technology and so on. These kind of things don't happen in isolation. They happen when lots of faculty and students and research scientists and such get together in large teams to accomplish problems that one person's not going to be able to tackle on their own, right? I mean, we don't have the domain knowledge on our own individually. We don't have the computing resources. Some of the largest problems our society faces are just naturally very interdisciplinary and that kind of resonates with tackling the data sciences this way. The data line is structured into 20 learning communities of around 25 or 50 students each. The students participate in courses, seminars, research and professional development experiences, which are offered by departments, research centers and colleges throughout the university. During the 2018-2019 school year, the data mine was introduced to around 100 students on campus. In 2019 through 2020, the team scaled it up again to more than 600 students. And by next year, Mark estimates they'll be able to include more than 1000 students in the data mine. He discusses the incredible growth of this initiative throughout the years. Just thinking self-critically about what we do as faculty, you know, frequently we do share the things we know best in our domain. Takes a little bit of vulnerability and willingness to just collaborate way more than one normally would. I think to build a program like this sort of takes a large team and a lot of trust and a lot of working together. And I, I just love work like that. You know, that's something that really appeals to me. And again, it feels kind of timely. The students vote with their feet. You know, they're going to take the kinds of courses that they sense are useful for them. And honestly, I think we're going to have more than 1000 students next year and we've done hardly any recruiting at all. It's almost all by word of mouth now, which is kind of flattering considering the courses the students take don't necessarily contribute to their major or minor program of study at all. They're just general education credits that any student can use toward their 120 some credits that they need, but they find that these are valuable enough that they keep coming back here after year. I remember being in college here at Purdue and attempting to build up my resume with zero professional work experience yet. What could I add to my resume that would be valuable to future employers? What types of stories and examples from my time at Purdue could I tell in an interview? It's something most college students are a bit worried about before graduating. Well, on top of having the unique opportunity to learn in this immersive environment, the data mine students are learning some of the skills most sought after by companies and graduate programs. It's just another massive perk that comes with being involved in the data mine. I think that's one thing that's really useful for the students that they can take internships or work in the data mine and learn a certain set of skills. Really go apply them anywhere. It's it's kind of a buyer's market for the students right now. You know, these students can get hired almost anywhere they want to go after they're finished at Purdue. Students in the data mine are not only learning technical and scientific tactics. They're learning real world skills and growing, preparing themselves for their future careers. These skills really resonate with employers, but even beyond the skills that they learn themselves, I mean, knowing Python and our sequel databases, working on a Unix cluster, you know, there's all of the hard scientific skills that they learn, but just their ability to communicate, work in a team, tackle a real world problem over and over again. If you talk to alums or you talk to folks that work in industry, these are the soft skills that are just instrumental for students and getting hired. There's many opportunities at Purdue to learn these skills, but they're absolutely fundamental to what we do in the data mine, especially in our corporate partners program. And along with that to just speaking very generally here, there is some sense that because these students are so marketable, they can go somewhere and work for a couple of years. And if they want to get a big promotion and move to another company, they can do so and become a team leader and then move on to another company and kind of work their way around the industry. They can be very mobile, but I'm just going to put forward that I love it when a student gets hired at their dream job and you can see that they're going to stay there for 20 years and really make their mark and get to know the people so deeply within their company because that's priceless. As part of our work in data mine, I think they get to find out what's that culture in the company where they're taking their first job and maybe have a better chance of doing that their their first time out of college or grad school. You know, really getting the job that they wouldn't have been able to get and falling in love with it so deeply that they do stay there for the long term. If you can't tell already, Mark has a real love for Purdue University