We're going to talk through indicator 13 today. Okay, we're going to start with if opportunity doesn't knock, build a door. This is your opportunity for all of us to build better IEPs for our students who are of transition age. Transition and building better IEPs for those age students has been a theme throughout NDE's monitoring process or also known as the file review process for the last four or five years at least. In 2020, it was the only thing they focused on within the monitoring process and found that many districts throughout the state still need to work on this. So we're doing great things with students ages 16 to 21 within ESU-8, as was reflected in our most recent post school outcome survey from 2020. Our ESU-1 students who graduated in 2009, 86% of the students who ended their time in school with a disability in ESU-8 graduated with a regular diploma, zero dropped out in 2019. That you can give yourselves a pat on the back, you found a way to keep them in school and finishing school. And for those of you who don't remember, the spring of 2019 was the great flood. So it was difficult to keep students engaged with all the things that were going on in their lives, but you worked with them and they completed school. 71% of those graduates had a job when they were contacted by UNL and the survey team last spring. That was compared to 61% of graduates with disabilities in the state. So we were doing better than the state. 46% were working within the community in which they were living at the time. And 68% of the ESU-8 graduates were working 30 or more hours a week compared to 54% as the state average. 93% of them had been enrolled in a two-year college course at some point since they had finished high school. So we have some great numbers from those surveys, but we know there are others who are still struggling, and that's why we want to do things a bit differently. What are you going to do with that? We're going to answer eight questions today. We're going to take a look at making sure that the transition plan is by their 16th birthday. We're going to make sure that activities are coordinated between what students, parents, and agencies are doing, and we're going to answer six other questions as we go through. This is all based on federal reporting for the state reports to the feds as part of IDEA compliance reporting. And so indicator 13 on that federal checklist asks the percent of youth with IEPs aged 16 and above with an IEP have appropriate measurable post-secondary goals. These goals are annually updated and based upon age-appropriate transition assessments, transition services, they have courses of study, and they're designed to reasonably enable the student to meet the post-secondary goals. The annual IEP goals need to be related to those transition services, and there should be evidence that the student was invited to the IEP team. Again, there are eight components and eight questions to answer. I have this in here a couple of times, but I also emailed a copy of the checklist to you this afternoon so that if you wanted to take notes on that, or so that you have a copy of the eight components, and it's a checklist that you can use to do your own self-monitoring within your district. I also sent a copy of the National Transition Assessment Center resources checklist. It's just a little bit more complicated than the one that I've updated for ESU-8. Okay, so let's start to work through eight things to ask yourself about your transition IEPs. First of all, do you have an appropriate measurable post-secondary goal for your students, and this goal should be written in i-language, so it's as if the student is talking. Can the goal be counted? Can we see that yes, he is attending college, living in an apartment, has a part-time job? Is the goal occurring after the student graduates? Is the post-secondary goal appropriate for the student and written with the i statement? One of the questions that you ask your students is, where do you plan to work after you graduate from high school? You get a variety of answers to that, and it's not your place to tell them if it's right or wrong. I remember a student I had who was determined that he was going to become an archaeologist. He decided that when he was like eight, and when he was 12 and moved on from elementary to junior high, he was still determined he was going to be an archaeologist. I would love to see what that young man is doing now. Maybe he met that goal, maybe along the way through his work experiences, he achieved a different goal, but they can be very adamant, and even though you may think there's no way that student is going to become a doctor, your initial post-secondary goal with that student is going to be exactly what they wanted to do, and then through your transition activities you can help shape that goal. Is the student going to attend college, or does he say I learned best by watching others, and so he plans to learn those skills on the job after graduation? And does the student plan to live independently? Are they going to access some adult services? How do they plan to participate in their community? And even talking about how they plan to have fun after graduation. If you plan to live at home in Oakdale, Nebraska, but you really like to go bowling, how are you going to be able to do that? Or have you thought about living in an apartment in Neely, Nebraska, Norfolk, Nebraska, someplace a little bit larger, having those conversations with your students as you go. So here's a formula for writing a post-secondary goal. After high school, I will go to college in Norfolk and study auto mechanics. I plan to live at the dorm. That would cover all of the things that need to be included in the post-secondary goal. Or after high school, I plan to learn how to stock shelves at Walmart. I'm going to live in a supported apartment in Norfolk. That might be an example for a student who's in a life skills program. All needs to be measurable based on assessment and identify some post-secondary needs. So the assessment might be an interview process with your students. It can also be an assessment that takes them through exploring a whole wide range of activities and careers that they hadn't even thought about. The second thing that is on the checklist and that NDE is looking for is proof that these goals are updated annually. Again, some students pick what they want to do. They are going to tell you when they're 16 and you're going to hear exactly the same career goal at 17, 18, 19, etc. How can you prove on your IEP that you took a look at updating that goal annually? Well, perhaps the wording changed to show that rather than going to college, he now wants to learn on the job or an apprenticeship. Perhaps the piece about living independently changed just a bit between his goal at 16 and his goal at 17. Or it is exactly the same document in the present level of performance or the assessment section of the IEP that you reviewed the student's goal with him and the goal stays exactly the same because he still plans to go to Northeast Community College, participate in the auto body program, and live in the dorm during college and in an apartment afterwards. So again, adding more detail from the assessment, changing the assessments that you use from year to year. Is there another assessment within your toolkit that would help the student identify whether this goal is a good match or what skills they need to learn in practice in order to obtain that goal in the future? Make sure that any information about transition goals begins in the IEP during which the child will turn 16. So sometimes it's easy to overlook that, oh, they're going to, we're having the IEP in September and he's turning 16 in February. Keep a close eye on that 16th birthday. So you may be talking and starting to do assessments with a 15-year-old so that it's within the IEP before their 16th birthday. Question three on the checklist, is there evidence that the measurable post-secondary goals were based on an age-appropriate transition assessment? In the 2019-2020 school year, all high schools within ESU-8 received a transition assessment binder. If you have not received that binder, please send me an email. That binder contained many informal assessments that you can give your students and questionnaires that you can utilize to work with the students and the parents. We also have transition assessment kits that can be checked out with some formal assessments in them and it gives you an opportunity to look and see if the formal assessments would be a good match for your student or students before you purchase them for your district. So they're to be checked out and tried out, looked at by you before you would go ahead and purchase your own assessments for your district. I will let you know that I know many of you have the Brighance comprehensive inventory within your school. Some of you have the Brighance employability inventory or the Brighance transition inventory. Pieces of that can be used as your transition assessment but you need to identify that within the assessment part of the IEP that you gave these sections of the Brighance as a transition assessment so that you can document that. You can also utilize information from formal assessments that your guidance counselor might already be given to all students within the general population, the general curriculum. As long as you're utilizing and documenting that information on the IEP, that can be a piece of your assessment there. Not everything has to be separate. The separate informal assessments are used to help the student really drill down into what information, what skills and training they may need in high school or even in college in order to obtain their employability and their independent living skills. So you can incorporate the transition assessment information within the IEP in a couple of different places. You could put it in the section on page two or three that says results of most recent district-wide and statewide assessments. As long as you identify transition assessment was given on March 21st 2021 and here are the results. Or you could incorporate the results of those transitions assessments into the present level of performance and again identifying it with a heading or a statement that is clear to everyone on the team or the NDE reviewers that a transition assessment or inventory was given to the child or information was gathered from the parents and clearly identifying that within the present level of performance will be helpful to you too and would meet compliance. Yesterday I participated in the SRS regional advisory meeting and these pieces are going to be incorporated with into SRS IEPs hopefully before the beginning of the 21-22 school year. So we're going to rearrange the order of the IEP a bit so that the transition assessments, the transition goals fall between present level of performance and the annual goals so that everyone is looking at transition before they look at what are we doing for the rest of the goals. That will be helpful to everyone and again we're hoping that's in place before 21-22 starts in August. If and when it is in place either then or in December we will do further training with the actual IEP document in front of us so it should not come as a surprise that that is a change up and helps us to lead those conversations from the child's goal sorry the teenager's goal and through what all the services and goals should be on the IEP throughout that conversation and that meeting. After you have utilized the transition assessments to help identify skills and needs that the student has in order to reach his transition goal then you as a team need to decide what transition services need to be in the IEP to reasonably enable the student to meet his or her post-secondary goal. So all of that information is leading you to answer those other questions on our current page 5 of the IEP. We're going to ask are there tasks or transition support needs that need to be identified as part to help them meet the post-secondary goal? Does he need support in instruction? Does he need support through related services? Through additional community