It's great y'all. My name is Ty Swallow and I am an administrator or a director, facilitator of language revitalization at the Husseinich School Board. And the program I help work with is a states in the Sinchauffin program, which is a language apprentice program. So it's what the Lysia's in this niche, just let me tell you a little bit about Husseinich. My name is Renee Sampson, so I'm from the Lanong School. My English, French name is Renee. I come from here, the Husseinich Nation. I work at the Lanong School, which we call the Sinchauffin Survival School. I work currently in a kindergarten slash grade one immersion program. Here in Husseinich. So our main goal is to teach our course subjects, basically all day, from preschool to grade three in Sinchauffin immersion. And then when they get into grade four, that's when we start to introduce English as a subject in grade five. They get a little bit more. And that is what we're doing and we're currently growing. So we're growing into grade six next year. So we're continuously expanding our program. And of course the main goal for us is to revitalize and preserve our Sinchauffin language. And right now we're using the education domain to reach children. And we think it's really important that we continue to strive to teach a language to our children and families because our language is critically endangered. And so that's our ultimate goal is to have our language flourishing in our community of Husseinich again. Well, I would say that our learning objectives for the adult center. So I work in the adult center. And so my focus is really on our adult students. My focus over the years has been working with Squint Alicia here and others of her sort of generation to build capacity to speak the language, to learn the language in order to teach the language in the school. So our sort of goal to begin with was really in this education domain, as Squint Alicia was talking about, to use that as sort of the place to nest our language capacity building, right? So if we have teachers who can teach through the medium of Sinchauffin, then the federal government will pay us through normal role funding in order to continue growing a language. And so that's what we started in 2009 and built capacity for three years. Squint Alicia was monumental as far as building the sort of educational components of our program as far as the language nest and then transitioning into kindergarten where she's been from that point on. So my job really is about finding more teachers, working with universities and college programs in order to get our, get Husseinich people the credentials that they can teach in a program. And yeah, working on new speakers through Diploma of Indigenous Education programs, partnership with the University of Victoria, as well as working with our wonderful teachers here to try to give them more opportunity to grow language, because it's quite difficult when all you're doing is teaching and doing the massive amounts of curriculum and materials development that these guys do. So that's kind of the job that we do at States in here. I think the biggest thing is the language revitalization component and within our program because the, all of the teachers are certified teachers. However, our educational assistants, they're community members. And so they're basically coming out of community with little to no language. And so what we're doing is we're mentoring and like Ty said, is that we're building capacity. And so like through my little career, I've mentored probably about five people. And so now once I mentor them, then they go to another class and they're able to assist with a pretty good level of fluency in the classroom. And so it's like a reciprocal giving. I feel like our program is this because what we're doing is reaching out to community members and because we need the support and so they come and then we train them in the language. And a lot of them then go back to school into the Hussein Chathaneese program, which is a Indigenous language revitalization diploma program. And if they want to continue into the education stream, then they, then they continue their education at the University of Victoria. And so a lot of them that have come maybe for a year or half a year, then then go get more education where they're able to really foster the skills that they need to work in the education domain, as well as have the opportunity to work with our elders and language teachers in the classroom learning different methods of language. And so for our school, our main goal is to get the students to speak the language. So they're speaking the language, they're reading the language, and they're writing the language. But also within our classrooms, we're trying to create, I suppose, communicative activities so that the students are able to use language with their families and in the home. And so our ultimate goal is to instill Hussein Chathaneese values and to help build a self-confidence in their identity and to really connect them with the land and really connect them with the Hussein Chathaneese teachings. And so that's, I think, the biggest goal for us because we want them to be able to walk really strong and know who they are as Hussein Chathaneese people so that they can be really successful in the mainstream society. And so that's our ultimate goal is to really really strengthen themselves up inside so that they have a really strong heart and mind. So I work in Leungoch Tribal School and in Leungoch Tribal School we have two streams. We have an English stream which teaches the general BC curriculum and then we have the Sin Chathane immersion stream, what do we call Leungoch School out. And so within our school in our school we have a method of teaching our literacy program through play-based learning. And so our Leungoch School immersion stream has adopted this method from a lady named Jan Mort. And so through our literacy program what we teach them is the alphabetic principles and from there we build on alphabetic principles to teach high-frequency words in Sin Chathane and from the high-frequency words we have literacy guided reading books that help to support the students learning for their high-frequency words so it's just scaffolding them and then as well as writing. And so through the play-based method for example in kindergarten we have our Sin Chathane alphabet which is our orthography that late Dave Elliott has created for our program which uses I suppose the English alphabet but also we use different hyphens and different backslashes and underscores to to donate the sound of the language and so we teach the alphabet at preschool we teach the alphabet and it's required and so for kindergarten they're required to know our alphabet and so we do different games with them so we can create a game through snakes and ladders we do different games with playdohs and we do different things. So just to add to our play-based literacy we're trying to build the the student skills for their fine motors as well as just engaging and fun too. I always feel like we're tricking them to learn you know because we're having so much fun at our centers and from there we just build like I said to our our books that are we've been working on so the thing is with our program we're continuously and constantly building curriculum as we go so our teachers are are working so hard to build the curriculum for each grade and what we've done in our grade what time mentioned is that we started that at the language nest and we started with eight students and then we're like okay well now