OTAN, Outreach and Technical Assistance Network. Preparing low-skilled adults for the workplace. OTAN Technology and Distance Learning Symposium, 2020. So greetings, everyone. Again, I know it's close to lunchtime, so I definitely won't be keeping you over. That's for sure. But my name is Robin Morgan. I'm a professional development and online course designer for Pro Literacy. Are any of you familiar with Pro Literacy? Okay, so just a couple of you. So just briefly, Pro Literacy provides advocacy and resources primarily for a member, for a network of about over a thousand agencies that are working primarily with adult learners with very low literacy skills. So reading, writing, speaking English, that type of thing. So we'll go ahead and get started here. So we're here to talk about some series of free workforce development courses that Pro Literacy developed with the support of Pitney Bowes. There are four direct-to-student online courses. There's a supplemental instructor course and we're also going to talk today about how you access this collection. So we'll talk about those things. So as you know, now more than ever it's important for students to have the skills they need to compete in a rapidly changing workforce. But many of the students, the agencies Pro Literacy provides work with, lack the skills they need to get a job, and let me know if any of these don't ring true for your students as well. They lack the skills they need to get a job or they have a job, they don't know how to transition from a job to a career. Chances are there's a lot of students that don't even know that there's a difference between having a job and having a career path, right? They have difficulty keeping jobs because they lack the interpersonal and communication skills needed to be successful. When we were putting this together we had a bunch of direct service providers that gave us input as we were planning and that was one of their, one of the needs they stressed was they said that they have students who, you know, we do all the work, we do the down work, they get a job and two weeks later they're back and they no longer have a job because they struggle with the skills they need to keep the job and be successful. Forty-five percent of the students in Pro Literacy's member network are unemployed. Almost 90% of the students, the agencies we provide for work with, almost 90% of those agencies work with English language learners and about 65% of them work with refugees and many they find and they report that many of the ELL's they're working with are unprepared to enter the workforce and they have difficulty acclimating to American workforce culture. So that was the need that brought about the creation of the courses. So in response we developed a series of courses that would help to build capacity among community-based literacy and workforce development programs whose goal is to prepare adults for the workplace. To get started we established a team of direct service providers. They were our boots on the ground and they interviewed 285 students in their programs. They interviewed or surveyed the employers in their community and they surveyed volunteers and staff so that they could get a real feel for what the need was and get that directly from the students and from the employers. So we also at Pro Literacy surveyed our network of member programs to find out what students thought they needed the most help with and what mattered the most to students, instructors and employers and then from that was born this series of courses and everything we learned from those surveys is what informed what we decided to include in the courses. So the student courses I mentioned there are four free direct to student online courses each student course is really simple to navigate. We tried to make it as intuitive as possible, requires very minimal computer skills so students don't have to have really strong digital literacy skills in order to use these courses. The courses are all mobile friendly so for example we'll look at a slide later on that gives you an example of what it looks like, what the course looks like on my really giant iPhone. So mobile friendly all the material scales down so students don't have to scroll up over the text isn't going to be cut off it's all going to fit nicely on the device regardless of what the device is that they're using. And the courses were edited by a plain language expert so they are fully narrated they have audio but all of the text in the courses is written at or below fourth grade level. So in some cases you have some words obviously that we couldn't cut out and they were important words to leave as is but they are at a higher level and for each of those students have the option they're highlighted in the course and they can click on it and they can get a definition. So now we'll take a look a quick look at what the student courses look like. No problem. The first course in the series is setting career goals and here our focus was on helping students to distinguish between a job and a career and to get them thinking about jobs or careers they might have and kind of get them thinking beyond the types of jobs they've been pigeonholed in the past for example their family, their friends, their family members may have always had the same kind of jobs in retail or fast food and we just wanted to get them thinking about what the possibilities were and then help them set goals and plan for moving into a different type of field. So we're helping students to distinguish between a job and a career. We teach them to use a number of different free online computer self assessments. They learn to research careers, identify important factors for choosing a career. They differentiate between short and long term goals, practice writing smart career goals and then they create a career plan. The second course, tailoring your resume. Here we wanted students to get beyond thinking that a resume is something you create once and you take that resume and you turn it in for every job you apply to regardless of what the position is or what the employer is looking for, the skills are required. So we want students to really get thinking about learning about customizing their resumes, about understanding the employer and the position they're applying for and thinking about how they can reflect that and get the attention of the hiring manager. So they learn to write about their skills and accomplishments, how to use keywords, how to pull keywords from a job description, include those in their summary helping them get past the automated tracking systems or ATS systems. The scanning software, a lot of students don't realize that there might not even be a real person looking at their resume for a while in the process. They learn how to write a professional summary, which is probably the most difficult part of putting together a resume, identify their core qualifications and again, learning to adjust and list different core qualifications depending on what the employer is looking for. They learn to describe their work and their education and how to write a cover letter. The third course, acing the interview. This is where students are researching. They spend a lot of time researching companies, preparing for interviews and job fairs, practicing responses to common interview questions, practicing responses to difficult questions. So for example, oftentimes students get to the interviews, they don't know how they're not prepared to answer questions about criminal background, gaps in employment, so they haven't worked for a while. They've been in school, they've been taking classes or whatnot, they've been taking care of an elderly relative, but those are tough answers. They're tough questions to answer. The other one that's tough and I think we all struggle with this one is how much money do you want to make? Of course I want to make a lot of money, but how do you answer that question and how do you get what you can for yourself without reaching beyond what the employer is able to do? We also teach students in this course how to make a good first impression, the importance of making a good first impression and how to follow up after a job interview, even if they don't get the job, so that at that point don't just drop it, okay, you didn't get the job, you're disappointed, which is a natural response, but we want them to think beyond that point too and still learn from that and plus make a positive impression, they might find out they were the second person in line for that job. Stay in the mind of the person they interviewed with, something might happen, another position opens up and then the first person is thought of. So we want them to follow up after the interview not just drop it there. Communicating at work this course mostly focuses on, okay now you've got the skills, we're going to get the job, we want to focus on what happens after that. So students learn the importance of communicating effectively, how to communicate in the workplace, they learn that it's not necessarily a good thing to talk to your employer or talk to your boss the same way you would your friends, how to identify communication road blocks, use active listening strategies, to practice handling constructive feedback, no one likes getting negative feedback, but there are effective ways that we can accept that, deal with it, move on, learn from it, so that's an important part of this course. They learn about teamwork, communicating as part of a team and working as part of a team. We also focus on phone, voicemail and email tips. So what to do, what not to do.  