Hi friends, welcome back to my channel and welcome if you're new here. My name is Jen I'm a certified weight loss and nutrition coach and I'm on the WW or the Weight Watchers blue plan It's Monday. So it is meal prep day. I have three fantastic kick the new year off, right recipes We have breakfast lunch and a sweet treat that Troy my husband actually picked out for the week that turned out Absolutely incredible. I can't wait to share all three recipes with you So if you're excited for today's video, give it a big thumbs up kind of lets me know to keep putting out these meal perhaps as we move into the new year and Also, if you are not yet subscribed or you're new welcome welcome We'd love to have you hit the little subscribe button and of course the bell next to it that way You're just notified whenever new videos are uploaded down in the description box You're going to find my brand new 2021 custom calendar customize it just to you to help you reach your goals in the new year Definitely pick one up. It's $15 free shipping within the United States If you're outside of the United States in the description box is my email Just shoot me an email and I'll give you the added cost for shipping But definitely pick one up game changer for the new year You'll also find links discount codes to my favorite things my nutrition coaching website where I offer personalized macros and calories which is essential as well moving into the new year take advantage of that service as Well as individual support in 30 or 60 minute coaching sessions So a little bit of everything over on my nutrition website last but not least is my Facebook group also head on over and join us there Of course, we'd love to have you be part of that amazing supportive community as well So we have three fantastic recipes this week. So let's jump in For breakfast this week, we're making crustless breakfast quiche muffin So we're taking quiche and muffins throwing them into one These are going to be so incredibly delicious. So let me show you what's in our breakfast recipe first You're going to need some almond milk. You could also use fat free or low-fat milk Bisquick heart smart pancake and baking mix if you do opt to use another pancake mix Just recalculate your points make sure they wind up to be the same because this one is a little less calories Than a lot of the other traditional baking mixes Sausage of your choice. I originally was going to use the Jimmy Dean turkey sausage crumbles But they did not have them so I picked up this chicken and sage sausage My amount that I'm using does not change the points from if I would have used Jimmy Dean But I think that would be a little bit easier because they're already small crumbled pieces But use whatever sausage you prefer you'll need some eggs and some light shredded cheese So let's make some breakfast. The first thing I'm going to do is chop up my sausage So I'm just going to cut it into bite-sized pieces to go into the muffins sausage is all chopped up and ready to go So to start our muffins, we're going to go ahead and crack our three eggs Into our bowl and then season that with a little bit of salt and pepper Stir that up get that whisk together Until it's nice and combined and that salt and pepper is mixed in really well We're now going to add in one and a half cups of almond milk or whatever milk You chose to use for your muffins And then we're also going to add in our half of a cup of the Bisquick heart smart baking mix Give that a good stir We are going to spray our muffin tin really well with some non-stick spray We just don't want these to stick I went ahead and grabbed out the one third cup And I'm going to just add the egg and flour mixture evenly to all 12 compartments of my muffin tin We are then going to divide the sausage evenly all 12 of the compartments and then top it with a little bit of cheese I have half of a cup of cheese total and I'll just divide that evenly among all 12 of the quiche muffins Look at how delicious these look these look Really really good. So what I'm going to do is pop these in the oven at 350 degrees For about 15 to 20 minutes or until a toothpick comes out clean the quiche muffins are out Look at how delicious these look you can see the sausage the cheese the biscuit texture These look absolutely amazing. So I'm going to let these cool for a couple of minutes I'll pop them out. We'll go over points and calories and what I'm going to pair them with for breakfast Here are the muffins. Don't these look delicious? It's the pairing of quiche and muffins together makes these absolutely incredible They are only two smart points per muffin on both the blue and purple plan And three smart points per muffin on the green plan 80 calories So my plan is to have two of these Along with some fruit and maybe some canadian bacon or something for that little extra punch of protein or yogurt But that's my breakfast. You guys two smart points apiece. You can't beat it You're getting sausage and eggs and that yummy biscuit texture highly recommend this recipe So i'm just going to store them here in this little container in the refrigerator And then I just warm them up either in the microwave or in my air fryer each morning for breakfast For my lunch this week. I'm making a one pot which I love that idea one pot one pot cleanup Yes, please. This is a creamy french onion chicken pasta. So I'm going to get in some pasta for some fiber I'm going to get in some chicken for some protein and this is going to be a really well rounded lunch So let me show you what's in our recipe. You're going to need worcestershire sauce minced garlic all-purpose flour One large box of beef broth Light shredded cheese brown sugar alternative. I highly recommend the locanto monk fruit golden It's the best it tastes the most realistic like real brown sugar zero calories zero points I will link locanto down in the description box with 15 off for you So you can pick up all the locanto products at a discount You're going to also need of course some boneless skinless chicken breast Light butter the recipe calls for white wine, but I'm going to use up what I have in my pantry So I have a little bit of the marsala wine left and red wine. Oh, that's vinegar Let me swap that out.  Of course, I'm using my fiber gourmet light penne pasta You guys know, I love fiber gourmet It is a complete game changer when it comes to calories and points You can have two ounces of this pasta for only two smart points now traditional pasta five to six points You can't beat it But what's amazing about this pasta besides how amazing it tastes and the texture is it's 100 calories per serving versus 210 of traditional pasta it has 25 grams of fiber It is your fiber for the day in pasta. How great is that versus two grams of fiber in regular pasta 17 net carbs versus 41 if you're someone watching your carbs and seven grams of protein per two ounce serving It is seriously a game changer if you follow my channel, you know that this is the only pasta we buy My husband and I both absolutely love it. I will link nettrition down in the description box That is the most affordable Website to buy it on and they have all the shapes because it comes in penne, rotini Elbows and a spaghetti noodle. So definitely check them out on the nettrition website You'll also need some Italian seasoning and a big yellow onion Salt and pepper and then a pack of sliced mushrooms or eight ounces of mushrooms So let's make some pasta I started a skillet with a little bit of non-stick cooking spray and added my chicken breast We are going to add just a little bit of salt and pepper And allow these to cook completely so that we can shred these up We want shredded chicken in our pasta.  Go ahead and let that melt I went ahead and added in a sliced onion that large onion I just cut it really really thin into slices And then i'm going to sprinkle in half of a teaspoon of the laconto Golden and we're going to let these onions cook down. Basically. We're doing a grilled onion As my onions are cooking. I'm going to just sprinkle in just a little bit of salt We're going to let these cook for about 15 minutes. Once your onions are sauteed down We're going to add in eight ounces of sliced Mushrooms and a big scoop of minced garlic And we're going to allow this to saute and cook down another one to two minutes Now we're going to add in a couple of tablespoons of all-purpose flour And we're just going to sprinkle that right over the top of the mushrooms and the onions Stir that together and let it just kind of cook for about 30 more seconds Next is one half of a cup of white wine or in my case I use the marsala wine and about a tablespoon of worcestershire sauce Give that another quick stir. We want the liquid to meld really well with the flour That's what's going to really thicken up the sauce of our pasta dish I added in the shredded chicken Now I'm going to add the entire box of beef broth, which is four cups And then I'm going to add in my bag of pasta. That's what I love about this dish It's all one pan. You don't even have to precook your pasta And then the last thing I'm going to do is add in a little bit of Italian seasoning We are going to bring this to a boil and allow it to cook until the pasta is cooked through Five of our meat generally cooks a little bit faster than traditional pasta But we just want to make sure the pasta is cooked all the way through Once the pasta is cooked through we're going to add in our cheese An hour one half of a cup of half and half mixed with low fat milk or fat free half and half Whatever it is that you're using go ahead and give that a stir We're going to let it simmer on the stove for just a couple of minutes We really just want those flavors to meld and then we'll divide this out And I'll be back to share points and calories So here is my lunch. This is a big bowl of pasta What I'm going to do is pair this with a fruit and possibly another vegetable But this is a lot. This is a very large meal prep bowl And it is over halfway full with pasta and it smells So good. So the calories on this is 349 calories Which is not bad for pasta and you're getting a punch of protein With the chicken and the fiber from the fiber gourmet pasta It is eight points on the green plan seven on the blue plan And if you decide to use a zero point pasta on purple, it would be three If you use fiber gourmet on purple, it's the same as blue at seven smart points So this is my lunch you guys and I couldn't be more excited for pasta For this week's sweet w w friendly calorie friendly treat. We're making edible cookie dough I don't know about you, but I always eat the raw cookie dough Whether it's good for you or not. So I'm excited to have something on hand That's good for you and safe to eat.  