Mae'r unrhywash ddechrau i ddechrau i ddechrau eu busnes yn ddechrau i ddechrau i ddechrau, edrych, ddïch wych, ddechrau i ddechrau i ddechrau i ddechrau i ddechrau i ddechrau i ddechrau'r pryd, rydyn ni'n ei gweld i'r mynd yn dystod wrth hyn i ddweud i ddif advertr. Pwylltion nr 1, Bruce Crawford. Naill cymaint o Gailmwyth ydw i. Yn hyn, dweud ymingud yma. Mae ddych chi'n fawr, y cwaint yn cymaint yn Llywbeth i am gael ymddechrau. I have come teachers in January. I announced an additional £2 million to increase the number of teacher training places by 260 this year, taking the total to £3,490. The 2016-17 total is 66 per cent higher than the 2011-12 target, and we have also supported a number of innovative schemes with a view to attracting people who might not otherwise have come into teaching. We are also working to help local authorities to meet some of their particular and localised challenges that they face in recruitment. I thank the cabinet secretary for her answer. I can ask her that she is aware of the excellent initiative between Herriot-Watt University and Stirling University to provide teacher training places at Stirling for STEM graduates who come from Herriot-Watt. This is an innovative practice. Can she tell me what other innovative schemes are in place to help to meet the needs for more teachers? Yes, indeed, I welcome the proposed collaboration between the University of Stirling and Herriot-Watt University, which has seen STEM undergraduates train to become teachers. It is also a very welcome initiative. As a Government, we have worked closely with the two universities to help to develop that proposal. We have been working with a range of partners to develop other new routes into teaching. A couple of examples would be that we have supported the development of the University of Aberdeen's part-time distance learning initial teacher education primary programme, which allows local authorities in the north and northeast to have existing members of staff trained as teachers while they are still working. We are also supportive of the University of Dundee's similar programme, which they deliver in partnership with Perth, Cynros and Angus councils, where members of staff studying a part-time distance learning basis will again continue to work for the local authority. The University of West of Scotland has a similar initiative with Dumfries and Galloway Council, although in this instance, members of staff study in a full-time basis while the council continues to pay the trainee teachers' salary during the training. The cabinet secretary will know that, in paragraph 18 of the recommendations of the silver report this week, there were concerns about access to teachers for pupils who are studying some higher and some advanced higher courses. Could the cabinet secretary tell us what the Scottish Government is doing to address those concerns? Smith Smith is probably very much welcome to Dame Ruth Silver's very comprehensive and, indeed, bold report. We are, of course, a way of studying all the recommendations, but I think that the point that is made in the report, and I think that the point that is also made by Ms Smith, if I am understanding her correctly, is that diversity in the teaching workforce is important and, in the same way, there are endeavours to widen access into the medical profession. Likewise, we have to be taking that challenge on in teacher education. One particular area of difficulty in recruiting teachers is physics teachers. Those who enter teacher training to teach physics in England are eligible for a £25,000 bursary administered by the Institute of Physics, but funded by the Government. Has the Scottish Government considered replicating that scheme and why has it decided not to do so? I assure Mr Gray that we are aware of that scheme. We have indeed looked at it. The bursary of £25,000 is available to some graduates. It is not universally available to all physics graduates who wish to pursue a teaching career. We have looked closely at the evidence, and I suggest that the evidence is less than conclusive. My understanding was that there was some attempt south of the border to roll back from it, but we are always open-minded and we will scrutinise it closely. To ask the Scottish Government what discussions it has had with head teachers and other stakeholders on closing the attainment gap. The Government and Education Scotland continually engage with head teachers and local authorities on closing the educational attainment gap. Discussions take place on all-school inspections and through support activities. In February and early March, Education Scotland ran five leadership events across Scotland for all secondary school head teachers and deputes where the educational attainment gap was discussed and ways of closing it were shared. Additionally, a networking event for head teachers from all 57 schools involved in the attainment Scotland programme was held on 23 February in Glasgow. That provided an opportunity for them to share their experiences so far of the work that they are doing to close the educational gap. In addition, Education Scotland's area lead officers are also in on-going discussions with all 32 local authorities on strategies to close the educational attainment gap. I thank the cabinet secretary for that answer. Given the clear commitment of the Scottish Government to close the attainment gap and the leadership that has been provided by the First Minister and the cabinet secretary, what further assurance can she provide that the work of the commission on widening access, and in particular its recommendation that one in five students at university should, in future, be from deprived backgrounds, will not be undermined by any attempt by the Scottish Funding Council to cut the existing funding available for programmes to support the entry into university of working-class students? I am very clear that there must be no diminution of effort. I made it very clear in my letter of guidance to the Scottish Funding Council that the Scottish Government will expect the funding council to drive further and faster progress in the widening access agenda, using all the levers at its disposal and, of course, informed by the findings of the recommendations from the commission on widening access. I would also expect to see the progress reflected in continued improvements in national measures and having immediately accepted the commission's recommended target that, by 2030, 20 per cent of students from the most deprived backgrounds must represent 20 per cent of entrants to higher education. Far from there being a reduction in the number of students from poorer backgrounds, we very much expect numbers to increase. To ask the Scottish Government whether it will provide an update on national pay negotiations in the college sector. Progress has been made. The vast majority of colleges have signed up to national bargaining and three out of four unions have accepted the pay offer for 2015-16. I have made clear to the EIS and management side my three immediate priorities—the pay award for teaching staff, a formal commitment to national pay bargaining from those who have not yet done so—and a clear road map with short to medium term milestones for harmonising the terms and conditions of college staff. I thank the cabinet secretary for that answer and I note the three points that the cabinet secretary makes. However, I have serious concerns for students in further education, including those who study part-time, who could lose out on a large proportion of their time with lecturers. There must be a fair arrangement for lecturers who work beyond the call of duty, making it possible for marking, planning and supporting individual students to be done within the contracted hours. Having talked with Russell Taylor, a union representative at Borders College in my region, I asked the cabinet secretary, does she believe that the imposition of a pay award on FE lecturers makes it more likely to resolve the dispute amicably and what action could be done to avoid the first day of the strike of the 32 days ahead? Claudia Beamish touches on a number of very important points, Presiding Officer. NUS Scotland has also written to me to share the concerns that she articulates with regard to the impact of strike action on students, particularly in the all-very important third term that we are approaching. The priority has to be on the resolution of the dispute. It is indeed for employers to account for imposing a pay deal. I have met the employer side this week, and I am advised that there has been further constructive dialogue. I repeat my view that both the trade union side and employers must continue to engage in that constructive dialogue, as industrial action is not on anyone's interests, not least students. However, the priority has to be on getting matters resolved. Mary Scanlon, please. I have an email from West Highland College, who I quote, is unable to sign up to the current national bargaining initiative because it threatens the financial viability and business continuity of the college. I welcome the fact that some have signed up, but where the disparity is the greatest—in other words, the UHI colleges—will the Government dig a bit deeper to help the colleges out because we do