Hi, it's Bridget. Welcome to Above Life Channel, the purpose here is to inspire your spirit and to fill you up with hope. And we do that every week with a new channel from a celebrity in the afterlife or a famous well-known person. And the reason why we interview famous well-known people is because they give great advice. They have wonderful reflections about what it's like to be a person. And so today I have a special treat for you and it's very timely. We will be chatting with Martin Luther King Jr. in the afterlife. So let's connect in and remember part of the goal of these videos and the channeling process is to have you feel. So I invite you to feel in with me and to feel the energy of the spirit of Martin Luther King Jr. in the afterlife and then on your own. Feel free to do your own meditations or use a journal and ask your own questions. Allow yourself to connect with him and continue a dialogue conversation that is meaningful to you personally. You can ask the questions. You can be the channel as well. So I already connected in with Martin Luther King Jr. in the afterlife. And I kind of want to say reverend Martin Luther King Jr. And I know that's respectful. But he told me that I can call him Martin as well. So I'm going to call him Martin. And I see him with his sleeves rolled up. Hard at work. A dress shirt. A tie. But it's loose around the neck. I can see the t-shirt a little bit sticking out. The white t-shirt. White shirt. And the tie has kind of horizontal stripes.  The sleeves are cuffed up.  Kind of like it's like a metal railing. It looks kind of white or ivory. You just kind of lean in there you know thinking. Talking. I'm feeling like I am. I know that you died. That you were assassinated. You were murdered at a hotel. And I think it was in Memphis. I know it was around those. That kind of part of the country.  It's hard to recall. It's hard. I know it might be hard for some of you to believe. But it's hard to remember things with the mind when you're in a spirit channel. It's all about the energy. All about the energy. And so the details fill them in below. If you really want to do that in the comments just go to town. All right. He just kind of smiled at me like there's some distinguishing characteristics of Martin as I see him kind of leaning over the side of this railing. His cheeks are very pronounced like the apples of his cheeks they're like. I don't know if Rosie's the right word but they're like shiny. They have a shine to them like a sheen and I'm noticing it and his lips are kind of pursed together. It's kind of like a resting smile. A pondering smile. And he's in thought. He's thinking while I'm going to interview him. I'm going to talk to him. And so Martin can you share with us. So I'm seeing this. I'm describing what I'm seeing. It sure feels like the exit point for you when you are just about to leave the human experience. Is that true? Is that where we're at? Yes. He says yes. And so what is the significance? Why are you showing us that and having me describe that because that's not usually my that's not like my go-to place when I talk to spirits you know. Although that might be popular with viewers that's not really where I like to focus but there's got to be significance. What is the significance Martin of this? Life is precious. It's short. And I I'd hope that you all would remember that. Life is short. And it's precious. There's far too much given to you to have you be wasting it. There is so much more to do. So much more to see. So much more to experience. When you have a body that's the time when you should be doing it. And it would be right for me to say to you to focus on what it is that you are intended to be doing. You are intended and created to get some things done. Now I know there's a lot of action oriented type folks out there that will be listening to this and they might mistake my words as call to action rise to fight and to become powerful in the rise and the action is where you become powerful. But what precedes the action is the thought and the thought must be provided. He says doesn't say provided. He said must be the providence. The thought must be the providence through which the action is made. And only when the action is pure in its truest form of connection the content of the thought is what creates the experience. And that is the legacy that you are here to create. And when you leave the earth as I have done I can tell you that you will have regret. And it's not for the things you've been doing. It's for the things you have neglected to realize. And that realization is not simply through acting. Action while it is needed to create that which you are attempting to create. It is not the first and foremost platform platform for success. It is first the thought that is the providence and the thought will deliver all that is good, all that is pure, all that is intended to be created by you and you alone first with the thought. So the thought provokes the action and so the thought must be pure. And by pure I do not mean good, goodness and only the good, but that you must be selective and use your discernment and focus on the integrity of the thoughts that you are receiving that you are making in your own mind. The observations, the history, the historical context is the lens that provides you with these thoughts and through the experiences that you have these thoughts then create a pattern of belief and it is what you believe in that constitutes the reality of the actions that you yourself will make. And so the truest power is in the education of the mind and not in the intellect, but in the transformation of that which is the ego minded reality, the boastful vision of oneself. When you set that aside, only then can the truth be known. And when you lead your thought through integrity and in the knowing that you are being guided by the force inside of you, that is God, the power, the source of all living spiritual beings. It is in this context that you will create the world in which you vision, the world of peace, the world of unity. That does not mean that there will be the absence of violence of conflict of war, but the powerful shift will come when you stop fighting within yourself and allow your spirit to be free. And in the thought, allowing the mind to engage in the freedom that only can be known and realized by the soul. And that is who you are. And that is when you make a contribution. That is when you leave a legacy in your society within your own family within your own community. But your heart, the heart of you is your compass. And those feelings will help be the judge to guide your mind through the valley of the dark thoughts and the not so good, perhaps the negative. But those will have no power when the thoughts are in integrity in the alignment of the light of the soul. And that is where you will find your truest happiness. That is where you will find success. And when you do make that connection, you will know. You will know. And by way of that, by way of you, the higher world can change. And I believe it can one single person, one individual can change things for generations to come, one person. And it is not the significance of the action they take. It is for the significance of the belief in the pure, in the pure domain that is in the unity of the mind and the soul. That is what guides you. That is what truly guides you. Make no mistake about it. The unity within you is what will determine and define your success. It truly will. Thank you and thanks be to God. Almighty, Almighty God, Almighty, much gratitude, gratitude. There's a lot of energy here coming out of the heart. Breathe with me, everyone that's watching or listening, just breathe in the heart space because there's a levity to the energy. And there's a shift. And through the nose, through the mouth, Martin Luther King Jr. The Reverend Martin Luther King Jr. Oh, I'm on a stool here and I'm getting a little bit dizzy here. Grounding the energy, the thoughts are shifting the pattern of our belief systems and the alignment for who we are as a society and as unique individuals is definitely present here. You're invited to be in this energy space right now. As the mind is being cleared and shifted, I'm just going to move my neck a little bit to help the energy flow smoothly and freely. I'm going to ask for a grounding so I want to imagine the bottoms of our feet just really connected into the earth as we're receiving the energy as you feel right now in the heart space, feel in the heart Martin Luther King Jr. from the afterlife, feel Martin's energy coming into you. And yes, you can call him Martin. It is not a sign of disrespect. In fact, it is a sign of friendship. It is a sign of pure connection. So breathe in that. Exhale it out and allow the energy to go all the way down through the feet, through the core of your body and to the feet and out to the earth. And I'm going to just kind of shake the energy out my hands right now, squeezing my fists really tight just to kind of allow any tension in the body to just come to the end of my fingers so that I can just go like this to the earth because that's what I'll do and bring the energy through the heart and out to the hands and just shake it to the earth just shake it to the earth, feeling the energy of vibration and the positive vibrational energy of the essence of of Reverend Martin Luther King Jr. feeling the power of the light of the energy of the legacy of his humanity and the role that he played on the earth, the peaceful presence and the encouragement, the inspiration that he brings, the energy of his voice, his words, his wisdom, but knowing knowing that within each and every one of us, we have this power as an individual as he spoke of. What a beautiful, beautiful dialogue. Thank you. Thank you, Reverend. Thank you, Martin. Thank you, Martin. I want to ask you so much. I want to ask you more things, but it feels the energy is what is more important. So what I would do is I would turn to you at above life channel, those who are watching this, and I would invite you to spend some time in the energy space of this message of the context of this message, go back and relisten.  Imagine that they're coming into the mind and trickling down into the center core of your body using your spinal column as a tube of light that allows the words to become droplets of energy of medicine of alchemy to help you fully receive the message from Martin Luther King, Jr. in the afterlife for you. What resonates for you except the gifts of the messages of the words that he has shared and give yourself permission to do that fully and completely allow your energy, your energy being to receive to be part of this process, fully, fully receive. And then if you'd like, if you're a type that likes to write and processes through the mind, words are a wonderful way to connect the mind and the heart and the soul and the energy of everything to just unite all of this energy. Get out your journal and listen to the audio yet again or watch the video yet again and hear the words that stand out to you the phrases that are meaningful to you and write those down and then come back and use those as prompts for the days to come for the future for you to get you focused in your mind on positive thoughts and thoughts that align with what is success and happiness and fulfillment of life for you. For that is part of the message here. That is key. What you do with this message is up to you. So this is Bridget with above life channel. Thank you so much for listening to this incredible afterlife message from Reverend Martin Luther King, Dr. Martin Luther King Jr. in the afterlife. Remember the purpose of our weekly channeling conversations is to inspire your spirit and fill you up with hope.   This is your life. What you do with it is yours. So live it. Just live it. If you liked this video, give it a thumbs up. If you know someone that would love to be inspired by this and particularly is open to the energy, the receiving the energy of this message because that is where you're going to get the abundance of it. Share it with them. Thank you so much for watching.