that we've had our students we should and we've had them in the language for a year and a half how are we going to continuously how are we going to continue and support these these families that want their children to learn the language and so what we did is we did a like a survey to say would you would you have a that's how we got everything started would you send your children to a language nest would you send your children to an emerging program would you be interested in taking any sinchothin courses and would you be willing to continue education into post-secondary and so from that survey that's how it really grew was from the community support back in 2010 back in 2010 and so once we were done a preschool and I had my degree because I was working on my degree at the same time and finally graduated from the University of Victoria we're like okay we need to support this you have your degree so it's what the least yes so hey cha you go and you teach kindergarten and then we had different ideas of following the students up however once we did a call out to community we got a really responsive positive response from community and so then we had another cohort start in preschool and so that's kind of where my forte is right there so every year we just built on and the and we're building capacity and the teachers are our some of the teachers are teaching in English and so they switched over to get mentored in sinchothin and they've become immersion teachers and a lot of the parents went to school that were had their children in their immersion stream to become teachers themselves so it's just been a really growth and a really beautiful bloom for us and I think the more interesting thing is is that we've had a lot of late immersion students come so we had one late immersion in grade three the next year we had another late immersion in grade four and then this year we've had another two people come in grade four and so that's really interesting too and I think that the key is is if if community members want we don't want to say no to to anybody right because language is everybody's birthright and so we want to be open and receptive however we want that support too because we want every student to be successful so we have to really think of what's in the best interest of for the for the student so if they don't have good attendance in English and they're wanting to come into immersion we've got to really look at these things right because we don't want them to be floundering and struggling we want them to be successful so those there's some factors that we need to look at when we have late immersion students and what late immersion means is that they're just joining us like in grade three they didn't go through the program at preschool they didn't enter when everybody else did and so it is really hard but if you have a supportive family and you have family members learning the language as well then the students are more successful and that's what we're finding now so there's different things that we're learning around the way some of the challenges around that and of course some of the challenges like I mentioned before is that it's curriculum it's because we got to build all of our curriculum we got to build our own books so we really worked hard at building different things and we work in the summer to help build build resources for ourselves we can't just go online and download it we got to translate it we got to label it or if it's a book we really like like Mortimer Robert Munch we need to translate that and so it's a it's a really busy busy schedule life to be a teacher in a language immersion program however the benefits of that is seeing seeing the children grow you know seeing them using the language on their own without prompting hearing them singing hearing them converse hearing them get mad at each other you know like in the language like hey you shouldn't be doing that you know don't touch that and you know and things like that and I'm just like sitting back and looking at them and just like well like I had no nothing to do with that conversation you know and that's what we're trying to do is in kindergarten I'm really trying to express to them the importance of learning the language as well as doing different activities to help them express their needs and wants because I want them to be able to express that and how they're feeling and things like that so every single grade is different everybody has a like any teacher however we're really looking to become a really trauma sensitive school trauma sensitive program because if you look at the history in Canada you can really see the dark past right the residential schools my grandparents all went to a residential school and so the language transmission hasn't been transmitted to my parent generation and so I think that really helps spark the fire for a lot of people in my generation because we really feel like you know a lot of people feel like man we've been ripped off it's not it's not fair that we aren't speaking our first language and we're really trying to instill the the importance I think of of learning the language because it's like I keep going to it's our right and you know I have all my daughters in our immersion program my oldest was too too old because we started our journey when she was already in school and at times I always tell the story of how she feels like ripped off like you know that she didn't get the experience and she always reminds her sisters to really to really remember how fortunate you are and really value your experience because not everybody gets has experience and then on the other hand it's pretty amazing how much she knows because of the language in the home right because me and and Penejo and their father are working as teachers in the immersion program and so and that's what our ultimate goal is is to have families using the language because once it's in the home we know that the language will be really safe and so we're continuously looking at different strategies to how to get the language out and right now we're doing a lot of youtube videos and help to help support family members outside the home we do we have in that in the last six years done night classes you know evening classes the teachers will go and and teach the parents excuse me we've tried different things like just teaching the parents and then teaching the kids we've tried teaching at the same time we've we try a lot of different methodologies like should we do tbr or should we use gray mourning or should we just do literacy games so we're always trying to reinvent I guess reinvent different um and use the methods that we're using in the classroom to help support families to keep it interesting and and now I guess the next thing we're doing is um creating different um home language don't mean the language of the home video so that like um they can that the families can learn how to make eggs with your child you know so that's the that's the last video or how how what are the words and some childhood to make tea you know and so just trying to to reach out further um to community because that's the biggest thing is is how do we get a challenge is how do we get parents involved you know and in the language so a lot of parents are really invested and then we have some parents that are still um they're busy you know they're they're they're working or they're doing this and that so it's trying to get um parents involved so that they know what their children are doing because a lot of the time um our our children our students are learning the