So what they're saying even when they don't say the words, just by their gestures, movements, facial expressions and what not. So that's the focus of communicating at work course. So when I put these courses together, one of the things that I gave a lot of thought was I just wanted to make it as easy to navigate as possible. So the first thing we did was strip away a lot of the features that would normally be included in the courses and resources that we provide at Pro Literacy. So this is what I came up with. Each of the courses, you can see here the blue buttons. Each of the courses begins with the getting started button. Getting started is the same for each of the courses. So if you have a student who takes it, takes it for the first course, the goals course and then they move on to take the next course, they don't have to take that getting started part again. It's going to be exactly the same. It's just how to navigate the course. Then the buttons underneath that, the blue buttons are lessons that are included within the course. So for example in the acing the interview course, the first lesson is company research. It's a little tricky to read from here. Then we have types of interviews interview questions. Thank you first impressions. Then there's a follow up lesson. And then after that you see this yellow button, the added practice. Three of the four courses have an added practice section. I mentioned that the courses are mobile friendly. So when we designed the courses we designed it so that each of the lessons, the blue button lessons the student takes, they can take it from anywhere. They can take it when they're on the bus. They don't need a printer. They don't need to write anything down. They don't need to manually be answering questions. So they can just go through and they can just take the course from any place. Added practice is slightly different. That's where they're going to apply what they've learned in the courses and then take it and either just go on and practice more or at that point prepare for an actual job that they're interested in. So that's where for the resume course, the added practice is where they would be working on actually creating their own resume or modifying their resume. You'll notice that here you do have the seek bar at the bottom of the slide, the volume. There is a resource button up in the upper right corner that they can use. When they click on that all of the resources that are included in this course will show up. So for example I don't know how many of you have taken online courses before where there was a particular resource or something you were really interested in.  After the fact you go back and think, I have no idea where that was. I don't know how to get to it.  So we put all the resources in, you know, just made sure that they were really easy to find. And in a later slide I'll show you there's yet another place where students just can, you know, from a single click they can get to all the resources. There is a resume template, at least one resume template included. But what I'll tell you too as educators and as people who are working with students, you probably have a lot of really good templates, resources and things you're already using. The way the courses are set up, I mean this, we give you the basics, but you can substitute. You know, if you wanted to use a resource that you're comfortable with you could do that. But we have tried to cover the basics. Okay? The seek bar at the bottom of, that you see at the bottom of the screen, on the student courses it's set so the students can't just zip it to the end so it looks like they went through. They have to listen to the whole slide. And our other resources that we prepare for teachers or for tutors, you know, you have the option if you were just, you know, clicking in you can move, you can manually move the seek bar. But you can't do that in the student courses. So this is an example of what the students see in that getting started part of the course. And this is how they, where we give them the instructions for how to navigate the courses. And you'll notice in the top blue speech bubble, the speech bubbles come in a lot of the text is not there. You're seeing just the static slide where you see all of the information on the slide. Much of the text or the speech bubbles, that type of thing, they come in with the audio. So there's constantly things changing on the screens. And then there's typically not going to be more than two or three slides in the most where students don't have to engage with the course in some way by clicking for pop ups, that sort of thing. So we tried to keep them all so that they don't just zone out. Just listening. So the top speech bubble, you'll see where it says hi Alicia. It's just an example of how in some of the courses we have some personalizations. So on a prior slide, they entered, the student would have entered some information, they entered their first name, and they also entered the place where they'd like to work. So kind of a total target place, you know, I really want to work at Google someday. And then we capture that information and that information pops up on different slides throughout the course. Just as a reminder. But as far as navigating, you'll see the arrows, the gold arrows, really simple, forward and back. Then there's other symbols at the bottom. You can see the blue house button that takes them back to the home page. The home page is that screen where we had the picture and the blue buttons in the added practice button. So in a single click of that blue house button at any time they can go back to the home page. The printer symbol in the middle is grayed out because it's not active. There's nothing to print here. If it was active then it would be purple. And also the green books at the bottom of the slide that's another spot, the other spot I mentioned where students can click on those green books. And again it'll show them all of the resources that are available in that particular course. And then they can just read down through the list click on it and get to everything from there. Most of the resources are going to be just text-based. But there is for the three courses that have added practice, that's also where they'd find the single handout that they use for the added practice section. So really easy to move around. And then you'll notice we also instruct them that if they see the highlighted words, so any words included in the courses that have the gold highlighting that they just click on that and then they can get a definition for that word. Exiting in the course they should use the exit button. You don't have to, but it just helps in the long run to register the slides that they've taken. So this is what the resource library looks like. I mentioned that you can either click up on the upper right corner and click on resources or you can click on those green books at the bottom. This is what that resource slide looks like. So you can see each one of these green buttons is a link to one of the resources. So for example here I'm going to sneak over because again it's really hard to read from the side. But there is for each of these courses there's a handout that has all of the definition. So any of the words they clicked on that were highlighted in gold, every one of those important words is included on a definitions handout that you can access in each of the courses. The interview worksheet, the last one listed on the right-hand side on the bottom, that's the handout they use for the added practice section. Sorry, not much sleep. Long flights, not much sleep. I mentioned that the courses are mobile friendly.  So you can see that all of the material that's on the slide shows up there. It's easy to read. There's no moving around back and forth to try to get to it. The hamburger menu at the top, the three lines, that's where students click to get resources when they're looking at it on a mobile device. And then here instead of having the seek bar across the bottom you've got the circular seek bar and that's also where they hit play or pause. One of the things initially, we didn't have a seek bar in the student courses, but a lot of instructors had said that they really, the students really like some type of the visual so they know for sure when the audio has ended. So they know it's time to click to the next slide. So that was a change that we made. The courses are very interactive. As I mentioned we try not to have students going through more than a couple of slides without having to do something. So they're either clicking on a definition, they're clicking on a photo but they're clicking on something so that they are interacting with the slide or getting to get more information. So this is just one example of that where you have the initial text and the photos that filter in and then we have the students are prompted to click on each of the pictures to get more information about a particular topic. So in this case they would click on the photo on the left to when they're asking, when they're researching a company and there's three questions we want them to ask. Who are they? What do they do and what do they value? So when they want to learn more about the