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How much can I earn teaching English in Taiwan? East Asia is one of the most popular regions for teaching English abroad, with countries such as China, Japan and South Korea attracting tens of thousands of teachers every year. Also in their region, Taiwan is sometimes overlooked as a teaching destination due to its relatively small size in comparison to its neighbors. However, due to a strong demand throughout the country, foreign teachers can reasonably expect to earn at least 2,000 US dollars per month, even without any previous experience. With a highly developed infrastructure, a stable economy, plenty of job opportunities, high salaries and a relatively low cost of living, Taiwan has become an increasingly popular destination for teaching English abroad. Native English speakers with a TEFL certification should have little trouble finding a suitable position in a public school or privately run language academy. Teaching jobs can be found right across the country, but are most numerous in large cities such as Taipei, Kaohsiung, Taichung and Tainan. Salary There are several types of schools that employ foreign teachers in Taiwan, all of which offer various salaries depending on your previous classroom experience and level of teaching qualifications. Many positions are paid on an hourly rate that starts at around 600 NTD, currently 20 US dollars, and can rise up to 1300 NTD, 40 US dollars, for those with extensive experience. In addition to your salary, many teaching positions also include significant added benefits, such as return airfares, paid accommodation, health insurance and a bonus on completion of the contract. Employers For many first-time teachers in Taiwan, a network of privately run cram schools, known as Buxi Ban, offer a good entry point into teaching English abroad. Throughout the country, there are hundreds of schools, many part of large chains, that are keen to employ native English speakers for around 20 US dollars per hour. Typically working hours are four teaching hours per day, five days a week. There are also a large number of kindergartens throughout Taiwan that offer similar hours and pay. For teachers with previous experience, a more lucrative option is offered by foreign run Buxi Bans. Language schools in this category pay anywhere from 30 to 40 US dollars per hour plus bonuses, so competition for available positions can be fierce. Although the pay is considerably more than a standard language center, expectations are also much higher and a good understanding of Mandarin may be well expected. The public school system also offers plenty of opportunities for foreign teachers. Salaries range from around 60,000 to 70,000 NTD, currently 1,900 to 2,200 US dollars per month, with the majority of positions available at high school level. Working hours are often more than in private academies, as extensive lesson planning may be necessary. Foreign teachers are also expected to perform extra duties, so a typical working day can be from a 30 am to 5 pm. The biggest salaries and offer for English language teachers in Taiwan can be found in international schools that generally follow an American-based curriculum. These positions are small in number and usually require a high level of teaching qualifications. Applications for available jobs are highly competitive, as salaries can be as high as 200,000 NTD, over 6,000 dollars per month. Cost of living A combination of high salaries and a low cost of living in comparison to many western countries make it possible for foreign teachers to live a very comfortable lifestyle during their stay in Taiwan. Eating out at local establishments is very cheap, as is transport around the country. The biggest expense is likely to be rent, which can range from 5,000 NTD to 15,000 NTD per month for a shared apartment depending on your location. However, many teachers will find that housing expenses are included in their contract, making it possible to save a considerable percentage of your salary every month.


The final item of business today is the member's business debate on motion number 11626 in the name of Ian Gray on Learned Societies Group on Scottish Science Education report. This debate will be concluded without any questions being put and I will be grateful if members who would like to speak in the debate could press the request to speak buttons now please. A call on Ian Gray to open the debate. Seven minutes please, Mr Gray. Thank you, Deputy Presiding Officer. We all like to think of Scotland as a great science nation with a proud history of scientific achievements enough to fill many details over. But in this particular year, I wanted to start by illustrating that with a passing reference to perhaps one of the greatest shining lights of her scientific past, James Clark Maxwell, because this year marks the 150th anniversary of the publication of Maxwell's treatise, a dynamical theory of the electromagnetic field, one of the most important publications ever in science and the equations included therein. Just as important as the perhaps more famous E equals mc squared from Einstein later on, a quantum mechanics, the foundations of which did indeed lie with James Clark Maxwell's very work. Clark Maxwell was not just a great researcher and theoretical physicist, he was a teacher too. He lectured first at the Marshall College, the predecessor of the University of Aberdeen and indeed gave pro bono lectures in that city too to the local working men's college. As well as a proud history in science, we have a proud history in science teaching and the two are fundamentally related. It is in science teaching that I have a history of science teaching and it is history, a small part myself, not quite as illustrious as James Clark Maxwell's but I did start professional life as a physics teacher and although that experience and indeed my GTC registration lies far back in the dim and distant past, my passion for science and the excitement that learning about science can provide for young people remains undiminished. So it was that when the learning societies group published their report back in November, I found that the results of their survey of science teaching in our schools and the resources there quite alarming. That survey, the first in about 10 years, shows that 82 per cent of our schools report that they do not have sufficient resources for science teaching. That is simply related to funding and it is a fact shown in the survey that funding per pupil of science teaching in our secondary schools is around a third less than it is in England for example and in primary schools the situation is worse with the funding being around half the level that one could expect in a primary school in England. 98 per cent of the schools surveyed said that they were drawing on external funding in order to marshal enough resources to teach science and that often meant from the pockets of science teachers themselves. Those pockets are neither deep nor numerous because not long after the learning societies report, the Institute of Physics produced a further report that looked at physics graduates and their careers and it demonstrated that in their survey those physics graduates who had become teachers were the poorest paid section of those who were surveyed and as a result there is an impending shortage now of physics teachers, not helped by the fact that other parts of the United Kingdom are providing financial incentives for trainee teachers in STEM subjects and we are losing trainee teachers to the rest of the United Kingdom and it's not just teachers, local government cuts which we've just heard about in the budget debate have seen school technicians in science departments cut as well but there are other concerns around science teaching not just about resources. Science teachers have come to me with concerns about an unintended consequence of the introduction of curriculum for excellence an introduction of which we of course do support however the way in which course choice is being implied in their schools has led to a squeezing of science and maths subjects and there are real fears now that the number of pupils choosing these subjects will be reduced not helped by the results of the first new national exams which show significantly lower pass rates in science subjects than in some others and a real fear among science teachers that pupils will therefore be discouraged from choosing these subjects because of the long standing belief that they are somehow too hard and the result will be a reduction in classes surely. I thank the member for giving way. Governments are more accustomed to being criticised when pass rates are seen to be easy rather than when standards are clearly being maintained but can I ask him what evidence does he have that teachers or anyone else in our system are discouraging young people from taking science subjects? I agree. The first thing is that I made clear that the evidence was at the moment anecdotal and let me come to that at the end of my remarks but it does come from teachers and I have to say I did not suggest for a moment that teachers were discouraging students from taking science subjects but rather some of the ways in which the school administration was working was making it more difficult for young people to choose one, two or three science subjects but the minister mentioned standards there and there is a problem with standards too because the Scottish Government's own numeracy survey last year demonstrated default in numeracy attainment in our schools as well and of course numeracy underpins these STEM subjects. We saw significant falls at P2, P4 and something like 34 per cent not achieving the required numeracy rates in S4 as well and that is another significant difficulty in our schools which will have consequences for pupils being able to study STEM subjects. So in many ways this is rather a perfect storm, a science teaching which is under resourced where we face the situation of not enough teachers, potentially not enough pupils choosing STEM subjects and a lack of the fundamental or dropping standards and the fundamental skills which pupils need to succeed in these subjects. It threatens our future not just as a science nation but indeed our economy too. Colleagues were at the institution of engineering and technology event a couple of weeks ago where their report suggested that we will need 147,000 engineers in Scotland and that is only engineers alone by 2022 in order to see the kind of growth in the economy that we want to see. I do not for one moment suggest that the Scottish Government is not committed to quality science teaching in our schools. I simply use this evening to draw attention to these reports which interlock and suggest to us that there are problems developing around science education in our schools. The time is now to actually take action. Next week our education committee will have a session looking at this but the truth is that these are problems which need more than a one-off evidence session. What we need is a plan for action to turn these problems around resourcing teachers and any unintended consequences on course choices of curriculum change before it is too late and so that we can see and hope and expect in the future to create more James Clark Maxwells who will maintain our reputation as one of the leading science nations of the world. Many thanks. We now turn to the open debate. Speeches of four minutes are so pleased and I call Stuart Maxwell to be followed by Elaine Murray. Thank you very much Presiding Officer and I congratulate Ian Gray on