One thing to remember, you know, there's lots of credentials as we popping up as we know, but there's still a credential that remains very important that doesn't always get put into those discussions about disruption and credentials and that's the degree and of course the universities are the primary and the only issuer of those credentials, but they've also now are Getting themselves more well-rounded issuing different credentials and certificates as well. So we thought it was really important to have University representation not only in the audience, but of course on the stage So I'm very excited to welcome Ronald Mason, Jr. He served as president of the University of District of Columbia since 2015 UDC is a very unique university in house. So houses a community college And it's the institution serves as a critical access point in this region for those looking for higher ed We're very pleased to have president here today Prior coming into UDC. Mr. Mason was a seventh president of the Southern University and A&M College system Which is the only historically black university system in the United States Briefly, so he also served as president of Jackson State University An earlier in his career he served 18 years at Tulane where he held appointments as senior vice president and General counsel and his vice president for finance and operations Among the many other awards and activities he's been involved in president Mason has served on the president's board of Advisors for HBCUs. He served on the National Advisory Committee on institutional quality and integrity and The American Council on Education Board of Directors He's received both his BA and his Juris Doctorate degree from Columbia University So again, very excited to have his peer and share from perspective. Please welcome president Mason Good afternoon How's everybody this afternoon I thought a lot about what I wanted to say to this group but after hearing the prior speaker, I think I'm going to modify it a little bit and talk add a little bit about Adderall and and Credentialing and so on and so forth But let me just see who I'm talking to now. How many folks here are from the district? Can you raise your hand? Oh good. Oh good. So it's a district crowd and me being the University of the district That's important for me to know who I'm talking to Let me Let me start with Adderall and so I had a son in middle school who By all observations was a bright young man But he'd make a's and F's and Depending on the semester he might switch up which course he had a an or an F in right and he was he was diagnosed with ADHD and we put him on Adderall and After a couple of months. He just refused to take it again. He said dad like I just don't like the way it makes me feel And so we didn't force him and at the end of the day He ended up graduating from high school with honors Score to perfect score on his SAT Got a full ride to an engineering scholarship Where he went to college and proceeded to make a's and F's And so now he's traveling a road that will take me to The next thing I want to talk about Which is the work we're doing at the University of the District of Columbia And I'm gonna have a few slides to walk us through that But we've been doing a lot of time spending a lot of time thinking about What higher education should be And you know in the past it's been sort of a highway where you have one on ramp and You travel to one exit and then you get off with a degree But we're starting to understand more and more that it's it's more like a series of on and off ramps and In order to be able to serve the students that we in particular serve we have to think through You know how to enable that student to reach his or her or their highest level of human potential Which changes over time which means that they may be in one place Potential wise at one stage of their life But then need to get back on and reach a higher level and we'll talk about that a little bit But in order to do that we had to sort of rethink This this question of credentialing Because one of the other things we're going to talk about is that you know the education system in America Really is about it's a mining operation You know we identify We extract And we refine and produce and put out into the market human talent that's our job and What I'm going to talk about a little bit later on is that we've been very narrow in our ability to do that work Which is why America has a talent crises today? We have workers, but we don't have his talent. We don't have people who are Reaching the highest level of their potential to serve the economy that our nation needs to to develop and so One of the new programs that we just just put in place is something called the capital builders The capital builders Center and what it is it's It's a program where we use a Gallup to Gallup the Gallup poll organization to identify The top 20 High school graduates in the district who have a knack for entrepreneurship And it's a it's an interesting assessment too because unlike Standardized tests typical standardized tests, you know and I do a lot of work with the educational testing service With the council for the advancement of the aid to education which has their own assessment to there are a lot of assessment Tools out there and really all they are are Tools to determine whether or not someone is qualified to do whatever it is. You're asking them to do But this particular and most of them are race and gender Correlated not racing gender racing class correlated, but this particular to BP 10 isn't And so we administered it to well as many high school graduates as we could public high school in the country I mean in the district and And we found the top 20, but what we noticed was that We have a great deal of difficulty finding students from Ward 8 And Ward 7 in the district those are the two poorest wards in the district But when we gave this race and class neutral assessment it turned out that some of the high scores on This assessment came from Ward 7 and 8 Which brings me back to my son because we realized that students that make a's and f's Really generally speaking end up being entrepreneurs They don't make a's and b's they make a's and f's because they're very smart, but they're also very high risk takers And so this particular assessment Sort of cuts through that at least we hope it does we're starting to sort of study it But what it also identifies is something they call grit You know a spirit of determination to do whatever it is you set your mind to do and so the byproduct of this too We're hoping is that not only will we identify? Students who have a high knack for entrepreneurship, but also Who have the grit to overcome the challenges that these young people have coming out of war at 7 and 8? To get the ultimate goal, which is a bachelor's degree, which is really the credential that our nation needs So having said that Let me just say a little bit about now about the equity imperative I'm gonna see if the slides work and so we've been as I said rethinking the university and If you're from the district you've probably heard this phrase from our mayor more than once We need to put more people on the pathway to the middle class and We made the case to the mayor that in the district the pathway to the middle class Which is education and I'll show you why Really is a four-lane highway up through the 12th grade and then it turns into a one-lane dirt road with a lot of potholes at the at the end of the public education pipeline Which is the University of the District of Columbia? It will explain why there as well? But the crowning moment of this effort we took this slide all over the district We turned it into a political campaign in order to get the resources. We need needed to do the work But at the state of the Union State of the district address the mayor Made a statement that was dear to my heart. She said The president of UDC has finally got me to understand that higher education doesn't stop That public education doesn't stop at the 12th grade and so with that We got some money to actually get the work done with that. We needed to do and so the the sub theme here is Completing the pathways to the middle class and the mayor directly Correctly noted that education is the the the primary pathway to get there Let's see now. I'm not sure what I'm clicking at. Is it here? Is it here? What's my tech guy? Here we go. Good. I got it. And so You know in America median middle-class income is $59,000 but in the district it's $75,000 Medium house so incomes if you break it down by race If you are white, it's a hundred and twenty-seven Asian ninety-nine Latino sixty-four and black is thirty seven thousand dollars and So you can see Let me give you another another little slide here And so in the district the median salaries are sixty thousand With a bachelor's degree you earn sixty five With a high school degree you earn thirty, but look at the distribution of those credentials Only twenty-five percent of African Americans forty percent of Latinos have some sort of college level credential But if you're white, ninety-two percent have have that credential and so You know these folks that look like this Really all the ones that need a pathway to the middle-class and they want to experience the same type of middle-class values that everybody else does Let's see here you got me here good if I do this and it doesn't work just just do it And there their pathway is public education because in the district the P-12 system is seventy percent African American seventeen percent Latino and Eighty percent economically disadvantaged up too many too fast And that feeds directly into the only public university in the district, which is the University of the District of Columbia Where we're sixty percent African American ten percent Latino and forty percent economically disadvantaged but sixty five percent of our students are a degree-seeking students are district residents and a hundred percent of our workforce development students Are district residents one of the unique things about UDC is that we really have three doors in We have a workforce training door that is free to every district resident We have a community college door that is open enrollment and we have a selective admissions door But but the point is that the university we're designing every door will lead to the next door When I when I talked about on and off ramps, you know Some will come to us with the potential for a workforce certification But then in that process the light will go off and they'll get into an associates degree program and then That light will go off again, and they'll end up getting a bachelor's degree And we've had several that have have already gone through that entire process But their pathway is incomplete because how many people here remember the control board so in the in the in the late 90s the federal government took over the district had to Cut the government budget fired a lot of people Reset the future But Alice Rivlin who chaired the control board for a few years made this statement recently That of all the cuts they made in hindsight She felt like the cuts to the University of the District of Columbia were much too deep Now since then the district has sort of reset itself And if you've noticed they've reinvested in most of the major institutions the libraries