who are they question and how to use that, then they click on this button. And there is audio as I said that takes some through that. But that's one of those things too. If you were ever going through these courses or anything and you found that students were struggling and you say hey there's not audio that's linked to a particular component of the course, we're a small organization you can get in touch with and you can say hey you really need to do this, this is confusing or you know I've got this, maybe we could do this a little better or use this resource. We're always open to hearing your suggestions for the courses, anything that's working, what's not working, that sort of thing. So in order to keep the courses mobile friendly, and I mentioned not having paper and pencil involved for taking the lessons we have knowledge check slides throughout the courses. So they are primarily scenario based knowledge checks like you see here. For example it has been two weeks since our interview and June hasn't heard back from the employer as prompted what should she do. And then we ask them to choose the best answer. The answers there is audio for each of the answers, the responses that when they pop up. So for example if a student clicks they get the right answer it says that's great but it doesn't just say that's great we remind them again why that's the right answer so just in case they got lucky and they just happen to click the right thing they're still going to get a reminder about why that's the best answer. Conversely if they click on a button and they got the wrong answer we just say that's incorrect but then we tell them what June should have done and why. So no at this point we don't have the capability to get in and see how far the students are in the courses, check their progress, that sort of thing. It's something we hope to have before long but we just don't have the capability right now. So the questions are not meant to be tricky. They're not meant to be complicated. They're not meant to trip the students up. They really are just to get them thinking about what they've learned in a check. They check their knowledge and check to see what they needed out of the previous slides. So primarily scenario based questions the added practice section that this is available, it's only available in three of the courses. It really just didn't apply as much to the communication course where the scenario based questions and that sort of thing is what we have for now. We may at some point develop an added practice section for this course but for now added practice is available in the goals course, the resume course, and the interview course. It's pretty involved. In the added practice there are activities that work on each of the skills students were building or developing earlier in the course. Now you as educators also know that these courses are fairly long. There is a fair amount to them but still we can't cover everything and we can't cover every possibility. For example, if you're teaching students that they should use action verbs in their resume, you might have to do some work before that or with some students you might have to spend more time building the skills they need just to get up to the point where they can write their professional summary. So what we've done is given you just some basic ideas and some activities you can use with students but you might have to supplement those with other additional activities depending on the student, depending on their levels. So the answer to that is the courses were designed with more than one audience in mind and they're actually being applied now in a number of different ways that I'll tell you a little bit about. So we have on our website we have students who can go in set up their own free pro literacy education network account.  They might not be linked to any organization or institution might not have a teacher, tutor, or coach working with them but they can get in and they can take the courses. The agencies, the member agencies that pro literacy works with are agencies that primarily have volunteer tutors working in the agencies but we also have a number of other types of organizations that we work with and so in that case we have tutors or teachers who are assigning the courses, having the students work in the courses and then during their sessions they're just practicing the skills with them. So they're doing exactly what you said. They're just taking the pieces that they know the students struggled with or the things that they need the most help with and they're working on with them there. We also have a number of libraries now around the country who are using these courses for learning circles. So they're using, they're doing a blended learning approach where they are having the students and each one of them is doing it slightly differently kind of interesting to see all of the different variations because they're just adapting it to whatever their student population is, what their need is, the amount of time they have. But they're using it in learning circles so they have students who are coming into the libraries it's a free program. They have a certain amount of time they spend on the computers during their learning circle and then they have a facilitator there who just guides conversation and guides activities. So this is very student driven. Students are kind of the drivers in the learning circle with just someone there to help them along. We did just add a pre and post test to this. We don't call it a test so the students never see the word test but we do have a pre-test and a post test. The way it's set up now because the tests are new and we're just added, it's set up so that before the students can log into any of the courses they would have to take the pre-test first. So it is kind of a prerequisite that they can't move into the course without taking the pre-test. The questions in the pre-test and the post-test are the same. So you can use that just as a bit of a guide and that really would be the only type of assessment that we have to offer that's linked to it at this point would just be seeing the difference between their answers and the pre-test versus the post-test. I think the closest we come to discussing illegal questions is when we're talking about the criminal background. I can't remember if that's in the interview course. When we're talking about it there, letting students know that giving them places where they can check so they can find out what employers are allowed to ask them because that can vary state by state. So we do cover that. If it's something that you thought, you know, I hadn't really thought about it, but if it's something that you find that we need to add and have more of that, it's certainly something we can add or we can create a little mini-course to go along with it that just deals with that. So we've always got new ideas and things coming along. We can add it to the resources. Absolutely. Good question. I have been through this and just because I mentioned that the lessons, you know, you don't need a printer, you're not long-handing, you're just answering the scenario-based questions. It takes just to click through. The goals course is the first of the student courses. I would say it would take a student approximately two hours for that, you know, and it's going to vary student by student, but since they can't, you know, rush their way through the seek bar, it should take them a little while to get through. So the goals course about two hours, the resume course about two hours, the acing the interview course probably closer to three hours and the communication course maybe an hour and a half. That's just to do the lessons. The added practice section is not included in that because that would be whatever they make of it.  They, you know, they could dig into that and spend hours just looking at the companies that interest them and they just have one thing lead to another. So, but just to get through those lessons themselves, that would be a place to start. One of the members of the learning community I mentioned at the beginning that we had this group of on the boots direct service providers who worked with us. One of those members was Works and Corrections. When I was in New York State, I was a master and the master teacher team for New York State when we were rolling out Common Core and doing all that. I found the most difficult, and I want to say difficult people, the toughest audience also, they often times at the professional development sessions, and this was in New York, were the folks who were in corrections. And rightfully so because a lot of times everything that was being presented, they say that's great, but yeah, we can't do that. Or we don't, you know, that doesn't apply to us. So, we did bring them in. We do have a solution for that coming. And it was born of working with someone having somebody involved with us who is in corrections. We're going to have very soon, hopefully, we'll be able to put this on flash drives too. So, you know, for very minimal cost like maybe $10 or just to cover the cost of the flash drives and getting it shipped out. Peep folks in corrections are any place where you have students who maybe are in an area where the internet you know, where they have difficulty accessing internet or their connections aren't reliable, that sort of thing, or in a corrections setting, they can just