We're using a very very small amount Light butter chocolate chips. I'm using the loconto. You guys these are so good I like these much better than lilies. I think they have a much sweeter more authentic chocolate chip taste again Loconto is linked down below with 15 off for you guys You can pick up all your monk fruit favorites on their website including these chocolate chips and last but not least You're going to need some vanilla extract. So let's make some edible cookie dough in a small bowl We're going to cream together the butter which has been softened I've let it sit here out on the counter while I put together the ingredients And our three tablespoons of brown sugar. So go ahead and mix that up. You want to make sure everything gets nice and Creamed solidly together Now we're going to add one tablespoon of almond milk and one teaspoon of vanilla extract And we are going to stir again until that is fully incorporated Into the mixture. I'm adding in my flour now. We put our flour in the microwave For 75 seconds. So make sure that you transfer it from a measuring cup to a microwave safe bowl That essentially cooks the flour because if you didn't know you're not supposed to eat raw flour So by putting in then the microwave for 75 seconds kind of cooks the flour and makes it edible So we're going to mix that in until a dough is formed and lastly we'll pop in those chocolate chips Now we're adding in our chocolate chips Stir that together and we are going to put this in the refrigerator for 10 minutes before serving That will allow the mixture to firm up a little bit more to the consistency Of cookie dough, but this looks so good The cookie dough is done. This is the perfect texture and consistency So i'm actually going to store it in this bowl. The cookie dough makes 16 servings You can also divide this by eight and make less servings and get a bigger Bigger amount of cookie dough per serving. So let's go over points and calories One sixteenth of the recipe is only 36 calories. So not bad at all for cookie dough as far as points go It is one point per tablespoon using the regular brown sugar or five points If you want to have a whole entire half of a cup of cookie dough If you substituted a laconto brown sugar lower the points a bit You could actually have three tablespoons for two points or a quarter cup for only three smart points So essentially the way that I prepared it into 16 servings It is one point per tablespoon Now if I decided to divide this into eight servings It bumps the calories up to 72 and for one serving it would be three points So just depending on how much cookie dough you want, but ooh, I am excited for this Thank you for joining me on another Weekly WW meal prep I hope you are as excited as I am for these recipes for the upcoming week. Every single recipe is Absolutely delicious and I can't wait to have them for the entire week If you enjoyed today's video, please give it a big huge thumbs up And of course if you're not yet part of my youtube channel, I'd love to have you Make sure that you do hit the little subscribe button and the bell next to it So you're notified when new videos are uploaded. Don't forget about the description box for the custom 2021 calendar macros calories nutrition coaching Links and discounts to all my favorite things and my facebook group Another great community that is beneficial for you as we move into 2021 Thank you guys so so much for watching and of course, I'll see you all in my next video. Bye


Actually, before the meeting started, it was good to know that Cable and others were there, you know, our friends from the open education movement. So thank you for inviting me to this conversation on how to reimagine open education. Today, I'm going to reflect on open education for sustainable development. And of course, I'll drop on the work of the Commonwealth of Learning. Over the years, but also particularly during the pandemic because that's when we learned, you know, what countries really wanted and what we could do to support them. But first, you know, just for those who don't know about the Commonwealth of Learning, we are an intergovernmental organization with headquarters in Canada and a regional office, the Commonwealth Educational Media Centre in Asia in New Delhi. We work of course in all these 54, these dark blue countries, including Canada, which span all regions of the globe right from here to the Pacific. And our mission is to help Commonwealth member states and institutions to use distance learning and technologies for expanding access to education and training. And, you know, the founding fathers could never have imagined that, you know, 32 years later, the whole world would suddenly pivot to distance education and call would be more important than before. So in this presentation, I will begin by outlining the context today and share our understanding of what we mean by open education at call. And I'll then give you some highlights of how we've opened up education, especially during the pandemic, and then conclude with how we can harness open education for sustainable development. So let's look at the context first. Sustainable development goal four, which aspires to ensure equitable access to quality education and lifelong learning for all by 2030 is more important than ever before because of the huge disruptions and setbacks that education has experienced this year. So we know that 90% of the students were impacted. And even before the pandemic, we knew that most of the targets of this goal were going to be slipping to the 2040s, 2050s, and so on. And now it will probably be even worse. Universal secondary education is part of the SDG-4 is far from being achieved and the global average today is 76%. And of course, if anything, it's going to get worse, especially for girls and persons with disabilities because earlier when pandemics happened, when this Ebola crisis happened in Sierra Leone, many of the girls dropped out and they never actually went back to school. So this is a problem which is waiting to happen and what can we do about it and create it? Again, if you look at access to tertiary education, it's below 40% globally. But in some developing countries, it's even yet to reach 10% and in some countries it's even 2%. So how are we ever going to reach that goal? Youth unemployment was already high before the pandemic and we've seen it become much worse in a post-pandemic world. Of course, we are still in a pandemic world. And this has implications for education because any increase in unemployment results in increased demands for higher education. For example, in the US, a 1% point increase in the unemployment rate is associated with a 1.6% point increase in university improvements. So in the last decade, we've already seen a phenomenal growth and is it going to continue to grow or is it going to stagnate? That's the question. But cost is a very major factor and a major barrier really. In a recent study which we did in, you know, call, we found that learners are finding it hard to afford textbooks. For example, in St. Lucia, where Paul was earlier this year. In fact, that was my last travel to Paul. Learn, you know, the average spending on textbooks is $338, which is way above, you know, what an average person can afford. And similarly, we did a call survey in Malaysia which found that 76% of students did not buy textbooks because of the high costs. And in Bangladesh, they just managed by photocopying content. And in many developing countries, even at the school level, for example, in Togo, several students are sharing one textbook for reading and of course, even more students are sharing one textbook for math. So does it matter or can we somehow manage? There was a study of 22 countries in Sub-Saharan Africa which showed that providing one textbook to each child can improve learning outcomes by anything between five to 20%. So I think it is important that you put a textbook in the hand of every child. And the existing learning crisis is already showing signs of further deterioration. A recent study in the Netherlands records a learning loss of about three percentile points with higher losses among students from less educated homes during the pandemic. In another survey conducted by Tony Bates, even in a resource-rich institution like Stanford, 16% of the undergraduate students did not have access to the internet for half the time. And 60% of students from low-income homes did not have a private space for study. So what was the situation in the Commonwealth? During the pandemic, we found that the greatest need was for quality content, especially at the school level, which has the greatest number of displaced learners. Second, there was an urgent need for teacher training in distance and online education to ensure a smooth transition. Teachers did actually make a transition. And in India, some of the teachers were using their mobile phones to reach students. And they were using it for hours and the teachers were complaining that the phones became so hot that they couldn't hold them in their hands anymore. So they had to put them down. I mean, that's a different dimension of the problem that we've not even thought about. And then third, countries require enhancements in their digital infrastructure to provide an enabling ecosystem that leaves no one behind. And in India, you could see in huge parking lots, children sitting on mats and teachers teaching using loudspeakers. Now, how effective could that have been? But that was the only way. And this was a kind of creative solution that they found. So how has called responded? We've used a multi-pronged approach providing