not want any initiative that would threaten their future? I will be very clear, Presiding Officer. I expect all colleges to be signed up to the principle of national pay bargaining. I have met the employer side this week to discuss how we can make that happen and to facilitate that. To ask the Scottish Government what its position is on student association of the University of West of Scotland report, establishing a strong summer safety net, proposing how we can raise attainment in post-16 education. Cabinet Secretary. The Minister for Learning, Science and Scotland's Languages is tomorrow meeting the president of the Students Association, Jack Douglas, to discuss the report. Improving retention is a priority for colleges and universities and is one of the key performance indicators evaluated by the Scottish Funding Council as part of the outcome agreement process. The Funding Council continues to invest strategic funds to support improvement. That has delivered progress. Retention rates in the college sector have improved since 2008-9 and are at record levels in the university sector, but we want to continue to make progress and the Student Association are to be commended for their contribution to this important issue. I thank the cabinet secretary for the response. While summer support is an ambition for students, recent figures released by the Scottish Funding Council revealed a 2.4 million shortfall in term time bus refunds available for college students. What is the cabinet secretary doing to address the shortfall in support of our FE students? Of course, student support for students in the FE sector is at a record high of £105 million. That is a 29 per cent real-terms increase under the term of office of this Government. It is important to recognise that retention levels in the FE have increased to 75 per cent. We do want those retention rates to be higher in HE that is at 83 per cent and university retention rates are at 91 per cent, as I said in my original answer, at record levels. We know that retention is a complex matter, as Ablie explained and indicated in the Ruth Silver report. We also know that institutions are developing more sophisticated and adept means identifying students who need additional support and ensuring that they enhance their pastoral care of students. The cabinet secretary is aware of the poor retention rate among students, particularly first-year students at UWS and the student manifesto, which seeks to have this problem resolved. I am pleased to hear that she is meeting Douglas tomorrow. What progress has been made with implementing the student manifesto that highlights this problem and will any new protocols be put in place for this summer to try and address this matter? It is a very live issue. I know that Mr Scott that the last time he raised portfolio questions, and at that point he was seeking clarity on retention funds. I am pleased to say that the widening access and retention fund of £14.7 million is still in place, and that will, of course, facilitate further work in that area. To ask the Scottish Government what progress it is making in reducing the education attainment gap. As outlined in the national improvement framework interim report, a range of measures suggest that we are making progress in narrowing the education attainment gap in Scotland. For example, school leaver data shows that the gap in attainment at SCQF level 5 or better has decreased over the past three years from 28 per cent points in 2011-12 to 23 per cent points in 2013-14. However, there is still work to do, and that is why everyone involved in Scottish education needs to relentlessly focus their efforts on reducing the impact of deprivation on education like guns. I thank the cabinet secretary for that response. As the cabinet secretary may know, the area of Mayfield and East houses in my constituency has historically been ranked in the 10 most deprived in educational terms according to the Scottish index of multiple deprivation. Can the cabinet secretary outline what specific steps will be taken to help those areas ranked in this percentile? As the First Minister announced that we would bear intention in the next Parliament to make progressive changes to local taxation to raise an additional £100 million for schools annually, the funding will see the reach of our attainment fund extend to every part of Scotland, including the communities of Mayfield and East houses in Mr Beattie's constituency. We will allocate the money directly to headteachers so that they can invest in what they need to support children to learn and to raise attainment. It would mean that, over the next Parliament, we will commit over and above existing budgets an extra £3 quarters of £1 billion to raise attainment of the most disadvantaged children and young people in our country. The cabinet secretary will be aware that earlier this week Spice produced evidence that there is no mechanism that would allow the direction of those resources to schools, as she described, to be done. Can she explain in detail how that would happen? I do not think that I can explain that in detail in the time that I have permitted to me, but that is something that perhaps I should write to Mr Gray about. What we have tried to do in extending the reach of the attainment Scotland fund is to have a very comprehensive approach to some of the systemic issues. We are targeting resources nationally, at community level and at school level. I have taken a number of supplementaries, but we really need to make progress, because we are rather behind time. If I could make another plea for brief questions and answers, please. To ask the Scottish Government what recent discussions it has had with Fife Council regarding future high school provision in Dunfermline. We have previously had contact regarding the future provision of high schools in Dunfermline in April, May, November and December of last year. The most recent contact that I have had with Fife Council about this matter is from Councillor David Ross, who wrote to me on 28 January, and I responded to the letter on 16 February. I thank the minister for his reply. Does he share my concern that pupils in Woodmill High School in my constituency are being taught in a category C building and that the condition of the school is continuing to deteriorate? In addition to its poor condition, the school is in a rapidly growing area of Dunfermline, and it is now literally bursting at the seams. Fife Council is keen to replace the school as soon as possible, but, given that no further funding is being available through the schools for the future programme, what likelihood is there that new funding will be made available to replace Woodmill High School in the near future? The member will be aware that there has been a great deal of support from the Scottish Government for Fife Council for a number of building projects. That is £58 million worth of funding, in fact, which has supported O'Chmuthie High, Buckhaven and Kirkland high replacement, Leavenmouth and Wade academy. I understand that, during phase 4 of the schools for the future programme, in the final phase, there were no applications from Fife, although Wade did feature in the earlier phase of phase 4. The support is certainly there. At a national level, I want to reassure the member that we have indeed had a great deal of success in removing children and young people from category C and category D schools, which is why we inherited the situation with our 84. The number of schools in good and satisfactory condition has gone up from the 61 per cent that we inherited in 2007 to 84 per cent now. To ask the Scottish Government what analysis it has carried out on the potential impact on education in Scotland of the UK with drawing from the EU. The Scottish Government believes that European Union membership is in the best interest of Scotland and the rest of the UK. We will focus our resources and continue to make the strongest case possible for a vote to remain in the EU. Last month, 103 university leaders across the UK urged the public to consider the vital role that the EU plays in supporting our world class universities. Eleven of those signatories were from universities in Scotland. Analysis published by the Centre for Economics and Business Research in March 2014 estimated that, in 2011, around 336,000 jobs in Scotland were associated with exports to the EU, of which around 6,000 jobs were associated with education. Through the horizon 2020 programme, organisations in Scotland have also secured €158 million in research and innovation funding. Other benefits of EU membership for our education sector include life-changing opportunities abroad for our students and researchers, and support for international collaboration, for example, through Erasmus+. I thank the cabinet secretary for that answer. The cabinet secretary is just as aware as me that it was our very own Madame Eccos when he used to help to set up the original Erasmus programme, and the cabinet secretary made reference to students travelling and studying abroad. Is the cabinet secretary as concerned of me that a withdrawal from the EU might put at risk our participation in that very programme? Yes, I share the member's acknowledgement of the former SNP MEP, Winnie Ewing, and