You have to get the experience how we manage information first of all and also how we can improve our procedures on counter all the threat affecting our region.


Live on the ground from Galvanize, San Francisco. It's theCUBE covering Amplify Women's Pitch Night. Now, here's Jeff Frick. Hey, welcome back everybody. Jeff Frick here with theCUBE. We're at Galvanize in downtown San Francisco, at the Girls in Tech Amplify event. And it's Women's Pitch Night. 10 finalists are pitching their company idea to a bunch of venture capitalists in the room. Somebody's going to walk over with 10 grand tonight, which is cool. But hopefully, there'll be a lot more money coming out of the VCs to help these businesses get along. And we're excited for our next guest, the co-founder of Result Care, Dr. Mima Geer. Welcome. Thank you, thank you. Absolutely, so give us kind of the quick pitch on Result Care. Yeah, so Result Care is a mobile app that is really a technology platform back in. That's really servicing the core market of medicine and focused around diagnostic testing. What we're doing is we're bringing evidence-based medicine to the point of care to help doctors make complex decisions within seconds while they're seeing patients. So if I hear you right, so I've got my app and I'm going through a diagnostic process with a patient and what you're providing me is more data to help me in my diagnostic process? That's exactly right. And part of this is also centered around the fact that evidence is coming out every day. Research articles are getting published all the time.  You kind of question sometimes and wonder how current their knowledge is. The reality is when you have 15 minutes to see a patient and you've got 450,000 papers coming out every year, only a few doctors are able to keep up with that kind of research. And you want to go to your doctor and really feel like they've got the most cutting edge evidence-based medicine that they're practicing. But unfortunately, that's often not the case in medicine. Yeah, it's interesting because there's a lot of conversation with IBM events, Watson, right? And Watson winning the chess game, but it's really not, machine is not the best opponent in the person. It's a machine with a person is actually the better. And that's really what you're talking about. Use the benefits of the machine, which is to collect all this data in this ongoing rush of new research and stuff and combine it with a practitioner who knows the patient and can add a little bit of context. That's exactly right. Well, that is awesome. So why hasn't this happened earlier? I mean, it seems like such a simple idea. Such a trivial thing, yeah, no. Well, not trivial for sure, but certainly logical. Yeah, it seems very logical. And that's exactly how I felt. You know, this company really came out of real life experience. I had a chance to witness medicine on the other side. I was an advocate for my husband while he went through a near death experience after traumatic brain injury. And this was at the end of my training after having learned all this new knowledge. And I was with him in the ICU and looking around me at one of the top institutions in the country and seeing that people really didn't have the time to take care of patients in the way that was required. They really needed to dive into the literature and understand what was happening. And you know, luckily I was there and I was able to do all that kind of work and really, you know, micro-manage his care in many ways. But not everybody has that physician that's with them advocating for their care. And so I realized we could do this with technology. You know, a lot of the work that I was doing that I was looking up was something that could easily have been brought into a system that the doctor could then access. And I'm also coming into medicine, you know, sort of the next generation doctor. You know, I came out of it with a mobile phone. I was using apps while I was training. You know, and this really is the future of medicine. Doctors are tech savvy and they're using applications. But it's about finding the right hook with doctors and making sure that you're answering the questions that they actually need to help their patients. So many questions here. We don't have like hours, which we could probably go. But on the data collection side, how do you keep current? Because as you said, there's so much material that's coming out. There's so, I mean, there's so many potential ailments that people have. Do you concentrate on a particular area, a particular type of diagnosis? How do you keep current on the feed side? That's a great point. You know, right now the biggest, the largest growing industry in diagnostic testing is molecular testing. Particularly you think about all the genetics and how that has really taken precedence sometimes over the things that are happening in the lab in the sense that we haven't figured out how these pieces fit together, but we know how to detect it. Right. So what's happening with that is really become a data problem where with literature is coming out all the time. And we're lucky to be at a point where PubMed, which is what we normally use to search our literature, is actually something that you can pull into technology. So they're open in the APIs, they're open in those databases so you can have access to those databases. That's right. Okay, so then the other side, as you said, is the behavior of the doctor.  But, you know, medicine is often, you know, kind of looked upon, not complementary with kind of the uptake and adoption of new technology. So how do you change behavior to have hurdles with insurance companies? And obviously liability is always a giant thing if I'm using this tool and something that goes wrong, am I going to get sued? So how are you facing those type of hurdles, which I would imagine are much more difficult than the technology hurdles? Absolutely. And what we're bringing forward is not necessarily our opinion. We're bringing forward the evidence and we're allowing the doctor to make the decision. And that's the key, because they're the ones in front of the patients and they're the ones seeing the symptoms, whether it's over video conference or what have you. And it's really up to them to use our information in the way that they believe is correct. Our goal is to simplify that information and deliver it to them so they can make the best decisions. I'm just looking at your seven word description, bringing evidence-based medicine to revolution. It's just so scary that that's put in a startup that is trying to get pitched tonight when you would assume that that's been going on all along, but just really better evidence, more current evidence. That's right. That you're trying to bring in broader evidence. Absolutely, absolutely, and access to evidence. Right. So where are you in terms of the company growth, how long you've been at it, how many folks are you now? Kind of what are you looking for this money to do for the next round? Absolutely. Well, we have a core team of four people. We're really looking to raise $1.5 million to take us to the next level. And we've done a tremendous amount with the little that we raised from friends and family. We have both an iOS and an Android app that are now in pilots, both at UCSF and Kaiser. We've also got a contract in the works with one large diagnostic testing company. And so in addition to that, we've built a huge platform in the back end that's carrying over 3,000 tests and diagnoses already. So we've made a tremendous amount of progress. Our next steps are really to bring on the labs, to bring on the innovations and to acquire more users. And do you have to partner with, say like at Kaiser, I assume they have some internal systems that they've got their folks on? Do you integrate with that? Or it's just like, you're the, no, this is the pocket app that they put on their phone. How does that work? We're sort of using the Slack strategy. So what we're doing is we know what we created is really valuable to doctors. We've tested that. And we're literally taking it out to the top academic institutions with internal sales. And really getting our providers to start using it. And after that, after you reach a critical mass, we're going to the hospital administrators and saying, look guys, people love this and they want to use it. And so that's really how we're getting our users onto this. Very exciting stuff. Good luck to you for all of our benefit, I guess really to bring that data to the doctors. They could make better database decisions with a concept. Yes. All right. Thank you. Dr. Meemagir, so where can people find out more information? Well, they can come out to resultcare.com and we're also on Facebook and on Twitter. Okay, super. So you got all the social bases covered. All right, well thanks for spending a few minutes and good luck tonight. Absolutely, thank you so much. All right, Dr. Meemagir from Resultcare. I'm Jeff Frick. You're watching the key. We're at Galvanize in downtown San Francisco. Thanks for watching.


