And I'm very thrilled to be here to spend this last hour with you and talk about social and emotional learning. How many of you were part of this? I know you've probably been asked this already, I'm really sorry. But how many of you were here for last year? How many of you continue on? Wow. Oh, so good. And how many of you are new? Just so I could get a lay of the land. Okay, great. So, we'll see. I apologize in advance if I go too fast for people who are here for the first time. And I apologize in advance if I say some stuff I already said before to the people who are already here. And so I think what I'm going to do in this next little while just is a bit of background. I'm Kim Schoner-Riekel. I'm a professor at University of British Columbia. I have been doing research and teaching in the area of social and emotional learning in schools, particularly focused on children's, the development of empathy, compassion and altruism in children. And I've been... How many of you went to UBC? Oh, woohoo. It's supposed to be 40% of all teachers in the province. So I think that kind of represents that. And I... Did anybody have me as a teacher? No? No. I've been there since 91, for Pete's sake. There's a couple. So anyways, and just a little bit of other background information. I started off as a teacher of seventh and eighth grade and also high school, alternative school, and also lived and worked in a residential treatment institution, a mental institution for children and adolescents. And another couple other little tidbits. Actually, my minor was in reading as my elementary education degree. And so I really focused a lot on reading. And French were my two foci. And then I got into this whole area of social and emotional learning. And I also always have to also tell people that I'm also the mother of two boys, 13 and 16. Gray is going into high school. I have two boys in high school this year. So any advice I'd take right now? Let me start. What? What was it? It's a drink wine. No. Okay. So we'll see. Anyways, without further ado, I give you a bit of the lay of the land. So I'm going to start with a bit of a background. That was what I just gave you and a story, which I'll tell you in a minute. I'll try now, just briefly, why we're focusing on social and emotional learning. What now, SEL 101, but I'll get a bit of a sense of what you know already. Some recent science on SEL. Just a couple of things. I always, as a researcher, I spend my days and nights actually doing research trying to unpack this idea of how do you promote these things in schools? How do children develop? What can we do in context to help support children?  But with a, anyway, so I'll give you some of that and hopefully we'll get through most of it. And if not, the whole PowerPoint will be available on the website so you can go through everything. So just a couple of, I'm going to reiterate a couple of things I've said again and again and again, but I cannot start to emphasize enough that the foundation of all children's development and learning is in a context that is loving, supportive, and nurturing. That is the foundation. It is about creating that base, that safe base for all children. And I'm going to say the love word, because I think a lot of times we don't necessarily say love, but when I worked with kids, I loved my children. And I think we really have to think about that idea of how we create that really caring context, because that's where they learn. In the words of one of my colleagues and former students, Tybin Fett, you learn best when you feel the best. And I love that motto. The idea of how can we create, what are the conditions in our classroom that we can feel the best so we can learn the best and getting kids engaged in that. It is important to provide students with opportunities and specific skills to learn about social and emotional competence, to learn emotion words, to identify their emotions, to be able to identify the emotions of others, to be able to know when they're angry or sad, and when they feel that way and what they can do about it, when they're stressed, because we know that those that awareness and being able to know how to manage those emotions helps have more healthy relationships and so on. And finally, at the heart of this too, is the promotion of adult social and emotional well-being and competence. We need to start with the adults. I can't emphasize that enough. For years and years, we started just thinking we have to focus on the kids and let's, you know, one more thing to do. I don't know if any of you have ever heard that. Yeah, for sure. You're giving me one more thing to do without taking care of the adults and really being aware of that. And so, for example, I always use this one. Has anyone heard of the Roots of Empathy program? Someone was telling me, I might have told this story last year, so forgive me if I did, but it was a teacher who had the Roots of Empathy not anywhere near here. So it's no one that you guys know. It was out east in another province. And this teacher was doing Roots of Empathy in her classroom, which is about bringing an infant into the classroom to be a springboard and talking about how we feel, how others feel, to talk about emotions, and really a way to get children to disclose how they're feeling and when they're feeling sad. So the Roots of Empathy instructor was this group of children sitting around the carpet all saying, let's share a time when we've been sad. And so these children are just, you know, just things that are so heart-wrenching at the times that they've been sad or scared. And they get to the teacher who was also part of this group and the teacher is sitting there goes, yeah, I'm sad when I have to tell you guys more than twice to do anything. Now, clearly that teacher needed some support for her own social and emotional well-being. That teacher was stressed, you know, so how can you promote students' social and emotional well-being without having your own social and emotional well-being supported? And it starts higher up, but again, it just emphasizes where it starts with the adults. And then this just talks about the idea of social and emotional learning programs or practices, the creation of learning environments that are safe, caring, well-managed, participatory. I love the last presentation about children's voices. If we could start at the central part of a child-centered environment in which children's voices are listened to and responded to in authentic and loving ways, I think we've done most of our job. I mean, I really think that that's so critical. And then, exactly, having opportunities to develop self-awareness, social-awareness, self-management, relationship skills and responsible decision-making leads to greater attachment to school, less risky behaviors, and things like resiliency are developed, and then better academic performance and success in school and life. And just this one quote I've showed you before. Isn't that a beautiful picture? I just love that one. I know I sent it to Maureen at one point. I have to say, I'll send these. You'll have all the slides. Any of these that you want to take and use in your own presentations or anything like that, please feel free to use that. I've asked before who said this. It's Aristotle. So I thought I'd start with... I was asking Maureen, I have limited time and I was figuring out where to start. You guys are at the end of the day. I can't just fill... I have tons of slides. If anyone's ever been at any of my presentations, I have a lot in my head. I think you have to know. But anyways, I'm going to start with a story, because often don't we wonder why do people do their... What is their passion in life? Why am I so into social and emotional learning? Why has this been my life mission? I've been so lucky to find something that just resonates with me, but it had to do with all the children with whom I've worked over the years. And really one of the examples that I feel so fortunate that really has emphasized to me the importance of context was after I was teaching the elementary school and then went to teach at this high school, I then after that went to do my master's degree at the University of Chicago. I was living in Chicago at the time. Does anyone pick up my Chicago accent? I've been here for a long time, but I was just back in Chicago not so long ago so you know how it comes back. So I went to this school I had read about and it was a residential treatment institution for kids with severe emotional and behavioral disorders. Basically it was identified as a hopeless cases. It was the kids who had been in special ed, then hospitalized, then homeschooled. Nothing worked for them and they were sent to this school often for many years. You know sometimes seven, eight, nine years. But it was a school that was based on a really different concept of a mental institution. You know rather than do the women and the straight jackets and if anyone's ever worked in any of those places, the orange jumpsuits and the plastic silverware and all of that. The person who started this school in 1944 was a guy named Bruno Bettelheim. And Bruno Bettelheim had written books about love is not enough. But Bruno actually started off, he was a child psychologist living in Vienna in the 30s. And then because he didn't want to leave his mom