Welcome to Volunteer Legal Services Hawaii's sixth annual Taste of Justice fundraiser. This year is extra special as we celebrate our 40th anniversary of providing pro bono legal services to Hawaii residents in need. Since its creation, Volunteer Legal Services Hawaii has provided these services to over 100,000 clients. My name is Trevor Assam and I'm honored to serve as VLSH's board president. 2020 was an unprecedented year for our community. With the ongoing pandemic and its impact on Hawaii's economy, demand for our services continues to grow even as funding for and delivery of those services has become more difficult. We have made a number of adjustments to maintain our programs including shifting to remote and online platforms and we are grateful that we have been able to continue operating and assisting Hawaii's residents in the midst of funding and safety challenges brought on by the pandemic. With your support, last year our pool of 200 attorneys donated over 3,000 hours of pro bono services including at-person clinics that are downtown offices, pop-up clinics on Oahu and the neighbor islands, virtual clinics over the phone, and online advice given at Hawaii Online Pro Bono. These attorneys together provided legal services valued at over $770,000. Many of our attendees today are included in our pool of volunteers. Thank you and we look forward to continuing our good work with your support. We are also very thankful to be holding this event today and are glad to see everyone over the web. We hope that as conditions improve in Hawaii, we might be able to see each other in person later this year. I'd like to make a few introductions to start today's program and celebration. First to recognize some special guests including Chief Justice Mark Rectonwald and Honoree Judge Rebecca Copeland. Now before we get to tonight's guests of honor, I have a few special thank yous. First, thank you to Jay Fidele and Carol Mon Lee from Think Tech Hawaii for their help in coordinating and airing today's celebration. Thank you also to all of our volunteer attorneys who are the backbone of the organization without whom access to justice could not be achieved. And thank you to our champion of justice, guardian of equality and advocate of pro bono sponsors and to all of the individual donors who continue to support the LSH. With the generous support of our sponsors, we have been able to make this virtual celebration free for all attendees and memorialized as a history piece for future generations. For those of you who have not yet donated to the event, we welcome you to visit our website VLSH.org and make the suggested donation to allow us to continue our good work in the community. Thank you also to our staff who work hard behind the scenes every day to screen clients, match clients with pro bono attorneys and do all the little things that make it possible for our volunteers to do their work. Thank you again to Chief Justice Rectonwald and the judiciary for their constant support of volunteer legal services for Hawaii. Finally, thank you to our executive director, Angela Min, who I'd like to introduce now. Aloha to all of our esteemed guests and attendees. My name is Angela Kulmin and I am the executive director for volunteer legal services for Hawaii. I'm very proud of the work volunteer legal services for Hawaii has done for the last four decades and continues to do in Hawaii, especially during these unprecedented times. Volunteer legal services Hawaii is grateful to have the unwavering support of Chief Justice Mark Rectonwald and the judiciary. Chief Justice Mark Rectonwald would like to share a message with our attendees today. Aloha, congratulations to volunteer legal services of Hawaii on this landmark occasion. Forty years of providing pro bono services to the people of Hawaii. And thank you to ThinkTech for making this virtual celebration possible. Congratulations as well to tonight's honorees, Judge Rebecca Copeland and the law firm of Maccorsen Miller-Mukai McKinnon LLP or M4. Judge Copeland has been a leader and innovator in so many ways. She founded the HSBA's appellate section and was critical to establishing the appellate pro bono project. Judge Copeland has worked tirelessly to foster high quality appellate advocacy in the Hawaii bar and to improve access to justice in the appellate courts. I'm deeply grateful for her work. She has truly earned the champion of justice award. M4 is receiving the Kahiao Award for its work at the Weinberg Village Outreach Project in Waimanalo, which the firm adopted. Through the project, attorneys from the firm have helped numerous residents navigate the rental process provided education on landlord tenant issues. This work represents M4's sustained commitment to giving back and its culture of pro bono service. Thank you to all of the attorneys at M4 for their contributions to the LSH and for their dedication to access to justice. Far too many in our community have unmet legal needs. The Legal Services Corporation reported that in 2017, 71% of low-income households nationally had experienced at least one civil legal problem in the prior year. Yet 86% of those problems received inadequate or no legal help, overwhelmingly because of a lack of available resources. This issue named the justice gap exists here in Hawaii too. For example, approximately 50% of all eviction cases filed in Hawaii result in a default judgment against the tenant. And less than 10% of tenants involved in evictions have access to representation. The services VLSH provides, which range from education to limited legal services to referrals for full representation, are therefore critical closing the justice gap here in Hawaii. I'd like to extend a special mahalo to executive director Angela Kulman for her strong leadership. Angela is a commissioner on the Access to Justice Commission, which advocates on behalf of legal services providers, encourages attorneys to volunteer their time pro bono, and makes self-help resources available to those who cannot afford an attorney, among many other initiatives. Thank you, Angela, for all that you do. VLSH and the judiciary have forged a strong partnership working together on several important projects aimed at improving access to justice in Hawaii. For example, VLSH has been critical to the creation and administration of the appellate pro bono program, which I mentioned earlier. Launched in 2015, the appellate pro bono program was created in recognition of a critical gap in Hawaii's pro bono services. While there was infrastructure in place to connect self-represented folks to services in the trial courts, those who were pro seyan appeal had no centralized place to turn to define an attorney to take their case pro bono. The appellate pro bono program helps fill that gap and provides community members with limited financial means, access to appellate counsel. Now more than 40 attorneys are in the pool of volunteers to take cases, and 15 cases have been matched with volunteers. There are also plans to expand the program to cover additional areas of the law in order to serve more appellate litigants. We are deeply grateful to VLSH and all of the volunteer attorneys for making the appellate pro bono program a success. Another program which VLSH and the judiciary have partnered is the Reemployment and Community Service Program, or RACS. VLSH worked with the Honolulu District Court to develop this program in which participants work with VLSH attorneys to recall traffic cases. As a result, unpaid fines can be converted to community service, reduced, or put on a payment plan. RACS has been a successful and popular program through which many with unpaid traffic fines have found a path forward. I speak for everyone at the judiciary when I say that VLSH is an indispensable part of our access to justice efforts. We're deeply grateful to VLSH's dedicated staff, board, and all of the attorneys who have generously volunteered their time to help countless people connect with much needed legal services. It's an honor to speak today in celebration of VLSH and its 40 years of hard work in service of our community. Mahalo and here's to 40 more. Aloha. Thank you, Chief Justice Mark Rickenwald, for your kind words and support for Volunteer Legal Services Hawaii. As many of you know, due to the uncertainty of COVID-19 and for the health and safety of our Volunteer Legal Services Hawaii, Ohana, we canceled our annual fundraiser in 2020 with the hope that we'd be able to hold an in-person event in 2021. When the new year arrived and I started a plan for the event, I soon realized that an in-person event did not seem like a realistic objective. Although it's true, we couldn't postpone again. This year was too important to miss as we reached a noteworthy milestone, Volunteer Legal Services Hawaii celebrating 40 years of pro bono in Hawaii. Now, I'd like to share a brief history of Volunteer Legal Services Hawaii and where we are today. Volunteer Legal Services Hawaii celebrates its 40th anniversary in 2021. We would not be here today without the support of the community and the hundreds of attorneys who have given