All right, so today we have another question from a woman in our community who says I met a new guy who has told me he is married, but leaving in September once his son graduates. I really can pick them. I know. So we've been on three dates now from the start I did say nothing would happen Intimately until he left his wife, but there is a massive attraction there and he keeps contacting me asking to meet So anyway today I get a message. What are you doing tomorrow afternoon? I say nothing yet. Why? He says I was thinking of booking a hotel and we take the afternoon off and have some fun So what to do I want to be with him, but I want him to be separated I waited to respond and then messages so he messages. Do you want to wait? So what do I say and do I'm thinking I want to be with him But if he wants me he will wait, but do I just out and say that? So before I answer the question if this is your first time to our channel make sure that you get down and hit the subscribe button to get more videos on how to have the Relationship that you've always wanted so this man has absolutely no honor no integrity and He will end up if you if he ends up leaving if he actually does end up leaving his wife Which I doubt that he's going to do it's possible maybe he's really sincere in that but I hear this a lot and it doesn't end up happening and If he does end up leaving his wife for you What's probably gonna happen sometime in your future once this massive attraction that you guys have for each other wears off Which it will is he's gonna end up cheating on you because this is a pattern that he has in his life where He is with somebody and he gets his needs fulfilled from somebody else When he's not getting his needs fulfilled from the person that he's with and one day that's gonna be you He's gonna be getting his needs fulfilled from somebody else instead of working things out and trying to make things work with you And so there's a saying out there that goes if he cheats with you he'll cheat on you And that's what's going on here is if he's gonna cheat with you He will probably end up cheating on you at some point in your life and you have to know that this guy is a giant red flag He's not relationship or marriage material. He probably won't ever be and He's almost guaranteed to end up hurting you sometime in the future if you're okay with that which you probably aren't I hope you're not okay with that then You know, that's okay, but you should proceed with a lot of caution. Here's what I think that you should say to him I'd say I don't date married men once you're divorced. Let me know and then Stop meeting with him. Stop hanging out with him. Don't meet up for tea. Don't meet up for chatting Don't be friends with him. Nothing. You're already too emotionally invested in this guy as it is and You need to distance himself yourself from him until he figures himself out which he probably won't So you should always avoid Someone with a messy situation like this whether they're married whether they're in a relationship things are really complicated They have a bunch of crazy stuff going on where they have exes and crazy children and angry parents and stuff like that You should always avoid situations like that if you can which you can so you should And you probably and just another note on this you probably don't want to date somebody who just got divorced for at least a year or so after a divorce and and actually the a lot of Psychologists and therapists out there say that it should be even longer than that depending on how long they were together and And whatnot because what ends up happening is he's still going to be emotionally tied to her right now He's with his his wife. It's not even his ex and Once he does it does become an ex there's gonna be a whole bunch of things that end up happening and one of the things is that he could end up going back to her and He hasn't even left her yet. So I mean, it's just a huge nightmare of a situation It's something that you should not get yourself into what you should do is figure out one Why are you so interested in being with a guy who's completely unavailable for you? start figuring out that and you should Start going out and meeting other guys who are single not married who are Available and willing to have a relationship that's actually gonna work for you And so if you're serious about really creating and getting into a relationship that you've always wanted to have Make sure that you go to the goddess community Calm and join our community for free there. I'll speak with you again soon


While the traditional family setup of two straight parents and their children, their biological children, no one else there is not really the traditional family setup. It was an ideal that was briefly popular, especially in the 1950s and 60s. But for decades and even centuries before that and in the decades since it has not been the dominant way that people actually organize their family lives, which have just always been more complicated than that. And the trend in the last half century has been towards more complexity and more diversity. And part of it is just that we're recognizing complexities that were already there. And part of it is that things really have gotten more complicated as people married less divorce more have more blended families. It's just the visibility. We have less adoption now than we did 40 years ago, but it's much more visible because we don't keep it secret anymore. But we still don't do a very good job of measuring complex families. I can't tell you how many people have a certain nontraditional arrangements because we don't collect that data. Families are about caring relationships and interdependence producing children biologically and sexual relationships between monogamous couples are part of that for a lot of people but not for everybody. It would be good for us to recognize that we all need certain things that families can provide, especially caring relationships, especially support of various kinds including economic support. And if we restrict the definition of families to exclude people who are doing the best they can to make families work for them, then it's going to be harmful for them and harmful for everybody else. Transitions can be difficult for children, family transitions, people coming and going from the family or household in terms of tragedies like death and so on we know that's hard, but also just transitions from change that can be difficult. On the other hand, unclear or uncertain or insecure relationships also can be difficult for children. But beyond those factors, the composition of the family doesn't matter that much that is, if there are caring people available to take care of children to love them to respect them and encourage them in their development. Then the number of those people and the gender of those people is much less important than the quality of their relationships and the amount of security that children have. Legal recognition can be an important part of making people especially children feel like their families are normal and okay which is pretty important for a lot of children. So having legal recognition that says this is a legitimate family, this is a family that is empowered to have authority over children and take care of them and provide security for them. That can be very important for children. I can't tell you that having a legal arrangement will remove the stigma from a nontraditional family, but I think it's going to help and over time it's going to help provide the kind of security that children benefit from. I'm not going to want to know, where does this end, what about 20 parents, what about animals being parents. I don't think we need to ask those questions. I think the question is how can we support the kind of families that actually exist. We know, for example, that three parent families exist, that people have caring parenting relationships with people who are not their biological parents. And we know that those relationships can be tremendously important and beneficial for children. So you can have downsides in any kind of family problems of abuse on defined relationships lack of close relationships. But I don't see a reason to believe that those things would be more common in one family structure than another necessarily. I think this three parent family is one innovation that we're going to see happen more often both legally and in terms of social life, especially with assisted reproductive technology, adding that third parent is something that is happening biologically more often. And I think it's inevitable that we have to find ways to integrate that into the legal system of families. So this is one innovation that is probably likely to spread and become more prevalent.


Well, after a really intense two weeks of an off-stead inspection, I mean, I was absolutely delighted with the outcome which saw us achieve unprecedented results. We had two areas that were graded good in the inspection and we had two that were a choirs improvement and that gave us an overall effectiveness grade of a choirs improvement. To really put that into context, in the history of this inspection regime, this authority has never ever been graded good in any inspection area. So we have made a significant improvement. So I think first and foremost this result reflects the relentless hard graft and the sheer determination of the leadership team and the entire workforce of children's services to improve our service to give our children better outcomes. I was particularly pleased to see the report acknowledge our success in our early help which was redesigned back in 2021 and the progress we've made there particularly with respect to getting to children earlier and earlier which actually is a result of successful partnership working with our dedicated schools teams and also particularly our work with respect to children's emotional health and wellbeing and the multi-agency triage service that we set up again with partners across the past which actually became a groundbreaking piece of work and went on to form national learning and of course our social workers were also acknowledged for their practice improvement demonstrating that our children are listened to, their voices are at the heart of all we do. So there is a bit more work to do on that front but we are on the right track. So firstly at this juncture it's not about being a celebration, it's about acknowledging how far we've come. So under the tenure of the current leadership team led by Lucy Butler who has been in post just over three years we have managed to achieve in two areas a level of good rating and to put that into perspective it takes some authorities between seven and ten years to get to overall good. So the fact that we have actually got two out of the four areas at this point rated as good is significant but obviously the journey continues. So as a political and corporate body this council has always been resolute in its determination and commitment to improve our children's services and that won't change. As a department, as a team, we are a solid team, we are open and honest and we have a mutual trust and respect for each other. We are one team and we will remain one team until we get the job done. I would just like to reassure people that children's services remains a top priority for West Sussex County Council. It aligns with our council plan priorities of protecting our most vulnerable people and as lead member I am absolutely passionate and determined to make sure that we get children's services over the line and more importantly that we stay there.