the concerns that she has articulated. Scotland's participation in the new 2014-20 Erasmus Plus programme is in line with our aspirations to increase student and staff mobility and to promote Scotland as a learning nation. Last year, 151 projects based in Scotland were awarded funds in schools, HE, vocational education, training youth and adult education to a total value of almost €13 million or 11.5 per cent of the UK Erasmus Plus budget, so we are punching above our weight to secure a strong share of those funds. To ask the Scottish Government how it encourages the provision of libraries in schools in the Highlands and Islands. We recognise the important role that school libraries play and would encourage local authorities to provide such services as well as providing resources and support the improved children's ability to read, write, talk and listen, and often foster a lifelong love of reading and books from an early age. There is an important role for both school and public libraries to play in our read, write, count, literacy and numeracy campaign, and indeed in all our work to raise attainment and close the attainment gap. Is the minister aware of the level of concern in Argyll and Bute at the council's decision to cut librarian jobs from secondary schools? Does he agree that discovering books and the joy of reading an intellectual curiosity and inquiry outside the school curriculum is a key part of going to school and the removal of a highly skilled school librarian is deeply disappointing and will make it much more difficult to achieve for pupils in Argyll and Bute because it will deprive pupils of a most basic and important experience, enjoyment and skill? I am aware of some of the concerns that have been expressed not just about school libraries but about mobile libraries in Argyll and Bute. I very much agree with what the member has to say about reading for pleasure, reading for curiosity being absolutely central to a young person's achievement and absolutely central to a young person's life chances when it comes to closing the attainment gap. Does the minister agree with me that it was at rank hypocrisy for the cabinet secretary to be posing in a library for media opportunities the day after she voted to rip out another half billion from local government services that will close the very libraries that she was posing in? It is a question on the Highlands and Islands, so I take it that there is no requirement for you if you wish to respond. Merely other than to say that the member would know about posing. I remind all members of the need for respect in the chamber. To ask the Scottish Government how much it spends per pupil and how it is compared with England. Official statistics show that, in 2014-15, average revenue expenditure per primary school pupil in Scotland was £4814 and average revenue expenditure per secondary school pupil in Scotland was £6,790. Directly comparable figures are not available for England, but research by the Institute of Fiscal Studies suggests that average funding per pupil in England in 2014-15 was approximately £4,500 in primary schools and £6,000 in secondary schools. I thank the cabinet secretary for the very interesting answer indeed. Could the cabinet secretary outline whether total revenue spending on schools in Scotland has risen under the SNP since we were in government in 2006-2007? Yes, total revenue spending on schools has risen since 2006-07 under this Government by at least £220 million, or 4.8 per cent. Official figures show that councils plan to increase spending by a further £150 million in 2015-16. To ask the Scottish Government how it is promoting the daily mile in schools. The daily mile, developed by Elaine Wiley, a retired headteacher at St Nynion's primary school in Stirling, is an excellent initiative. It is simple, free and flexible, and I am delighted to see it and other daily physical activity initiatives being adopted by so many schools across Scotland. In November, to support the daily mile, I wrote with the cabinet secretary for health and wellbeing to all headteachers in Scotland to make them aware of the initiative and to encourage schools to adopt daily physical activity initiatives appropriate to their circumstances. In December, Education Scotland published its resource approaches to physical activity in the primary years, featuring case studies about implementing the daily mile and other initiatives in primary schools. I thank the minister for his answer. Can the minister advise how many schools in Renfrewshire are currently taking part in the programme? Can he expand on how the initiative can help children and young people's health and wellbeing in the future? I understand that there are currently seven primary schools in Renfrewshire who are participating and three more who are intending to do so in the near future. On the benefits of the daily mile, it is something that is currently being studied at Stirling University, but I know from visiting St Ninians and other schools who are participating in this that anecdotally the benefits are very much felt, not just in terms of the health of the young people concerned but also in their ability to concentrate and attain at school. To ask the Scottish Government what action it is taking to ensure that its policy on children's attainment takes account of the impact of poverty. The Scottish Government's policy on raising attainment will continue to take account of children, families and communities' effects by poverty. In the Scottish attainment challenge, we have used the Scottish index of multiple deprivation along an established set of indicators that show levels of deprivation in communities across Scotland to identify the seven authorities with the greatest concentration of primary age children living in the 20 per cent most deprived areas in Scotland. Using SIMD, we also identified an additional 57 primary schools outside the seven challenge authority areas that are serving the most deprived communities and they have been allocated money through the attainment Scotland fund. An additional 100 million a year will be invested in schools across Scotland as a result of a package of reforms to council tax outlined earlier this month by the First Minister. Further, the education bill, which was passed unanimously by Parliament last month, places legal duties on Scottish ministers and education authorities to reduce inequalities of outcome caused by social economic disadvantage. Finally, the national improvement framework focuses on raising attainment and closing the gap, delivering both excellence and equity. It will provide the evidence to make substantial progress in eliminating the attainment gap within a decade. I thank the minister for that response. I wonder if the minister can say anything specifically about what the Government is doing concerning the impact of poverty on children's learning in the early years, which I think also has a significant bearing on their attainment in key basic skills. We have set out already ambitions to expand, further expand early learning and childcare to 1,140 hours. That is building on the current expansion of 600 hours to three and four-year-olds and 27 per cent of the two-year-olds who will benefit most. In the last Parliament, we delivered free school meals for primaries one to three, benefiting 135,000 children, saving families £380 a year for each child. If re-elected, we will expand early learning and childcare to fully include day provision and will make sure that our youngest children get access to a healthy, nutritious meal that improves their capacity to learn without the stigma of means testing. We will also replace the Sure Start maternity grant with a new and expanded maternity and early years allowance. Lower incomes of 40 to 50 per cent of families might qualify, and the payment of birth for the first child will increase from £500 to £600 and will restore payments of £300 each for second and subsequent children. We will also make payments of £250 to help to meet the additional costs that will encompass parents' face of two further stages in their child's lives when they start nursery and again when they start school. We have a range, a comprehensive range of measures that we are doing because we understand completely that to ensure that we can allow children to flourish, that we have to act early and effectively in the early years and make sure that we are trying to address the attainment gap in the earliest years of children's lives. That is a comprehensive package that the Government is completely and utterly focused on. Question 12 To ask the Scottish Government what the pupil-to-teacher ratio is in special schools and how that compares with 2008. The summary statistics for schools in Scotland indicate that, in September 2015, the pupil-to-teacher ratio in special schools was 3.6. That is compared to a pupil-to-teacher ratio of 3.2 in 2008. We want all children and young people to receive the support that they need to learn. At the end of this week, I will publish my annual report to Parliament on the implementation of additional support for learning, which sets out that, in 2015, education authorities spent £579 million on additional support for learning and an increase of £24 million on 2014. The minister