guidelines and resources, building the capacity of teachers, providing tailored responses to requests from member states and trying to promote collaboration for enhanced impact. So as an organization established to promote learning through the use of technologies, particularly distance education, call has been promoting open education from the very beginning. To us, open education describes policies and practices that permit entry to learning with as few barriers as possible. And I think nobody could have summed it up better than the founding chancellor of the Open University of the UK, Lord Crowder, who defined openness in relation to people, open as to places, open as to methods and open as to ideas. So this is the kind of basic philosophy of open education that we have been following. Now put into practice, what does it mean? It means that institutions have flexible entry requirements, allow learners to choose the courses they wish to study and accumulate credits at their own pace and convenience. This is what Charles Weedemeyer, an American, and a visionary who described openness in terms of access, curriculum, participation, and accreditation way back in 1973. In Asia, when we speak of open education, we usually refer to the massification and democratization of education for those hitherto kept outside its purview. And because women have traditionally been denied the opportunities for education, opening up education also means reaching the unreached. Now globally, the concept of open education has a wider and more contemporary connotation. For example, as Tony Bates tells us, open education refers to opening access to courses and programs and includes OER, open access research, open textbooks, and open data. Now, using Christensen's disruptive innovation model in higher education, open and distance learning was the real innovation about 50 years ago at the bottom of the pyramid that challenged mainstream face-to-face higher education. And for over 50 years now, open and distance learning has integrated the social justice agenda in its policies and practices. But I think it took the pandemic to move open and distance learning from margins to mainstream. So let me now outline some of the ways in which Paul has been contributing to opening up education so that no one is left behind. So when Paul started its operations in 1987, one of the mandates was the responsibility of assisting the acquisition and delivery of teaching materials and more generally facilitating access to them. So we were sort of already seeing the kind of seeds of OER in Paul's memorandum of understanding which the heads had signed. And in 1999, Paul built the capacity of 140 teachers in eight African countries to develop 46 teacher training modules that were then available for use free. And of course, people could adapt them. And of course, Ghana, Nigeria, they use this content, not in its entirety, but bits of it. At that time, of course, there were no licenses to open up the material. And then Paul was a signatory to the Cape Town Declaration which agrees that open education is not limited to OER and includes open technologies and open sharing of teaching practices to empower educators. In fact, Paul was the first intergovernmental organization to adopt an OER policy and mobilize governmental commitment to OER. It partnered with UNESCO for the two world conferences on OER with very valuable support from the Humulet Foundation. Paul believes that if the child cannot go to school, the school must come to the child. And this was even before the pandemic. And we've been promoting open schools which provide flexible learning opportunities for secondary education. The issue of access and equity in secondary education can be addressed by establishing open schools and 27 commonwealth countries have these open schools. And I'll just give you examples from three countries. In India, the National Institute of Open Schooling has a cumulative enrollment of 2.7 million students, 31% being female. Similarly in Bangladesh, open school enrolled 165,000 students, 40% of whom are female. And in Namibia, which is a relatively smaller country, 80,000 students, 65% being female, enrolled at the Namibia College of Open Learning. And you can think of where these students would have gone if these open schools hadn't been there. So high quality education is being provided at a fraction of the cost as per call studies. I don't want to go into it now, but it's like anything between one-fifth to one-tenth of what it costs to put a child through a regular government secondary school. And it was very useful to have open schools during the pandemic. And countries with open schools, for example, Botswana, which has Boko Dhal and Namibia, had a head start during the pandemic because they were able to share the self-instruction materials. They printed them and they gave them to parents of children through the regional centers so that even schools or students of all schools in the country would continue to study at home. In addition, we have developed guidelines for building resilient schools and possible models for the future, which can withstand future disasters because this is not the first and it's not the last. And we've shared it with ministries of education and institutional partners around the Commonwealth. Kall also believes that keeping that distance education can keep the doors of tertiary education open even when campus institutions had to close. And we know that from universities around the Commonwealth. For example, in the Commonwealth, there are 33 open universities in fact, Asia probably has the largest number and just these 33 open universities, which have the term open in its title, cater to over 5 million students every year. And the next wave of growth is going to happen in Africa, where already we've seen, we can see these universities I don't know why we haven't got Mauritius on this map, but there's five of them and there's more coming up, you know, the governments are fast tracking open universities in Kenya, Ghana, and Namibia. But during the pandemic, it's not just support for open universities. What is it that countries asked help with? Nigeria, we supported campus institutions to offer distance education and go dual mode. In Antigua, Barbuda, Kenya and Malaysia, we received requests in how to integrate technology into teaching and learning. We've responded to requests from a university in Zambia to integrate employability in the curriculum. And the University of Rwanda is developing online security and policy, privacy policies. And once these are ready and pilot tested, then we'll be ready to share them with other universities in the Commonwealth who will also need them. So I've just given you some examples to give you an idea of what institutions are prioritizing as a result of the pandemic. And as most countries pivoted to distance learning called developed and disseminated guidelines for distance learning to Commonwealth ministers of education and these have been sort of quite widely used, I'm told. Call has also been providing access because there was lack of access to digital content, quality content, open educational resources. And during the pandemic, just one example called partners with the OER Foundation, ICTE and OEG to launch OER for COVID which attracted participants from 89 countries. A survey was conducted which indicates, we asked them whether they wanted more capacity, building more access to repositories and they said we don't have the time for any of that. You please give us curated content which is aligned to our curriculum. So now they really wanted kind of something which was tailor made for their needs. So call responded by developing a video on demand service because you know it's very low bandwidth and connectivity is a problem in the Pacific. So we had to do this video on demand service for STEM subjects aligned to the curriculum of Fiji, Nauru and Samoa. And 800 videos have been put together. This is the first phase and tomorrow with the ministers from the three countries we are going to launch this formally. So as teachers make the difficult transition from classroom to online provision, they have great need for capacity building as we know. And in partnership with the Ministry of Education in Trinidad and Tevebo, call offered a MOOC on using OER for online learning which attracted over 8,000 teachers in the country which is I think pretty much half the number of teachers in the entire country because it's again a small state. And of course the content of all call MOOCs and courses is OER. In addition, we developed a set of, we recorded a set of 12 videos with Tony Bates on teaching in a digital age which is based on his book. And this has become really a crash course for both policymakers and practitioners and is being widely used in including in some of the UNESCO institutes. Since less than half the world has access to the internet, how are we trying to convert the digital divide into a dividend? Of course, MOOCs have been very helpful for helping teachers, but what about other people who don't have access to computers and connectivity? Call has developed MOBI MOOCs to help us reach the bottom of the, the bottom billion by providing simple technology solutions because this has a basic mobile interfaces, doesn't even need a smartphone, social media integration and delivery in low bandwidth situations. And you can see from this photo that these illiterate women, farmers, continue to learn corporate finance using their basic mobile phones even during the lockdown. Another way of reaching the unreached with technology is called APTAS, a low cost offline virtual classroom that provides learners in remote locations with access to digital resources. It's a server that works with a solar charger and a wireless router costing approximately $150. We are giving 30 of these loaded with OER aligned to the content of the Bahamas. And this is going to be now handed over formally, of course, virtually, the machines have been sent already to the Bahamas, but tomorrow the minister will receive them formally through a virtual conference. So this is the second thing, during the pandemic which worked. And also people are