and especially for his students. He discusses Purdue's support in the data science initiative. And you'll want to hear his hope for a certain invitation in the near future. In the last several years, the data sciences have been embedded in all of the colleges. I can go to talk with my colleagues in College of Agricultural and Biological Engineering where I have a courtesy appointment or folks in agronomy or my colleagues at Animal Sciences. Everybody sort of gets it that the data sciences are instrumental in their field. It's not like we have it all figured out. Again, it's not like the curricula has settled. It's such a time of active development. It just gives us a whole new way to collaborate across departments and colleges. So Purdue seems to have really embraced that. The departments and the colleges and Discovery Park, the Provost's Office and the EVPRP's Office have just been uniformly supportive of the integrative data science initiative. And what about that community of students that you touched on earlier and that family feeling? Tell us a little bit more about that. I mean, nothing happens without the students. I have a feeling the friendships and partnerships and teams that they participate in while they're in college. For many of them are going to last their whole life. I was joking with one student about his friend and his friend's girlfriend. I said, well, you know, they met in the datamine. I said, I'm going to get a wedding invitation from these guys sometime. But even beyond that, someone said when things really take off or when these thousand students all get hired into industry and then they get a couple of years into their career and come back and want projects of their own. Well, I'm so excited about that. I'm already seeing that with that original group of students with that statistics living learning community that they've gone to grad school. They've gotten their graduate degrees. They're already team leaders out in industry. I just wrote a paper with nine of them kind of just retrospective of the first five years of their career. And wow, I've rarely enjoyed writing a paper so much. I mean, it's neat to see these students flourish after they leave Purdue. So sure. Well, one, we need to do another podcast episode on the datamine wedding. That is an episode that I want to tell that story. Right. I didn't name names here. Yeah, have them get in touch with me. I am serious about that wedding podcast episode, by the way. In April, it was announced that Purdue will be launching the Indiana Digital Crossroads Initiative with a $10 million grant from Lily Endowment, Inc. The goal of Indiana Digital Crossroads is to create regional data science hubs and begin geographically based programs designed to engage businesses and undergraduate students. This initiative will take the datamine concept beyond the Purdue West Lafayette Campus to two regional hubs, Purdue University Fort Wayne and Purdue Polytechnic Institute in Anderson. This allows Purdue to share the success of its datamine and integrative data science initiative more broadly. I feel so fortunate that the Lily Endowment has trusted us to do some of this statewide development in the data science. I think a big concern in Indiana is economic development. Just as the data sciences takes hold, industry has to continue to change, right? The way in which we manufacture things and in which we deliver health care and have supply chain and produce all of the crops around the state. All of these industries are continuing to be affected by the impact of data science. And so we've got to work with our colleagues throughout the state, but both in academia and in industry to continue to develop partnerships. I was talking to my colleagues in Purdue, Fort Wayne and emailing with my colleagues at the PPI in Anderson and just feeling so, so thankful for all of their partnerships as we're spinning up this Indiana Digital Crossroads. We also feel fortunate that as that program evolves, we have a partnership with the Indiana School for the Deaf. I'm kind of becoming more and more aware as we work in the data sciences just how pervasive the impact of the data sciences can be on people's career at all levels and again, across all industries. It's a pretty neat opportunity the Lilly Endowment has given us. So I'm looking forward to it and we're just at the beginning here, right? I mean, the award was just made in the last couple weeks, right? So it's an exciting time. Mark shares the continued growth he hopes to see with the data mine, especially in Indiana. Well, we could come back to the fact that, you know, all of these hundreds and hundreds of students are going to get real jobs very soon and then hopefully stay in touch with us, build out partnerships all over the country, right? And especially here in Indiana. I'm assuming that the data sciences are just going to become more and more integrated into our classes into the way that we think the way that we build computing systems and even the way that we conduct our science. I hope Purdue remains one of those institutions where the data sciences is really embedded in everything we do across the colleges and I have every reason to believe