I'm Zor. Welcome to Unizor education. Today we will just solve a very simple but probably illustrative problem about equations and transformation basically from one expression to another. In this case we will use something which is called conditional transformations. Okay, so here is a problem, very simple one. We will basically solve it together. And here it is. Let's say it's given that three numbers satisfy this particular condition. What has to be proven is the following identity. That a cubed plus b cubed plus c cubed equals 3abc. Now obviously for a, a, b and c this is not really an identity because it definitely depends on how, what's the values are. However, if this is a condition under this condition, this particular expression is an identity. Now there are certain unconditional identities. Well, for instance, like something like x plus y square equals to x square plus 2xy plus y square. I mean this is something which is unconditional because if you will multiply any sum of any two numbers by itself and open all the parentheses and gather together similar members you will get exactly this. So this is unconditional identity. This identity is conditional and this is a condition. All right, so let's try to prove it. Well, the simplest way to prove this particular conditional identity is just to use this, let's say to resolve it for a for instance and substitute it into something which we would like to prove. All right, so getting a from this will be a equals to minus b plus c because this is identically transformed into this. Now we know that a is expressed in terms of b and c using this particular formula. So let's substitute it here and let's see what happens. Well, a cube, let's do it in steps. First we will do b plus c square which is equal to b square plus 2bc plus c square in this parenthesis. So b plus c cube is equal to b plus c times this expression b square plus 2bc plus c square which is equal to, let's multiply b by any of these, open the parenthesis. It will be b cube plus 2b times 2bc which is b square c and b times c square plus bc square. Now c multiplied by any of these guys, it will be b square c, let's use alphabetical order of letters, 2b square, 2bc square and the last one will be c cube. Okay, so this is b plus c cube, well, which is different from a cube just by the sign. So if I want to have a cube, that would be this expression with a minus sign. Since I don't want to rewrite everything with a minus sign, this is equal to minus a cube. So that's something which I have obtained only using our condition. Now let's think about how can I use it from here. Alright, now instead of, since I have minus a cube here, instead of proving this particular identity, I will transfer a to the right side and I will have b cube plus c cube equals to 3abc minus a cube. So I will prove this particular identity instead of this because these are identical to each other. Alright, so how can I prove this one? Well, I have an expression for minus a cube and I also have an expression for a. a is equal to, as you remember, minus b plus c. So I'll just substitute. Instead of minus a cube, I will substitute this. Instead of a, I will substitute this. Well, and let's see what happens. By the way, again, instead of worrying about the sign, it would be easier if I will write it down in the following fashion. Minus a equals b plus c. That's the same thing, right? And here I will do something similar. I will transfer 3abc on the left part. So it will be minus 3abc. And on the right, I will have minus a cube. Again, everything is completely identical. I transfer a cube to the right, 3abc to the left by subtracting a cube and subtracting 3abc from both sides. So I will prove this one and it's easier because there is already a sign minus and sign minus here. So I don't have to worry about signs. It will always be plus. So let's substitute. Instead of minus a, I will substitute it here, b plus c. It will be b cube plus c cube. Now minus 3abc, it will be plus 3b plus c. That's a, right? Instead of minus a, I put plus 3b plus c times bc. And instead of minus i cube, I have to substitute this expression. So now I have this as an identity which I have to prove, or to check, actually. Well, actually, yes. It's better just to check because it's completely identical to pieces. We just have to very carefully look at this. Alright. Why are they identical? Well, B-cube and B-cube. Good. C-cube and C-cube. So far so good. Now this is 3B square C. Let me substitute it. 3B square C. If I open these parentheses and multiply by BC, it will be B-square C plus 3BC square. Now B-square C once and B-square C twice. So this plus this, it's 3B square C. And this is 3B square C. So these go out. And similar to this, 3BC square and here I have BC square plus 2B square. Again, these are out. So everything is reduced. You see, all members on the left and all members on the right are equal to each other. So basically that's it. I have proven that this particular thing is identity provided this particular condition. Well, that's it. It's a very easy thing. Just exercise for careful substitution and multiplication of members of these identities. And I will probably put some more problems of this type for your self-study. Try to do everything whatever it is, even if there is no solution like this one, which I have provided. This is just an illustrative example how to deal with conditional identities. So please do as much as you can. And thanks for your attention today. Don't forget to check for Unisor.com. There are many other interesting things related to mathematics on this side. And you're welcome to basically take a look at them. Thanks very much.