for LA to 25 Kobe Bryant and Shaquille O'Neal Wow one-on-one Lakers again printing plate from last year's NT basketball Kobe Bryant second one-on-one Kobe in the case it's nothing close to the other one-on-one Kobe but still that's a one-on-one Kobe for the Lakers jumbo patch auto gold 425 Kobe Bryant kaboom that is sick letter patch to truly ounce of gold that's 14 karat gold that is one of one Kobe Bryant boom is NBA logo man one of one Kobe Bryant kaboom sick it told me crap wasn't expecting before that oh my gosh how did that even happen what of one the NBA logo man Kobe Bryant


Hello, hello, and welcome to PD and your PJs.  I'm Julie from CISA, and mostly I'm just honored that you would take time out of your busy work week to join us to talk about CISA and how you can use it during Global Read-A-Lab. Quick introduction, like I said, my name's Julie. I was a high school ELA teacher for 18 years, did Global Read-A-Lab with big kids in 11th and 12th grades. I'm now on the teacher community team at CISA. I would love it if you could find me on Twitter and give me a follow. I'm at EdTechJulyJay. I share lots of tips and resources related to CISA. And then of course you can connect with our whole team on Twitter at CISA. Now I wanted to remind you that this webinar tonight is really focused on just using some of CISA's tools for Global Read-A-Lab. So if you are just getting started with CISA and you're in need of some info about how to get started and how to set up a class, I recommend that you watch the brand new to CISA webinars for your grade level. There's a link there. So when you get these slides, you can click on that. Just another reminder, these slides are coming your way along with the recording of this presentation. Those are coming your way in just a few hours over email if you're watching me live. So just click on all of these links later. You're gonna find lots of resources and you can click through those at your convenience. I'm sure you know since you're joining us here for this webinar, but the Global Read-A-Lab is something that was created in 2010 by Perneal Rip. You can see her picture there at the bottom right of your screen. I also included her Twitter handle up there if you wanna give her a follow and let her know that you're joining us tonight. So now the Global Read-A-Lab has gone on for eight years and you can see that millions of students have participated. Really, teachers just read a certain book or set of books out loud to their students in a designated six week period. And then while they're doing that, they try to make global connections using whatever tools they choose to use. So that's kind of the point of our webinar tonight is to tell you how you can use CISA to make those connections. So here are some of the ways that teachers right now are planning to use CISA during Global Read-A-Lab. They are going to use connected blogs, which of course you can use anytime during the year but is particularly helpful during Global Read-A-Lab. Also the activity library and then maybe even making some creations like book snaps or using CISA for their reading responses. So those are the topics that we're going to cover tonight in our webinar. And I am joined here tonight by two awesome teachers, Michelle and Bobby. They're both gonna talk for several minutes tonight and share lots of tips and links with you. So again, make sure to open these slides later and click through some of the things they've shared. You might also be sure to look in the slide notes because we've added some additional links there as well. So I'm about ready to turn it over to Michelle. How's it going, Michelle? Good, glad to be here tonight. There we go. Okay, take it away. I'm gonna mute and you can just take it away. Okay, so glad to be here to talk about Global Read-A-Lab. I can't believe it's been eight years. I just try to remember how many years I've been doing it for in my classroom. But I'm gonna talk a lot about the connected blogs because I think it's just, it's a great way to start your year and try to make some of those connections with other classrooms that you can carry on past the Global Read-A-Loud. So I think that's really cool. I even had a teacher today connect with me that had been doing some things with me with Global Read-A-Loud last year and she was connecting this year trying to see, hey, can we connect again this year about Global Read-A-Loud? And it's just really neat to see those connections continue on throughout the whole year. So it's just a great beginning of the year place to start. So why add to those connected blogs? So some great things to do is it's just, it's an easy extension from your CSOT class. So if your students are putting something in their CSOT journal, it is literally just a one button push to add it into their blog. So they're just going to see the little globe type icon and bam, it's gonna be in your classes connected blog. So it's just nice. We all love things that are easy. So this is really an easy extension of something that you're already doing. So as you're working through the Global Read-A-Loud and you're having your students maybe doing a retelling or talking about their favorite part, things like that, you can then also send that to your blog and connect with other teachers. It gives them that global audience, that broader audience than just your classroom and their parents. They're so ready for having something more. I think they love to have the family connected and seeing the things they're doing. They love when they're classmates, see what they're doing. But if you can widen that open to them, they're going to put a lot more effort into their things that they're posting and I feel like that engagement is really high that way. So like we said, anything that you put in CSOT can be published to the blog, the photos, the videos, drawings, PDFs, links, all of those great things. So it's just a, it's an easy thing. We will be connecting you to a link for, if you are looking for those connected blogs and you're having trouble finding other people to connect to or you really want to venture out, maybe outside of your building, we will have a Google doc that is in this presentation where you can sign up, put your name, you can put your connected blog information. If you have a password, you can put that information in there and then you can have that, have your blog connected to other teachers right away so that it's all kind of set up. And the nice thing last year that I know I did is, I think I had 11 or 12 connected blogs for the Global Read-A-Loud and the pressure is a little bit off. First, some things I know, I've done other global collaborations and it's like, oh, I didn't get to this or I didn't get as much sent to that classroom as I wanted, but the connected blogs, it was nice because if I didn't put a lot in or if my students didn't put a lot in that week for the Global Read-A-Loud book of the week, there were always other teachers that had different posts on their connected blogs. So I felt like that was just kind of nice. It wasn't such a pressure because you know, you all have those weeks where it's like, you know, I didn't get as much as I wanted to this week for Global Read-A-Loud. So that's just a really nice thing with Seesaw connected blogs. So like what I said before, this is just a great beginning of the year partnership to start with other schools that you can keep for the whole year. So it might start with just Global Read-A-Loud, but then as the year goes through, maybe you're gonna connect other ways as well. So it's just kind of a really nice way to keep those connections going. Oh, we'll just, there we go. So I was just saying before we started that, you know, this year, I am feeling really excited because I know in my building, we have a really large first American population. So the selection of books and authors is very unique this year. I'm used to just having that one author for the picture book selections and having all the books by that one author. And this year, I'm not as familiar with these authors and there's so many different authors and so many different books that I'm not really so familiar with, which is exciting too, but also maybe like some of you guys, you're out there thinking, gosh, you know, I'm not really familiar with these books. What kind of activities can we do to connect our blocks? So this website here, the Bitly site that you have, and then I believe this is the one that I created last year. What I had did was put every week the book title and then have people kind of give us some ideas on the Google doc. What kind of things do you think we could do on our Seesaw blog this week for this book? Because like I said, I'm not as familiar with these books and these authors as in years past. And it's really that share the love, like see what other people have for ideas and there's always great things that come up. So these are the picture book author or a picture book selections this year. And I'm also really interested to see what people are gonna come up with for that sixth week where it's your choice. Because I'm not finding a ton of extra, but I'm sure there's lots of things out there that I haven't seen either. So yeah. Thank you so much, Michelle. And thanks for being patient with me as I was clumsily clicking through your slides. Just a reminder, everybody, you're getting these slides and there's a lot of links. So as you're going through, be sure to click on all the resources and look in those slide notes. We're sharing a lot of different ways that you can connect with blogs. And if you've never used Seesaw blogs before, that information somehow too is linked in these slides as well. So