their time to help the people of Hawaii over the last four decades. Since its creation, Volunteer Legal Services Hawaii has provided over 100,000 Hawaii residents with pro bono legal services. In 1981, leaders of the Hawaii Bar Association's Young Lawyer Division created a pro bono project then known as the Hawaii Lawyer's Care Hawaii Lawyer Pro Bono Referral Project. At the time, the Hawaii Bar was voluntary and there were no organizations coordinating and providing pro bono services to those in need. The goal of the pro bono project was to refer clients to the Hawaii Bar members who were eager to take on pro bono cases. Within its first year of operating, the pro bono project matched and placed over 100 cases. The pro bono project was well received by the community with room for expansion. By the following year, the pro bono project applied to become its own nonprofit and open office front in downtown Honolulu. A few years later, Volunteer Legal Services Hawaii moved to our current office location at 545 Queen Street, Suite 100. Volunteer Legal Services Hawaii's mission is to increase legal access for those Hawaii residents who cannot afford an attorney due to financial hardship. Volunteer Legal Services Hawaii relies primarily on a clinic-based pro bono model with volunteer attorneys providing legal services. Volunteer Legal Staff conducts a thorough intake with a client, which includes asking questions related to his or her case, as well as obtaining any relevant documents for the volunteer attorney. Clients are then matched with a volunteer attorney specializing in the specific area of law that their legal needs fall under and they have the opportunity to speak to an attorney one-on-one for individualized and customized appointment. Oftentimes, after speaking with a volunteer attorney, and given the proper tools and resources, many are able to proceed and represent themselves in court per se. There are likewise many that require additional assistance and get further placed with a volunteer attorney for help with drafting a will or a power returning or attending hearing at court. As important as direct legal assistance is, Volunteer Legal also believes that educating the community on their legal issues and needs is just significant. Volunteer Legal regularly visits local transitional shelters and senior homes to educate their residents on various legal topics throughout the year. Additionally, Volunteer Legal will be present at local community events, including those providing resources to veterans and families with young children. The Supreme Court of Hawaii, Hawaii Rules of Professional Conduct Rule 6.1 provides an aspirational goal that attorneys provide at least 50 hours of pro bono service each year. The reason why Volunteer Legal Services Hawaii has been so successful and well received by the community is that it's volunteer attorneys do pro bono out of the goodness of their hearts and not because there are rules making pro bono mandatory. Volunteer Legal Services Hawaii pro bono attorneys are willing and eager to wake up early on a Saturday morning and drive to Waianae for a legal clinic. They're also willing to come and volunteer in our office after working a full day at their own offices. These volunteer attorneys know that our clinics are an essential legal resource and without them, these residents would not have the opportunity to speak to an attorney at no charge. Volunteer Legal Services Hawaii is full of 200 volunteer attorneys provide legal education, advice and counsel, brief services and full representation cases in family law, estate planning, Chapter 7 bankruptcy, private landlord tenant issues, collections, small claims and veteran benefits. Volunteer Legal Services Hawaii is full of pro bono attorneys as comprised of professionals who have a wide range of experiences and backgrounds including associates and partners of firms at all sizes, in-house attorneys, solo practitioners and government attorneys. These pro bono attorneys continue to be a critical element in filling legal service and advocacy gaps in Hawaii's community. Lawyers hold special skills and are privileged to be able to navigate the legal system. With these tools, they have the ability to help otherwise unrepresented persons navigate through our legal system in an effective way. To bring our volunteer attorneys up to date on new case law and keep them current illegal materials, Volunteer Legal offers free CLEs to Hawaii licensed attorneys led by attorneys from our amazing pool. These CLEs are also a great resource to help recruit new pro bono attorneys. We're interested in volunteering and providing training and mentorship. Prior to COVID-19, Volunteer Legal regularly operated in-person legal clinics at our downtown office as well as pop-up clinics by traveling to local community centers and school cafeterias. Volunteer Legal Services Hawaii has brought our free pop-up legal clinic to Waianae, Waipahu, Wahiwa, Waimanalo, Kaliki and even Outer Islands to Hilo and Kona. Since COVID-19, we have had to adjust many of our outreach programs but have not refused any of our services. Volunteer Legal Services Hawaii continues to operate legal clinics over the telephone and the internet. We're thankful that this past year we've been able to keep our programs running and at the same time expand current programs. We've also been able to develop new programs including the restricted license program for the residents of Hawaii in addition to our existing re-employment and community service program neighborhood legal clinics, appellate pro bono program and the veterans benefits program. During this time, Hawaii online pro bono has seen the most use and demand since commencement in 2016. Hawaii online pro bono, a project in partnership with the American Bar Association allows individuals to ask legal questions online at any time of the day and a way to response from volunteer attorney all free of charge. In 2020, Hawaii online pro bono saw a 250% increase in answered questions with questions being answered at the clients fingertips daily. Volunteer Legal continues to build on existing programs and continues to adapt to new changes in light of COVID-19. Now, more than ever before, volunteer legal needs and relies on the help of pro bono attorneys with the delivery of legal assistance to the low and moderate income persons and families in Hawaii. Volunteer Legal Services Hawaii would not be able to do what we do without our volunteer attorneys. This would have been our sixth annual fundraiser event, but while we cannot celebrate in person, we are thankful to each of you in attendance today and we are grateful for the past and present sponsors and guests who have supported our work through the 40 years and especially during these difficult times. Because of your support, it has allowed Volunteer Legal Services Hawaii to continue to strive to provide access to justice for all. On behalf of the Volunteer Legal Services Hawaii Board of Directors and the staff, we are honored to have serviced the community of Hawaii for the last 40 years. Mahalo, from all of us here at Volunteer Legal Services Hawaii for 40 years and we look forward to many more with you. I hope you enjoyed our video on Volunteer Legal Services Past and Present. The underlying message in it is that Volunteer Legal Services Hawaii would not be able to do what we do without our volunteer attorneys. As such, today's event includes two special honors for those who would exemplify pro bono work and embody Volunteer Legal Services Hawaii's mission. This year, we want to honor the law firm of McCorsten, Miller, Makai, McKennan, LLP with the Kahiaw Award. Kahiaw means Selfless Generosity Spirit and Selfless Giving, a willingness to help and give service without expectation of receiving anything in return. We could not just pick one attorney for this award and instead, we wanted to honor the entire firm for all their contributions to Volunteer Legal Services Hawaii and to pro bono work. The firm adopted one of Volunteer Legal Services Hawaii's outreach projects known as Weinberg Village in Waimanalo. Each month, attorneys from McCorsten, Miller, Makai, McKennan, LLP took turns with visits at Weinberg Village. At these visits, the M4 attorneys spent time with their residents educating them on various topics, including but not limited to collections and landlord tenant issues. Many of the residents had never rented on their own before and had no experience with signing leases or how to interact with landlords. The McCorsten, Miller, Makai, McKennan, LLP attorneys provided legal education and gave the residents practical tips of being lieutenants. We also answered questions from the residents and provided further services where they sought me. We are truly thankful for the attorneys that McCorsten, Miller, Makai, McKennan, LLP who regularly sat in the weekday traffic for dog traffic if they were lucky to get from downtown to Waimanalo by 5 p.m. on a Tuesday evening to help hundreds of residents who are living at Weinberg Village. For these reasons and many more, we want to honor the entire firm of