asking, for example, Maldives is saying that we can't use the technologies which use a lot of bandwidth. So we are providing Mukit, which is again an open source platform that works in low bandwidth situations and integrates open-source video conferencing. And this is what we are going to be deploying in the Maldives. Ashha, can I just bring forward a question from chat? There's a question about how the video that you're using and in particular the video on demand that you were talking about earlier is distributed in the low bandwidth context. How are you doing that? You know, this video, we've put set up a platform and this is going to be launched, as I said, tomorrow by the three ministers from those three countries. And because we listened to what that survey told us, we have only aligned content which is valuable to their teachers according to their curriculum. So it's not something which is going to need a lot of bandwidth. It can be actually downloaded as and when required. It also has a provision that if the country wants to, you know, telecast it, they can do that. But, you know, let me call my technology expert who's led this. I'll just call Professor Naveed Malik and he'll take it up after I finish the presentation because he knows all the technical stuff. So for those who are interested, and he's just next door, so it's okay. Sure, thanks so much. So then, you know, the other thing which is that unemployment rates, you know, as we know have touched a new high and we need opportunities for skilling and reskilling. And a recent report for the World Education Forum showed that 43% of businesses surveyed indicated that they were set to reduce their workforce due to technology integration. And companies estimate that around 40% of workers will require reskilling of six months or less and 94% of business leaders report that they expect employees to pick up new skills on the job. So what we did that in collaboration with Coursera, CALL offered free training opportunities to over 115,000 persons from 49 Commonwealth countries. And, you know, we were given these free licenses. They started with 10,000. But because CALL had set up help desks and, you know, provided support through partners to the learners who did not necessarily have connectivity and they were using, you know, basic, you know, they were using their smartphones or they were using library facilities. So this then Coursera kept increasing it to 100,000. Now they've increased it to 125,000 and they've increased the date so we can go up to the end of March. And a lot of people have benefited, you know, people have found opportunities for promotions, opportunities for employment after doing these courses. And interestingly, the greatest uptake has been in the Caribbean. In fact, in Guyana, which is a small country, 30,000 plus people have enrolled. And because the minister herself is very sort of engaged, she has signed an MOU with the association of, you know, employers in the country. So all the certificates which are gained through this project, you know, these Coursera certificates, they are now going to be recognized by that association for employment. So of course, we don't forget women and girls. And these are students from Fatima Jina Women's University in Pakistan who have successfully completed several workforce recovery programs under this Coursera call collaboration. And we've got very good testimonials and kind of, you know, stories from them about how they've benefited. So this is people who have access to, you know, computers, they're slightly privileged. What about people who don't? Now we were working with 7,000 weavers and artisans, you know, they are small entrepreneurs in India when the pandemic struck and they were disrupted. But fortunately, most of them had access to smartphones and the training continued using WhatsApp. And this training was mostly in, you know, building capacity in e-commerce. So, you know, this was the other solution that was found for reaching people during this pandemic. And we also developed this guideline on strategies for blended technical vocational skills development during COVID-19 to ensure, you know, that people, more institutions use blended approaches for both speed and scale. So these are just some examples of how call promoted open education for sustainable development. But what did we learn? So even though countries were forced to close borders, I think the future does lie in collaboration. Call for a partnership attracted more than 60 organizations, institutions and associations, including of course, OEG, which is a member of this international partnership called Open Door. And this has become a vibrant platform where partners have shared over 200 courses already. You know, these are all OER courses which anybody can use. And now, because there is a greater acceptance of open education, we can build on these foundations to raise awareness about how inequalities can be addressed. In fact, we need to invest in more OER for persons with disabilities. You know, this is one area where there's a huge gap. Not just for OER for persons with disabilities, but also reducing the costs of assistive technology. So if our open source community can sort of focus on that, it would really help, you know, reach this constituency. Governments and institutions, of course, still need support with policy development and implementation plans to build resilience ecosystems that can face future challenges. Of course, there are more OER policies, especially at the institutional level. Governments are supportive, but this does not always translate into explicit policies. And in many countries, people are opening, governments are opening up their content, but not necessarily applying any licenses to do that. So this is still a long-term process and we'll need our continued support. And finally, of course, there are many more repositories today than there were a few years ago. But I think people are still not aware of where these repositories are, how to use them. So we still need to publicize them and make them more user-friendly because sometimes, you know, it's a real barrier when you have to fill in so much information before you can even access a repository. So I think we really need to make them fully open rather than partially. And the main constituency which is really going to help us achieve this is the teaching community. You know, building the awareness and capacity of teachers, especially at the school level. I think most of our efforts have been at the university level. If we went to the school level, I think we can accelerate the transformation of closed systems into more open ones. So as we have seen, openness is an evolving concept from the various definitions in the beginning. And it also means different things to different people. So what do we mean by open education for sustainable development? I think we mean the use of flexible learning which can be done anytime, anywhere, using any resource facilitated by a range of affordable and accessible, accessible especially for persons with disabilities technologies that empower learners to access quality educational opportunities for economic growth. Allows them to participate in the process of effective social change and to contribute to environmental conservation. That's one area we haven't really touched, but that's the other kind of growing crisis of the future that we still need to think about. And without that, we can't have open education for sustainable development. So with that, let me thank you for your kind attention and let me call Navid to answer the question about how exactly that video on demand is going to work. Sure. Just a minute. And while she's doing that, please ask some more questions in the chat so that we can engage Asha in a conversation. I think as you can hear, she's a very impassioned and knowledgeable speaker and is doing some amazing work. Thank you for you. No, no, come here. You need to unmute Asha. Can you hear me now, Paul? Yes, that's great. So colleagues, I have Professor Navid Malik with me and I don't know if you know him, but you may know him because he's been very active in OER in Asia. He was the former Vice Chancellor and Rector of the Virtual University of Pakistan. Hi, good morning folks. So this platform that we've set up is the video on demand platform. It is a platform that's capable of varied bandwidth. So in a high bandwidth situation, it will give you high quality videos and in a low bandwidth situation, it will still give you a video but meter down the bandwidth. So it's quite capable and it's already set up for multiple platforms. So you can see it on a computer or on a cell phone, et cetera. And for, I think one of the countries may be interested in doing a back-to-back. So you have a middleware computer which basically receives the stream and puts it onto a broadcast television network. So it's quite capable and quite flexible. So any questions you have about that? I know it's broadcasting. There's a question from Beat about whether a local server can be set up where curated material is downloaded and accessed at any time without an internet connection. Completely doable, completely doable. Putting up a local server that's already there. You see, let's say video on demand platform is not rocket science, but the value add here is the curated content. The fact that we've been able to go and dip into the world's repositories and bring up something that's useful and specially targeted to the curriculum of the Pacific Island States, that is what makes it useful. You can always mirror it locally and that's always a good solution in terms of, especially where international bandwidth is constrained. Sure. There's a follow-up on question just asking about whether you see an application for low bandwidth in the Canadian context. Has there been any uptake here in Canada and does call work with, say, Canadian, Northern, rural remote populations? No, we haven't done that, but what works in the developing world context can work in the Canadian remote regions as well. The actors' device can be very useful in reaching the last mile in any kind of frontier communities, especially where the numbers are