language but their parents don't know the language and so that's one of the challenges um that a lot of different indigenous communities are are facing is that um that there's that gap there so that's just a little bit a bit of that I'll just add a little bit about what Renee was talking about earlier about the the life of a language revitalist is is constant and endless and so at the school we we were forced to use times where school is not a factor right so spring breaks summertime's a huge workload for us so a lot of a lot of what I do is is to work with first peoples or other granting agencies to find funds so that we can run programs including our immersion summer camps which are we've been doing for three years now and then doing a lot of professional development for our teachers for parents other support staff and also trying to link with other communities because we get a lot of requests to come see our program um that and so I don't know I think we all feel very responsible to to share what we've learned and and the gifts that we have and the opportunity we have to to share all these things that this team of teachers and brilliant language revitalists get to do and so that's we do a lot of that and um I think Renee also does a teaches one of our classes in our adult program our diploma of indigenous edge revitalization program um so yeah it's uh it's it's a lovely job it's I'm thankful and humble every time I get to do it I think it's really awesome that um in our immersion program we teach for from our own perspective so we're fortunate enough that we can teach from how our teachings from our grandparents and so in my classroom for example we do lots of storytelling and teaching through um which is Raven right and um and the teachings that our elders have have taught us of of how how not to be so Raven is a teacher and um he's he teaches us how not to be and so um in my classroom we use puppets and different things and different stories even if it's as simple as in the in the line I seen students pushing each other so what we do is when we come in back from break we have a meditation time where we just calm our body our mind and and all our goal and I tell them all the time all we're doing is resting our brain so and so that's the only goal there and so after that they know that and they expect to have so it's the teachings from Raven and so that's where if there's any differences or anything throughout the day that I see that that I bring out and and it's um teaching it from in the language is teaching it from an indigenous perspective is because because the language is is our soul you know it's it's the main thing that that is so ancient that comes from you know um all of our ancestors and so I think it's um pretty interesting um when people are trying to like I'm thinking of the mainstream education and trying to indigenize their education and a lot of them are struggle you know struggle because they want to make sure that they're doing it right and they want to make sure um that they're um being appropriate and they're not being offensive and they're using their appropriate terminology for First Nation or as Aboriginal or is it you know making sure that it's not Indian or whatnot what have you right and and it's easy you know it's easy because we're just being us we're just being some chathen who signature us people and conducting ourselves in the way that um we have always happened and so it's the teachings of listening it's teaching at all respect it's teaching the being truthful and it's just conducting ourselves in a way that's that that if your grandma and grandpa how they would you know or their great-grandparents or your parents how they would treat you and so what I see is um a great respect from a lot of the students but also creating a really nurturing supportive environment you know that they feel like really comfortable in the class that they know that we love them the majority of our students are relatives um they're all my they're all my nieces and nephews the majority of them like I probably everyone is and so it's I'm there I'm like their aunt too but I'm their teacher and so um I feel like that indigening indigenizing our our education in our classrooms is so easy is because we're doing it from our language and we're incorporating all our teachings within um within our daily practice you know like our elders always said that we always gave prayer for even if a piece of toast and tea you know and so those simple things I know that in mainstream schools um religion is something that you don't even want to touch because it's um there's there's so many different religions but for us a prayer isn't um just a prayer it's an acknowledgement almost it's an acknowledgement to to our creator it's acknowledgement and being thankful and having gratitude um for for our food and everything around us and each other and so that's why um in our program our whole program um teaches the students how to give a steely it's how to give a prayer and acknowledgement and um it's really neat how how they lead it you know and they bring it home they bring it home too as well and and a lot of people are really proud that that five-year-olds are able to to um to use our language to have a connection to our creator and I think that um is really powerful and another thing is just being able to um teach through song and that's one of the things I really enjoy and is really highlight I love teaching through a song and so we will create um our own Husseiniches songs we will that has our Husseinich beats or has our Husseinich you know style but also if the kids are going around singing Mary had a little lamb you know we'll we'll translate that and so we just did that today because I'd rather hear it in Sinshawthin than hear it in English and um we've created a lot of cool um cool little um songs like that to help our students remember our language as well so um also having um our stories of our origin stories that's really important too like I was mentioning about the teachings that um I guess it's just the communicative and the social skills and all those different things teaching through through our Husseinich ways so for example skateboard which is um the octopus I I like to um use him as an example because he was a man that um didn't have high school acquaintance he was yaslu yaslu daychuck he was always angry he was always wishing around and not happy for what he had and so because he continuously conducted himself that way our great creator um gave him two legs because he was um whining and complaining about um his work I wish I had two more arms so that I could do my work better and you know all not very kind and so he continuously um didn't heed our creator's warning of being being happy with who you are as an individual and your gifts that you have that um he gave him more legs until he had eight legs and he was so clumsy he he and he still complained and was upset so our great creator would throw him uh not not willful he threw him into our Shkwana into our ocean and told him if you want to continuously be conduct yourself in this way then um you will forever be in the deep of the oceans touch at the Shkwana and so the whole um we teach these teachings just to just to say you know like um how to care yourself and how to conduct yourself through what has been going on in our community for through hundreds of thousands of years and um and to some it might just seem like a simple story but it's like a great teaching of how to care yourself as a percentage person. I'll just add that interesting part