that it will. Why do you think that Purdue is so uniquely positioned to own this specific initiative? Well, I mean, not only are we the land grant, I feel that we've been mindful, especially in recent years of partnerships, not just with industry, but with commerce, government partnerships, military partnerships, all of the agriculture partnerships that I mentioned earlier. It's the kind of place where we like to really translate science and engineering and agriculture into actual developments, right into patents and into impact out in industry. And then again, you come back to the people who are at the heart of it, right? So many people we interact with, as you said, they're either alums or they have some affiliation, some love for Purdue. You know, they, they glee black and gold, right? You know, so yeah, it's a very special place we work at, isn't it? It sure is. If anyone bleeds black and gold, it is certainly Mark.  Did you ever imagine, you know, being where you are today as a professor and now the director of the data mine? Tell us how you feel about all of that. Well, my PhDs in mathematics and of course, data science is impacting the math sciences as well. It's going to sound crazy, but I just, I love that I got hired back at Purdue at the same place. I did my PhD. My wife and I spent three years in Philadelphia at University of Pennsylvania and will always hold pen deer in our hearts. But I gave up my third year as a postdoc to come back here to Purdue to start my tenure track and I just feel thankful every single day that I'm getting to have this. I don't even call it a job right. How can it be a job when when you love what you do so much? I get this opportunity to work with all of these students and colleagues. And as far as all of the work in the data sciences, I just again, I feel very thankful for the National Science Foundation for getting me started down this road to some of my colleagues at UC Berkeley who I took some really early training from in the data sciences. It's it's neat to see how this space continues to evolve and change across many disciplines in our university. I guess it's come across as we've been talking how thankful I feel that we've got such a broad team from the students all the way through the research scientists and faculty and administration and then all of our partners throughout all these different disciplines and sectors of industry. I I feel fortunate every day that the data sciences is making such a big impact but there's so many people working together to make that happen. Mark is passionate about making data research accessible to everyone. If you'd like to learn more about the Datamine at Purdue please visit datamine.purdue.edu You can also check out our episode show notes for more information. Thanks for listening to This is Purdue. For more information on this episode visit our website at purdue.edu slash podcast. There you can head over to your favorite podcast app to subscribe and leave us a review. And as always Boiler up.


Welcome folks, we have the Dow Industries trading up $394 and ASX down $73, S&Ps are up $3, Gold Gold contract down $11.30, trading at $2,055 an ounce, you have Silver up $0.25, $0.64 an ounce, Light Sweet Crew down $0.77, $0.76, $0.09, a barrel, notes and bonds, you have 10 year trading down 16 ticks, $109.26, the 30 year for full point at $116.14, a King dollar, King dollar is up $732 ticks, trading at $103.496, Euro is out here at $108, yen instead of $148 and the British pound is at $126 to $1 US dollar. We'll go to the Dow Industries first because we're talking about the ABC structure inside the S&P, well you also have one in the Dow, and the Dow just finished a one-to-one ABC structure up, the price projection folks was $35,784 and you can see we're at $35,808. Now that being said, when you get this close to a high, I suspect what we're going to see here is that this is going to go for its highs, that's how this thing seems to be setting up, the reason I'm saying that is that number one, you're right next to it, you're like 1,000 points away, and that's nothing in the Dow Industries, particularly because we know that Microsoft is also in an ABC structure up at 412, and right now you're only at 376. So we go to the SPI, we take a look at the SPI, more than likely what you have, when you have ABC structures in the marketplace, especially with the indices, right, it ends up happening, normally you get one industry doing it, then the next industry, and in this case the Q's were not an ABC structure up, but when we look at the SPI, the SPI is, the SPI rejected 453 today, you're at 454.92, 462 is the number, and yesterday we hit 457, I think, 457, 458, yeah, so my take is that we're going to go there, notes and bonds, you get the 10-year note pulling back today, but guess what, you're pulling back with dramatically light volume, we take a look at this, you're back with 1.9 million contracts, and when you see this correlation, okay, it's pretty cool, man. So here's your correlation, you got, it, we're going up on, what is that, 3.7 million contracts, 2.3 million, and you're pulling back with 1.9, higher prices coming at you, stay right there folks, come right back.