securing this debate. I also associate myself with the remarks that he made about the towering figure that is James Clark Maxwell. Since its creation in 2012, the Learned Society's group on Scottish science education has carried a lot of very interesting work, including its latest report on the resourcing of science in Scottish schools. Last month I met William Hardy, Secretary of the Learned Society's group along with Bristol Muldoon and Dr Bill Beverage to discuss the findings of their report. As convener of the education and culture committee, I would like to inform members about the work that our committee plans to undertake on science education. The committee has agreed to examine whether there are barriers to more people studying STEM subjects at school, college and university. We also plan to look at the extent to which industries' needs for STEM skills are being met by the education system. Initially, the committee has invited the Learned Society's group to discuss the findings of its report on the resourcing of science in schools at its meeting next week, as Ian Gray quite rightly mentioned. However, we also intend to do further work as we will carry out further detailed evidence sessions later in the year looking into STEM subjects. I very much recognise the Scottish Government's commitment to science education in Scottish classrooms. However, at this point, I want to take the opportunity to put on record my support for the campaign to ensure that creationism or intelligent design have no place in the science classrooms of Scotland. Scientific factor theory should be taught to our young people and not the ridiculous nonsense of those pushing the young earth fantasy. Decisions on resourcing are, of course, for education authorities and their schools, although the work of the Learned Society's group has been very useful in identifying areas for improvement. However, we must not jump to conclusions given the survey, for example, only covered 2 per cent of Scottish primary school. Indeed, the report itself states that, given the small samples, the findings should be read as providing an indication only of the Scotland-wide picture. Secondly, it is a fact that, among the surveyed schools, the average spend on science has increased from £280 in 2012-13 to £343 in 2013-14, representing a rise of 21 per cent. Next year, the level of spend on science is estimated to grow by an average of 12.9 per cent among the surveyed schools, so that is very welcome news indeed. One area that the report highlighted is the need to encourage more pupils to consider science-related careers by improving participation in practical science work from an early age. However, the report indicated that a number of teachers, particularly in primary schools, reported having difficulty supporting practical science lessons due to a lack of resources and equipment. I would expect this issue to be a key question for the education and culture committee's work in the weeks ahead. However, our young people continue to excel at science, as evidenced by Aiden Miles and Murray Patterson, two pupils from Glennifer High and Paisley, who recently won the best quality award in the Higgs Boson competition, organised by the Institute of Physics. Last week, I hosted a reception in parliament, again mentioned by Ingray, on behalf of the Institute of Engineering and Technology, to promote the need for more young people to take up STEM subjects at school and pursue careers in related industries. During that reception, we heard from Naomi Mitchison, IET's young woman engineer of the year, who spoke passionately about the importance of taking steps to change perceptions about gender in the engineering industry. Naomi Mitchison is a talented and successful young engineer, and I certainly hope that more ambassadors like Naomi are given the chance to speak about the benefits of taking up STEM subjects at school. Excellent work is going on every day to promote science in Scottish classrooms. Last year, a teacher from Mern's primary in East Renfrewshire was awarded a primary science teacher award for his work in championing science to his pupils. Paul Tyler was given the accolade by the primary science teaching trust for his inspiring science lessons, which included building a wave generator and a tidal turbine to generate electricity. Schools across East Renfrewshire have been participating in the science champions scheme, which is funded by the Scottish Government in order to offer teachers training and resources to promote science projects to pupils. That project, that work and that funding takes place in about 50 per cent of our local authorities. Again, I think that very much a welcome programme by the Scottish Government. Scotland has a proud history of scientific achievement, and our future success in the fields of science and technology will rely on no small part of the hard work being carried out by our teachers, and particularly teachers like Paul Tyler, in classrooms right across Scotland. Ilein Murray, to be followed by Liz Smith. Thank you, Deputy Presiding Officer. I would like to start by congratulating Ilein on bringing this important subject to the chamber. As he said, Scottish science has a good reputation. That has been the case for many decades. Our scientists have excellent citation rates for their published work, and scientists from across the world are attracted to collaborate with or work at our universities. However, we must not be complacent, because a successful future economy requires a workforce that is competent in the STEM subject, as Sir Ian Wood's recent report highlighted. Children and young people can be enthused about or turned off science at an early age. Teachers and family can either make or break a child's interest in science, and it is vital therefore that primary school pupils are introduced to the sciences by teachers who are enthusiastic and competent. In their briefing to the Science and the Parliament conference last year, the Royal Society of Chemistry noted that, despite Scotland's reputation for science, our overall rating for science education lags behind many of our international competitors, including England. They suggested that there is a need to provide inspiring science teaching from an early age. They recommended that every primary school should have access to, in the case of small schools, a science subject leader who is a science specialist and who can provide the leadership on science teaching and indeed sport for colleagues. A science specialist does not have to be somebody who is a science graduate. It could be someone who has at least one higher equivalent in a science subject. It is surprising that the current minimum entry qualifications for a primary teaching requires England at SQF level 6, which some of the older of us remember as hires. Maths at SQF level 5 are standard of grade or even grade for the older of us. It has no requirement for any science qualification at all, despite the fact that science is in the curriculum. They also recommended that there needs to be sufficient continuous professional development to ensure that teachers' knowledge and skills are kept up to date, because science does change quickly. If a teacher has had a poor experience of learning science, perhaps gave up science at a fairly early age in their own school education or maybe failed science qualification, they are not going to feel particularly confident about teaching it. Science teaching from the earliest age needs to be led by teachers with confidence and enthusiasm. It is spoken about the report on the resourcing of science in Scottish schools published by the Learning Society's group on Scottish science education. That makes worrying reading. In debates on science, I often highlight my concerns about the lack of opportunities for children and even older students to undertake experiments themselves. It is concerning to me that 44 per cent of primary schools were dissatisfied with the funding available for practical work, and 82 per cent of secondary schools were not confident of having enough equipment and consumables to deliver science practical work effectively. 44 per cent of secondary schools were also dissatisfied with the level of technical support. It would be unfair to suggest that responsibility for the situation rests only with the Scottish Government. It rests, of course, with local authorities and individual schools, but I believe that those issues need to be tackled if Scotland is to remain a scientifically successful country. We need to grow our own scientists and science technicians, as well as to attract excellent students and academics from other nations. Our schools must have to be up to the task of doing that, as we do our further and higher education institutes. I know that there is no money tree on the immediate horizon, and that needs to be achieved against a background of financial restriction. I believe that it is an investment that is worth making in terms of our future economy, because, if we want to continue to be a scientifically successful country, if we want to have that sort of input into our technology to be a high wage, high experience and high qualification economy, we need to be able to produce those scientists and science technicians. Therefore, because of the issues that confront all of us, we need to be able to engage with other partners to increase the level of private investment in research and development. I cannot remember the number of years that we have been saying that there is insufficient level of private investment in research and development, but it is still the case. We also need to encourage the offering of high-quality scientific apprenticeships. In going forward, that requires promoting a consensus about the value of science and knowledge to the economy. It is an investing in science education right from the beginning, from primary school onwards. It is investing in Scotland's future. I begin by thanking Iain Gray for bringing this motion to Parliament. It is a hugely important issue that highlights the very significant concerns of the learned societies groups, the Royal Society of Chemistry and the Royal Society of Physics. It is very good to hear from the convener of the education committee just the profile that this subject will receive in the coming weeks. I think that the academic bodies, which do so much to enhance the intellectual life of Scotland because their discourse is always well balanced, it is always non-partisan, well evidenced and without exception, is very thought provoking. They have spoken out about the crucial challenge that is facing the future of science teaching, especially when one considers that by the year 2030 some 7 million jobs across the UK will actually be directly dependent on science skills. Unlike Iain Gray, I am not a scientist, but I have a keen interest in science teachers and what they are saying. I think that he is right to identify that there are some issues about the curriculum for excellence. Some of them are good, some of them are less so, and they certainly all have some very important messages for us. I think that everybody in this chamber is very well aware that science learning has traditionally been very content driven. Knowledge of the facts has often mattered perhaps a little bit more than the learning process. It is true that there has always been a great deal of emphasis on basic numeracy, data handling skills, problem solving and research methodology, but the knowledge content has always tended to be dominant in the judicial curriculum. However, I think that there are some interesting things