McCorsten, Miller, Makai, McKennan, LLP for the Kahia award because they're all truly examples of selfless generosity giving their time volunteering at Volunteer Legal Services Hawaii. Catherine Sachner, formally of McCorsten, Miller, Makai, McKennan will be accepting the award for the firm. Thank you so much. I wanted to say a huge mahalo on behalf of the McCorsten law firm to VLSH for honoring the firm with the prestigious Kahia award. M4 has been fortunate to partner with VLSH for many years to provide pro bono services to our community. VLSH are the real embassy. They go into the community, identify the need and coordinate the opportunities. Without VLSH, these vital services wouldn't exist and M4 has been grateful to partner with VLSH to create opportunities for their attorneys to help fulfill the professional responsibility to do pro bono work. Thank you again for honoring M4 with the Kahia award. Thank you, Catherine. Governor David Ige would also like to share his appreciation with a special recognition to McCorsten, Miller, Mackay, McKennan for their pro bono work. Thank you Governor Ige and his staff for putting this together. Our next award will be presented and introduced by Volunteer Legal Services Hawaii board member, Trent Erling. Judge Copeland sits on the family district court of the First Circuit. Previously, Judge Copeland practiced in Texas and then moved to Hawaii where she served as the deputy solicitor general with the attorney general's office. She later became an associate at my firm, Damon Key and subsequently opened her own practice to focus on appellate work before being appointed to the bench. She was also an adjunct professor at William S. Richardson School of Law and served on the HSBA board of directors. While at Damon Key, it became obvious that she was a go-getter and went to follow her passion. In addition to her legal practice, she created and authored her blog which focused on appellate work. In 2011, she founded the HSBA's appellate section and served as a section's first chair. That section has thrived ever since. While practicing law, Judge Copeland was a prime example of an attorney who believed in and promoted access to justice, educating and mentoring fellow colleagues to do the same. She helped design and implement the appellate pro bono project in 2015. She understood the need for representation of individuals at the appellate level and made it her mission to launch this pilot project. As the liaison for the pro bono project, Judge Copeland worked with BLSH on a regular basis to ensure its success and longevity. Her hard work paid off when in less than two years, the Supreme Court rendered the Hawaii appellate pro bono pilot project permanent. By participating in the appellate pro bono project, our volunteer attorneys are given the opportunity to work on appellate briefs and to present oral argument for the Hawaii appellate courts. We owe much of this program's success to Judge Copeland. In addition to all the work she has done with the appellate project, Judge Copeland is also a member of the following, access to justice commission's committee on increasing pro bono legal services, the Hawaii judiciary committee on equality and access to courts, the Hawaii Supreme Court's commission on professionalism, the Hawaii Justice Foundation, HSBA's committee on diversity, equality in the law and the Hawaii LGBT Legacy Foundation. BLSH thanks Judge Copeland for all of her efforts and dedication to pro bono work, especially with the appellate program. We hope to continue her good work with the program. It is appropriate therefore that BLSH honor her with a champion of justice award this year. Thank you Judge Copeland for all that you do. All right, thank you, Tred. We've all been through so much over this last year, but I do want to acknowledge all the work that BLSH volunteer legal services of Hawaii has done and continues to do. I also want to thank everyone for their support of BLSH, especially during this trying time of the pandemic. I remember back in 2015, when we held the first planning meeting of what would then be the pilot project that would become the appellate pro bono program, BLSH was present at that first meeting and they've been a key partner ever since. In fact, this program could not exist if it wasn't for BLSH's support. The program has also been fortunate since it's beginning to have the support of the Hawaii Judiciary and Chief Justice Rectonwall. It is because of Chief Justice's consistent and continued commitment to pro bono program that partnerships like these have been formed. In case you're not familiar with this particular program, the appellate pro bono program is a partnership between the Hawaii Judiciary, the HSDA appellate section and BLSH. The appellate pro bono program matches low to moderate income pro-stay appellate litigants with attorneys who are willing to provide pro bono appeal representation at either the Intermediate Court of Appeals or the Hawaii Supreme Court level. As Tread explained, the program has successfully matched a number of clients. In doing so, the program has provided individuals with much needed appeal assistance and many of those matched clients have won their cases with the help of their volunteer attorneys. Our volunteer attorneys have included those at law firms like Damon King, attorneys who work for state agencies but are still able to give up their time when they're not at work and solo practitioners. In addition to providing representation, the program has mentored young attorneys who are interested in getting more appeal experience. And of course, if anyone listening today is interested, the program is always looking for more volunteers. So if you are interested, please contact Angela at BLSA or a member of the appellate section. I'm so thankful that I was able to be part of this program and have been fortunate to work with so many giving individuals at the judiciary, with the HSBA, with BLSH and in the legal community. And I'm even more thankful that the appellate pro bono program and others like it continue to provide much needed access to justice and representation for those who wouldn't otherwise get it. I'm not sure that I deserve the recognition that BLSH is giving me today, but I certainly know that all the hardworking attorneys who volunteer for the appellate pro bono program do deserve this recognition. I wish that we could all be together in person so that I could call them up one by one and introduce you to them. But even though we cannot be together, I do share this recognition with them. We still have much to do and there are still many areas of pro bono assistance that can be expanded either through full representation or as discrete past representation. For everyone attending today, for your support of BLSH, I thank you because it is because of them that this type of representation continues to be made available for so many members of our community. Thank you. Thank you and congratulations, Judge Koblin. I will now hand the remaining portion of today's celebration over to volunteer legal services Hawaii board member, vice president, Nick Karpowski. Closing, I wanna share some highlights from 2020. Last year, volunteer legal services Hawaii opened over 2,000 intakes. 19% of those health are homeless or at risk of being homeless. 11% suffer from domestic violence. 6% of those health are veterans, 26% of those health are disabled and 15% of those health are seniors. 270 neighborhood legal clinics were held virtually since March, 2020 with our last pop-up clinic in Waukewa in February 2020. Over 700 cases were placed for brief and or full representation cases with an attorney attending court with a client. Without volunteer legal services Hawaii, many Hawaii residents would be lost in the legal system. We look forward to continuing to help those in need to navigate the court system, especially during these challenging times. Thank you to all of volunteer legal services, Hawaii's volunteer attorneys, and our honorees, McChorrest and Milistrum Kai McKinnon, LLP and Judge Rebecca Koblin. Thank you to all of our title sponsors for supporting today's events, as well as those past and present who have donated to the organization. Volunteer legal services Hawaii would not be here today if not for the support of this community. We have always valued ourselves as a small local organization, directly supported by the community and directly giving back to the community. Whether you are familiar with VLSH or are not very familiar with VLSH before today, I hope you were able to learn much of our rich local history from our video program previously shown. I ask that you do take a few minutes to browse our website, learn about our many programs and opportunities to volunteer. Additionally, I ask that you consider making a donation to support our work and access to justice for all. We are thankful to have shared what we've accomplished in the last 40 years and look forward to celebrating with you in person in the near future. On behalf of the Volunteer Legal Services Hawaii Board of Directors, the staff and the people we serve, mahalo.