being Jewish he was put in two concentration camps. One called Dachau and one called Buchenwald. And how he survived those two camps. Because he was kind of, you know, because you have to find some way to survive. I mean he wasn't in a, and then I learned there's this whole, there's concentration camps and death camps. Like Auschwitz was a death camp. You know some concentration camp, although many people died, it was not the sole purpose just to put everyone to death. So anyways at Buchenwald he survived by observing human behavior. I mean that's how he did. Because he didn't pretend it like I'm a scientist, a social scientist going and seeing how do people behave in extreme situations. And he really just noted what happens when you have brutality, loss of autonomy, inconsistency and structure, all of these things. And what he found is that people, most people under those conditions fall apart. They lose their sanity. They, you know, did all sorts of things. So when he came out he was released, but suddenly it was like, it was so weird it was Hitler's birthday or something. That was how I guess on Hitler's birthday they released some prisoners. He was released after a year, sent to Chicago where they would take him. Interesting, all these fascinating things. Yale University wouldn't take Jews. University of Chicago did. Anyway, just so fascinating that whole thing. Anyways, went to University of Chicago. They gave him this school. They knew he had studied children or something. They gave him this school. How can I take the, what I learned in the concentration camp and reverse it? If a context has the power to create problems, then sure, you can create a context that would help take you out of it. So he did, created this school. He called it the school, not a mental institution. That was basically the most beautiful place you'd ever want to be. It was the walls. It looked like you were walking into a beautiful family home. Children ate off of China from, here you got, we had 40 children there who were severely emotionally disturbed who had community meetings every week to have decisions about what was going to go on in the school. So the first community meeting I went to, the children were making a decision because the China plates that they ate off of, there was a tea. They had tea sometimes after dinner. Now this is a mental institution. And the China cups, the handles a lot of them had broken but the set had been discontinued so they couldn't just go get the new cups. And so the director at the time, Jackie Sander, imagine 45 to 18 year old sitting on the floor, severely emotionally disturbed problem behavior and they're talking about which of the three China cups they were going to vote on to see to replace the China cups for the entire place. This idea until if they were going to get a new if we were going to paint their dormitory we met with the painters and the kids just voted on which color they wanted it. Every detail it was their thoughts were valued. So anyway, so I went to go work there. I'd applied, actually part of the interview process three day interviews where you actually meet with the kids and spend time with the kids and the kids have a say so and whether or not you get hired. Because they can pick up, like oh this person might seem like they're really nice but they still think we're crazy. You know, or something. Those kids are all kids are hyper sensitive to an adult not being authentic. So I went to work there and I was first for the first five months I was a sub. I don't know if any of you have been a sub. It's such a thankless job. You want your own group of kids and I wanted this. I'd go and be with these group of kids and they wouldn't even let me they'd never even learned my name.  And in the school there were three boys dorms and three girls dorms with about seven children in each. They actually went to school in the same building. And so fine, there were staff meetings every day, lots of collaboration. I love how Fay said collaboration collaboration, lots of that. Always talking about the kids, always talking about the adults as well, the adults well being. But the motto there and what I loved about this therapeutic milieu is that you lead with empathy. That everything you approached was thinking about a child's perspective and thinking about how can you connect with that child. How could you have empathy and identify something with that child and find something about each child that you liked. And in fact for the first three months of working with a group of kids you were told never to read their files. That you're told just make your own impression to not bring in preconceived notions of what you think they will be like. You just have them. Okay, so here I am, a sub and I'm going to the staff room in the evenings after the kids all go to bed and I'd see Jessica and Jessica would always be in there. She worked with this group of boys that I heard were really difficult. They were called, every group had a name, these were called the lords. And yes, and so Jessica would be there crying and say, oh Jeff, oh my goodness, oh Jeff and I just hear, and then I hear this name again, Jeff, Jeff, it turns out and doing a little bit of understanding, Jeff was a 14 year old boy at the school for a couple of years, had been through a traumatic family situation which I never knew anything about but had like 160 IQ. So imagine on the one hand being really really disturbed and being really really smart and he was so he was so good at being able to find everyone's faults, everyone's problems and from what I gathered he also could, he did not like women, like he did not like any of the female counselors. I know Sabrina told me one of the counselors that she served in pancakes and he didn't like how much syrup she put on so she put the syrup over, he put the syrup over her head and you know over and over again all the things about Jeff this and so I just, you know, I'm thinking oh my goodness this guy, but anyway so one day, but I'm wanting my own group, right? So the head of the school Jackie Sanders comes to me one day and says oh Jessica's leaving and so you're going to be the new counselor for the Lord and I'm like yay and I really was so excited because it was like okay a challenge and stuff so so at that dinner that night where the boys were told I would be their new counselor the Jeff comes by the table and goes when you're finished eating come up to the dorm so I was like oh this is so good so positive he's saying you could finish your dinner no really think about like he's like when you're finished your dinner like that's a really good that was a good thing so I go up there afterward and the dorm is set up it's like all these beds and carpets around and he's over in the corner and you could see he's very he's 14 year old kind of little for his age but just so anxious like you could feel like just being around him like the he just anyway so anxious so he's and I'm just thrilled that I'm going to be a counselor so he's pacing in his area there's a rug in his bed and you could just I knew I just couldn't go any closer because he was just so like then he goes okay I have my laundry I throw my dirty laundry on the floor around here I want you to pick it up and when you see it and put it in this laundry bin right here I was so thrilled I know I really was like he was asking me to do something for him like this was this this was a big step like think about how interpreted isn't like this 14 year old kid who has no this is a kid who can't really ask anyone to do things for him who's asking me to pick up his dirty laundry I used to say dirty laundry but what do we do you know if you think back and think about what mothers or parents do or caregivers do for infants you take care of their dirty laundry diapers and stuff and you do it lovingly most of the time and so I did so I go in and he would have picked up if I would have found any hesitation that he kind of disgusted me or if he was someone like that I would have said no so anyway so slowly slowly he'd start I'd go into the dorm he wouldn't talk to me but he might ask me to do a little something the next thing he asked me to do is go get a towel a clean towel for him first time he'd ever asked a female counselor to go and get him a clean towel never before he'd always go wait till the next male to come on next thing he asked me to do no this is weird he asked me to cut his nails his fingernails and I thought oh my goodness I wonder if I cut him I'm so scared but I set it all up and I was very careful I was like oh my goodness he's let me to touch him and so I cut his nails slowly by slowly he was letting me do some stuff but I knew there were still so many problems so one night two oh so the kids all slept in the school so if they woke up in the middle of the night they can go to the night counselor one night two o'clock in the morning knock in my door knock I go to my door put my robe on go he's standing there with his arms crossed and said make me scramble to eggs well my first response could have been well you should go to the night counselor don't bother me but then I thought again here's this child really who had had many traumas in his life who was asking me to do something and what really was the motivation behind him was he really hungry for scrambled eggs at