There is a headline about a judge who ruled that Thumbs Up Emoji is sufficient to sign a contract. In March of 2021, Mickleborough spoke to actor on the phone about an offer to buy flax. I'll text you a picture of the contract as usual. He asked him to confirm it as usual and actor said he would. So Mickleborough texted the picture of the contract with the words, please confirm flax contract. Actor texted back Thumbs Up Emoji. November rolled around and actor did not indeed deliver that flax. Southwest terminal that Mickleborough works for sued for breach of contract. Justice Timothy Keane ruled it was reasonable from Mickleborough to assume the Emoji meant a cent, meaning okay. Don't respond to legal agreements with an Emoji. It's probably a bad idea.


For hub 5 we had our focus on team collaboration in the digital workspace So let's talk a little bit more about collaboration how things go now at the office you work with colleagues on the project So what you would do is you get in a room and there you work on creating a campaign Solving some customer issue designing a university course writing a policy brief Any of the kind of projects that you have that pulled people from different parts of the organization in one room Now online you also have such a digital workspace, and that is of course next hot hub Now if you have such a project you will need to first assemble a team So a next cloud the project manager would create a circle that is a custom group in our contacts app and then add some team members Now the project manager can then choose how the team is managed can be directly under their control They are the only one who can add and remove people But they can also open up the circle so anyone can join or have an approval step in between Can even delegate some of the management of team members to other people in the team So they can for example invite people or approve requests to join Now once you have a team that is managed the next step is to create a space for collaboration So you ask the system administrator for a group folder that is then assigned to the circle and this way your team can together Collectively manage the work Now these group folders will show up in the sidebar So your team members can easily find the project or multiple projects They are working with and they can easily say okay, you know, these are my projects here are the files But also on top of the folder you have a nice view where you as a project manager can put information to do lists Even images and of course links to other resources So it's super easy next out to out such resources You can for example use the smart picker very easily insert a link to our knowledge database At the same time next out also itself automatically brings together different resources using the related resource feature Where you can for example see that there's a chat room or a project board that is shared with the same group of people And that is related and from each of those you can then come back to the files that you have together


Since the dawn of civilization, economies have witnessed growth on wheels. Led by national aspirations and visionary leaderships, technologies behind the wheels have transformed nations. Today, India is set to emerge as the fastest-growing economy in the world with strong economic fundamentals. Our new eight citizens need innovative, fast and efficient mobility solutions that cater to their needs of transportation and environmental sustainability. Our Honourable Prime Minister, Srinarendra Modi's Atmanirpahar Bharat vision is driving technology-led advancements through proactive government initiatives, policies and R&D interventions in redefining the future of mobility landscape. Under this vision, the government has launched several schemes besides significant investments and initiatives for development of EV infrastructure, alternative fuels, automotive testing, skilled development, automotive design and engineering manufacturing. Bharat is redefining the future of mobility across seven seas. Electric vehicle adoption is on the rise, fueled by government incentives as India takes significant strides towards a greener future and creates a conducive ecosystem, making e-mobility a viable and affordable solution for all. Innovation in battery technologies and chemistry is thriving. Initiatives are underway to establish a robust charging infrastructure while there is a concerted effort towards renewable energy generation to meet the rising electricity demand for charging. Increasing ride-sharing services are reducing traffic congestion while bike and scooter-sharing services provide last-mile connectivity solutions. Public transportation is evolving with the integration of digital payments and smart ticketing. Offering a seamless and convenient travel experience. India is fast-emerging as a leader in intelligent transportation solutions enabling real-time communication, remote monitoring and effective traffic management. Leveraging existing skill sets in advanced manufacturing, IT, electronics and a versioning startup ecosystem, India is poised to emerge as a global leader in the mobility sector to seamlessly blend all elements of the ecosystem and to work towards a common goal of sustainable, convenient and affordable mobility. We proudly present the Bharat Mobility Global Expo 2024. The future of mobility is here.


