Now I'd like to have Linda and Patricia come up. We're going to have a little bit of a highlights of some of the work being done right now.  You can find their reports in your packet. And then later on we'll have a broader conversation with some discussions of the research and some of the implications. So, Linda, I'll start with you. Thank you. With any luck at all, we will be queued up and I will just press a button and there we go. It works as meant. So I really want to start with where Wade Henderson left off. Deeper learning has long been contentious and viewed as not appropriate for all students. And that's part of the history that we are needing to confront as we move forward. I was recently talking to somebody about a school that's kind of a progressive school that has been engaged in a very inquiry oriented curriculum for a very long time. And their label is 21st century education since the 19th century, right? Because some of these ideas are not new. But there has been a long tug of war about who is going to get access to a thinking curriculum. To a curriculum that is empowering, as Wade said, true education opens us up to our full potential that empowers us, power with a capital P. I think that's a really good way for us to think about it. He mentioned WB Du Bois. Well, Du Bois was in a tug of war, rhetorically, in a discourse about the education of black children with Booker T. Washington. There was a very big, well, it wasn't, and Booker T. Washington was not the only person representing that point of view. But in fact, in building schools for black children in the south, philanthropists were also struggling with whether those would be focused on menial work. So that there would not be access to the classics, to a liberal arts education. But there would be a lot of coursework around literally sweeping and plowing and doing the menial chores that were viewed as the appropriate life aspirations for the black community. Right here in Washington, D.C., Anna Julia Cooper, a wonderful black educator, started the M Street School, which was actually one she was a friend of Du Bois. He was involved in that work, and it offered Latin and Greek and a liberal arts education and an empowering thinking curriculum focused on critical thinking and engagement in the debates of the day. And she encountered tremendous opposition, and ultimately that school in the face of that opposition was closed. So these are issues that go way back. At the turn of the last century, only 5% of jobs were knowledge work jobs, and who got tracked into the tracks for that kind of learning was very associated, as it still is today with race and class and assumptions about what different children can do and should do in their lives beyond school. So this issue of equity and deeper learning is a longstanding issue, and it's one that today we really want to bring up, call it out, think about the dimensions of the problem, and make progress on real solutions. So what do I mean by deeper learning? As Rafael suggested, there are all kinds of definitions and ideas that bounce around various terminologies. What I mean here is that students learn content. First of all, this is not a content-free idea. Certains learn content deeply in a way that they can apply it, in a way that they can use it in complex real-world tasks. So it's the core concepts of the disciplines. It's the modes of inquiry in the disciplines. The reasons we have different disciplines in the classical education idea was that each of them has a different mode of thinking and a mode of inquiry, scientific investigation, mathematical analysis, etc., social science inquiry. So those modes of inquiry, as well as the ideas, facts, and concepts need to be applied. An understanding of the meaning and the relevance of ideas to concrete problems. Capacity to transfer knowledge and skills to new situations, to build on them and use them. There's a lot of cognitive research that suggests that when you learn pieces of information disconnected from other pieces of information and you don't apply them, you only regurgitate them perhaps for a test or something like that, and then you leave them alone, that about 90% of that information is not usable for you later. It's what we call inert knowledge. And so we want active knowledge, knowledge that we can't access when we need it, know when to apply it. So transferable knowledge and skills. Communication of ideas, collaboration and problem solving, and ability to learn to learn that metacognitive skill is becoming increasingly important. The demand for skills is changing in our economy. There's a huge increase in the demand for complex communications and expert thinking skills. There's a decline in the demand for manual and cognitive skills that are very routine. Those jobs are being digitized and outsourced and sent overseas as well as being turned into computerized tasks. Right now you can have a computer check you out at the grocery store and check you in at the airport. In Silicon Valley where I live there are driverless cars driving around. I know it's kind of spooky but anything that can be automated will be. The other thing that's happening is that knowledge is growing really quickly. And as a Stanford person I don't like to quote people from Cal Berkeley. However, and probably somebody's in the room from Berkeley because they almost always are. But so these professors there who are doing this series of studies and one of the very important findings that they reported was that between 1999 and 2003 there was more new knowledge created in the world than in the entire history of the world preceding. Think about that for a minute. Knowledge is growing exponentially. Technology knowledge is doubling every 11 months and that's increasing in rapidity also.  With technologies that haven't been discovered yet solving big complex problems that we have not managed to solve. So they need to get the concepts and facts in their education system in a way that allows them to continue to learn where they can get information.  They used to do that. They did a big study. They found it did not predict success in their institution.  Your ability to find information, take it, weigh in balance, evidence, figure out what's important, work with other people to create ideas and solutions, test them and continue an iterative process towards the kind of solutions that they're looking for. So that's what we mean by deeper learning is getting to those kinds of skills. And deeper learning, as I've said, is inequitably distributed. The challenges are many.  All of these things we know from much research influences learning. And one of the things that can happen when kids come to school, there's a lot of talk about how low income students have about a third as many words as middle class students when they enter kindergarten quite often, is that teachers will often think and schools will often think that they need to be placed in a separate kind of curriculum and remediated with low level skills. And without being challenged to think, my own kids went to school not too far from here in Montgomery County and later in Westchester County in New York, where we fought hard to get them into the gifted and talented program, right? Anybody have this experience? I'll bet a few of you do. People are nodding around the world. And in that program, they were using the curriculum. I remember going into the elementary school and there were a set of classrooms. There were mostly black students in one set of classrooms and all white students in another set of classrooms. This set of students was getting the math curriculum that I happened to know about because I'd worked with the person who designed it that would lead you to higher order thinking skills in math and to a track for mathematical learning over the long run. The other kids were doing memorization of math facts on timed worksheets and didn't make any meaning out of the math. And they were headed, because we knew from a search, to a brick wall in fifth grade where math wouldn't have much meaning for them and as they went into higher order math, it would not make a lot of sense to them. At the end of that was a magnet school which divided kids then into a math magnet and if you didn't have that gifted class at the beginning. So I went to the principal and I said, why is there this different curriculum? I want my daughter in that class, not in that class. She said, oh, you have to be highly gifted for that class and we test for that in kindergarten. My daughter was already in first grade. I jumped up and down. She gave her the test. We finally figured she became the first black student in that track and one of the only ones in the magnet school later going into calculus on the way to high school and so on. And the resources allocated to those two different tracks were utterly different in terms of the qualifications of the teachers, to computers, etc. This goes on all of the time and it's subliminal. I persuaded her that that curriculum had not been designed only for highly gifted students who had to test into it. It was actually designed for urban school students in St. Louis. It had been tested and found to be a very effective curriculum for leading to higher order math capacity. She said, okay, we will try this for everyone. They gave the teachers a couple of days of professional development the next summer and brought it to all the classrooms. I was like, yay, school reform, we did it. Then I came back with my second daughter a few years later and it was back to the way it had been. Both in terms of the tracking and the racial disposition of those tracks. I asked the principal what it had been. She said, well, the teachers felt that the curriculum was too hard to teach so we could only offer one section and we therefore had to track it and then we had to decide who would go in the tracks and so on. So this happens over and over again in every aspect of elementary and secondary education all across this country. And quite often what we offer kids is what we think teachers can