happening in the SQA exams of what is called the open question, which I think is designed to assess the candidate's science knowledge, but also from a much more holistic point of view and, by its very nature, an open question that does not actually have one correct answer. I think that that is a change of direction that I warmly welcome in the curriculum for excellence. I do not think that there is any need to perhaps get too worried about this, because I think that what the curriculum for excellence is trying to do is to come back to the cross-curricular teaching of science subjects, which I think is very important. I am personally a very strong supporter of the baccalaureate system of exams, but at the moment I do not actually believe that the Scottish baccalaureate has a necessary intellectual rigor, because if we look at the uptake rates, they are not good, and they do not compare particularly well with the international baccalaureate when it comes to much of that rigor. I think that the disciplines of arts sciences and social sciences are all distinct, but they inform each other. I think that there is a good movement within the curriculum for excellence to look at how that can come together. Nonetheless, there are specific problems, and I think that we need to take action. I think that it is particularly important to start with the 2012 SEAG recommendations. The report said then that the Scottish Government had quite rightly identified energy and life sciences as two priority sectors, but that that was not translating as yet into successful STEM education. I think that the key question for the education committee will be given that these are priorities. Why is this not being translated into action? Partly, it is because there is a lack of science specialist, particularly in the primary schools, and Elaine Murray is absolutely right to point to that. I think that the Royal Society of Chemistry made a very good call towards the end of November about that. We do need science specialists in our primary classrooms, but I think that we can go further, because I do believe that whether the politician is like it or not, there is educational reform coming. It is coming because the needs of Scotland and our young people are changing, and they are changing fast. That is something that Sir Ian Wood has clearly identified, particularly when it comes to looking at what is now a fiercely competitive global economy. Can I just flag up something that Lindsay Paterson in Edinburgh University talked about very eloquently in a lecture that he delivered at the David Hume Institute last year? That is about supporting our very gifted children, whatever their backgrounds are, particularly in the science subjects. There is a need, I think, to look at greater bursary support for that. There is no question about it that there is a lot that has to be done, Deputy Presiding Officer. We are on the cusp of doing some really exciting things in science, but not until we really grasp the thistle. That is about resources and it is about the professional training of teachers and ensuring that they can inspire our youngsters. Thank you very much. I now call Hans Alam Alec to be followed by Mark Griffin. Thank you very much and good evening, Presiding Officer. I would like to thank Ian Gray for securing today's important debate. We have been aware of the low funding of science education in Scottish schools for some time now. However, I was still shocked to see the survey results, which suggest that 98 per cent of primary and secondary schools depend on external funding for practical work in science classes, which means that parents who cannot contribute their children are disadvantaged amongst others, which is clearly unfair and undesirable. I find it shameful that Scotland, which prides itself on being a home for great inventors such as James Watt and John Logan Baird, is spending significantly less per child on science subjects than in England. As many of you know, I have spoken on various occasions about the need to have more people studying science and technology in Scotland, particularly young women. Whereas some money and focus has been put at the end of the process of encouraging people to undertake science, technology, engineering and mathematics courses at university, we need to recognise that there is a need to have a pipeline of people who are engaging in science at all ages and all levels. You are not going to get someone choosing science choosing to study engineering at university if they never get the opportunity to conduct experiments when they are young and in the classroom. I would like to thank England for focusing attention, particularly on the crisis in the teaching of physics, as physics is an essential base for going to study engineering at university level. While I've asked the parliament questions about the gender imbalance and higher science subjects, the minister glossed over the issue by looking at all science subjects together and stating that it was not too bad. However, if we look at the science specifically, we have nearly doubled the amount of people taking higher chemistry provided provision to physics and of this taking physics only 29% of them are female. Presiding Officer, I find the state of affairs unacceptable and would argue that the Scottish Government to urgently review the strategy on scientific education at all levels. Stuart Maxwell's comments are very helpful and I genuinely wish him well in trying to redress some of the issues that he has spoken about today. However, I have to say that we need to make sure that our schools have the appropriate tools for the trade and make sure that our children get every opportunity to perform at the highest levels. The fact that schools are having to bag, borrow and steal equipment, the fact that they are having to resource goods from outwith the school budgets. That's a damning statement and I was not only shocked but I continue to be horrified that that is still the state of affairs in our schools today. It's already been indicated that some of the councils have just got as much responsibility as the Scottish Government but I think that's unfair. You can't tie schools' hands behind their backs and expect them to perform. I am hoping that the minister will be able to give me the assurances that he will, like Stuart Maxwell, do the best that he can to try to reverse the situation. Presiding Officer, I would like to start by congratulating Neil Gray for securing the debate tonight on the Scottish Science Education report published by the Learned Societies group. The report makes to start reading against the backdrop of the prediction highlighted by Liz Smith that by 2030 over 7 million jobs in the UK will depend on science skills. Those STEM jobs are exactly the kind of jobs that we need, high quality, highly skilled and highly paid jobs, which other emerging economies will struggle to compete with us for, and yet here where we have that competitive advantage I don't think we're choosing to follow that through. By 2030, the four and five-year-olds who will start primary school this summer will already be in work or possibly in the final years of university studying about to enter the jobs market but the same pupils with the same academic ability and the same aptitude for science in England will have enjoyed over 10 years of state education with 80 per cent more per head spent on science in primary school and 27 per cent more per head spent on science in secondary school if current spending levels continuing it. That's a massive head start in building the necessary skills to compete for those 7 million jobs. The science teaching situation has been described by my colleague as a perfect storm and it's hard to disagree with that looking at the stats in the commentary provided within the science education reports. It states that, as I've said, spending on science is significantly lower than in England. In 57 per cent of schools, they don't have sufficient equipment to carry out lessons. 44 per cent of primary and 80 per cent of secondary schools are unhappy with the level of funding for practical science lessons and 98 per cent of all schools have sought additional external funding from parents or teachers or other sources. That issue alone, where 98 per cent of schools have sought external funding, is likely to have a bigger impact in more deprived areas where parents aren't in a position to contribute to their own child's education, something flagged up by Hanzala Malik. If the report is accurate on that specific point and I take on what the minister said about the small sample size and not being able to do is an in-depth analysis as we would like, I'd be interested in the minister's view and if they're going to take forward any further work on how the Government would plan to tackle any educational inequality which would then arise as a result of more affluent communities finding it easier to fund their schools science provision. The teacher numbers in science are also falling and it's becoming harder to recruit new teachers, staff and pupil morale is being affected and there have been concerns outlined that some pupils might be less inclined to take up a science subject if it is perceived as being harder to pass and that overall exam grades could be affected and at the same time we've seen science and science support tick mission staff being reduced across the country while local authority education departments are trying to save money and really focusing on their core functions. I'm grateful for taking intervention. I've been hearing this debate and listening to this debate and it's very interesting. I'm just reflecting that it seems to me that when I was young science was perceived as being more difficult when my children were young the science subjects were perceived to be more difficult. If they're still perceived to be more difficult I think that's partly genuinely because they are because as I think Ian Gray mentioned numeracy is part of this and if you're not particularly numerate then science is not something that's going to come naturally to you so I think I'd like to suggest to the member and indeed to the chamber that there is an element of difficulty in here which children quite rightly see and which we have there for to accommodate. I'll take that board and I think that's reflected in the levels of pay that science graduates and engineering graduates have paid that there is that level of difficulty and simply reflecting some of the concerns that have been borne out that it may be getting to the point where the funding of science subjects and practical science is then making it even more difficult perhaps for when the member or myself was at school studying those subjects and I don't want to just have a negative speech here about the challenges that we face but I come back to this my original point and what should be the massive massive positive driver to improve science provision in schools and that is those seven million high skilled high paid jobs depending on science in the UK by 2030. Now some of the young people who will access those jobs haven't even started school yet and that gives us the opportunity to address the issues that science teachers and pupils are facing. None of those issues mentioned in the report are insurmountable and I look forward to working with the education committee next week as we hear some of that evidence and with the minister and look forward to hearing how he takes forward this science teaching agenda. I invite Dr Alasdair Allan to respond to the debate. I thank Ian Gray for tabling the motion on the learning