No Clint Frazier coming back Tyler Wade got some reps in the outfield. He's gone as well Will they do you think they'll look by trade to supplement that or because I was watching the highlight of last season Could be as simple as given Brett Gardner one more call. I Think there's a chance for Brett Gardner to come back I think the Yankees will explore bringing in somebody at a higher level There are things they could do Stanton seems like he's a viable option now to play the outfield That could move Gallo over to centerfield as well and Aaron judge has proven that he could play center now if Aaron Hicks is healthy Well, that solves a lot of problems But I think that they would be in the market for a center fielder and the thing about Gardner a lot of Yankee fans rail about Brett But the bottom line is if he was used the way He was intended to be used when he was signed these last couple of years He would be a great addition to a team But injuries force Aaron Boone to use him much more than they would want to use him So if they bring back Brett Gardner as the fifth outfielder and go out and get somebody else to really spell Aaron Hicks in centerfield That could be the configuration of your outfield right there


Arawar groups under the UPS species of the concerned Northern Forum, CNF and other civil society groups in Northern Nigeria have urged the federal government to probe the activities of the Niger National Petroleum Company and NPC Limited, following revelations made by the Chief of Naval Staff, Vice Admiral Aoural Gambo and the Comptroller General of Nigeria Customs Service, Conor Hamid Ali, on the high level of oil theft in the country, plus civil needs correspondent Habila Darofi and Kaduna have filed in this report. Right to government effort at ensuring the security of the country's crude oil, a high rate of oil theft in the Mindur Delta region has continued to pose an economic threat to the country. Both the NMPC Limited and the Federal Ministry of Petroleum Resources estimated that between 200,000 to 400,000 barrels of crude have been stolen and that by implication, if 400,000 barrels are stolen per day, which will be equivalent to 63.2 million liters, over 500 trucks with 70,000 liters carrying capacity are expected to lift the products daily out of Nigeria, as some are good content. Speaking at a press conference in Arawar, Aours Kaduna, the leader of the forum, Ibrahim Batude, pointed out that 4 billion Naira is being paid monthly for pipeline surveillance contract awarded to Prime Minister Polo. NMPC Limited's management should not even try to make full of Nigerians by saying both Navy and Nigeria Custom are envy of them and trying to sabotage their hard work. We have realized that oil theft is not done only on the pipeline, but also we suspected that maybe even in the office. He expressed contents that the country, most importantly the northern region, is profusely bleeding with human blood as a result of the activities of Boko Haran and wondered why the government pays more attention to crude oil theft than the lives and properties of the people that voted them into power. We have no choice than to answer the call by some of our northern governors to defend ourselves against the banditry and kidnapping, veldebeling our reason. And this will resort to the use of weapons, which I'm sure will later result in another big challenge to Nigeria as a nation because when so many arms enters into the hand of citizens, so the results will be devastating in future. The world declared a state of emergency in the NMPC Limited seeking the appointment of military administrators to watch over the affairs of the company, pending the conclusion of investigations. While calling on President Mahmoud Buhari to critically look into the position of both the Nigeria Custom Service and the Nigerian Navy over the outrageous claims of theft in the oil and gas sector by the NMPC, he said a heavy sanction should be imposed on the top management of the company.


Hello dear learners, welcome to today's program. I am Dr. Pallavi Gugoy of Krishna Kanta Handik State Open University. Today we shall take up Unit 13 titled The Romantic Age, Intellectual Context. This is of the course MA English Semester 1. The course is titled English Social and Cultural History. Block 4 Literature Romantic to Modern. So let's get started. Let us first start with a table of contents. I shall be presenting the learning objectives followed by the introduction, a little bit of discussion on the intellectual context followed by the questions to check your progress and the references. The learning objectives after going through this unit the learner will be able to discuss the general tendencies of the Romantic Age, trace the intellectual inspirations that led to the development of Romanticism in English Literature and gain a better idea on this topic. So to introduce you to this particular topic, the Romantic Age began as a reaction to many of the new classical ideas of the preceding age. The beginnings of the English Romantic Age in English Literature may be traced back to the later half of the reign of George III and may be said to have entered with the accession of Queen Victoria to the English throne in 1837. Also, there is a noticeable influence of the French Revolution on the literature of the Romantic Age. For example, the slogan of the French Revolution that is liberty, equality and fraternity came to be asserted within the English society in a manner that tremendously influenced English patriotic zeal. Now, coming to the intellectual context, the American Declaration of Independence and the French Revolution played a key role in developing a sense of nationalism and this appeared to many as symbols of political progress and rise of democracy. When we examine the traits of this particular age, we should take note of the fact that the period may be divided into two phases. First phase, a Romantic fervor characterized by the works of William Wordsworth, S. D. Coleridge and Scar. Second phase characterized by a disillusionment and revolved epitomized in the works of the younger generation of Romantics like Byron, Shelley and Keats. The Romantic Age may be defined as a breakaway from the social and literary convention, a going back so to say to nature while advocating a sense of spontaneous and genuine life and reasserting the right of man to satisfy his impulses and emotions. The fundamental philosophy of Romanticism inculcated a belief that literature must echo all that spontaneous and unaltered in nature and in man and be free to pursue fancy in its own way. The treatment of nature regains unprecedented response from the great Romantic poets as the new race of poets, the observation of nature becomes more mature and intimate. Notably, in the case of William Wordsworth's poetry, nature is amplified and