Mark, I just want to thank you so much for coming on the show. I know you're busy and probably a lot of people are emailing you right now. I've been following your stuff for a while, specifically on economic theories and your outlook on what's happening in the world. And right now we are at a precipice. We're at an interesting time where we're in uncharted territories. We have many different things happening. We have a pandemic, a viral pandemic. We have oil wars. So we have more or less MMMT, modern monetary theory being implemented. And based on all your knowledge and your experience of writing about this, you know, this is a big question. But, you know, what's your take on this? Like, do you have any theses is what do you think we're heading from here? Yes, I mean, I'd like to clarify one point. I have experience about this from reading books and studies and papers. But personally, I have never experienced a complete breakdown simultaneously of economic activity and asset markets and all asset markets to the extent we had it within one month. Normally, a bear market in the magnitude we had and with the destruction of assets we had takes maybe two years, but we had it in one month. Yeah. And then obviously the question is, you know, is this a decline like we had many declines in 2018 until the end of December? And we had the Nasdaq break after 2000 and the financial crisis or is this kind of a break where asset prices will after a while go up again and to higher levels? And unfortunately, I have to say that I doubt that we'll go back to the asset levels or to the levels they were a month ago, any time soon, I would refrain from saying ever again but a lot of stocks will no longer be at those levels and a lot of losses will have been taken and a lot of people will have lost maybe everything, you know what I said, it's a serious situation and even if they print money and even if the virus is over tomorrow until confidence comes back entirely, it will take a long time. And for now, I can say, you know, two weeks ago in America, some economies, including Goldman Sachs said, all the economy is slowing down and we have revised economic growth for 2020 to 2% or something like this, but corporate profits for costs they were still at over $170 for the S&P and my view is that corporate profits, the way it looks now will tumble minimum, and I'm saying minimum 50%. And if the corporate profits tumble by say 50%, some would say maybe 30%, but even 30% and this would be an optimistic outlook then stocks today are no cheaper than they were a month ago because a month ago the earnings were say at 100 and now they're down to 70, in my view down to 50. So you understand, as stocks came down, the earnings also came down. And so I wouldn't say that stocks are very cheap at the present time and the market, yes, is very oversold. This is, I've seen this oversold market maybe once in 1987. On the other occasions, it never got this oversold, but I just like to say, I've also seen markets that became extremely overboard, like in 82 in August 82, September 82, but then they didn't correct on the downside. They moved sideways for a while, and then they shot up again. And I'm afraid that we're in a situation where the market is very oversold but may not rebound very much and could move sideways a bit before we tank again to lower levels. And it's interesting to have a lot of subscribers and people who send me emails about what not. None of the emails that I received asked me whether it was a good time to reduce stock positions. All the emails I've received, all of them, without an exception, asked me whether they should buy stocks now or buy more. And so forth. So the frame of mind of investors is more like they are afraid of missing a rally, not of a major decline that extends much lower. I'm more interested in also, I just saw recently that the Fed is doing a trillion dollars a day in repo they're printing. It's worth, I couldn't even believe it. I'm like, here we go. Just turn on the machines. And you're right, everything's oversold. Since 2008, the stocks oversold. Everybody that got a bailout in 2008, we're just doing stock buybacks propagating the value of their stock. There's all thin airs, all paper value. And I'm more interested in is do you see or do we see or do you think there's a possibility of inflation with the dollar? And do you think that anytime soon, trust will come back to investors to see whether there's a one? Because the biggest problem right now is price discovery and confidence in an asset. People don't have confidence in the stock market right now. Even gold was selling off liquidating for cash. I'm curious, do you have any thesis on that? Well, for now, we have a demand deficiency, obviously, because, as you know, people, if they stay home, they may not have a salary. Yes. Like I live in Thailand. OK, in Thailand, tourism is 20 percent of the economy and it employs probably about two million people. In the tourism sector, in other words, hotels, restaurants, travel agents, guides, and so forth. And these people, they have nothing to do at the moment because there's no tourism, nobody comes to Thailand because nobody wants to be quarantined right away at the airport. It's like I live in Thailand. I'm not going to go anywhere because I'm not sure I can come back. So it paralyzes the whole economy. Now, whether it's necessary or not, I'm not so sure. I think maybe the governments are overdoing it and I am skeptical of any government action.  So maybe they overdid it and maybe they exaggerated the problem. But the reality is business is dead. If you look at picture of Park Avenue in New York or Thai Square or Zurich, the station or Grand Central in New York or the airport with the airport in Thailand or if I go out of my house, which I still do, the streets are empty. The bars have all been closed. It's a major disaster for me.   The reason we're in this mess is because of them to begin with. And it's funny that people think that they're going to be the ones that fix everything. Yes, that is the funniest, actually. A lot of the problem arose because of their ill-conceived policies, especially after 2000, we had the first crisis. Then they kept interest rates artificially low and there were clowns and comedians like Paul Krugman. Oh, my God, it would be good to have another bubble and yelling agreed and Bernanke agreed. So, you know, you can't actually do business with people like that. They are very dangerous for the entire system. And they created the first problem, the great financial crisis. What did they learn? F.S. Nothing. They offers doubled down on their bubble creation and created superseding the housing bubble, another financial bubble with more debts. When the debt problems brought about the great financial crisis in the first place, they piled on even more debts to create this problem. Now, the coronavirus is an issue. But you understand, in a normal economic system, in a healthy system, it wouldn't create this kind of wreckage. And of course, the politicians and the central bankers will blame coronavirus for everything. But the drought, the dirt in the financial system and the political system was there before. But this, we all know, only the politicians and the central bankers will deny it. The question is, you know, where do we go from here? And as I said, I'm not very optimistic. I think I wrote a report a year ago that the asset inflation is coming to an end. Because as you know, inflation is a very difficult concept to define. We can have inflation in wages and we can have inflation in commodities and in food. And we can have inflation in asset prices, such as we had in the last 20, 30 years. And this asset inflation was very pronounced and it is possible that now, essentially all asset prices will come down. I mean, I've been a bit surprised that gold came off this much. But in a credit contraction, you know, in a debt deflation, this has been described by Irving Fisher in his book, the debt deflation theory. In a debt deflation, everything goes down. Yes, by probably gold will not go down by 90 percent. Whereas many stocks will go down by 90 percent. Yes, silver took a big hit. Have actually already gone down by 90 percent. Yeah. And what's the liquidation crisis? Everyone's liquidating cash as king right now. I'm trying to figure out the bottom. Well, it depends, you know, what is the leverage in the system? And I am afraid that a lot of investors leveraged their portfolios for the following reason. Let me explain. Say, you and I, 20 years ago, we have a portfolio. You're more aggressive. You invest 70 percent in stocks and 30 percent in bonds. I'm more conservative of 70 percent in bonds and 30 percent in stocks. Now, if there is a market decline, the stocks go down and the bonds, because at that time, 20 years ago, the profile of bonds was a higher quality than it is today. The bonds may have gone down somewhat, but they were yielding maybe six, eight percent years. Today's bonds are yielding three or four percent, the lower quality bonds. Well, now the yield has shot up because the price of the bonds went down. But the point I want to make 20 years ago or so. If we had a big setback in our stock portfolio, the bond portfolio gave us some cash flow that allowed us to buy more shares when they were depressed or after the decline. Nowadays, the problem was that bond yields were very low. Again, the government has created his artificial low interest rate with in many countries negative interest rate. So when you have your portfolio of, say, 70 percent stocks and 30 percent bonds, the bonds give you no cash flow. So when your stock portfolio goes down, you don't have the cash flow to buy more. Number two, the friendly brokers and private bankers, they went to the clients and said, yeah, we know the yields are very disappointing for you, four percent or three percent or whatnot on these bonds. But hello, the borrowing rate is so low you can borrow money, you have a bond, you leverage it to say 80 percent. It yields four percent. You borrow money at two percent. And that boosts your return to maybe 10 percent or more. If everything goes well, now that the bonds have gone down, the friendly private bankers that have only your interest in mind, not theirs, they call you and say, we have a margin call for your account. You have to put up more margin or we have to sell you out. Yeah, yeah. And that and that you can multiply among millions of investors and among hedge funds and icing the fed with the liquidity injections, couldn't care less about the small man on the street. Don't ever think that the government is not concerned. The government is concerned about getting the votes, but couldn't care less about the feelings and the hardship of ordinary people. But their bodies at hedge funds and that Goldman Sachs and that Citigroup and all the banks, that is in their interest to bail them out. Of course, they're getting zero percent loans. Regular people aren't getting any help. They're talking about UBI, which is going to come a lot of stipulations, a lot of stipulations and the lifeblood of the free market, the entrepreneurs who provide the most jobs, who provide real value products, they get fucked. I don't get any cheap loans. I don't get any support. I get nothing. And so hopefully this is some wake up call to some people to realize how badly our system is skewed. People blame us on capitalism. I'm like, I wish this is not capitalism. This is a corporatism. This is the biggest rigged system of all time. It's not a free market. It's crony capitalism. Correct. It's a travesty to call this a market economy or a capitalistic system. This is a completely rigged system by, essentially, yeah, I'd say vicious people, vicious people. Yeah, I agree. And so do you have any advice for anybody out there who's planning to kind of strategize what to do? Should they just sit and wait right now to have some cash or what's your advice for people? I think for the last 30, 40 years, precisely since 1982, the mentality of the public became gradually geared towards thinking how to maximize my capital gains in stocks, in bonds, in commodities, in gold, in silver, in real estate. In other words, there was a strong greed element. And partly understandable because the wages didn't go up. The ordinary person could not make ends meet. He had to either borrow money or supplement his income by speculating, you know, either through the appreciation of the house or whatever. But from his ordinary income, which has been stagnating for the last 30 years or so, he couldn't live properly, especially not if he had children, especially not if he had a divorce. That was the killer. So these people were geared towards investing and speculating. I think now the investor number one priority is what is the worst possible case? OK, the worst possible case is a stock market decline, as I've seen on numerous occasions of 90 percent. That is the worst possible case. And the bond market could be the default rate. Not among government bonds, they'll pay for the time being. But eventually, who knows the time being they will pay not much, but they will pay. But the corporate bond market, I wouldn't be surprised if the default rate is 30 percent. You know, it's possible. And in 2008 and also before that, in 2003, corporate bonds tanked in value. They tanked recently. In other words, if you look at bond ETFs, like HIG, HIG is a high yield bond ETF, HYG. And EMB, that's the emerging market bond ETF. They've plunged, but they may go lower, you understand. The situation could get out of hand in this deleveraging process. And so I think anyone as an investor, I would tell him, look, I don't think you should play hero right here.   But I think most people can still live reasonably well. But if you have a million and this is for your retirement and you lose 90 percent, it's not a very pleasant experience. So I think the mindset should change and become, you know, what is the worst case outcome? And I don't mind if the market rebounds, maybe with the 30 percent or 20 percent having stocks, they'll appreciate, but I don't want to take the risk of losing everything. Yeah, I think that's really, really good advice. I appreciate that, Mark. Mark, thank you so much for coming on and sharing your thoughts and experience. I wasn't more optimistic. No, no, no, it's not about being optimistic. It's about being real and honest and transparent, which you bring to the table. If people want to read more about you, what's the best resource for them to check out? Well, they can Google my name, Mark Faber, or they can go to our website, gloomboomdome.com. Thanks, Mark. I appreciate it. Thank you for your time and for the interview. Bye bye. Bye bye.