two o'clock in the morning probably had a nightmare woke up scared in the middle of the night couldn't come tell me he was scared so I go and make him the eggs I'm down cooking and making him the eggs give him the plate of eggs and he goes off and the next morning I see the plates and everything was fine and then slowly slowly slowly he starts talking to me and asking me for things and finally discloses what had been in his file which I had kind of heard rumors about about the extreme sexual abuse he had been subjected to as a child from a family neighbor who's in his mom told him just to keep quiet about it because she didn't want to disrupt anything and he had had numerous I won't even go into all the things that had happened to this young man's life and you know the whole idea even how he was surviving so it really showed for me this idea of leading with empathy and not judging a child and really responding to them just what happened a year later well this is a year after one thing we did at the school which again is a kind of a neat thing to do again of a ritual I love rituals and traditions and things that each child who was at the school the morning of their anniversary of how many years they'd been at the school all of the counselors would arrive at their bed in the morning and say and have a gift for each year they were there and each gift symbolized in some way some progress they had made and of course the kids would love it because we'd have to describe what oh well here you've made this growth and it was about celebrating their strengths and their progress so Jeff decided he goes Kim you've almost worked with me for a year and I said yeah and he said um I want to do something for you I made such a difference and I said well what he goes I'd like to bring you breakfast in bed like could I make breakfast that kind of like you do on Mother's Day because he'd never had that experience so I said well I get you guys up for bed like I get you up off to school and he goes then you have to go back to your room I said okay and he got special permission and he went and he made me these scrambled eggs actually and um you know on a tray and had a flower and then a card and in the card he just wrenched my heart because what he told me was that he always thought of himself as such a horrible child a horrible kid disgusting and he said that that one night that I got up in the night and made him the scrambled eggs was the first time that he ever considered that maybe he was not so bad if someone would get up and make him those eggs and stuff um he also did tell me they were the worst scrambled eggs he ever tasted so you see Jeff kind of had that edge anything going just a fast forward many years Jeff and I still are on email are on email now he is married with three children in Denver and has written a few books he's actually a genius at computers he was taking courses on computer science at University of Chicago when he was 14 and 15 and stuff but it just I'm telling that story for a couple of reasons here and talking about social and emotional learning the thing is that we have to well first of all I think stories are a way for us to educate the heart I think that you know using stories with children finding out their stories finding things that are personally meaningful are so critical but the other thing is that how was I able to respond in that way to this boy what was it that what were the conditions for me to be able to help him and respond that way is because the place working was so attentive to taking care of the adults like there was so much given to not just blaming you and saying oh that was a stupid thing you did or that was but it was always the adult the people who supervised us always responded with empathy and always started with the strengths and always said I remember when I was new I did something like that and so it's the idea of how you support and lead with empathy and the teachers that you're supporting with what goes on there so now I'm going to have you do a bit of an activity get up and walk around a bit so a greeting activity do you guys know each other sort of kind of you had a couple of days together okay move around the room and silently greet your colleagues until I call stop then you're going to find a partner and introduce yourself with your name and then think about share with each other what are the most important knowledge skills and dispositions that you want students to have when they finish their education and why and then both take turns talking about what are the most important skills knowledge skills and dispositions that you want students to have when they finish their education and why so I'll give you a few minutes for that I just want to take a minute to hear about some of the things that you discovered then in this next little while we're going to go about 17 more minutes I promise Maureen I'm ending at 230 right my dear I just want to share with you a couple of recent research findings and then a really cool practical strategy that I'm going to send but you know there's much more in my talk but let me first feel what were some of the things that people felt were the sort of skills competencies that students should have when they graduate when they finish their education what were some of the things curiosity sense of community self-confidence yes self-confidence or what's kindness yes kindness I can that believe yeah yeah the resiliency not afraid to take risks no it's interesting we wonder in our society now with the risk taking and do we insulate our children too much anyway it's just an interesting yes sort of working together that collaboration and problem solving together any other yes curiosity or do we do the drill and kill it's interesting yes what do we do how can we keep that love of learning so many of the things that you were mentioning are things that are part of social and emotional learning so we know the sort of five dimensions that castle the collaborative for academic social emotional learning has identified is something like a self-awareness being able to be aware of your strengths and weaknesses your sense of confidence in your abilities knowing your strengths a sense of self-aware social awareness being empathy kind aware of others perspectives self-management how to manage your own emotions what do you do when you're angry what do you do when you're sad and really understanding that even the idea of the social or self-awareness who do you need to go to for help when you have a problem I think that's something we don't spend enough time explicitly helping students to develop that skill who do you go to who are the people in your network relationship skills and of course responsible decision making those are all of those dimensions of social and emotional learning I want to highlight for some of you who are here last time for the new people as well there's a great new two websites that I have to say you have to go see one is CASEL the collaborative for academic social and emotional learning it has a new anyways they have some new things on there but the other one that's really good and has lots of new stuff is Egitopia there's that guy named George Lucas George Lucas Educational Foundation and there's a brand new video on social and emotional learning it's about five minutes long I'm not showing it but it was launched mid-May and they have attached to it a number of resources lesson plans just so much more things I have to say there's actually if you go on there there's book lists for different grade levels starting in kindergarten of books and what different SEL competencies they focus on empathy, compassion and you could just go on there and find I'll put the link in my power point and go see the book list and then the other one is the greater good science center at University of California Berkeley just google the greater good at Berkeley and there's so many things on there videos and lesson plans and things like that and so the one thing I wanted to share with you is sort of a recent scientific finding and one of the things that I needed some help with getting your thinking about this is this idea of recent research really showing and I've showed this before and I'm showing a few things again and some new things is this idea that we used to have this belief that children are basically aggressive and their natural human tendencies to be aggressive and antisocial and that we kind of tame kids and socialize them not to be aggressive and in fact the Globe and Mail several years ago had a picture of and said the most violent people on earth two and a half year olds and really this idea that somehow children are self centered and egocentric and really are always looking out for their own gains and if we see children through that lens we will organize the classroom very differently than if we see them through a different lens we'll respond to their behaviors in a different way if we perceive that they're only motivated by self-interest and I'm hoping that through trying to show how shifting that lens as I did with Jeff with this idea of here's this kid who's asking me to pick up his dirty laundry if I look at it in a different way of him connecting with me not being this self-centered kid who's trying to boss me around so to speak but if I look at it in a different way I'm