to a President just back from the South and just off of last night's wonderful presentation, probably tired, and to Nancy, who is doing this superb job out there, let me simply now introduce to you the President of the United States and the First Lady, Nancy Reagan. Thank you, thank you for that welcome, Mr. Vice President. I thank you from what I was hearing on the other side of the curtain there, more than I can say. Senator Laxalt, Frank Ferenkoff, Mike Kerb, Carolyn Dever, members of the Cabinet, members of the Congress, the event chairman, and ladies and gentlemen. I appreciate you coming to Washington to commemorate this occasion. We don't get a chance to see each other as often as we should. I'm still looking for that fellow that's someplace there that puts a piece of paper on my desk every day and tells me what I'm going to be doing every half hour. This gathering is, yes, a celebration of the inauguration. It's also recognition that we, all of us, are part of a team. It's been a team effort from the first days of the 1980 election to the present moment. And I see so many here with whom I have a real sense of camaraderie. Politics isn't that way for everyone, of course. Sometimes when the pressure's on, the ties that bind wear a little thin. It's sort of like, you know that's a cue line to a story. Two hikers that were out in the woods hiking and suddenly over the rise in front of them, they saw a grizzly bear coming. And one of them dropped his pack, knelt down in as fast as he could, dug in the pack, and got it up here at tennis shoes and started to put them on. And he said, what are you doing? You can't outrun a grizzly. He says, I don't have to outrun a grizzly. I just have to outrun you. But I think the goodwill among us runs deeper than that. So we've proven it in these last three years by working together. We've turned around a situation that was threatening the American way of life. We inherited economic stagnation, inflation that was undermining the standard of living of every American, especially the poor and the elderly, the middle class, taxing and spending seemed out of control. There was a sense of hopelessness. We were hearing the refrain that America was in decline. On the international front, our prestige was thinking. Our military might have been permitted to erode and wither our influence over world events, and that began to wane. Morale on the armed forces was at a low ebb. We couldn't keep those who had been listed in the service, and everyone was saying we were going to have to go back to a draft that we just couldn't count on getting enlistment. Non-commissioned officers were leaving to take jobs in the private sector. Well, perhaps our biggest job in the year ahead will be to jog the voters' memory. Listening to the other side, one would think that all of America's woes started on January 20th, 1981. Everything was paradise until then. I don't think the public is going to buy that. They may have short memories about some things, but they don't have amnesia. Still, though, it won't hurt for us to remind them. We can ask with confidence, as what George said a moment ago, are you better off than you were four years ago? And we're also going to ask, do you think America is better off than she was four years ago? The mess we inherited, an astute politician called it a malaise. He knew there weren't too many that knew French. It was not a result of some uncontrollable cycle like the wind or tide. It also wasn't a manifestation of my predecessor's personality. Instead, it was the predictable outcome of bad ideas that had been put into practice over the years. The private sector was overtaxed and overregulated, and government was overspending, and the years of tax and tax and spend and spend came home to roost. The goose that lays the golden eggs had been plucked, cooked, and was about to be devoured, and yet the political pluckers seemed astonished when there were no more golden eggs to invest in the economy. America was less secure, and that was no accident. In trying to appeal to those who blame America for every evil in the world, politicians neglected our defenses. Then they acted surprised when adversaries ignored us and friends openly questioned if we could be trusted. I think that all of us can be proud that together we've reversed trends set in motion by decades of liberal folly. Perhaps if we jolt their memory, the voters will appreciate what they don't have right now. They don't have 12.5% inflation. They don't have 21.5% prime interest rates. They don't have taxes that are doubling every five years. They don't have economic stagnation. They don't have a Soviet-controlled Central America. And I'm sure we're all proud to say they don't have American medical students held hostage on Grenada. Now there remains the serious problem of the deficit and what to do about it. Let me just add on this point, raising taxes is an easy out. The reason America sank into serious economic trouble in the 70s was that too many so-called lent leaders took the easy way out. The 1980 election was a mandate to make America strong again. Raising taxes will serve only to sap America's strength. And I will not undermine our recovery by increasing taxes and draining the life out of our economic system. The answer is getting serious about cutting spending. And if the 1984 election is decided on any issue, let it be whether the deficit will be brought under control by raising taxes or by cutting spending. And I'd like to argue on that subject anytime our opponents want to argue because I stand for lower tax rates and less government spending as an answer to the