teach, not what children can learn. And if you look at the European and Asian countries that have risen in the PISA results, one of the things they did was detrack substantially to get a common curriculum and then train teachers to be able to teach that curriculum to all kids. So we have challenges with respect to inadequate school funding and supports that are needed to support this kind of work. Segregation exacerbates everything. We are more segregated today than we were in the 1980s. Tracking and presumptions about what students can learn. High stakes tests that are focused on low level skills. We need assessments that focus on the skills that we're actually trying to develop in a variety of ways. And the tests don't have to be focused on low level skills but there's an economic imperative for testing companies to keep it easy to score with Scantrons. And so that's part of the challenge. Educator training is always a key issue at the base. The costs of inequality are huge. I like this quote that actually comes from some evidence from McHeneshack that was published in For Each and Every Child, which was the Excellence in Equity Commission report that if Hispanic and African-American student performance could be comparable to white performance and remain there over the next 80 years, the impact would be staggering, adding $50 trillion in present value terms to our economy more than three times the size of our current GDP. This represents the income that we forgo by not ensuring equity for all of our students. And the schools that develop deeper learning, we document in this report, have certain characteristics. There are schools that serve predominantly students of color and students in low income communities that are graduating students at rates above 80 or 90 percent that are sending 90 percent of kids to college that are developing the kind of learning through performance-based assessments and project-based learning that allows them to be successful in college and in fact in a number of these schools based on studies done by the American Institutes of Research as well as the Stanford Center on Opportunity Policy and Education, a number of these schools send kids to college and keep them there and graduate them at rates almost twice as high as the average American student. And when you interview the kids, they'll say, it's because they've had a curriculum focused on deeper learning where they've had to investigate and inquire and learn and revise and meet standards and defend their work throughout their school experience where they have had supports for social-emotional learning including an academic mindset and a capacity to feel like they can grow in their intelligence and in their learning as well as to manage their relationships and their perseverance and their resilience where they have had connections to the real world through internships and community service where there's a culture of respect and responsibility where in fact rather than zero tolerance kids are taught to be responsible and to grow in that way and to revise their work because that is actually the way that we learn most powerfully. That all happens in personalized structures where advisors and others are connected to the kids and the families regularly all the way through the end of high school and no student can fall through the cracks. Educator development is a key piece of this. It's both important both in preparation and ongoing professional development to learn to teach in heterogeneous classrooms. One of the things that causes the tracking is that teachers don't know how to teach in heterogeneous classrooms. There are strategies that can be taught and learned to do that. They need to know how to organize well-designed collaborative learning and they need to work in school settings that give them the time and the opportunity to plan and collaborate together to have common classroom norms so that kids go from class to class and in fact they experience the same expectations and the same practices which allows them to grow at a much faster rate and to understand how to succeed in school. Finally, we identify a set of policies that will be important to move us towards equitable access to deeper learning including funding policies, both the ways in which we allocate funds to schools and also some incentives to develop new school designs. Many of the schools that we studied and that other researchers have studied received the small schools grants from the federal government that allowed them to redesign their schools or used other federal or state funding to redesign their work. Human capital policies are important. How educators are trained, what the standards are for educators, how they get access to meaningful professional development and evaluation. More than drive-by, spray and pray, one-shot workshops but sustained collegial work around planning curriculum, trying it out, coming back together, refining their work, looking at student learning and growing this kind of very sophisticated pedagogy for their students and finally instruction and assessment policies that bring us to new systems of assessment and accountability allow, as Wade said, the commitment to accountability and to knowing how kids are doing and to tracking their progress and to knowing how all kids are doing in a way that presses towards the skills that we need and that provides informative information for school people to work with. We urge you to read the reports and to be in contact with us about this work going forward. And Patricia, thank you. Good morning. I want to thank Linda and the others with LPI for the invitation to talk with you for a few minutes about a group of students who I think are oftentimes overlooked. Viewed as not having a whole lot to offer, lots of problems but not a lot to offer. And yet I'm going to argue are perfectly poised for a reform effort around deeper learning. So immigrant and English learning students, who are they? One in four children in the United States today is the child of immigrants. These are unprecedented numbers. Most of these children speak another language at home and in their community. You'll hear that about ten percent of our kids are English learners but that significantly underestimates the numbers of children who are having a very different linguistic experience in growing up and who come to the classroom differently, not in a deficit sense, but differently prepared for the classroom. These kids are very diverse. I'm going to come to that in just a second. But almost 75 percent of these children who are the children of immigrants speak one language, Spanish. The next largest group is Chinese at about 4 percent, actually less than that. I make this point because oftentimes this is put up as a smoke screen. In our district we have 140 different languages. What do you expect me to do? I really can't do anything about this. I can't do regular kinds of bilingual programming because I have so many different languages. The reality is one language is heavily concentrated throughout the country and in only a few states it's overwhelmingly one group. But that's not to say that for several of these groups we couldn't be doing much the same thing. Let me also just clarify too. These children are oftentimes referred to as immigrant students. In fact, 90 percent of these children and more are actually born here in the U.S. When we talk about immigrant students we're really talking by and large about the children of immigrants, children who are growing up in an immigrant household. This is important as well because there are kids. There are U.S. citizens. There are kids. There are responsibility. And I don't think we can shirk that by saying that they're from someplace else. Also a little bit of a stereotype breaker. Asian immigration is now growing faster than Latino immigration and soon will overtake the numbers. So this is a diverse population. I want to point out to you something else about children and immigrant families. Oftentimes these children are compared one with the other and saying that while some of these kids are just doing so exceptionally well and others are not, it must be their culture. It must be something about a culture of learning or a culture of aspirations that differs among these students. I just want to give you a real quick look at the kinds of preparation, kinds of background that immigrant children bring from their families that differentiates them greatly. Take a look at the children who are the children of immigration from Mexico and the children of immigration from Cambodia. They look very similar with respect to socioeconomic status. The percent that are at or below poverty, or near or below poverty, very, very high. And the percent of their parents who have a high school education or barely less than eight years of education. And then look at the children who are from South America, South American countries, which is somewhere kind of there in the middle, and the children who come from whose families come from Taiwan. They're almost exact opposites. I think it's important to acknowledge this that the problems here are the differences not about culture but differences of opportunity. Overall, how are these children faring in our schools? Well, I pointed out that two-thirds of them are living in poverty which has obvious impact on how they do in school, which has been mentioned by Linda. High school dropout for this group is about double what it is for every other group. And those who are English learners score lower on all kinds of tests than any other subgroup except special ed kids. But I want to point out that this is largely, not wholly, but largely because these tests were not designed for them. And about 65,000 students every year come of age without citizenship having spent most of their lives in the United States. This is a huge and growing problem. Children who were brought here at a very young age who this is the only country they know, and yet once they turn 18 they become extremely vulnerable because they actually don't have citizenship here. So as a result of all of this, immigrant students are oftentimes framed as a problem, a problem for the schools, defined by what they don't have, a strong command of English and of the U.S. culture, and made to feel that they don't really belong. And there's a lot of research on this issue.  