We've got a lot of people here, which is terrific. Thank you very much all for coming. Really, really appreciate all of you making the time. Good morning, if you're to my west. Good evening, good afternoon. If you're sort of around where I am in the UK time zone, I know Tony and Jennifer, it's morning for you. It's sort of evening for me. It's lunchtime in between. And thank you very much as well if you're coming in from the east because that's showing an admirable level of commitment which we're very grateful for. So thank you for that. I'm super excited to host this session. It's just great to be able to bring this together. We at Titan Partners are delighted to be sort of working with Socap on some of these sessions. We wanted to bring some of the real thought leaders in the impact and education space to this gathering. And I'm really pleased that I've got a couple of those people here. I'm a senior director here at Titan Partners and I spend a lot of my time thinking about the impact investing space and education around the world. I'm gonna set the frame a little bit but then I'm really gonna hand over to Tony and Jennifer to talk as, they're the real practitioners that are doing this every day. So I'm really looking forward to that. You know, for a very long time, people have been talking about how education systems need to change to make them more equitable, to allow our kids to participate more fully in society and fulfill their individual potential and to raise their employability chances and our economy. And I would say that COVID has only highlighted that need around the world. There's also been a long running debate about how private capital can and should play a role in that educational transformation. We can talk a lot about where it's possible for private capital to play, where it should play and where in some cases, it can actually have a detrimental effect. We're focusing today on the opportunities, however. Where can it really make a difference and where can it make a difference to driving change in the system rather than just leaving the system as it currently is? I am genuinely delighted to have two luminously experienced people in the room with me today to talk about this. Today, we're going to be focusing on what I might describe as the global north, particularly the United States of America. Tomorrow, I'm running another session around the global south. I hope you can join it for this, but I'm just really delighted to have Tony and Jennifer with me today to talk about this. We're going to run this like this. The first thing we're going to do is we're going to have sort of a short three to five minutes from each of Tony followed by Jennifer covering some of the issues that they think are particularly keen to discuss in this space. I'm then going to ask them a few, we're going to then have our fireside chat. I wish we were all around the fire somewhere, but this is as good as it's going to get for the moment. And then we're going to throw questions out to you guys in the audience. We would love to have questions from you. I will be monitoring that and we will do that. I do very much like this to be an interactive 45 minutes with you all. So please feel free to pop stuff in the chat and let us know. And with that, Tony, I'm going to hand over to you with your amazing background in both policy and impact investing. Love to hear from you first. Thanks Nick and really happy to be able to join the group today. First, the perspectives I'll share are informed by one as an investor and in particular an education and human capital, investor in education and in human capital services and technology companies, but also having been a former policymaker in government. And I think I'm going to just speak to a number of different themes that I think are important that hopefully we can revisit during the course of the conversation this morning. First of all, when we think about the education system at large and the forces that drive it, I think it's important, again, coming from a few more of a commercial background, I think it's important to think about it as kind of the supply and the demand for talent. And so I think the good news is there's an increasing recognition on the importance of talent, the importance of talent across the entire ecosystem, be it in for-profits and commercial enterprises and the need to continue to identify and source and prepare that talent. And so I think that's driving people to look globally, remotely, look and source talent pools that potentially here to before they have an address. And you see that across education, you see that across the corporate community. When you think about that, and you think then about, what are the implications? Other things that are very positive right now. I think the pace of change that's going on, particularly in the labor market right now, the pace of change in terms of new skills that are being provided or that are being required, jobs being disrupted, the negative side of it, jobs being destroyed by technology, the positive side, new jobs being created, that employers are increasingly looking for new skills and new skills that will change even going forward. And so I think it's creating a very dynamic opportunity for people in the students, be it adults, who are in the marketplace to kind of reskill and better participate. And so I think that is creating opportunity. And so when you think then about the supply side, here's where I think we sometimes struggle. And so when you think about our education system from K-12 to higher ed, the challenge there is, it is a publicly run and governed system with all of the implications associated with that. That means for K-12, as we know in the US, it's highly decentralized. It is funded by government resources, predominantly state and local, complemented by federal. And the allocation of those resources are governed by public processes. And so you have to understand as you think about then investing capital, it's important if we're gonna have impact, when you think about investing capital in such a way that from a sustainable basis, it has to be able to participate and be informed by the ultimate funding streams that are gonna sustain it. And those funding streams are largely public sources, unless it's truly gonna be private-funded. That's true for K-12. It's similar and true for higher ed, although the funding mechanism is different and largely through federal student aid, be it loans or grants. And so I think as you think about the deployment of social capital, social impact capital, to really drive change, to take advantage of the changing needs in the marketplace, we have to think about the sustainability of that, that's one. We have to think about the suppliers of that operating in a constrained system, because again, it's publicly governed, it's constrained by, if you will, the bureaucratic incentives, which tend to be our risk averse, and it's highly decentralized. And I think, frankly, embracing the system for what it is will increase the likelihood that you can deploy social capital effectively. And what I mean by that is, understanding its complexity, we're finding solutions that solve real problems, that you have demonstrated impact, solutions that, and those can be, if you will, niche solutions, they can also be solutions that kind of have broad applicability. Solutions that lend themselves to referenceability, because again, you need to be able to reference a given school district, a given university, you need to be able to demonstrate referenceability in order for others to consider you, again, when you're operating in a risk averse environment. You need to think about, how do you actually get trial? And so again, increasingly the opportunity for these organizations to try these new solutions in a way that decreases the risk by things that we're finding kind of work very well. And so again, and I'll pause, I'll let Jennifer provide her comments. But I think again, the key takeaways are, clearly there's a need, and the needs driven by a changing a dynamic marketplace that are looking for new skills, new talent, and are open for more creative solutions. But you've got to compliment that, you have to recognize that the traditional system that's preparing that talent, is frankly moving at a slower pace, that's risk averse, that's bound by constraints associated with public funding. And so as you think about deploying impact, it's embracing that versus trying to resist that. It's embracing that that I think really allows for some real innovative solutions to break through and ultimately scale. Thanks, Jennifer. First, thank you for having me here and inviting. I really appreciate it and excited to be here. If you don't mind, I'd like to just share a little bit of background of how I came into impact investing because I think it provides that helpful lens in my point of view. So I started my career as a US history teacher in secondary and high school and middle school. I grew up in Chicago and I went into teaching because I had this experience when I was in high school where I attended an urban inner city school and a suburban school. And I had very different experiences with the quality of education and that put me on a path that I didn't really fully appreciate at the time of wanting to dedicate my career to education. So I taught for seven years, but I had this nagging feeling as a classroom teacher that school wasn't meeting the needs of a good segment of the population in the school. So I wasn't sure what I wanted to do, but I knew that I wanted to do something outside of the classroom. I moved out to Silicon Valley in 2000, went to graduate school and really became inspired by all of these entrepreneurs and technologists working on problems in the technology ecosystem. And I was at that moment sort of thinking, how can we leverage some of this entrepreneurial energy and create sort of an exogenous force into education to improve it? So I then went to go work for an organization called New Schools Venture Fund, worked there for nine years. It's a venture philanthropy fund nonprofit focused on improving education through entrepreneurship. Really learned the craft of venture capital at that point and then split off with a couple of friends from new schools, my colleagues that are still with me today and we started to reach capital about 10 years ago and we're on our fourth fund. And we invest in ed tech across the life cycle from early childhood, K-12 higher ed through lifelong learning. We've made over a hundred investments in the space. So I'll just double down on Tony's comments too about the space have its own idiosyncrasies and I look forward to getting into what those are, but in some ways that makes it an ideal space to invest in because it is regulated, there's sort of a natural mode if you understand the space and you can invest in companies that take advantage of that regulation. And we are really excited for the future of investing in education. It's been a great 10 years, but I think it's really changed since COVID as everyone knows and it's quite an interesting time. Jennifer, thank you. So the first thing I'd really like to explore a little bit with you guys is, and Tony, this picks up a little bit on your point that there are clear constraints within this market and what I'm hearing from you is that you have to work with the grain of those constraints in many ways to be able to be successful in this. But we're also looking at a situation where many people would argue our K-12 education systems particularly in the global North need to change. To your point, they need to change to be producing people who are not only more employable but also happier in many ways. We're seeing also, there are a number of ways across which people are saying those systems aren't working. You're a former policymaker, you were deeply involved in an administration which was actively trying to change the system across the US with, as I know, a great deal of passion and commitment to making that happen. Do you think, and if so, how can private capital in all its forms work to change the system as well as improve the outcomes within it? Do you think that's possible or do you think that's a very difficult thing to do? Oh, I think it is possible. I think it is probable. And I think it is also different but the level of difficulty is varied depending on where along the system you're trying to drive maximum change especially within a given time horizon. So what do I think is especially ripe and you're seeing it right now in terms of trends in the marketplace? And so if you go all the way into employer and employer hiring, right? What you now see, so what you now see is the emergence and it used to be boot camps but it's taking that boot camp model and