deficits. You know one reason that we've had problems is that we're playing catch up with the Soviets making up for an neglect of over the decade for the military needs of our country. In 1980 we promised to make this country strong again, to make it more secure, to keep us at peace. America today is more safe and secure because of what we've done. Peace through strength is not a slogan and it is not what Mr. Andropov said that what we meant by that was that we wanted to be so strong we could go to war with them and make war. No, we've got a lot of catching up to do after their great military buildup. What we require and what we're getting is a deterrent that will make them recognize that if they're thinking about war the price is going to be too high. This peace through strength is a fact of life. Morale in our military is high. Our allies in NATO are demonstrating new resolve. They've held fair firm in the face of threats and bellicose rhetoric from the Soviet Union. Perhaps most important, the American people are demonstrating again a willingness to meet the heavy responsibilities on our shoulders. If freedom is to survive, not just here but throughout the world, it will depend on what we do. The American Revolution was brought about by a team not so different than our own. Thomas Paine, whose writings lit a flame in the hearts of American colonists, once said, those who expect to reap the blessing of freedom must undergo the fatigue of supporting it. It's a grueling task but also a noble one, and together we've accomplished much. Together we're making certain that the America passed on to our children will be as free, prosperous, secure, and as filled with opportunity as the one that we were given. Now, I can't quit. I know that there are some here in the rostrum who have heard this particular story, but a moment ago, when I said that morale is high in our armed forces, I have a story, maybe I've shared it with some of you already, but I want to share with all of you. We had a young marine pilot, a first lieutenant, flies a cobra down in Grenada, and then when they moved on as the replacement force to Beirut, he went on to Beirut. And then he wrote back to the Armed Forces Journal, and he said that in Grenada, he had noticed that the press in every story never missed saying Grenada produces more nutmeg than any other spot in the world. And he decided it was so regularly placed in the press that it was a code, and so he had set out to break the code, and he had done it in six steps, and he sent them back here for our edification. Number one, Grenada does produce more nutmeg than any other spot in the world. Number two, the Soviets and the Cubans were trying to take Grenada. Number three, you can't make eggnog without nutmeg. Number four, you can't have Christmas without eggnog. Number five, the Soviets and the Cubans were trying to steal Christmas, and his number six was, we stopped them. I'll just finish with one more thing. When we get out and we start talking, visiting with friends, and there's no advertising greater than the word of mouth, and we all have to be purveyors of what we've done and why our friends and neighbors and even those in the Democratic ranks should decide to vote with us and to do as George said, to augment that House of Representatives and to make sure that we still have that majority in the Senate, we never could have accomplished what we've done if we did not have that majority in the Senate. But we've got a lot of arguments on our side. For example, when I said a few moments ago, maybe some of you thought, well, our tax is partly a way that we can lower the deficit. The latest poll, the Worthland poll shows 83% of the people in America believe that the answer to the deficits is to reduce government spending, not to raise taxes. Some of the things that I said last night in the speech, more than 70% of the people in almost every poll that has been taken want line item veto for the president. And the same percentage in those poll want a constitutional amendment to balance the budget. So I think that all the arguments are on our side and I just feel sorry for some of those Democratic congressmen who have to go home at night and try to get a good night's sleep and then they have nightmares that the money they're spending is their own. So God bless you all. Thank you very much. I couldn't help but think in listening to these two fine men to appreciate how much the Republican Party in this great country is blessed to be led by the likes of Ronald Reagan and George Bush. Mr. President, you were great as usual tonight but I must confess that you weren't as great as you were last night. Wasn't that an absolute masterpiece? I was fairly sure of this but it was confirmed for me this afternoon when I ran on the Senate floor into one Senator Barry Goldwater. Now Barry's at the point in his life where he can be brutally honest and candid and he doesn't throw compliments around, believe me, but I must tell you Mr. President that he confided to me that he has heard 17 State of the Union messages and yours by far was the best. I must confess as your chairman though that listening to you tonight I'm just a bit disappointed. I kept listening anxiously to hear whether or not in this intimate family gathering you might say yay. I have every suspicion as the vice president indicated that when the moment comes Sunday night that this very great president of ours will tell all of us that he will be a candidate for reelection. And let me tell you this Mr. President as your friend if the answer is no your chairman is going to retreat to the comparative safety of the Beirut