Hello friends, I am Sanjay Gupta. I welcome you on Sanjay Gupta Tech School. So in this video, I'm going to demonstrate how you can explore report builder both in Salesforce classic and lightning experience. Before starting, if you go to description of this video, you will find links or various playlist related to Salesforce. So you can follow them as well. So now, first I'm going to tell you how we can create a simple report that is tabular report in Salesforce lightning experience. So in lightning, if you click on reports tab, so this new report option will be available. So once you click on this button, so you need to choose a report type. So these are some standard report types. And if you want to create custom report type, so that you can choose on which object you want to create report. So in my previous video, I demonstrated that like how you can create custom report types. So you can watch that. So that is also available in the reports and dashboard playlist. Now, here in this video, I'm selecting this accounts report type that is standard one clicking on continue. So this report will be based on account. So this way you can see these are the default field fields that are selected. So here, if you want to put more fields. So from here you can search the fields. So let's say you want to add account revenue. So I clicked on that. So here you can see this account revenue field is available. And if you if you click on run. So that will be displayed along with these default fields. And if you click on add it back. So it is available here. If you want to remove any particular field so you can click on this cross time. So that will be removed. So let's say if I remove this one. So that will be removed. And if you click on run. So that change will be reflected. So that particular column is removed from here. Again, you can click on edit. So here filters are also available. So you can manage those as well. So if I click on this show me. So these are two default filters. So if I click on show me so it is showing my accounts only if you want to see all accounts we need to click on here and click on apply. So it will show all the accounts. So you need to click on run so that you can see a whole list. So total for records are available. And if I modify the second filter filter then that will be increased. So right now start date is 19 five and end date is no. So I am going to change this. So, so from here I'm selecting all time. And if you want to select current fiscal year previous previous to fiscal year to financially next fiscal year. So this way you can change a financial year calendar year. Many options are available here, but I am selecting all time and clicking on apply. So now you will see number of reports will be increased. So again I'm clicking on run. Yeah, here you can see total 26 feet records are available. Right. So that default filter was filtering as per the criteria. So less number of records were displayed. So I hope this thing you understood how we can manage the standard filters. Now if you want to apply custom filter. So you can click on add filter. You can select a particular field. So let's say I'm selecting rating. So here you can see some records are not having any rating. They are blank. So I'm going to remove those. So rating equals to warm, cold and cool. So if it is equals to this or you can say not equals to and you can select blank. So anyway, you can create this and click on apply. So this is the custom filter that we applied and click on run. So this time you will see all the records which are having a rating populated are displayed only. So only 13 records are displayed here. So this way you can apply your custom filter as well. Right. And if you click on here, so you can add logic filter logic. So if you have multiple filters. So you can apply like one and two or one or two. So this way you can put and or or between your filters. So right now we have only one filter. That's why we can't put that if you have more than one filter. So you can put one and two or three, a kind of thing. And next is add cross filters. So if you want to apply cross filters like account with or without and you want to choose any other object as well. So let's say context so account with context if you want to apply this cross object filter. So from here you can select any other object as well. So these are those records which are having contact associated with them. So total eight records. So this way if you want to apply cross object filter that can be applied from here as well. And if you want to select account without contacts and apply. So those accounts will be displayed. They are not associated with any content. So this is zero. Right. So this way you can apply the filters as per your requirement. Okay, so both are applied. That's why it is not showing anything. So I'm removing this one. Now I am running this. Yeah, so only five reports are displayed here. So this way as per your requirement, whatever records you want to filter out, you can apply the filter so you can create custom filters to standard filters are there. And you can apply the filter logic as well and you can add cross filters also. So these things are available with this report builder. So I hope you understood these things with Salesforce Lightning and this I am explaining for tabular reports on in my another video, you will get to know how we can create tabular reports, metrics for summary reports. And if you want to save this, you can click on save. If you want to save and then run so you can click on this button. So let's say I'm saving this report. So new account report for lightning experience. And I'm clicking on save. So it will be saved. Right. So this was all about lightning experience. Now we are going to move to Salesforce classic. So I'm going to click on this link switch to Salesforce classic. So UI of Salesforce classic is a bit different from lightning experience. So here, we need to search for the report tab. So click on this plus sign. Search for the reports. So here it is, click on this. So that report tab is open. So here you can see it left inside all the folders are available. These are the reports. So some are created in lightning experience and now we can create report here as well. So you need to click on this new report. And as we selected report type in lightning, we need to select them here as well. So I'm clicking on this plus let's say I'm selecting accounts and clicking on create. So unsafe report is created and report type is accounts. And here you can see these are the default fields. If I want to add any particular fields, let's say I am adding industry. So I need to drag and drop it here. So you can compare the UI of lightning classic enlightening. We can just search for the field and it will be added automatically. But here we need to drag and drop the field so that it can be added. And if I drag and drop it to here, so it will be so here you can see it is updating. So it is a tabular format of the report. So in a classic, you can see all the report types are available here report formats tabular summary metrics and joint so we can create four types of reports. And in lightning, these are not directly available. So in my another video, you can see how we can create those those kind of reports. So if you want to run reports, so it will be displayed. So this way it shows the output. And if you click on customize, so again, you will go to that report builder. And here we can add the filters. So this is first default filter my account. So if you want to choose all accounts, you can click here. And if you want to choose the date field range. So as we selected all time, and these are the fiscal years. So you can choose anyone as per your requirement. I'm choosing all time. So all account record will be displayed. So this way, you can filter out all the records. So if you click on run reports, so these many. So these many records are displayed. Now click on customize. So here you can see we can click on add and we can apply the filters cross filters also we can apply we can apply the rule limits as well here. So if I click on add filter so we apply rating, not equals to and blank so I'm clicking clicking on okay. So only those reports will be displayed, which are having rating populated so here you can see. And if you want to apply cross filter so you can choose this one. So as we applied this in lightning so similarly, you can apply this here as well. So I'm not showing this because I already demonstrated this in lightning. And if you want to apply filter logic so if you have multiple filters, then you can apply the logic like this and or you can put. And if you want to apply role limits, you can do that as well. So the limit is 10 if you want to increase that you want to apply a sorting so you can do that as well. So this way I hope you understood this thing in Salesforce classes if you want to save this report you can click here, so it will be asking the report name, its unique name, the folder where you want to save it. So this way you can save this report in Salesforce classic. So I hope with this video you understood report builder, both in Salesforce lightning experience and Salesforce classes, because in some of the projects you might need both the so you should be familiar with both classic and lightning report builders, because they have some differences in them while implementing the reports. So I hope you understood whatever I demonstrated in this video and if you want to watch more reports and dashboard related video. So you can find the playlist link in the description of this video at the end of this video. So do follow that so that you can understand each and everything related to reports and dashboard in Salesforce. Thank you for watching this video.