glorified. One of the most convenient ways to understand the characteristics of the Romantic Age is to compare it with those of the preceding New Classical Age. The prevailing Romantic attitude favored innovation over traditionalism in terms of content, form and style of literature. The publication of the Lyrical Ballads by William Wordsworth in 1798 and the preface to the second edition in 1800 proclaimed Wordsworth's revolutionary aim of denouncing upper class subjects and the poetic diction of the preceding century in favor of materials borrowed from common life in a selection from quote-unquote a common life in quote-unquote a selection of language really used by men. So, this was the common language that was being taken up by the poet. This violated the basic mechanical rule of decorum which asserted that the serious genres of literature should deal only with the momentous action of important characters in an elevated style. In the famous preface, Wordsworth declared that poetry is quote-unquote the spontaneous overflow of powerful feelings. According to the declaration, poetry is not primarily a mirror of men in action, rather it is an essential component in the poet's own feelings. Quote-unquote, if poetry comes not as naturally as leaves to a tree, Keats wrote, quote-unquote, it had better not come at all. Caller is substituted for new classic rules which is declared as imposed on the poet's imagination that is he conceived that each poet's work like a growing plant evolves according to its own internal principles into its final organic form. So, representative romantic works are in fact poems of feelings filled with meditation which do often are stimulated by natural phenomenon are concerned with general human experiences and problems. With this, we come to the end of this unit. Now, I shall leave you with a few questions, questions to check your progress starting with question number one. When was the Romantic Age considered to have begun? Question number two, what was the famous slogan of the French Revolution? Question number three, what are the two distinct phases of the Romantic Age? Question number four, define the term Romantic Age and question number five, what was the fundamental philosophy of Romanticism? These are a few of the references. I hope you'll refer to the Emmy English SLM of our university where you'll find details about this particular unit. With this, I come to the end of this presentation. Thank you, dear learners.


Okay, thank you. So I'm not sure how many of the persons' only questions I'm going to address. Certainly in 15 minutes. If I don't get to do more than one or two of my excuses, I think I came from the other half of the session which was organised. But there will be a connection between what I'm talking about and what the person's just been talking about.   Fod ar gyfer y gallai fi yn gweld yn enyngor iawn, dwi'n dysgu am y pan hwnnw o bethau gweld yn y digwydd a wneud bod hynny a fors yn ddweud yn eu gyfathau bod rhywun yn edrychwyr.  Cyndd yn bryd yma i chi'n galw amdano, ac rwy'n credu'n bwyd mwy ffall�i. Rhaid yr oeddeniaeth sydd ei wneud drwy sefydlu sy'n gweld eisiau am oed bethau sydd gennym newydd bwysigol, sicrhau'r hynny yn ei ffrindio'r rhanau gwahanol neu'r cyfor, ac wrth gwrs, mae'r cyfrindio'r cyfrindio fyddai â hynny'n yw hormoddiol yn ymgylchedd ac yw'n cyffredinol yn allan i'ch beth sy'n eich rhan oherwydd mae'r ffordd not just that they're accessible now but will be accessible into the future and you know the terms and conditions that you can use them under that they need to be interoperable. It's no good to have lots of data silos, you need to be able to search across data sets. It's very well exemplified by the MISMA initiative and they also need to be in format that they can be reusable for future research. That is the ideal. Now what is most archaeological data like? Now that I owe this to Isto Huwbiler who gave a paper at the CDH conference in Leiden in 2017 entitled Being Fair when Archaeological Information is Means. He thought that most archaeological data is miscellaneous, exceptional, arbitrary and non-conformist. So we've got some way to go, I think Isto Huwbiler is right, we've got some way to go to make our data fair but there is a lot of help available to do that. There is a risk that fair is just a platitude and that everyone now sites, our data will be fair in their research grant application to tick the box. There is much more to it than just a box ticking exercise and we need to think particularly about the impact of the fair principles upon archaeological data and what it implies for our own discipline. There are some useful guidelines coming out in the sector. I will particularly highlight these guidelines from the Parthenus project which I think largely the work of Dan Stee, the Netherlands Data Archive on guidelines to verify your data management. I'm not going to go into them, they're downloadable from the web they've been translated into multiple languages you can find on the Parthenus website but they went through 20 guidelines you say to verify data management and make data reusable particularly from a heritage perspective. Fair is being quoted by large numbers of European initiatives in heritage and much more broadly. The most relevant one to heritage that I'll say a bit more about is Ariadne Plus, the follow-on from Ariadne and a quick plug for a book published in fact yesterday, the Ariadne Impact. It's available, there's a specimen copy on the Aqualunga Bookstore on floor 5 but it will be available as an open access monograph online in probably about a month's time downloadable from the Ariadne website and a lot of the papers in that book provided by a variety of heritage partners are about the fair principles and their application in their own areas. But Ariadne Plus sits within a larger framework of infrastructures. ERIS is in the preparatory phase of being set up as a European research infrastructure part of the S3 framework specifically for heritage science and then that sits within, there's hierarchies upon hierarchies within these things but it sits within a thing called SHOCK which is the social sciences and humanities open cloud which brings together a lot of the larger infrastructures such as Dario, you may have come across the arts and humanities that says the social sciences clarion and the linguistic. These are all data infrastructures bringing together data across Europe and beyond and SHOCK in turn is working closely with this thing EOS, the European open science cloud. So archaeology is just a small area in that but we can influence it, we can contribute to it, we're a community within that. Say a bit more if I have time about each of these. So ERIS is based on the concept of four types of laboratories what it called which are the areas that need to support heritage