experiences? Do we need to focus on the development of some employment or independent living skills that perhaps have not been incorporated prior to his 16th birthday? Are individuals and agencies that are aware are they aware of the task that they are responsible for? So if through the services we're talking about voc rehab helping with the independent living piece we need to make sure that if voc rehab isn't at the table that day they are given that information that the IEP team assigned that task to them so there's some more follow-up than what we typically have had to ensure that they know within the next year or within the next semester they need to be working through these things with the student also. Is there supporting to support the student or family self-advocacy with outside agencies or helping the student to become more of a self-advocate as he begins to work towards obtaining a job or advocating for himself with his parents if he wants to be living independently at some point and mom and dad have kept him cocooned? Can the students say you know I really do want to be able to live in Norfolk but I don't know how to access public transportation? Can you help me practice using dial a ride in Stewart, Nebraska so that when I move to O'Neill or Norfolk I know how to call for a ride? So self-advocacy can be more than just advocating for being able to get the yearbook or being able to take the shop class they really want to take. It's advocating for the skills they need to have in the future to meet their post-secondary goals. Some transition activities that we might incorporate into the IEP are instruction that teaches academics, instruction that teaches work-related skills, community skills, and those self-determination skills. Related services could be transportation to and from a job site, occupational therapy, and we so often think of occupational therapy as being to improve writing or typing at school or perhaps to improve daily living skills such as tying shoes or fastening fasteners at school. But know that your occupational therapist could also be asked to go out on the job site with a student who has started a job site to see what modifications or accommodations may need to be made to help that student be successful in completing the task on the job site. The same with physical therapy. Thinking beyond the school walls in is your physical therapist helping a student learn to navigate curbs outside of the school building and talking with that team member to brainstorm ideas of what can be done to help if your student isn't able to stand for as long as a typical worker in that position would stand. What else can we do to to build strength or what else can we do to accommodate that student on a job site? RPTs and OTs are an an underused bound of wisdom and ideas. So let's utilize them in helping with services related to transition. Another related service is having a job coach to help them as they are working outside of the school building. Some community experiences to consider are work-based learning opportunities within the community. Daily living opportunities. I know that many of you have incorporated some shopping lists or shopping trips. Have you incorporated going to a local diner or a fast food to actually utilize a picture menu to order for themselves? Some of our students with communication disabilities have not always ordered on their own. If you have a student who's using a dino box, have you practiced that outside of the school building before they exit your school system? Community experience might also be visiting a local college, but visiting the community in which that college is located to look for the different resources that the student needs to access when he enrolls at that college. When we're looking at transition activities related to employment and other adult living objectives, we looked at financial planning. I've been present when you've incorporated developing a budget or learning to keep a checkbook or learning to keep track of what was actually spent with their ATM cards. Keep working on those financial planning pieces. Healthcare. Do your students know how to read the questions on the paperwork at a doctor's office and answer them accurately? Again, working on self-advocacy and self-determination. Daily living skills can include learning to drive, learning to go to the bank, learning to take care of themselves or take care of the kitchen, do some basic cleaning within an apartment. How can they learn to be self-sufficient? And then a functional vocational evaluation could also be a transition activity. This can be a formalized employment assessment from Voc Rehab or the Commission for the Blind might be part of this vocational evaluation for your students with a vision impairment. Question five, do the transition services include the course of study that will reasonably enable the student to meet his or her secondary goal? The courses need to be listed by year or grade. They should be, the course of study should begin with this current year in which the IEP is written and then move forward through graduation or exit from school. Each year as the IEP is updated, that course of study should be updated to reflect that again, it's only starting with what I'm doing this year in this IEP. So what I accomplished last year does not get included in the course of study. You might incorporate some information about that within the present level of performance. Johnny wanted to enroll in carpentry at Northeast Community College, but after taking freshman wood class, he decided that he's no longer interested in that. Okay, that's a good piece showing that during freshman year, my course of study included woods class. What did I learn within that that helped make me change my goal or change what I thought about my post-secondary goal that can be incorporated into the present level of performance, but is no longer listed on the course of study? If you have a life student who is in a through-21 program and you don't really have course names, you can include descriptions of the skills that they are practicing on the job site or in your new course that you've designed for them in those through 21. And I have a couple of examples of that as we move through. So the course description, the course of study should be a multi-year description of the coursework to achieve the student's desired post-secondary post-school goals from this current year through the anticipated exit year. Another thing to look for is if the student says plan to be going to auto body, but nothing in that course of study relates to a shop class that would be a red flag for NDE because where in the next three years is the student going to experience what is involved in being a mechanic or working in auto body? Do they have a shop class or do they have a job site where they've been out to experience some of those things? If a student plans to be a nurse, what are the science courses that are included in that course of study? So the course of study must align with post-secondary goals, review it annually to ensure that courses were passed, that the student did not drop a course, so don't just cut and paste without actually reading it and reviewing it the next year, or to note if the student was not given access to the course because your schedule changed and you couldn't fit it in in the year that you planned to, so let's make adjustments, let's talk about it as a team. Is the counselor involved in this process? Does she already have a course plan as students enroll often in freshman courses in your high schools? The counselor has sat down with them and said, here's your course plan for the next four years. Does that match the post-secondary goal? If so, does the counselor need to make some adjustments? Or at least for this first IEP, does the counselor already have it drawn out so you're not trying to think, when did they take history? Oh, when could he take his first life science class since he plans to be a marine biologist? When can he have experience to something related to that? Are your students in a career academy? If so, does that career academy that they're enrolled in match their post-secondary goal? What are the pieces from general education that match the post-secondary goals and what pieces need to be provided through their special education and their transition activities to help them meet their post-secondary goals? Here are some examples of course of study for students who are following the extended standards, either within your district or within a level three program. So there are independent living skills that could be addressed like making a budget, balancing a checkbook, etc. We may list them out in this format. In the 2020-21 school year, in reading, the student will practice reading grocery ads and words on a grocery list. In math, he will locate the price of items in a grocery ad and find the total cost for the meal using a calculator. On the job site, the student will work at one job site, greet the manager, ask what task needs to be completed, and follow the directions of the job coach. Then in 21-22, we're going to change reading to reading safety signs and labels. In math, we're going to help the student calculate elapsed time so that he can determine how many hours he has worked. And on the job site, we're going to increase to three jobs this school year and focus on working well with other employees on the job site. Sixth question we look at when we're reviewing transition IEPs. Is there at least one annual IEP goal that is related to the student's transition service needs? So we've talked about the annual goal, we've done some assessments, excuse me, we've talked about the post-secondary goal, we've done some assessments now within our annual goals, what needs to be incorporated to help the student work towards that post-secondary goal. I see I have a new word. Do they offer score controls? Do they offer skills that the student will use in post-secondary situations? So, do our goals incorporate going back to the student who needs to learn how to tell time and elapsed time? There's going to be a math goal with those pieces as objectives. If a student is having trouble with organizational skills and probably will not show up at a job on time because he's late for every class period or will show up without his needed safety vest and hard-toed shoes, steel-toed shoes, because he barely remembers to be dressed appropriately for the weather on his way in the door every morning and there are some, you guys can all picture the student who's doing these things. We need to incorporate an annual goal for organization or for arriving at a job site with appropriate hygiene and manner of dress. There may be a transition goal related to an annual goal related to communication where he's learning to ask questions when he doesn't understand something or learning to use the DynaVox to ask questions at the job site or to address his basic needs at the job site. So, when I'm looking at the post-secondary goal and the related services that you've designed is there now an annual goal, at least one, that relates back to that student's future plans to attend college, to learn on the job, to live independently. There needs to be at least one goal that ties back to that. You may identify the connection on page five. Perhaps in the related services will be speech, working on communication goal number one, working on communication goal number two, or annual goal number three on the IEP. So, have a tie-back there. If it's not there today, don't worry about it. As you're moving forward, you're going to be able to show those tie-backs in your annual goals. Question seven, probably the easiest one, is there evidence that the student was invited to his or her meeting? You are already collecting this data. You're trying to include them, but sometimes that large group of adults talking about me is just overwhelming. And I say, no, I'm not attending the IEP meeting today. Can I just talk to you about it beforehand, or can I talk to you about it afterwards? You know, at 16, you can say yes to that. By 18, have we worked on some self-advocacy skills so that they're competent