Welcome everyone. We're really glad that you joined us today. My name is Julie Garden Robinson and I'm your host for the Field of Fork webinar. This is brought to you by North Dakota State University Extension. This is the seventh year we've done the series and we have them all archived on the website. So you have probably 80 of these sorts of webinars available for watching any time. The next slide shows our final webinar for the series and we sure hope that you join us again. Next week Karen Blake-Slee from Kansas State University is going to talk with us about preserving food safely because someday we hope that spring and summer will arrive in North Dakota. It's a very snowy day in parts of the state today. The next slide shows the webinar controls and we've had over a thousand people attend the series this year and we invite you to post your comments in the chat. So if you have questions for our two presenters you can post them in the chat and we will or I will pose them to our presenters at the end of the session. So instead of posting your state you're from we are certainly welcome to do that. Today we are going to post our favorite vegetable to grow in the chat and they will have a poll so you can let us know your state. So what is your favorite vegetable to grow or fruit? All right while you're busy doing that the next slide provides an acknowledgement. I have a special request as usual. This program is sponsored in part with grant funding from the USDA's agricultural marketing service and I will ask all of you to complete a short online survey that will be emailed right after today's webinar and as a thank you I will provide prizes to many lucky winners of the random drawings. I'm going to wait till the end of the series to do all the random drawings. So in the next couple of weeks you could be a lucky recipient of something really neat but be sure to put your complete address in the follow-up form and don't forget to add your city state and zip code. And now I'm ready to welcome our speakers. I'm very pleased to introduce both of them. Our first speaker today is Anna Barr. She is a registered dietitian and the farm to school nutrition field specialist at South Dakota State University Extension. Anna combines her experiences of growing up in a farm or on a farm in Iowa and studying nutrition and horticulture at SDSU to improve local food systems and help youth get excited about nutritious foods to farm to school. And our second speaker is Landa Nawadake. In a unique joint appointment between Kansas State University and the University of Missouri, Landa serves as state extension food safety specialist for both of those states, Kansas and Missouri. She works with county and district extension agents and other stakeholders in both states to develop programming and resources in food safety, focusing on consumers, produce growers, and also farmers market vendor issues. Landa grew up on a farm in east central South Dakota, so they're both from South Dakota in some way and I welcome them. Thank you, Julie. And Landa and I did, as Julie mentioned, put together a couple poll questions. See where we located mostly North Dakota. Looks like really small South Dakota. Kansas, Minnesota. Okay. And then some others. Awesome. I see a lot of responses at the top of question number two. So not much experience or knowledge for farm to school. So we're happy that this is a getting started with farm to school webinar. So it looks like we're in the right category there. But some of you have had some really neat experience. A producer is told to schools, help organize farm to school efforts, have it had kids and farm to school programs. That is, that is wonderful. So as Julie said, I'm Anna Barn, the farm to school nutrition field specialist for SDSU extension. And my portion today will be talking about getting started with farm to school and providing kind of an overview of really what those activities are that that categorize as farm to school and show some different ways that you may be able to get involved or see farm to school take place in your community. So first of all, what is farm to school farm to school changes the food purchasing and education practices of education settings in order to connect communities with fresh healthy food from local producers. That's the definition from the national farm to school network. And it has three core elements. So education, local procurement in school gardens. Oftentimes when we think about farm to school, the first thing that comes to mind is local food procurement.  And that would be any way that the local foods get into school meals or early childcare settings. But it's not the only part of farm to school, right? So we also have education. And that's that's pretty much any way that kids are hands on with the nutrition with agriculture. And they're learning about the local foods in their own environment. And then school gardens. So school gardens is a unique one because it provides opportunities to incorporate education in the garden space that also provides opportunities to maybe sell the school garden produce or donate it to the school kitchen. So it could kind of cross over with education and procurement. But one thing to keep in mind with farm to school is that it can incorporate any of these core components, but it doesn't need to do all of them. So even just doing one of these three core elements of farm to school would make a school say that they're participating in farm to school. When we think about local procurement, so of course, that's not the only element of farm to school, but it's such a big one that local gets to be defined by the by the farm to school program. So when we think about the United States, or if we think about our own states, even if there's probably hubs where quite a bit of local food production is happening other parts of the state where it's not so much, we've got rural settings, urban settings. And so the variety of different distances that schools would need to travel or define their radius in order to find local foods is quite different across most of these areas. So that's kind of the reason there's not a set standard definition of what local means when thinking about farm to school. But there are different examples of what schools have used. So two examples from South Dakota, Aberdeen has used the example of produced within 100 miles of their school district. Another example from Washington Springs, they say that it's any any food product that's produced in South Dakota. And again, that definition might work better for a state or a city that is in the middle of the state versus one that's on the border. And this graphic represents kind of those different ways to define farm to school. So this is giving peer in the middle of South Dakota as an example. And we see on the far left, it's kind of defined as a region, a really large radius around the area that incorporates a multi state area could define it as just this state. Or you could go more localized and say anything within maybe like a 30 mile radius, which might be something along the right side, or within the county. So there's lots of ways to define local and that really comes down to how far out does the school need to go in order to find local produce and what's reasonable for them to choose as a local definition. Okay, so there are a lot of different examples of farm to school activities. And so my goal is to try to expand your idea of what farm to school is so that you may be able to see that nearly anyone can engage in farm to school and that there are many different opportunities to qualify as a farm to school participating in school. So I'm going to run through each slide that kind of looks like this will have activities that were outlined by USDA in their annual or sorry, it's every few years, they'll do a farm to school census questionnaire that goes out to schools and kind of lists all of these different activities that they've seen happen for farm to school. So this list of activities is pretty inclusive. I think they are constantly adding to that as different programs show different ways to do farm to school, but it gives a really good idea. So this slide starts out with all of the federal nutrition programs. So thinking of farm to school, we think about lunch usually. But nope, not to forget that there's the school breakfast program, there's the fresh fruit and vegetable program, the child and adult care food program and oftentimes that's not happening at a school, it's happening at it may be a daycare center or even an adult daycare center that would be the child and adult care food program. So sometimes you don't think about those adults and we're talking about farm to school, but the childcare center is absolutely. And then it summer meals too. So there's lots of different federal nutrition programs that you could plug into for farm to school. And a farm to school program doesn't have to involve only federal nutrition programs that could go at sites that maybe don't operate those. But it gives kind of an idea of we're really looking at all of the meals throughout the day and snacks. So talking about a little bit how farm to school spans the day farm to school also spans the tray. So one meal and this is a lunch example, but we'll always include a milk and a meat or a meat alternative, a grain of fruit of vegetable. And so thinking about local foods produced in the area, those could plug into all of those different kind of portions of the tray. So the can pineapple here probably isn't a great example of a local food. But say if there are berries that are fresh in the fall or melons that are fresh, those absolutely could go in as a fruit component to a meal. Fruits are always included in breakfast as federal nutrition programs require. So again, more opportunities throughout the day. Vegetables, lots of fresh ones in this fall, thinking even preserved vegetables could go in through the winter time in the spring or those root crops like potatoes or winter squashes or carrots that last a little longer can can sometimes be a vegetable component throughout the seasons. But in our northern areas, a lot of times what we have a lot of success with is the meat and the meat alternative portion of the tray. So big beef to school programs getting started across South Dakota and North Dakota, I know. And that can really really be a steady area for farm to school in our climates that maybe don't have as much opportunity to grow fresh fruits and vegetables throughout the school year without maybe a greenhouse. And then thinking about milk also milk is typically a local food product just by the nature of the distribution of it. So milk could be local without even trying. It's kind of a neat thing to maybe look into. And then of course grains, not a great example in this photo, we've got the croutons, but thinking maybe of local rolls or something that is purchased from a local bakery could be all included as different elements of a farm to school meal. And only one would need to be incorporated at a time, right? We don't have to go all out. We can just include a little bit here and there and and start out that way. Alright, the next one, we've got examples of activities would be serving local foods as a snack in the classroom or it could be as an oligarch item during a break period or during lunch for fundraisers or maybe at the concession stands during sporting events. Other examples would be serving local foods to or providing farm to school activities as part of after school programs, serving products from school gardens or farms and any school meals and working with local producers to develop specific food products using local foods. So I'll give some examples from South Dakota. And this photo, we have a community garden that is located just across the street from a school in Martin South Dakota. If you look on the right picture, you can kind of see the school there. And so the community garden manager would have an afterschool program where kids could walk across the street, engage in different activities along the garden, they could help water it, help weed it, help plant it, help harvest it and then taste the vegetables as well. And there's usually a snack component that she would provide in this program, trying to use local foods if they're ready and fresh in the garden or bringing some in if if they weren't available at that time just to try to increase exposure to other local foods as well in this program and then provide an activity. So on the right side, they beautified their garden space by painting floral pictures onto old records and hanging those along the fence of the community garden. This example