use this flash drive. So, yes, we are working on that. We have to get back on that. We have this very small team of three. So, as you might guess like for our little department, you know, we are revising courses, putting together courses, working on the project. There's only three of us. So, sometimes it takes us, unfortunately, a little longer to do certain things than we'd like. But that is in the works and hopefully we'll be releasing that very soon. So, they're going to enter the course. They're listening, learning, answering the scenario-based questions, that type of thing. And then for three of the four courses if they're working on their own, then they can use that added practice section and there we lead them through a series of activities that are all included on one handout that's broken down for each of the activities and walks them through every step of the process. So, that handout is also meant to be a template. So, they could use that just printed off and just use it for practicing different components of the training or they can use it, let's say for the resume course, they can use it for creating their own resume or for refining a resume, that sort of thing. So, just to answer your question, there is. So, the resource buttons so when they click on the buttons like the green books or that resources up in the upper right, when they click on that they have all of the different resources so when they open it up they can just read things, they can print them, but we do include graphic organizers and other materials. And then there's the instructor course we'll talk about in a few minutes and that's very resource rich. They are PDFs, there might be a few that are not PDF format that are Word docs because there's something that we thought the person using them would want, maybe want to modify it. If you ever got in and there was something that's in PDF form, but you thought, well this is good and I don't really want to take the time to switch it over and recreate everything, we could supply you with the Word doc, you know, for anything obviously that isn't copyrighted information that we have to leave as is. Not that is direct to students. So, most of the resources that Pro Literacy has developed up to this point were for tutors, you know, for tutors, teachers. The agencies that belong to our organization, as I mentioned most of them work with volunteer tutors. So, you have lay people who are with maybe a 16 hour training and I'm going to use the word learning to do what you do. I use that term loosely. Obviously, you folks spend, you know, you spent years learning how to become teachers, but so most of the materials we've created up to this point are resources for those teachers or for tutors. Okay, they're for lay people to be able to use so they're just written very simply covering a lot of the skills that they need to help the students develop. We are just now starting to get more into, slide more into creating direct to student courses. So, this is something that we hopefully will be adding to. This particular, these courses are part of the Pitney Bowes Workforce Collection. So, I'll show you in a bit. There are other resources in that collection and this is something with Pitney Bowes Continued Funding and Support we should be able to continue adding to because workforce development is just hugely important. I mean, as you know it's tied to your funding and then that's the case even with agencies that are working with volunteer tutors. Most of them are relying on some, you know, some type of, you know, federal state monies that workforce development is key. You know, it's really important. So, free. Free free. Like the commercial says, the free free free free. Because it's not just these courses and it's not just these resources. There are a lot of things in there and there's other things, you know, there's white papers and you know any number of different resources that you can access on Education Network. Each one of the student courses has transition slides. So, we just, I was trying to think and just trying to cover all the bases to make sure we didn't leave students who are working independently wondering how do I get from A to B. So, there are transition slides that tell them. So, again, you know, example so this is the end of the lesson understanding employers needs and then we tell them click the house symbol. So, to go to the home page or click the forward arrow, they can do that. It takes them back to the home page at the end of every lesson and then they would start lesson three spoken communication. So, at the end of every one of those individual lessons, the blue buttons, there's this transition slide that directs the students how to get back so that they can start the next lesson. No, there is, it does provide input but at that point it really would be it would require, it would require the teacher or the tutor to look at it and you know, acknowledge that they need a little more work in a particular area or not. So, along with the student courses, there's also an instructor course and the instructor course is not meant to be how to. This is not like you're going to get a pop into the instructor course and we're going to try to tell you how to use the student courses or what to do. It's really just meant to be a source of additional ideas and activities. Again, I mentioned we work with a lot of, you know, member agencies, over a thousand agencies that are primarily working with lay people, with volunteer tutors. So, the instructor course is just meant to provide supplemental activities and resources and videos and that kind of thing, so that they can build skills and have ideas for other activities. So, if there's a particular, let's just say, you know, writing a professional summary, that's a pretty tough, it's a pretty tough job for anybody. You know, so, we tried to give people additional activities or ideas for things they could do with students to work on the areas where we thought they might be struggling the most.  So, you know, you might, so find all of this useful, but you probably got a million ideas already going into this. But there are five modules in the instructor course. The first is an introduction. The introduction is just a little bit of background on how this project, how the courses came to be, but we also talk there about navigation and that type of thing. So, what the students are seeing, what kind of skills are required and aren't that sort of thing. And then there's one module for each of the courses. So, one module for setting employment goals, tailing a resume, and so on. And in each of those modules, it's just supplemental activities. So, activities, resources, there are 18 handouts included in the instructor course. There are 15 audio and video examples. There are links to outside resources, lots of them. And then, of course, I mentioned that we just added the pre and the post tests, which really aren't part of the instructor course. I put that there to remind myself to mention it. So, the instructor course is going to look a little bit different. This is more of what our format looks like on the courses that we designed for the tutors. So, here you still have audio in the courses, but, you know, you can see that you have the option to just choose by slides. So, you could just look at that list on the left hand side, and it's easy for you to target what area or what topic you want to go to. There are also full slide notes. So, anything that's in the audio there, you can access there. You do the seek bar here. You have the option of like just dragging it all the way to the end and advancing more quickly through a slide on these courses. So, we just give you more options than we would the students. Other than that, it's pretty much the same. The one thing I didn't mention too when I was talking about mobile friendly, you can swipe through these courses as well. So, we do have a swipe component that's relatively new. We didn't have that capability until last fall. So, that's the same for regardless whether it's the instructor course, the student courses, students can, they can either use those gold buttons or they can swipe. I mentioned that there's a lot of activities, ideas for homework, that sort of thing. So, for example, how to master using action verbs in a resume, staging mock Skype interviews and outlining student goals and objectives. Those would just be a few examples of what's in there. The videos, some of them are videos that are YouTube videos that are online that have been out there for a while. A lot of them, though, are videos that are brand new that we shot in-house at Pro Literacy. And if we have time, I'll click on one of those and I'll show you an example of what it looks like if we can get the sound to work. They're actually, they're pretty good videos. For example, we have this one, the Skype interview. So, we have an example of a really bad Skype interview where he's sitting back. There's a giant trash can. Greg's kind of sitting back in his chair. You can't see his face at all. He just looks like just dark. You just can't see his face. All the things that we teach students in the course is how to get set up in things to do and not to do for a Skype interview or any type of a remote interview. So, we have examples. Here's kind of a what not to do. And here's a good example of a Skype interview. So, those are things that just stimulate a lot of discussion. You could have students watch even the good video. You might have, you know, or it's a good example. You might have students still saying, yeah, but that could be better. That could be better. So, they're just places, just additional resources you can use. But I think the videos are something that you'd have. You could have some fun with. Again, it just breaks things up. So, they're types of activities. So, there are quite a few of the videos. So, if we have time, we'll come back and we'll take a look at that if we can get the sound to work. So, I know some of you asked, you know, how do you get these? How do you do this? So, I'm going to guess I think only two of you had heard of Pro Literacy before, so that means none of you have a Pro Literacy account. So, we're going to skip this. Okay? Because that doesn't apply to you. So, to set up an account all you need to do is go to proliteracyednet.org forward slash workforce.  