of our program is that we have to use prescribed learning outcomes that are mandated by the government in order to receive funding but um the beauty of the curriculum now or the neurocurriculum is that it's based on bigger ideas and it doesn't take you know like listening to Shkwana Alicia it's pretty easy to indigenize those um those prescribed learning outcomes and make them real and meaningful it's beautiful to watch these teachers do their thing and it's it's not stale or colonial at all it's very live and sanage and um one other thing that I'll add too I'm surprised you didn't bring it up is just that the Eileen I'm not like it's a huge part of what she does and all the teachers do in the classrooms is nature kindergarten based so almost every day they're out on the land they're you know at least three times a week these kids are getting exposed to their land to their place names and to the the ways that they they loved and used their their land so it's a it's a very powerful program um that yeah again it's it's not colonial at all and just to go a little bit off that is just to that acknowledgement again when we're out there to um to really acknowledge everything around us to really acknowledge the plants and some of our elders used to get really sad and would ask them why why why are you so sad and and um they would they would talk to us about how they felt really bad for the plants and and um some of the trees and some especially some of the medicines because nobody goes out to they were saying nobody goes out and uses their name they're sned they're so shocked and sned anymore and so when we're out there we always give acknowledgement to the plant and use that name and and and grab its branch you know and just and really teach them to um not just rip up rip it apart everything has a life and that's what we believe is everything has a life and so that uh we're giving that acknowledgement using this in Shafi names out on the land singing our songs out on the land and teaching them and you know um for us like it doesn't matter we'll continuously go back to to our our homeland because it's in our place-based education because we're going there and showing you know the community other community said this is a language of the land this is our territory and um we're going to use it and we're going to go to our sacred mountains three to four times a year so that we could go in and give respect to um to to our heritage and our origin so and then the kids you know maybe in kindergarten at five-year-olds they won't really get the whole picture but but they will it's neat to see the light bulb that's what I love because you can see in the older grades that they're like they're they're getting it you know what I mean they're getting that uh that place-based um learnings or the teachings and it's it's a beautiful thing when they finally really really understand that what's so interesting is what these children are going to be like in the future right they're going to be so differently exposed to beautiful things of their culture right and they're going to be so strong because of it well a lot of them like they amazed me because they're so young 10 and 11 years old and i'm thinking wow like I took how long just to learn that much you know and and I tell them all the time you guys are going to surpass me you guys are going to be more you know they're going to be stronger I feel like when by the time they're my age stronger in the language and and the possibilities that's what excites me too is that they'll be able to go even delve further into things um to get to what to to the higher language you know and and because they've been they've been training in it so I'm excited about that because they're a lot of them are just able to they think a lot different they think a lot different their worldview is a lot different is because they've been exposed to it for so many years already since preschool and it amazes me to to see that to see that um and and it's really interesting and I told the story the other day about um to my um university students that one of the students was really upset because they're doing their math in English and she she told her teacher she said come look at this and she didn't want to do the she was upset she didn't want to do the question so they were just wondering well why don't he's asked her in the language well what's wrong he said he's taught us that so she read it and she's it was a question about Canada when it was founded and she said that she didn't want to do the question and and he's he told her to figure it out he said um he said in the language to her and so she did and she came up with 152 years and and and she started to say um in the language to her teacher that that 150 years is just I was so he's at the at the stand on like Canada she was saying it's not even very long and she started to say in the language that we've been here for for longer than 10 000 years but that's just so you know what I mean I didn't think about things like that when I was 10 years old about my identity about my connection to place about but you know to almost like to be a warrior at so young you know and um that is I think the ultimate highlight is when you see students um take that real pride and and to know the truth of our of our heritage and to know that that the tango is that we're the original people of the of this land and that's the beautiful thing that I'm seeing in these 10 year olds


All right folks, today we're making one for your whole family. We're making Kung Pao Chicken. Step one, heat up your pan and we're gonna start out with olive oil. Now you need the Dano's original. That's the green top. We're gonna sprinkle generously. Now simply lay in your chicken and make sure you get the other side nice and seasoned. You wanna get us our herb crust on there. We're just cooking it on a medium low temperature. You wanna get a crust on it just like that. While our chicken's cooking, let's prep the rest of our stuff.  Now you need you about half a bag of baby carrots, about six ounces. Give the carrots just a small little cut. Make sure you get them all cut once or twice. Next step, you need some water chestnuts. And we just give them one or two passes with the knife. Now your veggies are ready. All right, your chicken should be pretty close to done. It's all right if it's not fully cooked because we're gonna cut it up and put it back in. Set it to the side and now we add our vegetables. Right into the pan we go. We'll start out with about one cup of water. And we're gonna use some stir fry sauce. Use whichever one you like. Usually I like the Kung Pao, but I couldn't find it. So I'm gonna use this one, about half a bottle. We're gonna crank the heat up. And we got some Chinese noodles. So we're gonna take these. You can actually give them a little break in half, bring that up to a boil. We're gonna add a little bit more water, probably about two cups total. Now we just simply cut up our chicken. The noodles are starting to soften up. You can push down in the juice. We can add our chicken back in now. Put it all over then, let the noodles keep cooking. We'll actually put a lid on to keep the moisture in and help the noodles cook. Let's get some chicken, get some vegetables, get out some noodles. A little bit of everything. Mmm, I call it Kung Pao chicken. You can call it whatever you want. You can call that yummy or get you something because that is amazing, my friends. Enjoy, hit that like button, leave a comment. Let me know what you think. We'll see you next time. Keep sprinkling.