hoping that this will help you in this other way so we know for example some of the recent research says you know we now know so much more about infants actually I don't know if anyone's seen this the research on infants that shows that they actually prefer the person that they do puppet shows has anyone seen this it's so cool they do puppet shows and they show one puppet being really nice and the other puppet being kind of mean and then they offer they have a graham cracker and they offer the nice puppet and the mean puppet offered and they always take it from the nice puppet even six month olds there's a great video to watch it for free David Suzuki called born to be good that talks a lot about this research on infancy but the research I've been talking about is this research with Felix Wernicke and Michael Tomasello looking at do 18 month olds help without any expectation of reward are they altruistic and they set up I'm going to show you a couple and see some things so they set up these different activities and to see if these 18 month olds is so fascinating Felix Wernicke actually no one had ever studied this before because everyone thought to toddlers are egocentric they can't think of other people's perspectives why would we even do experiments looking at that and so they set this up and I'll just show you this some of you have seen these before but I'm going to show them again here so they set up a number of experiments they did it with chimpanzees too just to see if it's a human tendency and found that chimps not as much but will also behave in these altruistic ways here's another one that's my favorite I love that look I've seen it so many times and that baby's just like wow did you really you couldn't figure it out come on so the thing is I want to emphasize here two things one is this idea of really understanding children and setting up conditions where they can behave in a pro-social way giving them opportunities to help to collaborate to you know I think I have to say one of the things that I love of buddy reading programs I think the idea when you have an older kid helping a younger child and younger children I mean the more that you can involve them in helping if it's an idea that they develop and it actually in the classroom if you set up a pro-social classroom where everyone it's like we are a part of a family that all helps each other and works together and you know we celebrate everyone's success everyone's success is all of our success but anyways so that's an important thing but to think about if you perceive how you perceive a child's behavior now one of the things that they did after this is they did another study to see is having actually if you start thinking about the experiment having a parent there does that matter is that why the child is helping because their parent is there and they're wanting to get their parents approval so they did a study without the parents there and even having the parents encourage them to do the helping and it didn't interfere in any way they still continue to help if the parent was there or not there if the parent encouraged or didn't encourage they helped to the same degree so they did a number of studies looking at that then the next thing was okay is it something about getting the adults approval implicitly the adult is there getting the object you know the child is doing it so they set up an experiment to see would children still help if there's no adult watching will they still behave in this pro-social way even if the adult isn't somehow acknowledging them so they set it up where this 18 month old again has a really fun toy they're playing with so they even gave them a distraction like a really fun thing that they're playing with an adult whose back is turned and then had something happen to see if the if this toddler would still help let's see what happens been there put that one here and then let's see I've got this one box like this put that here and then here's a small one put that here he still stops to do the toy these are the same size put that here and put this one here then the next study that others have done is finding that giving leads to happiness in young children now my question for you is when we look at pro-social behavior in this helping kind behavior across elementary schools it actually goes down children become less helpful sharing and cooperative across the elementary school years why why do you think that happens and what can we do to disrupt that pattern of going a decreased one now I have one idea that might be and then we're going to have I'm going to have you do a reflection bless you a reflection for a minute so there is some other research that they did that they actually set it up to see if extrinsic rewards what happens if you use extrinsic rewards do you think in school do we ever use extrinsic rewards do you think okay so they set up this experiment based on different theories very it's interesting there's very little research to see when you're looking at helpful caring behavior if you reward it what happens to it you know the coloring markers study with the kindergartners or they had kindergartners who intrinsically are motivated to play with coloring markers and then they started paying them giving them toys if they got played with the coloring markers and they stopped playing with them and they call it something called the over justification hypothesis I'll teach you that today over justification hypothesis that if you are doing something that's intrinsically rewarding the extrinsic reward for it that you start now thinking well I only should do it if I get the extrinsic reward and you actually only do it under those conditions so it takes away I think different parts of the brain must light up or something I don't know quite the biology of it anyway so they did a study where they had two and a half year olds 20 month olds and they set up one group who did a helpful thing just like you saw in the first one where they helped open a cabinet or pick up something that was hard to reach and when they did it they got a cube a toy cube like thank you very much there's your toy cube the next group they helped they got a oh thank you very much that was so nice for helping me and the third group nothing no response whatsoever when they did the helping and what you saw was the kids who had the neutral condition who did not get any response continued to help at high degrees the kids who had the praise condition also continued to help but the children who got the extrinsic reward actually helped less and this is so my question this is just going to be the last two minutes here and you're not going to be able to do all of this but I just wonder what do you think it is what do you think is the reason behind that I guess my point here is should we not reward kids for doing helpful behavior should we just acknowledge them for doing it when they act in a caring way ideas this is kind of what do you guys think so take a minute and then I just have one last thing I'm going to show you so I feel like I'm the person here who's going to give you just some provocative research findings the one thing I do want to emphasize and just like reading social and emotional learning is not about a program you can't just get a program and say one day a week for 45 minutes we're doing social and emotional learning oh it's done it's about a way of I say in the floors and the doors and it's got to be embodied by the teacher it's a really important point to take and people will say oh I'm doing mind up we're doing social and emotional learning to me that's maybe one vehicle to actually bring in the conversation but it has to be infused in everything and I keep on going back to that and I'm going to end with just a recently cool recent research finding that it's great to start off so do you know how you decorate one of the things you start thinking about the beginning of the school you're decorating your classroom setting up the classroom and figuring out what am I going to have on the walls while you always engage students in that discussion always always they always come up with much better ideas anyway but here's a recent study they looked at again 18 month olds but I think it transfers to older kids they did a study to see if you show different pictures will it prime to be affiliation so they sent this study here let me just show you what they had so they had these four teapots I'm sorry if you can't see it, there are two little dolls standing next to each other looking at each other the next one is just a doll by itself the third one is just blocks the fourth one is the dolls looking away from each other back to back they found that when children were exposed this is a randomized experiment were exposed to the one with the picture with the two dolls facing each other kind of in collaboration they were more likely to help in a situation so that just by seeing a picture of two people together actually made them more likely in another situation to help someone so think about this if teachers are setting up classrooms or schools to have pictures and posters that actually have people collaborating and connecting could be priming the students to work in a collaborative way by just having those pictures that's so cool but it's just and it just says here when setting up your classroom hang posters of people interacting with each other as the study demonstrates even a subtle image of two people looking at each other can create a sense of connectedness and foster kindness so I'm going to end there, thank you very much