saying, wait a minute, there are a whole host of jobs and skills and competencies that I can in fact develop that employer's value. I can do that short of the cost of a full two or four year degree. And so in terms from a student perspective as a return on investment you can actually provide them the requisite skills and competencies that allows them to be more employable or in fact to increase their career trajectory. And so no surprise you're actually saying private capital taking advantage of those because in again, given the constraints many of those programs don't today lend themselves to federal student loans and funding. So you have again, private markets and you can call funding markets from income sharing agreements to the providers themselves and get all kind of the market names of the past like General Atlantic and others or General Assembly, excuse me who've kind of provided these programs. And we used to think about them solely in terms of, you know hacker type programs, coding boot camps what you're seeing is the proliferation. You see healthcare lends itself to many of those kinds of credentialing programs and you're seeing that kind of move across different elements of the labor force. And so I think that's a classic example of this bridge of a gap in funding a real need that's needed in the marketplace and you can deploy social path. If you go then you say, well, what's the implications? Many colleges and universities are now seeing that demand and when they're constrained by declining enrollments which we've seen in COVID you're seeing them saying we need to adapt our curriculum and we need to do so in such a way that perhaps be partnered with third party content providers. And so you're seeing that driving demand and so you're seeing this you can be done not just necessarily a direct to consumer but you're also seeing this done in combination of higher ed institutions. So that'd be another example. And then when you kind of go through the K-12 area of the landscape you say, kind of what are the opportunities? I think it is more challenging, right? And it's more challenging because, you know, right now you've seen more disrupted learning in the wake of COVID. And so in an area where you're trying to advance to better prepare students so they can transition to the labor workforce the reality is we've kind of lost ground to where we were a year ago, two years ago with the amount of learning loss and what's been disrupted. And the fact that our remote learning solutions have not been nearly as capable, right? As we would have hoped and that's both because some of the technologies have not been there they clearly have not been optimized in terms of a system-wide approach but more importantly they haven't been integrated with the human capital side of the teacher and the instructional approach and all the professional development that's needed to make them fully effective. So the potential is there will it take longer to realize? Yes, but again, the potential is there. And Jennifer, can you bring that perspective of actually having been at the chalk face if you like throughout this? Fascinated to hear your opinion on that to hear whether or not, you know we can drive change as well as, you know work with the existing system. I think absolutely. I am not of the belief that there's one solution to kind of fix school that there's no ready player one like the Oasis portal that it's going to happen bit by bit and we are going to be back technology solutions that make education more accessible. That's something that lens that we look at at reach is how do we create accessibility? How do we bring the content, the tools, the mentors, the training into our system and make it more accessible because the story of education has always been one of expanding accessibility. You know, you go back to hundreds of years ago and what was available for people in education back then and how that has just increased over time. So that's the way that we look at it.  And when we think about what it can what is the power of it really? You know, it's definitely about accessibility in my mind and how we can leverage this incredible network so that children's kind of education is not tied to their zip code tied to their neighborhood but it can transcend the physical and that you can have access to incredible teachers, content, all of that stuff through the internet. So that's, I mean, that's like very basic example just to bring it home. What I mean is like we invested in a company called Desmos. It's a graphing calculator also a math curriculum. You might have heard of this company and what do kids use prior to Desmos? They use the TI really expensive graphing calculator. Well, there's now Desmos has an online graphing calculator that's free that has all the functionality of the TI physical calculator and far more accessible. So that's what I mean by, you know looking for what are these little areas that you can kind of pick off through your investing and make education ultimately more accessible and equitable. I just like to build a little bit with you. You know, one of the things in our work we do a fair amount of work from foundations and family offices and people like that who are thinking about their first step or the most recent steps are very experienced in education. And one of the things that I often find is that defining success in terms of your investments and what you want to measure to understand whether or not your investment has been successful in non-financial terms. Clearly there are some very obvious things you can measure in terms of financial terms but measuring that success is often a really crucial point for many people. I think that the thing that I observe about education is compared to many other areas of impact investment which I think is very different is that, you know if you're in climate or healthcare there are some relatively straightforwardly agreed measures that everybody empirically tends to agree on. You know, we can measure parts per million of carbon in the atmosphere. We can measure whether or not somebody does or does not have polio or has or has not had a vaccine for it. In education defining a quote, good education is something of a challenge and you know, many, many people will define it in many, many different ways. I'm interested in when you look at your investments and you talk to your LPs and your investors both of you starting with Jennifer, you know how do you resolve that issue of, you know how are we going to define success everybody? What are we going to agree on? Yeah, it's a super important question and we are traditionally structured venture fund and so we, you know we do communicate our impact and we do communicate it through metrics but we are not sort of tied to certain outcomes just to be clear. The way that we go about is first we start with a team. We are a team of, we have five partners and we have all had, we've all come from we've all had a personal experience where education has had an outsize impact on our life. So I think that, you know shouldn't be disregarded is that just our lived experience we have a diverse team is important to why we're doing this work. Second is we are a thesis driven investor so we understand we go about digging into the space trying to understand what are the obstacles that are preventing the achievement and accessibility and improvement of education and we'll do deep dives, market maps we publish these regularly on our website. And then we will go about trying to find an investment in a space that sort of meets the criteria of our investment thesis. Sometimes we will incubate that company and sometimes we'll go out looking for that solution. We also look for founder market fit. So we're looking for a founder that has sort of lived this problem that has experienced this problem is scratching their own itch as we sometimes say and we look for companies that are based on educational research. So I have a background in educational research and so we're looking at the literature review and is the kind of logic model that this company is built upon is there a research base to back that that thesis up. And then of course we measure the customer the demographics of the customers the growth of achievement if that's what that company is looking at. And we really look, is this company actually achieving the goal that they set out to achieve is the product working in ways that they had hoped. We also do this thing where we aggregate all of our company data from our portfolio we anonymize it and we just slice and dice the data in all different ways. We share it back with our portfolio so we can really benchmark what a tech metrics look like across all different metrics really. And that's really useful to our portfolio companies as well. So we're looking at things like engagement and how are teachers adopting these products and that to me matters like if we trust teachers a lot and if teachers are adopting that product and using it consistently in the way that it was intended to intended to then that's something that we track and we care about. Would you add to that? Yeah, I think our typical investment is significantly larger. It's not early stage it'd be kind of late-stage growth and our mid-mark or even large buyout. And so one I think it's important one thing we've learned is it's important to as close as you can get a proxy for real tangible value relative to your value proposition and not actually customer satisfaction. And I think a lot of times the mindset is well if I've got a satisfied customer you can think of measured in net promoter score they think highly of me that is my proxy. And I think that's an important thing to track but I think we've seen actually unfortunately there's been examples where customers have been satisfied with the product even though the product it may not be delivering tangible value. And I think as an investor and as a known it's very important if you will to hold the organization accountable to delivering tangible value. And that can be efficiency, outcomes, efficacy but it's more than just customer satisfaction. So one of the key messages that we deliver and then we work to metricize is that notion of tangible value. In that context and I think it's what Jennifer said I think the other thing that is very important is to oftentimes there's under appreciation of context. And so it's recognizing that different student different people, customers have different risk factors, right? And so you need to understand advocacy in a context. And I think that's also very, very important so that you can really understand the attribution how much is it is to your product and solution versus how much of this is to context and that can be both don't pat yourself on the back too much and don't in fact hurt yourself too much when if you don't make those kinds of adjustments you can actually get kind of false information. And so examples that we would have probably the largest acquisition that we've made in combination with Apollo has been the acquisition of the University of Phoenix. And people at the time and probably still today someone say very controversial a large for-profit higher ed institution aren't they exploited? And our view is no we actually thought there was tremendous potential in serving an adult learner population that's if you look at the 35 million adults who don't have a degree or the record skills that's gonna allow them to advance we think serving them and serving them well is needed and trying to do that in an innovative way is also what's needed. And so again, shortly after our ownership management actually put in place something called for example, a near-term graduate metric, an on-track metric that says how are people progressing? Because it's a part-time program are they progressing at a rate just like you would look at an on-track metric for ninth grade? Are you on track to graduation rate? And those are the kinds of things that are really looking at grad rates but moving earlier to says we're doing a lot and the student get up a great experience but are they actually progressing towards what we know is gonna be tangible value? And in this case like most things what you measure, right? Get managed. And so we've seen literally I wanna say I think it's 34 months now 30 more consecutive months on year on year improvement. And so it's delivering tangible value with respect to persistency tangible value with respect to graduation rate and tangible value with the ability then to monetize that, right? To get the value of that education investment. And I think that's the discipline you need to have as an impact investor is to even though it's hard to try to put proxies in place but to commit yourself to improving those proxies and getting them as opposed to real tangible value as possible. Thank you very much.  