societies group report on science education and I would certainly concur with him in his view that we should be celebrating the achievements of James Clapp Maxwell in this year that has been designated the year of light to ensure that very commemoration. The survey that we are talking about this evening contributes to the picture on the delivery of science education in our schools alongside other evidence such as Education Scotland's 3 to 18 Sciences Impact Review. The Government recognises the importance which science and broader STEM education plays in our schools. There is a strong connection between STEM learning and our economic growth sectors, a point that was touched on by Liz Smith and other speakers this evening. Curriculum for Excellence ensures that all our learners build a grounding across the range of STEM subjects through the broad general education and then have the opportunity to study for relevant national qualifications. Through learning in real life context, broader context, again referred to by Liz Smith's curriculum for excellence, also helps to ensure that young people build an awareness of the careers that STEM sectors can offer and the pathways into those jobs. Particularly, Stuart Maxwell referred to it as important that we constantly have a concentration on ensuring that all our young people view science careers as being open to them and recognise particularly the importance of encouraging young women into science careers. I thought on a thoughtful contribution from Elaine Murray. She touched on many issues, but not least on the connection between science and school and our wider national and international scientific research achievement. The picture in schools, the picture for science qualifications is very positive in terms of both their uptake and their attainment. With respect, there is simply no evidence, if I can use a scientific phrase, that schools or pupils are being put off from taking science qualifications. Last year, we saw an increase in entries at higher in all three of the main sciences, biology, chemistry and physics, with past rates holding strong. It is difficult to reconcile any of that, I must say, with some of the claims in today's motion that schools might regard pupils taking science subjects as a threat to their past rates. I will. Leslie Smith is right. I think that there are some good signs about the numbers taking higher and advanced higher in the science subjects. However, there is a big disconnect at the moment about the science baccalaureate. That plays very much to the theme of curriculum for excellence. How is he going to address that particular problem? Where I would agree with the member is in the need to promote take-up of the science baccalaureate. I would not agree with her in some of the assessments that she makes of the quality or the robustness of the baccalaureate itself, but, as with the baccalaureate and other awards that are being promoted, I fully agree about the need to promote take-up. I also believe that the uptake for sciences among S4 pupils remains very good. The proportion of passes within science at SCQF level 5 in 2014 is broadly the same as it should be said in 2013. The positive picture is also borne out in the Learning Society's group's survey results. We continue to provide a range of support for STEM learning and science qualifications, including relevant resources and materials, the STEM central website with links to STEM careers and the TIG TAG science resource for primary. The Scottish Government also provides direct funding of, importantly, £900,000 per annum to CERC, the Scottish schools education research centre, to support the professional learning of primary and secondary teachers and also technicians. That includes a programme focused on primary teachers to raise the confidence and skills in science that some of the members spoke about this evening. In terms of the debate and the issue around funding, members will be aware, and some of them have referred to it, that the vast majority of funding for primary and secondary schools funding comes as part of the annual local government finance settlement, which has been part of the debate around the budget that we have just been talking about. It is the responsibility of individual authorities to manage their budgets and to allocate the financial resources available to them. The Learning Society's group survey, significant though it is, does not provide a national picture on the level of science expenditure. It sampled approximately 2 per cent of Scottish state primary schools and 13 per cent of state secondary schools. The report itself highlights the caveat that the finding should be treated with caution and purely as an indication, and we should bear that in mind. It is worth highlighting some of the positives from the survey and, for instance, I am sure that it will be a positive view of the highlights. The point that the minister makes is well made, that it was a small sample and the report itself says that it is a small sample. Surely the response to that would be not to dismiss its findings, but rather, perhaps the Government might consider a wider sample, which would give us a clearer picture and more evidence of whether what the Learning Society has found was, in fact, the national picture or not. I certainly would not be dismissive of the report. I certainly would not be dismissive of the work that has gone into it. I certainly would keep up a very positive relationship with the Learning Society and with the Society of Edinburgh on those issues. One of the issues that has been raised, however, in the course of the debate, is the making of comparisons with other places. While Mr Malik was rightly raising the importance of physics as a subject, I feel that, like Mr Griffin, in making some of the comparisons that were made in this debate with England, the comparisons were at least open to question. The figures that were quoted for spending on science in schools do not, for instance, include the small matters of teachers' training under science centres. Where the Scottish Government would agree with the Learning Society is, however, on the importance of the dialogue that we need to have between us. I want to conclude by just giving a word about the science centres. As I mentioned, they are one of the jewels in the crown of science in schools and, more generally, throughout Scotland. I am happy to note also the importance of science festivals, not least the one in Mr Gray's constituency, whose funding was increased. I am pleased to say that, against the backdrop of cuts from another place, I believe that the commitment that this Government has for science is borne out. The work that we have done with Education Scotland and our other agencies ensures that we have good cause to feel pride in the teaching and learning of science in our schools. That concludes the English debate on Learning Society's group on Scottish Science Education report. I now close this meeting of Parliament.


This video is going to talk about graphing rational functions. We have v of x equal to p of x divided by d of x. That gives us a rational function. And it's a rational function as long as d of x is not equal to zero. So the first thing we talk about when we're talking about graphs is the vertical asymptote. And in a vertical asymptote, it's just an imaginary line. We're going to draw it in in a second. That goes through the zeros of the denominator. And then we want to state what they are for this particular graph. Now if you look at your worksheet, you have a couple others. The first one you should find out that you have one over at that zero would be zero. So it should be the y-axis. And the other one you have one over x squared. Again, it's going to be zero. But you'll notice that one graphs on either side of the y-axis and one graphs in the first and third quadrants. Well, what makes it that happen? Well, let's look and see if we can figure that out. x minus two, it would be a zero of two. x minus two equal to zero, so we solve it x equal to two. So we have that vertical asymptote right here at x equal to two. And it's an imaginary line, so we draw it as a dotted line. And then we have x plus one. And if we set that equal to zero, then x is going to be equal to negative one. And you can see that we have that vertical asymptote right here. The graph gets real close to it, but it doesn't quite cross it. So if you notice at this x plus one zero, which is negative one, on this side of the asymptote, we are below the x-axis. And on this side of the asymptote, we've gone above the x-axis. And when we go to this vertical asymptote, in fact, I'm going to change colors on it. And this would be our x minus two quantity squared. You can see on this side of the asymptote, I'm above. And on this side of the asymptote, I stayed above. So we can say that even degree zero's don't change sign. And then we could say that the odd degree zero does change sign. So it goes across to x-axis. Now we want to talk about horizontal opposites and topes. And those we're going to be comparing the leading terms of each of our polynomials, of the numerator and the leading term of the denominator. Always follows this pattern. If the numerator degree is less than the denominator degree, then we know it's going to be a y equals zero asymptote. Always is. If n is equal to m, both those degrees are the same, then it will be y is equal to coefficients a over b. And if n is greater than m, there's not a horizontal asymptote. So you do need to know, though, that a graph can cross a horizontal asymptote. It will never cross a vertical asymptote, but it can cross a horizontal asymptote. We can just set the function equal to the asymptote and then solve. If you get a true statement, it crosses and it will tell you where. So let's look at this problem. Determine the asymptotes and then determine the graph across the horizontal asymptote or not. So we have 4x and we have x squared. This is m and this is m. So we would say that n is less than m, which is our first case up there. So we would say that the horizontal asymptote is y equal zero. Now the question is, does it cross it or not? Well, we're going to take our 4x plus 8, the whole thing, divided by the x squared plus 1, and we're going to set it equal to zero and solve. Well, I want to clear this fraction. So to clear the fraction, I'm going to multiply both sides by x squared plus 1. And when I multiply over here, they cancel out. That's why you multiply it by it. It's like I multiply by x squared over 1. Zero times anything is just zero. So now I'm left with 4x plus 8 equal to zero. And I'm running out of space, so let's move up here. So 4x would be equal to negative 8 and x is going to be equal to negative 2. And I came up with a statement that I can solve. x is equal to negative 2. So it will cross at x equal negative 2. It will cross at y equals zero, which is your x axis at x equal negative 2. And we could verify that if we wanted to, by just looking at a calculator. So let's pull over the calculator and see what we get. 4x plus 8 over x squared plus 1. So y equal, parentheses 4x plus 8. And I have to put it in parentheses because I want that whole numerator divided by, and I have to use parentheses again, the whole denominator. And I believe a standard window, which it works, so zoom 6. And if we see right here, it looks like negative 2 is where it crossed. And we can verify that by looking at our table. If we have nice numbers, let's go in here. Look at negative 2 and go over 1. We can verify that sure enough, at negative 2 it's at zero. It's on that x axis.