enough to at least attend a portion of the IEP meeting? And then if they get too uncomfortable, for whatever reason, they can be excused after they've advocated for what their post-secondary goal is, why they plan to live in XYZ and do ABC. So, your evidence might include an email that you sent to the student, phone call to the parents, including the student's name on the IEP invitation. Those are always to incorporate that you have invited the student to the IEP. If the student chooses not to attend, or parents insist that they not be at the first meeting, and you work on advocating for the student to be there for the meeting at 17, 18, or 19, then just document that. I would document it in a notes page, or even within the present level of performance, that Johnny was invited to the IEP meeting at this time. He's not comfortable meeting with a group of adults, so we will continue to work on Johnny feeling comfortable working with a group of two or three adults this year as preparation for next year's IEP meeting. Here's some other examples of ways to provide evidence that the student was invited. Make sure that the student has his own IEP notice, rather than just including him on the one that goes to mom and dad, and he can ask questions about why are there six people invited to this meeting, or why is the superintendent going to be there? Oh, that's because there needs to be a representative from the school district because the school district pays for the services when the OT and the PT come. The superintendent is the one who's going to pay for the job coach to go with you to Green Line to stock shelves or to sweep the shop. So won't it be cool when he can hear from you why you need that practice, what your goal is after you graduate. You could also include the date of the invitation and the method that you use to invite the student on the transition page. If the student is actually there, make sure that they've signed the IEP. Write comments and thoughts into the IEP during the meeting. Students shared that they're now interested in attending a four-year college, and so we're adjusting the post-secondary goal. During the meeting, Johnny shared that in science class, it's really hard to see the notes from where he's sitting in the classroom, and so the science teacher agreed to allow him to move towards the front or to change out of the assigned seat to meet his needs to be able to see things clearly in science class. So those are great ways to show that the student was involved in the IEP. How do we prove that we invited agencies bunch the same way? You've got the documentation on the IEP invitation. You know that you need to have parent permission before you invite the agency representative to the meeting, and then if they did not attend, you're keeping that invitation and or the email that you sent inviting the transition agency representative to the meeting as part of your documentation. That's a question eight. How do you provide evidence that a representative of a participating agency was invited and the parent gave consent? I'll use that form that's on SRS that has the signed consent from the parents to invite a person from the outside agency to the meeting. Document phone calls, save emails, incorporate those into the student's special education file. If you have a paper file, keeping it there is great. If you plan to send SRS files electronically to NDE for monitoring, then it would be a good idea to upload a copy of that invitation or those emails to a notes page and attach it to the IEP on SRS. Again, parent consent first and sometimes you have parents who say they do not wish to have voc rehab involved for whatever reason. If so, please keep documentation that you explained the benefits of voc rehab to the parents and on March 19, 2021, mom said we are not interested in voc rehab at this time and include that in the student's file so that at age 21 the student doesn't, the parent doesn't come back and say, I had no idea voc rehab could help him to access some things in college. You never told me about that. Well, yes, I did. In 2021 we talked about this and I made a note when we talked about it either separate from the IEP meeting or at the IEP meeting and you weren't interested at that time. If the agency does not attend the IEP meeting, the school needs to take other steps to ensure that the agency is aware of the student's needs, is aware of anything that any transition activity that you assigned to that agency. You have that documentation that you, the voc rehab representative couldn't be at the meeting but ask you to provide follow-up and so you followed up by saying, hey here's a copy of the transition page, page five, here's a copy of the page stating that his new post-secondary goal is this and we thought it would be most helpful if voc rehab would do this activity to help him get to that post-secondary goal. Please let me know when you've scheduled this or if there's any other information that you need and then keep a copy of that so that if it doesn't happen within the year you have evidence. Don't wait until the week before the annual IEP to go oh, you know what, voc rehab never did that. When you're doing your quarterly progress reports, check in with your evidence of what's happened with voc rehab or developmental disabilities, those other outside agencies. Although you don't have a progress report attached to those activities on page five of the transition IEPs, you need to be checking on that progress. You need to be providing some updates to parents. You know we said that he would be on a job site during first semester but due to COVID he wasn't able to go to the assisted living and help with cooking. So we've set something up for second semester or we've provided some opportunities to practice those skills within the school environment. So give, although it's not a requirement to give those progress reports, if in your practice you get used to checking that transition activities section during your progress report time putting a reminder on your calendar that will ensure that we've accomplished all of those things within the year of the IEP. The other resource that's included within this is from Iris. Iris is a national organization connected to transition, secondary transition. So I will send that link to you in a follow-up email. I did not send it out with copies of the checklist today. So all right you've been very quietly listening to me talk. Are there any questions for the good of the group? I have a question. Sure, Cammie. I have a student who has a goal to go to college and, I don't remember, become a marine, no, not a marine biologist, work with animals in the UK. And parents decided that this student wasn't, isn't prepared to live independently. And so we are going to go through with the through 21 program or the 12 plus program. And so how do I manage this school since it's still her goal, but her plans have been changed for her. So how do I address that? Okay, so I will reassure you that NDE will not ever check to see if she actually worked in the UK. But what they would be looking for is she wants to work with animals somewhere. Have you helped her explore some job opportunities within Northeast Nebraska for working with animals? So I don't have to change the goal. I mean it's still her goal. It's just still her goal. Yes. And then when you're writing results of the transition assessments or in the present level of performance or the parent concerns, you're capturing parent concerns that she needs to work on more independent living skills, mom and dads, future plans include living at home and working within 20 miles of home or 30 miles of home or eventually moving to an assisted apartment, but they'd like that to be within whatever mileage area. And so you're working with developing some more independent living skills for her, but you don't have to teach her how to get a plane ticket to go to the UK or a passport. I'm intrigued. I would be wanting to know from the student why she's so interested in the United Kingdom. Does Great Britain tie back to television programs that she's watching? Does she have a relative that lives over there that shares some information or has she thought about staying within the United States? So capturing that within your assessment information? I personally would say it has to do with probably a television program, but it you know it's, I had it in my head, a rescue like an animal rescue. Animal rescue. Oh, okay. So maybe in this part of the state doing looking at how we rescue animals at the animal shelter in Norfolk, or is that something that our local game wardens do? Talking about how they help with injured animals if she really cares about animals or even talking with a local veterinarian about how she might be able to help take care of injured or orphaned animals in this area. So lots of possibilities. Thank you. Yep. Deb? Deb, do you have a question or did you just move in front of your camera, which made your name light up? Me? Yeah. Sorry, no question. I have a question. In the daily living thing you had talked about like learning to drive, if we put that in the IEP, does that mean that the school is responsible for that, or would we put like parents will assist with that, but that's just something, okay. Yeah. You can put parents will assist with that. What you might be doing as the resource teacher is helping him with some practice tests online, learning to learning the rules of the road, and giving him some access to practice tests online for the written portion, but you wouldn't be responsible for the driver's ed portion. Okay, sounds good. Have any of you experienced having a student go to the closed track in Lincoln or Carney to do safety evaluation of their driving skills? It's been a few years since we've sent anyone down there, so I wondered if that was still a possibility. I think it's through, the one in Lincoln is through Madonna. Possibilities. Okay. So for those of you who are on here because you had the privilege of being through NDE's monitoring in 2020, I will be reaching out to you to schedule a follow-up sometime in March so that we can do a review of your current IEPs for student 16 and older and see what else needs to be updated so that you can accomplish new IEP meetings for those students before the end of May. For those of you who did not have that privilege, but maybe anticipating, oh, I've got some big changes before NDE would pull our name out of the hat, I would offer to do a little mini file review with you in May so that you can get things in place for the fall. So if you want that, just send me an email and say, hey, stop in and look through a couple of files with me or all of my 16 to 21 files with me so that I can better prepare choose appropriate transition assessments, et cetera, before we get back to school next fall. So that gives you the summer to get familiar with those assessments also. There is also, if it's been a long time since the transition assessment training that was offered last year through the Regional Transition Program and Amy Slama, send me an email and I'll send the link to her latest trainings. She's done all of them as recorded webinars and padlets in a padlet, which is a new way of just organizing videos and materials so that you can have access to that and work it into your schedule this spring or summer to have an update on training and assessment. She's also working on doing a series on writing the transition IEPs, but that which many of you who are on here today participated last February right before the world changed in Norfolk at Northeast Community College. So you may have put that binder and those ideas on the shelf and went into survival mode. So we're getting closer to being out of just survival mode now and when Amy puts that training into a webinar series, I'll share that out with everyone. Thank you for your time on a Friday afternoon. I hope that you enjoy some sunshine this weekend and please reach out with an email or phone call if something wasn't clear today or you just need another set of eyes looking at the paperwork or even a situation with the student. I'll gladly give you some support.