are becoming world-class The parks and recreation system are becoming world-class the public K-12 facilities and some of the schools are becoming world-class The one thing that they left off the list was was the public University which in a way ties it all together But I'm happy to say that this campaign we did was successful and the mayor announced that she Was going to make a down payment on the strategic plan that we have in place and that down payment was pretty good So now we can start to join the ranks of the other world-class institutions in the district now And this is not a heavy lift because if in the district We spent only one point one percent of our local funds budget on public higher education that's compared to three point eight percent in One of those is Virginia one is Maryland and the five point eight percent is national and all we're asking to do is Go from let me go back and even with that lower level of investment that very low investment You know depending on who you asked we're doing a pretty good job We're not going to ever be in the top 10 us news and world reports schools in America, and that's because we don't want to be We're not the Harvard was sort of the anti Harvard Harvard's expensive. It's elite, and it's very exclusive We want to educate everybody that walks in our door and help them reach their highest level of human potential at an affordable price And so we have all these neat national rankings we saw to speak to the kind of institution that we are and Where's my back up and so at the end of the day all we really asked to do was go from one point one percent To one point seven two percent over four years, and I think we'll end up getting there now And if we can with a variety of credentialing options You know we believe that we can do make a big dent in the level of talent that's developed to serve the economy of the district And let me just speak a second about our this graduation rate up here You see we say it's 17 percent now, and we think it'll get up to 54 percent by 20 28 But here's the here's the point of it so graduation rates in America are Come from a national definition and It is the number of students that start in year X and how many of them graduate six years later, right? And so in our case we have 2,000 students coming in in their freshman year, but only 500 of them are actually first time full-time Freshman that you can expect to graduate six years later and for that group On a bachelor's track, it's about a 35 percent graduation rate, which is not great, but I've seen worse But then we have the open enrollment door, which we call a community college And that's a three-year graduation rate three years later and for that group It's about a seven percent graduation rate because it's open enrollment But that that's not great, but it's not bad either compared to other community colleges I've seen so the graduation rate is a blended rate With open enrollment in bachelor's track, and that's why we end up at 17 percent But the point is this how many people know what the tag scholarships are Those are those are great those are federal scholarships that go to high school graduates in the district To go to school anywhere but UDC Anywhere in the country but UDC and so a lot of them though end up leaving and coming back to UDC But they don't count toward the graduation rate because they didn't start as freshmen at UDC We're also very very heavily part-time because a lot of our students work part-time students don't count toward the graduation rate and then There's another one in there, but you get the point The point is that we're never going to win a graduation rate contest because we just don't have those kinds of students that we educate Oh, we also don't have student apartments, which makes the education challenge even even more difficult So I needed to explain that but at the end of the day we think we can double or triple the number of credentialed Qualified people that come out of public education in the district if the mayor keeps a word and continues the investment into UDC Now those are the local challenges that we've been able to overcome, right? But there's a big national sort of structural challenge That I want to talk a little bit about And I want to engage you in the conversation as much as I can because this is something that I've had a growing insight into and And there was recently an article in Atlantic magazine. I don't know if you all saw it It was called the new aristocracy The nine point nine percent that anybody see that or read it. Okay. You should read this. It's about 50 pages long So if you want to train somewhere and you're looking for something good to read It would be a good read But I think it helps explain Something I've been trying to figure out for several years now and let me explain to you what it is so in public education right We always talk about public education reform and I've been around this industry to see about three cycles of reform and What happens is that? The students are not getting educated and then there's a public outcry. There's outrage and Then there's a call for reform and then these industries crop up to try to figure out What's wrong to try to develop products to solve the problem to try to be consultants on how to fix the schools to fix the problem and then at the end of the day it doesn't work and There's a public outrage and the cycle starts again And I've been through about three of these cycles and I've you know, I kept asking myself You know if you listen to what the prior speaker said about the wealth That's available to us about the modern tools that are available to us about the nation's need for talent You know you have to ask yourself Why can't we figure out a way? to fix our public education system and I think it has something to do with that article about The new aristocracy and a talented temp And so one of the other things we've learned at UDC and we're trying to get the faculty to buy into is that you know our students come from a different world from that that we can even imagine and You know if you're my age you we have as much to learn from them as they have to learn from us And so we're trying to grant transition our teaching Methodology from being a say a sage on the stage to a guide on the side Where it's a teaching and learning environment and we understand that we walk this journey with the student And that we have as much to learn as they have to teach and vice versa And that even that student that comes in as a freshman today Will be a different student four years from now because the world is changing so fast And so I want you to be We want to be each other's guides on the side as I work through this this piece that I'm about to work through now and so So this is the cover this is the cover of the magazine, right and it's called of the 9.9 percent the new American aristocracy the class divide is already toxic and it's fast becoming unbridgeable and You're probably part of the problem now Which means us I'm gonna try to work as much as I can from this lies as other slides But I think I think I can kind of explain it from here And so this is the way America is divided up Point one percent of the Population about a hundred and sixty thousand households Own in control about 22 percent of the wealth in 2012 right and 90 percent of the wealth is Allocated to or in the hands of I'm sorry. Yeah in the hand. I'm sorry scratch that 35 percent of the wealth is in the hands of about 90 percent of the population Okay, and so that's 45 percent of the wealth in basically 90.1 percent of the population But the 9.9 percent The the ones in the middle control most of the wealth as a group and that's 55 percent and in that 55 percent the median net worth is about 2.4 million dollars Which is 25 times the median net worth of the people in the 90 percent You follow me and in that 9.9 percent 88 percent or white okay, which would make perfect sense You know because we live in a country that's built on a philosophy of a white privilege It's just just a fact. And so what happens is that? If you notice from 1930 to 2010 the wealth of the Top 1% the goal line right I Was high and then it dipped and it went back up again and Then the wealth of the bottom 90 percent Was about in the same place in 1930 and then it went up and it came back down again, okay but the wealth of the 9.9 percent stayed fairly steady and So the transfer of wealth in this country really takes place between the highest and the lowest parts of our society and if you look at what's happening now with the tax code and And other things that are going on you can see this goal line Continuing to go up and the black line continuing to go down right and So this is sort of the way America is set up But the point of the article is this It's that the 9.9 percent Are the beneficiaries of our system of education? Because remember I said earlier that we become very skilled at identifying Extracting and developing a very specific type of talent and that specific type of talent is the talent that's in that 9.9 percent Which is why our standardized tests generally speaking correlate to race in class Which is why our best schools end up being populated with these types of students and Which is why it's very difficult for us to get people out of that 90 percent Which is more and more becoming black and brown, but not just black and brown But get them out of that 90 percent into the 9.9 percent because it's a fully integrated system And it's really two different mining operations The one is built to mine the 9.9 percent and the other is built to mine the The 90 percent are you following me on this? So let me I'm gonna there's a lot of language in the next slides when I'm gonna try to convince each one of them right and so the way this works out Trying to click is You know equino economic mobility really Isn't what it appears to be in this country, you know the American dream is it works for the people who already live in the dream But the ones that aren't living the dream generally speaking never get out of that 90 percent if you're born in it You tend to stay in it and This is just a way to calculate that it's the IgE, which is the Intergenerational earnings elasticity It basically says what you how much you let how much more your child's gonna make than you than your parents do at UDC We're proud to say that our students End up we're like 99th in the country for raising that that that income level But that speaks as much to where our parents income level are as it does to where our students end up But look at America America has one of the the worst IgE's in in the world And it's because of some of the things we're going to talk about Let me get to get to get another one and so Only 2% of the nation's students graduate from private high schools for example But 28% of them end up at Harvard and Princeton 5,000 elementary schools in California the top 11 Which also sends students to Harvard and Princeton's type schools Have a median income value of the homes of three million dollars Half Ivy League graduates end up being finance management consulting medicine lawyers But if you ask economists how they keep their income levels high, they'll tell you that You know the matters medical field is really a cartel You know, they limit the number of people that can end up being box doctors