definitely take a look at that. That's not covered in our brand new to Seesaw webinar. So if you are new to Seesaw and that seems like new information to you about the blogs, then just take a look at some of those resources. Thanks, Michelle. I'm gonna turn it over to Bobby and then of course we'll all stay online for questions at the end too. So we'll talk to you in a few minutes, Michelle. Hi, thank you. Okay, hi, Bobby. We're ready to start with the activity library. Hi, everyone. I'm really happy to be here tonight and I'm super excited to talk about Seesaw and the use of Seesaw through Global Readaloud, two of my favorite things. So I was an elementary classroom teacher for 28 years, second and third grade. Before I stepped into this role as a tech integrator K through six. That's when I first found out about Global Readaloud. When I was looking for things, I've always had a strong passion for ELA when I was a classroom teacher. So it just really resonated with me as something that I really wanted to promote to my teachers. So that's how I kind of came into it. So tonight I wanna talk to you about how to use Seesaw's amazing activity library which launched at the end of June. Do make sure that if you are using iPads that you're on the most current that you've updated the app so that you can access all the full features of that activity library. But it's just incredible, it's growing all the time. So now when you press the green plus, you're gonna see four choices when you're logged in as in your account. You'll see that you can browse the activity library, create or share activities, post as student journal as always and send announcement. So that activity library just has an amazing amount of activities that are already in all ranges of topics and all grade levels, it's just super versatile. So you can search by topic, by grade, by subject and it's very easy. If you see an activity that you like and you might wanna use it, you just tap that little pink heart and it will then move into your library. So when you're in there, I'm sure you've seen it, it'll say Seesaw library on the left, the far left and then right next to it is the my library. Once it's in your library, then that of course means that you can assign it to your students and it becomes an assignment. What I love about the activities is you can use them as is or you can customize them. So that's very easy to do, so you might see something that's in a grade level above or below and you really like the idea of it and you can just kinda take it and adjust it to fit the needs of your students and even your topic. So if you haven't had a chance to really get in there and look at that activity library, it's well worth the time. So for Global Read-A-Loud, what I've done is created a bunch of activities. I'll talk first about the activities that are in the Seesaw library currently for a boy called Bat. Originally, what I did was I made a hyperdoc using Google Slides, you may have seen that. I posted it on Twitter a few times and I started to think about, well, what about teachers that don't have access to Chromebooks, they're using iPad? Well, Google Slides doesn't really work all that great on an iPad. So as I looked through my slides of the hyperdoc, I realized if I just saved them as JPEG images that I could then use them in Seesaw as the template for students to interact with. So that's what you'll see if you go into Seesaw's library, search for the word Bat. So when you go up in search, I did tag them all as second grade, third grade, fourth grade, as far as the grade level designation. So if you go into any of those grades and you put in the word Bat, you will see all 96 of those Seesaw activities, lots of choices for you to have with that. So all different skills, from figurative language to vocabulary to using context clues and a full range of just about anything you might want. And then as far as for the picture books, like Michelle talked about, there are I think seven activities and on that one you wanna search GRA18 and be in either kindergarten or first grade and you'll see those activities come up. Of course, those are more heavily based around some drawing and the use of the microphone for the students to kind of voice caption their response work for those books. So then I'd wanna talk about how, in addition to using activities that are in that library, I'd strongly encourage you to start dabbling and creating your own activities. So you can do that. As I said, you can either be in browsing in the library, you'll see the ability to add a new activity or under the plus, you can see it says create or share an activity. So it's really easy. I mean, once you've done one or two, you can just kind of whip right through them and do them quickly. For me personally, when I'm making a student template for a seesaw activity, I primarily use Pick Collage, I'll be honest, but I also use Google Slides. I think I use Pick Collage a little bit more because it's already on my iPad and then creating the activity in seesaw on my iPad. But I would encourage you to look at both of those. And I'm sure there's other things out there. As I mentioned before, if you've got a good HyperDoc of Google Slides, if you go in and just make JPEGs images out of those slides, then you can use them and pull them in for the student template. And seesaw's got some great icon shortcuts. I've got a little screenshot of that there. So for example, if you want the little microphone to show up in the directions that you're putting in for students, then you just do colon MIC for Mike colon. And then when it actually publishes that activity, you'll see those little icons that students are so familiar with and are really helpful to them as well. And then another neat feature is that you can make collections. So if you're using the free version of seesaw, you can have up to two collections. And seesaw plus, you can have 10. So making collections is just handy if you've got kind of a different variety of all kinds of topics you could, as I did with that in my seesaw library, I've got the whole collection for a boy called Bat and then the picture books too. So it's very easy. What you do is you see the little tile for the activity itself and up in the top right corner, it'll say organize. And when you tap that, you can create a new collection or put it into a collection that you've already kind of created and formed a topic. So yeah, that activity library is amazing. And we've got some things that are in there for you for Global ReelOut this year. Bobby, you are an activity library rock star. I mean, if you've created 96 activities about one book, that is pretty amazing. And we are all benefiting from that and super grateful to you. And I appreciate how you talked about not just using what's there, but creating your own. And then also talking about collections because that's a great way to organize those activities once you get used to using the activity library. I'm gonna piggyback off of what Bobby was saying and just remind you that if you know middle school or high school teachers who are participating in Global ReelOut, we do have a few things there for them. You might just always search GRA18 when you're looking for something related to Global ReelOut. I think that's a great way to kind of identify that your activity goes with Global ReelOut if you are submitting it to the library. So there are a couple of things waiting for you there if you're a middle school or high school person doing Global ReelOut or spread the word and tell the other people in your school or district if you think they might be using one of those big kid books. I did Global ReelOut with big kids. And so I know that if I was in the classroom so I would really be excited to have the access to the activity library. I just wanna also remind you that as we're talking here tonight, like if you're not using blogs and you're not using activity library and you're thinking, okay, but what could my students do? Or maybe you even share devices and or you don't have much access to devices and you're wondering what your students could do. I just wanna remind you that it could be just as simple as a post, a student just posting right to their own journal without using an activity. And one really simple thing they can always do is a book snap. I included the link to a webinar. So if you click that header there book snaps it'll open that webinar recording if you wanna see an explanation of how to do book snaps and CSOT explained by kind of the creator of that Tara Martin. So you could kind of listen along to her explain it. I also included some links there. So when you get the slide, if you click that image that says book snaps or you click the words other apps it's gonna open some activity links for you. Remember with your students as little as kindergarten on up a book snap is just taking a picture of some of the texts that might be sitting at their desk or table. They're just literally taking a picture of the page that they're reading and then using those annotation tools in CSOT to underline or draw or circle or add text labels or add emojis. So they can really kind of respond to the reading that way. So I just wanted to remind you that that's an option. If you want to see some other activities that people have contributed to the library about book snaps just search for book snaps in the library. So they won't necessarily be specific to global read aloud. You could do them anytime but during global read aloud that would be a really simple way to have your students post something to CSOT. So I just wanted to make sure to include that. I also wanna remind you too that anytime you think about a