also hosted a community event during the first week of September. They had over 160 kids that were kindergarten through fifth grade and 20 different adults visit the garden as a field trip that was organized by the grade school in Martin. And at that time, they got to try fresh tomatoes with salt and pepper from the garden. So cool ways to engage the students and even the community in some afterschool type programming or community events. And that other example there was working with a local producer to develop specific products. This is an example on the right. We have Susan. She is a food service director in the southeast corner of South Dakota. She works for lunchtime solutions and as a food service director, she will attend a local farmer's market and get to know the producers and has since developing those relationships through visiting the market started contracts with many of those producers and will sell into the school lunch program, their local products. She also every year will host an annual crunch off with she participates in a national program I'll talk about in a second. But finding those local sources of apples that she's able to distribute to all of her students. She's got a bigger district. It's I think it's maybe around 3000 total students, which is pretty large for South Dakota, and is able to provide all apples to every single student in one day just by sourcing through her local connections that she made through a farmer's market and visiting there. Some other examples of farm to school activities, holding taste tests and cooking demonstration of local or garden grown foods promoting local foods at school, using cafeteria food coaches to promote the consumption of local foods, inviting farmers to visit the cafeteria or classroom, and providing training to food service staff on farm to school or school gardens. I know in some states we don't have this in South Dakota, but they have developed some logo and promotional branding around this is a local food product or we're provided for participating in farm to school or they might have a harvest of the month program where they've displayed visually in those meals, settings, what foods are local. So I don't have examples of that from South Dakota, but have heard of that being successful across other parts of the country. We do have an example of is a producer visiting a school. And so this this producer is in the Brandon South Dakota area near Sioux Falls, and she and her family operate a fruit and vegetable farm. And once a year, she will attend the school to teach students about growing from planting a seed in a milk carton that they reuse from the cafeteria. And since that milk carton is biodegradable, then the students can kind of walk through the process of learning about sustainability, planting a seed, watching it grow, interacting with a farmer and then also being able to take that product home and teach their parents about it. It's been a good connection for this producer then to also have that exposure of her business and her farm that can that can travel to those years of those parents that get interested in maybe touring it with their kids or ordering from her. What's also stemmed from this relationship is that she is now operating some contracts with the food service structure and getting produce into the school. So sometimes starting with one element of farm to school can lead to others as she started with in class education. It's stemmed into a local procurement deal as well. A few other examples of activities we have celebrate National Farm to School Month, which is in October every year, conducting educational edible gardens as part of a curriculum. So any school that has a garden, if that's integrated into the curriculum somehow oftentimes we'll see this naturally being done at the high school level with maybe a botany class or a horticulture or an FFA class. But absolutely we could have this happening at younger ages as well. One school in South Dakota Wagner, South Dakota, they have the high school science teacher and her students will create aquaponics units and then put them into kindergarten or early early learners classrooms. And so the high schoolers get the opportunity of kind of creating an indoor garden space and learning about the science behind aquaponics. And then the early learners get the unit in their classroom to then feed the fish or learn about kind of growing that fruit or vegetable. Probably usually it's lettuce that gets grown in aquaponics units. And they both kind of get to interact in a edible school garden that is maybe something small scale that can be inside of a classroom. So there are definitely opportunities if the school doesn't have a greenhouse or a high tunnel, something for all year growing. There can be little spaces of gardens in the classroom as well. Other activities would be student field trips to farms. So we talked about producers coming into the farm for a visit. The opposite would also be farm to school and taking students to the farm. Integrating farm to school into pre-K curriculum, right? So it's not just K through 12, we go pre-K also. And then hosting farm to school related community and family events such as a parent lunch day, a corn-checking contest. Doesn't that sound fun? A farmer's market at the school. We've got a few schools in South Dakota that have done that. A red cloud Indian school is the main one that operates the farmer's market with their youth. So lots of opportunities there to engage. These are some photos from a crunch-off event in South Dakota. I forget the exact school. But they used October Farm to School month and this crunch-off event to, as an opportunity to learn about on the top right photo there, you see the seasons of an apple tree. So one of their classes kind of demonstrated what an apple tree looks like throughout the year. And on the bottom right corner, those kind of colorful pages that are stacked on top of each other are an apple core that another class used to show all of the different components, the seeds, the skin, the flesh of an apple and learning its different parts. So on one day, on October, this crunch-off event, they purchased local apples and had at the lunchtime. Everyone bide into it at the same time and take a photo and post that to the state. And so this crunch-off event really is a local event, but it's a state-by-state competition. So look into it if your state provides it. I know South Dakota will be participating in this next year too, but you kind of register through your state and then the states will submit that data to our national region. And then the state with the most registered crunches takes home the crunch crown. So a fun way to get involved in Farm to School and a friendly competition that even schools could consider competing against each other in doing as well. That could be a fun way to take that event and make it fit for your community or make it a little more competitive in your area. But that's one example of a way to celebrate Farm to School Month in a pretty simple event. Thinking about more educational edible gardens as part of curriculum, this is at the Youth and Family Services in Rapid City. So they host Head Start in the different after-school programs or day programs for youth and will include their robust garden program as ways to teach about math and science and arts and counting the different petals on a flower or how many seeds go into a space or how much space do we need in between these to plant a garden and learning about math and ways and science and nutrition and so really there's lots of opportunities to use plants and local foods as part of STEAM or STEM education at all levels. A few other examples here of just getting kids outside and planting gardens, whether that be, you know, we can do it during the school year, we can try the indoor stuff, we can focus our Farm to School gardening efforts and the see the times in spring and fall when they can be outdoors. A lot of times we'll see maybe some after-school programs or summer programs take care of that over the summer or really just trying to get kids outside and their hands in the dirt to see some of the benefits of just that fresh air and physical activity that gardening can provide. And like I said, those field trips to a farm. So this is an example out in western South Dakota where students got to visit more of a commodity producer, but I believe he also did ranching and out there a lot of beef to school is taking place. So with that, what are the benefits? Why Farm to School? These are some of the stats that have been compiled over the years. So I can't guarantee that each of these these items would happen for every Farm to School program, but it has been known to happen and there is data behind why Farm to School. So students will see an average increase of point nine nine to one point three servings of fruits and vegetable vegetables per day when when out of school that participates in Farm to School, which then can minimize risk of diet related diseases from a more healthy diet. Knowledge about gardening, about agriculture, about healthy foods, local foods and seasonality increases because of that exposure and educational opportunity. They have a greater willingness to try new and healthy foods and they choose healthier foods at school and at home. So the benefits of participating in in Farm to School at school do show to extend to home as well. And for producers, we see an average income increase of five percent. Again, don't want to say that's guaranteed, but it has been been shown to happen. And it's at a greater market diversity. So a lot of schools that that I work within South Dakota. If you think about it, the school is technically the largest restaurant in town, right? They serve the most number of people every single day. So if a farmer is looking for outlets for food sales, then a school is often a hyper local location and it's reaching in a lot of a lot of clients, a lot of students in their meal program. And the benefits to schools, we've seen average increase of 9% in meal participation in some national studies, blower school meal program costs. Again, don't want to guarantee these things, but have seen that they have been true. Increased offerings of fruits and vegetables, greater school wellness policy adherence that could be a neat angle to maybe get farm to school on the minds of of certain school administrators, improved food service staff morale and knowledge about local foods. Educators have positive diet and lifestyle changes and a greater intent to integrate farm to school to the classroom. So when teachers are teaching it, they start to live it out as well. And then greater opportunities for hands on active and experiential learning. So I want to touch base shortly here on just kind of the last couple years with schools and seeing so much of the supply chains being disrupted and kind of point to that other benefit of using local foods is that when supply chains might be questionable, the local producers may be there as an opportunity to step in and having those contracts and relationships already in place is a tactic for some schools to kind of mitigate those supply chain issues when they do arise. So it can be a bit overwhelming to a lot of food service directors in the last couple years have been a little bit like this. But but there are definite opportunities and funding sources coming out to help get local foods into schools. Some positives of the COVID-19 supply chain opportunities are that USDA and state agencies are suggesting local purchases to food service directors. This is more on the minds of food service directors to be looking locally. There have been waivers and flexibilities that make local purchases easier. Those are starting to go away for the 2022 2023 school year and a little bit back to normal. But there's still from talking to kind of the state agency here in South Dakota and some food service directors, a lot of food service, a lot of schools are seeing increased funding for farm to school and they still have some of that. So that gives them a little bit of a buffer as they go into the next year where these the rules around nutritional quality and for the schools are kind of being a little bit more strict again, but definitely not eliminating the possibilities of farm to school as as many schools still have money that is directed towards local purchases. And then there are the negatives though currently as far as schools go for if they have an opportunity to offer local foods, most of them are showing that they're short staffed. And so even if you have funds to purchase local foods, if those foods are less