so that they can keep their income high And the same thing with the bar association and be me being a former lawyer I can sort of confirm that much And then this was a cute line from the from the from the article Five minutes really? Oh man. So imagine Imagine if workers hire consultants and compensation committees consisting of their peers at other companies to recommend how they should be paid The result would be well, we know what it would be because that's exactly what CEOs do. So I'm gonna have to cut it short now But the point is this the point is this We have to figure out a way to identify extract refine and produce The talent that the nation needs and most of the talent is in that 90 percent But when you live in a in a system, right? That's designed to minimize who has access to the means of talent development To our own detriment You're gonna lose a lot of the talent along the way and So the real challenge for us is you know, how do we how do we? Overcome our comfort our security our fear of letting others in to the nine point nine percent in order to be able to Find a way to extract these vast Suppressed Often hidden Reserves of talent that our nation has but doesn't really know how to develop It's pretty much the idea. I'll leave the other slides for you, but even better read the article I thought it was a really good article and then I had some more about UDC, but I guess you want to do five minutes of So this is what the middle class should look like if you did if we did it correctly You know everybody represented an equitable portion and sort of wrap it up the next one is Wait, no go back. The next one is yes if we get our job done correctly then UDC really will be the Pathway to the middle class Questions yes, sir, you know it's interesting we have we're actually about 10 percent International and they come a lot with the intention of going back home We have a better reputation outside of the district than we do in the district And so a lot of them come and go back home But most of most of our students are from the district and most of them end up staying in or around the district As far as we know Yeah, our data systems aren't quite there yet, but with the new investment will start to have that data more available Yes, sir. Yeah, so you'll be seeing a major marketing campaign coming out Soon because we're putting it together as we speak with the new investment that we have But one of the things we've been able to do is we started something called DC University partnership So that students could start to see UDC as a first choice And so any public or public charter school graduate with a three-point or above Get some sort of scholarship if you're a three point seven or a valedictorian or a salutatorian You get a full scholarship and you get housing And so the first year we had 40 This year we had 120 Next year expecting a couple of hundred and I say that to say this, you know, these are high-end highly qualified students Which will not only drive up our graduation rate over time because they're they're they're Retention rate is hitting the 80 90 percent mark But also your best recruiters are the students that you they come to your school and go back and talk to the students at the High school and so that's part of our marketing campaign as well to answer your question. Yes, ma'am Sure, I'll give you an example. We have a partnership with Cisco the technology group and so at the workforce training level entry-level certification We have a program for that that group of talent But that curriculum is actually a seamlessly connected to an associate's degree So that if you get certified at that level you can move on to the associates level Or you can leave and work and come back and then the associates level is connected to the bachelor's level Please Yeah, so I'll give you another example We just we're about to start a PhD. It would be our second in Urban leadership and entrepreneurship Because we're going to claim the urban space We're a land grant that is exclusively urban, which is unique in the country and 80% of the world is going to be urban in the next 40 something years, right? So we're claiming that space. We're starting his PhD, but we're partnering with Fielding University Fielding University has a couple of it's very good at a couple of things that we want to be able to do one is online learning the second though is Credit for credentialing based on workforce expertise and so you can get academic credit Which I think is what you're asking toward the Act toward the PhD degree based on our assessment of how much Experience expertise you have that can be applied toward that work. Is that your question? No, okay Well, I think it's more than that though First I do believe there's a place for a liberal learning in general, right? but also And I think the prior speaker said it You know at the end of the day if you ask employers what they really want They want students who can read who can write who can think critically who can speak the language whatever the language is and a lot of at least in our case for our students a Lot of that work we have to pick it up because it didn't happen at the K-12 level And so I think there's a way to integrate it in a way that Now you can test out of it if that's your question and in some ways we already do that, right? But I think I think those are minimum skills that we have to be able to Certify that we pass on When we graduate a student into the workforce does that answer your question? Good. Thank you anybody else. Yes, ma'am in the back. So I mentioned the capital builders program And that is where we assess with this BP 10 assessment product from Gallup every grad every high school graduate who is interested in a full-ride scholarship and We picked the top 20 and we put them in an 18 month program where they get they get a suit They get a computer they get free tuition for 18 months. They get a housing subsidy they get an apprenticeship and an internship and They get to pitch a business at the end of the to venture capitalists and the interesting thing back to the later That asked the previous question is that they get they get a certificate at the end of the program that will allow them to To leave us after 18 month with a higher higher education Certification and entrepreneurship and some of them may come back for the next level of Certification some may go off and get rich which we're hoping like Bill Gates and you know come back and By the way, I want you to he he also mentioned Amazon and the and the the headquarters Actually wrote a letter to to Jeff Bezos and I offered him UDC You know, I said look, you know, we're about Workforce credentialing and we're developing a new model and we sure could use a partner to help us think it through He hasn't answered me yet, but I'm never hopeful Yes, sure Interesting question because I'm in middle of middle of union negotiations as we speak So We've been able to recruit 70 young new faculty members in the last three years very bright Yale Harvard MIT Because they all want to get into the district right and our challenge for some of them Especially engineers and business faculty is that when they perform? Well, the other schools around us, you know Radice And so our challenge is this in these negotiations For the most part the liberal arts faculty are paid at or above market The engineers and the business school faculty are paid below market. The business school faculty are 40% off the market in some cases and so we've been with tricks We've been able to sort of work around that but it's a structural issue We have to resolve and the challenge for us is that the liberal arts faculty outnumber everybody else and they control the union And so we're in the middle of those conversations as we speak Yes, ma'am in the back One more question. Well, he's he's had his hand up a while Yes sure Well, I'll answer your question and I'll tell you the real question, right? I Think the answer is yes You know the market needs will drive The need to figure out ways to identify talent You know at the end of the day at the end of the day a degree is just a credential, right? You know, it's a credential that says that you know This student has a certain skill in a certain area and is able to do certain things. That's what credentials do, right? The problem though is that and nobody commented on my little piece about the Atlantic article And I'm assuming that's because it's a hard conversation to have But the problem is that if you really think about it We've been credentialing students as Certified to succeed in a in a war in a country based on a philosophy of white privilege You follow me and as long as that philosophy is there to credential doesn't make a whole lot of difference because if you listen to mr. Saylor about his You know the things that he assessed right, you know You know you bring that philosophy into whatever credentialing you're trying to do Because that's the environment in which you're trying to be successful so until we examine how that philosophy is minimizing our ability to our ability desire and wear with all To identify other types of talent and most of it is in this vast pool of the 90% You know the credentials will change how we identify the talent, but it may not change what talent is being identified Does that answer your question? Well, thank you. I appreciate that Is that it sir? Thank you all very much. I enjoyed it


Wonderful. Thank you so much, Laurie. Thank you all for being here and taking time to learn a little bit about our program and our training over here. I hope this will be useful and hopefully a little interactive more towards the end. I do want to introduce my colleague here. I have Maria with me. Sorry, we had some technical issues, so we'll be joining together and trying to share the screen, but Maria is my colleague. She is a past student and graduate of our training program. And she is also currently our CNC training co-instructor. So she will be speaking a little bit about her experience with the training and offering some of her own insight as well. I will go ahead. I'm going to share my screen with you all. Just one moment. Excuse me. Okay. So to start, I would like to give a little bit of context into human made as a whole to give a little bit of physical and relational perspective. As we discussed the training of what that actually looks like here on site. So we will start with just an introduction. So human made is San Francisco's first advanced manufacturing training center. We do have the most extensive and open access design fabrication and prototyping facilities here on site. We are a combination of a training facility, a manufacturing facility, and a prototyping facility where we have folks who are either attending our training as students. We have members who also utilize the maker space as a whole and really come together as a community across both so within human made as a whole in the training. Our mission is really to empower our community and help uplift our community to engage in the manufacturing sector. And to bring more equitable access to facilities such as this and the training skills and tools that come along with that. So we'll go ahead and take a look, just to give an idea of what we actually look like. So here you can see our main maker space. This is our community area. Within