bunkers. Tune in Sunday night who shot JL? Just in the remote event however that the answer will be yes. Let me pledge you this as chairman of this party. Never in all the years that I've labored in the Republican vineyard have I seen a more united party, a more effective party. Today was the record fundraising event in the history of the Republican Party. So let me pledge on behalf of the party that you and George Bush C. Fitzgerald that we're going to present to you the most effective, the most dedicated, the most hardworking Republican party in the history of the land and we will ensure for you a glorious victory in November of this year. Now I'd like all of us to raise our glasses and I noticed there aren't too many around but nonetheless I'd like all of us to raise our glasses in a toast to our great president and his beautiful first lady. What happens now like


you know a lot of times they would ask us like hey what's the best way to grow my youtube channel and it's like well you need to drop as consistently as the youtubers do because the thing that I don't think artists think about is that youtube isn't created from music artists it's created for creators average artists maybe is dropping let's say two three pieces of cons in a month but like they're youtubers that draw three videos in a day you know what i'm saying or three videos in a week so these creators are moving at three four extra speeds you are on the same platform and the platform is going to optimize for the creators that have the highest output


So would you like to introduce yourself? My name is Dallas Abatom. I am from Sagma First Nation. I graduated Alcom University with my BA in the initial BEM1 and the Native Studies Certificate Program. Then I graduated from Nipissing University with the Aboriginal Teacher Certificate Program and my Bachelor of it. So would you like to tell me about your program? So I was working with the Algoma District School Board and I was hired on for, I was hired on to be the Native Language Teacher and I would have grade seven and eights for that program so which is 12 to 14, 13. So being the Native Language Teacher, I well being hired on at the Algoma District School Board, I wasn't just the Native Language Teacher, I was also what they call the Release Teacher. So I would have my grade seven and eight kids, two groups for half an hour each but would leave 20 minute teach time for the language and then I would travel to another school to teach arts, so drama, music and that they gave me more time with the arts program than they did with the language program. I didn't really like that just because I wanted more time with our Anishinaabe kids to teach them the language and give them more teachings and but that didn't happen. So what would the aim of their program be? Well for the language, well I was having them do their introductions like saying who they were, if they had their Anishinaabe name they would announce their names, if they knew their clan they would say where they're from, how old they were, who their parents were who their grandparents were. So I had them start off with that like themselves first and their family. Then I would gradually try to build up their language, like throwing more verbs like the doings, like if they're going to town or if they're going shopping or just daily routines. How do you measure the success of your program? With teaching the language through the Ontario curriculum I had to go through different levels. So level one would be like 50% where they were just they were there and then level two was they were there and once in a while they would participate. Level three, they were participating. Level four would be like they're participating and going beyond doing their own, taking their learning into their own hands and expanding on what they they already know. So I would do it that way but I would also kind of take it through orally, try to have them speak the language so I can hear them and can kind of converse a little bit more but it was kind of it was kind of tough because they didn't really have the language teacher for the whole first part of the year so it was kind of tough getting them to to where I wanted them to be. So what is Indigenous education to you? Indigenous education, it's for me it would be learning their teachings, well learning who they are themselves learning their teachings, knowing their surroundings like getting to know the land, learning their language is definitely one of them that's basically it and a nutshell for me anyway. Is the term Indigenous one that you would normally use? As of lately the past couple of years I've been using Indigenous because Indian just doesn't sound right to me. Aboriginal to me it just doesn't seem like we're not originally from here in which I know we are. So yeah now it's now we use it, I use it I should say. So I'm hoping that we can change the term for the Indian Friendship Center into the Indigenous Friendship Center. So how would you define education from an Indigenous perspective? I see it as well living in two worlds, walking in two worlds at once it's we have our original ways of learning which were way back when our ancestors were living from the land and that was a long time ago but through colonization through assimilation now like our education is the mainstream like the colonized education way they make it more complicated they make things so complicated when really we already kind of know the whole science of things we know we know the process we know the connections we have math we have we have all of those teachings within our teachings and the way that we originally I