Elon Musk's been sharing the secrets around Starships made in flight, Russia isn't leaving the International Space Station any time soon, Spaceport Cornwall is growing without Virgin Orbit and much more is to come in this tomorrow's Space News. We're kicking off the week with the Starship secrets that have been told by SpaceX CEO Elon Musk. Hosting a Twitter space on Saturday, we got the answers to the most pressing questions like, what's the power slide off the launch pad intentional? No. No, it wasn't. The three engines we saw out at 15 seconds, they weren't taken out by flying concrete and they weren't taken out by themselves. Instead, Mission Control decided not to start those engines. We also learned that in order for a launch to go ahead, at least 30 engines must be operating at T0. The offset thrust caused the tilt and the slight power slide. One of the biggest surprises from this Twitter space is that SpaceX lost communication with the vehicle at T plus 27 seconds due to quote, some kind of energy event. I'm going to take a guess that that some kind of energy event means this but right here. The automatic flight termination system or AFTS was another element which was surprising to hear about. According to Elon, it took roughly 40 seconds to engage. The biggest talking point after launch was the giant hull under the orbital launch mount and Elon has reiterated his surprise over the concrete's destruction. For the next flight, instead of leaving the concrete to bear the grunt of 33 Raptor engines, SpaceX are going to lay down steel. Nope, not a flametrench. Just steel. The reason for this move is because any payload aboard Starship won't be near the acoustic environment. It will be nearly 100 meters above it. Personally, I have my doubts but I'm not an aerospace engineer in any capacity. For the next flight of Starship and Super Heavy, SpaceX are targeting beyond stage separation with the upgrades to booster 9 being cited as a way to surpass the hiccups with booster 7. The ship coming along for the ride is yet to be determined, however that decision should be made this week. The flight profile itself will be a repeat of the first, targeting eight near-orbit parabola around the planet before re-entering over the Pacific Ocean. After that, a proper orbital flight is to be expected. Elon says there's an 80% chance Starship will reach orbit this year but we're all fully accustomed to Elon time at this point. He plans to do another update with us in about three weeks, so make sure to keep an eye out for all the juicy details. Spaceport Cornwall, home of the very first orbital launch attempt from UK soil, has opened a new Space Systems Operations Facility, or SOF, with 10 organisations already interested in moving in. The most famous of which, at least to our British viewers, would be Goonhilly Earth Station, the world's first private deep space communications network. Wholesales satellite broadband provider and satellite operator Avanti Communications have also shown interest, as well as Kisper, a company who, quote, partners with customers looking for solutions to complex or technically challenging projects in the areas of space, telecommunications and electronics. Smallsat Tug deployment company D-Orbit are also interested and you may recognise their name from rideshare Falcon 9 missions. Also involved are London Cambridge and Cornwall-based startup ExoBotics, engineering technology and consulting service provider Explio, geospatial consultant Geospatial Ventures, satellite applications catapult, space skills allies and intelligent AI. The SOF sits next to the SIF, or Space Systems Integration Facility, aka the Big Hanger with the logo on it. The biggest selling point of the new building is the new clean room, which makes Spaceport Cornwall the only place in the United Kingdom capable of handling satellite construction, integration and launch. Virgin Galactic, the birth company of Virgin Orb, it has itself returned a flight last week with a glide test of the spaceship to VSS Unity. Departing Spaceport America just before 7 o'clock in the morning, local time on Wednesday under the wing of carrier aircraft VMS Eve, the crew of four pilots, two on each vehicle, climbed up to 47,000 feet over New Mexico. VSS Unity, separated from VMS Eve at 0747 Maritime Daylight Time, beginning its glide down to the runway, touching down nine minutes later. This glide test is not only given Virgin Galactic more data as it progresses towards regular tourism flights to the edge of space, but it's also proved that the modifications and upgrades made to the space plane have worked. Following a fixed flight and now this glide flight, the next step for Virgin Galactic is a test flight to the edge of space. On board VSS Unity, alongside the two pilots, will be four mission specialists from Virgin Galactic. They'll be along for the ride to test out the cabin, experience the customer experience and see if the ground training was worthwhile. With that completed, fingers crossed successfully, Virgin Galactic are aiming to launch their commercial services in Q2. Considering there's only four weeks left of the quarter, I wouldn't be too shocked to see it slip into the second half of the year. Ever since Russia invaded Ukraine last year, the aerospace industry has been feeling its impact. Most of the uncertainty was tied up straight away. No more Soyuz from Kuru, one web switch to SpaceX in the ISRO, Northup Grumman partnered with Firefly for Antares, but the International Space Station was not. That was until now, as Yuri Borisov, Director-General of Roscosmos, has confirmed that the country will continue to support the orbiting laboratory until at least 2028. General Borisov sent letters to his counterparts in the United States, Canada, Europe and Japan, informing them of this commitment from Russia. Some of you may be asking, why is this a good thing, especially considering the current political climate? From the perspective of scientific research to better humanity and provide us as a species with more data, which can then be applied to future missions beyond our home planet, the Russian orbital segment is extremely important because it's essentially the station's way of staying in space. The Zvezda module contains the station's main engine system, which occasionally boosts the station's altitude to circumvent the drag experienced from the atmosphere. No propulsion, and the ISS is going to re-enter the Earth's atmosphere relatively quickly, with the solar arrays acting as sails against the thin upper atmosphere. The Academy of Aerospace Liquid Propulsion Technology, a subsidiary of the China Aerospace Science and Technology Corporation, is marketing three of its engine designs to the commercial market in the hope that it'll spur on the space sector in the country. The engines being marketed are the Kerologs YF-102 and its vacuum-optimized sibling, the YF-102V, as well as the Methalogs YF-209. If you recall last month, private company Space Pioneer successfully reached orbit with their Tianlong-2 rocket, becoming the first private company to do so on a vehicle's maiden launch. The first stage of said rocket utilized three of the YF-102s. The YF-209 is yet to fly into space, all power a rocket for that matter, however it has successfully conducted a 200 second firing on the ground last February. It's being designed with reusability in mind, as well as being high-performing, targeting a maximum thrust at just over 780 kN, which is somewhat comparable to SpaceX's Merlin 1D. It's an exciting SpaceX-filled space traffic, but first thank you to the citizens of Tomorrow