here we have a computer bank where students members staff can access all of the software. That's really important in designing and manufacturing. We also have some shared workspaces so this is where our community really comes together. We have again students who work on their own projects. We have members who come in who are building their own businesses. We have folks who come in as hobbyists and are working on their own interests. And this is where all of that happens. We see our community really join in this space and we see a lot of collaboration. A lot of innovation so folks are working on incredible world changing products and materials here. And we get to witness that together and also see across different businesses and spaces folks really supporting each other. Continuing to educate and collaborate and problem solve together to make those things happen. Within this space we also have a full textile area. So we have industrial sewing machines. We have a silk screen station. We have a vinyl cutter. We have a 3D printing bank out there as well as a laser cutting station. You can see it in the back. You can't see it as well. But we have two large laser cutters back there as well. So a lot of different things happening up here. All of this is open to our students and our members. And then moving here we also have a full metal shop. So you can see the two pictures on the left right there. And then on the right hand side we have a little bit of a snapshot of our wood shop. So we have a full wood shop on site as well. With the lathe, table saws. And then on the right hand side we have a little bit of a snapshot of our wood shop. We have a full wood shop on site as well. With the lathe, table saws. Two large shop machines which are CNC machines for wood. We do offer workshops and classes in both of these areas as well to create some fundamental training across skills and materials. So going a little bit into the training itself. So the next generation manufacturing training is a workforce development program that's housed in human aid. So we work with community members in San Francisco and Alameda County to really help prepare them for careers in the manufacturing sector. Our goal with this program is again to create equitable access to training and skill building and professional development. We are very, very committed to creating a more diverse and inclusive manufacturing sector in the Bay Area. So this training is specifically designed to do that and to equip individuals who have no experience at all in manufacturing with the skills that are going to set them up for success in entry level positions in the manufacturing sector. So as far as eligibility for our training, the main requirements are 18 years and older so we currently cannot accept adolescents or children into the program that we hope to expand that shortly in the future. We also accept students who are residents of San Francisco and Alameda counties, again really hoping to expand that in the future but we're just not quite there yet. And then all of our students are low income to extremely low income. As a workforce development program we are geared towards helping folks become more financially independent and have sustainable careers. So our students overall aside from that criteria really represent our communities. We have a very diverse population of students and graduates across many different lines. So our students come from various backgrounds, experiences, goals. I think currently about 73% of our students identify as BIPOC, 30% identify as female, 9% identify as gender non-binary. We have students from the reentry population, students who are veterans, students who are immigrants or refugees. So we really are committed to serving the actual community that we exist within. So the training itself just logistically is it's a three month training so 12 week sessions. We have new trainings that start every three months. So our upcoming training is beginning in January, January 17, and it will end in April. There's no cost to the training all materials, all tuition everything is provided on site. We have students daily meals for all of our students as well. Students have the choice between the CNC machining or the additive 3D printing class. So, CNC machining which Maria can probably share a little more information about than me, but it is our computer numerical control machining. We do CNC machining with metal. A lot of our product is done with aluminum, and students will learn how to operate the computer software required to transfer the design to the actual CNC machine to create a final product. Do you have anything you want to add to that? Yeah, that is very true.    That's the NC machine. And then with 3D printing it is very similar actually so students will learn how to design within the software, troubleshoot within the software and transfer their design their vision into a final product with the 3D printing machine. So students get really well rounded training in those skills, as well as troubleshooting, operating and maintaining the equipment and reading blueprints. So, kind of a cross the board skills required for a lot of the entry level positions that our students obtain. And then finally we do also support students in taking the auto desk certification exam. So this is more of an industry recognized certificate that students can receive either in the CNC machining side or the 3D printing We primarily support this by offering some preparation throughout the training study materials, as well as funding the exam if students choose to take it and helping with the logistics of scheduling it on site here if necessary or helping students access testing sites. So here I've just included a few examples of our student projects. So all of the projects on this screen are from the CNC machining class, and they've all been completed by our students so you see they've made dice. So here's a wrench, as well as a bucket. Yeah, which is the part, like if you were to find in the real world or if you were to, I guess go into working as a machinist you know you would make parts this doesn't it's not actually a real part for something, but it's something like it. So you can see some examples of the student projects from the 3D printing class so we've, you know we try to keep the skills really diverse so from making parts that have moving pieces, and that needs to be really well fitting to parts that are aesthetically pleasing and and accurate. So for me my side or role in in this training program is as the client support and outreach coordinator so the next generation manufacturing training really takes a holistic and individualized approach to promoting career success. I recognize that there's much more to obtaining employment than just the hard skills, as well as there are a lot of challenges or systemic barriers that present themselves in different ways for folks as they're pursuing a career so my job is to work with students on that We do a lot of work on resume and cover letter writing designing professional portfolios so all of our students will create their own portfolio of their own work throughout the training to carry on and present with them as they move forward in their careers. We prepare for interviews, as well as other job readiness activities communication, things of that nature. And then ongoing barrier mitigation and case management so I meet with each student regularly, usually weekly to discuss things that may be coming up outside of the training or within life. Either are challenging or creating some strain and attending the training or just hindering student well being so case management can range from housing resources to financial resources, obtaining medications or mental health support. Or accessing childcare. And then following the completion of the training students will receive employment placement assistance. So we help to keep students updated regularly with employment opportunities in the community. And help them to complete the application process, as well as advocate for them with employers. We also continue to follow up with our students for a full year after they graduate. So even if a student has obtained employment will continue to check in, make sure that they have all of the support that they need to continue to be successful to continue to feel satisfied in their employment and and make sure that we're a part of that process with them. So here are a few examples of some of the companies. Excuse me, that have hired our students. So you can see, you know, a diverse set of companies here we have human made, I believe is up there so we've hired a few of our own students to carry on with education and instruction. We have students with cocoa taps for example, who have created a sustainable way to consume coconut water with less package packaging. That's much more ecologically friendly. So changing, changing expectations around product packaging. Students with smoke design solutions who do amazing work with consumer and client specific products. So they work on a very wide variety of products, depending on the demand of their clients. Those are a few there we also have a student recently who's started working for Doher Marine. And this is a company who is doing deep marine or creating products for deep marine exploration and research and monitoring. So they work on robotics and monitoring devices to continue exploring all of the potential in our marine life. And with that, I will pass it over to Maria for just a moment to go ahead and just share a little bit about her experience with the training. Anything that you know she she's felt either during the training or since completing the training. So yes, I will hand it over to you Maria. Hello. Oh my gosh, that was a surprise I just didn't know about this slide. But anyway, I guess, just a little bit about me and there's probably a little bit. I came here and took the class because actually because of a career change, you know, I was unfortunate that I was laid off from my job of being there for a very, very long time, which I had loved. But they had relocated down to LA. And then I found this program. Even I was in this program. I started in September of 2009 2019 I believe, and even within the past two years it has really developed what the students are learning now, which I was in the CNC cohort for the thing is, I learned a little bit of cat I learned a little bit of cam I did some machining. And now I see as being a co teacher, which is very interesting is like learning actually the fundamentals of being a CNC machinist or to be in the machinist industry. So they get to learn how to do things like a tramming device making sure it's straight, even edge finding, making sure like your coordinates of where you're going to where your part is going to start to cut and all that kind of stuff where that those are just like fundamental things that machinist should know where I didn't know at first and now I'm I too I'm still learning. Not only that they get to learn how to use the CNC tour mock, but they also learn how to use we also have a manual mill so that's also like right before. The machine maker CNC machining is computer numeric control manual mills are the same thing, but it's prior to that kind of computer technology it's more the way if you look at the picture that's a manual