In the last segment, we understood the notion of value by probing into the nature of the commodity. What we saw is that by value, political economy means to capture the amount of socially necessary abstract labour that has gone into producing a commodity. Now, in any commodity producing system where items are produced mainly for exchange, there has to be a social device to express the value in commodities. So, now we want to ask ourselves how is it what social mechanism device is available to a commodity producing system to express the value of commodities and our answer will be money. To understand the notion of money, we will go through a three step argument. The first step of the argument is what Marx calls the elementary form of value. In the elementary form of value, we are looking at the exchange between two commodities. Let us say we are looking at the exchange between bushels of wheat and shirts or let us be more abstract. Let us say we are just looking at the exchange between two commodities A and B. So, commodity A exchanges with half units of commodity B. This is the exchange we are looking at. When we look at this exchange between two commodities, we say that the commodity A occupies the relative position and commodity B occupies the equivalent position. How do we distinguish between the two? Well, the commodity that is in the equivalent position is the commodity that represents the value contained in the commodity that is in the relative position. So, in this case half units of the commodity B represents the value contained in one unit of commodity A. Now, in the world of commodities, there are not only two, but millions of commodities. So, A will exchange not only with B, but with C and D and E. As we move from considering the exchange between two commodities to considering the exchange between all commodities A exchanges with all other commodities. What we have is the second step of the argument which is the expanded form of value. So, the first step was the elementary form of value. The second step is the expanded form of value. In the expanded form of value, we consider the exchange between commodity A and B, commodity A and C, commodity A and D. That is commodity A and all other possible commodities. So, let us say two C. So, A exchanges for half units of B, exchanges for two units of C, exchanges for one-third units of D, exchanges for four units of E and so on. In this form of exchange, the relative position is occupied by A, all these commodities occupy the equivalent position. What does that mean? It means that two units of C express the value contained in one units of A. One-third units of D express the value contained in one unit of A and so on. Now, there is a certain instability to this equation of exchange between A and all other commodities. Why? Because we can flip it around. Let us flip around the relationship that is expressed in this expanded form of value. What do I mean by that? I mean let us flip this two around. So, A now occupies the equivalent position. All other commodities occupy the relative position. That is what I mean by flipping them around. So, now we have half of B, two of C, one-third of D, four of E and so on. All of these exchange for one unit of A. This is what Marx calls the general form of value. So, we started with the elementary form of value. We then expanded it to get the expanded form of value and then we flipped it around to get the general form of value. This is an important step of the argument. Why? Because what is happening here is that now commodity A occupies the equivalent position. All other commodities occupy the relative position. What does that mean? It means that commodity A is used to express the value contained in all other commodities. This is what Marx calls a general equivalent. This is a general equivalent. The commodity A now becomes a general equivalent. Why? Because it is able to express the value contained in all other commodities. We are just one step away from the definition of money. Whenever we have a general equivalent that is socially accepted, we have money. Therefore, we can summarize our argument with this following definition. Money is nothing but a socially accepted general equivalent. What we have derived is a very important step. We have seen the emergence of money from within the logic of commodity production. This should be contrasted with mainstream neoclassical economics, which does not have a way of explaining the emergence of money from within the logic of commodity production. Rather, most accounts of the emergence of money have to introduce it in an ad hoc fashion later on. The classical tradition has this strength. One of its strengths is that it allows us to understand the emergence of money right from within the logic of commodity exchange. Once we have understood money, we can also understand that money can take different forms. There are two important forms that we want to keep in mind. One is the commodity form of money. This was the form of money that prevailed for long periods of time and came to us all the way to the middle of the 20th century. When we are in a commodity money system, one commodity like gold or silver separates out from the world of commodities and becomes the socially accepted general equivalent. For instance, when gold was the commodity, the money commodity, units of gold were used to express the value contained in all other commodities. The pricing was done in terms of units of gold. From the mid 20th century onwards, we have moved away from a commodity money system. Today, we live under a system where what functions as money is the liabilities of the banking system, essentially the central bank and the commercial banking system. So, you can have notes which are pieces of paper but nothing, no gold backs it up. So, therefore, we are today in a non commodity money system. It does not really make a difference, therefore, what form money takes, whether it is a commodity like gold or it is notes, pieces of paper or electronic accounts that we have in our banks. What is important from the Marxian perspective is that any system of production which is organized around exchange needs to have a mechanism to express the value contained in commodities and that mechanism is what money is. Whether it is a commodity money, whether it is pieces of gold or it is pieces of paper without any backing of gold or silver does not really matter conceptually. What matters is that we have a socially accepted general equivalent which is the mechanism to express the value contained in commodities. So, that allows us to understand money very, very easily. Once we have understood money, we will introduce two new concepts. The first concept is the concept of price and the second concept is a little more unfamiliar which is the notion of the monetary equivalent of labour time. So, the first concept is price. Once we have money, we know that all commodities can be exchanged for different units of money. So, the price of a commodity is the number, the magnitude of the money commodity or if it is a non-commodity system, the magnitudes of money that is needed to purchase one unit of the commodity. So, for instance let us say 100 dollars is required to produce 1 kg of tea. In that case, the price of tea which is the commodity in question is 100 dollars. So, once we have money in the picture, the units of money that is needed to purchase one unit of the commodity is the price of a commodity. The second concept we want to introduce is the notion of what is known as melt. Melt stands for monetary expression of labour time. This is an important concept and we are going to be using it in the later part of the class. So, let us try to understand this. What is the melt? Let us take all the commodities that are newly produced in a country over a period of time. Those commodities have absorbed the total productive labour of society. Now, those commodities also express their value in terms of prices using money. What is melt? Melt is the equivalent factors which brings together on the one hand the total labour time that has gone into the production of the new commodity bundles and on the other hand the monetary expression of the value contained in those commodities. The monetary value of the newly produced commodities is what economists call the gross domestic product. The total value added created during a process of production. So, if we take the total value added created during the process of production over a period of a year and divide it by the total amount of labour time that has gone into its production. What we get is known as the melt, the monetary expression of labour time. Notice that this will be measured in terms of dollar and the item in the denominator will be measured in terms of hours. Therefore, the melt has a unit of dollar per hour. Let us take an example. Let us say the GDP of the US economy in a particular year is 10 trillion. So, that is 10 times 10 to the power 12 dollars. Let us say the total labour time involved in production counting up all the workers who have been involved