Hello, everyone. So we are the Tharawee Dream Project. We wanted to display showcase a short AV, but I think that's not up yet. Great. Yeah, this is more comfortable. All right, a little bit of story around what the Tharawee Dream Project is all about. So five years, we've been running an after school of hip-hop in Tharawee. Why hip-hop? So hip-hop has always emerged in communities where there is aggression, this angst. There's a lot of oppression, which actually has given rise to hip-hop and also rise to an amazing hip-hop talent. What we do at the after school of hip-hop is giving them a platform to voice themselves, to give them a stage to perform and also empower the young talent, the eager minds that we have in abundance. So every day when I go to the after school of hip-hop, I, every day I meet hundreds of gully boys and gully girls who are either amidst of domestic violence, amidst of nuances like substances. So in order to get them distracted from that world and bring them to the world of music, which already is their passion, the Tharawee Dream Project is a beacon of hope for each one of them. So I wanted to also take you all into the real life, but because the AV is not here, we're gonna do one thing. We're gonna take you all to the real life and show what we've achieved since five years and at the Music Inc with its second year, Anurag, a Prajata and team have actually given us this stage to showcase our talent and to show what we've achieved so far and what we are up to and what's lined up in the future. So here's to an amazing talent. We start with the beatboxers and then followed by rappers and then of course, the little B-boys and B-girls. So this is from the Tharawee Dream Project. I found the result of my hard work, but I'm not satisfied with it. We're seeing how the country is doing. The pressure is so high that there's no answer to it. We're not getting any benefits by talking about this. Every thought of the country is ruined. The Mahanus of India didn't even take a step forward. Even though it's a good India, it's still not clean. There's no justice for all these things. There's only one thing left to do. I'm afraid of you, I'm afraid of all the problems. I'm afraid of the books of the Kaap. I have to move forward with this. If the master thinks, then I have to fight myself.  I have to fight, I have to dream. I have to think, I have to give up. It's still difficult for me. I can't stop, I can't stop. Seeing me, it's changed. I've stopped fighting every day. If I fight now, then I'll fight with you. I've forgotten my dreams. I used to think, I've now thought about these dreams. I have to fulfill them now.  I have to fight, I have to dream. I have to fight, I have to dream.


From New York City, where the American stage begins, here is another program with a cast of outstanding players. Public service time has been made available by this station to bring you this story, as proudly we hail the United States Army. Our story today is entitled Operation Flashburn. It's the story of a typical small southern town such as Wilmington, North Carolina. And what would happen if that town were occupied by foreign troops? It is the hope of every one of the 60,000 men who took part in these maneuvers that this will never happen here. Our first act curtain will rise in just a moment, but first... Young man, be honest with yourself. Have you reached a standstill in life? Is each day just like any other? Are you worried about your future? And most important of all, are you feeling dissatisfied with yourself and your personal development? Well, if this description or any part of it fits you, it's just about time you investigated the opportunities waiting for you when you enlist in the United States Army. Every man in the Army has a skill, and more often than not, the Army taught him that skill in one of its fine schools. The Army offers an interesting present and a secure future, with plenty of promotions along the way. And above all, the Army molds you into a man, a man whose family, friends, and country are proud of him. If you think you can measure up, stop in at your nearest recruiting office and see if you can qualify to wear the mark of a man, the uniform of your United States Army. And now your United States Army presents the proudly beheld production, Operation Flashburn. There are perhaps a handful of men and women alive today who can remember what it means to have bombs burst in their backyards, who have seen artillery shells set their homes afire, who have heard the awful platter of enemy soldiers marching through their streets. Of course, we are talking about American people now. What we have just described has been rather a commonplace elsewhere in the world. Wars have ravaged Europe and Asia and Africa, with agonizing regularity. The threat of a conqueror's boot is still a recent nightmare in many places of the world, but it is only a faded memory to a handful of aging Americans. True, we have spent our blood and our treasure three times within the last generation, but our cities have remained intact and our people were spared the indignity of yielding to foreign soldiers. Because this has been so in the past is no guarantee it shall remain so in the future. It is some 90 years since troops marched against each other on American soil and spread the desolation and havoc of war. May this never happen again, but it will take more than our wishes to prevent it. Wilmington, North Carolina, a pretty nice town, typical small southern city, kind of a mixture of the old and the new. As a matter of fact, after quite a few years in the army, I've seen a lot of cities and towns. And while I wouldn't say this to some of the guys in the outfit, most American cities and towns look pretty much the same to me. Streets, buildings, people. What's the difference? Will you have, soldier? Oh, I don't know. A dish of chocolate ice cream, I guess. Some syrup on? Why not? Whip cream? It works. Sure enough, you only live one. A nice looking kid. A lot of nice looking girls in this town. A lot of nice people too. I wonder what had happened to this thing who were free. Hey, Sergeant, is it true the army's going to hold some big maneuvers around here next month? Well, I only know what I read in the papers. Yeah, I read in the papers that there's going to be a big war game with atom bombs and everything. Well, that's what you read. That's what you read. I mean, no kidding. Is Wilmington going to be invaded, like they say? Is an enemy army going to land here by? Anything can happen. Yeah, I guess. But I kind of wonder what would happen if it really would happen. Not just a game. Well, you wouldn't wonder long. You'd know sooner, huh? It's funny to think about war. War taking place right here? Just stop and think, don't it? Sure does, sister. It sure does. Well, this is the end of my three-day pass in Wilmington. Bus leaves for Fort Bragg in five minutes. We'll be fighting all around this state next month. That is, we'll be pretending to fight. An enemy force will have landed way down south in Georgetown, South Carolina and up through here. They'll have used atomic weapons to secure and hold the beach here. A lot of these buildings, theoretically, won't be around. It's funny when you think about it. That'll be 30 cents. Here you are. Have a nice trip. Thanks. Hey, you know, you have kind of a familiar voice. Wait, you might have heard me on the radio. No kidding. I sing, but that is when I can get a job. Most of the time I don't get a job, so I have to work here. Well, you're bound to be discovered one day. That's what I keep telling myself. Well, good luck. Have a nice war game. Oh, yeah. We'll try. Oh, farly old man you're aging. What are you feeling so down about?  You've got too much imagination.  Well, actually, it isn't really imagination. You've seen it in Europe, in Korea. Say, that was a good-looking chick at that. What a voice. You could listen to that voice all day, but you wonder if you'll ever hear it again. Bench-hunt! At ease. Sergeant Farley, cut the radio please. Find seats and make yourself comfortable. Not too comfortable, though. This is the latest in Operation Flashburn. For some months now, the 3rd Armored Cavalry Regiment and the 278th Regimental Combat Team have been trying on new uniforms and behaving like a foreign aggressor army. Who are those jokers, sir? Those jokers. Some two of the smartest, toughest outfits in the U.S. Army. Present company, naturally excluded. Those jokers, as you put it, are specialists in simulating enemy forces. Okay, as you know, they're a task force that has invaded the United States. They landed near Georgetown, South Carolina. That beachhead now extends as far as Wilmington. They'll be going for High Point and Winston-Salem. Their objective is to push north and west to capture our atomic manufacturing plants. Our objective is going to be to cut them off and drive them into the sea. Now, let's take a look at this map. His name is Lieutenant Gaines, and we're all in the day room of Sea Company, 505th Regiment of the 82nd Airborne Division. Okay, the 82nd may be my outfit, but I'm not bragging when I say it's a top-notch division. We train hard because, well, we know what it means to fight hard. And because we're airborne, there's one little added factor. We don't just ride up to where the fighting is. We jump into it. And that's what the man is talking about right now. Another jump.  