Hi everyone, Joe for jazzy's casebreaks.com, coming at you with 2022 Panini Immaculate Collegiate Football. One box, random number block, break number 10, last box of the case. Very big thanks to this group for making it happen and there are the numbers right there. Let's roll it, let's randomize names and numbers four and a two, six times. One, two, three, four, five and six. And down to Chad, four and a two, six times for the numbers, one, two, three, four, five and six. Eight down to six, after six. That's right Luke, it's about timing, it's not about timing the market, it's about time spent in the market. Alright Chad, eight and two, Matthew with nine, Michael with three, Matthew with four, Nick with zero, Michael with seven, Mickey with five, Michael with one and Chad with six. Let's order these numerically. We'll pause the video just for a little bit, trades are pretty rare in a one box random number block break but we'll give it a do and we'll see you on the other side. Stick around, we'll be right back. Alright welcome back everybody, no deals are done, it's usually the case. So big thanks to this group for making it happen, appreciate it. And there it is, random number block number ten, that was box four. I don't think, unless we got more recently, but I don't think we have any more box of Immaculate Collegiate Football unless Jason Jaspe has some, Jason? Mr. Jason do you have any Immaculate Collegiate Football on your personal computer? So I think we're all out. Okay. Baby. Yeah, I mean if you're interested you might check in with Instagram at Jaspe's Breaks on Instagram, they may have another box or two, but we're pretty much out of Immaculate Collegiate Football. Unless we get more, so just keep an eye on the website. Alright, so thanks everybody, this feels like this might be a redemption in here. Yeah, there's a redemption in the middle. So Nick Anderson you already got something, let's see. We got Steve Young, 34 out of 35, and that goes to, that's how it works right there, it goes to four. So that's for Matthew and the number four. We've got Kenneth Walker the third. Ghost Spartans, nice little inscriptions there, 91 out of 99, that goes to Michael and the number one. We got Matthew Stafford, 10 out of 10 and his Georgia gear, that'll be for Nick and zero. Nice, then we got Rookie Patch Autographs gold, Rashad White going to number zero, Nick. Zero gets any and all Redemptions. I think this is the last RPA and I think that's a relic on the bottom. Ah, nice, 16 out of 49 George Pickens, two color patch and autograph. You don't see a lot of live George Pickens autographs, I feel like in a lot of his pro uniform stuff he's a redemption. So who's got number six? That's for Chad and the number six, congrats, 16 out of 49 George Pickens from Georgia and the dual relic is a couple Alabama players, Jameson Williams and Jalen Waddle, nine out of 25, so that goes to Matthew and the number nine, nice. I think Jameson Williams supposed to be back for the Lions after their week five by something like that. So there you go. Thanks for watching everybody. I'm Joe for jaskyscasebreaks.com. I'll see you next time for the next football break, bye-bye.


Singapore is a major financial hub but with that comes long hours and a lot of stress. I'm finding out how people relax in this urban city starting with a guided eco tour during low tide. Dennis is an eco guide and shows me around. We just found a hermit crab, a leaf quarter crab is using a shell to hide from its predators. I didn't realize you could see so much sea life in a place like Singapore. A few of you suggested cycling and apparently that's become hugely popular here. There is more than 200 kilometers worth of cycling routes. I've cycled all the way to the Marina Barrage. It might be hard to tell from here but that is a dam that was built to keep out seawater. I actually learned that from one of your comments. And now it's become a popular recreational spot. And these super trees behind me are not just here to look pretty. They are also vertical gardens that capture rain and sunlight to use as clean energy. So despite the skyscrapers, Singapore's variety of beaches and gardens make it easy to unwind.