for your monthly contributions towards the show. Every penny is put towards the operations of Station 204, and in return the ground supports sub-orbital-orbital escape velocity, and planned ProPlus citizens get access to perks like our member-only post-show hangouts, space news scripts as they're being written, and the escape velocity Discord channel. If that's something you fancy, take a stroll to the join button below. If you still want to support the show, but you don't want to financially, then just take a couple seconds out of your day and share with the latest news with your friends, it all goes a long way in helping to grow the space community. Where were we? Oh yeah, SpaceX launches, and a lot of them. Kicking it off halfway through the week, SpaceX launched Starlink Group 3 Mission 5, the first launch of this group since last summer. Departing Space Launch Complex 4 east of the Vandenberg Space Force Base in California at 1340 Universal Time on Thursday, all 46 Starlink v1.5 satellites were successfully delivered to their initial sun-synchronous orbits. The booster supporting this flight, veteran of the fleet B1061, touched down on the drone ship of course I still love you, concluding its 13th flight. From the west coast to the east coast, Friday saw the launch of O3B M-Power 3 and 4 on this Falcon 9 from Slick 40 at the Cape Canaveral Space Force Station in Florida. The mission launched at 2216 UTC, beginning a full-burn flight up to a medium-Earth orbit, three of which were from the second stage, and one of which was from this booster, B1078, one of the newest members of the fleet. It first flew the Crew 6 mission back in March and I expected it will fly many more missions in the future. For the final flight of the week, SpaceX pulled out the big guns, launching the triple-core Falcon Heavy in its most ruthless configuration, fully expendable. Leaving historic launch complex 39A at 2329 UTC on Sunday, such a high-performance configuration was needed as inside the payload fairing was the most massive payload ever carried by a Falcon if you exclude USSF Space Force missions because we don't notice they're classified. The primary satellite was Viasat 3 Americas, a six and a half metric-ton K-A-band satellite with a 300 kilo and 22 kilo ride shares sitting beside it. All of these payloads were inserted directly into a geostationary orbit by the second stage. Falcon Heavy doesn't faff about with geostationary transfer of orbits, it does the job itself. Side boosters B1052 and B1053 ended their careers in the Atlantic whilst Centacorp B1068 ended before it had even started. Coming up over the next seven days Rocket Lab will be launching Rocket Like A Hurrican on the Electron from Mahia. There's another Starlink and there's another Starlink, but at least it's from Vandenberg so we get some variation. Still to come on tomorrow on Wednesday Dr. Timothy Schoes will be back with more weather. Darlie's returning on Thursday with more news and we're all back on Friday with our weekly live show. Thanks for watching and goodbye.


Y Llywodraeth Cymru nr 1, Kezia Dugdale? Do you ask the Scottish Government how it supports victims of rape in Edinburgh and the Lothians? Cabinet Secretary, Shona Robison. The Scottish Government provides funding of £100,000 per year for the period 2012-2015 to Edinburgh Women's Rape and Sexual Abuse Centre. In addition, the Scottish Government is supporting the rape crisis helpline, which receives £260,000 per year for 2012-2015. Kezia Dugdale. I thank the minister for that answer in mentioning Edinburgh Women's Rape and Sexual Abuse Centre. I wonder if she is aware at the extent of the cuts that they are currently facing, which are threatening essential front-line support services. They are now heavily reliant on donations just to stay afloat. Will the minister meet with the centre management to discuss their situation with the focus on a possible resolution? Cabinet Secretary. I am aware of the issues that have been raised previously in the chamber. I am now by Kezia Dugdale. The Edinburgh Women's Rape and Sexual Abuse Centre currently receives funding from the Violence Against Women's Fund and the Rape Crisis specific fund. I am aware that Rape Crisis Scotland has funded a consultant to work with Edinburgh Women's Rape and Sexual Abuse Centre to support them on a range of issues, including their funding strategy. The money that is available for violence against women is currently all-allocated. However, I am more than happy to meet with the local centre managers and staff to hear their concerns. We will take that forward as soon as possible. Margaret Mitchell Can the minister confirm what progress, if any, is being made with a proposal to give legal advice to rape victims at the point at which their medical and sexual history is requested? Cabinet Secretary. I think that what I will do is write to the member about that to give her an update, so that I can be accurate in that information. Malcolm Tisham To ask the Scottish Government when the work under way in 2012 on the start-up cost of an independent Scotland will be completed. Cabinet Secretary, Michael Sturgeon The Scottish Government has undertaken a range of work to prepare for the transition to independence and our approach is set out in Scotland's future. Pages 343 to 350 in particular explain that a number of factors will influence the size of the one-off investment that Scotland will make in the transition to independence. Those include the negotiations that will take place between the two Governments on apportioning assets and securing public services in Scotland and the options chosen for improving systems and providing more modern and responsive public services for people in Scotland over the period following independence. Malcolm Tisham It is right to point to Patrick Dunleby's critique of the treasury numbers. Has he not also made clear that the First Minister's £200 million without the aid of a fag packet would not cover everything? Why is there a cover-up of whatever figures did emerge from the work that we know took place? Cabinet Secretary Malcolm Tisham As Malcolm Tisham I know will be aware, he will certainly be aware if he heard this being discussed at the economy committee yesterday. There are a number of factors that influence this issue, all of which will in turn be influenced by the negotiations between two Governments. Those factors have been explained before. I am happy to do so again. First, much of the infrastructure associated with delivering reserve services already exists in Scotland and will transfer to the Scottish Government. I have pointed to welfare and pensions as being examples of that. Secondly, we will have choices to make about the timescales of transition and options about more efficient delivery. Thirdly, there is the issue of wider negotiation about allocation of the UK's £1.3 trillion worth of assets. We are taking a sensible approach. That approach is set out in the white paper. I note that Professor Young, one of the other academics that the UK Treasury relied on, pointed in a blog to the degree of preparation in the white paper. The UK Government, by contrast, is guilty of attempting to mislead people on this particular issue, or, as the permanent secretary of the Treasury said, misbrief people. I know what option I prefer, and if the poll in the daily record today is anything to go by, it is clear what option is winning favour with the Scottish people as well. Question 3, Gavin Brown. What value was delivered on the ground in 2013-14 by non-profit distribution financed capital investment? The Scottish Futures