reading response you don't necessarily need an activity waiting there for you to do that. I also included another link here. So if you click the header in the center at the top there that says reading responses, I sent or I gave you a link to a webinar by a reading facilitator named Stacy Bigum and she did a whole CSOT webinar just about reading response routines. And that was really helpful and she had some great ideas. I like to just remind people that you have all these creative tools in CSOT and for even our littlest learners of course the drawing tool is really helpful for that or the video tool, they could record themselves saying something and I had older students who often responded to questions or prompts using the note tool. So you could do that as well. You could ask students to retell the story or to answer certain questions or prompts or to analyze characters. So you could do any of those things using the creative tools in CSOT even not necessarily using the activity library. I included a few screenshots here. Again, these are coming from Stacy Bigum and her webinar that she had done for CSOT previously but I just wanted to show you some examples. You can kind of see that these are some younger learners or younger readers, the drawing simple drawings with then audio recordings to kind of add some voice to their drawing or even responding in the note tool. You can see that there were some questions there and then the students responded by editing the item. So that's a really simple thing your students can do too even if they're not using all those wonderful activities that are waiting for you. They're in the library. I also want to give you a final organization tip. Bobby talked about collections in the activity library but as far as your own students posts be sure to organize those into folders. I recommend creating a folder called global read aloud and a little trick you probably have heard of before is that if you use a period or a punctuation mark in the folder's name it will bump it to the top of the list. And if you work with younger students and want them to see that folder at the top that's a really helpful thing to do to go ahead and like just bump it to the top so they can tag that item with that folder really easily. You can even also use emojis in your folder names. I also wanted to include for you the steps for how you print a whole folder. So if you have students creating a lot of things relating to global read aloud and you want to print them all at once I wanted to make sure you had the steps for that and it's included there where it says here's and it's underlined so you can click that link and it will show you exactly how to print an entire folder. We're so excited to take some questions from you tonight. So feel free to type a few in. I can see a few waiting for me already. So I'm gonna wrap up with a couple of other tips and next steps for you and then we'll start taking some questions. I wanna remind you that you can join us for Seesaw Chat on Twitter on the second and fourth Thursdays. And if you are listening to us live that's actually this week. We have that on September 27th. Of course, if you're listening on a recording you can just join us anytime on the second and fourth Thursdays. It's at 4 p.m. Pacific. We have lots of community and our community is very active on all these social media platforms on Seesaw, on Twitter, on Instagram and Facebook. And so I would just wanna make sure you know that you can connect with us in all of those places. And of course, we'd love to see you on Twitter for that live chat and it's this Thursday at 4 p.m. Pacific. Okay, so Bobby and Michelle I'm gonna start taking some questions and thanks everybody for your patience as I kind of read through these but I will let you know if we have a few things that we can answer. Oh, okay. Joy has a great question about emojis. We can give you a couple of tips Joy. Joy's saying how do you do emojis in Seesaw? So like if you're annotating with the drawing tool think about switching from using that pen to using the T for text because once you're in the text label tool then you can just use your device's emoji keyboard. And if you don't know where that is on your device I'm gonna encourage you to come to a webinar tomorrow with Tricia Lewis who is talking about how to find things like the emoji keyboard on a Chromebook. Bobby or Michelle, do you have any tips about emojis for Joy? I'm just familiar with the how easy it is on the iPad. I'm interested in that webinar. You just mentioned, Julie, about getting emojis for the Chromebook. So I wasn't really familiar with that. Well, that's actually, we just get that question pretty frequently like we're getting it tonight. People who are used to using it on like an iPhone or a smartphone or an iPad kind of don't know where to find that on a Chromebook or even on a computer. So Tricia has some great tips about that. So join us for that if you are interested. Hi, Mandy. Mandy saying, can students see other students' book snaps? So like with anything in CSI, you as the teacher have some settings you can choose. Those are by clicking the wrench in the top right or maybe in your part of the world they call it a spanner but you're clicking that wrench or spanner and then you have lots of settings for how you wanna customize your class. So you can choose to have your students see other students' creations or you can turn that off. So if you want students to see each other's work then just go ahead and turn that on. Hi, Sandy. Sandy's asking where she can find more info about CSI blog. I think all of that is linked in these slides. So I tried to include some how-to stuff for you. So when you get these, you can click on that. Otherwise, Sandy and everyone, I didn't include it in this particular slide deck but help.csid.me is a place where you can go to search for any topic you're looking for. Michelle, do you remember if there's anything else there that I should add or is it all? And it's probably under the help.csid.me if they search for connected blogs but I think I linked exactly like what are connected blogs. There was some info, I think it's probably off the help page but it was on that, I think one of the first connected blog pages. Okay, very cool. I do wanna tell you, Michelle and Bobby that people are giving you lots of thanks and appreciation in the question box. So along with just questions, they're saying that they really appreciated it tonight and learned a lot. Paula is reminding us that another great reading response activity could be the exit ticket. And so you can actually even search in the library for the term exit ticket and you'll find some things that people have created but I totally agree. That's how I use the note tool with my big kids a lot was like just a quick ticket out the door. We used it a lot in the time of day of like a bell ringer or an exit ticket where we use the note tool where they're just responding to a short prompt. So I totally agree with you. Oh good, Paula, I'm glad you appreciated that tip about putting the punctuation in the folder name. Yeah, that's a little trick that I learned from my colleague Angela but when I was a tech integrationist, I was using it in some like second grade classrooms and it was super convenient so that then they just knew right where it went. We're still on the line for a couple more minutes before my next webinar starts. So feel free to type in some additional questions if you want. I am down to not very many questions left in the question box. So feel free to type in a few more things while we're here. Paula, you're saying you contributed to the C-cell library. Can you give me more info about what label you were looking for or were you just trying to put the term GRA18 in your title of your activity? Let us know if we can help clarify that. Paula submitted something she's saying to the library so that's awesome. Lots of thanks and appreciation coming in. That's great, it was a pleasure. Yeah, everybody really liked it. This is a great topic and I can't wait to do this again next year with a whole different set of books too.  You're gonna have to do 96 more next year. I better get busy. I know, right? And we really hope that you will add your information to the docs that will be coming out so that we can connect our blogs that way and it's nicely set up by grade level, by the category that you're gonna do, picture books or a boy called Bat or the other books as well. So that's a great resource. We hope we get lots of people signed up. Good reminder, Michelle, that is a great next step when you get these slides in the next couple of hours, everybody should just go ahead and if you're interested in connecting, jump on one of those docs or spreadsheets and add your information. And I would just love to see you all in CSOT chat. We're gonna be really talking about the activity library. So if that is of interest to you and you wanna kinda join us to chat, that's really low key. You just jump on Twitter and search the hashtag CSOT chat and then you can answer or tweet along. So that's actually just a really great way to connect with our community. So I hope you can join us 4 p.m. Pacific on Thursday. Well, I think we're done, ladies. I appreciate your time and your input so much. I'm gonna hop off because we have another webinar starting soon about family communication, grades three through five. So if you guys wanna join that, definitely look for that link and join us with Kara here in just a few minutes. But I loved being here with you tonight and I hope you can all join us again for another PD really soon. All right, thank you everybody, have a good night. Thanks everyone. Bye.