Hello everyone welcome back another Dolby Photoshop tutorial. This one I'm going to show you how to work with shadows and not only that I'm going to show you how to get your shadows to be exactly the way you want them right down to the finest pixel here. Take a look at this here is the original shot it's quite nice you'll see some shadows here on the left side of her face or if you're looking at it straight on on the right side but look at this by just adding in some gradients I've gone ahead and you'll see some little bit of a highlight here on her left side and we've got the shadows perfect on her right side. Not only that I'm going to show you how to dial it in so you can bring the shadows exactly the way you want them. I'm going to show you step by step let's start from scratch. All right so the first step here we've loaded up an image here this is just a default stock image I got off pexels.com it's free to use. The next step is I'm going to go over to the left side here I'm going to go to my quick selection tool then I'm going to go to the top and you'll see select subject click on that down arrow and then you get two choices device or cloud I'm going to make sure the check mark is beside cloud now I'm going to click on select subject when I do that you'll see here in a second that we'll get those marching ants going right around our selection it takes a few seconds sometimes because this uses the adobe cloud servers to do this and if we zoom in it's done a pretty good job it doesn't have all of the hair but it's got most of it and for this demonstration this should do just fine the next step and this is a crucial one you want to hold down the command key on a Mac or the control key on a PC and then press the letter j when you do that you create something via a layer copy so we created a new layer via layer copy and you'll see it over here so if I turn it off nothing's happened it's still there but it's a second layer but it's only of the lady here and if I turn the bottom layer off you'll see that there so now we're going to start working with gradients I'll show you how to do that next all right so now we're going to go ahead and start doing the gradients now before we go I'm going to go to the left side here on the toolbar and you'll see gradient when I select that you'll see up at the top here that I've got the gradient tool selected by the check mark beside gradient and this is very important I'm going to click on this down arrow and you get a few different color type gradients now if you're looking for colored shadows you can go ahead and change the colors but for this one I'm going to go from black to transparent so when I hover over it you'll see here it says black to transparent where this one will say foreground to black ground this one is black to transparent this is what you want if you don't see it you may have to switch these colors over here by hitting this double arrow and then again going up here black to transparent I'm going to click on that and now watch this again making sure you're selected on the top layer I'm just going to just start testing it out I'm going to left I'm just going to select my little cursor over here and then I'm just going to drag it to the left and when I do that you'll see here that we're creating shadows however we're creating shadows across the whole image so it's applying to all layers including the bottom layers if I right click on this and I go create clipping mask you'll now see that this shadow is only applied to the top copy which is a copy of which is a copy of the lady that we created earlier now this looks pretty good but we can do a little bit better all right here we go so we've gone ahead and we've clipped it to the bottom layer now look at this it's right now you'll see here it's got the blending mode of normal selected watch this what happens if we switch that down to something like overlay now look at it here we go this is the right this is before and this is after we've added in some great shadows and we can actually go a little further so if we want to bring the shadows maybe a little more to the right or to the left we can just pull on this white here and you'll see here that we're dialing in the exact amount of shadows and in the exact places that we want now I'm going to leave it right about here because I think that looks quite good but I want to go a little further and show you another technique watch this what we're going to do now is we're again we're going to click out I'm just going to go ahead and grab my move tool click out I'm going to create another gradient layer this one I'll grab the gradient tool again it's going to be black to transparent and I'm going to drag out and do it again and I'm going to pull it over this way maybe down a little bit from the top right to the top left just get a little bit like the sun is up here or the light sources up at the top right ish maybe I might even pull it up a bit more something like like that again you guys can see here I can just sort of move the gradient as I see fit as well as move how much concentration I want from the dark to the white for example if I want more white or if I want more dark but let's just go ahead with something like that but watch this now I'm going to go ahead I'm going to right click on that layer I'm going to create a clipping mask so basically we're clipping to the same layer but we've got two clipping masks stacked on top of each other now I'm going to change the gradient mode from overlay which is what we used in the last one this one I might want to use something like this my favorite is color dodge because this adds some highlights to the side of the face and it adds some nice dark shadows to the other side so let's take a look at what we got here's the original shot right here then we created a copy of the lady and we made a layer via copy we added in a gradient overlay with the overlay blending mode and then we added in a second gradient this one here using color dodge and we've got a fantastic set of shadows and a nice highlight on the left side and if you want it to be a little bit less shadow for example you can pull it over here if you want it to be a little more you can pull it to the left again you can dial this in and this is the technique I find that creates the best shadows and highlights in photoshop thanks for watching


In this lecture, we will continue our discussion on entropy of a monatomic gas by using Secur-Tetrode equation under different constraints. We discussed in the previous lecture that when the conditions are isothermal and then you allow the gas to expand, then we can use this formula delta s is equal to nr log V f over V i constant temperature conditions. Substitute the values you have n equal to 1 r and log 100 by 10 and what the result comes to result comes to 19.1 joules per Kelvin per mole positive result. That means, you increase the temperature the entropy increases. Mathematically, if you see V f over V i is more than 1. So, logarithm of more than 1 is a positive quantity. So, therefore, delta s should be positive and we have interpreted it in terms of increase in population of thermally accessible states when the system undergoes expansion. Remember that we connected that to the length of the container because when you compare this V i, this is state V i, this is state V f because l increases therefore, there is a decrease in the energy gaps. Here compared to this these are having much lower energy gaps. So, therefore, under isothermal conditions the entropy of 1 mole of a perfect gas will increase by 19.1 joules per Kelvin per mole. Another thing which is worth noticing in this although we say under isothermal conditions, but we have not mentioned we have not given any temperature. That means, if we carry out this expansion for the gas let us say which is initially at 25 degree centigrade or 35 degree centigrade or at 45 degree centigrade. And then we allow the gas to expand by 10 times will the result be different. If you look into the formula in this formula delta s equal to nr log V f over V i whether you derive it by statistical means or you derive by the concepts of chemical thermodynamics classical thermodynamics. You get the same result and in this result nowhere temperature is there. So, therefore, it does not matter at what temperature you begin with this explanation will hold true that at a given temperature if you increase the volume there is going to be the change in the dimensions of the container there is going to be an increase. And since that comes in the denominator the spacing between energy levels will increase and therefore, there will be more thermally accessible states. So, even if it starts from 25 degree centigrade or if it starts from 35 degree centigrade or 45 degree centigrade that relative change is going to be similar therefore, delta s is going to be same. This is under constant temperature conditions. Now let us now discuss under constant pressure conditions. I was mentioning that you can use secu-tetrode equation in different ways under constant temperature conditions under constant pressure conditions under constant volume conditions depending upon the requirement. So, here the same question similar question calculate the change in entropy when one mole of a perfect gas expands from 10 liter to 100 liter under constant pressure conditions. This is our secu-tetrode equation which has pressure term in it. It says constant pressure condition it does not specify temperature it does not specify temperature that means, temperature can vary how do we incorporate that variation of temperature. Let us see we have in this thermal wavelength which is equal to beta h square over 2 pi m raised to the power 1 by 2 which is equal to h over 2 pi m k t whole square. Therefore, when I substitute this lambda into entropy expression what do I get n r I get log exponential 5 by 2 k over 2 pi m k t whole square. t upon b and now I need to put lambda cube this is going to be h cube and here what I have is 2 pi m k t raised to the power 3 by 2 and then I have this overall expression. Carefully examine what I have done I have substituted for lambda lambda is h over square root 2 pi m k t. So, e raised to the power 5 by 2 k t remains pressure remains and instead of lambda cube I have written h cube divided by 2 pi m k t raised to the power 3 by 2 ok. This is constant exponential 5 by 2 Boltzmann is constant, Maas is constant, pressure is constant you know constant pressure conditions, Planck's constant is a constant. So, therefore, if I combine all these constants I can write this equal to n r log a a it combines all the constant and temperature one temperature term is this and other temperature term is this that means 1 plus 3 by 2 is equal to 5 by 2. Therefore, delta s which is equal to s final minus s initial is equal to n r log a t final 5 by 2 minus n r log a t initial raised to the power 5 by 2 and this is equal to n r log a t f 5 by 2 over a t final 5 by 2 minus n r log a t initial raised to the power 5 by 2 and this is equal to n r log a t f 5 by 2 over a t i 5 by 2 which is equal to n r log t f by t i raised to the power 5 by 2 which is essentially this expression delta s is 5 by 2 n r log a t i raised to the power 5 by log t final over t initial ok.   