So, your options are to create an account, an organizational account. So, that would be if your school or organization wanted to set up an account. You would click on that button on the left. On the left, that's if your organization already has a Pro Literacy membership and you want to set up your own individual account. So, that's not going to apply to any of you at this point. So, new members, it's where you create an account or you just learn more about a Pro Literacy membership. So, you can just, yes, read the screens. Yes. I guarantee it's a lot easier to read than it is in this particular case here. But you just go to proliteracyednet.org slash workforce. It's a shortcut. It will take you there and you'll be able to set up an account. So, I mentioned these are free. The account is free. Most of the resources housed on Education Network or EdNet for short, most of the resources are free. There are some that are not. We do have a pretty extensive tutor training, that sort of thing. There are other, some professional development resources and things that are not free. You can set up an account. You can get to these courses, anything in the workforce development collection and most of the resources for free. And you can do that as a, you know, you can do that even as a non-member. But to get to everything, you have to become a member. Membership is really inexpensive. I don't, it depends the cost for membership. An individual membership, I think is maybe like about 35 dollars. You'd get that information when you log in or by talking to somebody in membership. It's an annual membership. But you don't have to, you know, like I said, you don't even have to be a member to access these courses. You have to set up an account. Set up, you can set up a free account. You do not have to, you are not required to become a member to get to these courses. Well, actually if you do it as an organization, a single member like a single person, the membership is very low like that. Organizations, it's a sliding scale so it's really going to depend on the operating budget of your organization, that sort of thing. Just, you know, the thing to keep in mind is that no matter what you do, to get to these courses you have to set up an account.  So, you know, membership is optional. That's something you can do if you want to. But most of the resources I mentioned, most of the resources are free. So you can still get to a whole lot of materials and courses and that sort of thing for free. These are everything in the Pitney Bowes Workforce Development Collection. I believe this point is all free. It's web based. It's housed on Cornerstone. That's the learning, the LMS we use. Well, they're logging into, they're just logging into Pro Literacy. They would have a member account as well. So they're accessing the courses through our Pro Literacy webpage. So that's setting up account. So you as an instructor if you want to get in, you need to set up an account. It can be a free account. It can be a non-member account. You can get to these courses. If you really want to become a member you can do that. We encourage you to do that. We love that. But you don't have to. Okay. Setting up a student account. So important to know students have to set up an account. If they're going to go in and they're going to take these courses, they have to have their own account. Okay. So yeah. They have to have an email address to set up an account. It doesn't have to be a really email address. Now we're not collecting anybody's email addresses. We're not using those for any reason. So students have to have an email address. I say it doesn't have to. It could be a fake email address. But honestly if they're going to get a job, they have to have an email address, right? And they have to be comfortable using email. Most of the applications they're going to be completing are going to be online applications anyways. Okay. So you're going to set up student accounts. You can follow and just follow these steps here.  So once you've set up your account, when you log in you'll get a page that looks something like this. It's not necessarily with the conference that happened in the past. But you'll get this drop-down menu. You click on the hamburger menu once you're logged in. You click on the hamburger menu that's up in the upper right corner. And then you're just going to click on resources. And then in the drop-down list it says Pitney Bowes Workforce Collection. You click on that that'll take you into where all the student courses, the instructor course and everything are housed. Because you're going to see something different than the students are. Students aren't going to be able to see all of this. So you'll go to the Pitney Bowes Workforce Collection. There is a flyer in there. It's a two-page flyer that has instructions tells the students how to set up an account. So you could sit down with them, walk them through it or they could do it on their own. You could just print these flyers and use those. It has a place for them to put their username and their password right on that sheet. So we have given you that. And that makes it a lot easier for the students to get them in and get an account set up for them. We do have the option we can in students. So yes, we can offer certificates on our regular courses. There are certificates of completion that go with each one once you finish them. I don't think that they are linked to the student courses at this point individually. But that's something we can add if it was important. We can definitely add that. Really the only way you could do that would be to have the course open. Or you can do a screen capture and you can print it. We have no objection to you taking the materials or taking what we've given you. Use it as a template. Modify things. Make it work for you. It doesn't have to be exactly the way it was created to present it. It does. Like I said, we prepare things a lot of times for tutors who are not going to know how to get from A to Z or to get from 0.1 to 0.7. So we need to give them the steps along the way. But you can make modifications. So we went through that. But I encourage you, set up a free account, go in and look and go into the instructor course and check out some of the videos there. They are a lot of fun. I think you'd really enjoy those. Thank you.


want to see what an accepted personal statement looks like? I'll be breaking down Michael's personal statement on my channel. He'll be sharing it on his channel so wherever you see it, so let's get to it. Thanks for watching for the best medical school personal statement coaching. Definitely hit subscribe and hit that bell. I really appreciate it. So you don't miss a video I post every Tuesday. So I did not officially work with Michael when he was drafting his personal statement, but he bravely shared it with me and so I'm going to dissect it for you today. As a personal statement coach, I have helped hundreds and hundreds of students get into their medical school, law school, residency program. You name a personal statement I have worked with. I've been doing this for many, many, many years, but let's get to Michael's personal statement today. All right. So here we go. Let's jump right into the introduction.  