So I'm gonna move on to those in just a minute. Unfortunately, no good webinar right now can escape mentioning the coronavirus word. And I know that both of you have seen this both as a challenge but also as a potential opportunity. There's also surfaced some quite interesting dynamics. Jennifer, you and I were talking about that the other day in terms of new business models emerging and perhaps becoming more prevalent. So I don't know if given where we are if you wanna briefly comment on what you think is changing and what you think the opportunities are that are being surfaced by this awful pandemic. Jennifer, maybe start with you. Yeah, and just reiterate that it is a tragedy and it is an awful pandemic and it's causing a lot of inequity in our education system. I would say one of the big from an investor point of view one of the big changes is that we have seen a flood of capital come into education investing. So we started investing in education, I don't know, 15 years ago and there wasn't a lot of folks that were investing in the traditional venture capital world that we're interested in the space. And we have actually closed since March 21 rounds of financing. So we've closed around every nine days. And what we have seen is that almost all of these rounds are being preempted by traditional venture capital. These are the light speed, Kleiner, Andreessen Horowitz, like the traditional venture capital players are now looking at education as an attractive market to invest in. So that's something that we had not anticipated would happen and COVID accelerated that for sure. The reasons for that 1.5 billion kids went remote. It forced a parent involvement in the education system that has accelerated consumer education and also has just really put a focus on a highlight on the products that are being used in schools and their ability to educate the children at home and through hybrid beans as well. So a lot of these things were in place prior to COVID and COVID really accelerated the pace of investing and accelerated the pace of progress. I really think it has brought five to seven years forward in terms of usage and revenue for these companies. Like there's a reason when you have, you know, Sandhill VC is looking at these companies, it's because the metrics are there and that's what has caused the interest in the space. I think, again, I think what we've seen, I 100% agree with Jennifer that it really has accelerated the demand for online remote learning capability and I think that has forever changed. Meaning whether, I don't think it's a substitute. Meaning I don't think it's gonna, for most, shift to be predominantly delivered online as a better delivery mechanism and I don't think the research would support that. But one, recognizing that it could be an ongoing compliment and that some of those same tools and approaches can be used in the classroom, right? Both of those things are gonna be back. And importantly, I think it's going to, right? And in some cases, painfully so, I've got a sister who is a teacher and painfully slow, it is gonna by brute force help many, many teachers, right? Get more facile with different online technologies and tools, right? So, with that said, what is very clear, the equity gap is real and you see that in just in terms of broadband access and device access. And so we've highlighted the problem and it's acute. Two, I think we've highlighted, again, the need of teacher professional development. I think it's gonna have real implications for how do you actually provide the support that teachers need to actually use these tools effectively? And I think in that, I think not enough, if you will, providers of those tools, they are so focused on their tool set, they don't appreciate that the teacher is having to integrate this in terms of a comprehensive curriculum that fits with their own pedagogical approach, but the district is trying to, right? And or the principal is trying to, the framework that they have combined with the other tools. And so I think the more effective professional development for teachers will be much more holistic. And those providers that have that mindset and approach, I think will be more effective at getting the broad scale adoption. The other thing I think we're realizing, especially in the younger grades, is that many of those tools, just like they need to support the teacher, are gonna need to be parent relevant. Because I think there's not many parents who haven't experienced the pain of, wow, this is really hard. I have a much better appreciation for the teacher. And even when provided the tools, it's like having the tool is not enough, right? The whole notion of like classroom management is like, well, how do I deal with, session management for a seven-year-old? Keep them engaged when they get distracted. How do I plan the day? All those kinds of things that are beyond, if you will, the adaptive learning curriculum, it's, again, how do you ensure an effective learning experience? I think that's gonna create demand for and the use of things that have a parent component, not just a teacher and student component. So I think those are some examples, maybe I think with COVID has done, to kind of accelerate one of the awareness and also kind of the use of these different tools. I think the other thing, and it's going to my view over time is as follows, there's going to be a shakeout. It's gonna be this classic boom. There's a lot of free trials, a lot of conversions. And then increasingly, it will be wait. We actually need a more integrated approach. And I think that's maybe three years away. It's not gonna happen next year, but three to five years, you're actually gonna see more integrated platforms and integrated approaches. And so right now, it's just give me the best of the application. And I think school districts are gonna migrate towards, I need more of an integrated approach because from a sustainability, manage, training, et cetera, that's gonna be kind of more, if you will, sustainable and ultimately more cost effective. Thank you. Look, I'm gonna move on to some of these questions. I wanna try and get through as many as I can in the remaining sort of 11 minutes that we've got here. And I hope it's might be Lucia, it might be Lucia. Forgive me, whichever one it does. And Keita both have really good questions, which are linked. I'm gonna intervene. One of them is, what future do you see for educational ventures that are not ed tech? I'm gonna have a little comment about that before passing it to you guys. And Keita added to that, how do you prioritize between solutions catered to students versus those on focused on uplifting educators? I'm just gonna lean in briefly because I have a slight hobby horse about this one. I'm not a big fan of the word ed tech because I think that there are education companies and there are education companies. And technology is just something that is used in the delivery of education.  So that I think is an interesting frame. I don't know how I get you guys both respond to that, Jennifer, I think particularly interested in your response to that. But I think that separating educational ventures that are not ed tech is for me, a bit of a false comparison to make because I feel that we have education companies. Yeah, that is a tough question. It's, I guess the way that maybe the lens, I think there's, by the way, lots of amazing education companies that it doesn't make sense to pursue venture capital where they're growing nicely and it just, it doesn't make sense for a lot of reasons. We look at highly scalable companies that can serve huge markets, not just the US market, but really international markets. And that's another change that I didn't mention is that the kind of demand curve for education globally changed overnight with COVID. And we are seeing companies like Padlet, Class Dojo, Nearpod that now have much greater user bases outside of the US than they do inside the US. And so those Tams have exploded, which is also one of the reasons why there's so much interest in the space right now. But I do feel that, I agree with you Nick, that the term ed tech is get all kinds of problems. But I do think of the, there's companies that are really about kind of a distribution network that are kind of harm, that are really about the platform that can distribute the content. And then there are companies that kind of get closer to the point of instruction. And those companies, the closer you are to the pedagogy, the more important it is for your product to be based on educational research and to have educators that are part of your company. That's something that we see a challenge that we have as an investor in the space is that you see a startup of young, usually young men coming out of a school in Silicon Valley that don't have any experience in education and don't really value maybe the voice of the educator and you can see that kind of show up in the product. But a company like Desmos, which I mentioned earlier, more than half of the staff there are teachers. And so the companies that are kind of focusing on that pedagogy really have a close partnership with the education piece, I think. Tony, I think to add a quick before I move on. Yeah, I would say, I think there will be a bias towards technology-based solutions. And I think that's not to say that the need is for a broader set of services. But unfortunately, the reality is when you have a highly distributed system of school districts, schools, site-based decision-making, to the degree that you've got a product that can be delivered kind of via the web, that a product that can potentially be, if you will, procured over the web, and lends itself to a software as a service-type business model, those are the hallmarks of things that allow you to kind of to scale. And so if you have an efficacious solution, it allows you to scale. One of the things that have plagued the education industry in particular has been just the high cost of acquiring a new customer.  It's been hard to have a, you have to have hundreds of salespeople to match what the large publishers have to go in, call on school districts, school principals, chief academic officers, and to kind of sell the features and benefits of your particular product. And so that's one of the reasons why you haven't had as many innovative solutions in the marketplace was a tremendous cost of distribution, of the sales acquisition. I think technology kind of breaks down and reduces some of those costs. Indoor changes, you can invest in those costs because you can deliver it.  And I think that goes, I think, to one of the questions which is, so what are the implications in for services models? I think services models that can be done through technology are gonna be more sustainable, more likely to scale than those that are based on real people. And I think when you think about professional development and things that are teacher-centric, right? There's a notion of how much of that is done in person. But again, a lot of, as we're saying, the capabilities of online learning, a lot of professional development can now and increasingly is being done remotely. And so I do think you're gonna see both technology-based content solutions as well as professional development and the services component that are still gonna lend itself to this, if you will, you call it edtech or human capital tech. Bob, I'm gonna turn to you. At that point, sorry, just to interject on that point, the Alphodesmos has 50 million monthly active users. They have not spent a penny on marketing or sales. So this is, the world has changed. No longer do we drive up in a car to a sales, to a district and get out our CD-ROMs and sell software that way. What Mystery Science is another company that is huge distribution, does not have a sales team. So it's really changed. So I'm gonna try and roll, this is gonna be ambitious, but I'm gonna try and roll up three questions into one for us to answer as possibly the final question. And there's a lot of questioning around where capital should go and why, particularly and where it has gone. So, Jean Hammond is saying, a lot of the capital she thinks from her perception is going into workforce or workplace education rather than K-12. There's a comment from Debbie Friedman around, she's curious whether or not people are looking at school nutrition, which is almost at the other end of that spectrum in terms of engaging with that and all the models around that. There's another question around, where can debt play a role from Mark Medima? And there's a questioning of whether or not people should, should be making large amounts of money out of education ventures. So I guess the question I'm coming to cover all of that is, where do you think