So, 2.5 r log 10 which is 47.9 joules per Kelvin per mole. Here you are not maintaining the temperature, but you are maintaining the pressure. If you are maintaining the pressure and if you are let us say you know your volume can change and your temperature can change and if you change the volume from 10 liter to 100 liter here you see the delta s is slightly more than what you got under constant volume conditions. Let us see do we get the same result by using classical thermodynamics. Again we go to the same expression d s is equal to d q reversible by t which is equal to d h at constant pressure divided by temperature because we will derive expression for constant pressure conditions d h at constant pressure. So, if the pressure is held constant then d q is equal to d h and this is equal to C p d t d h at constant pressure. So, d h is C p d t and you have t and I can write this as n C p m d t by t right. I have converted into molar heat capacity alright. So, we have d s is equal to n C p m d t by t. Now, let us carry out integration on both sides when the temperature changes from T i to T f that means s at T i to s at T f from T i to T f. What I have is delta s is equal to n C p m log T f over T i right this I can complete here n C p m T i to T f d t by t d t by t integration is log t ok. So, now, C p m C v is equal to n C p m log T f over T i right this I can complete here n C p m T i to T f d t by t d t by t integration is log t ok. So, now, C p m C v is equal to 3 by 2 r molar 3 by 2 r.  So, this is going to be 5 by 2 r. So, delta s is equal to if we want molar change and if we want molar change and if we want n is equal to 1 then 5 by 2 r log T f over T i which is equal to 5 by 2 r log v f over v i by the same arguments and we have 5 by 2 r v f over v i and the result that you have is the same that is 5 by 2 n r log T f over T i or 5 by 2 n r log v f over v i which is 47.9 joules per Kelvin per mole.  So, 47.9 whether we use the classical thermodynamic results or we use the statistical thermodynamic results we see that we are able to get the same expression we are able to get the same result ok. Let us move forward to discuss further applications let us discuss this question. The question is consider a system A consisting of subsystems A 1 and A 2 for which W 1 is 1 into 10 raise to the power 20, W 2 is 1 into 10 raise to the power 20. The question that is asked is what is the number of configurations available to the combined system also compute the entropies S, S 1 and S 2 what is the significance of these results. So, what is given to us is a system A which consists of two subsystems A 1 and A 2 and there are corresponding weights we can write W for A, W 1 for A 1, W 2 for A 2.  Since there are two subsystems A 1 and A 2 1 and 2 if W 1 is the number of configurations in system 1 and W 2 in system 2 then the number of configurations of the combined system is W 1 into W 2 simple mathematics. So, W 1 is 10 raise to the power 20 that is given to us W 2 is 2 into 10 raise to the power 20. So, the weight or the number of configurations of the combined system is 2 into 10 raise to the power 40 right. So, we are interested now we are you know we have been asked to compute the entropies S. The relationship between S and W is simple S is equal to k log W we discussed many times same definition will apply to S 1 and S 2 in with the subscripts 1 and 2. Since S is equal to k log W and W is 2 into 10 raise to the power 40 you substitute their k into log 2 into 10 raise to the power 40. Well this is a simple mathematics you can do yourself the value of this bracketed term is 92.8 and you put the expression or the value for Boltzmann constant the answer comes out to be 1.282 into 10 raise to the power minus 21 joules Kelvin inverse this is for the combined system. Now, let us do for S 1 same approach k log W 1 W 1 is 1 into 10 raise to the power 20. So, you put 10 raise to the power 20 and then you solve it by solving the answer comes out to 0.637 into 10 raise to the power minus 21. Do the same for system sub system 2 for that use the weight which is given for the sub system 2 2 into 10 raise to the power 20 and then you calculate this eventually the results comes to 0.645 into 10 raise to the power minus 21 joules per Kelvin. What is interesting in this result? What is the significance of the result? For the combined system the entropy is 1.282 into 10 raise to the power minus 21 joules per Kelvin. If you want to convert this into joules per Kelvin per mole multiply by Avogadro constant for system 1 sub system 1 the value has come out to be 0.637 into 10 raise to the power minus 21. For sub system 2 the value has come out to be 0.645 into 10 raise to the power minus 21 joules per Kelvin. Obviously summation of these two when you add these two you get this value. So, that is why this comment has been made that these results are significant in that they show that the statistical mechanical entropy is an additive property. When you say some property is additive that means the overall entropy let us say in this case if we talk in terms of entropy that should be equal to the entropy of sub system 1 and entropy of sub system 2 that is what is the meaning of additive property. So, I read the comment again that these results are significant in that they show that statistical mechanical entropy is an additive property that is overall entropy is the sum of the individual entropies of the sub system. This number plus this number comes out to 1.282 into 10 raise to the power minus 21 joules per Kelvin. So, therefore the additive means that nature of the results applies over here alright. Let us move forward and look at this question. The question is by what factor does the number of available configurations increase when 100 joule of energy is added to a system containing 1 mole of particles at constant volume. If you read the statement again as I earlier mentioned that first you try to understand the given statement very very carefully. The statement is by what factor does the number of available configurations increase that means they are talking about how much the weight of a configuration will increase when 100 joule of energy is added 100 joule of energy is added. So, which energy we need we are talking about here. If you work on the system either by temperature by heat or you know by mechanical work basically you are changing the internal energy of a system delta u is equal to q plus w. So, that means here they are talking about available configurations they are talking about w and they are talking about delta u and we need to find out that by what factor this w changes when you pump in 100 joules of energy into the system at a given temperature under constant volume conditions. Remember constant volume condition this is another I can write here also constant volume maybe this will help me in solving the question easily. So, now we need to develop an equation at constant volume which will allow a connection between w and delta u. So, start thinking which thermodynamic quantity can be easily connected with w and also can be easily connected with change in internal energy. The thermodynamic quantity that comes to mind obviously is entropy because one equation that immediately comes to mind s is equal to k log w it is allowing you to connect entropy with the configuration weight of a configuration. Now I need to see can I connect entropy with internal energy or changes in internal energy under constant volume conditions.  This we remember in chemical thermodynamics or classical thermodynamics we call this as fundamental equation. We can now invoke this constant volume condition then can I write del u del s at constant volume is equal to t or del s del u at constant volume is 1 by d. Now according to the given conditions I have a constant volume constraint I have brought in and I have brought in energy change and if I can now bring in entropy change then I have a way to develop an equation which will permit me to solve this question. So, I need to bring delta s somewhere d s. So, let us now work on this equation and let us write del s I am interested by del u this is what I am interested in at constant volume is what it will be k by w and del w is equal by del u at constant volume. This is equal to I already know what this is this is 1 by t. Now I have del w del u at constant volume is equal to w w by k t I rearrange this I del w by del u del w del u at constant volume is w over k t. This equation allows me to write like this delta w by w I can write approximately I can rewrite this as delta u by k t this is what actually I am looking for your question says by what factor does the number of available configurations increase this will allow me to get that factor when 100 joules of energy is added to the system I know delta u is 100 containing one mole of particles at constant volume this equation I have derived under constant volume condition at 298 k. So, I know 298 k ok. So, the equation developed is delta w by w is approximately same as delta u by k t and once you substitute the numbers you get delta u is given to you 100 joules I converted into kilo joules k is Boltzmann constant temperature is 298 and you have 2.4 into 10 is to the power 25 this is what I was looking for. So, the way to approach solving such equations such questions is you look into the question and try to gather what information is given they want to talk about available configurations that means I need to write down I must develop an equation develop connect w with something which is given to me increase in energy that means I am talking about delta u constant volume conditions constant volume conditions these 3 information are given and final temperature is given now question is next look for w which is connected to s connected to s is equal to k log w that will help me delta u I can connect with entropy how because d u is equal to t d s minus p d v and I can now use the constant volume conditions to convert into something else and eventually by applying all the given information we are able to come up with an expression which allows you to calculate the number of available configurations how they increase when a certain amount of energy is added to the system. So, therefore, whenever you start solving a question first try to understand the questions very very carefully note down what the information is given and then see that the given information can I connect with certain thermodynamic quantity which will allow me to solve these questions in an easy manner. I hope that you will be able to use the relationship between entropy and volume pressure or temperature which was described in second tetrodiquation in solving many more problems. Thank you very much.