of that reply will be aware of the fact that there are 164 more pupils than there were in 2008, with a figure of 6,920, but there are 172 fewer teachers teaching this group. If this group is, in fact, a priority in terms of inequalities, what is the Government going to do to restore that ratio to one that is reasonable and to ensure that special needs assistants in these schools, which are also vital, are not cut with the present pressure on local authorities? The member will obviously be aware of the commitment that the Government has had to teach a number and teacher pupil ratios in terms of the relationship that we have set out with local government on that very issue. I know that the member will be familiar with some of the reasons why there has been an increase in the number of pupils who fall into this category in recent years, due to the way in which the difference is recorded. However, I am alive to the fact that we need to continue to ensure that we provide the services that are needed. I am very pleased about the fact that attendance has improved and that, crucially, attainment has improved among this group. We all need to work together to ensure that that trend continues. To ask the Scottish Government what it considers the benefits of the named person provision will be for children and families. This Government is absolutely committed to ensuring that all our children get the best possible start in life, getting it right for every child, including the measures in the Children and Young People Scotland Act as an investment in all our futures. The named person provision will offer a number of benefits to children, young people and families. As the single point of contact, the named person will be well placed to where necessary, provide direct advice and support to the child and family or help them to access other services. The named person was a religionally developed, so families would not have to repeat their stories unnecessarily to professionals and ensure that there was better co-ordination across services to support the needs of their children. It aims to change the culture and practice of professionals, giving them the confidence, skills and knowledge that they need to put the children's needs and interests at the heart of services and support that they provide for families. I thank the minister for that answer and note my interests as a member of the advisory board of the National Autistic Society Scotland. National Autistic Society Scotland has added its voice to the long list of charities who support named person. We believe that the system will simplify and reinforce existing processes in ensuring the welfare of children in our society by bringing greater consistency and co-ordination to the support that is offered to families. However, it points out that, with 100 children and young people being autistic, it is important that named persons have an awareness and understanding of autism in order for their role to be effective. I ask the minister if she and her officials will make contact with the National Autistic Society Scotland to discuss the issue with them. I am grateful to the National Autistic Society Scotland for its support. Again, I reiterate that it will benefit families who have children with additional needs. It avoids them having to repeat their stories time and time again to different services in order to get the support that should be there for families when they need it. I absolutely make that commitment to meet the NHS or my officials to make sure that they can get their voices heard in the guidance and supplementary information that is necessary to ensure the good running of this benefit. To ask the Scottish Government what progress it is making in implementing the British Sign Language BSL Scotland Act 2015. We have established a BSL national advisory group that will inform the development of the first BSL national plan. We announced on Friday that the group will comprise nine Scottish public bodies subject to the act and 10 deaf people whose first language is BSL. An 11th BSL representative is a hearing parent of a deaf child. The group will meet six times in the next 18 months and the first BSL national plan will be published by October 2017. I thank the minister for that answer. I'm sure that the minister will agree with me that it's very important for parents and families to get involved in the teaching of their child whilst they're at home. What specific support is given to parents with a deaf child to ensure that that deaf child can get the most out of their school? I very much agree with the member that we need to recognise that parents are the most important people in a child's life and that we need to support what they do. We're providing substantial funding for the national deaf children's society to deliver support to families with a deaf child, including teaching them family sign so that they can communicate. It's often a great difficulty for many families. As we announced last week, we have appointed deaf and hearing parents to the national advisory group. To ask the Scottish Government what recent representations it has made to the UK Government regarding international students and further education colleges. The Scottish Government remains deeply concerned that enforced changes by the UK Government to immigration rules are significantly impairing the ability of our colleges to attract talented international students from around the world. I wrote to the UK immigration minister on 15 February about my concerns. He replied just last week, again, outlining the rationale behind the UK Government changes. However, we continue, as the Scottish Government, to have concerns. Our colleges remain committed to further developing their portfolio of international activities and we will, of course, continue to do all that we can to support our colleges in this matter and make clear our concerns to the UK Government. I thank the cabinet secretary for that comprehensive answer. What she'll be writing to the UK Government about colleges is what I see as an inherent discrimination in the way colleges are treated further education as opposed to higher education. In that access courses such as HND into universities, the international students have to go home and apply again, rather than move straight on. I ask that the cabinet secretary continues to make the case to the UK Government in the strongest possible terms that Scotland's colleges such as South Lanarkshire College and East Kilbride offer unique access opportunities to students to move on to higher education and that they should be able to offer this to international students without the discrimination that is apparent in the current system. As a Government, we continue to remain concerned and will do all that we can in and around the implications of the tier 4 changes. The member raises a fundamental and important point about the role of colleges and the potential of colleges in the area. I know that South Lanarkshire College is in the member's constituency, and it provides excellent HND opportunities that offer articulation to universities, affordable fee structure and, of course, the ability of students to work part-time to gain experience and to support themselves while studying in Scotland. We also have to remember that one of our largest colleges, the city of Glasgow College, is a key provider of specialist higher education to international students. This year, over 4,000 students from more than 130 countries are currently studying at the city of Glasgow College. Scottish Government, what it is doing to promote science, technology, engineering and mathematics in schools? On 9 March this year, the Scottish Government announced funding of £1.5 million for a range of initiatives to support the delivery of science, technology, engineering and maths, that is STEM in primary and secondary schools. The funding will support classroom learning and STEM with training programmes for teachers of science and technology, a primary science mentoring programme and support for maths delivered by maths champions within each of the local authorities. The funding is, in addition to the making maths count programme that is designed to promote enthusiasm and confidence in maths. May I particularly welcome the support for maths champions? That's a personal interest, of course, but the cabinet minister will be aware that some councils have faced challenges in teacher recruitment in STEM subjects. Can he outline what steps the Scottish Government has taken to address any barriers that remain to recruitment? The Scottish Government launched a teacher recruitment campaign last September to encourage more people to become teachers. We are supporting a collaboration between the University of Stirling and Herriot-Watt University, whereby some of Herriot-Watt's STEM students will train as teachers in parallel with their undergraduate STEM studies. A part of the £12 million transition training fund is to help people who face job losses in the oil and gas sector to find alternative employment. We will be available to support those who want to become teachers. Thank you. That concludes portfolio questions. We now turn to the next item of business, which is continuation of stage 3 proceedings on the land reform bill.