small. Sure. So the point is that nobody, we've tried a few times with the BC government and with other stakeholders to link us with the communities, but it hasn't happened so far because I think there's some kind of steps to be taken before you can get there and so far we haven't, but I mean, what could be better than that? We're sitting here in Canada and if you can't add value to Canada, what's the point of it? There was a lot of comments in chat, Asha, about how impressive the body of work is that the Commonwealth of Learning does. So on behalf of the global open education community, let me thank you for that work, but also people were wondering like, how is it possible for you to accomplish so much with a relatively small number of staff? I think the simple answer to that is that we are very small, we've just less than 40 people in Vancouver, seven people in Delhi, but we've got very good partners who actually add about more than, almost an equal amount of effort, but I think the main thing is that our staff are looking at it not as a job, but as a mission. They are here to make a difference in the field really, and I tell you, we've never been busier even if whether we are working at home or whether we are working in office, some of us are working in office and some of us are working from home, but it's been much busier than it would have been last year really, because now is the opportunity when people need help, now is payback time for us really. They support us, now is the time that we bring value to them, and I think people are appreciating that. And how do they make their requests? So how do you solicit the requests for help and then manage the decision-making around which ones you'll pursue and help? You know, there are two types of things that we are doing, like one is that the generic things, you know, the instruments, guidelines, et cetera, which we provide for all, for the benefit of everyone. In fact, even, you know, the Canadian Provincial Ministers received our, we did a report for Commonwealth Education Ministers, we even sent it to them, and they appreciate some of them wrote letters of appreciation and so on. But so that's one level. The other is when people request us. So how do they request us?  And all ministers in all 54 Commonwealth countries have focal points. The ministers have nominated focal points. So they are the call person, you know, our man in Havana type of situation, our man or woman in Havana. They are the ones who tell us, okay, now the minister's asking for this. Sometimes the minister writes directly. And then we have regional focal points meetings. Like when you were in St. Lucia, we had the regional focal points meeting for the Caribbean. So all 12 member states were represented and they told us what their priorities are. So there are two or three different mechanisms. One is the regional meetings where we find out their priorities and link them, align our work to their national priorities. Two is even in the course of, you know, for example, now as the situation evolved, people asked us and we responded. So sometimes it's a minister who come on his own call. Sometimes it's a focal point. And the other way they call it, you know, really manages is that we are very responsive. We don't let the grasp go under our feet because we can't afford to. You have to work. There's a bunch of other questions that's pouring in. And I'll say to the participants that are in this session, if you'd like to ask your question in person to Asha, you're more than welcome to grab the microphone and do so. So let me just ask if anyone wants to do that. Danielle, Katsu, Sean, do you want to ask your questions or do you want me to bring them forward? I can ask, I don't mind. This is Sean speaking. So I was just wondering how you view the ability of OER content creation to support the content authors beyond their paid roles and institutions. Over the last couple of days, we've talked a lot about creating sustainability and the various roles in which people play in content authoring. And I'm wondering, is there a role for OER content to play in building recognition for content authors and building a robust and efficient industry for content generation, both at the local, the regional, and even the state level? Thank you. You know, one of the things that we did, like I was talking about stamp 2000 plus materials in 1999, you know, we built the capacity of 140 teachers from eight countries. So that becomes, you know, the sustainability element that they learned how to develop self-instructional materials in teacher education and they contributed them as open content. So most of the time, when we are developing OER, we are trying to develop the capacity first. And the capacity, it usually starts with first awareness, then it starts with, you know, helping people develop capacity in finding OER, where to find, how to find, how to adapt, how to adopt, and then in how to develop. So I think in some institutions, we are also saying that, especially in open universities and other institutions, that if people develop OER, that should be counted as publications towards promotions. So this is how they would get the recognition and there would be some incentive for people to do that. The second way can be to put it in a job description, you know, all the new upcoming jobs which are coming up, that put it as that, you know, that one of the requirements of your job is not just developing content, but developing, you know, OER and that sort of thing, and your commitment to open education. So there are various things which are happening, but for us, developing the capacity is absolutely fundamental. So that then that becomes a sustainable model. Thank you, Asha. I'm gonna bring forward this question from Katsuke Shigata in Japan, which is around the work you did with Coursera. His question is, what kind of experts did you work with on the help desk of the Workforce Recovery Program that would listen to the demands of learners and then connect them to the appropriate course because he recognizes that that's an important function and one that could be challenging. You know, what we did is that we developed help desks in the countries and in cases, the numbers were small in the region. And the help desk was usually in collaboration with the ministry. And with partners, you know, the partners had the experts. So the role of the help desk was three-fold. One is to help, you know, hand-hold people because some of them were first-generation learners, online learners, they didn't know what to do. So, you know, which course to select. So it was that type of counseling support. It was also technical support. Okay, I'm not able to, you know, get in.  What am I supposed to do? And, you know, so basically tutorial counseling and administrative support, you know, those were the three dimensions of support which were provided, not necessarily any expertise in, you know, the domain area, but just that type of help in terms of technology, in terms of, you know, what to do. And that really helped people, that really helped people. And then, you know, we, for example, in Ghana, the library association allowed the participants to come and use their computing facilities and, you know, the internet connectivity and Wi-Fi and all. So Paul was able to catalyze those linkages and facilitate those possibilities for our learners. And that's why it became so popular. Fantastic, that's a huge uptake. There's a really great question here from Beat, which is, well, I'll ask it for you, Beat. Are there curated materials available for K to 12 education that could be downloaded on a server and would form the basis of developing an open learning system for Uganda? You know, there isn't anything which is, which we've really done so far because we haven't started curating them because first we need, you see how we work is we ask the focal point of the minister to nominate a person that we work with. They give us access to the curriculum and the discipline areas where they need the curated content. If they are able to do that, then we have the experts who will, you know, what should I say, harvest the OER from different world repositories and put it all together and give it to them. So if Uganda is interested, most certainly we'll be able to help them. We have a focal point in Uganda in the ministry or the person who's asking this question can approach us directly. We are here to thank you. Hey, go Beat. You get to have direct access to Asha. Thank you, Asha. There's one more question related to Canada which I think is an interesting question and that is, have you contacted any of the Inuit governments? We haven't, we haven't. And we tried to go through, you know, some contacts in the city provincial government and we even tried to look at some auto-working but like I said, that there were several kind of steps to be taken first before we could get to them. And we couldn't really. In fact, we were even proposing, you know, once to bring, you know, the kind of first nations here and you know, the Maori and Aboriginal communities in Australia and then New Zealand in a panel at one of our PCMs. Oh, wow. And that would have been nice because that exchange of experience and, you know, collaboration and then they would have their own bilateral linkages and collaborations going forward. And then, you know, call doesn't really have a road beyond that. Maybe we can do it Paul in PCF 10 which is happening with Athabasca in Calgary. That's a good idea. Yeah. You know, Canada and then we can involve them. Yeah, I like that a lot. I think it'd be a wonderful idea. There, let me just give a last call for questions for Asha to the participants. Anyone have final questions and if so please feel free to grab the microphone. Okay, I'm not seeing anything Asha. So let me just thank you on behalf of the whole community for the amazing work that the Commonwealth of Learning does. And Asha, I've always found you like one of the most impassioned sort of speakers on behalf of open education. And you tell such a compelling story for the whole global context of open education. So thank you so much.  And we are here to contribute, you know, same as you guys.