Bingo, it's Marco and me and maybe Mina, but maybe not on Friday, on Friday, not Monday. So we're talking about energy. This is one of our most important shows. It's all about energy. And we have Marco on the line, Marco Mangelstorff from Provision Solar in Hilo, where they know, they know about energy in Hilo. We get a perspective from him that's fabulous. Welcome again to the show, Marco. Well, Jay Aloha, happy Friday, actually from the friendly aisle of Molokai here, where I'm here for this week doing some solar work and soaking in all those good Molokai vibes in response to the rather momentous election results of the past days. So my greetings to you, sir. Yeah, what do the people on Molokai think about Donald J. Trump? Well, I can't say I've gone and done any type of man-on-the-street interviews or polling, so I'll have to get back to you on that. Okay, get back to us on that. Well, you know, I guess the primary question that's in everybody's mind is the effect of Trump on whatever your favorite topic is.  We have had discussions about Trump's effect on sustainability and efforts to ameliorate climate change. I mean, everybody, through the lens of their particular specialty, is looking at how the world is going to change because of DJT. And of course, energy, which is a big initiative, which must involve federal action, which must involve national, you know, I'm not sure it's must, but which probably should involve federal governmental action. How is that going to change because of the election of DJT? A man who is not at all sure about climate change or, for that matter, fossil fuels. So are we going back to coal? Is that what you're saying, Marco? Well, let me take this approach, Jake, kind of from the top down. There's going to be, of course, a scramble over the course of the next couple of months to determine who the cabinet level positions will be. And one of the cabinet level positions will be who's in charge of the Department of Energy, the U.S. Department of Energy. And that person will be able to kind of be the captain of the ship, so to speak, in terms of what the federal government under Mr. Trump's focus and priorities will be. And so what will those focus, prosci and priorities be? And there's going to be a lot of speculation and kind of trying to read the tea leaves from what you said in the past. And I think overall what appears to those of us who have been paying attention to what you said regarding energy and those who he associates with what their position is on energy issues is that I think it's likely that the push is going to be away from more and more development of renewable energies, which certainly took place under, has taken place under Barack Obama. And Hillary Clinton was valing as well to continue that, of not redouble the efforts towards renewable energy. And there will be a renewed focus under his administration on conventional energy sources. And some data here might be a good segue to look at some of the numbers. So looking at total energy, U.S. energy consumption by energy source in 2009, about seven years ago, the breakdowns in terms of the primary energy sources, there were five of them. The biggest one was petroleum at 37% of all U.S. energy consumption by source. 37% for oil, 25% natural gas, 21% coal, 9% nuclear, and then 8% renewable energy. So that was when essentially when Obama took office. Looking at 2015 by energy source, 2015, petroleum went down slightly from 37 to 36. Natural gas over that 63 went up from... You say one point down, that's all? Just one point down? Correct. That's not impressive at all. Not dramatic. Natural gas, however, went up, excuse me, from 25% in 2009 to 29%. 25 to 29% in the course of six years. Coal went down from 21% to 16%, or five points total. Nuclear stayed the same at nine, and then renewable energy went up from 8% in 2009 to 10% in 2015. So he certainly, Mr. Trump, stated on a number of occasions when he was talking to coal miners or people who were supportive of coal mining in places like Kentucky, West Virginia, and so forth, that he was going to bring back the coal industry. And to what extent he's able to do that I think is really highly doubtful in the sense that the reason coal has taken such a hit is because it's been outpriced by lower competitive sources of energy, principally petroleum, but especially natural gas. So, I mean, there are market forces that go beyond the ability of any chief executive, no matter how high an office they may have, to be able to simply, by the way of a magic wand, revivify an industry that has been overtaken by market forces in terms of cheaper energy sources displacing, in this case, coal. Yeah, and let me add one other factor is that you have to have certain infrastructure to burn coal. And as coal shrinks, and as other sources of energy come online, whoever the capital concentration is, they're putting less money into coal infrastructure. So even if he really meant it when he said it, even if he really means to follow through on that as a campaign promise to the people in the coal belt, and even if the market would price it out so it was still attractive, the fact is the infrastructure probably isn't ready for an increase in coal. So that promise, I wouldn't count on that promise at all. Yeah, I think you're right, Jay. I think there's probably more wiggle room in terms of kind of macro policy from Washington or from the White House when it comes to oil. You can look at the contortions that the Obama administration went through for years regarding the Keystone Pipeline, which eventually he nixed, right? But it's likely that that would be something that Mr. Trump would seek to reinstate in no full speed ahead in terms of being able to get the oil sands, tar oil sands from Canada and move them down south, you know, through the United States into a port in the Gulf of Mexico. So I think for important infrastructure projects like that, he's probably going to move forward and regarding fracking. I mean, I don't know if you know this kind of a sidebar, but if you look at what's been going on in Oklahoma over the past years, I mean, up until when fracking was not happening much in Oklahoma, which is a long-time oil-producing state, with the fracking, and it's not so much the fracking that has been causing all these earthquakes in Oklahoma. It's the injection of this slurry of wastewater and chemicals, which apparently has been demonstrably known now to be causing a definite increase in earthquakes, some of them more damaging than others. But it would appear that when it comes to supporting the petroleum industry, that having Mr. Trump in the White House is going to be tangibly better and across the board for the petroleum industry than having Mr. Obama in the office. So I think that's something that we're likely to see a tangible change. I don't recall Mr. Trump saying anything specifically regarding nuclear power, but he probably has, or I'm going to channel him and believe that he is in favor of more nuclear power, although that's a whole kind of different bailiwick in the sense of nuclear power plants can often take without exaggeration a decade or longer to go online. You mean as long as TMT then? I'm sorry? You mean as long as TMT. Yes, as long as TMT. And then regarding renewable energy, I mean over the years there has been certain opposition, typically on the right side of the political spectrum amongst Republicans, who believe essentially that wind and solar and other renewables have been unfairly and grossly subsidized by taxpayer money. And that therefore this is an industry that cannot survive with all these benefits, without all these incentives. And of course the reality is far different, which is, I mean if you look at the data which I have, it's just undeniable that if you look at over the past 50 or more years of government intervention into the energy sector, that the very large beneficiaries have been the traditional energy industries, whereas renewables have been on the bigger thy neighbor, sir may I please have some more in my porridge bowl. In other words, renewable energy has received a hell of a lot less than conventional fuel sources in terms of incentives and subsidies. But the worst case scenario for my business and for the solar, electric and renewable energy industry would be if a Republican, a convention in the White House and Republican Congress were to essentially go after the investment tax credit, the ITC, which was just a year or so ago renewed for another five years. I mean, and that can certainly be undone, just like top priority of Republicans, including Mr. Trump, is to do away with Obamacare, the Affordable Care Act. So if they decide to go after the investment tax credit, which is a huge, huge incentive and benefit for the renewable energy industry, that would be nothing but really, really bad news. But I have to believe that there is enough support on the Democratic side of the aisle and perhaps enough among progressive Republicans that the ITC would not be at risk. I mean, we're just, what, all of three days away, right? Three days away from the results of Tuesday. But I think one thing is absolutely clear that this President-elect, who once he's in office, is going to take a very different course when it comes to energy issues, both domestic and international, compared to his predecessor and his predecessors. Yeah, it's not going to be enlightened. I think there are things where he made promises and made outrageous brash statements in the campaign where he's probably going to relent, just as a practical matter, because he's a practical man. But in the case of energy, I absolutely agree with you. He's got a number of reasons to change the policy, change the Obama policy about renewables. Let me identify some of the things that come to my mind. Number one is, you know, the terrible thing in American politics is you always have to follow the money. And the capital concentration for oil is huge.  The establishment, with all the money and oil, will have huge influence on him. The renewable industry doesn't have as much money. They're not as large a capital concentration. They will not have a huge, and they need government help to function. So they will not have a huge influence on him. I'm not sure, I guess I would include in oil a natural gas. And I don't think he'd be real environmental about what's happening in Oklahoma and their 800 annual earthquakes, which have been covered a number of times on 60 minutes. So I don't think Oklahoma is going to get relief from him. And I think he's going, because of the capital involved, he's going to favor natural gas along with oil. We've already covered coal, so I think coal is problematic for him. The other thing I just want to add is that inherent in all of this is he doesn't really believe in climate change.  