If you're made to feel like you don't, that you're marginal to what's going on, that's very highly related to the dropout rate. So I want to argue that we need to reframe these English learners and these immigrant students, not as children who are seen through a deficit lens, but as children with tremendous assets. And there's at least five areas, and I think we could probably come up with more if we put our heads to it, but there's at least five areas that I think make these kids not only extremely poised for the deeper learning that Linda's been talking about, but also ready to add so much to this nation and to this culture. Let me start just with the most obvious language. The bulk of our students who are immigrants bring to us one of the world's great languages, one of the languages that has spoken all over the world, Spanish and Chinese, in this case, or the two highest. And that's a tremendous asset that they're bringing along with the cultural skills that accompany those languages in those groups. It's critical that we take advantage of this, acknowledge this and take advantage of it now because we are losing these languages in these children faster than we ever have historically. By the third generation, they are gone, and we no longer have this asset. So if we're going to take advantage of it, we need to do it quickly. We need to decide that it's important to do so. And why is it important to do so? We've done quite a lot of research on this issue about the asset that language is. And in a new book that we published on bilingualism, The Advantages of Bilingualism, we cite a number of studies there that show that full bilingualism, full biliteracy is associated with higher earnings. It's associated with higher education level. Among Latinos, it is associated with a greater probability of going on to a four-year college, which becomes really, really important. And in surveying employers, we find that across all sectors of the economy, two-thirds of employers say they will give the advantage of employment to those individuals who are bilingual or multilingual. So it makes these young people highly employable. The second area is diverse perspectives. They bring to us different cultures, different ways, different lenses through which to see. And putting these together, we know also from a lot of research that when we bring different perspectives to the problem, we also increase creativity. Resourcefulness and resilience. These young people oftentimes recount to us, even though they're, it's the parents who immigrated, they live with this experience of immigration. They live with this experience of marginalization and isolation. And they have had to overcome this to get into, to survive in our schools. And this has a very deep effect on these young people. And one of those effects is immigrant optimism. Incredibly, in spite of all of the challenges that these young people face, a number of studies now have shown that the children of immigrants are simply more optimistic about their schooling, about their future, about their potential and outperform those young people who are now third and fourth generation. And fifth, these young children of immigration bring with them collaborative cultural orientation. There was wonderful work done by Uri Treisman. It's going to be 25, 30 years ago now, on which he built an entire math intervention program when he noticed how the Asian kids tended to study together, help each other, work with their peers, and how this was so much more successful in learning than what the other kids were doing. Both the Asian immigration and the Latin American immigration bring with them cultures that are very collaborative that like to work together towards deeper learning. I want to point out, in fact, as just another stereotype breaker that we oftentimes think of the children of Mexican immigration as being problematic and doing so poorly in our schools. But in fact, research has been done over the last several years by Jennifer Lee and Min Jo has concluded that contrary to popular perception, these children of the Mexican immigration are the most successful immigrant students in our schools because their intergenerational mobility is greater than for any other group. Think about that for a moment. It's turning its on its head. If your parents had a fourth grade education and you graduated from high school, what you have accomplished is significantly more incredible than for the typical student. And so finally, what are the policy implications of all of this? One, we need to build on these children's assets rather than view them through a deficit lens. Two, they bring these incredibly important and useful languages to us. We need to exploit that and provide dual language instruction for all students. If I had another 10 minutes, I would love to tell you about the research on this and how time after time we are finding that those fully biliterate individuals are outperforming anybody else in the schools. We need assessment that is sensitive to language and cultural differences that doesn't simply paint these kids again from a deficit perspective. We need a campaign to attract and retain highly qualified bilingual teachers. There is no reason why we cannot have these teachers in all of our schools. We have the population out there. We simply have not seen this as a priority. We need federal support for the institutions of higher education to prepare linguistically and culturally competent teachers for English learners. Up until now, new child left behind, we actually had federal funding to do this that disappeared with NCLB. We need that money back. And we need a pathway to citizenship for these immigrant students, the 65,000 kids every year who are entering into a highly vulnerable situation but who have all of these assets that they can contribute to this country. Thank you very much.


woman will be strong-minded, strong-hearted, strong-sold and strong-bodied. Strength and beauty must go together. And that is what you get here at the Betia Dero Foundation, a place you will call the home of empowerment and inspiration. My name is Petra Nilanguono, the founder of Nkave Otau Volunteers Foundation, a foundation that empowers people in the community through volunteerism and in particular young people influencing them to change their society through acts of volunteerism. I met Beti in 2019, I was volunteering at an event near KICC, it was Good Ditz Day and a friend of mine called me and told me, Petra, I have invited someone for that event. I'm not sure if she's going to come but if she comes I really want you to take care of her. So this is her number when she arrives she's going to call you. I didn't know it was Beti. I was following what she was doing during Miss President and I really wanted an opportunity to meet her so the contact just read Beti. So when she arrived she called me and I was supposed to show her where she's supposed to sit, it was a very big event and she called me, she told me, I was told to contact you when I get here and yeah, where are you? So when I saw it was Beti, I was shocked, I was like oh my god, I really wanted to meet Beti for the longest time. I admire her work with Beti Adera Foundation so for me it was an honor.  So I interacted with her during the event and after that I asked her, can I meet you? Like can we get to have a sit down and maybe have coffee because it's so much I would really just want to learn from you and that was the beginning of an amazing relationship up to date. She has been a pillar in my life and I love her and she's such a support system, you know, I have worked with her and she has worked with me since 2019 to date. My name is Beti Adera.   I'm Ms. President, Narobi County. I am president and founder of Beti Adera Foundation and by training I am a public health specialist with specialization on adolescent sexual reproductive health and rights and policy and financing in the health sector. Originally I come from Seah County so in my tribe we say I am a Nyargim, a daughter from Game Area in Seah County, but my parents migrated to Migori County so I grew up in Migori County. My family has been a large one, both my parents arrested, but of our siblings we are eight of us, one, two, three, four, five, six, seven, eight and we are so closely tied together and closely following each other. I recall one time when we were almost four of us in high school at the same time and my parents being teachers, I think they gave us the best gift that any parent can give their children and not just education but also grounding in principles of life that I have applied to this day and that I will continue to apply until my last breath on earth. So I attended Migori primary and then I was the best in the district at that time and I was invited to come to Narobi to pursue my secondary education in Kenya high school. That was a transition. You know like from Wotogik village, my village is called Wotogik and it actually means the end of the road. We show a safari. So if you grow up in a village with a funny name and you make it you know to a school such as the Kenya high school here in Kenya in my time that was not a joke, that was not a small achievement and I want to believe that apart from the academics the secondary setup in Kenya high school and the values that they instill to girls there you know of being bold of going for it if you wanted to go for it actually that's what we kept on hearing every single day in that school and again that added to who I have been today. So after that I pursued my bachelor's degree in sociology here at the University of Narobi and then moved to pursue a master's degree in public health and pursued another master's degree in management and I'm currently pursuing my doctorate in