I was part of the civic participation and engagement round table. We talked about what we understood by civic participation and went on to talk about examples of projects. I personally shared the projects that have been involved in Ghana, including Ghana Decides and Backamps. And then we moved on to the role of research in the civic participation process. How do we understand some of the things that have been talked about? One of the key highlights was measurement of impacts and also how to sustain a project and to ensure that there's value in what we've done. I really enjoyed the session because a lot of talk was around what we understand by civic participation. And even when you talk about youth and young people, we need to focus exactly on what age ranges we are dealing with. And one thing that really struck me was the issue of people being marginalized. You know, we are talking about youth, but then often we end up dealing with a group of youth who are already privileged. So there are more issues about bringing more of the unrepresented youth voices online. I would be interested in some of the initiatives we've done in the past. We certainly have to think of ways of sustaining the initiatives. In terms of civic engagement, a lot of talk was about the role of the young people in public affairs, mainly talking about political issues, but then I think we can transfer the same energy into other areas of endeavour. So we'll look at more areas of application.


Hi I'm James. And I'm Anthony. And this is Words and Numbers. How you doing this weekend? Well, I'm well James and we're coming up on the start of a new school year so it's probably appropriate that we talk about something like school choice. School choice you say. Crazy.  I hear this mostly from the teachers unions. Yeah and it's interesting given the tremendous number of people in this country that send their kids not just to private schools but who choose to home school also. Yeah, no that's right. In point of fact we already have school choice. We just have it on a very limited scale and the limitation more or less, right, it breaks right along income lines, right, because people who are pretty well healed can afford to send their children to private school and here you've got either some sort of non-secular or even Catholic school. They can choose to home school their children. They've got a number of options that are open to them by virtue of their wealth. Whereas people who are working class, even lower middle class, and certainly the poor, have no options whatsoever, right, they're sending their children to the government school in the district in which they reside. Yeah and it's interesting when you say that because really when we debate school choice we're really not debating whether we should have school choice. What we're debating is whether poor people should have school choice. So for years it's been the case that if you're upper middle class or a rich person you can choose kind of with impunity what public school district you're going to be in just by choosing to live here versus there. So those people have school choice. And now there are reports of in some areas more affluent communities within a school district parents banding together and petitioning to form a new school district within the larger school district. So again you have school choice. Right, the real surprise here isn't that people angle to get the best education for the children that they can, of course they do. They really always have. The real question here, as I see it, is how far down the income scale is this privilege of school choice going to go, right, because the rich have utterly, they've always had this, right, as is the case with most privileges that we could speak of. People who are very well off enjoy a number of privileges the rest of us don't get. But when we start thinking about things like public school and how far a privilege should extend into that realm, now we've got a relatively thorny issue, right, because our knee-jerk response is to say invariably everybody should have that privilege to the extent that it's possible to grant it. And yet there are powerful interests lined up against that sort of thing happening. Yeah, and I think the argument might even be stronger than that. I guess there are a lot of people, myself included, who might argue even if private school were more expensive and even if it provided a lower quality education, it seems right that the parents should be the ultimate arbiters, ultimate arbiters of where the children go to school to ask to say that the child must go to a state-sponsored school takes this decision making out of the hands of the parents and puts it into the hands of the bureaucrats. So even if private schools were more expensive and provided worse outcomes, I'm still not convinced there's a compelling argument for public school there. Turns out, if you look at the numbers, it's actually the reverse. The private schools tend to perform as well or better and for a significantly lesser cost. Well, they kind of have to with market forces being arrayed against them and all. If they don't perform well, they simply go out of business. And there's an interesting dynamic, the difference between the incentives of the public school versus the private school. In the private school, if they don't deliver quality or they deliver the quality at too high of a price, what happens is parents go away. And so there's pressure constantly on the private school system to reduce cost, improve quality. But think about the dynamic in the public school system. In the public school system, you're actually rewarded for doing a worse job because when the students aren't hitting whatever targets they have, it's easy to turn to politicians and say, well, the problem is we're simply not spending enough money. Right. It's always a resource problem. It's never a performance problem.  