to the speed of light, a cloud of dust, and the hearty high old silver, the Lone Ranger. In the early days of the western United States, many outlaws defied the local sheriffs. But the Lone Ranger was more than a match for them. He found their hideouts, brought them to justice, and made everyone realize that open defiance of the law would not be tolerated. Then came a new breed of criminals, men who used brains instead of force. But once again, the masked rider was equal to the emergency. Return with us now those thrilling days when the West was young, and eventually at the end of every trail, the Lone Ranger rides again. Come on, sailor, we're heading for the range country. Tell those waiting on the trail ahead, high old sail. One day when Sheriff Dan Lansing walked into his office, he found Red Whipple, the newest of his deputies, waiting for him. The younger man was smiling, and... Everything going all right while I was out red? I... what in blazes are you grinning about? You was looking all over the county for the fellow that robbed him store. He was a slickin', never left no trace at all. No? Well, right this here second, he's sittin' behind bars. Oh, planned? It's so. Well, who is he? How can you get him? Got him back here? I'd like to have a look at the bar mit. He's in the second cell there. I don't know how you done it, Red, but it was a good piece of work. Why this year's fish eye foster? You blasted it yet? If you wasn't new in this town, I'd take your badge away. Give me your keys. Oh, Stan, what'd I do wrong? Fish eye, I'm just about plumb out of patience with you. Oh, sir. Come out of there. Go on, Sheriff. You're the most suspicious and mistrustin' fellow I ever seen. Can't you leave me alone? You're gettin' me. Now, let go of my arm. I'll teach ya. Hey, Dan, he said he robbed Lim's store. Wait, hold on. He confessed to it. Just like he's confessed to every other crime around these parts. Said he wrestled Bowen's cow. Said he held up the stage. Said he was the one that shot the widow Stephen's goats. You don't kid me. I'll heist the seat of your britches up to your shoulders. No. If you ever pull another stunt like this, I'll... Put me in jail, huh? Beat it. Aren't you makin' a mistake, Dan? He said he... Sure, he said he robbed Lim. That's all that critter does is try to get in jail. He won't work, and he's too blame-blazy to beg. So he lets the county feed him. It's maddening. Anybody else do anything wrong, you can throw him in jail. But fish eye, there ain't a blast of thing you can do to him. Jail is what he wants. I'll bet everybody in town will laugh at me for this. Let him laugh.  First year I was sheriff. I jailed that pesky critter 20 times. Before I found out he wasn't a natural-born war-breaker, but just a natural loafer. Here comes Bud. Send him over three forks away looking for that robber. Didn't catch him, though, from the looks of it. Boss. Didn't find nothin', huh? I found a plenty. Don't tell me you was took in by fish eye, too. I ain't talkin' about the robber, huh? Jake Ray, he's been killed. Who's he? Just about one of the biggest ranchers in this county. Who done it? Couldn't get no clue to the fella at all. Wasn't a gunfight, then, huh? Nope. Fact is, I reckon I'm still the only fella to know about it. I stopped in his place, and there he was, laying on the floor with a gun beside him. Maybe he shot himself. No, don't figure it that way. The only shooting iron I ever seen Jake use was that fancy one he got from that dude Pilgrim come through here a couple years back. And that was in Jake's holster. Hadn't even been drawn. I heard what you said, Bud. And you gotta figure it right. Jake didn't kill himself. Flashed you, fish eye. Stay away from here. What do you know about the killin'? Everything. Well, what? I done that. You...you...  Y'all gone, will you, Sheriff? Yippee! Don't you forget now, that's our promise. The sheriff, accompanied by Red and Bud, rode to Jake's ranch to investigate the killing. In a hollow not far from the ranch, the Lone Ranger and Tonto were seated near a small campfire. Dusk gave way to night, and Tonto was cooking the evening meal. When he said, We eat soon now. Good. We've had a long ride today. Uh-huh. We might as well stay here for the night and push all in early in the morning. That's right. And then... What's that? Tell her to come this way. Let the bacon go. Uh-huh. Stand ready. Who's there? Don't shoot, chances. It's just me. It's fish eye foster. Get here in the light. Keep your hands from your holster. I ain't up to nothin'. I just come to warn you, Don. I don't shoot. Over here. Doctor. It's all gone winded. I can't hardly get in the breath. What are you doing here? Not just a second. I'm able to talk in a second.  Yeah. You look as though you've had a hard run. All the way from Jake Rape's place by a ginger.  I'm all right now, Rick. Now, what's this about a warning? What's the trouble? The law knows you're here. Yes? Sheriff Lansing and his two deputies. They're becoming this way pretty quick. That's why I run first so I could get here first.  