global public health again depending my skills and knowledge set on adolescent health but apart from that I have also done about 10 postgraduate diplomas spanning from international law to diplomacy and sustainable development and I'm pursuing another one concurrently right now on climate action. You know if you're a health expert we believe that everything you know is a health is a health issue and at my level I need to speak intelligently about you know health health issues. I currently work for an organization called Global Communities that's an international organization and there I serve as the senior technical advisor for HIV AIDS and Health and I'm also the focal person for infectious diseases. All that wrapped in me but what's most important is that out of my own upbringing my parents taught all of us not just me all of us the value of sharing and the value of giving. You might think your case is the worst case scenario but when you listen to somebody else you want to tell yourself that hey heri mimi I am not that bad you know and there's always somebody out there who is praying to God to make them be like you while you think your case is the worst case scenario someone wants to be like you you know so growing up in a large family and every school holiday all our cousins used to come sometimes we go and it was such a beautiful a beautiful thing and we all kind of looked alike until at some point people couldn't tell you know who's who they were all oh those are the children of Mualimu Adera you know and and and that was fine so that has gotten me to where I am today plus I mean other experiences that I have had you know in my own life I have had seasons where I've lacked I've had seasons where with my two boys I didn't know when the next meal is going to come from or where the next school fees is going to come from so when people come to me with those issues you know I feel it I identify with it I say that whoa I was there even was but God brought me out God brought me through and at that time God also brought for me help us somehow God has his own ways so maybe I'm called upon now to also be a helper you know to others and it's because of that that then I founded Beti Adera foundation mainly to respond to issues around violence against women and girls but that's not all we do we have metamorphosized into a youth program you know identifying talent and and linking young people to to opportunity economic empowerment of women of women and girls peace building you know not just here but you know globally aspects around climate climate action as well is a space that that that that we actually occupy hence the global and regional and in-country recognition you know that I have achieved over the years thanks to God and also then now occupying the space now at my age of now mentoring young people especially both men and women but mainly you know young women who look up to me you know for direction who look up to me to want to tap into my spaces you know nationally and also internationally but most importantly those who come and just ask me I want to find purpose in my life where do I begin all right I am a leader in academia in STEM in business as a young woman so what you know what can I do to expand you know my influence hence I also function as the patron for young women forum in Africa not just Kenya in Africa and in there we talk mainly about issues to do with leadership skills of young women because I feel if I don't do that now who will be better tomorrow because my time is coming I'm facing myself out you know but who's there if I face my God one day and he asked me so what did you do with the life I gave you I want to look back and say hey look at them look at them at least I impacted them in one way the other a hero's journey entails a lot that ordinary people and other heroes can learn from and these always are starting point you know integrity is a term that people loosely loosely use you know but if you don't stick to your own promise that's an integrity issue integrity is not only some money grew legs in your in your hands or under your care no it's much it's much broader than that how authentic are you how can you be believed that if you say something you actually mean it if you say you're gonna do something by time x you actually do it by time x I can tell you for a fact that I'm still learning and trying to get better at this value around integrity but so far it is my integrity that has made my name to be mentioned in places that my legs have never stepped it is the value and my outlook around integrity and my practice of it that has caused all these awards to come from nowhere I get an email we were talking in your name came up we were discussing what what what and your name came up there's an opportunity to go and speak somewhere and we looked around and looked around the room and looked and look and your name you know your name came up I have traveled internationally a lot and if I just speak about the last one a few weeks ago when I was invited to San Diego California to give a keynote address in a room full of like almost a thousand private sector donors to give the meaning of what it means to do work in a context such as ours and the email came random email from diabetes we are thinking about this we were talking and we considered who would be best placed to you know deliver that message authentically and people I don't know these are even wazongus you see my point and the email just came so integrity is something I keep telling young people every single day you can be quick to point it out on someone oh that president oh that leader oh that politician what about you what are you doing yourself you know to be authentic to people in whatever space you are how can people believe you how can people live all other youth but come to you this there has to be something you know about you so integrity is one that guides me every single day and I think it compasses everything else you know once you live by that principle then it kind of makes everything else you know like like fall in fall in place the other one that I'll mention is the principle of giving it is what to be honest gives me a good night's sleep actually and it's not about giving a thousand people no no no and it's not about giving money or giving food or it's giving of your time time is the most precious gift as far as as far as I'm concerned so if you can give your time to someone even if it's five minutes a day even if it's one hour even if it's what to me that really keeps me going so giving of your time just checking upon people so I make it a principle of mine every day I have to call three people who I have not spoken to in the last three months you can imagine how many people I know at least see that's what I can deal with I mean in terms of time of the day and let me tell you you call even one person just that you called them oh we may enter in agenda I was just calling to find out how you're doing how your family is doing even me I'm doing fine bye you know that kind of wakes people up so the value of giving all right for me it's giving of your time and of course in that space you'll figure out someone has not eaten someone is stuck with school fees someone is stuck with a medical bill someone is stuck with something you know that needs money to whatever extent you know I can help I do if I can't help I always try to refer to places where you know help can be found but that I give of my time to people outside of my two sons or outside of my family let me call it that gives me a good night


Lair just happy to get some games in at home this past weekend, but along the way, PSU baseball snapped their losing streak against Wayne State. Now just a few days later, and they're back at it once again with two more at home. Double header today, hosting you, Mary. Let's go, game one, top of the one. Marauder's threatening for a big inning, but Connor McNally works out of it. Gets the K here and retires the side. How about some offense? And how hot is the former lumberjack, Caleb Carlson. 10 hits in his last two series. Two more today, including a bases clearing double. Then what else is there to say about this guy, Scott Litchie? The senior just adding to his career hit total. This a three run bomb, three for four on the game. Four ribbies. PSU comes back to win game one. Final score there at 10 to nine. However, in game two, you Mary comes out on top by a pair. If you enjoyed this segment of Lakeland News, please consider making a tax deductible contribution to Lakeland PBS.


When we're riding them, their rib cage also swings.  And so you'll notice the reins swing with the neck. The reins swing with the neck. My leg swings with the barrel. Now I'm gonna exaggerate this, so don't criticize me for being an egg, but my legs swing. See, so the reins swing with the neck and my legs swing with the ribs. So what I do is I think about expanding a swing. So if I want a leg yield, I just swing the barrel a little more to the left. Now if I want to go straight, like a bell, equal, the ribs.


This paper compares three different methods for ground classification from 3D point clouds, a heuristic method, a deep convolutional network based on SegNet that classifies 2D images generated from the 3D point cloud, and a deep learning classification based on point net that takes 3D points directly as inputs. The results show that deep learning based approaches outperform the heuristic method with F scores above 96% and the best results were obtained using a shallow version of SegNet with an F score above 97%. This article was authored by Mario Soelen, Belen Raveiro, Hesius Balladou and others.