Trust will update the forecast capital spend at the time of publication of the draft budget 2015-16. It has commenced the update process and will publish the value of investment on the ground in 2013-14 along with future forecast capital spend at that time. In 2013-14, the value of projects that entered construction post financial close was approximately £640 million and projects in procurement totaled approximately £1,390 million. Almost four years on from the NPD pipeline being announced, can the cabinet secretary tell us how many of the 47 projects are built and operational? The first revenue-funded finance project was opened in 2013-14, which was the Aberdeen health village project. As Mr Brown knows, there are a whole range of different projects that are now under way. There is the City of Glasgow College, the Inverness College, the M8, M73, M74 motorway improvements and a range of other projects around the country. I have made no secret of the fact that it took the Government longer to implement the non-profit distribution programme than we originally predicted. I have been absolutely open about that with Parliament over time. I have answered numerous questions from Mr Brown and others on that question. The question that we should really focus on is why did the Government have to embark on the non-profit distribution programme? We had to embark on it because of the savage cuts in capital expenditure that were applied by the Conservative Government when they came to office £1 billion every year on our capital budget. The only reason why the City of Glasgow College has been built just now and the Inverness College has been built and that the M8, M73, M74 motorway improvements have been undertaken is because this Government took the decision to proceed with an NPD programme and we are now in the process of delivering that programme. The support of the fishing sector and its position is on the suggestion that the European Fisheries Fund should be spent elsewhere. Richard Lochhead, any suggestion that Scotland does not require a fair share of European Fisheries Funds is simply outrageous and, of course, is not in Scotland's interests. Going forward, CFP reform will be the biggest challenge a fleet has faced and it is only right and proper that available European funding reflects the task in hand to put the available funding into context. Scotland has 8 per cent of EU landings by value, but it currently only receives 1.4 per cent of the current European Fisheries Fund and Scotland receives 21 euros per ton of fish landed, the second lowest allocation in the whole of Europe. I thank the minister for that response. I am wondering if he could give me a bit more detail on how the rest of the fund is spread around Europe. Clearly, that is down to negotiations and, unfortunately, as the chamber is aware, the UK Government negotiates on behalf of Scotland on access to European Fisheries Funds. Many other countries, with not nearly as significant fishing indices as we have in this country, receive much bigger shares of European Fisheries Funds and we get way below our fair shares. I think that that says a lot about the priorities of the UK Government and how those issues are decided and, therefore, we should have our own voice in Europe so that we can get a fair share of European Fisheries Funds. Does the minister agree with me that the European Fisheries Fund's intention has always been to support struggling fishing communities and that those communities that are struggling in Scotland, those parts of the fishing industry, will have access to this important funding stream? Does the minister further agree with me that the Scottish fishing fleet is strong and that a part of our commitment as EU members is to support those fishing communities across the union that are struggling rather than subsidising some of the strongest fishing communities that are already sustaining themselves with great success? That is a startling intervention from Jamie McGregor that will be noted by every single fisherman in Scotland and a sea fishing sector more widely as well. The fact that a Scottish Conservative MSP has just stood up and said that there is justification for Scotland not to have a fair share of European Fisheries Fund absolutely beggars belief and just shows that the Conservative Party and Jamie McGregor clearly do not have the fishing industry's interests at heart. To ask the Scottish Government what plans it has to extend support for the adoption of environmentally friendly public transport such as hydrogen and electric fuelled buses. The Scottish Government is investing in the EU's largest integrated hydrogen transport project, which will refuel Europe's largest fleet of zero tailpipe emission hydrogen fuel cell buses in the city of Aberdeen from late 2014. The Scottish Green bus fund is helping our bus industry invest in the latest emission reducing technology and is another clear indication of this Government's commitment to Scotland's bus industry. I recently announced round five of the fund and a budget of £4.75 million, the largest yet. In addition, operators receive the bus service operators grant at double the standard rate for services operated by low-carbon buses. I thank the minister for his answer but given that the technology and the opportunity to take that forward further and faster in Scotland is increasingly obvious. Will he take the opportunity this year to look at the total amount of money allocated to the support of bus services in the round and see what can be done to ensure that that resource is focused on extending environmentally friendly services? I think that that is exactly what we are doing. As I said, five rounds of the Scottish Green bus fund, which not only has helped us to introduce low-carbon buses in Scotland but has allowed the manufacturers, which have won those contracts, one of which is indigenous ADL in Falkirk, to develop the technology to help them to win orders abroad, something upwards of £700 million of orders. That is substantially to the benefit of the whole of Scotland. However, we are looking at further measures. I have mentioned the hydrogen project for the buses in Aberdeen. We are also looking to see where that can be used in terms of ferry services as well. We have a very good record in supporting the bus industry, whether it is through the bus service operators grant, of course the concession of travel scheme that we have, and those investments in hydrogen buses, low-carbon buses and one or two fully electric buses, such as the one in Strunrar. I think that we have a record to be proud of, but of course we will try to do more in the future. Stuart McMillan Thank you, Presiding Officer. To ask the Scottish Government what action it is taking to promote an awareness of problem gambling, given its impact on communities. Derek Mackay I have recently led a summit that included one aspect of this, the prevalence and concentration of betting shops in our town centres. Following that, we are considering a range of proposals aimed at tackling the problem, such as looking at what planning policy can deliver. We have also, together with other devolved administrations recently written to the UK Government, to encourage them to maximise all the options available to address the public health concerns associated with gambling. Stuart McMillan I thank the minister for that response. The minister will be aware of my members' debate recently on the issue of problem gambling and the fixed odds betting terminals. I subsequently wrote to all 32 local authorities asking them to consider and writing speakers from