mill, and the way that it is controlled is like an etch to sketch so you're you're actually turning the left the levers one for X one for why and one for Z and and also learning how to use the metal shop, just like handles in general and just for them for students to get comfortable in. And even with that. And also as Amber had mentioned there's a wood shop there's laser cutters there's 3D printers. There's an industrial like industrial sewing so the students do have access to that as well, which is kind of a nice thing to be able to, you know, be in this kind of place where there are creatives. So it's yeah it's a really like it's a very positive experience and like I was lucky enough or you know like I said the stars had aligned that night only I'm like I was able to like discover this place and take the training, but also to be able to have the opportunity to work here. And now again, assisting with the CNC students which is like I've never thought about it before but it's so like it's so it's it's refreshing and it's like it's oh I don't know what the word is, but it's always very at the tip of my tongue that it's like, I feel a lot of pain with it right now but sorry about that but. But yeah, gratify, you know, and it's just great to help people. Okay, and that's it. That was always awesome to hear. One thing actually and I'm really grateful that you brought this up again Maria that I realized I skipped over, but part of continuing to promote the success of our students and to really continue their career development and upskilling is that all of our students, once they graduate they receive a full year membership with the the makerspace as a whole. And that includes access to free workshops so if students take the CNC class and they, you know, would like to learn more about woodworking to diversify their skill set. They have access to those workshops and that support continuing on after their graduation as well. And then it's as far as applying so anyone who is interested is always welcome to apply or reach out. There are multiple ways to do this. The most probably efficient way is to visit our website and to complete an inquiry form. So those responses come directly to us, and we will then reach out via email to welcome folks in for a tour and info session and then we can support them in completing the application from there if they're continued to be interested. Folks can also email us directly at next gen applications at human made.org. That also comes to us. But it is helpful to have the inquiry form as well. And then anyone who has questions or is interested is also welcome to call us directly. I have our phone number there. And I will also share these slides with Lori. At the end so everybody has access to them afterwards. And then with that I will open it up for any questions that folks have or comments or things that maybe we didn't cover. So yes, I will hand it back over to you Lori. Yes, we have a couple of questions from chat. The first question is from Dave. How would you compare human mate to tech shop, which used to be in menopark and I think someone Cisco. Yes, yes, thank you that's a great question it's one that comes up often. So I, I was not involved in tech shop so I am a little limited in how I answer this but I will do my best. So human made was really designed and developed with the mission to be different than traditional maker spaces. So, there was a historical model that maker spaces were built upon that's that served members, they serve members and they, they, they, sorry, I'm trying to think about how to best answer this question. Yes, historically were created to provide certain types of training and spaces and we're built upon community and collaboration, but weren't always accessible to all folks. So it was really designed to take the best part of that, and to spread it out and bring in this additional piece of training and equity and access. So it, it has some pieces of traditional maker spaces with the addition of building upon reaching our community being an active member in our community, and really bolstering the economic sustainability within our communities here. So I hope that that answered your question. Thank you, Amber. Question from Linda. How, how do you compare, how do you compare to the junior college programs. Yes, so we. That's it's a little bit of a challenging question. So it depends on the track that the student is on. So the classes themselves that folks can take to learn. You know, a skill or an area. We are similar in a lot of regards with more focus on the hands on training as well as the soft skill development and barrier mitigation. So we bring in a little bit more of a holistic aspect to rapid training. If a student were on the path to a certification or a degree in a certain type of design or manufacturing, we are against similar but on a fast track so we're focused on intensive wrap around training to get people set up for entry into the manufacturing sector quickly. Thank you so much, Amber. Question from Margaret. How many days. Each week. Do you students need to come for the training. Fantastic question Margaret thank you. I can't believe I missed that. Yes, so our training is Monday to Friday. So we have the CNC and 3D printing run side by side. So we have the CNC machining class Monday to Friday, 10am to 330pm so it's about four and a half hours every day. And then we have the 3D printing again Monday to Friday from 5pm to 930pm. Great, thank you so much. Another question from Dave. Who provides funding for human made to offer this training free to students. Yes, so we are a nonprofit workforce development agency so our funding comes from a variety of sources. And that would be through grants through the community here. We've worked with various organizations who have contributed to the training and provided financial funding as well so it comes from a variety of locations. Which of the employers you mentioned have higher students who completed your additive 3D printing training program. Yes, so a few of them and I'll actually I'll go back to that slide just to see. So we've had a few of them we've had it swap design solutions has hired for 3D printing leave cocoa taps as well. So far ocean has worked with us intrinsic tempo tempo automation as well. And a lot of these companies tend to have multiple manufacturing processes or skills so they may hire from the CNC and the 3D printing track depending on what they need support with at that time. Thank you. Question from this. Did you say you only serve residents of San Francisco and Alameda counties. I live in San Mateo County. Yes, so unfortunately right now because we are a younger program. We are limited to residents in San Francisco and Alameda counties. We're really hoping to be able to expand that out and open it to residents of other communities in the future. But we're just we're not quite there yet so hopeful and definitely will make sure that people are informed when we are able to open it up further. Thank you question from seal. Can you do both CNC and 3D. Yes, that's a that's a great question that comes up often. So we tend to not have students cross from one training to another or to take both. The main reason for that being that we want to increase access for more folks to come in and to get the fundamental skills. We are limited with space. So right now we can take in about 20 students per training. So we want to be able to bring in as many people as possible. However, with that being said, there are some processes that are similar between the two. So both trainings will receive instruction in the fusion 360 software. So taking one training will provide some skills for another for the other training, and then paired with one of our workshops that are, you know open in the main maker space will provide a pretty good foundation for being able to use either. We tend to not have students take repeated trainings. Got it. Thank you so much. Question from Margaret. How do students who have no experience decide which program to enroll. Yes. So sometimes they don't. One great way to approach that is we always welcome students in first before they apply. So we can show them more of the equipment, the products. Sometimes they're able to meet the instructors. And that tends to give much more perspective on if somebody's really drawn to one or the other. As I said, there are times that we have students who are interested in either one. And that's totally okay. And we will work to get them in where space is most available. And we do try to get students into the training that if they are drawn to one or the other. We try to get them into that one. Again, there are times that students are really short and that's okay. Okay, thank you so much, Amber. That's all the question I see in chat. If anyone who has other question, please feel free to put in chat or unmute yourself and ask the question. And if we don't have more question. And then I like to thank my guests, Amber and Maria. Thank you so much for taking the time to. Oh, I have a question from Dave. How many students have gone through the program. More question. Yes. Yes. So we have had completed students. We have had about 137 students who have gone through the program. And with that we have about 69% have been employed and 49% in the manufacturing sector. Okay, great. I'm sorry, Linda, you should be able to unmute now I accidentally uncheck that box. Linda, you can go ahead and ask your question. Thank you. No, I was just because I do have a factory and I'm trying to figure out how to hire some of these but we look we're looking for maintenance technicians. So not necessarily machinist just in people that can service our machines and definitely they had with knowledge in a little bit of welding. Okay, would you be the site to look at or Yeah, that would be fantastic so we are always looking to also serve our manufacturers and our companies and agencies within the community. And, you know, our students have a wide variety of skills and abilities that they leave here with so that would, that would definitely be something we would be interested in discussing and trying to connect you with some candidates. Great, because I'm also on the Chabot junior college advisory board for their tech program. Oh, and that's what the one of the things that we're always looking for the soft skills in employees and also a little bit of welding and the equipment. Fantastic. Yes, Linda let's, let's try to connect. I will, I'm going to put my direct email in the chat as well for everyone. So that if you have questions that come up after you can also reach out to me directly and then Linda yes let's let's try to connect afterwards. Okay, we'll do thank you. Thank you. Any more questions for Ember and Maria. If not, then I'd like to thank Ember and Maria again and we really appreciate you taking the time to share with us about the next gen manufacturing training program. I also want to thank everyone for joining. I hope you find the presentation informative and helpful to you. I will send out an evaluation survey to gather with Ember slide deck, link to the recording. Also, including the chat questions later this afternoon, please give us your feedback so we can continue to improve. Again, thank you everyone and have a wonderful rest of your day. Thank you very much. Thank you. Thank you.