Because we all know that we live in a deeply constrained world, right? The world is constrained and we have to operate within those constraints. Otherwise, we're no better than those people who declare how things should be and then just expect that it will happen. And look, the world doesn't work that way. We have to work with the constraints that are before us. And I think that means here that the best we can hope to do is maybe offer an idea or two, which will make the world less constrained, right? It's not that we're claiming that we have a perfect answer of any kind here. Surely we don't. But we probably could come up with a better answer here. And that's always my first goal, right? What's better? What's worse? And how can we move towards the one and turn our backs to the other? So what would be better here and how might we get to what's better? Yeah, that's interesting because when you talk about school choice, of course, people's thoughts immediately go to public money going to private schools and some people lose their minds about this. But the conversation doesn't have to go there. You can talk about school choice strictly within the confines of a public school system. That is, you can have school choice if you let the tax dollars follow the student and let the student choose from amongst public schools that are in his area rather than saying if you live in this particular house you must go to this particular public school. If you do that, and still we're within the confines of a public school system, if you do that, you create the same competitive incentives amongst the different public schools that exist amongst the private schools. That is, they've got to perform better and at lower cost in order to attract the tax dollars. Right, and I think this is actually bordering on the incredibly interesting, right? Because it takes the system as we find it and it doesn't introduce any new variables, no new schools, no new teachers, just the ones that are already there being supported by the public in the form, generally speaking, of their property taxes. Right, and it says something like, look, these are your options and your options can stretch further and wider than they ever have before, but these are your options, so choose wisely. Now, understand we're going to have transport problems here, right, and the arguments about which students are entitled to take which buses are these things are all going to come up later. And let's just casually, as economists, assume those problems away and deal with the one thing. And that's introducing market forces into a system which has been wholly resistant to market forces of any kind for as long as anyone can remember. And it seems to me that if we did this one simple thing, the people themselves, they all seem to know which schools are better and which are worse. Right, everybody seems to know this. Yeah, it's no real mystery here. So before you know it, right, before long, we would end up in a situation where the schools that were performing well would be turning people away and the schools that were underperforming wouldn't be able to fill their seats. And that would be indicative of a certain kind of health in a market where I come from. And I'd really like to see this sort of thing, right? And notice what we haven't done here, private schools, parochial schools, religion doesn't become an issue, we're only looking at public schools.  Yeah, well, so it goes all back to incentives. There's a tremendous incentive amongst the educational bureaucracy to maintain the system as it is. Currently, everyone from the administration to the teacher's unions are not required to put their product in front of consumers who can choose to decline it. Instead, they just turn to politicians and say, we need more money, tax those people and hand it to us. I've had this conversation with a number of people in the past. And what's interesting to me is the response I get often is, yeah, but you can't do education like that. Education is a different product. We can't submit it to the vagaries of the market forces. And I point people's attention to the way we handle food for the poor. We have food stamps, right?  There's no restriction on what sort of grocery store you can go to. The government does not produce food itself. And you don't have to go to a government run and manage grocery store to buy your groceries. You just go to the private sector. It's a fascinating combination of public and private where the government is doing the taxing and handing out of vouchers. That's what food stamps are. And we leave it to the market to produce the product. And people just choose what the best product is and spend their money appropriately. And when you start to think of it that way, vouchers are for education very much what food stamps are for food. You start to wonder what people who believe that market forces have no place in education. You start to wonder what magic they think happens between the senior year of high school and the freshman year of college where all of a sudden market forces do have something to say about the delivery of an education, right? Because market forces are very clearly at work in the higher education market. Well, they are. And it's worth noting that higher education is consistently one of the top five or ten exports of the United States. Foreigners, we're so good at higher education that foreigners come here and spend their money to get higher education from the United States. You don't hear that happening at primary and secondary schools. And the major difference is one is directed by markets in the other one. Right. And for all of the criticisms we level at higher education in America, and there are quite a few and they are legitimate. They are legitimate. The American higher educational system is still the gold standard globally. And it's precisely because market forces prevail there. And we accept that without a whole lot of argument. Why we refuse to accept that K through 12? For everybody except those who are rich enough to involve themselves in market forces. I will never quite understand. So it's worth, we call these words a number, so it's worth stating a couple of numbers because I looked them up prior to this conversation. The average cost of public education in the United States per student, primary and secondary school, is $13,000. And that ranges from a high of over $20,000 in New York State to a low of under $7,000 per student in your home state of Utah. Now that's public education, $13,000 per student. For private education, we normally associate that with the well to do schools, but those are a small minority. The average primary and secondary education in the United States is about $10,000. So you're talking roughly around 30% less on a per student basis. Yeah, that's interesting. And with numbers like that, it would seem that this is an industry that's probably ready for some sort of unfettering. And it's just a matter of how that's going to happen, not if, but how and when. So I'll throw it to you for a last word here. Well, one of the things we haven't talked about are the teachers. And in talking to high school teachers, what I find is that generally speaking, there are very creative and dedicated bunch who feel, and this is anecdotal, but of the ones I've spoken to feel constrained by the system that they'd like to do more and try more innovative things in the classroom, but they're constrained by the very same bureaucracy on their end that's constraining the parent's choice on the parent's side. So I guess we're just going to have to take a wait and see approach, but all the places, all the pieces seem to be in place for us. Right. So that's all the time we've got this week on Words and Numbers. Be sure to come back next Wednesday at about noon Eastern time for another episode. Until then, check out all the great content at fee.org and at fee online. Until next weekend, we'll catch you later. See you next week, James.