It's been five months since the beginning of Israel's brutal and genocidal war on Gaza. The death toll due to Israeli attacks and its various consequences is close to 31,000. Over 72,400 people have been injured. Over the past few months, we have talked about the number of ways in which the brutal Israeli assault has affected the people of Palestine. In addition to the bombs and the tanks and the snipers, Israel has severely restricted the flow of aid to a territory which already faced a blockade. Meanwhile, the war has also had a regional dimension with what has been described as the axis of resistance, mounting a strong fight back against Israel and its ally, the US. We go to Abdul for more details. Abdul, thank you so much. Five months since the beginning of this very brutal war, maybe could you take us through what is happening on the ground and then we'll go to some of the international responses in some of the global trends as well. Well Prashant, the Gaza situation is in the last five months, at least we can say has gone bad towards each passing day since the war began on October 7. Gaza was already kind of under blockade for almost more than one and a half decade and the conditions were not that good, of course. But since October 7, the way Israel has bombed the territory completely flattened more than 60% of the residential buildings destroyed all the universities, destroyed most of the hospitals, destroyed all the civil infrastructure in the region by killing more than 30,000 people every day. Even if apparently the number of casualties have gone down on the daily basis, there are still in hundreds, more than 100, 150, 200 Palestinians are killed every day even in the last months and so and that is the case in last 24 hours as well. The number of Palestinians who have been wounded is also has crossed 70,000 and plus among all of this, more than 10,000 of them are children, those who are killed and around 9,000 plus are women. So it shows that the majority, almost two-third of the people who were killed who were killed in Palestine in Gaza in the last five months by the Israelis are either women or children who are not active members of any resistance group. So most of them are civilians. Apart from that, because of the war and because of the Israel's insistence on not allowing any kind of humanitarian aid to flow in the Gaza, the overall humanitarian situation has become back to us now. Even the UN agencies are claiming that within a few weeks, most probably there will be a declaration of famine in Gaza because there are already reports of starvation deaths coming, primarily the death of children. As for the latest report, more than 20 Palestinian children have died because of the lack of nutritious food and that number is going to explode in the coming days. So overall situation has basically completely deteriorated and because of the war in the last five months and there has been a complete, you can say, failure by both the regional players and the international community to kind of force Israel to stop the war and even force them to kind of carry or allow enough adequate humanitarian assistance into the Gaza Strip and that basically defines the five months' war inside Gaza, which still continues. Abdul, in this context also important to kind of look at the regional dynamics that is taking place. Of course, the conflict has gone way beyond just Gaza. Could you maybe talk about what is happening in the wider region as well? Well, in West Asia, there are two kinds of responses, of course, since the war began on October 7th. A large number of countries, particularly the states, have basically taken stand. Of course, all of them have taken stand against Israel's war in Gaza and it has also led to some kind of, you can say, halt in the so-called normalization process which the U.S. has pushed for in the last couple of years, kind of forcing Arab countries or incentivizing them normalizing relationships with Israel, which has completely stopped some of the countries like Saudi Arabia have had to go back on these normalization process of normalization and take stand against Israel and kind of reiterate their demand for the independent Palestinian state, which it seemed before the war that they are likely to abandon in return of some diplomatic gains here and there. Now that is not the case primarily because of the popular pressure, which Arab people have created on their government. So that is one set of response. The other set, of course, is coming from what we call the axis of resistance, the different groups, militias, which are in some places like Yemen running the governments also. Ansarullah in Yemen, Hezbollah in Lebanon or the popular mobilization forces in Iraq, apart from other smaller groups in different parts of the region have taken a strict stand against war, not only supporting the Palestinian cause, but also opposing the Israeli occupation and US imperialism, imperialist interventions, and taking action against them. And that basically has kind of created not only a broader solidarity across the region, but also pressure on the imperialist and colonialist power to take measures, which basically to kind of address some of the issues raised by them. Right. Abdul, thank you so much for that update. Continuing with Palestine is the World Marks International Working Women's Day on March 8. The situation of women in Palestine continues to be especially grim. Gaza's health ministry said 9,000 women have been killed since the war began. The ministry spokesperson added that 60,000 pregnant women in Gaza suffer from malnutrition, dehydration, and a lack of proper health care. From lack of nutrition to lack of hygiene products to huge barriers in every aspect of life, Gaza's women face horrible persecution. We go to Anna for an update. Anna, thank you so much for joining us. So on March 8, a lot of focus on the impact of this Israeli brutal assault on the women of Gaza at the death toll, I believe, among women itself is 9,000 or so. So could you maybe take us through what has been the impact in terms of the various aspects of life? Well, I mean, we can start from the fact that women's health is one of the areas of health care that has been most impacted since October. So this covers, of course, a lot of things. So one of the first things that jumps out is that virtually all maternity services in Gaza have been wiped out. So there are very, very few hospitals or very few centres that can still provide this kind of care in Gaza right now. Some of those hospitals, like the Alavda hospital in the north, they had been targeted since the very early stages of this war. They have faced both physical destruction, as well as the kidnapping and the arrest of several of the health workers. Then again, if we look at what's happening in the south, we know that Emirati Hospital there is, again, one of the locations which is quite central, central for maternal and neonatal health. But as everything else, that hospital too is struggling with the fact that there are not enough incubators and there are essentially not enough beds and not enough health workers to support women who are giving birth or who are supposed to get prenatal checks. So maternal health is one of the areas of women's health that has been most affected, of course. But then one should also look at how girls are living and other women who have been displaced to camps are living. What they're reporting is that, of course, they're struggling with the hygiene standards or lack of infrastructure in the camps. There is a shortage of beds. There is a shortage of infant formula. There is a shortage of diapers. So essentially everything that women and families need and girls need to lead a dignified life is either not physically there or is outpriced. So some of the reports that had been coming in over the last couple of days had even reported that some girls and women are only able to take a shower once every 10 days to 14 days. So the scale to which this has grown is really tremendous. Right. And also, could you talk a bit about how the denial of AIDS, so to speak, is also having an impact in this crisis? Well, of course, because if we look at how the blockade is playing out, again, it is those products that health workers who are also in a large part women and women who are patients, those resources that they need are the ones that are being cut off. Of course, we are seeing that every now and then there is news of a trickle of AIDS coming in. But then again, this is not diversed. We know that some of the international agencies are only allowed to bring some goods in. And it's essentially not the same thing. If you're not able to bring, if you're only allowed to bring flour in, it's not like being able to provide the diversity of food that people need, including breastfeeding women whose nutrition status has deteriorated incredibly over the past weeks. And these women are essentially not able to feed their children because they're not able to initiate breastfeeding because they're giving up their food so other children can eat or other family members can eat. So that's one way that the AIDS blockade impacts women as well as other people in Gaza right now. Right, and that was another update. And that's all we have in today's DLD. Briefly, we'll be back with a fresh episode tomorrow. Meanwhile, do visit our website. Follow us on all the social media platforms. And if you're watching this on YouTube, please hit the subscribe button.