The voiceless th sound pronunciation the voiceless th sound minimal pairs thin thin thin myth mitt ether eater thick sick Tic path Pat wreath wreath thank sank tank forth fort thought thought taught fought think sink challenging words thief ruthless Thanksgiving threshold theft threaten thermodynamic arithmetic thorn mammoth mathematics parentheses thrice monthly parenthetical wrath thrust apothecary thrifty health broth withdraw in phrases through thick and thin the wrath of God master's thesis throw in the towel thanks a bunch threes a crowd a loose tooth a thorn in the side a thorough analysis worth a fortune birth certificate withdrawal symptoms dialogue when Thanksgiving it's on a Thursday in November the third Thursday or the fourth I think it's the fourth that would be the 25th no, it's the 26th thanks when's Thanksgiving it's on a Thursday in November the third Thursday or the fourth I think it's the fourth that would be the 25th no, it's the 26th thanks oral reading if you think you're safe from thievery think again most thefts occur within three miles of the victim's home people often venture into the streets without giving their valuables a second thought they leave things out in the open where thieves can easily spot them items worth thousands of dollars can be stolen in a tenth of a second so be thoughtful only you can thwart this terrible crime watch your things carefully thieves do if you think you're safe from thievery think again most thefts occur within three miles of the victim's home people often venture into the streets without giving their valuables a second thought they leave things out in the open where thieves can easily spot them items worth thousands of dollars can be stolen in a tenth of a second so be thoughtful only you can thwart this terrible crime watch your things carefully thieves do


Well, hi there, I'm Sandy Allknock, artist and crafter here on YouTube and today I'm going to paint this cute little tomboy mouse and show you a little masking that I did. I stamped the May Mouse stamp set using some Eclipse tape to do masking. So first I stamped the outfit. I stamped it onto the sticky back Eclipse tape and placed it on so that I could line up my mouse itself and see if it was going to work. And I stamped it first onto some acetate, just a piece of scrap that I had to make sure it lined up where I wanted it so that the hands look like they're going in the pockets.  I'm going to use my Earth palette from Daniel Smith and they have these little tiny palettes that have six colors in them and the other colors are ones that I've added. So if you missed the video a while back, I will put a link to it at the end of this video. It's got a whole bunch of different palettes and why I put each of the color sets together. I may decide that I want different colors in there, but for now these are the ones I'm going to play with. And I'm starting with bronzite. Bronzite has a lot of sparkle in it and I thought it would be fun to have a sparkly mouse. But bronzite is a pale kind of color unless you start really putting in a lot of pigment. So I decided to add some other colors to it to change the color but keep the sparkle. So my little mouse will be sparkly and it's one of those ways that you can add some sparkle to whatever else you have. There's also a pearlescent shimmer that was in my previous palette and you can add that to anything as well. Just paint them and drop the color in so they mix together and that sparkle should stay. It will be a little less prominent than if I was only painting with the bronzite but there is still going to be sparkle. So I'm just dropping color wet into wet and notice that I'm not mixing any color on a palette. I'm going straight direct to my paper from the palette itself. And that is recently kind of my preferred way to paint. I'd rather see the paint mix on the paper than else wise. And that seems to make me happier than trying to figure out how to mix colors on a palette and worry about a lot of the trying to make my own custom colors. I let the paint decide what the color is going to be when it gets onto the paper. One of the problems with that is the water management issue. You have to know your brushes well enough to know how much water you're picking up versus how much pigment you're picking up and be prepared to fix that. So if you end up accidentally picking up more pigment than expected or a loop of water comes out you need to be ready to recover from that if indeed that happens to you. Because until you know your brushes really well and that only comes from experience. I can't tell you dip this many times and the brush will be so and so wet. But I know my brushes really well after doing a lot of painting and that's why I kind of know how to do this. But it saves you having a bigger palette that has to have mixing wells in it and stuff. So that is kind of how I'm rolling with these little palettes since they don't really have mixing wells anyway. For the little outfit I thought it would be fun to make some denim of my own. So I started with Amazonite and dropped in some Payne's Blue Gray for shading and then just let the colors mix together. Because the Payne's Blue Gray might be kind of a I guess a stonewashed denim on its own but it has a little bit of extra fun to the color because it's got some Amazonite in it and it let me make that pocket a little bit lighter so it ends up looking a little bit different and stands out on the outfit. For the little leaves just add some green onto the stems for each of the strawberries. And by the way when I did the masking for the strawberries I did the ones that were in front and then just kept going behind them. I kept blocking off masking the stamp in front and then stamping the one behind it. That's just the basic process for doing any kind of masking. And throughout this card the whole time I was pretty aware of how wet or dry everything was and even though I've cut out the drying time in there I did let some things dry for a while so that I wasn't painting colors right next to each other and risking bleeding them into each other. For the chocolate on these I could have gone straight for the sepia that I've put in the palette but I wanted to play around with mixing some colors to make a more fun chocolatey color because the sepia looks like a nice dark chocolate but if I wanted something that looks a little bit I guess happier on a card I thought it'd be better to have some reds and browns in there first and then drop in the sepia as the kind of base color that's going to give it the shading. And I am a total chocoholic if you haven't noticed that from some of the videos I've done in the past so any stamp set that has chocolate in it makes me happy. This particular stamp set has a lot of things that this little mouse can hold in her hands and if you don't have the little denim on there then her hands will stick out. You can also do some crazy masking to make the hands in front of the outfit but I didn't have the wherewithal to do that because it takes a little bit more thinking than I was prepared to do when I was making this card but maybe at some point I will do that on Instagram at least and show you how it could look if you figure out how to do that. It is quite the complex procedure and as I was doing this I was trying to decide whether or not I wanted my chocolate to be shiny because it almost started taking away attention from the mouse itself because the mouse is supposed to be the important thing here not necessarily all the chocolate despite my love for chocolate so I was kind of toying around with do I get rid of those do I not and once all the chocolate was painted I kind of thought through it and I said I'm going to try something different I'm going to use a little bit of buff titanium and just put a drop of that in those highlights so that they ended up knocked back a little bit so there's a little highlight there but it's not super important. Next up is the background and this is something that you might try just for fun and if you don't want to wreck an image that you've already painted and had a really good time with and you can always try this on just a plain background that you're going to put a sentiment on or something on a card but I'm just putting color down. I'm just going to see what happens I'm playing with my Rossiana light and a little bit of Quinn Deep Gold and seeing how they mix do they do anything interesting playing with this is how I find different color combinations that I like colors that work well together some colors will burst into each other and blend and do really interesting kind of textures and things spidery fingers that go into one another like nickel azo does some colors just sit there like a bump on a log and until you actually play with them yourself it's hard to know I mean I can show you as much as I can but knowing the colors that you have in your palette and what they do together is one of the most important things that you can learn as a water colorist discover how they react to each other and here I was trying I'm speeding it way up because this goes on forever I was trying to add some darker colors in here and just see what I could make happen and just kept adding and adding until I was done and once it was mostly dry not completely 100% dry but like 90% dry then I took my dropper from my water bottle my spray bottle and just started dropping little drops of water on this just to make it interesting water blue texture thing to see what would happen so again this is potentially going to ruin your card but I don't think it did I think it added some interest to it and made it sort of a fun background without being an important thing the mouse is still the most important thing in the picture which I really like and I've also left the sentiment off so I can stamp something else in there some point probably going to make it a thank you card at some point and I can change it up for whatever I need to send a card out for thank you so much for watching links to all the supplies are in the doobly do still pictures are on the blog etc and maybe I'll do a Copic version of this or something over on the blog or on Instagram later today I will see you guys later bye bye