processed than the foods that they typically get off a truck, then they're going to have to spend more time preparing them in order to serve them in the meal. And and if they don't have the people to do it, then even if they have the extra funds to purchase local foods, they might not have a way to prepare it in order to get a lot of the trace, which could be a barrier to to purchasing local. And and food service structures themselves oftentimes when their short staff are working on the meal service lines are in the prep areas, so might not have as much time for new projects. Really quick here, the USDA Farm to School Census is a neat example of you can kind of find out what in your area is happening as far as farm to school. So I think Scott's going to drop the link to this website, but I'll show you quick here. If you go to the USDA Farm to School Census website, it gives an overview of the different stats at a national level. But if you scroll down, let's see. Well, explore the results. Scroll past the national data and then I'm going to enter my zip code. And it comes up with a few different schools. So let's do the T area school districts. You could search for your own zip code, pull this up and then start to look at the different data and see what your school has done. And maybe then that could inspire what opportunities there might be for local foods to expand or kind of piggyback off of some of the activities they already do. So I'll just let you know that that's here and give it as that resource to maybe poke around later. And the last two kind of big resources to share would be the USDA has the Office of Community Food Systems out of the Food and Nutrition Service branch and they provide fact sheets along Farm to School that are applicable to all federal nutrition programs and have great information to look at on their website as well as the National Farm to School Network is more of a nonprofit counterpart to the USDA and they've got tons of resources on their website as for Farm to School as well. So two great ones to check out. And with that, my contact information is here, but I will turn it over to Landa to get into the food safety practices regarding Farm to School. Great, thank you so much, Anna. So, Anna, I have to tell you while you were presenting, I'm like emailing my colleagues in Kansas saying we got to hire somebody like Anna. That was great. I really enjoyed your presentation. And, you know, there's so many good things about Farm to School and I just love presenting after somebody like Anna because, you know, she's really done a great job of just highlighting all the great things about Farm to School. And so, yeah, and it's super. And I'm, as mentioned at the beginning, I'm from South Dakota, so I love hearing about what's happening in South Dakota, just hearing about all the great stuff. So, so, yes, I'm going to talk about. So I'm not, how do I say? I will, I'll just say this. It's on my mind. My brother up in South Dakota, he'll sometimes introduce me as like, oh, a lot is the person that tells us what not to do. That's not what I've been tending for this at all. But I just really want to make sure that, you know, we that we think about safety as well, you know. So, boy, I'm a huge proponent of Farm to School and we just want to make sure that it's as safe as possible. So you can advance the slide to the next one here. So this is what I'm going to be talking about today, just briefly, like Anna said, there's a lot of different aspects of Farm to School. So we'll talk about, you know, the buying local foods part as well as school gardens. And then we'll talk a little bit about school salad bars, which again, Anna kind of talks about. And then just I'll share briefly some resources that are available. Hopefully you're all like me and after Anna presented, you're super energized about Farm to School and want to get started. So, so I'll have some resources that are available to help you do it safely as well. So this is my, so this is my big interest in Farm to School. So you can you can guess those are my kids. So I grew up on a farm in the South Dakota and essentially around Brookings and my so my kids are, you know, I feel like, you know, they're only one generation removed from the farm and a lot of my kids as friends, I mean, they're probably, you know, maybe four or five generations removed from the farm. And, and, you know, so many of those kids don't understand where their food is coming from.  So, so when we go home to grandma's house, you know, we were out in the barn helping do chores and helping feed the cattle and so on. But, you know, I want them to to learn about Farm to School all the time. And and these are kind of older pictures, just FYI. But Anna, you can go ahead and advance to the next slide here. I'm going to actually put in the chat just again on a side. I'm super excited. The school that my kids go to our food or school food service director is great. And she's very into Farm to School. So this that article that I just put in there was a TV, little short TV clip that was on TV just a few days ago in Kansas City about the school that my kids go to and the school Farm to School program at my at their school, which again, really makes me excited. So, so, you know, thinking about how we can get more local foods into our school. Cafeteria is, you know, to me is personally and professionally really important to me and just making sure that it's, you know, done as safely as possible. You know, when you look at USDA's Farm to School information, they really do encourage, you know, so it's not discouraged. It's encouraged. They really encourage the use of school garden produce and, you know, things like shell eggs, you know, locally produced eggs in school lunchrooms.  So the regulations vary. But, you know, so I'll just kind of talk about some general, general principles, because, you know, every state situation will be a little bit different. But but the big thing is that a school food service authority, you know, they have to ensure that they're procuring food from, you know, a reputable supplier and one that uses food safe practices. And, you know, and sometimes how those things are enforced is a little bit different to from jurisdiction to jurisdiction.  So it's somewhat up. It's somewhat objective, I guess. Or, yeah, objective, what the requirements are, sorry, subjective, but kind of, you know, kind of depends a little bit on how it's how it's interpreted.   OK, I'll talk about produce here in a minute. So so that was the federal level. So at the federal level, you know, it is it's definitely allowed to be purchasing local foods, you know, to serve in your classroom or to serve in your lunchroom, sorry. So state laws do vary. So again, I know we have a number of different states on the call. So you'll have to check, you know, in each state exactly what the state laws are. You know, and I know in Kansas, in fact, I saw my friend Barb DePu is on from Kansas and I don't know if any of our colleagues from Missouri are on. But but, you know, in Kansas, it's very much encouraged to have local foods in school. So so there's no state law against it by any means. Local jurisdictions might be stricter, you know. So it just depends. You just have to check again with your local food safety regulatory authority to see what their what their requirements are. So every school might have their own policies as well.  And, you know, so sometimes the school might kind of have a blanket statement of all produce has to be gap certified or whatever it might be. And and, you know, might just need to talk to them about, you know, really what are how are we going to ensure that our food is safe, but also help promote having more local food in the schools, you know, how to balance that out. So and I'm covering up. So liability coverage for farmers. So that's just to say, you know, again, schools might say might require that the farmer has a product liability insurance if they're purchasing from them. And again, the farmer can then visit with their local their their regular insurance provider to see, you know, how much additional charge that would be. Sometimes it's not that much additional charge on your on your insurance premiums to do that. So OK, go ahead to the next slide. All right. So I'm going to now I'm going to talk specifically about produce, the regulations for produce. So this is so, as Anna mentioned, you know, different states will have different levels of local produce available during the school year, you know, because September or August through May, you know, there's not always a lot of local produce. But you know, in some cases there are you can always buy apples and things like that. But so the then, of course, there's summer feeding programs like she talked about, too. But anyway, the local so the produce regulations specifically for produce there's a Food Safety Modernization Act. That's what FSMA stands for. There are produce safety rules within that. So farms that are that have annual produce sales of, you know, basically less than twenty five thousand dollars are exempt from needing to meet the requirements of FISMA. And then produce that's really consumer like potatoes would also be exempt. And then there's also some local kind of like local foods exemption for sales that are, you know, in the same state. And there's kind of some other caveats to that, too. But so there's there's definitely some exemptions from this needing to meet FISMA requirements and needing to meet FISMA requirements, you know, is not that difficult. So produce growers can meet those requirements. But but, you know, if they're selling less than twenty five thousand dollars and they don't have to FISMA, there's no extra auditing costs or things like that. So it's just that the farmers need to meet the, you know, the safety practices and then and get inspected. So hopefully your local extension in each of your states can can help you with that. I know Julie helps with produce safety trainings in North Dakota, for example. And, you know, a lot of our extension colleagues around the around the the region definitely do a lot of produce safety trainings to help produce growers to meet the requirements. So so that shouldn't be an issue. You can go to the next slide. So, you know, if you're a school considering buying local produce or if you're, you know, working with the school that's considering buying more local local foods, I'll say, not just local produce. But for local produce, you know, you could require that the growers be gap certified, you know, from my perspective, that shouldn't be a requirement, but it but it's something that every school could determine they want to do. So and I won't go into a lot of details about gap certification, but it's it's basically an audit that is done. And then the farmer has to pay for that audit. So it's an extra expense for the farmer. So maybe, you know, you could also just require if you're again, a local school could require that produce growers attend some trainings and have some sort of certification, maybe not gap certification, but have some sort of way for you to know that, OK, this food is going to be safe, that we're going to be serving to our kids. So other things that you can do as that schools can do, and this would be for any sort of food, not just produce, but, you know, just some current vendors, you might, you know, kind of those broad line distributors might already be purchasing local foods. So like Anna talked about milk, for example. So, you know, you can you can check with your regular distributors and just, you know, ask for that you preferentially would like to buy locally as well. That's another option that you could look at. So one thing that is always important, again, just to think about traceability purposes is to know, just to keep records, the school would keep records of where they're getting their food from, you know, to know where it came from and then, you know, where it's been distributed to, if it went to this elementary school or that elementary school, that it's, you know, you're keeping track of that, you know, having just having records is always an important thing to make sure that we're tracing if there are any issues that come up. Purchasing from something like a local FFA chapter is also, you know, a great practice. You know, sometimes like FFA chapters might have a greenhouse or something like that, or they might have some sort of food production that they're doing. So then you could also just make sure that you're keeping that information from them.  