science research. So the large-scale permanent facilities like the radiocarbon dating labs, Fix Lab, there's Mo Lab for mobile laboratories which travel around the country and bring instrumentation too. Then there's ARC Lab which are the scientific archives including reference collections and then Digi Lab which is where Ariadne Plus and other initiatives come in which is a virtual laboratory. It's large and bringing data sets together but there is a sort of fixed element of that with our performance computing as well. So Digi Lab is about digital data and tools, that virtual access to scientific data, particularly concerning the tangible heritage. ABS has a particular role within ERIS in looking at two areas and unfortunately you can't escape things like financial aspects of data management. We say there under the definition of this particular task heritage data are potentially very large, they're collected in a wide variety of formats, they're often born digital. They are valued for future research, they need to be preserved but that can lead to significant long-term costs and that's often not considered. So one of the things that we are doing as part of that work package is writing recommendations, reviewing the different cost models that exist for digital archiving and that's something that's been taken up. I said I wouldn't have time to mention this in the presentation but I can mention the CERDA cost action which we're also involved in which is saving European archaeology from a digital data dark age and there we're also looking at this issue of how do you set up a digital archive and how do you look at the cost of that. But then we're also looking at particularly aspects of data curation for the heritage science area, data quality assurance, the life cycle, data management and preservation, particularly looking at the quite special, unique types of data produced in heritage science. So moving rapidly on to shock, as its subtitle suggests this is particularly looking at how the social sciences of the humanities fit into the European open science cloud. And ADS is in there representing really area of any plus but representing more broadly the archaeological research community as one quite well developed research community in its use of digital data and so we're informing the development of shock policies in terms of what are the user needs of the archaeological community. And there are other groups involved as you might be able to see some of the logos there but another group for example the National Gallery in the UK are representing another sort of heritage related user community. But shock also makes extensive reference to these fair principles which cover the whole data life cycle from the initial concept and collection through the processing, distribution, discovery and then analysis and there should really be a circle going round there back to the beginning. And shock as I mentioned sits within this broader European concept of the European open science cloud and brings together these infrastructures in what it has this concept of a marketplace, putting users in touch with services, putting them in touch with tools that they can use to analyse their data, making them aware of training courses that are available to help them reuse data and I scattered a few flyers on the table about opportunities for training courses within area of any plus and transnational access of the flyers and about that. These are available to apply for and you don't have to pay to go on them even better. You receive money to go on them so look out for the calls just being announced. So that sort of fits in within this broader marketplace of opportunities here and again particularly in there is a game focused on the sort of heritage science area and some of the specific accessibility and interoperability issues there. And trying to think about the differences that exist in different parts of Europe as well and beyond in terms of the difficulties of making data fair and I mentioned there some examples about the difference in the legal protection systems. So we're going to be talking later on papers about access to publicly collected data about metal detected data, which of course is a really interesting issue in Europe and some countries it's illegal and others it's a major source of research data. So it's how we reconcile those in the context of European infrastructure is quite challenging. So those are the sorts of issues that we're thinking about there. So last but not least plug for Ariadne Plus which is just kicked off this year where we are trying to provide a lead for the archaeological partners and bridging the link between the archaeologists and the information scientists. Ariadne Plus, if you're familiar with Ariadne that had partial European coverage, we're trying to extend to cover most of Europe now and also to cover, we're going to be hearing from our Argentinian partners at the end of this session when we're going to cover Argentina, Japan and the United States to make those international links there. But we're also extending thematically in terms of chronological coverage, but also in different areas of archaeology that are being covered, particularly in the science area, bioarchaeology, environmental archaeology and archaeometallogy, dating etc etc. And we've set up a number of special interest groups that mentioned there very briefly. I think this presentation is being recorded so you can review there the partners that are leading those and it's an opportunity then to get involved and to participate in some of those task groups if you've got interest in making data fair in those areas working through those sub tasks. So Ariadne Plus is a number of particular things that we're doing with regard to fair data, we've been a practice gap in archaeological data management. We're going to be providing over the next four years a number of policy support tools specifically focused on the archaeological community, a data management plan, a template, a protocol for our domain, a policy wizard according to which country you're working in. It will guide you to the policies that are online, whether they're ADS for the UK or England, some aspects of that, or whether they're Swedish national policies or the Netherlands once and so forth. And then what we're calling a standardisation wizard for documenting major standards in the archaeological domain and the various authority files and the sawrines and so forth. We're also going to be providing guidelines on creating repositories for those countries that are trying to develop them, manage those, how you do quality control, how you get the core trust seal for example, which is the sort of comic mark that digital repositories aspire to, and how you manage your fair data thinking about issues of IPR and providing training. Thank you for listening.