impact investing in education can and should make the most difference with all the different models that are available? And how do the different instruments available to it? You're both equity investors, Tony, you may use debt as well, Jennifer as well. Just interesting as a wrap up, where do you feel it can make the most difference and where do you sometimes think that it can't? I'd be interested perhaps answering that in reverse order to give us a hopeful end. Jennifer, let's start with you. Yeah, my viewpoint perspective has changed over time on this. So I came out of, I had never worked in a for-profit before I started my own venture fund. And I was a classroom teacher and then I worked at a nonprofit. And while I worked at the nonprofit, I witnessed a lot of very well-meaning philanthropists that decided to create solutions for low income and underserved kids. And what happened was they were putting capital into nonprofit and building their own technology. And meanwhile, there was another system venture capital that was fueling other types of technologies for education. And so we ended up with the crappy version for poor kids, the crappy technology for poor kids because they couldn't hire great engineers because they were under capitalized and they were not the best solutions. And I was very turned off by creating a two track system where you have really crappy solutions for low income families. And then you have amazing consumer technology for affluent families. So that's what really drove me into venture capital. And I thought, okay, here we have the system that is completely remade industries, fintech, biotech, health tech, all kinds of industries. And these industries are high stakes too. Biotech, health tech is very high stakes industry. We need to have informed domain specific capital in education at the earliest stages especially because they can find the solutions that are founded by founders that are building them on education research that have teachers on their team and have logic models that make sense in this world. So I guess like I know that's a point of view that may not be shared by many people but I have evolved from my role as a teacher and as a nonprofit and thinking that, hey, let's leverage this system of venture capital and in our capitalist world that we can bring the best tools to teachers, to students, to families because they deserve it. I'm just gonna turn it because I wanna give him in a circular way, give him a chance to kind of finish and where we started in a way. No, I appreciate it. Yeah, I'd say like it or not, at least in America, the ability to deploy private capital to drive innovation is proven. We are one of the most creative innovative societies in part because we deploy capital effectively. And so that's why you get things like Apple and that's why you get Netflix. You can see all this is like, we deploy capital, you've got talented creative people and they kind of bring solutions often times to problems we didn't know we had. Education, we know we have a problem and we know we have a very tough problem. So I think deploying private capital to drive innovation in some of these tougher challenge I think is in fact a good use of private capital. It taps into what we do well. The challenges Jennifer said is if it's only geared around making money and it's not geared around real outcomes, real solutions to problems, how do we get more poor disadvantaged kids better educated, better prepared for jobs, then that's a misalignment of capital. So it's got to be applying the capital and against the known problem. That's one. Two, in the context of debt, I would say, right? The reality is if the debt providers, if you think about how investing works, the reality is oftentimes harder to serve students in segments have a higher cost to serve. It's not something you like to admit. And I'm not saying money is the only thing that matters but the reality of oftentimes they have a higher cost to serve. And so if you just leave pure capitalism, right? Money will always go to the people who are easier and my margins are better. It doesn't cost me as much. So I'll just serve suburban soccer mom families. I'm being obviously symbolic here, but I'll do that because it's a larger market and my margins will be better. So if you just frame it on pure capital outcomes that's not good. Where debt providers can basically reduce the risk of people deploying equity such that you can now between equity and debt still deploy private capital solutions for harder to serve segments. So I think there's a role to think about where debt can play against some of these problems. I think as in you think about kind of the nature of it, I think like anything water finds its own level. I think going where one, the markets are biggest and two, where you already have natural alignment where it's a priority of the decision makers because everybody as we all know, there's not enough time and trying to drive change takes a lot of capacity. And so you wanna be part of the solution versus trying to convince somebody of the solution. And so that's where I would say as you think about these different market needs, I'm not arguing against a thousand points of life, right? Is there an opportunity? But I would argue what has often happened against some of these problem is it's just been a thousand points of life and we've got a shortage of really scalable solutions that make impact. And so that's what I would say is a slight shift to more focused, more strategic application and a more sustained investments that we're really gonna get at would have been some.


Israeli air forces have launched an airstrike on the Iranian consulate in Syrian capital Damascus, Iran's state TV channel reported. Iran's ambassador to Syria Husein Ekbari said that at least eight people died as a result of the attack. The ambassador confirmed that Iranian diplomats and military advisors were among the killed, including Brigadier General Mohamed Reza Zahidi and his deputy Mohamed Hadi Rahimi of the Islamic Revolutionary Guard Corps. According to the information of the Syrian Defense Ministry, Israeli planes struck from the direction of the Golan Heights. Air defense systems managed to shoot down several of the missiles. Iran's ambassador to Syria said that there would be harsh response to the attack. Israel has not comment on the incident yet.


I'm John Michael Bearden with Riverside Ranch here in Hot Spring County to talk a little bit about our sheep operation. First off, how do you know that you need a shear? This lovely example we have, she's one of our heavy breads, you can tell she has wool that's about three to four inches long. It is time for her shearing. One of the things we like to do is shear once a year in the spring so that we can go ahead and clean her off and she can have a productive year. In our operation we do mutton busting for the rodeos in the area so we have to kind of plan around that so we have to let our wool grow a little bit longer than what we care for. She probably is ready for her shearing. When we go ahead and shear her, I'm not good enough to shear her without a stand. So I go ahead and I'll throw her on the stand, I'll shear her out right here standing and it's pretty simple. When we talk about professional shears, the world record is 37.9 seconds. That's crazy, it takes me at least five minutes of lamb to do this. But they can grab her by the head, come here, and they'll hold her and through pressure points on the head, the back drops, they can flip her over and they'll start at the head and work all the way out and in one long swoop and keeping all of her wool the same completely sheared. If you get a chance to go watch that video or watch some YouTube videos, it is amazing to see how fast they shear these. Do we raise sheep in confinement? For us we do, we do not have this group of sheep on pasture. They stay in the barn the majority of their life, they have a little bit of an outdoor run where they can get some sunshine. We provide all the water, the hay, and the feed for them. This group for the future we will be putting them on pasture this coming year now that our fences are in place. But a lot of commercial producers are starting to find ways to use old chicken houses, build their own barns, and design a system that allows sheep to be raised in confinement on accelerated breeding programs. Those systems are pretty cool if you actually start looking in and doing the research on them. The question is, are sheep dumb?  Yes. I think they're pretty smart. They know how to unlock a gate. They know that if there's a hole that they can go through it. They even know that if you leave that gate partially open that they can slip in and out. They take the time to run around you and know not to go back in the hole.  Feed reaction and feeding any type of animal is a tricky business. Biggest thing is you need to have clean water and you need to have fresh feed. With the confinement system you're going to be providing not only the feed but the nutrients, the minerals, the vitamins, and making sure that you're putting those mineral packs into that confinement system. For us we have a local feed mill that puts together about a 14% ration for our breeding use and then we use a show right show feed on all of our lambs as they're growing out. We found that going ahead and buying that higher dollar feed puts a little bit better finish and grows out those lambs better. On pasture you can get away with not having as much feed because they're getting that nutrient base from the grass. But in any situation when grass is short or in confinement you have to have really good quality hay or else you're going to lose condition on your youth. When we talk about cast and casting luckily we have not had that happen here on this farm but it's where a bred you just like this one she'll get down she'll lay down and because of the way the she holds her baby she can't get herself back up and she will actually end up rolling all the way onto her back with her legs straight up in the air and if you see this you want to go ahead and get to her as quickly as possible roll her over and when you roll her over her whole side will look like she's bloated that's because everything moved around while she was upside down it's just one of those lovelinesses that you have to deal with when you're pregnant. When we talk about wool sheep and hair sheep they are yes they are both sheep but their purposes are different their environments are a little bit different. Wool sheep can be broke down into a fine wool a long wool or a medium wool. For us we like the medium wool it is designed for meat production and the quality of wool is not as great as that is the long wool or the fine wool. Hair sheep just like any other animal on the farm kind of like your cows your horses they have a hair follicle it will shed it will replenish itself and there's not that maintenance side whereas with wool animals we do have to shear them once a year it's recommended once a year to go in in the spring shear them out clean them up and let them come in but once you shear you need to make sure that you are providing them the shade from the sun and protection from the cold cold days because if you pull that wool off of them then they don't have that protection. When we talk sheep and something that makes them unique it is their eyes if you look into them most sheep have brown eyes and either they're going to have a full pupil or some of them actually have a slit within that eye if you start looking at that slit and kind of playing with it it actually moves and it what it's doing is it is controlling the amount of light that is entering that eye so that they can see better during the day or at night and it that's how they adjust their eyes. Let's talk weight this wool once this lamb is sheared it's going to weigh between five and seven pounds some of your fine wool and your long wool breeds they're going to produce over 10 pounds of wool per shearing. Now what's that worth? For me it's not something that we worry about because because of our setup and the amount of dirt that we have in our environment and the amount of rain our wool is not quality it has too many impurities in it but you take others that can raise in a true confinement with the proper bedding and being able to prevent that water in that or that arid climate where they don't have the dirt in the wool near as bad market price right now is about a dollar and ninety a pound people will buy it that way they can make their nice clothing they can use it for all kinds of other products. As we're talking about grazing sheep and how to benefit not only your sheep herd but your grass let's throw cattle in there the question is can cattle and sheep be grazed together that they can.