in producing the GDP is 1 trillion. So, that is 110 power 12. This is measured in terms of hour. In that case, the melt comes out as 10 dollar per hour. So, what does this tell us? It tells us that one hour of productive labour on average in the US economy for that particular year was expressed in terms of 10 units of money that is 10 dollars. So, the monetary expression of labour time is a way to capture the key intuition of the labour theory of value. Remember, the labour theory of value says that the total value added created in all the commodities is just an expression of the total labour time that has gone into its production. So, the labour the key intuition of labour theory of value is that what is on the numerator and what is on the denominator are essentially the same thing expressed in two different units. The numerator in terms of money that is dollars and the denominator in terms of hours labour time. Since these two are of different units, we need a conversion factor to bring hours into dollars and dollars into hours. The monetary expression of labour time is precisely that. So, the monetary expression of labour time is a way to capture the key intuition of the labour theory of value. The theory of value that we developed in the last segment which says that it is labour which creates value. And by defining the monetary expression of labour time in this way, we can bring the equivalence between the total labour time of society and the total value added created. Now, notice that there is one important implication of having the monetary expression of labour time. The monetary expression of labour time once we have that will allow us to move freely between quantities expressed in terms of dollar and quantities expressed in terms of hours. Let us say the monetary expression of labour time in our economy is so, the melt is 10 dollar per hour. Now, if we had 100 dollars, how many hours of labour is that 100 dollar worth? Well, to do that we need to divide it by 10. If we divide it by 10, we will get 10 hours. So, 100 dollars is worth 10 hours of labour in this society. On the other hand, let us say we have 15 hours of labour. We want to convert it back to dollars. How do we do that? We multiply it with the melt. So, this will give us 150 dollars. So, what this means is that once we have the monetary expression of labour time, we can freely convert between quantities measured in terms of dollars and quantities measured in terms of hours. This will be important for us as we move along, but this is something that we want to keep in mind. The last thing that we want to know is that sometimes we take the reciprocal of the melt. The reciprocal of the melt is known as the value of money. The melt, the monetary expression of labour time gives us the dollar equivalence of one hour of social labour. We can flip it around and ask how many hours of labour does one dollar count for? Well, it will just be the reciprocal of melt and that quantity is what we will call the value of money. So, for our example that we are working with, the monetary expression of labour time is 10 dollars per hour and therefore, the value of money is 1 over 10 that is 0.1. So, let me summarize what we have understood in this segment is the notion of money. Money is the social device that is necessary to express the value contained in commodities. We understood Marx's argument about the emergence of money in a commodity system going through a three step argument. Once we have understood money, we can introduce two important concepts. The concept of price which is the units of money needed to purchase one unit of the commodity and the much more important concept of the melt. The melt is the monetary expression for labour time. It captures the key intuition of the labour theory of value because it is a way in which we can assert the equivalence at the aggregate level between on the one hand the total monetary value created during the production process and on the other hand the total amount of labour time measured in terms of hours that has gone into producing that total bundle of commodities. The monetary expression of labour time allows us to define the equivalence between these two quantities. It is measured as dollar per hour and it captures the intuition that it is the amount of it answers the question how many dollars is one hour of social labour time worth. And if we take the reciprocal of the melt what we get is the value of money meaning how many hours of labour is equivalent to one dollar. With that let me stop and in the next segment we will build on the concept of commodity and money to try to understand the concept of surplus value and capital.


Hi, I'm Dr. Gautam Kumar. I'm the Consentant Liver Transplant and Hepatobiliary Surgeon here at Manipal Group of Hospital Spangler. The liver transplantation is a very complicated procedure involving two surgeries. It requires a lot of medications, a lot of equipment, a lot of sutures which are pretty expensive. The cost of liver transplantation is high because of that. We in India still do cheaper liver transplantation, about 5 to 10 times cheaper than that in USA and around 3 to 4 times cheaper than that in Singapore. So we still are very cost effective doing liver transplantation. Other thing I need to emphasize upon is how cost effective is liver transplantation when compared to medical therapy. A medical therapy 3 time admission per year is probably more costly than a liver transplantation with bad quality of life. So on the long run I feel liver transplantation is not that costly.


Here's my program that makes an animation of aftershocks from the Tohoku Oki Earthquake. At the top I declare some global variables. Then the setup block is actually pretty big in this program because I use the setup block for everything that only has to run once so that it's not taking up extra space when I'm trying to run the actual animation. So inside the setup block, I load the font. I read in two different files. One of them has the Earthquake data and the other one has the coastline data. And then here's a line of text that I'm going to just write once, it never changes. And then I actually plot the coastline inside setup too because that's never going to change during the animation. Then I just use draw to plot all the events. So this piece splits up all the lines of the input file into latitude, longitude, and magnitude. And then all these statements decide what color to make each circle depending on what the magnitude is. And I have a little fallback statement in case I messed up with my equals and greater events signs up here. Then I just draw each data point with this line. And then this block right here makes a little timelaxed clock up in the corner that runs along and sweeps out a circle so that you can kind of tell when the animation is over. And then I increase this index number by one and run through the line again. So this is what it looks like when it is running. Pay really close attention right at the beginning because you're going to see a foreshock with its own aftershocks and then the huge really big event in all of its aftershocks. There's the foreshock. There's the big event. The size of the circle indicates the magnitude and the color also indicates the magnitude. Here's this timelapse clock up in the corner and when it gets to the end we'll know the animation is over. It's over now. And that's a better mother data.


When we started Wicker Goddess, it kind of fell into our laps. We didn't really know that we were building a business or creating something this big. I just wanted to have like a bohemian wedding and Wicker just fell into that. Every day we were going out looking at places and it just kind of like was an awesome routine and we were finding cool stuff. I left the corporate world very recently because I wasn't putting myself first. My mental health was like, you know, 500th on the list of things I had to do that week and this offered me the flexibility and creativity that I was searching for. Sarah was very attracted to all this Wicker everything, wherever we could find it. I vividly remember this one day that it really started. We went thrifting, we found all this really cool Wicker stuff but I was like, well maybe I'll just like try to sell it myself and so that's when I really started like posting it. After the wedding we realized there wasn't really a market for bohemian home goods, vintage, pre-loved, beautiful pieces and that's when the momentum started is when we like shifted the perspective and decided like we're buying to sell, not we're just buying to enjoy. When GoDaddy and Jillian started reaching out to us like it made us see like this is a real thing and people see us as a business. It's not a side hustle and that language has to go. She told me about this entrepreneur conference in San Francisco. We were just around such good company, entrepreneurs who were working towards something bigger and greater and if we weren't inspired before we were like at 500% by the end of the day. It just really like amplified how important what I do is. It was amazing, it was the best day of my life. I know that when I put my all into something it will be great throughout this process like a lot shapes you. You can be afraid and brave at the same time. That's what being an entrepreneur is.