We hold our positions until friendly ground troops fight their way in. If and when that happens, the aggressors are licked, and an invasion of the United States is nipped in the bud. Questions? Yes, sir. It was mentioned the aggressor landed by using atomic weapons. Is he gonna use them against us? Are we gonna use them against him? He is, and we are. Artillery will fire shells with simulated atomic heads. One of the basic objectives of this maneuver, Operation Flashburn, is to train troops to overcome atomic attack. Because it makes no difference whether you fight a war with a club, a spear, a rifle, or an atom bomb. Nobody has yet figured out a way to fight a war without an infantry soldier. All these things flying boxcars. Well, they're big enough. Each one of these planes can carry 40 troopers with full equipment. You know, they can say whatever they want about simulated combat. One part always has to be real. And that's the jump. You can't pretend to parachute jump. That you have to do. Well, we're all set, Sergeant. This ought to be a good one. Radio and order? Yes, sir. Okay. Remember when we hit the ground we'll make for the ridge. The umpires are gonna raid us on that. Yeah, well, what I mean is, sir... Well, you know how it is when you set up an airhead. You're behind the enemy lines, you're surrounding. The tendency is to kind of group together. Not against atomic weapons. Dispersion, that's the answer. That and dig in deep. Well, we trained for this. It ought to pay off. There's the pilot. Go ahead, Captain. Thank you, Lieutenant. I'm Captain John. To us, the aircrew, this is just routine. Of course, since you fellas have to jump, it's not so routine to you, but both of us have been through this thing before. Right now, fasten those safety belts and keep them that way until your jumpmaster you're to remain in your seats till you get the order to stand up and hook up for the jump. Now, the flight will last one hour. When you jump, we'll be doing about a hundred knots. In case of emergency, you'll hear two short bell rings. Now, that means we may have trouble. If you hear one long ring, stand up, hook up, and get out. That won't happen, but you can't tell. We'll drop exactly where you're supposed to be. Happy landing. There's plenty of time to get nervous during the flight. The jump itself is on your mind. And then, like any infantry soldier, the combat angle presents that nervous anticipation.  Well, I wouldn't know. I usually call asleep. I fell asleep this time. I woke up when the Lieutenant dug me in the ribs. It was a four-minute warning. Time to stand up and hook up. Just about ready for the jump. I lit a cigarette, took a few puffs, and doused it in the butt can. Then I started the word down the line. What's out? What's out? What's out? Ready? Stand up. I had to climb past the cable over my right shoulder since I'm going out the right door. Safety fork and a quick release box. Reserve chute. Hope I don't need you, baby. GP bag, weapons container. Yeah, that's Henderson slapping me to save my backpacks in order. Lieutenant's. Okay, he said. Stand off, my equipment check. Hey! I said okay. Okay. Three okay. Two okay. Okay. Yes, everybody. 2,000. 3,000. 4,000. Thank the good Lord. It opened. It's funny you never dare to think it won't open. But somehow you're always surprised when it does. And it looks good too. Open full. Enjoy this part of it, Farley. This is that feathery floating that nobody knows about who hasn't jumped. Hey, the ground is coming up fast. We must have been a little lowered and I figured. That looks straight to the front, kid. Knees slightly bent. Pose to the ground. Just relax. Get out of this. Grab your carbine and find the lieutenant. Well, how was your jump, sir? Beautiful, yours? Mine too. All right, let's get set up before we're put out of the ballgame. Follow me. Like pretty little kid's balloons, the shoots came floating down.  We made our way down to the base of the hill and started digging our foxholes. This was farm country. Off to the right we could see tiny buildings. Farmers would be going about their work as usual. You know, that's how it is in war too. People try to live. Of course, these North Carolina people didn't realize that not all of them would be around. Nor would all their buildings be standing if this were real. I just finished digging my hole when I heard Jenkins, a B.A.R., man, call out. Huh? Hey, what's up, Janks? Civilian behind that tree, Sarge. All right, come out of there, you. Oh, excuse me, soldier. I knew there was maneuvers around here, but I didn't think there'd be any soldiers on this hill. Where'd you guys come from? You must have just dropped out of the sky. Mm-hmm. What are you doing here, Mac? Well, I think I got a right to be here. I live here.  I'm out of looking for. And next thing you'll be looking for is your CP to tell you outfit paratroops are landed on this hill. Hey, soldier. I don't know what you're talking about, sir. Little fifth column deal we warned about, Sarge. Front hair looks like a farmer. Tops like a farmer. Dresses like a farmer.  Them shoes. Pointy toes. Never saw a farmer wear dude's shoes like those, buddy. Not Carolina farmer myself. You'll capture it, buddy. Yeah. Those are the only shoes I could get. I was hoping nobody would notice. What's up, Sergeant? Now we caught a surprise, sir. You're in civilian clothes. You know what's supposed to happen. I get shot. According to the rules of war, yeah. I want to question you. I have no answers for any capitalistic warmonger. That's a sketch. Janks, you and Thompson lead him to a hole. Let him stay there himself. Keep him covered at all times. We'll save him for intelligence. Let's go, buddy. Lieutenant, I have to inform you that these two men leading me away are now dead. Yeah? Nobody searched me here. My two grenades, I just killed myself and you're two troopers. Yeah. That figures. All right, our fault. Okay, good work. I really taught you all the aggressor tricks. Oh, Lieutenant, you haven't seen nothing yet. You are listening to the proudly-we-hailed production Operation Flashburn. We'll return in just a moment for the second act. Career-minded young men and women, now is the time to check on the Army's new Reserve for You technical training program. In it, you can choose from 87 outstanding courses and have a reserved seat in the school you've selected before you enlist. For complete information, visit your nearest United States Army Recruiting Station or put your name in it to R-P-C, Governor's Island, New York for New York. That's R-P-C, Governor's Island, New York for New York. And we'll be very glad to send you no obligation in the mail a free copy of our little booklet called Reserve for You. You are listening to Proudly-We-Hail and now we present the second act of Operation Flashburn. Operation Flashburn was an exercise conducted in the Carolinas. It's supposed that an enemy force had invaded and held a strip of territory running roughly from Georgetown to Wilmington. The aggressor army has been trained and equipped and taught the psychology of an enemy police state force. One of the divisions being used to attack the aggressor army in a move to drive it back to the sea is the 82nd Airborne which has jumped inside the enemy lines and now holds what is called an airhead. An airhead, if we may digress for a moment, is one of the least enviable positions any unit can maintain. It is a position in enemy territory where you are completely surrounded with no place to go and your mission is to hold until your own troops can break through. Our story so far has told of the reactions of Sergeant Farley of Sea Company of the 505th Regiment. Sergeant Farley's company is dug in along a small hill. Like every company, its mission is now elementary. Hold them. Here they come. I'm calling Charlie One. Charlie One. We're being attacked. Looks like a whole battalion. Fire and FBL. We'll call. I'll be right back, Sergeant. I have spread the word. Sir. Sir, they're pulling back. I wonder why. They didn't figure us in this strength, sir. Well, I'm sure we haven't seen the last of them. Now there go the umpires. Probably gonna check our lines and tell us what our casualties are. Well, I'm sure we lost the listening post. I know they were overrun. Well, I'm sure, sir, but the aggressor took a bad beating, too. But tonight is what worries me. We settled down to wait for an attack and we knew it had to come. Even though it was just an exercise for a minute now and then it seemed too real. It's always real when guns are firing, even though they're not firing live ammo. The day crept on with no further action. We had nothing to do and no place to go. The aggressor would have to make the move, and he did, but it wasn't quite the move that we expected. Somewhere out there in the darkness, a truck had pulled up and it sent over a barrage, not a barrage of shells, but one of sound. Hello, fellas from C Company. How are you tonight? Tired, huh? Been a long, hot day ahead. Sight war, Sergeant, and that voice. I've heard that voice before. Well, there's hot chow and plenty of it over here. We're having a dance tonight. We have some real head chicks.  Hey, how are all the bugs and mosquitoes? Oh, what's it all about? What are you fighting for? Do you know? Do you really know?  Liberate you from the warmongers who've been enslaving you. We've come here as brothers and sisters. You've been misled. You shouldn't fight us. You should welcome us. Say, do you know this is Saturday night? You know what we should all be doing on Saturday night? I'm dancing. Remember when you used to go dancing? Bet you and your girl really cut up a few rugs to this one. Yeah, now I know. What do you know, Sergeant? That girl. She must be the one who worked in the ice cream parlor.  Yeah. What a voice.   After some rough days, weeks, months in combat, a voice like that does things. It's a voice that you can hear every day back home. And it kind of eats into you. It's all part of the new style of warfare. Work on the mind. Control the mind. And you control the man. They can't the mortars find that truck. They're better. That girl is worth a regiment. Hey, save yourselves. Think of you for those who love you. Save yourselves now. Does this kind of thing really work? Well, it's an intangible. Who knows what it can do to a guy's subconscious? After a while, the music and the voice went away. I tried to imagine what it would have meant that we'd been in here for real. And then suddenly, the darkness was lit by a brilliant, blueish amber light. Hey, hey, what's that, Lieutenant? The aggressor must have set up powerful searchlights a couple of miles back. They're beaming them out the clouds. The rays are bouncing back and lighting us up. Charlie Five. Charlie Five. Attack, moving up on your front. Hold them. Reinforcement's on the way. Give them everything. The searchlights. They got the searchlights. Oh, my last clip, sir. Sir, there go the empires. They're waving their hands. The aggressors are beating back. We held them. We held. Yes, sir. I guess we did. Well, that takes care of this invasion, doesn't it? Yeah, I guess it does. This make-believe deal. There's no real enemy. The Carolina coast hasn't really been invaded. No atom bombs were dropped on Georgetown and Wilmington. Thousands of people aren't dead. It's just peaceful countryside. But when you're firing the guns, it's so easy to see the other picture. Hi there. Hi. You remember me? Yes, sir. Played chocolate ice cream, Sergeant? Yeah, I guess so, with the works. I read about the maneuvers and the patrons. I'll bet you're happy they're over. Well, I caught your act two weeks ago. It was terrific. Oh. Yeah, I recognized your voice. Yeah. Well, they talked me into it.  