gamblers anonymous into schools to speak with pupils. A number of authorities have agreed to do that, including Inverclyde. Does the minister agree with me that providing education on the dangers of gambling at a young age is important? Does he welcome the move by those councils and provide any further details on the thinking that he has had as a consequence of the summit that he recently held? Of course, the summit will produce a report of all the issues that we discussed, hearing from many experts and communities directly working very closely with local authorities. The Scottish Government would agree that a preventive approach to the issue of problem gambling is important, because preparing young people for adulthood does involve alerting them to the risks that are involved. We thank Mr McMillan for his proactivity on the issue and hope that local authorities do all that they can in partnership with us to raise the awareness of the risks. Before I call question 8, there is an opportunity to ask slightly longer supplementaries and slightly longer answers, if necessary. Thank you very much, Presiding Officer. To ask the Scottish Government what proportion of Scottish farm produce is sold elsewhere in the UK. The Scottish Government does not hold specific information on the trade that Scotland's farmers have with the rest of the UK. However, estimates reported in the growth sector database, which are derived from the latest Scottish Government global connection survey, suggest that, in 2012, Scotland exported approximately £655 million worth of crop, animal and hunting-related products to the rest of the UK. I thank the cabinet secretary for that response and, indeed, those are the figures that I had identified, which represent nearly 90 per cent—I think that the cabinet secretary will agree—of the Scottish farm produce sold out with Scotland. My constituent, John Forbes, farms near Stonehaven and provides around half of all broad beans that are sold in the UK supermarket, as well as peas, pork and beef. All of that is marketed and sold as produce of Britain under a British brand. Can the cabinet secretary simply confirm that, in the event of a yes vote, it would no longer be possible to market any of those foods anywhere as produce of Britain to British farm standards? Can I just say that post-independence Scotland will continue to a major export of our fantastic Scottish food and drink produce? I notice the comments that Mr Forbes has described in Scottish Farmer as a member of the Better Together campaign. In his comments, Mr McDonald did not mention the name of the supermarket that allegedly made those claims. We are unaware of any supermarkets that made those claims. I just say to Mr McDonald that independent France exports £3.8 billion worth of food and beverages to England, independent Netherlands exports £3.7 billion worth of food and beverages to England, Germany £3 billion worth, the Irish Republic £2.7 billion worth, and independent Spain £2.2 billion worth. Independent Scotland will continue to export to England and the rest of the world with our fantastic food and drink produce and lose McDonald's to stop talking down our food and drink sector in this country. Cabinet Secretary is aware of the success of Scotland's food and drink, which he salutes as do I. Does he share my concerns, though, that given the loss of cattle and sheep from the hills and uplands of Scotland that enough product may not over time be available to meet the growing export demand for Scottish produce? Cabinet Secretary. Yes, I do share some of those concerns expressed by John Scott, and that is why I was utterly appalled by the poor budget deal negotiated for Scotland's farmers by the UK Government in Europe during the renegotiation of the common agricultural policy. It is also why yesterday during the statement of how we will implement that new policy, in Scotland we have announced substantial support for Scotland's livestock sector to give confidence to our producers to produce for that wonderful international market opportunity that does exist, including our unprecedented support for the beef sector, with a £45 million investment over the next three years to help to develop the beef sector for Scotland and capture the wonderful market opportunities that John Scott refers to. I recently visited a food business in my south of Scotland region. They sell three quarters of their food with the union jack on it, and one quarter with the salter told me that, if Scotland became independent, it would have to move its production with its 200-plus employees down south in its own words. We also know that their words themselves, Scottish produce, Scottish beef, Scottish lamb, has the benefit of being able to be marketed as being sold in Europe, produced in Scotland, produced in the UK. Will the minister come back to this Parliament and tell us how much of Scottish meat is sold with the union jack on it? I just remind Jim Hume that, since the Government announced the referendum, Scotland's food and drink industry has absolutely boomed. I also remind Jim Hume and the other scaremongers in the Better Together campaign that the success of Scotland's food and drink sector is built on the back of the Scottish brand, not our political constitutional arrangements, and that success will continue beyond independence. To ask the Scottish Government what assistance it gives to local authorities updating their transport appraisal guidance reports. Transport Scotland provides advice if requested to local authorities and others on the application of the Scottish transport appraisal guidance at any stage of a transport appraisal study. That includes providing advice on transport appraisal reports. Over the last two years, has Fife Council made any representation to the Scottish Government, Transport Scotland or through Sestran, to promote the leaving of rail link? Can the minister tell me if it is Fife Council's top priority? Scotland has regular meetings with Sestran to discuss real issues, and there have been two meetings of that type this year. Neither meeting has included a specific discussion about the proposed reopening of the leaving mouth rail link. In fact, I am not aware of any representations made by the council through Sestran or to Transport Scotland on that issue. I should say that we have had discussions, of course, with local community groups about St Andrews. We have also had a member-led debate in this chamber on the issue of hall beef, but we have had no representations that I am aware of from the council in relation to the leaving mouth project, although we have had discussions with individual members who have shown our interest. As we stand, of course, people can make an application to the station's investment fund and it would confirm that no such bids have been made by Fife Council so far. In the context of transport advice that the Scottish Government gives local authorities, does the minister agree with SNP councillor and head of economic development, Frank Ross, that extending the Edinburgh trams is a no-brainer? It is obviously a question for the councillor if he would like to extend the trams. He made it perfectly clear, as John Swinney said some years ago, that we have contributed half a billion pounds towards that project and will not fund any more. I think that we made the position clear. It is obviously up to the councillor if he wants to look for further extensions. Thank you. That ends the general questions. We now move to First Minister's questions. Question number one, Johann Lamont. Thank you very much, Presiding Officer. To ask the First Minister