This is ThinkTech. I'm Jay Fidel. Welcome to Community Matters. Actually, it should be way beyond that. It's not only Community Matters. It's Political Science Matters. It's Ecology Matters. It's Coronavirus Matters. It all matters. And we've got to get our hands around it. And Lewis Herman is going to help us do that. He's a Political Science Professor and much more at UH East Manoa, West Manoa, West O'ahu. West O'ahu is just, yeah, it's not Manoa. I want to be clear. Okay. Sometimes we have to get out of Manoa and go West Young Man. So Lewis, what is ecology anyway? Well, ecology is the study of the relationship between living systems to one another, living creatures to one another. It's basically how the species on Earth live together, evolve together, and sustain one another. But you don't consider a virus a living creature then? For sure. Absolutely. And viruses evolved along with cells. They ancient. I mean, there are several theories about the evolution of viruses, but they've been around for at least one and a half billion years. That's billion, not million. And emerged soon after cells or even some theories that they merged with cells. They're sort of partial cells. Okay. Well, so I guess that's very important. I mean, I would like to sort of shape this conversation could take six hours, but I would like it to develop the relationship between the coronavirus, the virus and the ecology, or at least to know where it fits in the ecology, in the evolution of the ecology, in the evolution of humankind. So this is really a mouthful. Why don't we give you a few minutes to go through your slides? Because I know you need to do that. It's okay to do that. You get some time from that, Louis. So why don't we start with slide one and see if you can go through them quickly. Okay, sure. Yeah, I mean, a picture can just communicate a lot of big ideas very quickly. And that's very obviously graphics speaks 1000 words. Cool. So that that first picture, I don't know if we can have it bigger here. You know, basically, talking about the proximate cause of these pandemics is our style of industrial agriculture, in particular, CAFOS, concentrated animal feeding operations, which crowd immense numbers of animals together under very stressed, unhygienic conditions, pump them full of antibiotics, and manage to keep them alive long enough to produce a lot of meat. This is done in close association with dense human populations. Generally, both populations are stressed. And it's a perfect breeding ground. It's like the Silicon Valley for incubating pandemics, incubating infectious diseases. And the evidence is that about 60 to 76% of recent there's recent rise in infectious diseases is due to this kind of farming is due to our modern system of industrial industrialized monoculture. So so modern farming, and by the way, it was a great piece on PBS frontline about modern farming, about the guy who made scientific farming and brought it to the whole world in order to start to save off starvation. And then he found that that that that the modern farming and all these crops and foods were creating, you know, overpopulation. And then we wound up with the same kind of starvation that he was trying to prevent in the first place. It's very interesting. Yeah, the food system is broken. Yeah, right. So when you move from hunter gatherer, and you get into scientific agriculture, and you get into cities and crowds and, you know, compressed humanity, you get a you get a really bad thing. It's much worse than life in the good old days as hunter gatherers. But it follows, you know, because the search by mankind all these years, 100,000 years has been trying to live live in a, you know, a quality of life world, have all the science and technology and food all around us. As soon as we do that, we get in trouble. So it's a, you know, it's a self defeating process. How could we not have gotten into agriculture? How could we not have gotten into technology and compressed cities? We had to do that, didn't we? It's our destiny, isn't it? Uh, it's our, I think it's our destiny to, to grow in consciousness and awareness of what we are and what our place on the planet is, but their pathologies of civilization. I mean, it's, it's a fascinating subject. Why we moved into civilization settled cities around 10,000 years ago within theolithic revolution. And the evidence suggests that this was not a happy choice because we wanted to improve our lives. We are forced by desperate necessity in part, climate change, the drying of North Africa, the extinction of the big animals, the big charismatic megafauna and human beings were effectively starved into agriculture. And with the rise of civilization, you begin to get these infectious diseases and all, all sorts of other pathologies, which intensify about 5,000 years ago with the classic civilizations where you have these mass human populations under generally very unsanitary conditions, often living pretty close to their own sewage. And the beginning of domestication, well, domestication begins with the neolithic domestication of animals. And so you've got crowds of human populations, not very healthy living next to in close regular intimate contact with animal populations, initially cattle and horses and then pigs and dogs and ducks and birds and so on. Perfect breeding ground for viruses and other infectious organisms crossing from the animal population mutating and affecting the human population.  One way is we solve the virus problem. We bring all our best minds, our best biotechnology down on it. And we figure out how to stop the virus, this virus and other viruses that are, you know, pathogenic or that's one possibility. And then we can live the life that we have been evolving to over the past 100,000 years. Or we can go back to hunter-gatherer. Which would you prefer? Because this is only, or we can stay, you know, static right here, right now, which I don't think works at all. It's obvious that it doesn't work. So we can go this direction or that direction. Which direction are you advocating? Yeah, yeah. Now, we need a creative movement for it. It's not just a choice between this or that hunting-gathering or this pathological form of civilization. You know, we've got to remember that with civilization, you get hierarchy, domination, slavery and warfare. And that has been a marker of civilization. It's virtually endemic to civilization. But at the same time, you get all the wonderful benefits that you've catalogued, including science and technology, writing, specialized knowledge. And we have the capacity to put it all together and get a better picture on one of the possibilities for human existence, where we actually use our technology and our genius to serve needs other than just more food or more wealth, which is currently the plan that we are. So we're actually following a plan, which made a bit of sense in the 17th century when this plan was formulated by the great philosophers of modernity and created industrial civilization.  They had zero knowledge of anthropology. The new world had just been discovered. The understanding of ecology was abysmal. They were emerging from centuries of holocausts with the collapse of medieval Europe. And so, you know, it's time to revise our reality map in the light of this incredible vision that we've been gifted through in part science and the achievements of industrial capitalism. But the old model is dysfunctional. We're going over the edge. There's no getting rid of viruses. We have to reinvent the way we make decisions about how we feed ourselves, how we reproduce. Human population is exploded. We know how to control human population. It's very simple. Educate women. Give them the possibility of earning their own living so they're not enslaved to men as baby machines. So the way forward, I mean, there are a million different points of choice where we can start creating the better world that our hearts know is possible. Well, where does the mammalian thing fit? You and I talked about this. You know, I always feel that you can explain a lot of human conduct by just remembering that we're all mammals. We're all mammals just like the other mammals.  And we are hunger. We want sex. We want sleep. We want comfort. These things drive us. And how can you take that out of the equation? But all of that aside and go into a visionary mode? No, no, no. But the visionary mode, that's a great question, Jay. I love that. Yeah. The visionary mode is part of a deal. So it's not just feeding ourselves. It's not just reproducing. We are mammals. We primates. We share about 96 to 98 percent of our genes with primates, with higher chimps and so on. But there was a revolution. There was a leap forward in the evolution of life about 100,000 years ago, when the human emerged, the modern form of the human between 200 and 100,000 years ago. And what marked the human, what marked the distinction between the human and the primate, was our capacity for self-reflection. In other words, it was a form of consciousness that could reflect on itself and could reflect on its own history. And this opens up a whole Pandora's box of creative possibilities for the human. And we still haven't quite grasped that as a species. We're still in our adolescence. We don't really know who we are and what we're doing here. And part of that, the defining... Do we know more than they did 100,000 years ago? You know, I have this vision. Did you ever have this vision, Lewis, where you could go back and talk to yourself, talk to an earlier version of you, talk to you at, say, 10 years of age and see what you were made of at 10. And you'd find out you didn't know anything. You'd find out you were really half-baked on so many things. And it all came later. It all came in the last 99,000 years. I would be really fascinated with the literary effort and trying to figure out, we should talk about your book, trying to figure out what my meeting would be. I want to have a meeting, okay? Even a talk show with somebody who lived in that period. I don't want to find out what he would have to say to me. Would it be self-introspective? Would it be visionary? What would he be thinking about? He has no base of operation, no fundamental...  