Hello, this is Professor Vanille Urandel with Racial Justice Now, and we want to provide you a summary of the date in public school progress monitoring data report for winter 2014-15. The actual report is a one-pager 8.5 by 17 inches that is full of numbers and data, and we thought that it might be more helpful to you to have a summary. If you want the actual data which lists all the information for individual schools which we won't be going over, you need to contact date in public school and do a public information request. We will tell you how to do that at the end of this video. Okay, so this report was presented at a board retreat in January. It was presented by the administrators, and we, again, I want to say we summarized it. This is not the way they presented. This is the way we summarized it in order to make the data understandable for ourselves and for everyone else. Okay, so the report sheet starts off with student indicators, and they list two of their goals. Goal number one is all students will grow at least one academic year during the school year. So, this data is to help understand how they are progressing to meeting that goal. So, we'll start with elementary students. The data sheet is divided up into the percent of students on track student growth percentile and average reading lexile. We really didn't summarize the student growth percentile because we really need to understand that better in terms of what it means. So, we'll have to come back to that at a later date after we've had more conversations with date in public schools about how they presented the data so that we can summarize it. So, what we did is to do percent of students on track and average reading lexile, and we'll explain each of those as we go through it. So, our understanding is that at the beginning of the school year, during the month period, there was a candidate card and readiness assessment done. We don't actually know what they tested in that assessment. That question was asked by a board member, but it wasn't really answered. So, whatever is tested in terms of whether or not our students are ready for kindergarten when they get to kindergarten, only 33% of the students were ready for kindergarten based on this test. That means that Dayton starts off behind with 67% of the students not ready for kindergarten. They tested a total of number of schools. We arbitrarily picked the number of saying that we would like to see as a goal that is racial justice now that 70% of the students would be ready for kindergarten when they get there. And we looked at the data to see how many schools had 70% of their students ready when they entered and none of Dayton schools had that. The school with the highest percentage ready was shared the early, which had 58%, so they had slightly more than half of their students are ready. And the school with the lowest percentage was E.J. Brown, which only had 9% ready. So, obviously, this is something for a significant conversation. Not only about how do we help parents get their students ready, but if the school, if the, if the school starts off with a large majority of their students not ready for kindergarten. A question I have is do they need to rethink how they do kindergarten then and how they structure the whole process for those students coming in. So, early literacy, which is about first grade reading, one of the things to note is that this is not whether or not to students read because they're read too. It's more about in my understanding whether or not they have comprehension and understanding, which is, which is a very good point because there's a difference between understanding your environment and being able to read. And in this category, when when first graders were read to for this assessment, 75% of them was on track for understanding their environment. And I think that's a really good, a good strength of our students that they 75% understand. So the total number of schools were 19. The number of schools with greater than 70% was 12. So this was spread out over the entire district schools with the highest percentage was charity early, which had 91% of their first graders on track. And school with the lowest percentage was Westwood would only have 61% with their first graders on track, but still over 50%. So this is the strength that we have to play on and it also goes into maybe our students are more oral learners and that we have to take that into consideration as we begin to teach them things and work with them in terms of helping date and public school advance. Third grade fall OAA is, you know, we have a third grade reading guarantee and the students have twice that they can take the test in the fall and in the spring. And so this measures the percent of students on track for passing the third grade reading test. District average was 32%. That means 68% or not on track. No school got greater than 70%. The school with the highest percentage of third grade on track was charity early with 54%. And the school with the lowest percentage was Fairview with 7%. Racial justice now really believes that all of this number of the kindergarten assessment, the early literacy and the third grade reading men strength to the idea why we should not be suspending our pre K through third grade is that it's important to keep students who are behind in school and to deal with the discipline problems within the school. So the other thing that they presented was that we're going to talk about they actually as I said they presented the student growth percent out but we're not going to talk about that because we don't really understand their presentation. They presented average reading lexile. So this is a test that that there's that is geared towards judging whether a student is on track to be college and career ready by the end of the 12th grade. So at each grade level students are tested to determine whether they're whether they're meeting their grade level whether they're on track. Now it's an average. And so that means that this doesn't go for every student it's in some in some of the students are going to have high numbers and some of the students are going to have very low numbers taken together we get an average. And what what the data showed that for Dayton is that there was no school whose average reading lexile met the expected grade level. That is not one of the schools had an average at the grade level that you would expect it not second grade not third grade not fourth grade not fifth grade not sixth grade. So this problem of reading is being passed on in my estimation from grade to grade and I'm real cognizant of this because I had a child with a reading difficulty and they wanted to pass him on and I just refused. I said it had the reading had to be taken care of before we can pass him on to the next grade level. Okay so I think that that's something this is a major issue for our students because I think as you'll see that it shows up in high school this problem of not meeting the grade level where they're at and then being passed on to the next grade level. So with high school students they have high school students have tests that they have to pass to be proficient at. And so the school looks at the percent of students who are at or above proficiency for at least one test. We again we didn't do the student growth percentile but we did do the average reading lexile. So reading Ohio graduation tests in the fat fall the percent at or above proficiency only 27% that's 73% of the students was did not was not at or above proficiency. Total number of schools with six number of schools with greater than 70% was zero schools with the highest percent at proficiency was divers with 47% and schools with the lowest percentage was metaldale with 16%. So the the the reading problem is just being passed right on into high school. Math the same same kind of structure the Ohio graduation test the percent of students at or above proficiency only 27% 73% was not at or above proficiency proficiency. No school got over 70% the school with the highest proficiency highest percentage excuse me the school with the highest percentage was divers with 36% of their students at or above proficiency. And the school with the lowest percentage was long fellow with 17% at or below proficiency excuse me at or above proficiency. So average readings lexile is excuse me I have on this chart elementary students so the average reading lexile for high school students again that's the test. That's based on text that represents what a student should be able to read at the specific grade level grade level. The number of schools whose average reading a lexile met the expected reading less at seventh grade it was Stivers at eighth grade it was Stivers 10th grade they didn't present the information it wasn't presented at all. I don't know whether that means they don't have the information or they just didn't present the information 11th grader the information wasn't presented and 12th grade it wasn't presented. This is very important information because it's not enough to graduate students we have to graduate students who are reading at grade level. And the community needs to know at what grade level is the average 12th grade student and 11th grade student and 10th grade student in Dayton. At what grade level are they functioning now Stivers is met the grade level at seventh eighth and ninth grade and I have a question because I'd like to know about. I wonder if Stivers function sort of like a public charter school because Stivers is takes in all new students in the seventh grade and many of their students come here for the arts. I wonder if Stivers has a process of admission that may cause them to have that the students who are they admit have a higher reading level than the other schools so that it may not be that Stivers are doing something so much wonderful and better. It may be that Stivers is just cherry picking among all of the schools that go to Dayton public schools in the seventh grade and they're getting the stronger students and consequently that strength holds up through the process. I'd like that's one of the questions I think racial justice now can ask is what is the admission what does the admission process for Stivers and what does their students look like compared to other schools. If in fact Stivers met a representative sample