He doesn't believe in it. So he's going to be unencumbered philosophically in terms of supporting the old fossil fuel model. And I agree with you, we're going back there. And he has a lot of control. People don't realize, and I'll add this one last thought, people don't realize that when a president is elected, he has the power and the custom to appoint his own department heads in every department, as well as other officials like, well, the Attorney General. I guess he's the head of the Justice Department. And so what you have is a complete sweeping change. None of the old guys under Obama are going to be around. They're all gone. And so it's not just pronouncements from the White House. It's pronouncements from every single department. They're all going to be working on different lines, different policies, different approaches, different philosophies than we had over the eight years of Obama. And that's really scary. And furthermore, he's going to have his way with those appointments, because in a Republican Congress, they'll consent to everybody he finds. And he'll find some people that will be really objectionable to the liberal establishment. I might add, by the way, it's very interesting that the names that he's been throwing out to take these positions are the very same names he was criticizing in the campaign. I mean, names from Wall Street, names from capital concentrations. It's the old boys back again. Didn't he say he didn't like the old boys? They're coming back. And as a result, I think we're going to have old boys and they're going to be working for him, just at different musical chairs. I think what I read recently is that there are somewhere around 4,000 political appointee appointments that are kind of key positions across the federal bureaucracy, of which a couple hundred are subject to Senate confirmation. But you're absolutely right that so much of an incoming presidential administration is essentially a house cleaning of the old regime, and you've got various institutions, think tanks, corporate entities that you go to as your bench, essentially, to be able to fulfill all these positions. And, of course, one individual can't choose a couple hundred people that he or she may know personally. Necessarily, they've got to rely on advisors, the likes of Chris Christie, governor of New Jersey. Right, he was one of them, yes. Rudy Giuliani, good old Newt Gingrich and others. So it's going to be interesting to see who he taps into. And I think one of the things that's so striking to me, just to go a little bit macro-political, today, is the actual vote breakdown, which I've been pouring over based on these exit polls on 24,000 or so individuals who interviewed, so fairly large sample size, is that Mr. Trump didn't do all that much better, only a couple of percentage points better than Romney did in terms of the white vote. But he clearly dominated amongst older Americans, essentially age 40 and up and other various demographic groups. And even though from 2012 when 72% of the electorate was white to 70% being white in this last election this past Tuesday, so the minorities are on the march, essentially in terms of increasing the portion of their size of the electorate. But one of the, I guess, the big takeaways to me is that this is the white voters, which are still, of course, the dominant percentage, are reasserting or an attempt to reassert their voice, their dominance, after the perception that somehow they got thrown off the bus or thrown under the bus or thrown off the train, whatever metaphor you want to use in the past eight years, so where it's going to go, one can only guess, and then you contrast that, looking at our beautiful aloha state with the fact that the one Republican, the one so lonely Republican in the Hawaii State Senate, good old Sam Slum, he was defeated, so we have the only state Senate in the entire country that is completely controlled by one party, in this case all 25 state senators, Democrats, and then on the House side there are 51 members here in Hawaii, and they lost one seat, so there are now 45 Democrats on the House side and all of six Republicans. So, and of course, Hawaii voted overwhelmingly, as did California and to electrics in Oregon and Washington, we voted overwhelmingly for Hillary Rodham Clinton, so it's a real contrast between what the majority of the country voted for in the electoral college, and by the way, last I looked at a few hours ago, Jay, the popular vote is still coming in, it's 94 or so percent tabulated so far, but every time in the past several days the vote has been recalculated, Hillary has increased her lead in the popular vote, so now she is up by about 400,000 over Trump, and like I said over the past days that has actually been increasing, so it's just... I read that it was millions, I think it was, I saw recently that it was like she had 2 million more votes than he did in the popular vote. It's only about 400,000, it's not 2 million. Okay, well whatever it is, this puts into question the electoral college which has seemed archaic for a long time, but I don't see any prospect for that to get fixed and the Constitution to be changed on the electoral college anytime soon. Well consider this, Jay, I mean now we've had 2 votes amongst the past 5, 2 presidential elections amongst the past 5 presidential elections, 40% in other words, where the popular vote winner, in the first case I'll go in 2000, and now apparently Hillary Clinton, we have instances of the popular vote winner not being the electoral college vote winner, so how many more times do we have to go through this before there is some type of bona fide credible movement to change the electoral system when it comes to choosing chief executive? I don't know. It's not likely to happen in an administration which is Republican, which benefited by the electoral college. It's not likely to happen in an administration which is Republican both in the executive and the legislative branches. They're going to favor the electoral college because it did them a good turn. But let me add this one thing, you talk about the popular vote that favors Hillary Clinton, but the electoral, that's too bad because the electoral college stood in the way of the popular vote prevailing, but the electoral college did not stand in the way of all those seats that were given to Republicans in the Congress. So the electoral college argument only works on the presidential level. It doesn't work on Congress, and clearly the Republicans prevailed in Congress. Well, and that's due to the annual, or excuse me, the census that is mandated in the Constitution, if I'm not mistaken, to take place once every ten years, so once every ten years there's so-called redistricting, right, based on the movement of population from county to county or state to state, both diminishing and increasing. And ever since electoral districts have been carved up going back to the beginning of the Republic, politics has been involved, so you have essentially the creation of these incredible gerrymandered, so-called gerrymandered districts, which are really wacky when you look on them in a map, and they're designed to maximize the chances of the dominant power, power, dominant party and power in terms of maintaining the strength of their candidates and their positions. I wish I could say it happens in Hawaii, but we don't have any Republicans here, so it's not that way. It may happen in unusual, nice-looking races. Well, you know, I wanted to ask you in our remaining time, which isn't very much, I wanted to ask you how this all affects Hawaii, how it affects, for example, Provision Solar, how it affects the solar installer industry, how it affects our initiative to get clean energy by 100% by 2045. It sounds like this is going to stand in the way because the federal government always has a hand in energy, but what else is going to change here, and what can we do about it? Well, I mean, of course, it's the easy but completely unsatisfying answer that it's way too early to say, but I think to some degree we are isolated here in more ways than one, of course, not just geographically, but isolated to some degree from whatever sometimes takes place 5,000 plus miles away in Washington, D.C., or that beautiful capital of our great country. I mean, as far as moving towards the greater energy independence, I have a hard time seeing how a Republican administration could really affect that all that tangibly, unless, as I said earlier, they were to, the Republicans in the White House and in the Congress, were to be successful in removing one of the few really tangible incentives that we have here, which of course is the 30% federal investment tax credit. If that were to go away, that would be, you know, I don't want to talk too much of an apocalyptic sense, but that would really, really be bad news. But other than that, I mean, we have the economic imperative here and other reasons to develop our own indigenous energy sources, so that the state can be more energy secure, more food secure.  We're talking about these very weighty matters of both the head and the heart. Well, you know, it's a nice answer, you know, and I appreciate you willing to go out and answer it, but let me add this, that everything is connected to energy, everything. The economy, for example, connected to energy, and that's a sort of a reciprocal connection. The economy affects energy, energy affects the economy. It's a huge interdependence of various factors. And if this administration screws up the economy, for example, this one example, that's going to screw up energy. And the same thing I think goes on the environmental side, environmental issues, which I don't think Donald Trump is going to pay too much attention to environment. So all in all, I mean, your initial reaction was probably the best one. Sorry, Marko, it's too early to tell. Yeah, well, what I wanted to just kind of close with is that I was talking to you. I mean, I'm sitting here on this couch in this house that I'm renting here on Molokai, and I'm looking across the channel as the white caps are kicking up because the trades start usually about this time in the morning to Lanai, beautiful Lanai, the former pineapple island way back when in the distance there. So the wind is blowing, the trees and the leaves are rustling, and it's a very peaceful, wonderful place to be. And like so many parts of our wonderful state, and yet it is at the same time can be so discombobulating to say the least as we think about the more macro issues that are addressing that we're faced with both on a national level, on a global level, on a planetary level. So the risk-beating too cosmic on you, I'll take by my words, Your Honor. Okay, got it. So anyway, I want to add one last irony, and the irony was this week was special in the sense that the Chamber of Commerce of Germany out of Los Angeles arranged a group of energy industry and political officials and academic energy people to come over here from Germany and tell us their experience in clean energy. It was a very good conference. It was all day on Wednesday. We have footage of it, which will make into not one, but two OC-16 movies. And the huge irony is that these people are into clean energy and they are wondering whether the U.S. is actually going to be able to do anything in clean energy in the next administration. But it was a good conference anyway, even in the shadow of that election, which happened only the day before. Thank you, Marco. Been great to talk to you. I'll see you again soon. And I'm going to personally send you a free copy of Skype so we can have a more animated discussion. What do you think? Well, as long as I'm having a good hair day.