Two planes caused two towers to fall and lives were forever changed. People died, families cried, trauma was all around. Every citizen watched on television the death of innocent nation, a nation of individuals who had only read about war and attacks and evil. Innocence died that day. Children were born into a new nation, one where naivete was replaced with fear and vigilance became the norm. But on a very bad day, good happened. Strangers became friends. There was no longer a nation divided, but instead one nation under God. The dichotomy of gentleness in such a harsh world colored a horrendous tragedy beautiful. Brave men and women were called to action and others who were not called volunteered. One of those volunteers was my dad, a doctor. He boarded a plane at a nearby air force base, kissed my mom and his kids goodbye, and he volunteered to serve. He was humbled and forever changed as he pulled bodies from the wreckage while looking for any sign of life. My dad, who was tough and strong and fearless, was kind and meek and gentle that day. Mahatma Gandhi said, in a gentle way, you can shake the world. My dad, a physician, gently shook the world that day. Solidarity and unity were born from many individuals who shook, who gently shook the world that day. I was only eight years old, but I remember my dad and I remember thinking that one day I too would be a doctor. As a doctor, my hope is that in a gentle way, I will shake this world too. So right off the bat, I really like this kind of variety in sentences, right? So we have two regularly kind of size, kind of long sentences, right? And then we have right here, these kind of short spurts of image, people died, families cried, traumas all around. So, and we repeat that again here, strangers became friends, right? So we have kind of the paragraph goes from something horrific and traumatic to if we could say that there was good, that people kind of put good out at our most horrible moment as a country. And so I think that structurally, strangers became friends and kind of see that happen as well. Midway is nice. So kind of sentence variety is really great. I would say that you can kind of delete this line right here. It's not really advancing the point, but you can go straight into strangers became friends, brave men and women were called to action and others who are not called, right? So you can kind of take out things that aren't directly advancing on the point. Another point is I'm not loving the ellipsis. So the dot dots, right? It paints it a little casual and it kind of connotes that you are leaving something out. That's kind of a choice of writer choice to make here. I usually tell students to avoid quotes, right? So the in a gentle way, you can shake the world. And so here's why usually when students use a quote, they are borrowing. So they're asking the quote to generate content for them information for them. So then they can kind of write about that quote here. The quote is almost secondary. We're using the dad's kind of action call to service to then talk about the quote, right? So the quote is almost kind of in a secondary aspect, asking, giving us more information. So if one, the quote is not too much of a cliche. So a lot of the Gandhi quotes that I see is really be the change you want to see in the world, right? So if it's not a terrible cliche, and you are using it to kind of supplement or to kind of add a new twist to the information, you are already kind of supplying from your own journey to medicine or your own content really. Then I say it's okay here. I was only eight years old, but I remember my dad and I remember thinking so I'm one of two minds. The two remembers it could feel a little clunky or it could be kind of poetic in its repetitive nature and you can kind of, so it depends on your writing. It depends what you want to kind of accomplish in the line. And then here as a doctor, my hope is that in a gentle way, I will shake this world too and kind of reinforce the and kind of reword the quote from Gandhi. And we're, I like that because one, it's kind of setting the tone for, you know, this not kind of a throwaway quote. And two, it's going to thread this theme throughout. All right, let's go to paragraph two. One year after graduating from high school, I chose to serve a two year LDS mission and was called to serve in Chihuahua, Mexico. I was first tasked to learn Spanish and as a result, fell in love with the culture. Being immersed in another culture for two years opened my eyes to the issues of the world. Knowing that I wanted to become a physician, I was afforded the unique opportunity to experience that medical attention in Mexico was not easily accessible. And many never had the opportunity to see physicians when they felt ill. This saddened me as I thought about how those living back home in America, including myself, took our medical system for granted and often complained about a luxury that those in other countries could only dream about. I often thought of the quote by Edmund Burke, the only thing necessary for the triumph evil is for good men to do nothing. When I returned home from my mission, I promised myself that I would not be someone who did nothing. So I am super picky about topic sentences and I'm not really loving this topic sentence just because I think it could do more. I think ideally your topic sentences for your body paragraphs in this personal statement should one, establish your location, which we do here, right? The LDS mission and Mexico, but two, it should also kind of offer a lesson, which we're missing here. So the lesson or takeaway kind of offers insight as to what the rest of the paragraph will be about. So that's kind of something to consider. Another thing I would love to see this kind of middle chunk, right? In story form, like I'd love to see a moment where Michael uses his functional newly learned Spanish skills to attend to a patient, then use a shortened version of this kind of more telling reflection towards the end of the paragraph. All right, paragraph three, I since have worked to close the gap in the accessibility of medical care between those inside and outside of the United States. I have done this by teaming up with a medical organization called Liga International. As a medical charity, we provide free medical care to the people of El Fuerte Sinaloa, Mexico. As a member of this organization, I have the opportunity to learn this language skills I learned while on my mission to translate for the physicians who also volunteer to serve this underserved population. Besides working as a translator, I have scrubbed into surgeries, circulated operating rooms and done additional assessments. Each time I board that tiny plane before sunrise, I remind myself that for this weekend, I have the opportunity to gently shake the world of those in El Fuerte. Okay, so definitely a stronger topic sentence. We have kind of the gap in accessibility and medical care, both domestically and abroad. Here, usually I would save this type of explanation and telling language for your extracurricular activities, right?  So it has a lot of eye plus verb, but the story that follows about Maria, which is unfair because you haven't read it yet, but we will right now, brings this to life, which I like. So let's read that concluding paragraph. I met Maria during one of my weekends in El Fuerte. I was translating for a PA when I learned that I would be telling Maria that there wasn't much we could do for her. Maria presented with spinal tumors that were compressing her spinal cord, resulting in decreased leg mobility. I saw the disappointment in Maria's eyes and I felt helpless. Again, I didn't want to be another person who did nothing. So I struggled to find a way to gently shake Maria's world. I began reaching out to several neurosurgeons that I knew through my work at that trauma center after months of investigating, collaborating with physicians and teaming up with social workers to look for ways in which Maria could be relocated to the US to receive treatment. So that's a little long of a sentence, right? I received a call. Maria was on the other line when I picked up my phone and I heard her smile. I love this because you can't technically hear someone smile, right? So there's a mixed metaphor there, but you still can when someone is kind of really excited. So the imagery is nice.  To this day, I don't know if Maria was telling me the truth, but I do know that I was given the opportunity to serve her and by serving her, I gained just as much. Medicine is about serving others, disease, injury and illness, no, no color, religion, sexual orientation, gender, age or economic status. As a physician, I intend to incorporate service, education, patience and hard work in serving whomever seeks out my service and I feel it an honor to do so. So a very nice, why medicine at the end. So this example is serving as our concluding paragraph for the personal statement. I wanted to show you very quickly the second to last personal statement, right? Had that even though I was saying this is kind of more telling phrases, it does have this like image, spread of image, which is nice. Every time I board that tiny plane before sunrise, like I can see that. And we go into the Gandhi quote again, gently shake the world of those in El Fuerte. We see that again with a specific connection to Maria here, right? So we see the quote kind of throughout, which is a really nice touch. And then I really love this paragraph because I see Michael as if it were like camera over my shoulders in action. And whenever you can show kind of you going above and beyond, I see Michael kind of receive a no or see this roadblock and kind of get creative, get collaborative, talk to people. He's not even medical school yet, right? This is a personal statement, obviously, but he is connecting with neurosurgeons and other physicians and finding ways to try and help. So really going above and beyond whenever you can show action and whenever you can show kind of like your initiative and leadership is fantastic. And if you can do that, obviously related to a medical experience with a specific patient, that really works very, very nicely. All right. So that is a personal statement. Thank you again, Michael for sharing and for allowing me to workshop it. I hope you found this video helpful. If you did, please give us a like. If you want more information on how I formally work with students on the personal statements, secondaries, definitely book your call. The link is in the description below. Share with your pre-med friends and more will come at you soon. Thanks so much. Bye.