And it's like... Nice to see everyone today! I'm Jae Kim and here is... I'm Kaya Boy. She's African-American and I invited her today because I wanted to interview African-Americans so much. I'm really excited to be here so thank you for inviting me Jae. I don't know your audience. So this is my time to say hello and I hope you guys enjoy this video as well. So at first can you introduce yourself? Yes, why not? My name is Kaya Boyd. I am from America, Detroit, Michigan. I've been living in Korea since... Well, I first came here in 2015 so I just tell people 2015. And I am quite a few things here. I'm a singer in Korea. I'm a model, an actress. I'm also... Actress too? Yes. That's so cool. I'm also kind of like a student because I go to school online and I'm a self-study Korean learner. There's so many things happening in my mind right now so I keep forgetting. Why did you come to Korea? Well, I came to Korea because I always tell people that my answer is I was kind of inspired by K-pop. But I don't really think that that was the real reason. I think it was because I felt like something in my life was missing. And it wasn't K-pop that was going to solve that but I felt like some kind of independence and some kind of life journey that I was on just searching for a purpose. And it helped me to exceed the world and kind of see what other people see when they look at me. Just see how the rest of the world operates. I wanted to kind of just find my place and that's why I came to Korea. K-pop helped that. Which group do you? EXO. Oh, which member? So my name is Kaya. Kaya. Kaya. Oh my god, you can dance so well. The next question is have you ever dated a Korean guy and is there any differences compared to American? To answer that question, yes. I have dated a Korean guy before and there are quite a bit of differences culturally and mannerisms and different things like that compared to Korean guys. Definitely a lot going on there. The language barrier, if you're not great at Korean, but another problem, a big huge problem is the cultural difference. Not just between American culture but African American culture. This is another world. I find that a lot of Korean men can understand or can't really comprehend African American culture. Sometimes it's unintentional but they can be kind of disrespectful. For example, what kind of? Oh, yes, so like hair. Like African American hair culture. People in general don't know too much about African hair. So the whole touching, why does your hair do this? Why don't you straighten it? Why is it like this? It's really insensitive and it's really hard to explain these kinds of things. I find that is really difficult for African American women or African women. I think your hair is now gorgeous. Oh, no, that's the part. It's so hard to explain how my hair is. But thank you, I appreciate that. I invite her because I want to talk about prejudice about African American in Korea. Have you ever heard the word... No, I've never heard this. Oh wait, no, you're right. I'm sorry. I've never heard... How do you think about that word? I just want to say I hate those words. I hear them and I instantly feel like kind of disgusted. I just don't feel like they have a good meaning behind it. I've never heard someone actually say it to me. I've just heard it in between conversations. It's so common word. I will tell you what is the word mean.  So it's kind of this packed word but it's so much racism. Many Koreans don't notice that this racism word. It could be a group of students talking maybe or talking amongst themselves. And I've heard this word spoken. And a lot of the times they underestimate foreigners' ability to understand or to speak Korean.  That's gross. Don't use that word. Don't ever use it. And if you use it in front of me, it's a problem. There's going to be a fight. If they accept that it's uncomfortable and it's not only respectful, then you never use that word. I agree. Definitely. For example, oh I love your tiny single eye.  It's the same thing. Sometimes I've told my Korean friends like I love the way your eyes shape. I'll say like I love your eyes. Like they're so cute. I'm not trying to be offensive. I swear. I'm not being offensive. I hope not to squeeze. I'm trying to respect. I like your eye shape. I promise.  Oh my god. I hope no one ever says I will never say that. Okay, so another prejudice. Korean people think black people are good at singing and lapping and dancing and sports. Yeah, so how do you think about that? Do they really do that? And it's like they really relate to me. And I like the question sheet that you prepared for me. As far as black people being like superior and all these things, I'm not one to say that. First of all, like I guess that that's considered a compliment to black people. But when I listen to these kinds of things, it sounds more like a stereotype. Like we're good at dancing and singing and sports and all these things. Now don't get me wrong. This is true. But it's not everybody. Okay.  What? Not just dancer. They'll say I think you can twerk.  I will get so angry. Like what? Why? Oh, sorry. Never mind. Oh, yeah.  Like this is your way of complimenting African people or African American people. But it's not a compliment. It's a stereotype and it's a prejudice. It's really weird and uncomfortable. Do not just assume I can sing because of my skin color or I can dance or do all of these things because of my skin color.  Do not ask me to play anything. Honestly, that's the worst thing. When anyone calls me Beyonce or Nicki Minaj, like I think when they say Beyonce, you're only saying because of my skin color and that makes me angry. When you say Nicki Minaj, you're saying because of my body and that's disgusting.  We don't look the same. We're not all the same. Don't do that to us.  Can you dance Gangnam Style? Can you do Gangnam Style? That's disgusting. Don't do that. We don't do that to you. Don't do that to us. I went to karaoke last week with my black friend and she was so bad. Your ears were like, ah! Oh, yeah, yeah. This question is important. Do you think there is still racism in America? Oh, definitely. Against black. Definitely. That's not going away anytime soon or ever. There's definitely racism against black people in America. There's way too many issues that are still present, that are happening in front of the media and, you know, not in front of the media. But people don't really like to talk about these things because it makes them uncomfortable. Have you ever experienced that? Oh, yes, of course. I chuckle because it's like, ah! I used to, before I used to really make me feel, used to make me feel sad and there was a point in my life where, honestly speaking, I didn't want to be black anymore. That's so sad. I felt this when I was a lot younger. There was a time in my life where I was just kind of like, ah! I wish I wasn't black. Like, I don't want to have to go through these things or deal with being looked at a certain kind of way. And I would think this. But over the last good five years of my life, four years of my life, I've gotten some awakening and I've learned so much about myself and I've learned I don't want to change for anyone just because people don't want to accept me like because of the color of my skin. That's your problem. That's not mine. And if you don't accept me, that's fine. I'm not here to please you. I'm here to live my life and be happy. So, hi. Yeah. I like that. How about Korea? Have you ever experienced any discrimination because of your skin color in Korea? Yes. Sadly, yes. But honestly, it's not surprising in a society where the lighter the pale your skin is, the more you're accepted as beautiful. So, yes, I've experienced it quite a bit. Even dealing with entertainment, I noticed that some of the jobs that I went for with modeling and even acting, they would pick me based on my skill and things like that and they'd say, you're really good and we want you to be the star of the show. But we have someone who is white and even though their skills aren't as matched with yours, they look the part. And I've gotten turned down for quite a few things solely based on my skin color because it wasn't white enough for them. I deal with it from time to time with not so good people in some places where they will say or do something against me and it makes me uncomfortable. But it doesn't really bother me as much anymore because I've had to deal with this for pretty much all of my life. So, you've got to develop some tough skin. Oh, that's