Item number, SCP-2317, Object Class, Keter. Sight and personnel requirements. Under special order of 05, the following addendum is attached to the beginning of the file for SCP-2317. All personnel assigned to SCP-2317 must rotate out for one month of psychological counseling After two months on site, SCP-2317 is to be kept at an undisclosed location. All personnel assigned to SCP-231 will be transported there blindfolded from Site-19 by a route including no fewer than seven different forms of transportation, including but not limited to aircraft, automobile, underground tunnel, and Removal of the blindfold during the transport process is grounds for immediate termination. Personnel assigned to SCP-2317 must undergo heavy psychological testing before being cleared to enter the site. Individuals must score at least 72 points on the Milgram obedience examination, be unmarried, have no offspring, and express nothing less than total loyalty to the foundation. Normal psychological screening procedures against AXIS-2 disorders are waived, so long as the class D personnel in question has the mental capacity to carry out procedure 110 Montauk as needed. Personnel who express sympathy towards SCP-2317's plight and or express a desire to rescue or sympathize towards SCP-2317 will be transferred to another project without delay. Any actual rescue attempts will be met with immediate termination. Personnel who have served on the staff of SCP-2317's containment team are not required to divulge that information to others. No official record shall be kept of the names of any staff assigned to SCP-2317, nor will said service appear in the personnel files of said staff. While on site, individuals assigned to SCP-2317 will be issued concealing helmets with integrated voice changers to protect their identity. On site staff are not to remove said uniforms in the presence of other staff members. Off duty hours are to be spent in private quarters, alone. Six class D personnel are to be assigned to SCP-2317 each month for the purposes of carrying out procedure 110 Montauk. Violent criminals are not to be used for this purpose due to the possibility of accidental fatality during the 110 Montauk process. Special Containment Procedures Following repeated escape and suicide attempts, and based on the failure of containment for SCP-2311-6, containment of SCP-2317 has been amended to the following. SCP-231 is to be contained within a sound proof holding cell, adjacent to holding cells for six class D personnel, assigned for the purposes of procedure 110 Montauk. Cameras will monitor every inch of the cell at all times, and must be manned 24 hours a day. Malfunctioning monitoring equipment will be replaced without delay by psychologically screened staff. Doors will be magnetically locked, openable only by positive action by the control and monitoring facility. This includes all doors linking the main holding cell to those of the six class D personnel. SCP-2317 is to be kept restrained to a hospital bed at all times, except for the purposes of procedure 110 Montauk. Hydration will be provided through IV drip. Feeding will be carried out twice per day through feeding tube, by approved medical personnel who have not taken the Hippocratic Oath. Under no circumstances are narcotics, anesthesia, or other unapproved medications to be administered to SCP-2317. Procedure 110 Montauk is to be carried out at least once every 24 hours by class D personnel. During procedure 110 Montauk, at least one security clearance 4 slash 231 staff member must monitor the procedure by camera at all times, although the sound may be turned off if the vocalizations of SCP-2317 become too distressing. Following the procedure, all class D personnel must return to their holding cells, or explosive collars will be detonated. Description SCP-2317 is a female between 10 and 12 years of age, with data expunged. SCP-2311-7 were retrieved following a police raid on a warehouse owned by an organization called the Children of the Scarlet King. 24 hours after the rescue, SCP-2311 went into labor pains, giving birth three minutes later to SCP-2317, causing a event resulting in numerous confirmed casualties. The remaining personnel immediately took possession of remaining SCPs 2312 through 2317 and, based on notebooks recovered from the cult, instituted procedure 110 Montauk to prevent future occurrences. Addendum 231A Current status of SCP-231 units, SCP-2311 deceased, killed during initial recovery operations while giving birth to SCP- SCP-2312 deceased, killed during attempt to remove fetus of second SCP- specimen resulting in immediate event. SCP-2313 deceased, self-terminated following a prolonged period of distress caused by implementation of procedure 110 Montauk. SCP-2314 deceased, attempted to administer SCP-500. Although successful in that all traces of SCP- were expelled from the system, expelled remains immediately underwent a event, causing numerous casualties, including SCP-2314 herself. SCP-2315 deceased. Botched application of procedure 110 Montauk resulted in SCP-2315 giving birth to SCP- one hour later, which then underwent a event. Recruitment profile of Class D personnel was revised to minimize possibility of a second botched procedure 110 Montauk.  Said agent obtained possession of SCP- and attempted to use said weapon to rescue SCP-2316 and SCP-2317. Said agent was killed in the resulting firefight, but a stray round resulted in determination of SCP-2316 as well. Fetus of SCP-2316's SCP- then underwent a event. In the wake of this incident, 05 level personnel voted by unanimous decision to amend personnel policies. SCP-2317. As of date undisclosed, SCP-2317 is successfully contained at Site- Addendum 231-B, text of missive by 05- Dear friends, it has come to my attention that recently, certain rumors have surfaced regarding SCP-231. Due to the drop in staff morale, I have decided to address some of the more prevalent points. Yes, Procedure 110 Montauk is as horrible as you have heard, which is why only class D personnel are authorized to carry it out. Yes, it does involve brutal- No, assignment to SCP-231 is not intended to test your loyalty to the foundation, your tendencies towards- Or anything else. No, SCP-231 is not a punishment detail. Yes, there are staff members who have been on SCP-231 and have successfully transferred out by their own request. No, not everyone who's worked on SCP-231 is terminated upon leaving the project. Yes, staff members who have been assigned to SCP-231 are allowed to take a class amnesiac before leaving the project if so desired. Yes, false memories are then implanted. No, none of the supposed methods for recovering or detecting false memories work. Yes, there are some of you who've worked on SCP-231 and don't remember it. No, we have not given up trying to save SCP-231-7, but research in that field must be carried out with the utmost of caution. Based on the increased potency of each subsequent event associated with each subsequent SCP-231 specimen, there is a strong possibility that SCP-231-7's event could result in an XK class end-of-the-world scenario. This information is corroborated in notebooks recovered from the cultists. No, putting the poor girl out of her misery is not an option. Neither is drugging her. She has to be aware of what is going on for 110 Montauk to work. One final note. The Foundation does many distasteful things in the completion of our mission, but our mission is important enough that the price is one we must pay. Containment of SCP-231 is one of our most dangerous duties, not because of any direct danger to ourselves, like SCP-682, but because of the danger that our resolve will fail, that we will allow ourselves to either let down our guard due to sympathy for the suffering of an innocent or that we will allow ourselves to become monsters through the performance of monstrous acts. Just do your jobs and save the philosophizing for the shrink. Sincerely, 0-5-1. Don't believe it when they say they're trying to save her. Why would they bother? They've got exactly what they want, exactly where they want it. Addendum 231-C Update 231-7's emotional response to Procedure 110 Montauk appears to be reduced recently, despite proper execution of said procedure, increasing danger of SCP-131 undergoing a bad event. Two options have been proposed. One, development of a new containment procedure with higher emotional response than Procedure 110 Montauk. Two, administration of a class AMnestic to SCP-231-7, allowing for a return to base emotional response state. Said memory modification is to be administered during execution of Procedure 110 Montauk to maintain heightened emotional state following memory reset. Please advise. The doctor never tells his god which one he really seeks. Instead, he hides himself away and quietly he weeps. Addendum 231-D Decision Proverbs 132 Carry out option two at the first available opportunity. Their god's own voice, he makes the choice, declaring with their word, in fear and pain let her remain, lest she be like the third. O5 Addendum 231-E Aftermath Ezekiel 614 Option two was carried out. SCP-231-7's emotional state returned to 100% efficacy. Dr. Brown subsequently committed suicide due to heightened emotional stress. Will continue analysis of efficacy of treatment. The doctor's gun ended his run as he put it to his ear. As she was defiled, the pitied child, he gave in to his fear. Dr. Brown Addendum 231-F Continued Analysis of Efficacy of Treatment Revelation 1821-24 After some analysis, I have determined that it is not necessary to perform memory modification every time procedure 110 Montauk is carried out. In fact, it is better to delay for some time before re-administering the agent. Analysis of subject 231-7's emotional response indicates that efficacy of procedure 110 Montauk seems to peak between the third and fourth performance of the procedure. The dread of anticipation of events seems to heighten emotional response for a time before familiarity with the procedure begins to lessen the efficacy of treatment. My recommendation is that Class A amnestics be administered once a week during procedure 110 Montauk. The calendar has been modified accordingly. Her memory, a fickle thing, the strongest shall endure. When her weeping starts to waver, their drugs make her mind pure. Dr. Brown Lesson complete. If you missed the previous orientation, go watch SCP-230, the gayest man alive, right now. Or for the complete course, watch this playlist.