of all the students in Dayton and that their students have admission abilities similar to other high schools then we should be looking at Stivers to see what they're doing. But my my intuition says that this is an admission issue not necessarily a a practice issue in terms of Stivers doing something better. But none of the six schools we only have one that's functioning at grade level. And that is Stivers this is when they the when the data report gives a number of and we went and looked and said what is the equivalent grade level for the number that they get. So the ninth grade leading Lexal averages they give a number. So for Bellmont for instance they the number is 625 and that is equivalent to a third grade reading level. Now that doesn't mean all the students are reading at a third grade level. That means the average reading level for the students in Bellmont is a third grade level. That means they have a lot of students who are reading below that level and and students who are reading above that level and it averages out to that level. And so this is this is a major concern if a large number of our students are reading on average in high school at the third grade level are below. David points was sixth grade Dunbar was third grade. Longfellow was not applicable. They didn't present that information. Middledale was third grade. Again Stivers was the only one that had a ninth grade reading level and third or March third good was second grade. I want to make it clear. This is not saying that the students reading as far as I understand this is saying when they took this test. Which was designed to determine whether they were at where they should be at in order to read to be ready for college and career by the end of the 12th grade. The reading level was equivalent for these schools. All the school with Stivers was not at the ninth grade reading level. So that means all of the schools but Stivers the students are not on track to be college and career ready at the end of the 12th grade and that the number they assigned would place them at an equivalent grade level. And I think that is helpful to understanding how far behind our city our Dayton schools are. So that's so I I think the goal too was to improve the district's learning environment. And under that they've presented out of school suspensions information and we are really thankful that they are presenting this suspension information. And this is suspension information is as of December the 18th 2014. And so for elementary the rate per hundred that's 6.2 suspensions for every hundred students. Okay. Let me say that again. 6.2 suspensions for every hundred students. That's not a percent of students that get suspended. That's the number of suspensions per hundred students. Five schools had over 10 suspension per hundred students. School with the highest rate was world of wonder with 19.2 suspensions per hundred students and school with the lowest average. Excuse me rate schools with the lowest rate school with the lowest rate was Cleveland with 0.4 suspensions per hundred students. There was no information to just available on racial disparity and no information on disability disparity. So we are unable to judge the progress on eliminating racial disparity and eliminating disability disparity for high schools. Again, this is the numbers were presented as of December the 18th 2014. In high schools the rate per hundred is 14.6 suspensions per hundred students with four students the four schools having over 10 suspensions per hundred students. The school with the highest rate was third good with 24.6 per students 24.6 suspensions per hundred students and the school with the lowest rate was Cleveland with 2.2 suspensions per hundred students. Again, no information was provided on racial disparity or disability disparity. So there's no way to make a judgment on how the school is progressing on that. We think that in general the school has Dayton Public School has been working on a suspension. It has a restorative justice program and it's really been working on reducing the suspensions and we applaud them for that. One of our concerns is we have heard rumors that some of the schools are reducing the suspension by sending kids home without calling it a suspension and we would be concerned if that is true. So we're going to follow up on that. Now if you would like the report itself so that you can see it for yourself. The document this summary is based on is the district transformation leadership team winner 2014-15 progress monitoring data Dayton Public School. The request can be you can submit a public records request online and you just have to go to Dayton Public Schools and you know use this link copy this link and use this link and you can submit the request online. I don't know whether some institutions charges for public request. I don't know whether Dayton does or doesn't doesn't does or does not. I would hope that Dayton would start putting all of this information up on the Internet so that it's available that the same information they give the board they give to the community. Finally, we want to end this with a call for help. We learned belatedly that most of the business of the Dayton Public School is not conducted at the business meeting. It's conducted at Dayton Retreat Strategic Planning meetings and committee meetings. Dayton Public School has over 40 scheduled meetings where they're going to conduct board business. We believe that we elect the board and so that's who we have to hold accountable. The superintendent is accountable to the board. The board is accountable to the community. But in order to hold the board accountable, we have to know what is going on and to know what's going on. We have to attend every single meeting, get the information, formulate questions and take them back to the board. So we need people to help join us on a Dayton Public School watch team. Since most of these meetings you will not be able to talk, you'll need to be able to sit for two, two and a half, three, four hours with doing nothing but listening and taking notes and formulating potential questions that you think we should ask the board. If you can attend two or three meetings during the year, please contact us. There are email info at racialjusticenow.org. Thank you very much. And if you have any questions about our summary or questions you'd like us to put to the board. Actually, if you have questions that you would like to put to the board, we strongly encourage you to go to the board and put your questions to the board. Their business meeting is on the, I believe it's the third Tuesday of every month where you can speak the actual meeting where the public can speak. And please go to that and ask your questions. Thank you and we look forward to working with you on this.


Actually, thank you very much for the previous Barbara's presentation. It relate to that. No. I didn't know she was going to talk about like that. But then in 2000, September 11th, do you remember what happened? I was in Manhattan. And I was going to almost go to ground zero. And I thought, I still cannot go. Because around that time, I became anorexia. I watched the news over and over and over. And I thought, oh my God, why the world happened like this? How can I help? How can I change the world? Who can change the world? And I thought, it's me. Yeah, it's me. I can change the world from my side, from my point of view. But I thought, I want to help change the world. I want to save the world. But then how can I do that? Around that time, I was working for IBM. And I was dealing with the people who are working in New York. That's why, one of the reasons why I thought, oh, how can I do it? Because I was so related to New York and I was so related to the people who are living there. But I was wondering like, how can I do it? So I couldn't think about anything for a couple of years. Then, boom, I bumped into improv. And I thought, oh my God, the mind of yes and can change the world. So each one of us can think and act in yes and instead of like no bad. No bad is causing the problem, causing the war. So if you can think in yes and, then the world can be happier and peaceful. So I was in the department of training section. So I was teaching presentation as a corporate trainer. And I started using improvisation in my workshop. And then people loved it. And then they said, yes and works. But they said, yes and works in between the people who are using yes and or improvisation. When I go back to the workplace, people are not yes and. So it's kind of awkward and we get, people get advantage from us saying yes and. And I said, oh, it's not the mind of yes and. If you really yes and then you accept the situation, but then you can change. You can, you know, transform into a different, if you are yes man. If you just say yes, then people will be getting an advantage from you. But then if you yes and then you can change the situation. So after I was doing a corporate training, then I got an offer from academia, from a university. I was asked, like, you know, would you like to be teaching at a university? And I said, yes and. And then I became a professor of a university. And then I started doing, like, you know, class, like doing some programs to the university students for a while. And then people loved it. I use, like, you know, improvisation. And then people just love it because when you make a presentation like me now, I made a script. Well, not the script. That's a point. But then I am just dealing with the people who are here who want to listen. So when you make a presentation, you don't make a script. You don't make a scenario. So when I teach presentation. So I told them you don't really have to think about making a scenario. But just connect with the audience. And now, like, you know, that's why you have to practice improvisation.  