My name is Adrian Johnson and I'm Director of Publications here at the Royal United Services Institute. And we're in the Rusey Library, which is a very interesting place. Some of the great defence and security thinkers have done their work here. So for example, Basil Little Heart did a lot of research here in the interwar period. The great irony being that actually rather than the British using his theories of armoured warfare, it was the Germans who then adopted it. Rusey is a apolitical institution, so it's strictly non-partisan. And what it tries to do is inform the public and policy debate over defence and security policy in the UK, but also more globally. In my role of Director of Publications, I work on things like the Rusey Journal, which is one of the world's leading journals on defence and security and is read worldwide. We also do books and other monographs. And we also do briefing papers and other occasional papers, which are smaller publications that are designed to have an immediate policy impact on the great questions of the day. After my undergraduate degree, I went to King's College War Studies to do an MA in Conflict Security and Development, which I found to be an incredibly useful degree. Not only do I use the subject matter knowledge that I picked up, so the links between development and conflict, the nature of civil war and international efforts to build peace. Perhaps most important was the spirit of critical inquiry that you learn to undertake while doing a degree. So the idea that one very useful thing I learnt was to embrace uncertainty, that the more you know about a topic, actually the more you realise how much more there is still to know. But nevertheless being confident in coming to measured conclusions, which is such useful skill to have in a policy environment. I had a pretty good relationship actually with the three professors I had at King's. So Professor Mats Badal, Professor Jack Spence and Peter Bush. I keep in touch with them all today. And actually one thing I really liked about King's was that you would have seminars with the professors, with the CD members of staff, so you weren't sort of palmed off with some TA.  What struck me very quickly when I arrived at King's was how motivated and how talented everyone was. We'd all come from different backgrounds. In my first lecture to my right was someone who'd come straight from their BA like I had, but to my left was someone with 20, 30 years of genetic experience. So this variety you had in your seminars meant that you had a variety of perspectives, experiences and also different kinds of knowledge so people knew about different areas often from first hand experience. And since then I've kept in touch with a lot of friends from King's. They've all gone to great and good things. One of them has worked for the UN on a mediation. Others work for NGOs doing very interesting work in the field but also national capitals. Some have also gone into the private sector so it's a really good network to know. I'd certainly do it again because there's so much to learn. My only regret was that I couldn't do more modules because so many of them were difficult to choose the ones I did. And while I have no regrets that I went for diplomacy reporting wars and my core modules obviously, there were so many other interesting choices. I'd love to go back and give those a go. I was very fortunate to have the world expert on my topic as my supervisor. So I did a dissertation on the disarmament demobilisation and reintegration of former combatants after Civil War and Professor Mats Badal was my supervisor. Aside from the quality of the course and the teaching, the fact that you're in the middle of London means you have a tremendously good proximity to loads of policy-relevant institutions, whether it be the Foreign Office, Ministry of Defence, DFID, but also think tanks like Rusey, Chatham House and the IISS. I think a degree from Kings, the more you put into it, the more you get out. And I think what I learnt was that you worked very hard. The expectations of the students are very high but the facilities were brilliant. The more libraries probably one of the best I've ever been to in the world. And you're challenged, you're tested. But I think you learn to develop a sort of self-confidence in your analysis that if you can make it at Kings you can make it anywhere.


Insane focus GG by far my favorite gaming stimulant mix except for the fact that it has Hey, what's up guys? It's Josh here today. I want to do a little review on this insane focus GG There is one thing preventing me from taking this all the time and one problem that I have I will be getting into that later in the video one of my biggest problems with gaming mixes is they don't really have Something that gives you that extra oomph the extra over-the-top enjoyable slight euphoria feeling that you get from certain substances this product is the only gaming mix that features Something extra special something that feels really really good that not all products contain and that substance is the amper berry So let's just jump through the ingredients here Unfortunately, this is a proprietary blend so we don't know exactly how much of each ingredient is in here All right guys. Let's jump off here. We got vitamin C at 250 milligrams 417 percent a huge dose love vitamin C. It's great for Absorption that's probably where they put it in here, but it's great for your immune system as well You got vitamin B6 at 600% and then you got B12 Unfortunately, it's that cyano co-ballon at 8,333 percent. I just did a review on the war games over here though and the war games had 20,000% of that cyano co-ballon. I prefer methyl co-ballon. It's it's a lot healthier this cyano co-ballon turns into a small bit of Cyanide in your body, which I don't like and now we got the main blend which is beta alanine now I don't really know why they put beta alanine in this blend I know a lot of people to where that's like the main thing that they don't like they don't like that beta alanine They don't like the tingle feeling they'll literally not take the product because it's in there Then you got taurine, which usually helps you prevent cramps They have their signature blend of caffeine of 100 milligrams caffeine and hydras 25 milligrams caffeine citrates 25 milligrams of di-caffeine malates. Those are different forms of caffeine. They're gonna digest at different times So instead of it being one big up and then down It's a more even takeoff and landing with your caffeine, which I always prefer oxygold with this fulvic acid now they put this in pretty much every product and I think for them fulvic acid is like their superfood fulvic acid is Incredibly strong potent and good for you. I'll try to put it on screen now. We have this amphiberi It looks like it's juniperus Communus berry, so I guess it's from juniper. I think that's where they were supposed to get DMHA and DMAA from I'm not too sure amphiberi. I have no idea what it is It kind of feels similarly to DMHA It feels similarly to like amp citrate, but every single product or almost every single product from Insane Labs They carry that fulvic acid like I was saying before and almost every version contains this amphiberi Which is the extra level of enjoyment and stimulation that I really really really like in these focused products Something that you can enjoy so much more than typical caffeine I've had so many different products from this brand. They have almost all this exact same formula But for some reason this one just felt the best. They all have the amphiberi. They all have this and that but this Felt the best. I have no idea why got tyrosine in here And then the last thing we got is this enduro lac glue corona lact alone. I know I'm butchering that I'll try to put it on screen Then you've got 30 total scoops in here and I found this online for pretty cheap I think I got three tubs for about 40 or 45 And again, I don't know if they still sell this because it was much harder to find when I searched for it And when I first ordered this product, I got like cotton candy And it had one of the most unique best tasting cotton candy flavors that I've ever tasted I love bang energy. Their cotton candy is good But this one was similar but different great and I just loved it But unfortunately, I was only able to come across the sub zero versions Why I don't take this freaking all the time every single day is that it contains blue artificial food coloring Which makes me so So so sad because of how much I love this product Even myself was like so many products contain blue, you know, everybody acts like it's normal Everyone gives their kids powerades candies. They look at me if I say that's weird, you know So I'm like, man, okay, I'll try one scoop of this Maybe I'll do it like once a week and that'll be like my colors and I'll make sure not to take any more So I took one scoop of this because it came in the mail. This contains blue and blue usually for me as far as food coloring It makes me feel a little bit high right away Like I just feel really good extra good And then when it goes away, I feel really depressed if I had to do something serious something that mattered to me I couldn't do anything like the best way I could describe it is I'm agitated But I can't think so I'm like, I gotta do something but I there's no thinking there's no Normal process again. This is me because of the blue. I've had this experience multiple times with blue I was expecting like, oh, I should be able to just suck it up go through one scoop and I should be fine And I was even supposed to be on my friend's live stream later that night as soon as I felt that blue It was immediately going into survival mode like whatever it takes whatever I have to postpone Whatever I have to not do to wait till this feeling goes away and I feel back to normal. So anyways guys I love this product. It is definitely my favorite product from insane labs But unfortunately all their products contain artificial colors except for this one called demon dust Which I reviewed which I liked and I think is discontinued unfortunately So insane labs make me a pre-workout or supplements with no colors. Please just make it even one flavor one flavor with no colors Please anyways guys, I absolutely love this stuff.  They're really famous for like their normal pre-workout things like that. You probably will have seen that around But anyways, I've tried tons of their products and this one was by far the best It just has those blue coloring in it. Anyways guys, we're on the road to 50 000 subscribers And I couldn't do it without any of you guys to help you guys are the best having a great day out here Hopefully having a great day at home. See you all in the next video. Peace