cool. Yeah, I just hope that one day things in Korea will change to where I don't have to feel nervous about being myself. If you want to be this packed, you should this pack other people first. That's true. Korean people are generally nice to other foreigners and other people but they don't know what is the problem usually. So, I don't know I can ask this, but for me, I think black girls are so beautiful like Beyonce. Oh, thank you. What do you think about the beauty of black people? I think all black people are beautiful. I think black women, no doubt, like there's no arguing there. What makes black women so great, what makes us so great is that if we want to, we can wear our hair straight, if we want to wear our hair naturally curly, we just wash it and it's done. It's naturally curly. If we want to do, we can do anything we want with our hair, our clothes, our skin, everything. And I say our skin because that's what I like about being brown because I don't know what the way makeup goes on, the way it glows on our skin, just my skin in general, I love it. And I love all shades of black women. Black men are awesome as well. Like when black men go to all of these other countries, people are either fascinated or scared. And it makes me feel really sad for these people who fear black men just because of what they see on them in media. But black men are freaking cool to me because when I go to another country and I see a black man in a way, I feel protected. Like I feel like, oh, okay, cool. Like my people are here. They have really good vibes. I can make friends with almost any black male, black female that just comes my way. I love it.   Yeah. I'm definitely proud to be African American. I have no choice. It's not like I can change my skin. I can't change myself compared to how I felt years ago about being myself. I definitely had some identity issues and me and my blackness, we worked it out. Oh. And I love exactly who I am. I love being black. I love that black people aren't getting better representation throughout entire world through the media, through some things, like even with the Marvel movie with Black Panther and that Get Out movie. I love that. That's so cool, right? Get Out played in Korea and they're in fact, they're just, they're doing a good job by putting more black people in a good light and then movies and in front of people who don't have much experience with black. Like I'm proud of that and I'm happy to be black, not just for those reasons, but because I don't think I was meant to have an easy life. I feel like I had to go through some hardships from being African American and I still have a lot more to learn and I want to educate people and kind of give people the right idea. Like I don't want to misrepresent African. I love my people.  I'm proud that I'm Korean too. Love yourself. BTS. So it's the last question. If there are people who are afraid to come to Korea who are afraid that they're a skin color, can you tell anything for them? Okay, so I would say if you're afraid to come to Korea because you think that your skin or your ethnicity will be a problem, don't be. Because one thing I can say is Korean racism is a little different from American racism. I'm talking about experience-wise. Like when I experience racism in America, I feel like I take it more personally. When I experience racism in Korea, it's kind of like, just brush it off. So I think that if you came to Korea, you would definitely enjoy it. There's so many lovely things about Korea that I love and the people are great. The food is wonderful. Even the culture, their culture is really interesting. It's different, but it's interesting and it's not too bad to adjust to. So I would say definitely give Korea a try.  And I know that sounds easier said than done, but ignore them and go about your life and prove to them, prove to yourself that you're better than that. They don't define you. Who cares?  Yeah, so what? So what? You can still, since you have these stereotypes, I can still dance and sing and do all these things. Yeah, I guess the beautiful and wonderful. So thank you for entering me, all the questions. It was a really good answer and I'm so impressed about that. I'm so glad that I could kind of educate and give my responses on that because I feel like there's not a lot of African-American representation here. So I'm so happy. I could do that. I will come back with another content. Bye. Thank you. Bye-bye. Bye everyone. Bye-bye. Happy to meet you. Something good. That one looks great. I'm probably going to steal that one from my...


Horn rims and funny stockings on the space station, presented by Science at NASA. If your favorite astronaut returns from space wearing horn rim glasses and funny stockings, don't be too disappointed. It's all part of the job, and there's a logical explanation. Among the challenges astronauts face during their stints on the International Space Station, far-sightedness is fairly common. Hence, the horn rims. But it may be those funny stockings can reduce the need for them. About three-quarters of ISS astronauts experience changes in the structure and function of their eyes during and or after their mission, says Michael Stanger, of Wiley Science Technology and Engineering Group. And some of these changes and some of the astronauts do not correct themselves after the mission. Stanger is one of the principal investigators of an International Space Station experiment with a very long name that we'll call Fluid Shifts Study for short. It's investigating vision problems in space. During space travel, the fluids of the body shift toward the head and even move across blood vessel and cell membranes differently than they do on Earth. Scientists hypothesize that this headward shift of blood and other fluids causes increased pressure in the brain, pushing on the back of the eye and causing it to change shape. The retina swells and the entire eye slightly flattens, resulting in far-sightedness, and maybe those glasses. Stanger and his colleagues seek to fully characterize these changes and investigate ways to prevent them. We want to know exactly how much fluid shifts and how it redistributes in the body. How does it move in or out of cells and blood vessels? How do the fluid shifts affect fluid pressure in the head, changes in vision, and eye structures? Those are the kinds of questions we'll answer. We expect to find individualized responses to the headward fluid shift that correlate to vision changes. To find the answers, they'll take measurements of 10 astronauts saliva, urine, and blood at different points in their missions. Other details collected will be their intercranial pressure, intraocular pressure, ocular structure, blood pressure and heart rate, in addition to ultrasound measurements of their fluid shifts. Another aim of this study is to find out whether the Russian chibisuit, also known as the lower body negative pressure suit, or funny stockings, can help keep the body's fluids where they need to be. The Russian cosmonauts use the chibisuit during the last three weeks of their missions as part of their preparation for re-entry. It's really just a pair of semi-rigid leggings that seal at the waist. A vacuum can be applied to reduce the pressure in the device, which acts to trap fluid in the lower body. The researchers will take cardio, cerebrovascular, and ocular measurements on the test subjects before endearing 25 millimeters of mercury a vacuum in the chibis. If it turns out that lower body negative pressure helps reverse fluid shifts and prevent the visual symptoms, it may indicate that crew members should use the chibis earlier and more often on long missions. We've seen some promising results in our first subjects. Staggering company will also be looking at other things that might exacerbate vision problems on the space station. For example, we may find that an exercise that's good for bone or muscle is bad for elevated intercranial pressure. Space travel veterans Scott Kelly from NASA and Mikhail Kornenko from Roscosmos are the first test subjects for this study. They will spend nearly a year aboard the station twice as long as a typical crew member. They're having measurements taken for the fluid shift study early in their flight at its midpoint and about 45 days before they return. Here's hoping they come back in style. No horn rims and hosiery required. For more from the International Space Station, go to www.nasa.gov. For news from the always fluid world of science, visit science.nasa.gov.