The National Commission report was released at the White House. Her findings are widely disseminated. He's personally supported our efforts. He's led many endeavors in this regard. Ladies and gentlemen, the president participated in two of our regional forums and I think it's fitting that he be here at our national forum to give us the final address at the conclusion of these deliberations. So it's my privilege and my great pleasure to present to you the President of the United States. Thank you very much. Thank you. Thank you very much. Thank you. Thank you, Secretary Bell, Governor Roar, the other governors here, Mr. Mayor, other mayors, and the members of Congress, yes, here in the dais, and you ladies and gentlemen, and a special greeting to the students who are with us here today from six Indiana junior and senior high schools. Three days I have an uncomfortable feeling that the spot I now occupy could result in just being an echo of what has probably been said several times already. But it's great to be back in Indianapolis and great to be back with Hoosiers. You know, just oh, ten minutes or so coming in here, east of here, the clouds broke, and suddenly down below you could see the fertile soil of your wonderful state and those orderly farms, and it was somewhat different from an old story about a farmer here in Indiana who took over a parcel of Creek Bottom land that had never been cleared. It was covered with rocks and brush, but he went to work. He cleared the brush, he hauled the rocks away, he cultivated, he fertilized, he planted, created a garden spot, and then one Sunday, proud of what he'd accomplished, he asked the Reverend to church if he wouldn't drop by after the service and see what he had done. Well, the Reverend came out and he was impressed. He said, that's the tallest corn I've ever seen. The Lord certainly has blessed this land. And he said, those melons, I've never seen anything as big as that. Praise the Lord. And he went on that way about every crop that he saw, tomatoes, squash, beans, everything, praising the Lord for all that the Lord had done for that land. And the old farmer was getting pretty edgy and finally couldn't take it any longer. And he said, Reverend, I wish you could have seen this place when the Lord was doing it by himself. Maybe it's a little like that with education.  For more than a century and a half, American schools did that job and did it well. Nearly 200 years ago, Massachusetts enacted the first comprehensive state school law in the New Republic. And other states enacted similar laws, and soon America boasted the first public school system on earth. In the decades that followed, our rich network of public, church, and private schools performed America with the tide after tide of immigrants thronging to our shores, our schools taught the children of those new American skills to earn their livings, a new language, and a new way of life, democracy. The motto of the United States is, e pluribus unum. From many, one. Well, more than any other institution, our schools built that one from the many. And today our children need good schools more than ever. We stand on the verge of a new age, a computer age, when medical breakthroughs will add years to our lives. Information retrieval systems will bring all the world's great literature, music, and drama into the family home. And advances in space travel will make the space shuttle Columbia look as old fashioned as Lindbergh's plane, the spirit of St. Louis. But if our children are to take their places as tomorrow's leaders, we must teach them the skills they need. If America is to offer greater economic opportunity to her citizens, if she's to defend our freedom, democracy, and keep the peace, then our children will need wisdom, courage, and strength, virtues beyond their reach, without education.  And yet today some of our schools aren't doing the job they should. Of course, there are many fine schools and thousands of dedicated superintendents, principals, and teachers. But from 1963 to 1980, scholastic aptitude test scores showed a virtually unbroken decline. Science achievement scores of 17-year-olds have shown a steady fall. And most shocking today, more than one-tenth of our 17-year-olds are functionally illiterate. Now, some insist there's only one answer, more money. But that's been tried. Total expenditures in our nation's schools this year, according to the National Center for Education Statistics, will total $230 billion. That's up almost 7% from last year, about double the rate of inflation, more than double the rate of inflation, and more than double what we spent on education just 10 years ago. So if money alone were the answer, the problem would have been shrinking, not growing. American schools don't need vast new sums of money as much as they need a few fundamental reforms. I believe there are six that can and will turn our schools around. First, we need to restore good old-fashioned discipline. In too many schools across the land, teachers can't teach because they lack the authority to make students take tests and hand in homework. Some don't even have the authority to quiet down their class. In some schools, teachers suffer verbal and physical abuse. I can't say it too forcefully. This must stop. We need to write stricter discipline codes, then support our teachers when they enforce those codes. Back at the turn of the century, one education handbook told teachers that in enforcing discipline, and I quote, you have the law back of you, you have intelligent public sentiment back of you. We must make both those statements true once again. Second, we must end the drug and alcohol abuse that plagues hundreds of thousands of our children. Chemical abuse by young people not only damages the lives of individual users, it can create a drug culture at school. We need to teach our sons and daughters the dangers of drug and alcohol abuse, enforce the law, and rehabilitate the users. Whatever it takes, we must make certain that America's schools are temples of learning and not drug dens. Third, we must raise academic standards. Today, 35 states require only one year of math for a high school diploma. 