This is Think Tech Hawaii. Community matters here. How is your anxiety level today? I'm Kaui Lucas, host of Hawaii is My Vandyon, live streaming every other Friday on Think Tech Hawaii and available thereafter 24-7 on YouTube and ThinkTechHawaii.com. When I begin to feel overwhelmed by the apparently catastrophic trajectory of human endeavors, one of my favorite things, comfort thoughts is Dr. Elizabeth Saturus' explanation of how we got here and nature's next logical evolutionary step. That's why the title of this show is Beyond Darwin, Saturus, Science, and Hope. Dr. Elizabeth Saturus is an evolution biologist, futurist, author, speaker, and consultant on living systems design. It's been a year and a half since we've been in the studio together. Come back, Elizabeth. So good to be here again, Kaui. So there's been in this year and a half just sort of reflecting, it's a different world and it feels like we've been put in a little bit of a pressure cooker as far as catastrophic events and unease. And not a day goes by when I don't have a conversation with someone about this upset and tension. And I always come back to your words. Recently, I heard an interview you did on Tree Sisters, which I'll post the link to on the comments of the YouTube once the show is up. But I loved your simple explanation of the organisms and how they evolved. Can you just take us right through that? Yes, it's interesting because in school we get taught Darwinian evolution and it kind of starts as though the first half of evolution was just a primal sludge and then it gets going when you've got visible sized creatures on the planet. And actually what happened in the first half of evolution is the most fascinating. The creatures of Earth that had the whole planet to themselves for half of evolution were bacteria, ancient bacteria. And they are more like us in a way. There are most ancient ancestors and they're more like us than any other creatures since because they're the only other creatures who actually caused global problems and solved them. And they were problems of hunger and of pollution, exactly the kinds of problems that we're facing today. So that's what makes their story so fascinating. And I call them as they evolved the bubblers, the bluegreens and the breathers, the BBBs because that makes it easy. Bubblers ferment things. They were the first ones. They fermented the free sugars and acids on the planet and they gobbled them all up in order to make their lifestyle work and they coated the whole planet. Well how did they solve that starvation process? They invented a new way of being which I call the bluegreens which was making your own food from what was left which was the minerals, the sunlight and the water. So they invented photosynthesis, bluegreens, right? And the oxygen that was their waste product then began to pollute the problem. It was soaked up by the oceans and by the earth and then eventually into the atmosphere and it was choking things off. Oxygen can be a deadly gas. So they had to invent yet another lifestyle which I call the breathers and we are breathers who use the oxygen instead of as a pollutant to break up food molecules. So where were they going to get the food molecules? They had to invade other big bloated bacteria where they could still find them and the bubblers and they took aboard the bluegreens to make food and the breathers developed motors so that they could sail this whole enterprise as cooperative into a sunlit water area. And so we find these bacteria creating these problems and solving them without benefit of brain and here we are billions of years later following in their footsteps and we are just now learning that we have far more bacteria coating our insides and our outsides and taking care of us being 80 percent of our immune system, keeping us out of trouble being the first line of defense against what we put in our mouths and on our skins. And a wonderful science author named Lewis Thomas quipped many years ago now in his book Lives of a Cell, maybe the ancient bacteria built us as big taxis to get around food in safely and it's looking more and more like he was right about that. That's beautiful. Okay, so something happened that they were that they these cells without the benefit of brain our brain they were allowed to I mean they were forced in a way to find another way so they adapted. So let's let's look at where we are now in our in our present situation of being pretty much all over the globe and not doing a really good job of keeping our house clean. And the possibilities for destruction are certainly bigger and better than they have ever been and there's a lot of anxiety around that. So how do we how do we change this? How do we tap into that that natural system? What's our next step? Yes. Okay. Do understand that what I found in evolution was not that Darwin was wrong but that the Darwinian theory only accounts for the youthful phase of species and that was those first two billion years while the bacteria were doing all these creative solutions and stuff they still hadn't done a major step in evolution. They were working out their own systems and stuff. But the big step came when the bubblers blue greens and breathers came together as a huge cooperative entity. When there were so many breathers and blue greens inside a great giant expanded bubbler cell that they became the nucleated cell that we are made of. Now that was the first time that the competitive phase most of their inventions happened during the competitive phase right morphs into the cooperative phase because it turns out that it's less energy expensive to cooperate than to compete. So what happened was when they formed the big cell first major leap in evolution they were new these new nucleated big cells about a thousand times bigger than the single bacterium right they were new on the planet so they had to go through their youth of competition for another billion years until the second big step happens and they cooperate as multi-celled creatures. Now you can fast forward through all the part you learned about the creature starting in the sea and coming onto land and the flowering plants and the dinosaurs and all that up to humanity because we know that part it's that early part that we have been missing. So here we humans are having to go through our youth and mature phases and what happened is that about six to ten thousand years ago humans started to develop the first villages that moved into city sized entities and when you look at a city from an airplane if it hasn't been built overnight in the Middle Easter or in China if it's grown naturally it is like a living cell on a substrate you see that nuclear hub with all the big business center and all and the transport systems and everything remarkably like a city is a cell. So that was our first time of building cooperatives usually at the crossroads between trade routes right and those some of those still exist today as very functioning cooperative cities look at us in Honolulu we've got almost a million people cooperating beautifully we are an incredibly cooperative species right very few of us are misbehaving compared to all those of us who cooperate daily in so many ways. That's a really good reminder it's often we get sort of hung up on the on the outliers that are that are problematic but in general especially here in Hawaii I think we do have that cooperative spirit. Yes we do because we have an indigenous culture backing us up our aloha culture and that's the interesting thing is that the indigenous peoples of earth went through the maturation process into cooperative things like building those first cities but the cities were new on the planet so again they had to go through their youth and they started to compete and went into empire building so we had empires ruled by emperors and then they were followed by empires ruled by you know national empires and now we've got corporate empires which is the last phase of this empire building era in humanity. So if we look to the indigenous cultures who already figured out that cooperation is cheaper energetically or nowadays let's say in money because money is our current kind of energy system they got that but the industrial culture grew up in that competitive empire phase and we're in its last gasp so if you think of this as our adolescent crisis and we know that we have indigenous elders on the planet who still understand cooperation and community put those together and Hawaii would be the perfect place to really role model a sustainable cooperative future. Okay so a little bit so how did we get off truck? What was the end of the crisis darling? As an industrial species now a globalized industrial species we are an adolescent crisis right now we have to get beyond the competitive empire phase recognizing that it will be much cheaper for us to cooperate in friendly ways and we're seeing that for instance I just read that a thousand cities across the planet are now being called to do 100% clean green energy within the next couple of decades right here in Honolulu we're one of the 100 resilient cities that the Rockefeller Foundation has been sponsoring to solve our chronic problems and to build resilience against the climate disasters. When I was at the World Expo a couple of years ago in Milan they talked about the rise of the city as opposed to the nation state as the most important social and economic entity. So it seems to be absolutely because nation states are arbitrarily scratched boundaries on the planet right they're not natural boundaries. They're not natural boundaries they were built they were