And, you know, hopefully there'll be no problems with it. But if there ever were, then you would know, you know, where that produce came from that day and be able to trace back any issues and be able to help prevent that from happening in the future. So OK, so you can advance to the next slide. So again, thinking of other things that schools can do to reduce their risks if they do want to purchase locally. This is kind of more on the produce side. But again, this would apply to other products as well. There are some on farm checklists and guides available. I'll show those here in a minute. There's a number of different sources available for those sort of checklists. Different extension services, again, across the U.S. have those. USDA, Iowa State has a good one I'll show in a minute. So schools can also do their own auditing. I know like my kids is local school, they do go out to the local produce farmer that they buy produce from.  So so that's also a good practice. OK, you can go to the next slide, please. So here's this checklist that I mentioned from Iowa State. And I think at the end of my presentation, I'll have a link to this where you can find it on their website. And then maybe Scott could put it in the chat for us. But but I'll have that here in a minute. But so this checklist is just a great way to kind of, you know, if you were helping a school to go to visit a local farm and think about the things that they to be looking for to make sure that that, you know, produce is going to be as safe as possible. Here's some good things to look at and to kind of think through. You know, how we can reduce that risk as much as possible. So OK, go to the next slide. So again, I kind of mentioned this already, but just visiting the farm, observing their practices, and this would be produce or any other product that you might be buying from a local farmer, you know, just developing that strong relationship. Again, like Anna talked about, is really helpful. And then, you know, just inspecting incoming product, just like you would with any incoming product, you know, when schools are receiving their products, they want to make sure that they are safe and that they've been handled properly, that the transportation of those products is also safe.  And so, you know, we want to make sure that the pickup wasn't just used to haul sheep. And then they use it to haul watermelons the next day. They did it clean out the back of the pickup, you know. So you just want to make sure that that things are being done in a safe manner, you know, through the whole process as much as possible. OK, you can go to the next slide. So OK, yeah, here I talk about transportation. So so this is the example that I just talked about with transportation in the back of the pickup there. But, you know, again, just thinking about the time it takes for transportation of the product, whether it's eggs or whether it's beef or whether it's produce, you know, that the school is getting from the from the producer that it's all, you know, being done in a reasonable short amount of time so that the products aren't getting above into that temperature danger zone of 40 to 140 degrees for more than two hours is the key. We want to make sure that things are kept as cold as possible. And then just thinking again about, you know, purchasing and deliveries, you know, just just inspecting the local the products that are coming in again.  And and if again, if they are going to be chopping it or cutting it, peeling it and that it is refrigerated within two hours of that happening. OK, you can go to the next slide. So then just like Anna talked about, school gardens is another great way for kids to learn about how food is grown and and where food comes from and that it doesn't just come from the store. So just basic things to think about. We have I have a publication there on the bottom that goes into, you know, it's like four pages. It's it's relatively short, but it goes into a lot more detail about. Thank you, Scott. It goes into a lot more detail of of, you know, what you should be looking for in a school garden. But but these are the basic things, you know, the water source, composting or using soil amendments, you know, manure safely. And then, you know, working with the school grounds crew, keeping animals out of the garden. That's not easy, of course. But, you know, doing the best that you can to keep keep animals out as much as possible, because it reduces the yield and it also obviously can compromise food safety. And then thinking about when you're harvesting, you know, doing that in a safe manner as possible. And then, again, like I mentioned before, storing that garden produce, you know, if there's school garden is producing lettuce or whatever it might be that it's stored, you know, separately from the lettuce that you might be getting from another farmer or from your main line distributor so that you do know, you know, if there ever was a problem, you would know which which problem the product was from. I will say I just I remember very well. One of the first times I knew that our my kids of school had a good farm to school program was I happened to hear from the school of the school that they didn't like I think my daughter with my oldest was a kindergartener. And that was back in whatever year that was that there was a big lettuce recall around Thanksgiving from California, maybe 2019 or 28. 18, I don't remember. But anyway, our kids of school was still serving lettuce. And I remember thinking like, oh, interesting. And she said, yeah, we're buying locally. So we're not affected by that big recall. So they actually had, you know, lettuce available at the school. So so anyway, sometimes, you know, again, like in a talk about having that local source can protect you from if there's recalls of a national source and can protect you from that supply chain bottlenecks of using a national source as well. OK, next slide. So school salad bars, again, this is kind of the, you know, the same same principle is just using the produce, you know, on the plate, but just in a little bit different way. You know, it's it's this this website gives more information about salad bars, which is a great way to get more local produce into your into the menu. Again, with any salad bar, you want to make sure that it's kept below 40 41, make sure that there's tongs that the kids aren't grabbing things with their hands and just keeping it clean. But this is a great way to provide that local produce. And like Anna mentioned, like a harvest of the month type of program and, you know, labeling that produce of kids. No, this is from a local farm, you know, is a great way for kids to learn more about where their food comes from. OK, next slide. OK, so here's towards the end here. Just some resources that are available. So this is some great websites of from USDA. And then there's one from Iowa State that I showed earlier. So you can take a look at those resources and find just find some some good resources if you are, you know, if your local school is. Oh, thank you. I'll check on the site too. Sorry about that. So you can see, you know, how what what things schools can look at to make sure that they're getting the safest product and possible. OK, you can go to the next slide. All right, great. So yeah, and you can go to the next. So this is just pictures of my kids and thinking about the garden and our backyard and how much they learn from the garden is a great experience for them to learn more. So here's my contact information with some some of our other resources that we have available too. So and with that, we're really happy to take questions if anybody has has any questions for for Anna or myself. Well, thank you, Anna and Landa. That's a lot of great information. Please type any questions you have in the chat. Julie, I see Claire up at the top had asked Anna about the statistics. Oh, it says, can you share those, especially the school one? I don't know. Maybe Anna just or maybe Claire is wondering about having the slides or I'm not sure. I just was did see that one come up. Oh, OK. I can share. Maybe I can find it now, too. I can maybe stop sharing my screen. And a lot of those came from the National Farmer School Network and they have a nice PDF. It's I think it's three or four pages that walks through a lot of those stats and shows the original source for that data. So I'll try to find that right now and put it in the chat. And just so everyone knows they did provide their their PowerPoint as a PDF. So that will be on the field to fork resources. So you will all have access if you want to see more clearly. And I'll take a closer look and study. I did pop in the chat, the survey that I mentioned earlier. So, you know, you can do that any time now or when you get the link, which usually comes out the day after. And that is connected to a random drawing survey. So you would have chances to win prizes as well as a little thank you. So Jennifer is raising her hand chat. Scott, could you give her permission to talk? Yep, just did. Hello. So I would really like to do this in my schools. And sadly, I have been kind of half listening and half preparing for a thing that I have to leave for like almost now. So I was just wanting contact info and just to say that you guys have really inspired me. I'm super excited about this. I think this is something I can make happen in my area. I need to like baby step be kind of like weighted into the pool. And I love that idea of the crunch thing in October. I think that might be like a kind of a, you know, what they call zero gravity entry or whatever, zero clearance entry, like toe in the water thing. So I appreciate those different examples. And I think I'm going to need to watch this again and reach out to you guys when I have questions. And I really appreciate, Landa, you mean on here as well, because I can hear all of the things in the background of like, we can't do that. That's not something we've ever done before. This is different. And anytime something is different, there's always, you know, liability. We're going to get sued. There's some bad, terrible, awful thing can happen.  Well, very good. As I said, you'll be able to see all the PowerPoint slides. And I think both of our speakers had their contact information at the end of their talks or the beginning. I don't remember which. Yeah. And if anyone from a different state, I can try to help connect you with who your lead is for your state to that might have more of that specific information if you reach out and I can maybe direct you other places too. Oh, that would be awesome. Yeah, I'm here in Missouri. OK, yeah. Yeah. So Ronda has a question and it's to Anna. Can a non-farmer donate excess vegetables to schools? And Landa, you can follow up. If a school will take excess vegetables, what documentation of growing procedures should be submitted with the vegetables since a backyard gardener wouldn't do gap? I think I might let Landa tackle the all of the liability and everything that's embedded in this type of question. Yeah, sure. I'm happy to chat about it. So so when I was talking about like being gap certified, that was just something I was saying. That's just a suggestion. I mean, like I would not. It's really up to each school what their requirements are. And it's really, you know, and unfortunately, it's kind of state by state dependent on exactly what your rules are locally. But generally speaking, you know, there's I think it's fine for schools to accept excess vegetables.  Like, you know, I probably wouldn't I would probably discourage schools from taking like lettuce from a local garden or from a local gardener or maybe even strawberries.  You know, I think that would be OK. It's definitely I see it's three o'clock, so I'll stop rambling. But, you know, it's definitely really up to the local level exactly what they want to do. So there's really, you know, so there's really no one size fits all rule like, yes, a local gardener can or yes or no, a local gardener cannot donate excess vegetables to the school. It's really a matter of you talking to the local school to see what they say.  Very good. Well, I'm going to draw us to a close because we do try to stay within an hour. You will have contact information for both of our speakers. And I certainly thank them for sharing their expertise today. And I'm inspired to. So thank thank you to both of you for this. I hope that many of you will join us for our last session. And if you missed any of the previous ones, please go and check out that archive. There's a link right above that's got put in, I believe. So check check out all of that other information. We have a lot of handouts and a lot of other resources. So thanks again and thanks to everyone for being here.