36 require only one year of science. Many exchange students from foreign countries, Japan, West Germany, and others are quick to point out that our academic standards are not as tough as theirs. They used to visit the capital in Sacramento every year, and I would have the exchange students in. As governor, I had one question I would always ask them, and I would flinch a little because I knew the answer. I would ask them how our schools compared to theirs, and it would always be the same. There'd be kind of some sly exchanges of smiles, and then they'd begin to giggle, and then they would inform me how hard school was back where they came from and what a vacation this had been being here. Our sons and daughters need to do more work, to do better work, and to spend more time in school. Now that's not a prescription for gloomy students. Instead, educators have found again and again that when students know their parents and teachers, believe them capable of a great deal and expect them to perform accordingly, students gain self-confidence, enjoy their work, and live up to those high expectations. Fourth, we must encourage good teaching. Teachers should be paid and promoted on the basis of their competence and merit. Hard-earned tax dollars should encourage the best. They have no business rewarding mediocrity. Fifth, we must restore parents and state and local governments to their rightful place in the educational process. Decisions about discipline, curriculum, and academic standards, the factors that make a school good or bad, shouldn't be made by people in Washington. They should be made at the grassroots by parents, teachers, and administrators in their communities. Sixth and last, we must teach the basics. Too many of our students are allowed to abandon vocational and college prep courses for general ones, so when they graduate from high school, they're prepared for neither work nor higher education. And compared to other industrialized countries, we're slipping far behind in such basic areas as in the sciences and math. In Japan, specialized study in mathematics, biology, and physics starts in sixth grade. In the Soviet Union, students learn the basic concepts of algebra and geometry in elementary school. So Japan, with a population only about half the size of ours, graduates from college more engineers than we do, while the Soviet Union graduates from college almost five times more engineering specialists than we do. But it isn't just basic subjects that need to be taught. It's also basic values. I believe that unless we educate our children all that we are, the great devotions, the crucial writings, and the technical knowledge that have permitted millions to live in abundance and freedom, then all these successes are in jeopardy. If we fail to instruct our children in justice, religion, and liberty, we will be condemning them to a world without virtue. They'll live in a twilight of civilization where great truths were forgotten. In schools across the country, students are being taught the dangers of nuclear weapons and the burdens of national defense. Well, let's make certain they understand not only the price of defending America, but the price of failing to. As students from St. George's University School of Medicine learned in Grenada, freedom is not free. It can be easily lost, but it's worth sticking up for. One other idea at the core of our basic values. I just have to believe that the loving God who has blessed this land should never have been expelled from America's classrooms. When we open ourselves to him, we gain not only moral courage, but intellectual strength. If the members of Congress can start each day with a moment for prayer and meditation, so can our children in their schools. Now, the federal government can support these reforms and do so without recycling still more tax dollars or imposing still more regulations. And our administration is doing just that. We've taken 29 narrow categorical education programs and replaced them with a block grant to give state and local education officials greater freedom. We've instituted major regulatory reforms to dig educators out from under mountains of red tape. And because parents should have the right to choose the schools they know are best for their children, we have proposed education vouchers and tuition tax credits, concepts that the polls show the American people support overwhelmingly. And we're going to keep pressing until they're passed. In October, I signed a proclamation that named this school year the national year of partnerships in education. The proclamation urged businesses, labor unions and other groups of working people to form partnerships with schools in their communities. Here in Indianapolis, for example, a program managed by the Chamber of Commerce has brought 13 companies together with nine schools at all grade levels. The companies are helping out with everything from practical or teaching practical job skills to providing tutors in math and science. I've asked government workers to join the partnerships in education effort, and we at the White House have formed a partnership with Congress Heights Elementary School in Washington and probably the poorest district of that city. I've directed the departments of justice and education to find ways that we can help teachers and administrators enforce discipline. And this afternoon, I'm delighted to announce a new program to recognize outstanding students, the President's Academic Fitness Awards. These awards will be modeled on the Presidential Physical Fitness Awards begun under President Johnson. I'll be appointing a commission on academic fitness to work out the details of the program with our nation's educators, and