Okay, thank you very much. The second presentation will also be given by Luis. It's entitled research experiences and genomic research for data scientists. Go ahead, Luis. So the second concept, as I told you before, we'll mirror the first one on next slide. And this concept, we seek to increase the involvement of individuals who have completed a master's degree in an area related to data science to provide them with exposure to genomic research projects and the research education needed to fully integrate them into the research teams. As with the previous concept, this concept will provide funds for domestic institutions to develop research education programs that will support participants with master's degrees who are not currently supported by research grants. The research education programs will integrate participants into genomic research projects and provide them the necessary professional development to make them into genomic researchers. Next slide. As before, we propose to use our 25 mechanism, which will allow us once again to target those individuals that have concluded their master's degree. The concept will pay for the same costs as the previous one, so faculty salaries, participants' salaries, travel, so placing it for research and will provide the institutions with an 8% indirect cost. And we expect data scientists to find phenotypically-relevant signals and help communicate the findings of their research to their professionals through data visualization. Next slide. Again, the budget for this concept is identical to the previous concept. We propose a 225,000 total budget per year to support at least two participants per program. The programs can support participants for up to two years at a minimum of six person months, and the grants will have a maximum duration of five years. Next slide. I want to thank the members of the training team once again for developing this concept, and I will welcome your questions. They are discussion leaders with these concepts are Dr. Eideker, Kirisati, and Craven. Dr. Eideker, will you start the discussion? Yes, absolutely, thanks a lot, Lewis. So first of all, I'm very supportive of this general idea. I think it does fill a niche that is not filled by STEM master's programs. For instance, in computer science or math, they graduate a lot of people now, especially with the uptake of these STEM master's programs in those disciplines, but one suspects that most of them are not trained in genomics, including a few of them, and maybe many of them who want to be. So I very much appreciate the niche. If I have any comments, I think you know what it's going to be from our previous discussions. I would have a concern that the overall budget may not be competitive with what these people can fetch in the market, at least the very good ones who of course, you want to recruit, what these people can fetch on the market at the Facebooks and Amazons and like institution or like companies of the world. So that would be my only comment for further discussion and response. So the ballpark figure that we are using for post master's data scientists salaries that are working in academic labs is 60 K to 90 K. In the budget, you can support somebody for around 50 to 60 K and they don't have to dedicate 100% of that time to the project. So we should be able to at least in the academic salary world be competitive. So just to follow up on that, so I can imagine a case where as the PI, you're going to fund this person partially off of this award, this R award and then partially off of other awards in an effort to boost your salary up to something that's competitive. But the concern is if you have a STEM master's, especially in a discipline like computer science from a premier U.S. university at the top of your class, you are going to get much higher salaries than that. So you're going to have to really, really be dedicated to this idea of getting exposure to genomics, but without an actual degree being granted by this program, it's unclear what the value of that extra education is going to be versus just getting a much higher paying job. But like I said, please don't let these concerns temper the overall enthusiasm for the concept. Dr. Vizari. Yeah, so I'm also very supportive of a general idea. I think we need to increase the data science workforce and SPRUM is a good step forward. There's more nuances in genomic research that can only be learned with hands-on experience. So you can't really learn it in class. So I think this is a very, very good idea in general. Now developing and running a program will be quite a bit of work and the current funds. I share Trey's concern regarding the budget, not just for recruiting paypersons, but because it will be work and cost to develop a good program. And apart from the size of the budget, my other concern is that we're limiting it to those who already have masters and I think we could have a bigger impact if we use programs like this to subsidize people that are into completing a master's. They can learn, they can gain the experience while doing that. But with that said, I think this is a great idea in general and I hope we do more of things like this. So thank you for that, Vizari. Dr. Eideker. I mean, Dr. Praven. Yes, I'm also very supportive of this program. One comment I would make is that if the R25 mechanism will permit it, I suggest considering opening these to students who are currently pursuing a master's. And there's a couple of reasons for that. I think one is that if you think about trying to attract students who have finished a master's in data science, as pointed out by Trey and others, they're already facing really outstanding career options and great salaries. And I think if you think instead about trying to get students who are currently pursuing a master's in some data science field, that you can hook them in genomics before they've gone out on some other career paths, some other lucrative career path. But also I think you can probably stretch the funds further if you think about trying to support some, but a stipend for a master's student as opposed to a salary that's going to be competitive for someone who already has their master's. Thank you, Mark. I see Howard Chang and Trey again. Howard. I also want to agree that this is, I think, a very important and perk I'm going to support. I think these are the data scientists are a group of talent pool that we really want to tap for genomics research. And they're highly sought after, highly competitive. So I think for the pool, that would be individuals with a master's degree already. One idea along the line of Trey's concern about the competitive salary is that we may lower the requirement, the time commitment to be in this program for a master's level scientist. I think that would cast a wider net and may get possible for very talented individuals to actually also participate in genomics research. And secondly, I also want to agree that I think extending this to master's students, I think this is actually a pool. We have the highest chance of recruiting people at the beginning of their careers to enter into genomics research. That's a good opportunity, possibly at a lower cost funding level. So these are some ideas for consideration for the staff. Yeah, so just to follow up on some of the comments, I think what's exciting about this concept or one of the things anyway, is it immediately gets you thinking how you as a PI in data science with your genomics would use this concept. So one thing we would do, for instance, is walk over to the computer science building where they have recently launched brand new master's programs and greatly expanded their number of students per year. And you would poster that first floor of the computer science building with exciting opportunities in genomics for graduating master's students. And so all of the sort of comments that I made and any concerns come with just kind of strategically thinking that through how do you then really use that job advertisement essentially as a tool that's gonna be successful. Sharon, did you have a comment? I did, and a point of clarification. Again, as a T32 PI, if a student's on a T32, we can use no other federal source of funds to support them. So we can't use our research grants. Does that apply to this R mechanism as well? Because that would really limit saying that the other half of their time is being supported by your research grant because if that's an NIH research grant then you can't actually support them. We will need to check the small print in the I-25 to see what we can allow or not allow. Okay, I think on the T32, it's because it's considered a full-time position. So it may be because you give partial support here. Are you designated as 50%? But I think it's an important thing to check. Okay, thank you, Cheryl. Are there any other comments about this second concept? Okay, can I get a motion to approve the concept? Move it. And a second. Second. Second. All in favor. Aye. Anyone opposed? Anyone abstaining? Thank you very much.