Okay, so here's this premise, if a runner completes a race course, then the runner has crossed a distance. If we reject this proposition, this premise, we are committed to the logical contradictory, which is a runner completes a race course, but the runner has not crossed a distance. I don't know how this could be anything other than a logical contradiction. Maybe if we really abuse the term race course to mean something other than a length a distance for people to run across, that's the only way this can't be a logical contradiction. But the minute that we say a race course is a distance for people to run across, well then, alright, just say that a runner has crossed a race course, but has not crossed a distance is a logical contradiction. Okay, so here's the premise, if the runner has crossed a distance, then the runner has crossed an infinite. If we reject this, we say the runner has crossed a distance, but the runner has not crossed an infinite. Well, so you might be very quick to reject this one. You know, you say, well, yeah, okay, let's say it's 100 meters, right? The race course is 100 meters. If the runner starts here and runs 100 meters over there, right, there's 100 meters, that's a finite distance. So it has not crossed an infinite, but you know, the mathematics here is sound, right? There is an infinite from the beginning to the end, right? What's halfway of 50 meters? I mean, you have to cross that halfway, well, 100 meters, well, that's 50 meters. And to cross halfway again, that's 75 meters. And to cross halfway again is what, 97 and a half, no, 87, 87 and a half meters, right? So here's the fraction, right? Here's how it works.  To finish to the end, you have to cross three quarters. That's the next halfway point. Oh, sorry, yeah, three quarters. To finish to the end, you have to cross seven eighths. To finish to the end, you have to cross 15 sixteenths. To finish to the end, you have to cross 31, 32, 31, 30 seconds. To finish to the end, you have to cross 63, 64. To finish to the end, you have to cross 127 out of 128. The formula is actually pretty simple. You just take the denominator, you multiply it by two, right? So that tells you the next denominator, the next halfway point. And then for the numerator, you just simply take that denominator and minus one. Now you follow this formula and you can create an infinite set of fractions, right? Without end, there will be a one-to-one correspondence between each fraction and each number on the number line that constitutes an infinite. It actually gets worse than that, right? In order to get to the halfway point, you have to cross halfway. So you have to get past the quarter. To get to the quarter, you have to cross halfway. So you have to cross one eight. In order to cross one eighth, you have to cross one sixteenth. You have to cross one 32nd. You have to cross one 64. You have to cross 128. You have to cross 256. And it keeps going. not only do you to finish the race course you have to cross an infinite to get started you have to cross an infinite and this is just a geometry folks I'm not just making this up this is just a clever trick that Zeno thought of right this is geometry between any two points there's an infinite number of points it gets even worse than that take any two point right take any two points in the distance say one quarter to one half to get from the one quarter one half not only it to cross the one eighth right to get to the one it's across an infinite from the one quarter to the one eight there's an infinite number of fractions between that one too so yeah the mathematics here is sound it's not awesome you know it's not just making stuff up if you cross if the runner crosses a race course the runner has crossed an infinite you don't get to say the runners cross the race course and not an oops all right so this next premise it's impossible for a runner to cross an infinite now if we're gonna reject this we have to say it is possible that the runner has crossed an infinite and you say okay this is the way to go and Zeno goes oh come on you can't cross an infinite you don't have a you don't have enough time you have to keep going to the next step to keep going to the next step to keep going to the next step well here's a little clue folks here's where Zeno has made a mistake because that sense of infinite is different than what he was dealing with earlier right take any distance say a centimeter I can cross a hundred centimeters right so that thing you know I have crossed a hundred centimeters no problem but in order for me to cross say an infinite number of centimeters I have to keep going now in that case yeah it will never stop I will never reach the end of an infinite set of centimeters but that 100 centimeters are crossed that also has an infinite but it's a different kind of infinite the infinite that's impossible for you to cross is an infinite expanse that's where you have a fixed distance and an infinite number of them the distance the infinite that you cross when you cross a hundred centimeters that's not a fixed distance that's an infinite divisible so this is where Zeno has made a mistake and he actually has made a mistake here yeah you can cross an infinite divisible but you can't cross an infinite expanse right that you can't do so the error the Zeno has committed here and this is probably one of the old times over talk about an error in this course with philosophy the error the Zeno has committed here is equivocation that's where you have one term that means two different things and he uses the term infinite to talk about infinite expanse and an infinite divisible but these are two different kinds of infinite they are not equivalent to each other in fact if you start getting in mathematics the infinite expanse where we're dealing with a set of all counting numbers is smaller than the infinite of the divisible even though they're both infinite that's fun stuff isn't it so this is one of the only times as you know this is more than a few times I'll say that there's actually a mistake here right there's a real logical error Zeno has committed the logical error of equivocation when equivocates between an infinite expanse and an infinite divisible now I'm not going to talk about the other paradoxes that Zeno comes up with at least not here so you know if you think that Zeno has indeed made an error with the other paradoxes it's up to you to figure out where the error is and if he hasn't found an error well I mean I sorry if he hasn't committed an error with the other paradoxes well then he's found some deep problems with common sense and common sense probably doesn't you know give a good objection to parminities argument or if you say that it nevertheless does like okay well parminities argument results in absurdities common sense results in absurdities you're just siding with common sense but why if you don't have a why that's the abandonment of reason not the use of it