And then people started saying, like, why don't you come to my school to be a principal of a high school? We are creating a new high school. So this is a home page of my high school, which has just opened in April. And it says the basis of the creating of a school is yes and. It says, like, the principal of our high school is based on yes and. So I became, I was a corporate trainer and then a professor. And now I'm a principal of high school. Well, around the time I was thinking how can I change the world? I was so struggled. And I felt so helpless and useless. But now I can, you know, I felt so I feel more powerful. I can do to change the world by using applied improvisation. And I became a principal. And now I'm struggled again. I'm dealing with the teachers who are, you know, when I do the corporate training or I mean at the faculty developer, I taught the teachers. And then our world now is like from CC to EE. CC is our control and command. So teacher used to be controlling and then commanding. But now teachers' jobs are empowering and energizing from the students, energize the students. But that reality is that teachers are still control and commanding. That my colleagues, not all of them, but my colleagues, two of them actually, tells me. You have to be a principal.  Normal principal. So I was going like, how can I be a normal principal from being like this? I cannot hide myself. Don't put a ceiling, you know, or don't put myself, don't put me into a box. Just like I am like this. And then the board member of the high school hired me this way.  So I'm struggled. But now I think struggle, struggling is the chance because I thought, okay, I'm going, I'm, you know, I'm riding a wave. And then all of a sudden, like rock came up and then I was going like, oh my god, what should I do? And then this is the point now that I can change myself into a higher level. So I, I'm not going to change into a normal principal, but I'm going to deal with the teachers why they are saying that. So I have to, my job is now to connect with the teachers. What you, what they want me to be or what they expect me to be. Like we have a magazine, like says yes and then we have a training. And then teachers say like, no, we understand the concept of yes and but still they try to control the students. They try to rule the, rule the schools because they are scared. They are so scared to be different. They are so scared to be creative. They're so scared to be said by parents, you are not normal. While your school is not normal. What we have to do is like believe in the students because students love the idea of yes and. This is the pamphlet of the, we have a culture festival in September and students just made this two weeks ago. And I was so happy that the students believe in yes and and the students believe in be open, borderless. And then like the spontaneous and then they proactive. So I didn't ask them to create such a, you know, posture or anything, but they started creating and then they started making like a club. And they started making plans what they can do. So what I have to do is like dealing with the teachers to get rid of the fears. So in that way, then maybe I can just behave a little formal as a principal because we, they need a safe place. They need a secure for the students. We have prepared the secure and unsafe place, but for the teachers, they couldn't stand it. So they blew up. But now I have to deal with them.  Have you, can anybody read this? No? It says, Omo shiroi, Omo shiroi. Omo shiroi says, this means face. This means white. Like this. Omo shiroi, Omo shiroi means interesting or funny or fun. This is coming from the myth. There is a God of the sun. She was just shining the world, but she was so, she was so bully so that she had to hide behind the rock door. And the world became so dark. The world became so dark. So the gods, all the gods had to get together and gather together and then discuss how they can put her back to the world. What they did was like they decided to have a party. They decided to have a party in front of the rock door. So she slowly opened the door and then the world became light again. That time, because light put the white to everyone because, yeah, see, did you see that light? So, Omo shiroi means interesting and fun. And then I think improvisation can put the essence of Omo shiroi to make everyone look shiny and fun and interesting. So, let's make the world a better place by improvisation. Thank you very much.


Okay, last tab which we have here, which left is the power consumption calculator. What is this? This is the simple tool which can help us to estimate the average consumption in our application. It's not necessary to use this tool when we're creating the project, but I think it's good to know about this tool in case that we will be forced to work with the low power application to check the consumption, at least to check or decide which mode will be better for our application. How is this tool based? This tool is based on the datasheet values. Here you can see on the left side the link on the datasheet where all this data for this tool was taken. In case that you found something which is imprecise, then it will be in the datasheet. In the datasheet section which belongs to the electrical characteristics and the section the supply current characteristics mainly. Okay, then this is how we taken the data. How to work with this tool? We need definitely to select the important variable. Now all these values for the F401 are for the 25 degrees and we need to decide about the power supply because with the power supply is also different different consumption. Usually with the lower voltage you can get better better consumption. Then we will stay with the 3.3 volts. Now if we select the power supply range then we can here create the steps for our sequence in our application. For example we can have a very simple application which will be for the cycle will be 10 seconds. In the 10 seconds we will do some computation. Okay, then here I create the computation then I here create the new step. I select the mode here it will be a run mode it's the normal operation mode. The power scale I use the low because I for example try to run on the way low frequency for the longer time and I will execute the code from the flash. I'm running from the VDD and I will use the battery because my application will be battery operating. Now the frequency I tell that I will run very very slow then I use the 20 megahertz which we have the values for this and I set here the duration of my of my profile which will be I don't know 5 seconds. And the additional consumption for example during this time I will toggle with the LED. Then I add here the static consumption of the pins which is the GPRO but also I need to add the consumption of the driving the LED which will be for example 1 mA. Then here in the results you can see what will be my consumption in this step approximately 4.23 mA. Then I add this step. You can see the step with my parameters is here in this sequence table and here in the graph is my consumption also with the average. Now I can add the second step because my step will take 10 seconds and for the second 5 seconds I will be in the low power mode for example in the stop mode. Again on the 3.3 volts again powered from the battery only I need to configure the clock. I will run the regulator on the low power low voltage mode with the disabled flash then you can see this mode will take me 10 micro amps. Then I again put here the time with the seconds for the 10 seconds. No additional consumption for example my LED will be shut then okay. And you can see this is my power profile. This is my run state. This is my stop mode. You can see the drop during the consumption and this is my average consumption which will be 2.62 mA. Now how to use this calculator. You can decide this consumption is still not good. Can I do something better? And I for example can here in this mode try to not run on the 20 megahertz but do something faster. Then I here change the mode to the medium and I set the maximum frequency and I for example calculate that with this consumption or with this frequency I can do everything in one second. This means that I will be one second in the run mode and rest for example nine seconds in the very deep low power mode. And you can see for example now my average consumption is 1.37 mA. Then this tool can help me to a little bit estimate my average consumption to decide which mode can be better for my application. If do something very fast or do something very very slow for the longer time. This is usually very nice. Now I can also here select for example the battery. In case that I here in the in the my modes I select here the voltage source as a battery. I can here select one battery for example this one. Here is the voltage of the battery sorry. Here is nominal voltage then I select something bigger the same as my as my mode as we vote okay. Maybe a little bit bigger this one okay. Here is the maximum current the the capacity and I put it into my into my application and here try for me calculate with the average consumption the lifetime of my battery. Now with this mode I can it can take two years eleven months two days and the seven seven hours. Then for this can be very easily used the power consumption calculator. Also don't forget adhere the additional consumptions because we cannot measure all the values like what is the what is the having capability of the pins if we have there the long cable or the short cable you need to create your own assumption of this consumption okay. The one point here also you can see my sequence time it's the 10 seconds and there is the temperature. What mean the maximum temperature because also when the chip is powered the the power also increase the temperature inside the chip then this our consumption give us also the maximum temperature when we can put our device our maximum output temperature is 102.75 degrees of Celsius. Okay this is about the modes you can also save your sequence if you want you can open the sequence from the file you can definitely delete current sequence or you can also compare two sequence into in in your different projects to compile which settings will be will be better and also you can move the sequence the order the sequence or the delete or other the steps or clone the steps like here I will duplicate my step and I have this step here twice I can again delete it then definitely this tool can help you to a little bit check which mode will be better for your for your application profile because we cannot 100% be sure that this profile will be perfect for the older applications it's impossible sometimes you need to check because all application are usually unique and for each application can be can be better different profile