There's actually a study that was done about younger men recently where they found that the men under the, I think it's under the age of 35 or something are actually having, are hooking up, are having sex way less than ever before. They found that, I think it was around like, oh, it was 26%, 26% of men, which is the highest number ever recorded in history of men haven't had sex, have been celibate for over a year, right? And that number increased, I think it used to be like 14% or something like that. The number for women also increased. It went from around 14 to, I think it was like 18 or something like that. But for men, if you meet men, one in four of them haven't hooked up in a year, right?  It's not easier for all guys. It's easier for players. It's easier for narcissists. It's easier for guys that are constantly going out and are really good at playing with women's emotions. It's easier for those guys because it's easier for guys that are like really incredibly good looking. When I used to be in the men's dating industry, I think this is kind of interesting. And we did a study at one point. It wasn't really a study. It was more like just a game. We took a really, really good looking man's picture and we created a Tinder account for him.   And we took the guy that was really good-looking and we had him messaging all these women. And what ended up happening was, when you're the guy that's really good-looking on Tinder, you can basically say anything. The guys that were like actually doing the messaging for this, they would say just crazy stuff. Just like they'd like make fun of the girl.  And the women were just all over it. And then you notice with the guy that was just average looking, it was like he had really hard time even kind of getting to the space where the girl was even interested in going on a date with him at all, right? Because what ended up happening, especially with these dating apps is that it's not easier for all guys now to meet and hook up. It's easier for guys that are really good-looking to hook up and guys that are really good at talking to women. Those guys are hooking up with lots and lots and lots of women, lots of them, right? And the guys that are more normal, more average, it's actually harder for them to meet and hook up with women now because the look standard is so much higher, right? And a lot of women are raising their standards for who they wanna hook up with but it's not like, is this a good guy? The standard that they're raising is does he make me laugh? Does he make me feel good inside? Is he, am I attracted to him, right? Which is normal, right? That's what we think, right? When we go on a date, it's like, am I attracted to this person? Do I feel good about this person, right? They don't think, is he a good guy? Because if he's a good guy, that's fine but it doesn't matter if he can't make you feel really good.  And they're, in the way that they interact with a guy, right? That it's not, is he a good guy? Okay, I'm interested in him. It's, does he make me feel butterflies? Do I feel really good around him? Do I feel comfortable? Am I excited about him? Like, is he saying the right things, right? And that's what makes a woman want to hook up with a guy is she feels excitement, she feels comfort and then she feels this physical draw to him. And if he plays his cards right, which guys that play their cards right are usually players and narcissists and guys that are really good at messing with your emotions, most good guys are not like that at all. They don't know how to do that. They have no idea how to play with your emotions and make you feel good. And so a lot of really good guys are not getting laid right now. And they're not, they're not hooking up. They're not a part of the hookup culture because they don't, they're spending their time doing other things. They're working their jobs. They're living their lives. They're not running around hooking up with girls. And so they don't understand how it works. And that's when they end up coming over to the men's dating side and learning about it. And for men, one of the things I talk about to a lot of women about the men's dating journey is that a lot of times it's a really long journey, right? When you come to the women's side, we're like, oh, here's what you do, right?  For the men's dating side, it's like, okay, you need to go and develop your personality. You need to go get and learn about your passions and get an awesome job and start figuring out your life and go and sometimes they'll recommend taking acting classes and stuff and improv classes just to get them out of their bodies and get them into their emotions and they learn how to talk and just sometimes they'll send them to comedy courses and stuff like that. That's what men do who are trying to become more attractive to women is that they go through this huge journey of developing their personalities and becoming stronger, better men, developing, they're getting into their masculinity and learning how to become a leader and all this kind of stuff and not to say that women aren't doing a lot of work for themselves in this space, right? We all have issues and we all have problems and stuff but it's hard for everybody. That's really what it boils down to is that there's a very small number of players at the top and they're hooking up with massive amounts of women, right?    For most guys, they aren't running around hooking up. Like most guys are like, I just want a girl that'll be my girlfriend, we can get into a relationship. I hope to God she's amazing, that way I don't have to go out and meet any other women ever again because it sucks, it takes tons of time. If you're going out as a guy and meeting women, you might go and meet 100 women and out of that 100 women, one of them will be your girlfriend, right? And that's like the odds for the average dude who's never learned about dating advice or any of that kind of stuff before, who's not a player, any of that kind of stuff. He has to go and approach somewhere between maybe 80 and 100 women in order to get to a girl that wants to be his girlfriend, right? Or who has the potential of becoming his girlfriend, right?   And so it's just, it's a different dynamic depending on which side you're on. And it's difficult for both sides because there's so many challenges and difficulties out there on both sides. And the hookup culture and these apps have just amplified all of those challenges. I think over time, it's gonna end up evening out and we're gonna end up figuring it out but I think it's gonna take some time and we're just clearly not there yet. Okay.


Hello friends welcome to the session. I am Alka today We are going to find the roots of the following quadratic equations if they exist by the matter of completing the square Our given equation is 4x square plus 4 root 3x plus 3 equal to 0 Let's start with the solution now on dividing both the sides of the given equation by 4 we get x square plus 4 root 3x upon 4 Plus 3 by 4 equal to 0 this implies x square plus 4 root 3 x by 4 4 4 cancel out equal to minus 3 by 4 We have shifted the constant term to LHS this can be written as x square plus 2 root 3 by 2x plus root 3 by 2 whole square equal to minus 3 by 4 plus root 3 by 2 Whole square we have added root 3 by 2 whole square on both the sides This can be written as x plus root 3 by 2 Whole square equal to minus 3 by 4 plus 3 by 4 This implies x plus root 3 by 2 whole square equal to 0 Now on taking square root on both the sides we get x plus root 3 by 2 equal to 0 This implies x equal to minus square root of 3 by 2 therefore x equal to minus square root of 3 by 2 minus square root of 3 by 2 Hence the roots are minus root 3 by 2 and minus root 3 by 2 which is a required answer Hope you understood the solution and enjoyed the session. Goodbye and take care


er in terms of to our community because we're in community engagement. So if there were, for example, anti-Asian rhetoric, I've had a lot of youth come to me and say like, what city officials can make a statement? And I see an organization in a collective like CAB being able to make statements against anti-hate and things like that without getting too political, but just in terms of, we won't put up with hate in our community. And these are rules that we already basically abide by in our own art, what I've signed up for. If we made public statements, are we as a collective able to do that? I believe that we are, or that the board is, the board has to agree to that, to do that. There has to be a letter or a statement drafted and then the board has to be able to view it and then vote, yes, we agree with that. And then it actually gets released by the chair. So yeah, I mean, it is something that the board can do. Okay, because in terms of community engagement, that's all part of it is making our community feel safe. So, thank you. Great, that really, thanks for bringing that to light. Having that opportunity and Danielle, I know you'll get back to us with the procedures around that. Yep. I was just gonna bring up that we do have, just in case anybody finds this as an issue, you're going out and talking to people, as we all know, sometimes people talk about that trash and that, you know, appearance around their neighborhoods and in the community, the city council just approved and it is already in action and you four person transportation and public works group that are staff that are going out and picking up trash on a proactive basis and they have a routine as well as their fielding calls. So that information, I will look for that. I know I have it handy. I'll look for that information and put it in chat because that's something to be kind of having your back pocket for when people are asking, like, how do we get to it? And since that Santa Rosa app isn't completely functional, this actually has, I think, a phone number attached to it. So, there you go. So, any public comments? There are no hands raised for public comment. Thank you. And the next agenda item is 7.6, cab subcommittee updates for the subcommittee of empowerment. I can say that we did not have a meeting