I look forward to presenting the first awards at the White House. But despite these federal efforts, the main responsibility for education rests with our states and their moving forward. Since our administration placed education at the top of the national agenda, we've been seeing a grassroots revolution that promises to strengthen every school in the country. From Maine to California, parents, teachers, school officials, and state and local office holders have begun vigorous work to improve the fundamentals, not fancy budget structures, not frills in the curriculum, but teaching and learning. In the words of Secretary Bell, there is, currently in progress, the greatest, most far-reaching, the most promising reform and renewal of education we have seen since the turn of the century. Since 1980, more than half of our 16,000 school districts have increased the number of credits they require in such basic subjects as English, science, and math. Almost 40 percent are set to raise their standards by 1985. Today, all 50 states have task forces on education, 44 are increasing graduation requirements, 42 are studying improvements in teacher certification, and 13 are establishing master teacher programs. State by state, success stories are mounting. In Mississippi last December, the legislature passed a bill to improve teachers' pay and, for the first time since the 50s, implement compulsory school attendance. In Iowa, where only 1,560 high school students took calculus last year, the state is putting together a program of incentives for students who take upper-level math and science courses. In Tennessee, Governor Lamar Alexander has proposed a better schools program that would beef up teaching in math and science and provide pay incentives for excellent teachers. In New Jersey, Governor Tom Cain has a proposal that deserves wide support. Under his plan, the New Jersey Board of Education would allow successful mathematicians, scientists, linguists, and journalists to pass a competency test in their subjects and then go into classrooms as paid teaching interns. If they performed well, they would be issued permanent teaching certificates at the end of a year. And right here in Indiana, under the superb leadership of Governor Robert Orr, you've initiated Project Prime Time, a basic skills program for early grades, and you've increased high school graduation requirements for the first time in half a century. The 50 states taking action to solve problems with efficiency and imagination. This is federalism in action. You, our nation's governors, legislators, school board members, school administrators, and teachers are meeting America's educational needs with common sense, vigor, and prudent use of taxpayers' dollars that Washington could never match. On behalf of the American people, I thank you. I wish I could tell you all the success stories that I've heard about individual schools. The 152 that received secondary school recognition awards, so many others. Lincoln Park High, for example, used to be one of the worst schools in the city of Chicago. And then district superintendent Margaret Harrigan came along and turned it into one of the best schools in the state of Illinois. Today, Lincoln Park High boasts a school of science that offers a college-level course in biochemistry, a school of languages that offers French, German, Italian, and Spanish, and a tough two-year international baccalaureate program that last year had 200 applicants for 30 places. In my home state of California, El Camino High and Sacramento used to suffer from all the ills that plagued so many schools. Drug and alcohol abuse, poor attendance, declining enrollment, low achievement. Then El Camino principal Dr. Joe Perrelli and the Board of Education put together a program designed to stress the fundamentals. One measure required applicants and their parents to sign a form stating in part. We understand that El Camino High School will stress the basics, require homework, not have a smoking area, be a closed campus, require reasonable standards of dress, and have well-defined and enforced discipline and attendance policies. Today, achievement at El Camino is climbing. The daily student absent rate has dropped from 14 percent to under 4 percent, and the school has its maximum enrollment of 1700 students and a waiting list of almost 400. A few moments ago, I spoke about the superb education American schools gave to immigrants in decades past. Well, I would like to close by reading an essay by a modern-day immigrant, a student who went to El Camino High, his name Trun Boy. And he wrote, As a Vietnamese refugee, I immigrated to America with my family in search of freedom. During this difficult stage of adjustments in my life, faculty members and students in El Camino were especially important to me, for without their invaluable help, I could not have progressed. When I first came to El Camino, the only English word that I knew was hello, and I needed an interpreter to communicate with my counselor. But this year, I will graduate from El Camino High School with honors. I have also admitted to the California State University of Sacramento with honors. With the invaluable knowledge that I obtained from going to El Camino High School, I will be able to face the world with great confidence, knowing that I am well prepared to meet any challenge in my future, and that I will not die the way I was born, nameless. An education that trains the mind and fills the heart with hope. That's the treasure American schools used to give their students. And if all of us, office holders, school officials, teachers and parents, provide our schools with the support they need, I'm confident that in coming years, American schools will give our sons and daughters richer treasure than ever before. I thank all of you for the part that you're playing in rebuilding America's schools. I thank you for inviting me back to this great state. God bless you all.