Get ready to leave. We may have to pull out in a hurry. Don't do that. How did you know where to find our camp? Yeah. You're down on the holler here. Jake's place is up above on the hill. You can see the glow from there. And why should the law bother Todd and me? Does the sheriff question every stranger that enters his county? You don't have to pretend with me, Spanger. Pretend? Shucks, I know it was you that killed Jake. These clays, I suppose it was you. So that's it. I'm suspected of a killing, eh? Gosh, didn't you kill him? I didn't. Todd and I... Wait. Haven't I seen you before? I don't know, have you? Been through this section before? I don't mean here. I mean in another district. I ain't been here but a couple of years. I used to live over a... Well, that's something I don't talk about much. Just let it go. Why did the law think I killed his fellow? Well, you're masked, and one of Jake's men told the sheriff he's seen a mask on Rainer Redskin near Jake's place this afternoon, riding his way. So, putting two and two together... Rather thin evidence. Come to think of it, I reckon it ain't none too good. Why did you trouble to warn us? Because I don't want no suspects buttoned in. No? I've confessed to that killing and I'll be blasted if I let anybody else be jailed for it. Did you kill him? Well, I... Oh, what's that got to do with it? I'm trying to understand why you would confess to a murder you didn't commit. Shucks, I don't hanker to work for a living. It'd suit me just fine if the county had feed me first spell. And you think if you confess, the county will support you, huh? Well, a sheriff got a jail somebody. He suspects what I'm up to all right. But in the case of murder, it'd be better to jail even me than nobody. I'm afraid you're forgetting something. You'd be more likely to hang than to get a jail sentence. Did you say hang? I did. Gosh, I'm the biggest digit ever was born. I've been trying so long to get jail just raising a toll that I clean-forgot that killing calls for hanging. Say, stranger, you better clear out. Them fellows will be along most any time. Ready, Tunnel? Already. Bring the horses. Clear them out, huh? No. We get better. The law is coming here. I believe I'll circle around and have a look for myself at the place where that fellow was shot. Yeah. No more contrails. Saddle them. Thanks, Kimosabe. Help with your fish eye. We'll take you along. Well, I sure wouldn't want the sheriff find me here. Yep. Let's go, Tunnel. Get him up, Scout. Come on, Silver. Come on. Fish eye rode with the masked man as far as the ranch, then made his way back to town on foot. Later that evening, he was in the cafe, leaning against the bar and... Just one more shot, Barkey.  You can take my word, can't you? Fish eye. Don't look at me so hard. I'll do more and look at you.  And if I hear you even ask for another, I'll ambace you good. Guys, ain't I a good customer? Ain't I in here most every day? Sure. Well, then what's the matter with you? You ain't never spent a nickel in here.  I just throwed you out long ago. You're getting as hard-hearted as a sheriff. What's that about me, fish eye? Howdy, sheriff. I was just saying the bar keeps getting as bad as you.  A fine waiter treat a fellow like me that ain't never done no harm to nobody. Fish eye, you're the limit. Oh, it's a bad... That reminds me, out to Jake's place. Where'd you disappear to in such a hurry? I left for town. That's funny. Somebody said they seen you heading in the direction of the holler. Well, I didn't. And when I got there with my deputies, that mask ombre and the engine I heard about was gone. Yeah, don't say. You wouldn't give them more than would you? What for? I don't know. It didn't occur to me that anybody as low-core as you would be needing a sensible reason. Seems to me you're the fellow that ain't acting sensible, sheriff. When I confess to something, you won't believe me. When I claim I didn't do something, then you get as downright suspicious as a hound dog sent in game. Well, with you, I never know. Well, hop, you boy, all that's holy. What in blazes you doing in this country? Well, goodbye, sheriff. I got to go down. Carol, what's he doing here? Don't you recognize me? I'm Luke Mullin. I've never seen you before. Fish eye? What, sheriff? Come back here. Sheriff, I got business to tend to. And that same is right here. Mister, you know fish eye? I know Carol Hopkins. Uh-huh. And you called fish eye by that handle. I won't see us all about it. Yes, let me go, sheriff. You stay here. No, stranger. Is this fellow Carol Hopkins or is he a fish eye foster like he's been done on us? I'm doggone sorry, Carol. If I got you into any trouble, I never meant to... You ain't done it, Luke. Ain't no use crying about what can't be helped. Where do you know fish eye? Why, we was friends over to Placer City up Montana way. Shucks, I've known Carol ever since him and Jake Raib was partners in that goldmine of theirs. What was that you said? What was that about him and Jake being partners? Well, I didn't mean to say they were still partners, Sheriff. I reckon they busted up when Jake tricked Cal out of his share. Luke, now you're done for sure. Done what? Jake Raib was just killed. Golly, I didn't know Cal. Never even knew Jake came to this part of the country when he sold the mine. He come here and went to Ransom. Fish eye? Yeah. Is it a fact you real handles Cal Hopkins? Ain't no use denying it now, I reckon. Wouldn't take you long to find out the truth. And you and Jake was once partners in a goldmine? Yeah. And Jake was supposed to have cheated you? Oh, now look, Sheriff.  