Y2 54 Channel za ukawe and this is why in the morning your favorite breakfast show as you know it's entrepreneurship Tuesday and it's about time we let you know how to make money or how to maximise the opportunities around your environment to enable you to be sustainable and to enable you to sustain yourself in future so today our first guest of entrepreneurship Tuesday or by the way if you do want to participate in the conversation you can find us on twitter at Y2 54 channel the hashtag is Hashtag is why in the morning. Hashtag entrepreneurship Tuesday on Facebook at Y to five for on Instagram at Y to five for underscore channel. And in case you miss any of the valuable insight here on YouTube find us at Y to five for channel. With me in studio today, I have a queen, I have the CEO and founder of Trans Solution Services, and she's here to let you know how you can eliminate communication barriers to enable you to maximize the opportunities, whether in this country or abroad. Imanuela Aboa kindly say good morning to the Y to five for family. Good morning viewers and listeners, and good morning Hilda. Thank you for having me on your show. Now it's about time you let us know why the interest in translating different languages, in training young people to be able to speak or interpret, and what was the importance, where did your passion for this delve from? Thank you for the question Hilda. Trans Solution Services really is a company that aims at transforming the lives of young people. Our vision as a company is to build the current and the next generation of African leaders and create opportunities for them. And like you've mentioned it rightfully, we do so through translation and interpretation and of course training and coaching. The translation and interpretation, we currently provide linguistic services in over 20 international languages. How many languages? 20 international languages. We proud ourselves of that. And the major aim really was to break communication barrier, to give the opportunities to young entrepreneurs to expand their businesses abroad, without really thinking about the barriers of language or culture. That's exactly the expertise that we bring into when it comes to translation and interpretation, maximizing global opportunities. And as far as the training and coaching is concerned, we basically started to equip young people with various skills to make them competitive in the workplace and of course in the businesses. The translation and interpretation, I started because I'm bilingual myself, I speak French and English. So it was a way of making money at the beginning. French and English? Yes, yes, yes. Alright, so let me understand, are you Kenyan by nationality or are you from elsewhere? I'm half Iroian half Senegalese, but I've been living in Kenya since 2002, so it's been 16 years now. My kids are born here, so I guess I am Kenyan by force. Okay, Kenyan by force. Alright, no problem, no problem. Anyhow, I'd like to understand, let's get to know this you a little bit. We'd like to understand your background. Where did you go to school? Did you train for this? Do you need any training? And if at all I'm interested in linguistics and what have you, what do I need to know? Okay, I was born and raised in Cordiva, like I said, from... Cordiva? Yes, Cordiva, or Ivory Coast. I came to Kenya in 2002. I studied business administration from Edith Kwan University in Australia. Then I pursued a master's in business administration now for Marymount, California University. So my background is mostly in business, sales, marketing, PR and all. I started having an interest in translation and interpretation because of the opportunity that I saw in it. In back in 2011 when I established my organization, there were quite a number of international NGOs coming to establish themselves in Kenya. And the language was still a barrier. And prior to starting it officially because now the University of Nairobi provides translation interpretation as a course. But at that time there was no university that was providing such services. And I did not have the financial resources really to enroll in a school and pursue that. So I find myself a mentor, someone who has been in the linguistic industry for over 20 years. Oh, you found yourself a mentor? Yes, I find myself a mentor. He's been around for over 20 years, working for international organizations such as the UN. So I went and knocked at his door and I asked him to train me. Okay, so when you went there you said I would like to be trained. What questions did your mentor ask you? What questions did they have for you? Why did they accept? Tell us, take us through the process of convincing a mentor to take you up. I knew where I was based so I made an appointment and went to see him, pretending to be a client. Pretending to be a client, exactly. And so we met up and now I disclose my true intention. And he laughed and he told me I don't have time for that. He gave me a university in Sweden where he himself studied before becoming a translator. I said what, I don't have the resources. So what do I do now because I want to pursue that career. Then he asked me my intention and of course at that time I can make sure it was mostly based on finances. He tested me, he gave me a document and he asked me to translate. I did. Wait, so he actually put you through a test?  I'm sorry. My spirit was broken. And I said well that's exactly why I need your help. And he closed his laptop and he said what I have another meeting. I said well you'll see me again here tomorrow and the day after. Because I know you are the best and I want to work with the best. He smiled and he told me okay come tomorrow at 8 and that's how we started. Wow, so you actually did push. Please don't let rejection hold you back. No you shouldn't. You can see a lot of pushing here indeed. Okay, so let's talk about some of the, when it comes to translation and interpretation. There's always the issue of people's dialects, accents, languages, street language and what have you. How do you train or how do you overcome such? Because that is still some sort of, because even in Kenya the Swahili that Kenyan speak is not the same Swahili that is purported to be our national language. So how do you deal with that? What training do you give when it comes to handling that? Okay, first of all we do not give any training on translation and interpretation. Our training is based on self awareness, development and entrepreneurship skills. Translation and interpretation we already work with qualified individuals. Why? Because we are not a school and we feel that University of Nairobi already does such an amazing job. Then we would not want to come in and spoil that. So when it comes to dialect and all we learn, we've learned that many, similar what can have different meanings. So most of the time when we work with organization we also ask them if they have a directory of what. Because let's say for example I take a word in French pre, pre is price. In certain English countries it could be awards. So there are different terminologies. So what we always inquire when we start off an assignment is to request the client if they already have a dictionary so that we do not mix a word. Then we try to understand as well the context of the organization. Translation and interpretation is all about the context of the language. So when we do then it becomes much easier. Okay, interesting. Can I ask you if you've had an experience where you wanted to take advantage of a certain deal or a certain business opportunity but you were unable because of that. Because of inability to communicate.  Myself no but we've had clients. A recent one really happened last year when one of our clients wanted to get into China and the language was a barrier and he felt that he was being taken advantage of. So he came to us. His partners as well were not clear and there were no reflection of what he was sharing. He could tell you know even if you don't understand the language you can't tell when someone is lying to you or creating certain things. So they came to us and we've been able now. We were able to go to China with them and to be able to provide the services. And indeed like in the contract when we realized what they told him and what was in the contract completely different. Interesting. So the client was actually saved or rescued from a bad deal. Bited solution services. Okay. Alright. Thank you very much. We now acknowledge. Aside from I'm glad that you mentioned that this is important that people also don't take advantage of you. What other benefits are there that from being able to speak different languages? What other benefits can you tell the young people at home? Can you enjoy aside from being saved from conniving people? Okay. Well there are many advantages. Let's see from a workplace environment. Let's say that you are working for a company. It exposes you basically because when you work either for an NGO or for the private sector. Nowadays because we live in such a global world you are able to get promoted or get assignment outside your country of origin because of the fact that you can speak various type of languages. So that brings opportunities. And as an entrepreneur really it's all about your businesses basically because there are no barriers. So you can enjoy the opportunity that comes with working abroad, with establishing your business abroad. And I guess that is all we want basically to make money and bringing coming up with money really means having a different mindset and taking advantage like I said of global opportunities. Okay. It's interesting now we understand at home. I hope you're paying attention because class is in session over here. Yes, I hope you're paying attention. You can be able even if you get promoted or you get posted to a different work environment in a