While Matthew had enjoyed fame and success ever since Friends, he also struggled with addiction issues throughout his life which he spoke about in his book Friends, Lovers and the Big Terrible Thing which he released in 2022. The actor did seem to find some comfort at home though and he had treated himself with some impressive properties over the years. Most recently in June 2023 when he purchased an abode in the Hollywood Hills for 5.2 million dollars. In mid-century modern home resembles a scaled down version of one of the actor's former Hollywood Hills residences which was valued at 13.5 million dollars. Sending 2,566 square feet, this 1957 property


I'm going to talk about Foursquare for Activism. Sorry, what did you say? Okay, so I'm going to start with the poem before I get going.  Dream, escape. As I try to reach into the distance and try to grasp, vaporize hopes. My identity is questioned every day. They label me illegal alien. Hey, excuse me, if I jaywalk on the street, am I illegal? Excuse me, do I look like alien? No, okay. Why can I be just my smiles, my footsteps, and my conversation? My dreams are denied. My dreams of seeing my parents be able to afford doctors when they're sick from working under the table. My dreams of seeing my sister not be depressed when she's denied of opportunities for college because of her status. My dreams of seeing my strangers not be shackled in prison or deported away from their family just because these dreams are denied. But still, my feet are grounded. Nine feet down in root. My feet are grounded in the love that gave my parents the courage to cross the border. In the love that encouraged my immigrant neighbors to protest for our community. And in the love that allows me to speak out. Okay, I'm way behind my slide. But this is me doing a civil disobedience in Philly, and basically what we do is we go out, do a sit-in on the street, and to raise media attention to a person who's detained in prison. And so this is something that I did, and we all risk deportation and arrest because we're undocumented. And I started this because I was really inspired by my friend Maria who did this purse, and you can see all the police over there. And she was sitting there because she wanted to speak out against Georgia's law that prevents undocumented students from going to top five public universities. And Fernanda, who's my friend, who also did a civil disobedience in Alabama against their anti-immigration law. And these things really made me committed to the duty that I have to speak out for my community. And after my civil disobedience, these three people, they did their civil disobedience because they witnessed what I did and they were against the expansion of detention centers in Philadelphia. So this is like a huge circle of passing torches of inspiration and there is a power of witnessing. And what does it have to do with technology at all? It's because a lot of our activism came from Facebook, surprisingly, because we couldn't talk in person like, hey, I'm undocumented. Let's talk about really deep stuff that influences my life. You can't do that. So people find each other online, and obviously we all have one of those phones and we're all technology can be really isolating, but at the same time if you use it the right way, you can meet people like this. We all find it online. So I had this idea for an open source project and it's a mobile app that basically has a calendar of community events and it has a geolocation function so that it recommends you to have the perfect kind of community events nearby you and you can also check in and you get like a COD supporter badge depending on what events you go to the most. Maybe you support LGBT or maybe you support immigrant rights. And so this is a way to use technology in a way that brings together neighbors to organizing on causes that we're really affected. I mean, how many people in this room really knows the neighbors and the issues they're going through, like physical neighbors, the girl down the block over there, you know? So if you are interested in joining the cause, get my email down and thanks for listening.


Andrei Tarkovsky's Solaris is a movie full of contrast, the contrast between the natural world and the futuristic one, Earth and Solaris, but perhaps most important is the contrast between the past and the present. This is central to the film's main message. It looks at the relationship between the two and explores how the present is shaped by the past, but also how it is shaped by our perceptions of the past and the present. This is established in the opening scene. As we follow Chris, our protagonist, walking around his childhood property, gazing at the serenity of nature with a look of shame on his face. As he reaches the house that he grew up in, he doesn't look at it. Instead, he focuses on the reflection in the water. This is the first of many reflections that we see in the movie. And throughout the film, reflections serve a number of thematic purposes. In this case, reflections are a visual embodiment of memories. Chris doesn't focus on the house itself. Instead, he looks to the memories and everything that is associated with the house. This is how Chris views the world, and early on he is trying to escape from his past. We see him burning his old notes in a picture of Harry, his wife who killed herself. After his walk, he washes his hands in the lake, cleansing himself from the memories. Solaris tells us that we are shaped by our memories. At the beginning of the movie, Chris tries to run from his past, when he really needs to embrace it to fix himself today. Very early on, we realize that Chris has had a traumatic past. He has a strange relationship with his father and hardly speaks to his mother. He may try and abandon part of the past, but ultimately, it is what he is shaped by. This is one of the biggest contrasts between Chris and his father, whereas Chris wants to distance himself from the past, his father wants to relive it and embody it. Back on Earth, Chris can choose to avoid the past.  While on the space station in orbit around Solaris, the living oceans of the planet create seemingly living representations of memories, called guests. For Chris, the planet creates a manifestation of Harry. While on the space station, there is no way to avoid these guests. Instead you just need to face them. At first, Chris tries to erase his problem by sending Harry out of the station in a rocket. But when she reappears, he chooses not to try and hide from her, but instead to embrace her. His reaction to Harry encapsulates how people respond to trauma. The guest version of Harry is a mere reflection of the real one. She was created from Chris's memories and is therefore incomplete, despite that he gives her unequivocal love, loving her more than he loved the real one. Chris's affection for her comes from his past wrongdoings, his never truly loving her, which led to her suicide. It would be safe to assume that Chris doesn't truly love the new one. He loves the idea of her, and the idea that he could have a second chance to right his previous wrongs. As Chris shows her real love, he succeeds in elevating her humanity. By all definitions, she isn't human. But as she explores life through Chris, she slowly starts to embody humanity. During this scene in the library, she studies the intricacies of this painting. She focuses in on every detail until the painting comes to life through the power of film. We hear the sounds of animals, people, and nature. We watch birds fly across the screen and see the painting come to life as Harry becomes human. We and Chris levitate off the ground and into the air, a representation of enlightenment. We watch as she becomes human, and he becomes truly happy, and it looks as if they have both found what they are looking for, until he loses her again. The present catches up with the past, and Chris is again alone. However, as she became human, she realized what she was doing to him, giving him a false perception of happiness and reality and ruining his life, keeping him up in the space station when he needed to be back on Earth. His memories want him to be able to move on and focus on the present, however, he is unable to, and upon losing Harry again, he begins to break down mentally. He wanders around aimlessly, seemingly broken. He isn't attached to anything, instead he just exists. That is, until he is locked in a literal chamber of reflections. He focuses on his past, looking at his family life growing up and sees where he went wrong. He reaches out trying to connect with his parents. After he saw Harry kill herself, he realizes that he can be wrong, and wants to be able to reconnect with his parents to make up for his past wrongdoings. And upon returning to Earth, he chooses to no longer hide from the past. He goes to his father's house and embraces him. His experiences on Solaris gave him the power to be able to do this. However, this moment of true happiness is revealed to be another mind-trick from the planet Solaris, as the camera dollies back to reveal that Chris is still trapped on the planet. He has wasted his entire life running from his true self, and when he is ready to embrace it, it was too late. Hey everyone, I hope you enjoyed, I've been meaning to discuss more than just English-speaking American films for a while now, and I thought that this would be a great place to start. All of Tarkovsky's work brings up interesting questions about love, identity, and the meaning of life, and this movie is clearly no exception. It's full of ambiguity, there are countless ways to interpret all the different symbolism in the movie, and this is just one of them, so be sure to drop a comment and get your thoughts out there. If you're not subscribed yet, be sure to hit that subscribe button to check out my last video in which we looked at Birdman or the Unexpected Virtue of Ignorance. Thanks for watching, and I will see you next week.