hello in this lecture we're going to continue on our master budget and we will be working on the direct labor budget at this time so remember what we have done so far we have to start off in this way we did the sales budget in order to know what we're going to sell we have to sell we have to do that first and then we did the production budget in terms in terms of how much units we're going to need to produce based on the sales budget then we did the raw materials budget we need to do these two budgets the production budget before we do the raw materials budget and now we're going to work on the direct labor budget notice of course we don't really need to do the raw materials before the labor budget but we do however need to do the sales budget and the production budget in order to determine how much labor it's going to we will need in order to fulfill our obligations in the budgeting process the direct labor is a little bit easier a little bit more straightforward to my mind so this is how we're going to take a look at that we're going to start off with a similar area that we started off the materials budget which would be that we need to have know how many units we're going to produce then we can see how many hours it's going to take to produce them and then we can estimate how much it's going to cost per hour in order to produce these so where are we going to get the production in units well that's going to equal in july the number that we determine in the production budget so remember the production budget tells us how many units we actually need to produce and it's not equivalent to the units that we will we think that we're going to sell because we had to go through this process to determine how many units we need to produce and we came up with this 19586 for july and that's where we're going to start for the direct labor budget for july and we're going to do that same process i could copy it across but i'm going to just point to it for august so that we could see exactly where it's coming from a few different times so it's going to be coming from the production budget for august in this case i'm going to hit tab so there's that number the 20 000 and then in september the production uh the direct labor budget we're taking this number from the production budget being the 20 500 units that we will be producing then of course what are we going to need to know in order to determine our budget for labor we're going to need how many hours does it take to create one unit and note that there are some conversion problems sometimes we pay people generally hourly if a problem gives you minutes then you're going to have to convert two hours most likely and note that that conversions can be a little bit trickier than you would think because you know there's 60 minutes in an hour and whatnot so just if you if your problem happens to have minutes in it and doesn't give you hours but gives you an hourly rate just make sure that you're going to have to perform that conversion here we're saying that the labor hours required to finish a unit are 0.5 or half an hour so it's going to take 0.5 hours to make a unit and therefore we're just going to say 0.5 here and 0.5 and 0.5 that's how much time it's going to take in order to create make the units therefore we're going to take the 19, 586 times the 0.5 and enter so that means that it's going to take 9,793 now again you might want to ask well where are they going to come up with a 0.5 obviously a problem like this would have to give you the 0.5 in real life we would come up with with some type of estimates on how long it would take to create one individual unit and there's going to be different theories on terms of how we'll come up with that number at a later time but a problem like this will generally give you that number so we'll multiply that out for August this is how many units we need to produce times it's going to take 0.5 hours per unit and tab and then for September we're going to take 20,500 units times 0.5 per unit so we now have the number of hours it's going to take for July, August and September and then we're going to multiply that times the labor rate once again the problem is going to have to give you a labor rate here we're going to say it's $14 according to the problem 14 and once in real life of course we'd have to come up with the labor rate in some way as well and it might have to be some type of estimate so we're going to say it's going to cost us on this estimation $14 per hour so 14 and 14 once again remember that when we think about a problem like this we usually are going to be given the rate in hours so if again if it's a problem that's given you how many minutes it takes to do a certain task you're going to have to do some type of conversion most likely and that will give us our labor in dollars so that means that if we if it's going to take 9793 hours then we're going to multiply that times $14 per hour to give us


In this video we'll talk about graphing quadratics. So we have a table here that we need to finish and then we want to graph the points. So 1 is my x and my y is going to be x squared. So 1 squared would be 1, 2 squared would be 4, and 3 squared would be 9. Negative 3, 9 is going to be this point right here. Positive 2, 4 will be right here. Negative 1, 1, 0, 0, positive 1, 1, positive 2, 4, and positive 3, 9. Looks like I have all those points and if we were to connect them all it would look something like that. So what is the vertex? The vertex is the very lowest or the very highest point on our graph and that happens to be right here. In our case it's the point 0, 0. What's the y-intercept? Where it crosses the y-axis is also 0, 0. What's the x-intercept? Again, where it crosses the x-axis is also 0, 0. That doesn't always happen. And then the axis of symmetry is an imaginary line that splits the parabola in half. If I were to draw that perfectly and fold my paper on the green side, this point over here would go over here and this point would end up over here and this point over here, everything would land on the other side of the graph. So it's a vertical line that means it's x and what does x equal where that line goes through? Well it goes through the origin so x equal 0. Let's try again. Negative 3 squared would be 9 and then we went the opposite. So 1 squared would be 1 and then we went the opposite so that would be negative 1. 2 squared would be 4 but we went the opposite so negative 4. And 3 squared would be 9 but we went the opposite so negative 9. So negative 3 and negative 9 would be this point. Nope, nope, this one. And negative 2, negative 4 would go here, and negative 1, negative 1, 0, 0, 1, negative 1, 2, negative 4, 3, negative 9. Looks like our same parabola, except that this time it's upside down. So the vertex is still the highest, this time it's the highest point, but in this case it's still at the origin. And so are our intercepts, and our axis of symmetry is that line that goes through our vertex. We'll always go through our vertex, so it's x, and what's the x of our vertex? Zero. So now we have one graph. It's x squared minus 2x minus 3, and we want to know what the vertex is. Well if we're looking at a graph, we can tell easily what that is. It looks like it's negative 4 and 1, negative 4 and y, x would be 1, so 1 negative 4. What are a and b? And that's referring back to the equation. So a is 1, and b is negative 2. So if I do negative b over 2a, negative b would be the opposite of negative 2. So 2 over 2 times 1, which is just 2, and 2 over 2 is equal to 1. Plug this value in for x.  And where do you see 1 and negative 4? This is a y value, and this is because we weren't really solving, so y was what it was equal to. Well x is 1, y is negative 4, that's our vertex. Now it says, set the equation equal to 0 and find the solutions. So we have 0 equal x squared minus 2x minus 3. And we can factor that. It's a is 1, so it factors very nicely. Factors of negative 3, so we know we have opposite signs, that will add up to 2. Well there's only one way to factor 3, and that's a 3 and a 1. But it needs to be negative 2, so the bigger number has to be negative. So x plus 1 and x minus 3 would be our factors. And then remember, set your factors equal to 0 to solve. So if we have x plus 1, when we subtract 1 from both sides, x will be equal to negative 1. And when we have x minus 3 equal to 0, if we add 3 to both sides, x will be equal to positive 3. And if you look on your graph, here's your negative 1 and here's your x equal 3. So x intercepts our solutions to the quadratic. Okay, nice little factor remember. If you're looking at a graph and you want to know what the solutions to the quadratic is, just find the x intercepts. So let's put it all together. Negative x squared plus 4x plus 5, set it equal to 0 and find the solutions. We'll just use a quadratic formula. So 0 is equal to this thing. So a equal negative 1, b equal 4, and c equal 5. And most of you at this point now have the quadratic formula in your calculator. So we can do program, enter. Mine looks a little bit different, but the answers are still the same. Yes, that's what I want to do. A is negative 1, b is 4, and c is 5. And it tells me that my answers are x equal negative 1 and positive, and negative 5 I think it was. Get my calculator back up here. Negative 1 and positive 5. So where do those go on my graph? x equal negative 1 and x equal positive 5. So now I already have two points on my graph as I'm trying to graph this thing. Negative b over 2a. Negative b, well b is 4, so that's going to be negative 4. And a is negative 1, so 2 times negative 1 means that I have negative 4 over negative 2, which ends up just being 2. And this is the x of my vertex. That's what that little b down there means. Plug that value in. And find y.  This is the opposite of 4. 4 times 2 is 8 plus 5. Negative 4 plus 8 would be positive 4 plus 5 would give me 9, and that's my y. So my vertex then is 2 and the x, 9 and the y. So 2, 6, 7, 8, 9 is going to be somewhere down here. And then what is the y-intercept? We didn't talk about this a whole lot, but the y-intercept is always equal to the constant. If x is 0 for a y-intercept, so when I put 0 in for the squared term, I get 0. And I put 0 in for the x term, I get 0, and all I'm left with is the 5. So 5 is my y-intercept. I did 2, 9 and it should be 2, negative 9. See how nice it is though? I knew something was wrong because those weren't all going to go the right way. So 2, 9, somewhere up here. And now when I look at my points, I'm going to be able to go to this one and go to that one and then back down to this one. And now we've graphed a quadratic.