Boy, I knew what I was doing there a while. Well, how did it happen? Well, some colonel went over to the radio station and asked the director for a girl with a certain kind of voice. The director recommended me. Oh, how did it feel? Oh, kind of weird. The colonel explained what it was all about. Of course, I was glad to help in the training exercise. But you know, what crossed my mind? I said to myself, suppose this colonel wasn't in the U.S. Army. Suppose, like he said, Wilmington was really captured. Suppose this was really an enemy officer not asking me but telling me. Well, what would you have done? Well, Sergeant, I could be a big heroine. But who knows what they can do to people? I guess you never know what you'll really do until it happens. Yeah, that's right.  We like it. I like it more than ever now. Oh, did the maneuver... I mean, Operation Flashburn prove anything? Yeah. Yeah, I guess it did. It proved we were ready. Now, here's an important message for young men who are high school graduates. Never before in history has there been such a need and such an opportunity to serve your country and yourself as there is today in the United States Army. If you're qualified, there are careers open for you in radio, radar, weather, communications, and many, many other fields. So pay a visit to your nearest United States Army recruiting station without delay and get full details. This has been another program on Proudly We Hail, presented transcribed in cooperation with this station. Proudly We Hail is produced by the Recruiting Publicity Center in New York for the United States Army. This is Mark Hamilton speaking, inviting you to tune in this same station next week for another interesting story on Proudly We Hail.


Hi and welcome to the session. Let us discuss the following question. The question says proof that a cyclic parallelogram is a rectangle. Let's first make a figure of this question. This is the cyclic parallelogram. We have to show that it is a rectangle. Let's write down the given information. A, B, C, D is the cyclic parallelogram. We have to show that it is a rectangle. Let's hand begin with the proof. Cyclic co-delay trail E is equal to 180 degree because cyclic co-delay trail is 180 degree. Parallelogram therefore equal to angle C because in parallelogram opposite angles are equal to 180 degree. So this implies both angle A and angle C equal to 90 degree. It is a cyclic co-delay trail. Angle D is also equal to 180 degree. But angle B is equal to angle D because opposite angles in a parallelogram are equal. So this implies both angle B and angle D are equal to 90 degree. You can see that all the angles of co-delay trail A, B, C, D are equal to 90 degree. As each angle is of 90 degree, therefore A, B, C, D is a rectangle. Because in a rectangle all angles are of 90 degree. Hence we have proof that A, B, C, D is a rectangle. So this completes the session. I and take care.


I prefer speaking my language, partneratostrategic. Romania is and has been a very close partner and a very valued ally, and we are working more closely together than ever to meet some of the most important challenges of our time. I'm grateful. The United States is grateful for that partnership. We see it right now, particularly when it comes to helping defend Ukraine against the ongoing Russian aggression and the critical role that Romania has played and continues to play in making sure that Ukraine has what it needs to defend itself, but also, critically, the ability to continue to export grain, wheat, and other things that are so vital not only to Ukraine's economy, but vital to people around the world.


I think it's an amazing experience like when you apply for it, you have hopes but the winning is like the ultimate thing so when you know that you've actually won it feels great, feels good to be recognized, feels good to know that so many people in the industry now know about you the jury members know about you so I think it's an amazing platform, it really is Of course, of course it is, I'm now in a media agency but I came from an essentially creative agency so numbers validate a lot of the things that you do but I don't think that's a bad thing at all I think if you can marry a creative thought towards numbers that give results you just hit home I think it's a great thing that it is number driven, the challenge that lies in marrying creative with numbers is the best thing I feel so it's not like something should suffer because it does not give numbers, I don't think that happens you need to make it work, so that's that


Welcome to this arena session. Apologies for the late start. Just so you know up front, we must break this meeting in about 12 minutes time, because there's another session which is very generously given away a little bit of that time, so we could have this opportunity to speak with Foreign Minister Adel Benachmed Al-Jubeir. Foreign Minister, fantastic you made it here. We're really looking forward to it. You can see you've got a good turnout here, and this conversation is also going to be live streamed for those of you who are in the room and are thinking about what you're going to say, but live streamed on the top link and website. If you don't mind, I'm going to jump straight in, so we'll make the most of this time with you. And what I will do is this is an arena, and the arena is meant to involve people in the room. I would literally ask one or two quick questions and just get a few comments in from around the room and bring them back to you. We have a new president heading into the White House. The relationship has not been great, I will say this, with the Obama administration, especially towards the end. What would you like to see that would be different? More American engagement in the world, more American engagement in the region, rebuilding of relationships with allies, a serious effort to destroy ISIS, serious effort to contain Iran, and I think the change will happen. The U.S. goes through periods where it's looking inwards and it goes through periods where it's engaged with the world. I think that now it's going to go through a period of engagement with the world. Despite President Trump, America first kind of approach, and in particular just on Iran, the nuclear part of the deal, would I be right in saying the Saudi government could live with it, but it was the regional engagement that really has been the most, the greatest source of concern. If there's an opportunity for this nuclear deal to be revisited or not observed or somehow, is that good news or bad news from the Saudi perspective? I think a number of countries, including Saudi Arabia, have concerns about the nuclear deal. What happens to Iran's enrichment capabilities after 10 or 12 years when the limits on enrichment and centrifuges are lifted? Do people trust the Iranian regime in not trying to acquire a nuclear weapon? I don't think they do. That's one concern. The other concern, so the deal has to be implemented to the letter in order for people to be assured, and this is what the Iran administration told us would happen, and this is what we expect the P5 Plus one to do. Secondly, the bigger concern with Iran is its engagement in the region, its support of terrorism, its violation of ballistic missile agreements, and the fact that it has gotten away with so much over so many years is an issue of great concern. So we expect and we hope that the world will be serious about making sure that Iran is held accountable for its support of terrorism and for violating the ballistic missile arrangements and for its interference in the affairs of the countries of the region. There'll have to be, in a way, then, in that case, for that kind of outcome to happen, some type of pushback. In a way, Iran has much greater influence than it did before in Iraq, something I know that has caused quite a bit of frustration to Saudi ministers and your ambassador there. There's a pretty tense relationship at the moment between the Iraqi government and the Saudi government, and it would look as if, in Syria, the deal that will be done will be one in which, very possibly, Iran will get what it wanted, which is Assad in power for a long period, and the Syrian negotiating committee, which the Saudi government has supported, is excluded from the Astana negotiations. Do you feel that, in a way, although this is what you would like, the reality may be a stronger Iran, at least for the next two to three years regionally? I don't think so. I think the world is walking up to Iran. The region is walking up to Iran. Iran's capabilities, financial resources are limited. There are conflicts taking place within Iran in terms of where the direction of the country will be, so I doubt that this would be the case. With regard to Syria, the reason the Syrian High Commission is not involved in the Astana talks is because those talks involve the fighting forces on the ground, not the political groups. That's one of the reasons. The talks will be held at the level of technical talks. The objective of those talks is to come up with modalities for a ceasefire nationwide, then take the talks to Geneva and presume the talks under UN auspices on the basis of the Geneva 1 declaration and UN Security Council Resolution 2254, which is something that we have advocated for a very long time. Do you think that Iran could be a partner in fighting Daish? Daish is a pivotal moment in the conflict against it, at least in the region. It is a common enemy, I would have thought, at least on this issue. Can you see any areas where cooperation are possible or not? It's