Hello viewers, it's Kaye Felix here, and I welcome you to my YouTube channel Kaye Felix Inspire. I'd like to say a very big thank you to all of you for the support and the contribution you are giving to this channel. If you are new to this channel, please do not forget to subscribe and hit the bell icon so that you get notified whenever I post new videos. Stay tuned for more details in this report. If me can come here and tell you that I'm ready to die for Edgar Lume, what about a man like those that benefited from him? What about those? What about those? Yes. This is another area which you have to know. People have come here, they want to hear what I'm going to say about Edgar Lume. That's why these numbers have gone high. 2.1. These numbers have gone high because I'm talking about Edgar Lume. Edgar Lume will land up, but they land up on Edgar Lume and people have come to watch. That is the potency, that is the potency of Edgar Lume. That is the potency of Edgar Lume. The potential influence of Edgar Lume. The potential impact of Edgar Lume. It is here, you can see it. You can see it. It's not Edgar Lume talking. Imagine if Edgar Lume said, I'm going to go live at 20 hours. If it was Edgar Lume who had said, 20 hours I'm going live. Imagine how many people would watch. You think you can beat him. Edgar Lume never took. No, 20 hours I'm going to be live. He can create a page in the morning. He can create a page, Edgar Lume can create a page in the morning. Don't even even in the morning. Edgar Lume can create a page for 15 hours and he said 20 hours I'll be live. You will see what he would get. He would even beat Sia Wan. Sia Wan was boasting that he reached 35,000. The day Edgar Lume would say, I'm going live. I'm going live at 50,000. That is the influence that he has. Don't take him at you is nothing.  You are sending them to Edgar Lume. You are risking this country.  You are risking this country. Don't mess around with that man. I'm telling you right now these people they have not come to listen to me. They have come to listen what I'm going to say about Edgar Lume. And yes, stick around. I've got more to tell you about Edgar Lume. I'm going to tell you more about Edgar Lume. I'm going to tell you. So that is number one that I don't be naive to think that you can mess around with Edgar Lume. Even if himself may be subservient. Even if himself may be a coward. Even if himself may not have the posture of a charismatic politician. Even if himself may not have a voice like my voice. Even if himself may not have a voice like your voice. But even Edgar Lume, even Mochitumb, Edgar Lume as it is, is immortal to certain people. Edgar Lume changed the lives of many people. Edgar Lume changed the lives of many people.  But to throw the problems that P.F. reign. And I was not married. If it was not for P.F. as it is, I was not married for ten years. I didn't get married. I got married because I was comfortable with P.F. And don't think at your mission what I was giving, being given money. Forget it.  Now we can have a partner for social media. Never. Never. People will give you to my one penny, got two pinning, got five pinning. Yes, it supplements, it buys you fuel just for that day. But to run your expenses to sustain yourself, forget it if you are looking at politics. You can't.  I pay. It is because of the opportunities that Ed Garungu created. No, if myself can talk like this and can be willing to go like this, I know a lot of Zambians that are cowards. But believe you me, there comes a time when Zambians say, do you know what? Enough is enough. There comes a time when they say enough is enough. And right now they can be tolerating you, tinkering around Ed Garungu. Tinkering around Ed Garungu. You don't know when the cup will be full and it will spill over. Therefore, it will not happen. Right now, you can be messing around with Ed Garungu. But you don't know when the cup will be full and it will spill over. And it will spill over not because of Ed Garungu. No. Not because of Ed Garungu. You will not even say anything to KMF. To KMF, if I went to KMF, I would not be able to say anything. If I went to KMF, I would not be able to say anything. To KMF, I would not be able to say anything. And I would not be able to say anything. So don't mess around. Don't mess around. I thought you would not be able to say anything to KMF. Today and then and then. Hey! In KMF, over Ed Garungu. Whatever, whatever. Oh! Hey! Hey! I will not be able to say anything. Hey! At, at, at... Amano. I wanted. Amano. Not at all. Not at all. You are not thinking deeply over these issues. You are not thinking deeply over these issues. But let me open your eyes first of all. Let me open your eyes. This man and your pa... I have not said anything. I am looking to Ed Garungu by the way. I am just speaking away from him. I will come and discuss him. I will discuss him later on. But look. Those of you who think that no, this guy is just whatever. No. He is nothing. He is nothing. Amano. Do you realize that Ed Garungu is a former president? Do you realize that Ed Garungu ruled this country for 7 years? Do you realize? Do you realize what happened to Ed Garungu? Do you realize that Ed Garungu ruled this country for 7 years? In why you went to... In why you were arrested and thrown, thrown into an category. Kuchimbo ka hirana kum koe ko. By Ed Garungu. Me I say things as they are. And I was one of those people that stood by you what happened to him. I stood by you. And when I stood by you, they also arrested me. And we were inside. And you can think to say I also had support. But no one went into the streets. Nothing happened. There is a difference. There is a big difference. When you were arrested, you were not a former president. You were not a former president. You were just an opposition leader with a huge support. Which I give you. And of course there were a few. Myself. Myself put my life on the line to support you. I vigorously supported you. I was making live broadcasting every day talking about you. Even Vanjika Tanafum I was talking about you. But the reaction of the people and the people that were around you are different from the kind of people that Ed Garungu would have. They are different. And in them, I am speaking very openly, very openly, truthfully. When I was inside there, part of the people, part of the security that was around you or part of the people that were arrested we were arrested with. Part of them. They were ex-soldiers. Woof in their paper. I can mention their names. But I will not do that. Some of them were ex-soldiers. One of them, he was an ex-commando. He was an ex-commando, a well-trained guy. I was with him. Ex-commando. He was part of HHS security. He was arrested. He was just an opposition. He was just an opposition. Now we are talking about Ed Garungu. He was a president. He was a former army commander. He was ex-commando. Are you open in your eyes? Because you think that when I made that statement I was just being inflammatory. No, no, no. I am not just being inflammatory. I am being realistic. And I want to warn you so that you can start acting so badly. You can start acting so badly. When I was arrested, part of the people that we were arrested with part of the people that we were muscles with they were former soldiers. People talk about this thing. Gasing, gasing, gasing. Gasing, gasing. You know about gasing. So some of you people, some of us we know. We know about gasing. We know about gasing. Do you hear about gasing? Do you hear about gasing? Do you hear about gasing? Some of those surportages which we are going do you hear in Gasing? When were they happening? When when there was a gasing inside? Why were they happening? When there was a gasing inside? And why were they happening? Who was coordinating those things? Who was funding those terms? Traditional leaders were involved in those terms? I know people here and there, but it's not going there, I'm talking about this, I will not go in details of that, but I want to open your eyes that if you had those kind of people around you, if people were able to do those things for you as an opposition leader, as an opposition leader, ask Chief Mukuni, ask Chief Mukuni, you know better, I go and ask Chief Mukuni. Go and ask Chief Mukuni, ask him, if those things were done, if things were done for you when you are an opposition leader, when people had not gotten anything, they were just living by hope, which hope has turned out sour, because I mean people were thinking that things would be better. But if people had that hope that ʻūyunga were president and they were doing those things, what about this man who gave a life to so many people, who promoted some of these people and put them up there, who made some of these big businesses to make money and grow their empire?  Is that what you think? You found some ex security people to be part of you? You think now there are no people who are outside? You think there are no people who are outside? You think there are no people who are still loyal to Ed Galoon? Even if himself doesn't say anything, those people that you promoted, that guy who was konan keni, who national service, today you have made him deputy, katushingan komisyon or whatever, that guy, deputy, what do they call, deputy commander, whatever, that guy, that guy will be ever loyal to you because you lifted him up and put him where he is, he will never forget you. Now you think Ed Galoon doesn't have those kind of people? And you think those kind of people who wait for Ed Galoon to say, hey, do this, they will act some of the things that were happening at Bandiranda, even when you were inside, back in the H&M, you were inside, if we were outside, did you give me an order to start speaking for you back in the H&M? Did you give me an order? You never gave me an order? But I was speaking for you, I was even arrested, you know, but I was speaking for you, I was even arrested for it. Other people were also doing the same thing, they were speaking for you, they were doing things, you never gave them an order, you never gave me an order, did you even pay me anything?  That is not how a country is run, that is not how a country is run. And I'm opening your eyes that you, you were inside and yet people were pushing, Chief Mukuni was not sleeping, he was not sleeping, he was staying in Panani Kana Papa, Gordon Pickup, go and ask him about Findeweb, Gordon Pickup, that's why he was staying there. Things were happening all over the country, you were inside, so don't mess around, you were just an opposition, but now this guy you are talking about is a former president, former army commander, that is a fact, you can't take it away from him. Saluted by so many former military people, senior military people, they are out now, they are out there, they are out in the court, but they saluted him and they were happy with him, they had good life with him.