drawn out of conflict. Yes and they kept the empire business going you know by having nations take over other nations and build these big empires and now the corporations are doing kind of the same thing competing for territory and interestingly China now is going through a fascinating stage probably the last empire stage as real estate developers buying up land all over the planet and developing it rather than fighting their enemies so they've gotten that part that it's cheaper to feed your enemies than to compete with them to kill them off to bump them off and they're doing that they're building jobs along the way as they develop this real estate so they may be the transition phase between you know competitive empire and a cooperative world. So in the in the competitive trying to move that competitive empire out of out of that mindset that's going to what is that going to take? It takes a new story that's rooted in some of the ancient indigenous stories that understood cooperation understood nature but it has to be a story in which we get that the human economy can't make nature subservient to its growth but that we have to fit it into nature I call this ecosophy that means Sophia means wisdom the wise society the echoes which is household in Greek and from which we get the words ecology economy and now ecosophy I didn't invent the word ecosophy but I use it a lot and we have made economy superior to ecology we turn that around and fit our economies into our natural planet which we depend on right we can build a future of elegant simplicity that will be just fabulous if we make it a wise society and ecosophy. Okay that was a lot we're going to take a little break and let that ecosophy sort of sink into our bones a little. This is Think Tech Hawaii raising public awareness. Greetings it's me Angus McTech the long time host and star of Yubachi talk. Think Tech is important to our community because we bring all kinds of cool ideas and I bring gadgets to the to the show so you got to watch it for sure but for the first time Think Tech Hawaii is participating in an online web based fundraising campaign that raised forty thousand dollars give thanks to Think Tech will run only during the month of November and you can help please donate what you can that Think Tech in Hawaii can continue to be public awareness and promote civic engagement through free programming like mine and I'm a charge I've already made my donation and it's really hard to get disgust when to make a donation but I already did please sit in your tax deductible contribution by going to this website thanks for think tech dot cosbox dot com say that three times fast closing on behalf of the community enriched by Think Tech Hawaii's 30 plus weekly shows thank you and we're my hollow for watching Think Tech and your generosity let your wing gang free where you be hello welcome back to Hawaii is my mainland I'm Kauai Lucas and with me is Elizabeth Soutouris who is all things wise and wonderful and we we were talking about ecosophy that this is a beautiful term I'm gonna look it up when I get home and and find out more about it but somehow we have to change the the idea that that we're so focused on winning on the the competitive thing building leadership you know you all these programs for kids or it's all about leadership and and winning and how building up self-esteem how do we do that kind of empowering without making it competitive yes well my dear friend Hazel Henderson who has the website ethical markets long ago talked about shifting from win-lose societies to win-win societies that it's possible not to have the kind of competition in which some people win and other people lose usually few winners many losers but to build societies in which everybody wins in which everyone can flourish and there's no reason why we can't do that anymore but we're not but we're not doing it yet because we're in this transition phase from our competitive youth to our mature cooperative phase now I think we're going to be shoved kicking and screaming into the next phase by things like climate change which notice that every time that there's a disaster on the planet over 95% of people cooperate it's in our blood and bones to be able to do it you know we we are a highly cooperative species we haven't talked about that because of the Darwinian competitive model although the Soviet Union taught evolution biology through Kropotkin's work called mutual aid because they wanted individuals to sacrifice themselves to build community and we sacrifice community for individual interests and if you just put them together you get a whole picture okay so no maturity let's be using those models let's let's think about Japan which is a collectivist society but capitalist so I don't know how they managed to combine the two I think the better examples are the Scandinavian countries which despite their difficult climate where half the year is blacked out and here you can't sleep for the light and it's pretty cold they have economies in which people pay very high taxes as sharing your income with your community and then don't have to worry about education transportation health care all of those things are then covered for them so they have a very strong social network kind of economy but they also have individual enterprise so they're practicing capitalism and communism and balance as a kind of socialism and they're not huge multinational I mean they're obviously they're not multinational they're not huge multi they're not even very multi-ethnic there it's it's changing now that is that is the one thing that you can say that it was easier for them to do because they have a more harmonious population but that's story to their their their story strong story yeah yes but the fact is that on all the polls the people are happiest they're more happy there than anywhere else in the world which is why I brought up that this combination of taking care of each other through you know a social welfare inclined government and having the capitalist entrepreneurship going we can do that we can bring those things together so that they work for everyone and if those capitalist economies or endeavors were actually incentivizing the things we want instead of this sort of strange it's incentivizing profit but not not including in the profit that the costs of the the damage of cleaning up the you know we we we're still buying styrofoam plastics we're trying at Cheminade University in the business school to change things a little bit on that score I had the privilege of working with Kauila Clark and Ramsey Tom well known here who of course are of the native Hawaiian culture and together with Dean Scott Schroeder and myself the four of us designed four new programs as an optional core curriculum in the MBA program at Cheminade called island economies and we're looking at what will it take to make Hawaii sustainable and thriving in a future where climate change will cause our beaches to go underwater and much of Waikiki and Kakako and our our north coasts and things will be going underwater and there's no way to stop that anymore you see the hotter it gets the more the ice melts right ice melts the hotter it gets that's a positive feedback loop that can't be changed through any of our technologies although we might be able to slow it down a little bit by getting carbon dioxide out of the air and stuff right now that's a big fight because our government just doesn't believe that climate change is happening so if we can take the Hawaiian values of community the ahupua divisions of land where everybody had farms that went all the way from the mountaintop forests through the agricultural fields down to the ocean for sea supplies in food and stuff much more equitable kind of arrangement and also fitting the ecosystem so that it was it was a more natural way of living but so we have to talk about how much of our native food supply can we bring back how much food can we grow for ourselves how many products with this wonderful new ways of recycling things to produce more building materials and we can grow bamboo and hemp and things to make a lot out of so that we're not so dependent because as we lose our beaches we also lose our peers and our airport so that means it may be very hard to get imports and we have to think about the fact that here we are in the middle of the biggest tectonic plate on the planet on the top of its highest mountains right we're not going anywhere but we're going to lose the seacoast we're going to have to move uphill let's not do it with big concrete glass and steel high rises up there in our beautiful forests let's build appropriate natural more natural architecture let's look at all the things we can do for each other is there some discussion in in there of the the allotment of resources or or how you control population I mean do you do you get into that and will from a values point of view how does that work I don't think population control is going to be the issue its resource consumption is always the issue in those terms you know we are far more consumptive true enough it takes anyway 60 people in India yes we'll be I think we'll be doing much stronger self-governance here and so we will be talking about all those things why right now can't we a lot land and very simple housing for the homeless which would be far cheaper than the social services that we have to give people by keeping them in the streets and that ungodly practice of sweeps where you destroy everything they've built and then let them forage again from start is crazy it's very expensive for our city and there are cheaper