in our last month because we didn't have a quorum. So we'll be tabling that until this next upcoming month and hopefully we'll have some new members. So that'll be great. And then we also have subcommittee expertise. Is there anybody here from that subcommittee that would like to make a report? Member Foster, thank you. Well, I think Danielle probably has the most information collectively and otherwise, but, you know, as we've been going through the agenda tonight, I'm thinking that, and particularly since we have so many new members and there's so much information and we've talked about orientation and mentoring and all of that. I mean, I've been on boards before. I think that I propose that new members get a binder with dividers that kind of have different areas of what this board does and how it performs and what the restrictions and guidelines and all of that. I mean, I'm fairly new to the board. Obviously there are some newer members than me, but it would be nice to get something instead of emails and PDFs and something that puts it all in one place where you could review it and reference it on an ongoing basis so that you kind of know what we're doing and, you know, you can print things out and agendas and put it in that binder. I don't know if we have any budget for that, but I think it would be important. So that's all I have to say about my subcommittee. And then I'll refer to Danielle because she seems to be, you know, on top of how this committee has progressed over time. We actually do have some funds for, in our meetings category for stuff like that when we meet in person. So definitely can make that happen if that is something that the CAB wants to do. We have a ton of binders here as it is. We save all of like our old ones and so there's plenty to go around. So if we want to do that, it's just a matter of I have to coordinate that with our staff to help with those together. I think that's a great idea. I know that I like binders. It keeps me organized. I know that Carly likes binders. There is also the option, perhaps of doing the PDF binder. So it could be digital as well. Yeah, we could do that. We could do both. For those who want the digital, we can do that. For those who want a hard copy, we can put that together too. And then Carly, did we have anything else for expertise that you wanted to cover? Well, just want to acknowledge that like a member Foster was saying that orientation, which by the way, you did a great job putting that presentation together. The mentorship, these are things that we talked in depth in our subcommittee that are now part of this meeting. And one of the other things that we covered and I have to admit, since we met almost a month ago, member Barnett helped me remember from my scroll notes, that we also reviewed our strategic plan in the expertise level work plan, not the overall, just to see how we were doing and progressing and reaching our goals and where we were at. Because what we found, and I'm just sharing this because we do have a lot of new members, there was an operations subcommittee that did complete their goals. So those members merged into the expertise. And so the further along that we get, because it was a three-year plan, we've completed a lot of things and we want to see if we can be open to new things and how we would go about that. So we just spent time kind of assessing where we're at and to help determine next steps. We haven't figured that out yet. I think we were going to kind of wait for the empowerment subcommittee to also do something like that because they were working on some current items that relate to the things that we are doing. Yeah. Thank you. Great. And I did write in my notes to follow back up on that with the empowerment subcommittee. So thanks, number one. That looks like that might have been the end of the subcommittee updates. Are there any questions from board members around the updates? I see none. Public comment. No public comments. Thank you. And that means that we're moving on to our last agenda item. Correct me if I'm wrong, Danielle, but we have future agenda items as number eight. And this gives us an ability to look over the potential future agenda items that we have talked about in the past and make any input as well as potentially add future agenda items to this list. For the March meeting, I will bring up that it was the community empowerment plan listening session report. Also for that March meeting, it is the county homeless count. And I believe I actually took a little, I was a little bit of a word in Danielle's ear to make that item because we had talked about actually having on the March agenda the housing project that Catholic Charities is in charge of that is in kind of the St. Rose downtown area. And Danielle was able to send us all a presentation, a recording of a presentation so that we could look at that. And instead of having a presentation about that project, we're now going to have a presentation about the county homeless count so that we can learn more about that. Then number three, the standing agenda item would be the subcommittee report outs as well as the issues of concerns of city residents. And then for upcoming agendas after March, here are some future agenda potential items. Sonoma County commission on human rights report that's still to be determined as far as the date we are anxiously awaiting for the city council to take up that report first. Then the recreation and parks department presentation tentatively scheduled for possibly April, then the city of Santa Rosa equity officer and introductions I believe would tentatively happen in May. And lastly, the community engagement division strategic plan and that would also be determined in the future as to when we would see that. Do we have any board members wanting to add to those future agenda items? I don't see, oh yes, member Barnett's. Thank you. I'd like us to consider bringing back the get to know your cab member since we have so many new appointments. And if we want, you know, and it's possible if we want to start off with possibly having our staff reintroduce. That's another way of doing it. I know, but we have so many new members that I think it's a helpful tool for the board. To know who is on our board and the skills that they bring to the table and who they work with and projects they've worked on. I think it's a helpful tool because we're in this format, but I feel like it's one of those things that we were starting with when we were meeting in person and it's hard to do in a virtual setting, but I think it's helpful, especially with that other pieces of our strategy planning. Great. Yes. I think the more that we can feel connected to each other through this virtual reality that we're all experiencing would be good. I just got a message moving forward. Cab members will receive a Zoom link for meetings about one and a half hours before the meeting starts. Yeah, so you'll see the Zoom link in the agenda. Don't use that link. What'll happen is we will send out a special link for board members. This will allow you guys to enter the meeting and automatically be promoted to this screen instead of having our staff have to individually add everybody to the meeting. So don't use the link in the agenda, use the link. And the reason why it says an hour and a half is because it's automatic, Zoom sends it out. So just look for that. And our Zoom host has said, if you use the link in the agenda, she can still promote you, but this will just allow you in quicker than that. So you'll, I'm sure you'll kind of give us a little heads up on our calendar invite about that. Cause there's a lot of days between now and the next meeting and we might forget that. So thank you. And then any other agenda considerations? Yes. Has the general plan update already been, has that they given a presentation to how they plan on doing community engagement to TAB? Or- Yeah, TAB. Okay. Yeah, they have. So what I'll do is I'll go back and I'll find it. It was a, oh my gosh. I'll go back and find it. We might have to have a updated presentation though because that particular presentation was around engagement strategies for the overall three year project. And so it might be helpful if we have staff come back to do kind of where they're at, right? With the update. So I'll add that to the agenda. Thank you. Yes. Member Tarnado. Is there any way we could do, or maybe it already exists where we have a Google doc or a shared drive within TAB members so that we could access all these resources in terms of all this paper? Yes. We do have a drop box, but I need to update it. So once I update it, because I think I'm out of space, so I can't add anything else. So I'll work on fixing that and then provide the link to the updated drop box. Okay, that way we could even reference back to even community flyers within wherever we're working with, you know? Thank you. Great, thanks. Danielle, your list must be extremely long at this point. So thank you for doing- I don't know what you're talking about. Thank you for doing all of the work that you do, and always with a smile. So thank you. Thank you so much for that. I think at this point, it looks like there's no other agenda items to consider from members. So any public comment on future agenda items? There are no hands raised for public comment. Thank you. And at this time, it looks like we would be open to a motion for adjournment. Motion to close. That was key. Member Roberts and member- Second. Second the motion. Uh-oh. Thank you. Okay. You can just- I just wanted to- Foster or Baldenegro. Just what Foster could take it. That's fine. There you go. No, I just wanted to welcome the new members and I look forward to working with you all and thank you for wanting to be involved and, you know, look forward to our future time together. Thank you, Member Foster. That's a great way to kind of call it a night. It looks like we had a motion and a second. So we are adjourning. Thank you so much, everybody. Have a great evening. We look forward to seeing you at subcommittees in our next meeting next month. Thanks, Danielle. Thank you. Bye. Bye.