Colgate dental cream to clean your breath while you clean your teeth and help stop tooth decay and Luster cream shampoo for soft glamorous Corressible hair bring you our miss Brooke starring Eve Arden Another comedy episode of our miss Brooks written by Al Lewis Well, it's always pleasant to welcome back a friend who's been away That's why our miss Brooks who teaches English at Madison High School Was happy to be on her way to school a bit earlier than usual last Friday morning Yes last Friday. Mr. Boynton was due back from a biologist convention, which had lasted for three weeks I had heard from him during his absence, of course. In fact, he sent me one passionate postcard after another Two altogether But shy or not a man as a man or as the French would say C'est la vie, c'est l'amour which means a man as a man That's why I had Walter Denton pick me up so early last Friday. I Hope we get to school before mr. Boynton does Walter. Oh, we will miss Brooks. This little old buggy. You'll have you down to school and nothing flat I'll settle for with nothing flat He'll feel rather strange seeing mr. Boynton again. I wonder how he'll seem to me after being away so long Oh, he probably hasn't changed any just a big tall dark haired good-looking guy with a sparkling Smile and a throbbing voice. Yeah, who needs him? He sure is attractive to girls if it wasn't for the fact that she's so daffy and love with me Even Harriet Conklin would go for him Harriet, but she's only a young girl. Is there an age limit? Out of the mouths of babes and I took Harriet to the movies last night We saw Humphrey Bogart in Tokyo Joe and after the picture we both got the same thought at the same time How much mr. Boynton reminded us of bogey mr. Boynton reminded you of bogey well sure miss Brooks You see in the picture bogey goes back to Japan after the war and finds out that the wife whom he thought was dead Isn't and boy would he goes through to get that wife back and that's what made us think of mr. Boynton What he goes through almost as much not to get a wife Present company included but I must admit I'm looking forward to seeing him again me too In fact, I'm bringing him a little gift this morning. It was Harriet Conklin's idea We were having lunch yesterday in the school cafeteria and she suggested that we all show him how glad we are He's home in a concrete way. What are you getting him a building? We're all getting something different miss Enright happened to be at the table when Harriet mentioned it and she got all excited about the idea She would oh, I forgot you're not overly fond of miss Enright. Are you I've got nothing against her Walter She's a very good English teacher. She speaks very highly of you miss Brooks. In fact just yesterday She paid you a very nice compliment miss Enright did sure She said you put even more effort into teaching than the job needed And then she said she thought it was a miracle considering how monotonous your existence is that you don't look even grimmer than you do And to think she never used to like me Of course, she does consider you quite a rival for mr. Boynton's affections That's why she'll probably get him some real expensive gift her parents are quite wealthy, you know Yes, I know they are but mine aren't so as much as I'd like to get mr. Boynton a little welcome home present I'm afraid it's out of the question Although I suppose I could cut off all my hair and sell it for enough money to buy him a nice watch chain No, he's probably pawned his watch to get me a new comb Say that'd make a swell short story miss Brooks Submit it to old Henry in the morning Here's what I'm giving mr. Boynton. It's right in this paper bag. I want to take a look at it. All right, Walter. Oh It's a tie Wow pretty loud, isn't it? It's a very original design miss Brooks. Tell me what does it look like to you? Let's see Well to me it looks like a big yellow tree on a cliff by the ocean with a purple owl on top of it playing a bugle That's exactly right miss Brooks Stretch not grass gave it to me last Christmas. You see I'm broke too and since I never had the gut the courage to wear it So I figured I might as well give it to mr. Boynton gosh, I hope he has the gut the courage to wear it Well, it is a fairly grotesque little number walter, but after all it isn't the gift itself which matters It's the spirit with which you foisted on someone Well, here's the biology lab miss Brooks Shall we go in and welcome back our hero together if our hero has arrived it might be a nice idea But first I look who just came out of the lab miss Enright. Good morning, Walters. Hi miss Enright and dear miss Brooks I hate to be the bearer of such evil tidings, but your quarry hasn't been sighted yet My quarry you were here when I arrived remember well I just wanted to leave a little welcome home gift to mr. Boynton I assure you I haven't spent two seconds hanging around this door I'm sure you haven't miss Enright, but tell me one thing. Did you sleep with your paws over the threshold or under the threshold?  Boynton's desk too Well miss Brooks, I suppose you're waiting to deliver your humble little offering to mr. Boynton in person No miss Enright to be perfectly honest with you. Please miss Brooks. It's a little early in the morning for fantasy But even if you were going to tell me that you haven't bought anything for mr. Boynton I assure you that your method of spreading the welcome mat is very effective. What do you mean? Well, you're wearing it aren't you? I Really, I don't mean to criticize your get-up my dear I realize that on a teacher's salary dressing well takes more than good taste even if you had any I Don't have to depend on my earnings to get along Mama and papa have always been extremely well off. They didn't know how well off till you were born I better be on my way I can't afford to engage in a common hair pulling contest not when you get your hair at ij. Fox you can Well, I left my present on one of the lab tables so he doesn't miss it Gee, that's a pretty big box you left on his desk miss Enright. What's in it? It's an imported suede jacket Walter and if you'll excuse me now miss Brooks I'll let my gift make my welcome speech for me I'm going to freshen up a bit if I were you darling I'd do the same thing if I were you so would I Well, this is great all I've got for mr.  I wouldn't let you be caught in a predicament like that That's why I made out a card saying to Philip Boynton from Constance Brooks and put it in the bag with that tie I got from stretch snotgrass That tie Well, it was very considerate of you, Walter, but alongside of miss Enright's jacket that tie is bound to suffer In fact, it looks like it's suffering by itself Well, I did think of that miss Brooks. I'm sorry, Walter. I just can't accept your favor But miss Brooks, I'm sorry I've got to hurry into the lab and get that tie before mr. Boynton lays eyes on it I'd be embarrassed to death if he thought that I was Brooks you're looking for me. Why mr. Boynton? I didn't know you were back. Oh, yes, sir. Hi, Walter. Let's go into the lab. Okay, mr. Boynton The lab not yet.  Conklin? Oh, I just left his office. I brought him a little souvenir from the biologist convention Now I was quite a meeting miss Brooks. Come on in the lab room and I want to talk to you Let's go in miss Brooks. Everything will be all right with that tie with the owl It's good to get back. All right. Same old blackboard same lab tables equipment and Say what's this little bag? Open it? Why don't you maybe it's a present from someone Uh-uh present It's a tie What happened the tree fall off the cliff? Wait a minute. This is identical to the tie I gave stretch snotgrass last Christmas You gave it to stretch it certainly gets around I I remember it very well. I thought it was all right to give to a young kid, but Oh, here's a card that came with it. Don't read it. Oh, that's okay. Miss Brooks. Let him read it Says to Philip Boynton from daisy and right daisy and right But look at that big box on your desk, mr. Boynton. Why don't you go over and open that? Another package. What is this anyway? Let's take a look at this situation That's what I tried to tell you in the hall miss Brooks. I figured the tie would look like nothing next to miss enright's gift So I switched the cards What? Well, this is a surprise. What a beautiful suede jacket. Miss Brooks. You shouldn't have done it. I didn't Mr. Boynton, I had Walter here I gotta go now. Still a little homework. I can knock off the battery. It's a long glad you're back Well, miss Brooks, this convinces me of something I've always felt to be true that your sensibilities your generous nature Oh, look, mr.  All right, it's the most wonderful gift I've ever received I did plan to stay home tonight and catch up on some work, but this this lovely gift changes all that miss Brooks I If I may well I'd like a date tonight. You would? How about dinner, mr. Boynton? Oh, it's a splendid idea miss Brooks. What are you having at your house? You now Good and let's have lunch together too fine the lunch will be on me. I wouldn't have it any other way me either Well, that's the bell for class miss Brooks. Yes, I'd better get going but mr. Boynton I'd appreciate it if you'd help me to the door help you. Yes, I want to be sure I don't trip over my conscience Our miss Brooks starring eve arden will continue in just a moment But first here is verne smith now proof that brushing teeth right after eating with colgate dental cream helped stop Tooth decay before it starts continuous research hundreds of case histories Makes this the most conclusive proof and all-dentiferous research on tooth decay Eminent dental authorities supervised hundreds of college men and women for over two years One group always brushed their teeth with colgates right after eating the other followed their usual dental care The group using colgate dental cream as directed using colgates exclusively Showed a startling reduction an average number of cavities far less tooth decay The other group developed new cavities at a much higher rate No other dentiferous offers proof of these results modern research indicates decay is caused by mouth acids Which are at their worst after meals or snacks when you brush your teeth with colgates right after eating You help remove acids before they can harm enamel Yes, colgate contains all the necessary ingredients including an exclusive patented ingredient for effective daily dental care And remember colgates cleans your breath while it cleans your teeth Always use colgate dental cream right after eating to help prevent new cavities help stop tooth decay before it starts Well when lunchtime arrived I hurried toward the cafeteria to keep my date with mr. Boynham But as I passed the principal's office, mr. Conklin's daughter Harriet bounded toward me from behind a potted plant Hi, miss Brooks daddy wants to see you before you go to lunch naturally But before you go in I've got some wonderful news for you. What do you think? I just found miss enright lying at the foot of a stairway No, I've discovered the most devastating welcome home gift for mr. Boynton I got it in a store around the corner here. I'll open it for you It's a hand-painted silk handkerchief miss Brooks. Look at it Well, what does the pattern look like to you?  