Or would he be somebody that would be interesting? And I want to get him on the talk show. I hope you can help me do that. Yeah, yeah. Well, that's actually been part of my life's work, is getting in touch with that part of myself. Because don't forget that when we're all born, we are little primates coming into the strange world. We're not that different from the children of the great ancestors of the Sun Bushmen of South Africa 50,000 years ago, 75,000 years ago, essentially the same animal. So we all start off at the same point. We all start off as a little hunter-gatherer, primed for hunting, gathering and intimate bands in a pristine wilderness. And I was blessed enough to grow up in South Africa, 60s and 70s, well 60s basically, where a lot of the country was still pristine.  So when you think of hunter-gatherer, you're thinking of that, of that that you saw in South Africa when you were a child. Exactly. That's a really robust vision of it. Exactly. And South Africa is a particularly powerful place to do this because so much of that original ecosystem is intact. It has one of the richest concentrations of bush, mountain and ocean ecosystem in a small space anywhere in the world. It's one of its biodiversity hotspot on the planet. And plus, you've got the remains of human habitation going back 100,000 years in these magnificent rock shelters on the beaches of South Africa. There's something like 3,000 that have been discovered and probably about 30,000 that exist. So it's quite easy to trip back in that and lead that sort of life for a couple of hours a day. Yeah, it's beautiful, beautiful. And you can see how it's unspoiled and humankind did not spoil it. If they moved on from place to place as hunter-gatherer, it would leave it pristine. And then you have the South African cities, which are pretty tumultuous and have a lot of people. And many, many cities in Africa, I'm thinking of Lagos in Africa. It's really over populated. And they have epidemics there. And so the question, I can take a perfectly good hunter-gatherer environment, hunter-gatherer ecology, such as the kind that you can remember back with a joy of a refreshing view of the world and ruin it. You can ruin it. You can ruin any place, any part of land if you make it a condensed city. Right. So we've got a couple of keys here. We've got to obviously get a handle on global population. And the way to do that again is through mobilizing this mutation that took place in the primate that produced the human brain, capable of knowledge and self-reflection. Because self-reflection gives you choice. And it means that you committed to gathering knowledge. The more conscious you are of reality of where you come from, who you are, the more options you've got about choosing where to go. And what is a life-loving, life-affirming way to go forward. So we've got to mobilize that and deal with human population. We've also got to decentralize. Because what's driving the central movement from land to cities is a form of economics that's driven essentially by a formula that says it's okay to pursue wealth above all else. That the primary moral responsibility of CEOs is to make as much money as possible. This comes, this is the neoliberal formula of the Nobel Prize-winning economist Milton Friedman, you know, primary responsibility of businesses to make money. You can't run a civilization or a society on that basis and not expect to find massive political corruption that's endemic to the society, coupled with epidemic levels of ignorance. Is it sustainable?  No way. Now we've hit the wall already. You know, we've got all sorts of markers of this with the ecological meltdown. You know, the world economic forum is estimated by 2050. There'll be more plastic than fish in the oceans.  We are on the cusp now of being able to save the biosphere. But we've got to estimate 10 years at the max to turn the whole thing around. We need a new formula. Instead of a profit-driven free market, we need a wisdom-driven free market. And by wisdom, I mean knowledge of the best way to live. In other words, it's got to be morally driven. It's got to be concerned with an understanding not just about own personal lives or our own personal desire to get more for ourselves, which is the current formula generating the epidemic levels of political corruption and ignorance in our society today. But we've got to be driven by concern for finding the optimum balance between self-interest and the good of the whole. Because we know that our well-being, this pandemic has made it abundantly clear, is connected to the well-being not only of human beings, but all living systems, the ecology as well. So you've got to turn the formula on its head. Instead of having profit number one, we've got to have wisdom as number one. So what we're talking about really is a cultural revolution, a revolution in values. This is not going to be a top-down sort of institutional demolition job. This has got to be bottom-up and it's happening. It's enormously inspiring to see this springing up in all sorts of environments. Well, let me throw one answer about that. Like this great documentary about agriculture. I forget his name, he was from the Midwest and he invented new ways, the Green Revolution they called it, to growing crops all over the world. It was adopted all over the world and it feeds, you know, enormous numbers of people even now. But you know, it creates too many people, if you can say that. And ultimately, there isn't enough space, there isn't enough planet for them, whatever kind of technology you use on growing crops. And so, you know, what I put to you is that there's a tipping point here. You can do this, you can do exactly what you're saying, but if you have more than X number of people on Y planet, this planet, they cannot survive. It is not sustainable and many of them will have to die. Arguably, it's the same process we're talking about, except it won't be 8 billion. There will be a fraction of 8 billion because the planet can sustain them in the manner that you're describing. Am I right? Yeah, no, absolutely. Well, in the manner that I described, you know, with sustainable organic agriculture, which is decentralized and localized, people would be living much healthier lives. You'd have the possibility for a more educated, less oppressed population. You detach it from the current model, which is patriarchal, where in the third world, most women are not economically independent of their husbands. And so, under conditions of poverty, populations out of control, wherever women are educated, you have stabilization of population. So that's one way to go. The other way is to consider what this current form of agriculture is doing to the planet. It is absolutely unsustainable. It's destroying top soil every year. I think the amount is about 5 billion tons of top soil are washed into the Gulf of Mexico and America. That's just America alone. It's depleting groundwater. About two thirds of all water on planet Earth, fresh water is used for agriculture. Half the rivers in China no longer reach the sea. The United Nations has estimated that by 2030, the demand for fresh water will overshoot supply about 40%. We've already got water wars in Syria and North Africa. So we've hit the wall, basically. The longer we leave it, we leave it another year, the more painful the process of transformation is going to be. And we could just tip over the edge. We don't know. There's no certainty in this. We used to see climate change articles and ecology articles, environment issues and protests and what have you, every day in the newspaper. And then came coronavirus, which is at the top of the media heap. And we're going to hear about that 24 by 7 every day until somehow it is dealt with. And so that has to be, or at least I can't imagine it in another way, that has to be number one priority because it's killing people as we speak. So the question is ultimately the relationship between that virus and the perfect ability of humankind. What do we do now to get there? Clearly, we've got to deal with the virus with all the tools of medicine and common sense and hygiene that we can. We're doing that. It's not just a matter of isolation. Isolation is part of the deal, but many people who get infected don't show symptoms. So how compromised your immune system is is a critical factor. What boosts the immune system? How do we create a healthy population? That's part of the equation as well. And then the long-term question is, how do we stop generating infectious diseases and pandemics at such an exponential rate? And the answer there is very, very simple. Our system of agriculture is primarily, is the primary driver for destroying wilderness habitat that an urban sprawl and creating these Silicon Valley incubators for infectious diseases. So we've got to deal with that at that source. And there are the really, really good reasons why we should be doing this anyway. It preserves groundwater. It stops soil erosion. It doesn't poison our food. It produces more nutritious food. It puts more people on the land doing satisfying, spiritually satisfying, meaningful, healthy work. You know, all the indications are people would rush to go back to farming, small-scale farming. If it was done in a way that was life enhancing, not the slave farms of industrial monoculture. What about meat? What about cows? What about chickens? What about that? That is that is the heart of the catastrophe are the caffers, the concentrated animal feeding operations. Because in order to keep those animals alive, you need first of all, subsidized corn. They fed corn, which is not a healthy food for a cow, if in the case of beef, they designed to eat grass, not corn. So corn gets them very fat very quickly. But it also ulcerates the liver. They get sick. They suffer bloating. They've got to be given continual low doses of antibiotics. They crowded into conditions where they're standing in their own manure. They stressed unhealthy animals. It's a breeding ground for infectious diseases. And we hospitalize that about 130,000 people a year with things like salmonella, antibiotic resistant E. coli that are generated by these feedlots. So there are actually initiatives now in Iowa, for example, I think Cory Booker has just proposed some legislation to outlaw caffers. But of course, the lobby behind this kind of industrial agriculture is running the government. These are immense operations. You've got immense concentrations of power and wealth behind these operations. Don't forget we have pigs, not only beef, we have pigs and poultry and it's huge. And that's an inherent political science point of view that's inherent in controlling the decision process of the government.  