don't know I guess you can say the way that we were brought up way back then we had our ways of knowing whereas the educational system now it kind of it well not kind of it does overpower our education like our own knowing our own learning what is your vision for the future of Indigenous education in your community and then also throughout Canada? I would say a lot of culture-based learning and land-based learning so getting our kids out on the land learning from the land learning our language learning of who we are I've been kind of struggling with this too because I was going to go for my master's for master of ed and then going for my PhD later but to somehow come up with a balance from mainstream to us and kind of make that work for us but I've been doing a lot of research too and I don't know like it conflicts to me it conflicts right now anyways because going through teachers college having to take apart the curriculum and being able to see like the assimilation process that still happens within it the lack of knowledge of our people and it just that's what also pushes me but it's like I said it's kind of conflicting for me so like in the future I would like for our kids to know who they are and be proud of themselves but also know that you know we have to kind of live in both worlds and it's it's it's tough being an adult now it's just it's eye-opening but for our kids I think they need to know who they are first they need to know the importance of language they need to know the importance of the land the water their surrounding and having culture-based and land-based learning because they're they're two different things that they go hand in hand that's that's what I'm hoping for so can you think of any types of information that if you had now it would help to achieve your vision just get out on the land going through teachers college like I know different strategies and how to work work around that system I think that if there were enough indigenous people if we were to work together to create our own educational system I think that would help us out just getting all the indigenous teachers together educators together to create that system but in order to do that I feel that we need to kind of get away from that that way of thinking to the colonized thinking and get down to the root of it of what we really want


So gravity is 9 meters per second squared. Earth's gravity. So gravity, gravity, earth, is 9.8 meters per second squared. The number L that got pulled out was 35 kilometers per hour for each second that passes. So it's per hour per second. So 35 kilometers per hour per second. So what we need to do is convert 35 kilometers per hour to meters per second to get a comparison of what it would be in gravity. In G's. Should be anyway. I'm sort of out of my element here to a certain degree, but the math should just be the math. Reposted question. Okay, awesome. We're almost to that to your question. Does the speed double per second of event? What, it double? I think so. I think so. There was a Formula 1 race car in the 70s where Marshall got hit by a car. A person got hit by a car and 170 miles per hour. His body was mutilated so bad. They had to identify which Marshall had been hit by assembling them all and seeing which one was missing. Are you... This is a joke. No, what? What? Marshall got hit by a car. His body was mutilated so bad they had to identify which Marshall... So, damn, she blew the whistle. The person missing is the Marshall that got hit. Oh no, this is for real. They couldn't tell. No, it really happened. So, no, yeah, it would disintegrate, body. Terminal velocity. They share a lot about terminal velocity. Terminal velocity is when you don't accelerate anymore. Force of friction is holding you up. It happened in 1977. That's nasty. That's nasty. So, disintegration at 170 miles per hour.  For this one, let's convert kilometers. Same deal.  We're going to convert it to meters. One kilometer is 1,000.  So, we want to kill hours.  So, one hour, 60 minutes, one hour, 60 seconds. Zero kills zero, zero kills zero. Two goes in this five times. Two goes in that three times. So, you've got 35 times five over three times six. That doesn't go in there. That doesn't go in there. So, we just have to do this now. Do the calculation on it with a calculator. 35. I hope I'm doing this right. If I'm not, either you guys are going to catch it or someone on the video after we upload is going to catch it. Divide it by 18. Divide it by 18. Yeah, it comes out to 9.72. Cool. So, this comes out to 9.72 meters per second square and based on our error and stuff like this, that's gravity. So, 9.8 meters per second square is the same thing. 35. So, what they're talking about, Aldegard, is acceleration. So, someone is accelerating at 9.8 meters per second per second. That's the acceleration that you're feeling. So, 35 kilometers per hour per second is equivalent to 9.8 meters per second squared. It was a good confirmation. Checking it out. Glad it worked.


You can download the videos that you uploaded to Facebook, whether that's uploading it to a group or to a business page or to your profile or maybe you did a Facebook live and you want to download it now. So the way to do that is to scroll to the video. Now this is where it's confusing because you might think once you look at the video you click on the three dots and in the three dots they should allow us to download it but that's not where it is.  If you have any other tips on downloading a Facebook video you can comment below. So this trick should work whether you're in a Facebook group, business page or a profile. Thanks.