At Ellis Brigham we take ski testing really seriously and this involves two different ski tests. The first one is done early in the season. Everything's put through its paces and compared we make the decisions what we're going to stock. Later on in the season we bring staff out to Austria. Here the staff test all the skis that we've decided to go in the range. This means we can make sure we've made all the correct decisions but it also means that when you come into any of our stores the staff there can give you personal advice. They know exactly how the ski skis because they've been on them. Okay so this is an all-mountain, it's an all-mountain ski. It's all-mountain rocker so it's you know 10% rocker in the tip, 86 underfoot. It's a progressive all-mountain ski so it's designed for the advanced skier. It features a full titanium sheet, tip to tail, power wood core and a world cup base finish. So the main technical feature in this ski is the pro light construction which you can see here when I turn the ski around. You've got these windows in the tip and the tail that reduce the swingway of the ski without compromising the edge hold of the ski. You'll notice that this has got a power wood core in it so it's designed for hard snow conditions but also for side and off-piece conditions as well with the all-mountain rocker. Target skier is the advanced all-mountain skier who's looking for a ski for hard packed snow conditions in the morning but then it's going to be great fun in the variable snow in the afternoon as well because it's got the all-mountain rocker and the wider tip and tail. Feedback is probably for the more powerful bigger guys. This has been a really popular ski. It's very playful and sporty underfoot. For the lighter weight guys it's probably a little bit too burly so it's really a it's a bigger more powerful skier's choice and we've had really good test feedback on it. Hi I'm Simon from the Fort William Store. I've been skiing the Vantage 86 Ti this morning in fresh snow and freshly groomed tracks and yeah I've been really enjoying it. The 86 for me is the kind of perfect balance of that in between spending a good amount of time you know off the side of the piste and a good amount of time on piste. It's probably to that point it's the 50-50. It's encouraging and it kind of builds you up into having good fun. When you when you are going to push it harder it does you know keep up with you it's not like it it goes soft and that you really struggle. It's yeah it encourages you to kind of have fun work a bit harder go a bit faster but actually even if you do back off and you know you just kind of your legs are burnt out and you just want to get down the hill it doesn't feel like it's hard work. For me what I really enjoyed about this is the carvability of something as wide and as capable. It feels like a piece ski in many senses but can do so much more.


Well, Togaf is a framework, so it provides guidance on how to deliver EA following the ADM as a consistent process and information flow. It also provides a set of guides and techniques to support EA practices covering areas such as how to build EA capability, how to handle governance and set the repository, and how to deliver architecture descriptions following the content framework. What it doesn't go into in detail is the relationship of how to construct and deliver architecture descriptions with a specific notation. And here's where Archimate can be used to support Togaf in providing a standard modeling notation and language for the delivery of models and an architecture. On the other hand, Archimate focuses on the modeling processes, therefore it does not recommend or address any specific methodology, process, or framework to support EA as a practice. In these areas, Togaf is an appropriate support mechanism for Archimate. Archimate can also be used to implement models, tools, reference models that give both standards the visualization and the models to support implementation and executable standards in a real sense, in a practical deployed sense. Well, our vision is to keep Togaf and Archimate as separate standards while providing guidance about how they can be successfully used together. This means that Togaf can be used along with any other modeling notation or language notation, for example, with UML. And in the other direction, Archimate can also be used to support an EA implementation that's aligned with any other EA framework or combination of different frameworks. So we're keeping them separate but related to each other. At the end of the day, the application of standards depends very much on a particular context for every organization or enterprise. The management frameworks and the tooling that they have in place, this is the reason why standards like Togaf and Archimate are designed to be adapted to fulfill the specific needs of a given enterprise. And most of the time, they're used along with other practices and modeling notations such as governance or project management frameworks, requirements frameworks, and in notations such as UML or others. So which way best practices should be used must be based on an assessment of how they will deliver value to the particular enterprise and organization, both for a short term and a long term.


The Brainerd Boys soccer team is off to a fast start at 3-1 this year, but this season, for the Warriors, it's about more than just what the scoreboard reads at the end of the game. Sports reporter Anthony Scott has more. It was a shock. Over the off season, the Brainerd Boys soccer team was faced with a challenge bigger than anything that could happen on the field, when one of their teammates, Jake Hapa-Joki, took his own life. It was unbelievable. I remember waking up that day and I got a text and I looked at my phone and I said, it's not him. I called two people I thought it might have been. Both answered, got to school, heard it was him and it was just heartbreaking. At the beginning of the season, the Brainerd soccer team made sure Hapa-Joki will remain a warrior forever. We have retired his jersey, so that's uh, nobody will ever wear that jersey again. This tragedy has brought the Warriors close together like never before. Our team is is really closer than ever this year. Uh, no, no hard feelings between anyone. Everyone's really close.  And this season will be played with a little extra motivation. And then we're just dedicating the season. It's this one's different. The season's for Jake. Even if you don't know him, he's still made an impact and he will ever make forever make an impact on the Brainerd soccer team. The team remembers Jake before every game with a prayer and all the bonding is now helping the team on the field. I think it really brings up our communication and it really helps us be focused and determined. Right side, right side, right side. The Warriors are off to a three in one start, averaging more than three goals a game. So far, I've liked what I've seen, you know, they're gelling, you know, they're still getting used to playing at this high intensity level compared to a JB level. For the seniors who know what it's like to play at the varsity level, it is now or never for that state tournament run. The first day of tryouts, I was driving two tryouts and I just thought to myself, I was like, this is our last chance, right? There's five or six of us and it's our last run. And if we don't get our goal state, there's no, there's no, there's no coming back. The Warriors will be playing with heavy hearts all season as they try to make that state tournament run reporting from Brainerd, Anthony Scott, Lakeland news. A few members on the team created an organization and Jake's honor to help improve mental health in their school called the Lighthouse Project. For more information, check out the story on our website, LPTV.org. If you enjoyed this segment of Lakeland news, please consider making a tax deductible contribution to Lakeland PBS.


Milwaukee Brewers Nation April 14th is the new opening day for the Milwaukee Brewers 4-1-4 day and 5,000 tickets will be four dollars and 14 cents 5,000 tickets that's right get your tickets and get to opening day go Brewers