ways of housing people and getting them into the culture with appropriate treatment and all those things so I think we've we've all seen no room in paradise so there's so much to do here in Hawaii and so many people already working on it that if we just come together cooperatively and recognize that we hit we're in one canoe here and we're right now sailing through the perfect storm of crises that we've created for ourselves I think Hokulea I think Malama or Nua or the other way around so we can do it we've got Papahana or Mokoakea going we you know we're concerned we can build new food supplies in the ocean in clean greenways but we have to we have to want want be satisfied with the the fish and the food that we grow here and not insist on having you know apples from South Africa well you can assist all you want but they're gonna stop coming in so I do think we should have great food variety here I don't think we all want to live on poi right yeah so are you saying that wonderful as those are as staples we can continue great variety here what's the problem we can grow things all year round you know we can have pretty much anything we want so in the last two minutes I just I would like to thank you because literally it is it a daily exercise that some somewhere in in my day I start getting depressed and then I and I think of your okay where it's just we're just being immature we're just being immature it's time to evolve and that gives me a little little moment to take a breath and have have the energy to go on but Elizabeth what is it that that gives you you are one of my favorite octogenarians I must I must say and it's always a pleasure what where do you really source your your joy and your energy well I think of wonderful comedians like Swami beyond Ananda who in real life is is an economist talking about what we need now is a great upwising is my version of maturity and what I like to say to people is find something you really love doing that can somehow contribute to a better world and do that don't make it oh I have to do this I have to sign this petition I have to go do this no whatever if you're a poet or a gardener or a computer repair technician or whatever you are find ways of promoting a story of a cooperative world knowing nature's on your side here you know this is just the natural next thing to get through this adolescent crisis into this upwising and to recognize that this planet is here to support us in happiness and thriving thank you so much up wise up why is up why is up everybody


Hello, and welcome to the Evan Clifton Show. I'm Joe Wombo, joined now with Evan Clifton, head coach of the tennis teams. And Coach, talk a little bit about those matches that you guys had last week. And boy, what a big one against Al Verney on the men's side. Yeah, for both teams, they were very close matches. On the men's side, luckily enough, we were able to pull it out. And it was a very back and forth match. On the women's side, unfortunately, we weren't. We had a quick, easy, early leads in one, two, and three doubles on the women's side. And then one and two doubles, we just couldn't quite capitalize. One doubles, we got behind. Once we got that early break, we gave up. Two early breaks right back. And then just didn't really recover. And hats off to those girls from Al Verney, the number one team. They played really well. They tested us a lot. They returned down the line hard, and they attacked us down the line, and they were a little bit more active at the net. That's why they won. Two doubles, we started quick, like we did on the other courts on the women's side. We had a 5-2 lead. And then the other team made some adjustments. They attacked us at the baseline, and they stopped giving us balls at the net to put away. And we didn't have much of an answer for that. So there's certainly some things that we're going to work on this next week in practice and try to get cleaned up before we play hood on Wednesday. But also, three doubles on the women's side took care of business. They got the early break, and they never let go of it. And they cruised to win there. And then so we lost seven, two on the women's side, but we had a lot of really close matches. Jenna lost at one with one break in each set. Same thing with Kirsten at two singles, one break in each set. And then Christina had a pretty close match. I think it was five and four, five and three at four singles. And Colleen had a close match. She had her early lead, 5-2 in the first set. And the other girl made some adjustments, similar to doubles, and just we didn't quite recover there. But Nina Brett's got a nice win versus six singles, which we sort of expected. And that was nice for her to keep that going. On the men's side, it was a similar match, probably even closer. One, two, and three doubles were all decided by one break. Luckily, one doubles we were able to pull out the win, nine, seven. And same thing with two doubles, eight, six. Three doubles, it was a back and forth match. They got the break on us late, and we just couldn't really recover. And Brian had a really tough match at one, lost in three sets. Warned and Lye had a great match versus two. He came out and just probably played the best singles that he's played all year, one, two, and one. And dug Vaughn at a tough match. And it was interesting. We had, so after doubles and after our first two singles matches, we were up for one. So it was looking pretty good. We only needed that one more match to clinch. Brian had just forced a third set in singles. So we were looking pretty good. Mike was in a third set at singles. And so we thought we were going to pull those out. And, you know, unluckily enough, we didn't. We lost those two matches, and then we lost three singles. And all of a sudden, we were up for one, and now we're tied at four all with one match left. And Peter Apia was down a set in five, two. So it was certainly a dire time for us. We were looking at a pretty bad collapse and something that would have really hurt our playoff chances. But luckily enough, Peter Apia, when we needed it most, he played great. I mean, he came out and he really, he won nine games in a row from that point on, won the second set, and then ran away with the third set six, one, and clinched the win for us. That was huge. That was a season-saving win for us. Absolutely. Peter has been clutched for us in the past, and it was nice to see him step up the way he did. Yeah, you mentioned both of my next two points with Peter being clutched for you guys on the men's side, and then the win against Alvernia starting to develop this playoff picture that we're looking at. Talk a little bit more indefinitely about both of those guys, or Peter being clutched for you. And what you're going to need to lean on those situations as these matches continue. Yeah, I mean, it was similar, you know, sort of the same encouraging signs we saw against Albright, we saw against Alvernia. So both five-four wins and both wins, we needed to clinch with the bottom of our lineup. And earlier in the spring, playing the tougher teams, the Juniatas, Salisbury's Gouchers, that sort of thing, that was, we weren't able to do that. It was, you know, we might get some wins at the top, one and two singles, or one doubles, and that sort of thing. So it was nice to see guys like Peter and Pia and Kevin Sleitner and Peter and Mike against Albright all step up and get wins for us in the clutch, because ultimately, usually there's bottom three singles matches at the last three on. So if you have a very close match that gets down to the very last match, chances are it's one of those three guys that are going to be playing, it's going to be up to them whether we win or lose sometimes. So, and we're going to need that in the playoffs. Alvernia is a very good team that if we had lost to them, you know, they very much could be ahead of us in the playoff picture. So it's a good thing that we got that win on the men's side. You know, it's possible we could clinch a playoff spot with a win against Hood tomorrow. Certainly could do so with a win against Hood and then beating Arcadia next Saturday, senior day. You know, so really we're just positioning ourselves, hopefully get that top two seed in the conference tournament. It's what we want. We want a home game first round of the playoffs. You mentioned those matches from earlier in the season against the Gouchers and the Salisbury's. What have those experiences done for you in this moment now? Yeah, I think similar to a lot of our out-of-conference schedules like the matches we played at spring break and things with teams that are, you know, we played Division II Shepherd and teams that are sort of a little bit higher caliber than what we play in our conference at the moment. Just to help, you know, prepare us, get us used to that higher level of play where we've got to play closer to perfect tennis to just compete sometimes so that when we play teams like Alvernia and Albright, especially in the pressure situations, we know, hey, we've already hung with guys tougher than what we're playing right now, like to give them the confidence to be able to relax, go for their shots in the pressure situation. And luckily enough, it looks like it's playing off this last week. So, you know, we'll need to continue that against Hood and Arcadia and certainly as we head into the Mac playoffs. Well, coach, I appreciate your time this week and every week, and we wish you the best of luck in the schedule that's coming up for you. Thank you very much. He's Evan Clifton, I'm Joe Wamba, and this has been the Evan Clifton Show.