Those lobby groups, those capital concentrations cannot be permitted to make policy for the government. Absolutely. I mean, it's undermining what it has. We've seen in the political dramas of the last few years, our democracy is withering. I mean, checks and balances are increasingly meaningless. The whole formula of government is losing its credibility. So, you know, real democracy is what at stake. And real democracy doesn't exist as Benjamin Franklin noted. You can't have democracy with too much ignorance, with a population that is not educated. So education to me is the driving force in this revolution. That's a revolution of consciousness. It's not a matter of tearing down institutions. It's a matter of waking up individuals. You know, and your work and your show, to me, is part of this whole process of transformation. This sort of getting the word out, giving a voice to people who just ordinary folks, you know, college teachers, people working in the community, whatever. Well, we like, we certainly like to have people like you on. But I don't want to block you from talking about your slides. We have a few minutes left and you have roughly 30 seconds on each slide. Sorry about that. See what you can do with it. Yeah. Thanks. Thanks, Jay. Go ahead. Let's talk about the slides. There we go. Okay. So, you know, this is, these are actually bullet points. This was Peter Russell's metaphor for understanding, you know, our place on planet Earth. The Earth is about 4.6 billion years.  He wanted to try and help people understand what 4.6 billion years is like. So he plotted the history of the Earth and the emergence of humanity against the Twin Towers of the World Trade Center. And this was, of course, before 9-11 and they're blown up. And in a way, it was kind of darkly prophetic of a crisis in civilization. So if we start at 4.6 billion years, we don't get plants, we don't get the first cells until the 25th floor, the 108 floors of the World Trade Center. It's about a quarter mile high. We don't get plant life until the 50th floor, you know, which is about halfway up. No plants on Earth until halfway through the life of the Earth. Dinosaurs only appear at the top of that yellow column, the top, not the whole yellow column, which is the 104th floor. And mammals don't even appear on Earth until the top story of the 108 floors of the World Trade Center. Homo sapiens appear a quarter of an inch from the ceiling. And the whole of civilization is equivalent to a layer of paint on the ceiling of the top floor of the World Trade Center. So of course, you know, this is an exponential growth curve in terms of informational complexity. And then we get this explosion of informational complexity with a human and the emergence of culture and science and learning and writing and what we're doing now. I mean, the miracles of electronic communication. So this is actually a singularity. The singularity is not technological. The singularity is in consciousness, the capacity to store and comprehend and make decisions on the basis of information. So this of course leads us to what would the application of this knowledge and this creativity help us envision for a post-pandemic world, which is really, I guess, you know, the topic for another couple of talks. Yeah, I'm afraid it is. But maybe there was something in me that, that, you know, let us leave the web there for most of the show. I hope the notion I was, I want to trick you into coming back and going through other slides. Yeah, maybe one more slide. There's one slide of how long we've been hunter-gatherers or two more slides, I think. Yes, okay, go. Do we have time for that? Yeah, sure. Okay, so, you know, these are block columns of the time human beings have been on earth in blocks of 20,000 years, a left-hand column. Hunter-gatherers emerged about 120,000 years ago, probably earlier. Most of the evidence is from 120,000 years. Agriculture only emerged 10,000 years ago and didn't really kick off until 5,000 years. That's that middle little blue column. And then, of course, industrial would actually be invisible on this scale because it's only been around for 500 years and only kicked into high gear in the 19th century. Yeah, so the question is, what happened? And what happened is, I mean, these historical questions, absolutely fundamental. I think we need another slide. This is what should be essential learning in any high school curriculum. It could even be brought into elementary school education. Could you just show one more slide, the slide of industrial civilization? Okay, so this is what happened in the 16th century. These are the foundations of industrial civilization, leading to these exponential growth curves in population, mobility, information, energy. The bottom axis are centuries. The arrow marks 1600, where all this took off. And this is basically where you had three revolutions converging, ending feudalism. Science, capitalism and the Protestant Reformation. And this was formulated into an operating system, if you like, for human beings on planet Earth, which we call liberalism, classic liberalism. If you study the actual writings of those philosophers, Thomas Tarbs, Maccabrelly, John Locke, Adam Smith, founding fathers, and it was a genius achievement under the conditions of the Holocaust or the collapse of feudalism. But it doesn't work anymore. It's time's run out. It was flimsy in the 17th century. Now it's a formula for global ecocide. Time to be creative. And maybe you can show up the last one again of the creative slide. Do you have that, Eric? There we go. This is a graphic representation of the sort of creativity that we need. You know, just to liberate, because creativity is the last thing to operate in politics. Politics is primarily, as we understand it, corruption, power, self-interest. And what we need is, you know, a creative expression of what's good for all. Which is freedom. You need freedom for creativity. One of the fundamental features, freedom and imagination. And there's another one, love of life. We've got a fact of that in. Love of all of life. We've got to fall in love with the earth again. That's a bottom line. Unless we do that, we're done for because the earth literally, absolutely scientifically, is our mother. The earth literally is the closest face of the creator. Which means we're moving into a new earth religion. Well, I mean, we like it or not, the pandemic is going to change us all. It's going to take us to a new place. I do want to spend some time with you next show, actually, finding out what that place is like, what it should be, what it might be, and how we get there. Before we go, though, actually, Louis, can you talk about your book for a minute and how I can find out more about your thinking and your writing? Sure. Yeah, the book's a good place to start because it includes one thrill of the book is my story, which is part of the model, the reality map model. How do we know reality? You've got to know your own head. You've got to know how your passions, your urges, your emotions have been shaped by your history. And so that's one thread.  And I stumbled a lot. I grew up in South Africa under apartheid and studied in Cambridge, England, got a science degree, and then volunteered to go and live on a kibbutz in Israel and volunteered for the military and confronted death and all that sort of stuff. That's part of my worldview. The other part is, as the book expands, the big picture, the big story, not only my waking up, but humanity's waking up. So it's the story of humanity. And the model, really, the best model we have of that wonderful question you asked at the beginning, which was, what would it be like to go back in time 50,000 years ago and talk to a hunter-gatherer? The Sun Bushmen of South Africa give us the best picture of that life until pretty recently, until about the 1970s, there were still groups hunting and gathering in the same environment where their ancestors had for at least the last 30,000 years and probably 100,000 years. And they're absolutely fascinating in terms of giving us ideas for rethinking politics. And so the book goes through that. It examines the Bushmen, their religion, their way of life, their politics, and then concludes with applications to modern industrial society, where we see signs of this future primal politics emerging. So the name of the book is? Future Primal. Future Primal and where is it available? It's available online, Amazon, or you can contact me. I'm happy for people to email me or whatever, contact Jay and he'll give you my contact information. We've also started an institute affiliated to UH West Oahu called the Institute for a New Political Cosmology, which is really what we're talking about, a new reality map, new worldview. Well, I certainly want to come back and discuss more. I have a million questions and you still have a lot of slides and we can banter them back and forth between us in further discussions. But I want to leave you with an image that you have left with me. They have coronavirus in Brazil. And also in Brazil, they have primitive tribes, primal, primitive tribes, who live in the deep Amazon and who live the way they have lived for how many tens of thousands of years. And when confronted with the reality of the coronavirus, they are really ticked off. They are ticked off that those holy guys in the eastern end of Brazil have created this problem or brought this problem to them. And they realized, just as you say, they realized how wonderful it was before that happened. And this is undermining their life in the primal sense. And to see them reacting, to see them angry about it, to see them trying to hold on to their way of life, it's a very interesting contra-distinction. Anyway, great image. Yeah, and recapitulates what happened in the New World, three centuries, four centuries ago, where 95% of Native Americans were wiped out by infectious diseases. Pandemics killed most of the population of North and South America. Yeah, or right here in Hawaii. So many epidemics here in Hawaii knocked off a huge percent of the population. Anyway, Lewis, I really enjoyed these discussions. I wish it was more time. That's the limitation of it. But we'll reschedule and we'll find some more time with you and we'll learn so much more. It'll be kind of like ordering your class or better. Thank you so much. Thank you so much. Thank you, Jay. I really enjoyed it. This is great. I look forward to more. Go y'all.