I hope so It was part of a set but I couldn't afford the extra 65 cents for the tie that went with it Don't let that worry you Harriet. Maybe mr. Boynton will just happen to have a tie with a yellow tree in an owl on it And did you notice this miss Brooks? Right under the yellow tree on one of the green branches is the initial bee. Get it? Bee for Boynton or billiards It's really very pretty Harriet and I'm sure mr. Boynton will love every twig of it, but I better get in to see your father Okay, miss Brooks see in the cafeteria when you're finished with daddy come in Well, it's miss Brooks sit down won't you over here by my desk? That's where all my friends sit when they drop in to see me You all right mr. Conklin Well now that you mention it miss Brooks. I'm not all right at all. I'm very embarrassed You see this morning. Mr. Boynton presented me with a four pound frog congratulations You're gonna call it It's this brass ornament you see before you and that's the crux of my embarrassment You see I had refused to join in my daughter's plan to purchase a gift for Boynton But when he gave me this brass object, I told him I had a gift for him at my home Well, it's not too late to pick it up. Mr. Conklin, but I have nothing for him at my home Well, how do you think I can help you mr. Conklin? Uh, I find this most difficult to put into words, but Although I don't believe in borrowing. I simply must purchase a gift for Boynton And miss Brooks as I've heard the student body put it. I'm stony Mr. Conklin.  Conklin Hiya, miss Brooks. What's new in inner sanctum? Not very much walter. What have you got in those two paper bags? Well in this one, I got the tie that mr. Boynton thinks miss enright gave him Owl's unparried Yeah Mr. Boynton said he'd have no use for it. So he gave it to me Of course, he warned me never to wear it when miss enright's around If you're smart, you won't wear it when you're around But gosh miss Brooks now I'm stuck without a gift for mr. Boynton Can you think of anything I could give him? Sure, but I don't think I'd fit in that bag And while we're on the subject have you seen miss enright around anywhere? Oh, no miss Brooks I'm just keeping my fingers crossed that she doesn't get to talk to mr. Boynton Me too. I'd better get him out of the cafeteria and over to marty's malt shop for lunch Are you going to eat now walter? Not just yet. I've got to deliver this sandwich to mr. Conklin And that's what's in this other bag. Oh, he's eating in his office today He says there's something in the cafeteria that makes him very nervous. I know you pass the cashier on the way out I'd better hurry now walter. See you later. How came this Brooks? I made it Oh, you'd entered. Yes, sir. Here's your lunch. It came to 55 cents Did it really? Yes, sir I laid it out for you That was very considerate dentin, but I'm afraid you'll have to wait to be reimbursed. I uh, I don't want to break a big bill How big?  It's just a necktie mr. Conklin A necktie? Yeah, would you like to see it? I'll open the bag for you I'll just hand it over. I'll open it myself. Thank you Up, huh, mr. Conklin Oh, yes, it's delightful, but frankly dentin. I don't think it quite suits your personality However, I might be persuaded to take it off your hand. Yes, indeed. I think I can put this tide of very good use Well, sure mr. Conklin. I'll sell it to you real cheap Oh, I'm not interested in buying it dentin But perhaps we could work out a trade a trade here on my desk is a beautiful brass frog It's brand new you see I just took it out of this lovely maroon gift box if you'll give me the tie you may have this charming ornament It's a deal. Mr. Conklin. Yes, indeed. I think I can put this frog to very good use I'm glad I caught you before you went home, mr. Boynton This is the first chance I've had to give you this little homecoming present for another present My goodness, I certainly appreciate this Harriet not only because of the spirit behind it But because it serves as a reminder that I ought to pick up a little gift for miss brooks You see I'm having dinner with her tonight. Oh, I think that's stupendous. Mr. Boynton. What are you going to get her? Nothing very ornate. I'm afraid I spent quite a bit of money on my trip, you know By the way, what's in this package you've given me? It's a hanky with your initial on it a big beef Beef for brooks.  Boynton But if you'd like to open it now, no, no, leave it wrapped and and thanks again, Harriet Yes, indeed. I think I can put this hanky to very good use Do you think mr. Boynton enjoyed the dinner conny? Oh, I'm sure he did. Mrs. Davis Maybe you ought to go back into the living room and mr. Boynton I'll finish these dishes myself. I wouldn't dream of it. Mrs. Davis I'll get my chance to be alone with mr. Boynton later when you go to the movies. Oh Am I going to the movies? I saved up for it all day Very well, dear But before I go, I'll make some coffee for the others others. I forgot to tell you conny Me and that absent mind mine Mr. Conklin called late this afternoon and said he missed mr.  Thanks, mr. Davis.  Mrs. Davis gave me time off for good behavior I don't want you to think I neglected to bring you a little memento of my recent trip It's just that I was waiting for the propitious moment to present it to you and Well, I think this is it Here, miss brooks. I hope you like it. Well. Hi, mr. Boynton. What a beautifully wrapped package Oh, it's a shame to open it, but I'm so curious to find out what it is. So am I uh, that is a I'm curious to see how you like it. I love it May I may I see it, please surely here. Oh, thanks. I'll just You don't like it. Oh, I love it You you have no idea how difficult it was for me to get a handkerchief like this with a design to match the time Miss enright gave me this morning. Yeah, I don't know. I know I didn't seem too crazy about it at first But it kind of grew on me. Look, it's initialed b for brooks or bought by harriott Mr. Boynton if that tie grew on you so swiftly today, why did you palm it off on walter denton? Walter who?  It's not locked. Come in. Oh, good evening, miss brooks. Mr. Boynton Good evening, mr. Conklin. I'm certainly glad to see you. He sure is My uh, my daughter harriott told me you were having dinner here boynton So I thought I'd drop over and present you with this little welcome home gift. I promise this afternoon Here. Oh, thank you, mr. Conklin. Shall I unwrap it now if you wish One thing about ours good conklin. He never stints on gifts I bought this original creation in the most exclusive haberdashery in town You don't like it. We love it always have Could be lovelier than a yellow tree with a purple owl playing a bugle Unless it was a purple tree with an orange pig playing a five Thanks a lot mr. Conklin. It's just what I needed.  So, oh, mr. Conklin What are you doing here? He just came over to give mr. Boynton this gorgeous tie see walter with the tree and the owl Gee, that's very Oh, no What are you all knowing about then? Walter did you say you had a gift for me? Oh, yes, mr. Boynton. I got it right here in this maroon box Oh, no What are you all knowing about mr. Conklin? Denton, I'd better have a word with you in the kitchen boy Oh, sure. Mr. Conklin just as soon as I give mr. Boynton this brass frog brass frog brass frog brass frog Thank you, walter It certainly is fun exchanging gifts, isn't it? Lesson tonight. We're really exchanging them Well, it's the idea that counts anyway, isn't it and I've gotten some swell things things that make me almost glad I left Madison so I could come back Look, mr. Conklin, how do you like this suede jacket? I've got on. Oh, it's extremely attractive boyton. Miss Brooks gave me this Come in. Good evening, everyone Hello miss an right miss an right miss an right miss an right Told me I'd find you here mr. Boynton Uh, she she did you remember harry known to her intimate as the town crier Let me look at you mr. Boynton my that suede jacket looks simply divine ain't it a dandy? Miss an right, why don't you and I go for a walk? It's pretty stuffy in here But I just got here darling. Let me admire my jacket for just a moment Your jacket mr. Boynton. I better have a ticket with you talk with you in the kitchen Going on here this morning. I left a gift for you mr. Boynton on your desk my card was attached Well, yes, I I got the tie miss an right tie.  Where are you the rest of your gift? What are you doing in there? I'm using the hanky for a blindfold the tie for a noose And gridly you may fire the brass frog when ready Sprux returns in just a moment, but first dream girl dream girl beautiful luster cream girl Tonight yes tonight show him how much lovelier your hair can look after a luster cream shampoo Luster cream world's finest shampoo No other shampoo in the world gives k. Dumas magic blend of secret ingredients plus gentle lanolin Not a soap not a liquid luster cream shampoo leaves hair three ways lovelier Fragmently clean free of loose dandruff glistening with sheen soft manageable Even in hardest water luster cream lathers instantly no special rinse needed after a luster cream shampoo So gentle luster cream is wonderful even for children's hair tonight. Yes tonight try luster cream shampoo Dream girl dream girl beautiful luster cream girl You owe your crowning glory to A luster cream shampoo And now once again here is our miss Brooks Well, I finally realized that there was nothing I could do but be completely honest And admit in spite of what the consequences might be that the entire affair was the fault of Walter Denham Although the embarrassment was pretty evenly distributed Mr. Boyden felt that the least he could do was see miss n right home and Walter of course dropped mr. Conkin like a hot potato When they had all gone, mrs. Davis came in with six cups of coffee. Where did everybody go carney out mrs. Davis Thanks just the same for the coffee, but i'm going to bed now Just a minute carney i have a little favor to ask of you You know everyone gave mr. Boyden a welcome home gift today except me Unfortunately, i'm a little short of fun, so i can't buy him anything But if you don't mind i'd like to iron that muffler you gave me last christmas and give it to him in the morning Please mrs. Davis i've just you know the one i mean carney the one with the yellow tree on a cliff by the ocean We're a little late so good night mrs. Davis Next week turn into another our miss brook show brought to you by luster cream sample The soft glamorous chilecible hair and toll bait battle cream to clean your breath while you clean your teeth and help stop tooth decay Our miss brook starring eve arden is produced by larry burns directed by al lewis with music by wilber hatch Men view shave with a lather or brushless shave cream palm olive shaving cream comes both ways And whichever way you prefer to shave you'll find that using either palm olive brushless Or palm olive lather shaving cream can bring you more comfortable actually smoother shaves. Here's the proof 2548 men tried the new palm olive way to shave Described on the tube and no matter how they had shaved before Three out of every four got more comfortable actually smoother shaves Get palm olive brushless or palm olive lather shaving cream today October 24th is the anniversary of the united nation's charter and will be observed by almost the entire civilized world International cooperation is dependent upon you individual citizens everywhere. The u.n. Must have your support faith and enthusiasm For mystery liberally sprinkled with laughs listen to mr. And mrs. North the exciting fun packed adventures of an amateur detective And his beautiful wife tune in tuesday evening over most of these same stations And be with us again next week at the same time for another comedy episode of our miss brooks bobleman speaking