YouTube team keep it clean What's going on? It's a engraving here with another video and in this video the Ravens the Ravens they drafted Miles Boykin from Notre Dame and Another why receive him early Within the first three picks, you know, it's funny. These Ravens Usually when you start hearing rumors about the Ravens, especially during draft time when you start here Rumors about the Ravens. I usually tune them out I tune them out because I don't be believing half of the stuff that be going that be floating around Like like I said yesterday in a video when people kept saying oh that all the Ravens are interested in DK Metcalf I was thinking no they not they wouldn't sit up there and be talking up this talking up this guy if they were really interested in him because They would want this dude to have the least value to other teams as possible. So they could end up getting One rumor that had been floating around was that the Ravens may use two picks two early picks on a wide receivers and I was thinking with that one. It was like, okay, I could see it happening Um, and I wouldn't be mad if it happened because it is something that the team really needs To invest in because they haven't and they did just that Miles Boykin 6-4 Even though the TV says 6-3.   I mean anybody remember Aaron Millett It just it is it scares me Remember Jalil Scott. Oh, he said on the team. Oh, I forgot. I forgot but Remember, uh, well, he wasn't drafted, but they they had something special with Marlon Brown and then all of a sudden disappeared disappeared And of course, they're more remember Clarence more Sorry to take it back so far, but remember Clarence more six foot six So anyway, they're more but um Again, we got to give Miles Boykin a chance now I saw a lot of people were very very very excited for this pick a lot of people were very excited for this pick with Miles Boykin, um, they were saying on TV that he ran a 4-4 and Yeah, people they excited But they said he can actually catch. I know that a keen butler was still there all right, a lot of people shout out to Joe Nubow especially but a lot of people wanted a keen butler and They were thinking like okay, wait a minute a keen butler still available. Hold on. Wait a minute We might get a keen butler big body by receiving what happened. No, no a keen butler No a keen butler They got a Miles Boykin. See Ravens all not always, but most of the time they tend to do what a lot of people think that they They tend to go against the grain They tend to do what they feel is best for them, but not what other people if feel is best for them and That's what sort of gives them that Ravens edge That's what sort of helps these players come in and play like a Raven because a lot of the players are not expected To go to the Ravens a lot of the players these outside people and some inside people too Feel like they don't fit the Ravens feel like they don't suit the Ravens so that can make these players want it even more So with that being said Shout out to Miles Boykin third round pick. So, you know, he's making a team Third round pick so you know, he's making a team. It's gonna be some people on notice, man People are getting put on notice. Did y'all watch? And I felt bad for him too, man. Did y'all watch Marlon Humphries? his Instagram live yesterday It's probably gone by now since been 24 hours, but if you saw it watch Marlon Humphries Marlon Humphries in the video It's Tony Jefferson. It's Jordan. Lastly. It's one guy who I do not remember his name But he didn't play for the Ravens this year. He didn't play a snap at least on regular season Who else was there? Matt Jude on was there. Um, but anyway Marlon Humphries it was before we picked Hollywood Marlon Humphries was live and he was like who he was like I think we get in Hollywood and then he put Jordan Lassie in there He's like who you think we gonna get and Jordan Lassie was like, oh, um, I think Jordan Lassie said like an offensive lineman or something I forgot what Jordan Lassie said but Marlon Humphries, he he kept saying Hollywood then they picked Hollywood and he was going crazy and then As soon as he was going crazy. I Was thinking oh That's not good for Lassie That's not good for Lassie. That's not good for Jaleel Scott. That's not that's not good man That's not good But it can actually be great Reason being not saying it'll be great because those guys may end up getting cut now No, but having a crowded a semi crowded wide receiver room that can make each of these guys work that much harder Now Jordan Lassie has an upper hand on Boykin because he's been working with Lamar Jackson So him and Lamar Jackson should have some sort of chemistry They had that sort of chemistry last year in the preseason, but then regular season that we know what happened Don't need to be visited again. Even though I'm sure we will in later videos, but anyway With Jordan Lassie, he's been working with Lamar Chris Moore Willie Snead Jaleel Scott These guys have been working with Lamar. So they got that upper hand and Willie Snead He's pretty much a lot to make tea He ain't going anywhere and the guy but the guys that I the only blocks I feel that are the only guys that I feel a lot locks to make the team is Willie Snead and Seth Roberts and I'll increase more. I think Chris Moore, too But other than that It's up in the air and even with those guys, it's not even a hundred on all three of those guys We really Snead Jaleel But Seth Roberts, he could be out of that too He could be out of there and Chris Moore I think it will take some a while and it would just be a crazy circumstance, but he could be out of that too The Ravens wide receivers right now do not have any longevity They don't Chris Moore last year his deal Willie Snead last year his deal Seth Roberts one year on his deal Jordan last he was a fourth-round pick. So he ain't got no security Jaleel Scott was a fifth-round pick. I believe It was a sixth round. I forgot but he sure ain't got no security He didn't play it down all year last year. He played in the preseason games and after that they stashed him But and then now they draft a wide receiver and Quincy out of Boise still there But then now they draft a wide receiver in the first round. He's making the roster Then they drafted the receiver in the third round. He's making the roster so now you got Chris Moore Snead Seth Roberts lastly Scott Boykin Hollywood out of Boise oh Wow, we really got eight receivers right now Why do I feel like I'm missing somebody I? Don't know I feel like I'm missing somebody But I'm sure y'all will let me know in the comment section or I will probably as soon as I stop recording. I'll remember who it is I'm trying to right now, but I guess not no I think that actually might be everybody. So we have eight receivers right now eight Ravens usually keep about five to six and we have eight If in a heavy-run game in a heavy-run game They may keep I say yeah still about five maybe five five six So again Willie Snead will be one of those guys Boykin and Hollywood, you know, they're gonna be one of those guys Chris Moore Seth Roberts Those are all guys that are pretty This spots are not locked, but they got the upper hand and then you got Jordan lastly Jaleel Scott and Quincy out of Boise These guys are on notice they're on notice and then of course We only been through the first three rounds. It ain't over till it's over Ravens could even make another move and take another wider receiver So we'll see I don't think they will at least not early, but Guys are on notice man. So this is going they're going to be some battles battles Battles in minicam training camp all that stuff preseason. Oh and again, like I always say I really hope that The roster spots are decided not by injury But by who really is the best? Who really is the best? Oh? Man is going to be crazy It's going to be a while But I love love every second of love all the craziness. I love all this All this just drama in the wide receiver room and Eric the cost is showing again it with this too Like I said on the last video with Jalen Ferguson He's showing that a Tim Williams ties Bowser Y'all are not it. I Want more. I want better. I want the best. I really want I'm not settling. I'm not gonna settle for y'all When he tried to sign Brandon Marshall that was putting peanut and Kenny young on notice. Hey, I'm not settling for y'all. I'm not I'm not and now with this draft pick He's put in all the wide receivers on notice and saying I'm not settling for y'all y'all are not it We I want more. I want better. I want the best So I'm loving these moves. I know it's some people that's freaking out.  That's fine But well now you ain't got no choice to but to be a fan of them because they on your team for the next couple of years Hmm, they will definitely be making a team Ain't no third round picking cut, you know first round picking cut so It's gonna be interesting as it always is It's gonna be crazy as it always is and whoo This is gonna be good But again, a lot of y'all were very excited for miles of breaking So you guys excitement to transfer it over to me a little bit, but again, I'm I'm waiting and seeing I'm waiting and seeing there were some people that was saying oh engraving you didn't look very excited in the when we drafted Hollywood Brown and I wasn't that ain't nothing against him. Not that I'm against a pick. I just didn't see it coming I was like, oh, okay. Cool. I'm rolling with it. I'm rolling with it Just like that. This one I kind of saw coming I even tweeted the Ravens about it when they said, oh, we up again, but we up again already Whatever they tweeted. I said, oh, okay. I said a second wide receiver already. Okay, cool And then about five six minutes later It was announced miles boykin So, all right Let's go to work Let's go to work and then another little bonus.  So I'm gonna be rolling with these guys So I gotta do my homework on see what they good. I see what they bad at and then of course Madden What did take what they good and bad at to madden they make their own rules?  It's not real life. Anyway team keep it clean Appreciate y'all today has been a very long day today. Today has been a very exhausting day It has been an extremely busy day. We have been putting in a lot of work But I appreciate you guys for for watching all working for Watching the videos and stuff. I really do appreciate y'all for rocking with us. Thank you And tomorrow's a tomorrow's another day tomorrow's another day I will I Don't even know what the plan is for tomorrow yet, but yeah, y'all will definitely see me y'all already know you'll see me every day Wow. Yeah, I see y'all every single day Every day Anyway team keep it clean appreciate y'all. I love y'all. Thank you for everything and Y'all have a good night. We out