Congratulations to the 13 Navy ships honored with the 2014 Best Ship Store Award. These ships were recognized for the superior level of service and excellence provided above and beyond other ships in their class. For the full list of ships being recognized, visit navy.mil. USNS Comfort recently arrived in El Salvador to provide humanitarian aid as part of the continuing Promise 2015 mission. On their first day in country, the crew provided no-cost medical and dental services to more than 1,500 patients. Additionally, CBs from Construction Battalion Maintenance Unit 202 began one of their many construction projects. Chief quotas are out. More than 4,000 sailors were put on anchors this year. Visit age.mil for the full list of quotas. And finally, congratulations to the first group of enlisted female sailors from across the Navy that have been selected to serve in the US Navy's submarine force. For these stories and more, visit navy.mil.


I discovered my own music on TV one day and the music video from Metallica until it's sleep came on. That's the heaviest thing I've ever heard. I didn't know it was like the lightest stuff. But I got into music that way and got my own record collection from there. Blackstar's perfect for metal. When I do the palm muted stuff it's got the bags of low end and you really, really need that. But it's got loads of clarity as well, especially for the stuff in Cradle of Filth. There's some very fast and frenetic guitar playing, especially with a lot of tremolo picked and riffs. And I find that with Blackstar stuff that the notes just sing. It would come out 100% clear. It's all about the clarity. Blackstar products I'm currently using got the HT Metal. I've been using it quite a lot. And I also use the HT Stage 100. I love that thing. The incredible lamps. It's so versatile. I have no idea what I'd be doing if I was a musician because I can't do anything else. Before music really took off for me it was all about art. So something like a comic book illustrator or a graphic designer I would have loved to have done. I've seen too many bands and too many beginners intermediate guitar players kind of stop and just go, I'm not worth it. I'm just not improving or I'm not sounding like how I want to. It's like you will. You will sound how you want to. Eventually everybody gets there. It just depends on how much time you practice you put into it. I think long gone are the days of you do one thing and that's how you make your money as a musician. You make yourself as adaptable as possible. So just listen to every style music you can get. There's going to be good stuff and bad stuff in any genre. Just try and find the good stuff, get excited about it, and keep getting excited about it and you'll be the surprise. It never becomes like work.


It's always fun to find a person who wasn't around for, or never even heard of, stuff like Cadillacs and Dinosaurs. For one thing, the title alone is just absurd. Not just any old cars, but Cadillacs, oh and some dinosaurs too, sure why not. The idea stems from a comic started by Mark Schultz, and it was originally titled Zenozoic Tales back in 1986 before it was picked up as a regular series that spanned 14 issues up through 1996. During that time it was reprinted by Marvel Comics as Cadillacs and Dinosaurs, under which it eventually got its own Saturday morning cartoon, and later its own beat'em up arcade game made by Capcom in 1993, and yup, this is yet another arcade game that's never received any kind of home port, presumably due to licensing issues. As you can see, this game is pure early 90s beat'em up action through and through, and it looks and plays like a cross between Final Fight and The Punisher. It even borrows several sound effects from Final Fight, and you might recognize some of the use of weapons from The Punisher. You get everything from pistols to machine guns to shotguns, torches, grenades, TNT, bazookas, even good old fashioned rocks to throw at people. Hey jackass, what are you doing sitting there? Take that! I can't help but laugh at that. There's several things that separate Cadillacs and Dinosaurs from the standard beat'em up fare, however. You get four characters to choose from, and you can play with up to three players at once. I found Hannah and Mess to be the best characters, Hannah because she's faster and has a bit of a longer reach, and Mess is pretty much just your haggar style character, throwing and suplexing enemies left and right. What a badass. Also this game is legitimately gory. I mean you see dinosaurs just chomping away at you, or some random flunkies. You can also blow people up with a grenade, Mortal Kombat style, gruesome. There's also special moves here and there, like holding down and then pressing up an attack will have you do some kind of flipping attack. There's a total of eight levels here, but if you play this one and work your way through the first couple levels, you might ask yourself, uh, where the heck are the actual Cadillacs and Dinosaurs? It's not until level two, until you get really into it with some dinosaurs, fighting a bunch of them at once, fending them off with your fists.  And it's not until level three, until you're callously mowing down people in a Cadillac. One strange aspect of this game, however, is that you're fighting to protect the dinosaurs, so when you're fighting them and trying to blow them up with bazookas and whatever, you're really just trying to make them snap out of whatever kind of trance they're in, at which point they flash and change color, and just kind of wander off. It's a little goofy. What's really cool, though, is that the dinosaurs do not discriminate when it comes to attacking people. They'll go after both you and the enemy, and I really dig that. One flaw I have to point out is that, yes, this is an arcade game through and through, and as such, there are some quarter munching bosses here whose attacks can be extremely cheap. The difficulty isn't too bad here, although with eight levels, this is a long game for a beat em up, so you might get tired of some of the cheap tactics you'll see here and there, but I definitely wouldn't call it game breaking or anything. The boss here named Morgan is a small target and can be tough to track down, and he regularly attacks you with a barrage of grenades from off-screen. It's so annoying. But hey, I suppose that's not unusual for an arcade game.  Like there's one boss you fight named Slice, and later on you fight two of them, only they've been genetically modified somehow into these dinosaur-like creatures. So now their names are Slice-saur, get it? There's also the aforementioned Morgan, who eventually turns into a hideous monster himself and is renamed Morg. I don't know why, I just thought that was really funny. All the other flunkies have typical names like Gutter and Thug. Poor guys, just put em out of their misery. There's all sorts of nice little touches here and there. I love the sleeping dinosaur in the back. This guy has to punch it a few times to wake it up. I love the cheesy one-liners your characters say when they defeat a boss. I'm just too cool, yeah you are, buddy.  I also love when you have to use a continue, you get a villain taunting you for a second, but when you press one player start, you punch this guy right in his face. That's fantastic. You've also got what's clearly a Blanca ripoff here? What's with that? I should also take a quick second to mention that, no, this game has nothing to do with the Sega CD game featuring all sorts of full-motion video. That's a totally different thing entirely. So yeah, Cadillacs and Dinosaurs from Capcom is exactly what you'd expect with some real nice bonuses thrown in, like the number of different weapons, the dinosaurs that can attack both you and the enemies, all the awesome pixel art and hideous mutated monsters you have to fight, the settings and the music are all great, but unfortunately it's got some flaws that are pretty typical of all arcade beat'em ups of the time, like cheap AI tactics and repeating bosses. Still, this one is worth playing if you can track it down and since it's never received any sort of home port whatsoever, you've got to play it any way you can. Alright, I want to thank you for watching and I hope you have a great rest of your day.


The Lumberjacks next Saturday game was against Duluth East. Top of the second, Nick Allen grounds the third. Matt Fitzgerald has some trouble with it. That allows a run to score. Greyhounds tie it up at two. They would take the lead on a safety squeeze by Blake Salfer, brings home Nick Swore, 3-2 to Duluth East. But in the seventh, we're tied at four. Fitzgerald drives one to left center. That's extra bases and a chance to win it right away. Two batters later, a wild pitch to Henry McCallochek. And Fitzgerald's going to score all the way from second. That's the go-ahead run. Not the ending you would expect, but the Jax take the win five to four, and they get a little winning streak going as well. If you enjoyed this segment of Lakeland News, please consider making a tax-deductible contribution to Lakeland PBS.