different zone. You can be able to go because you can be able to communicate and you'll be the best candidate for that job. And of course as well as a translator and interpreter. They pay well. The industry pay quite well as well. Oh for real? Yes, as a business. It's a huge opportunity in terms of your financial resources. So what do we call an interpreter translator? Transloprano. Transloprano is out there. All right. It's about how we talk about some of the challenges that you have faced in establishing your own company. Most young people when they establish a company there are a lot of pitfalls. There are a lot of failures that have happened. Some companies collapse, some don't. So we'd like to understand what are some of the challenges that you have faced or some of the lessons that you have learned when it comes to crisis management. To sustain for all those years you have been in operation. Stating off was quite easy to be honest. Like I said I wanted to make money. And I did not have the resources but I had a computer. So that's how I started my company. Using my computer data and I started advertising the company as a translation and interpretation service. Now it's been eight years since the establishment of the company. Some of the challenges that we faced, really when it comes to translation and interpretation specifically, is finding qualified consultant or qualified linguistic to assist or to work with. Qualified consultant. Exactly. You see when you speak a certain language. When someone come for an interview you can definitely tell well you're not qualified enough. You are not able to speak properly and all. But at the beginning when I had Chinese translators, in-gen translators. But I could not really confirm the quality of the expertise and all because I could not understand the language. So we've had challenges as we start off. Because now I will take a leap of faith and hire an individual. Provide them to a client and then the client will come back with feedback complaining about the quality of translation or the quality of the interpretation. But with time now we've been able to put a good foundation. So now we work only with people that we've added. And people who have been able to help the company grow. So that was a challenge really to not being able to understand all the languages that we currently provide. Another challenge was resources to be honest. We want to make it in Kenya or anywhere around the world. Really you need money. You need to build a good company. You need to build a good marketing strategy. So you need money for everything. And that was difficult at the beginning. It was really difficult because I did not have the resources. So to be able to cut down my cost, I found a job. So really I went back into employment and the resources that I would get would be back into my company. So I used to reinvest into my own company to be able to continue my work. So as much as you were working, you were using your income to facilitate your side hustle to enable you to leave and stand on your own. Exactly. I hope you're paying attention. For me I needed to be realistic. I did not want to take loans. I fear loans a lot. As much as now they are good debts but for me as a foreigner I knew it would be very difficult to get a good loan in Kenya. I do not know why because they ask for so many information and they want to ensure that you repay the loan on time. And before and as I never know when you will be leaving the country. So I saw it already as a detriment in my business. So I needed to really focus on my own income throughout and that is what I have been doing until I made a name for myself. Another challenge really was my vision. I always advise entrepreneurs. If you want to start a business just start off.  What you find yourself in is reinventing yourself every single day as you progress because now you begin to understand your custom better. You begin to understand the industry you are in better. The challenges that are there so you reinvest yourself as time goes by. So there is nothing like being ready? No. Just start off. Throw yourself exactly and then you'll be able to get that clear picture as time goes. So we've had to reinvent ourselves quite a number of times. And that was also a challenge because every time you reinvent yourself you need to be passionate about what you do. You need to be convinced about what you do because your staff need to be aware of the confidence that you have to build the map as well. So having that idea of waking up every morning even when you don't make money to keep pushing your organization was still a challenge for us. Alright. Interesting. Speaking of challenges, Afani is asking when we have different global trades and technologies is definitely changing and we have apps that can translate for us what people are saying and what have you. How has that affected your particular company? It hasn't in any way. Why? When we think about apps we think about the Google Translate and so forth. Google Translate is the major app that people use for translation. And we've had clients actually when they come to us and we bring a quotation, they find us a bit expensive. So they decide either to use Google Translate or use other cheaper options. But they always come back to us to rectify the mistake. Why? Because like I said earlier when it comes to translation and all you need to understand the context. Google Translate is not human. So they don't have a mindset to understand the context of the wording that you are putting, of the sentence it. So you still need the human touch to be able to translate accurately. So for now we don't feel the competition from those applications. So let's talk about crisis management when it comes to businesses. Most young people when they are trying to set up they don't really think about what happens if something goes wrong. So I'd like to understand do you have any particular documents that you go by when it comes to dealing with a crisis in your company? Whether it's financial or what is it? Do you have any plan when it comes to crisis management? Yes we do but this is a document that we created recently. This should not be a barrier in starting a business really.  So crisis management come into it for half of the training because also some of our target market are young people. So it means child protection. So all this came about about what? Four years ago and yet we've been in existence for eight years. So as time went by then now we began to see the importance of that because crisis management is quite important. Thank God we've never really experienced anything out of the ordinary and I guess because we've been working with individuals to help us put this document and adequate document and they've also trained our staff to be able to respond adequately to various crisis. Interesting. For the people who are watching at home, if they wanted to access you, where can they find you? We are located on Third Gong Avenue. The building is called Upper Hill Garden and the office is E03. They can also contact us using our mobile phones. So currently the mobile phones are 0722 87 01 49 or 0721 75 93 67. We are also on our social media platform on Facebook at Transolution Services. LinkedIn, Transolution Services and Instagram as Transync Company. I hope they can hear that because my accent I can even feel it when I speak. It's okay. When they will be able to see all. Alright, interesting. So when it comes to global trends and it comes to support from government and what have you, what more can the government do to support people in your line of work when it comes to linguistics? Are there any challenges that you have faced that the government can do something about? Hilda, I think I am from a different sort of school. I don't believe that the government should do everything. And that is even why, the reason why I put up my company. I think the role of a government is to create a platform where such, where policies are made. So policies are made to ensure that we have a good business environment, that we are able to market our different organizations. That business environment is what I am talking about. How is the ease of doing business? In Kenya, I feel that there has been so much improvement. Yeah, lots actually. When I started in 2011, first I registered my company as a sole proprietorship. Then eventually when we grew, I changed it to a limited company. When I started, they used to request so many information and it will take us about 4, 5, 6 months. I remember my first certificate to get your, it was ridiculous. Those are the things I am talking about. But nowadays, no. Nowadays you can do it, you get your certificate within weeks. Yes, actually like 2 weeks. Yeah, and you can register on your mobile phone, things have changed. The Kenyan government has done so much to improve the ease of business and that's why every year, I don't know what is the current statistic, but every single year was bank normally provide information regarding various African countries and the ease of doing business. Kenya has been improving for the past 3 years. So congratulations to the Kenyan government. Good Kenyan government, there you have it props for you. Thank you so much for joining us today. Yes, you have been speaking to Imanuela Abua. She is the founder and CEO of Translution Services. Make sure you do check out if you want to be global. If you want to maximise the opportunities in case you get promoted and you want to travel and go to another country. In fact, there's a specific segment today on entrepreneurship Tuesday on tour and travel. I'm so glad you came because now wow, it has just come, it has just blended in very nicely. Make sure you do catch up with Imanuela and Barimo. It's coming up next with our next interview. My name is Hilda Wadidi. Please do not go anywhere.