not an issue of cooperation, not cooperation. We look forward to cooperating with the Iranians and others in terms of fighting terrorism. But the fact of the matter is Iran has been single-handedly the most important supporter of terrorism in the region. Iran has created and supported Hezbollah. Iran has harbored terrorists, sheltered terrorists. The virtual board of directors of Al Qaeda settled in Iran after the American invasion of Afghanistan. The order to blow up three housing compounds in Riyadh in 2003 was made by Saif Al-Addel, the chief of operations for Al Qaeda, while he was in Iran, in a phone call that we have on tape. The three leaders of the terrorist attack in Skobar Towers in 1996 fled to Iran and had been living there ever since. Their leader, Al-Muqassil, was captured in Lebanon last year with an Iranian passport even though he's a Saudi citizen. We know of contacts between Iran and Hezbollah through Imam al-Muqliya and Osama bin Laden while he was in Sudan in the early 90s. I find it interesting that virtually every country in the world has been attacked by Al Qaeda and Da'af except Iran. Why? So let me just bring two other topics in very quickly. I'm just going to move sideways for a second. We had Xi Jinping giving the opening speech here in Davos this year talking about the importance of globalization, sustaining that track. It has become one of the key markets, not the key market for Saudi oil exports. Do you see China playing a different kind of role? Here you are, United States, which is not a big importer of oil from the region but is a key security ally. China, which perhaps is an even bigger economic relationship but is not really a security ally. How do you think you're going to manage this balance? Do you see China playing a bigger role in the region? Is this something you look forward to? I believe just by virtue of China's size, China will be playing a bigger role not only in the region but in the world. I believe that the rise of China should be a source of stability rather than conflict because as China gets integrated into the world and into the world economic and financial systems, it has a tremendous interest in stability of those systems and so I think the rise of China should be one that is welcome, not one that is viewed as a source of threat. With regards to our relationship with the US, the US and Saudi Arabia have had a historic strategic partnership, if not alliance, since World War II. That relationship continues. We expect it to broaden and deepen and grow stronger. Our interests are aligned when it comes to the issues of the region, whether it's Syria, Iraq, Iran, whether it's Yemen, whether it's terrorism, whether it's energy issues, financial issues. We have very, very strong people-to-people relationships with the US and I expect that this will continue. With your experience there, I'm sure you're going to be one of the people closely involved in this relationship because I know you've had significant experience as well on the congressional side. I'm going to ask one last question. We're being so disciplined on time here and then I'm just going to look around for two or three hands and you will have to be extremely quick and specific with your question if I take them and I've seen one already. Last point on this. You said the relationship with the US is one that you want to make sure remains strong. President-elect Trump has said that he looks forward to moving the US embassy from Tel Aviv to Jerusalem. And yet here we are at a time where many in Israel have been hoping that some version of the Arab Peace Initiative could come back again. This is a moment where Israel and the Gulf countries in particular, in the context of a common enemy in Iran, might be able to find a way to work together on a solution to the Arab-Israeli conflict. Are you worried this is just going to go in the opposite direction under this administration? I hope not. I believe that previous administrations have called for moving the US embassy to Jerusalem, but when they recognize the dangers that this would entail, they have delayed that decision. Congress passed a law in 1996 calling for the US embassy to move to Jerusalem. It's now been 20 years and it has not been moved because people recognize the danger that it entails. The issue of Jerusalem is to be a final status issue to be discussed and negotiations between the parties. You mentioned the Arab Peace Initiative. The Arab Peace Initiative is still on the table. It was accepted not only by all of the Arab countries, but also by the Organization of Islamic Conference, which includes more than 50 Islamic countries. The initiative was amended a few years back to allow for swaps of territory between Israel and Palestine. I think it's become now the main basis for a settlement. We had a meeting in Paris on Sunday, where more than 70 countries reiterated the importance of maintaining the possibility of a two-state settlement, and reiterated the principles upon which such a settlement should be based, which is development UN resolutions in the Arab Peace Initiative. Our hope is that there will be enough courage and enough political will on both sides to be able to move to settling this longest conflict in our region. Right. Two. One, two. Two people put their hands up straight away and they're sitting next to each other, so it'll make life easy and our colleagues won't get too upset. For Minister Faisal Abbas from Arab News, Chasta, with a new administration coming to Washington soon, what is the best that can be hoped? A watered-down version of Chasta or a complete reversal, we know that Saudi lobbyists and the Saudi government has been working extensively to try to explain the Saudi point of view on this. So what are your kind of hopes for achieving with the new administration on that front? Okay. Just pass the microphone to your right, because I'll let you then manage the time quickly yourself. Mina Al-Arabi, YGL. I wanted to ask you about the visit of the Lebanese president to Saudi Arabia. We've seen tensions mount in the region in 2016. Is this the start of some of those tensions coming down? And how do you see the possibility of political progress in Syria? Thank you. Okay. With regards to Chasta, it really is an American situation. You could explain that just not about him. Chasta is called the Justice Against Sponsors of Terrorism Act, and what it has done is it has diluted sovereign immunities somewhat in order to allow for lawsuits against countries that are suspected of having been involved in terrorist attacks in the United States. The concern that we have, as well as over 90 other countries who have expressed those concerns to the U.S., is that when you dilute sovereign immunities, you turn the international order into the law of the jungle. For example, allowing countries to use your airspace in warfare could subject you to lawsuits. Using drones could subject you to lawsuits. The discretionary functions of government, these are decisions that government make as policy, are no longer immune to potential lawsuits. The agricultural policies of certain countries could be then viewed not as discretionary functions of government but as restraint on trade and therefore market manipulation and therefore subject to lawsuits. That's the concern that Saudi Arabia as well as over 90 countries have with regards to Chasta. There is a common view in the Congress that it was not thought through and that it needs to be amended in order to remove the unintended consequences of this legislation. There are attempts to try to amend it or modify it so that it does not dilute the discretionary functions of government and the sovereign immunities of government. Our hope is that wisdom will prevail and the Congress will do the right thing and make the adjustments. The country that has the most to lose from the dilution of sovereign immunities is the United States itself and American officials know this because America has the largest footprint in the world. They operate all over the world, they are fighting wars all over the world, they provide weapons to countries all over the world. If that principle is eroded then the US could be sued in virtually every country in the world. American officials and members of Congress know this and that's why they are trying to come up with a formula. With regards to the visit of the President of Lebanon, Saudi Arabia has always had very strong relations with Lebanon. We have always cared about Lebanon, we have always been at the forefront of countries trying to bring the Lebanese factions together. We were instrumental in ending the civil war in Lebanon where we hosted the TAIF agreement that moved Lebanon towards better future. We have been very strong supporters of Lebanon, we have more than 400,000 Lebanese who live in Saudi Arabia and who sent back close to $5 billion a year to Lebanon. So we want to have the best possible relations with Lebanon. Our concern is that Lebanon not be a source of danger to us, mainly Hezbollah, which operates in Yemen, which operates in Bahrain and which has tried to have terrorist cells in Saudi Arabia. The election of President Owen was a decision that the Lebanese made on their own. Our position has been whatever the candidate the Lebanese agreed to is fine with us. Hezbollah has acted as a statesman as soon as he was elected. He gave a very inclusive speech. He reached out to all Lebanese factions. He made it a point to make Saudi Arabia his first visit outside of Lebanon, to underscore the importance of the Kingdom of Saudi Arabia to Lebanon. I believe that he will be a statesman who represents all Lebanese, and I believe that he will contribute to the healing process in Lebanon given his history. He was a former army chief, he was defiant in the face of Syria's attempts to undermine the TAIF agreements. Now that he's moving from a partisan position to a nationalist position, we will do whatever we can to support the Lebanese in general. For a minister, we have to break it.  But as always, you have covered the landscape extremely quickly and in my opinion extremely well. Could we please give a strong hand to for a minister for getting his time? My apologies again. I thought traffic was bad in Riyadh.