Just why did you come here and give folks a different name to call you by? Well, I was... And just why wasn't it ever known that you and Jake was a queen of the four? I never knew he was here when I first hit town, Sheriff. Honest to never. No. Well, there's some things beginning to clear up now. I never did figure a fella could be as loco as you made out. Oh, Sheriff, now... You was mad at Jake. You followed him here. Okay, so... Keep still. My son, to the more I think about it, the more I'm beginning to savage just how slick you was. Yeah, if you're getting things all wrong. You kept confessing to everything crooked that happened around here. Got to be a stand and joke. Got so finally, you could own up to anything at all, and you wouldn't be believed. Listen, now... Get it all planned out. Waited your time.  Rushed to my office to confess, and no blame well had threw he out, figuring it was just another dodgy. You were to get free lodging. Things look bad, Sheriff, but you just don't savvy as all. Now you've been begging me to jail, yeah? I've changed my mind. You're too late. This time I'm jailing you whether you like it or not. And only charge a murder. No, Sheriff. Honest now, I don't want to go to jail. Just let me stay loose, that's all. I'll be content. I won't pest you to jail me no more. You were slick, fish eye. Ain't fair. But this fella showing up queered your game. Now turn yourself around and march. You're under arrest. The curtain falls on the first act of our Lone Ranger drama. Before the next exciting scenes, please permit us to pause for just a few moments. Now to continue our story. When the Sheriff learned that fish eye was really Cal Hopton from Montana with a long standing grudge against a murdered rancher, he was taken to jail and locked up. Ah, never figured to see the day that I'd be willing to deal, you fish eye. But there you are, and there you stay. Now look here, Sheriff. Well? You want to know the honest the guy's truth about things. Ready to make a confession, is that it? Now you listen to me, you got to. Go ahead, talk. You don't savvy. Sure, Jake swindled me. I couldn't never prove it, but it's so. And when he got through, it didn't have a cent left to my name. So you swore to get him? Maybe I would have done it at first, Sheriff. But later on, it just didn't seem worthwhile. Then at the beginning of the day, wandering around the country, trying to make a living here and there, and all the time luck going worse again, man. So finally, it just made up my mind I wasn't going to even try to pay my way no more. I didn't know Jake was in this district when I come here, and he never did find out I was here. I used a different name, and all is kept out of his way. Except once. Huh? Once. The time you shot him. Ain't it no use at all trying to make you see the straight facts, Sheriff? You see him all right. Who you got there, Sheriff? Well, I'll be. Dan, you was calling me every kind of name because I was fooling up the jail fish eye. And here you've done just what you told me not to. I got my reason. Yeah? What's he done, boss? He's been using a name don't belong to him. He once was Jake Rape's partner, and Jake was known to cheat him. Oh. Is him the facts? Found him out from on a pilgrim by the name of Luke Mullins from Fish Eye's hometown. Spill the words. Well then, then you must be arresting him for Jake's killing. Ain't that one? No. You must be arresting him for Jake's killing. Ain't that one I've been saying, Rape? I've never done it, fellas. Honest to me. Are you? But, Sheriff, he's right. He didn't. I don't care how good a case you think you got again. He just couldn't have done the shooting. I'd like to know why not. But you found Jake, didn't you? Sure did, Rape.  About more than an hour. And you came right here and reported? Of course. There. You see, Dan? No, by Ginger, I don't see. But I jailed Fish Eye for Robin Lev's store when he fooled me with that fake confession he has. At the time Jake was killed, Fish Eye was sitting here behind bars with me watching him. There. Consonant dog blaster. Well, it's so. Then I thought I had Jake's killing all cleaned up. Well, Fish Eye, looks like you get out all right. That's just fine. But, Sheriff, if you could just see your way clear to get me jailed for the Robin L.M. store, then... You ordinary, long-eared maverick. But unlock that cell and kick that fella out of here. You're right. And if he ever... Leave that cell locked. Don't do as I tell you. Careful, man. Don't slap leather. You... I warned you. Leave that catfish. Had them guns out of four, but even dropped his hand as host. Stranger, you can't. Come on. We're taking a trip. Just who do you think you are to give orders to the law? We'll discuss that later. Right now, you and I are riding, Sheriff. You men. Well? Don't let Fish Eye out. You and Bud keep an eye on him red until the Sheriff gets back. What's your game? Sheriff, I'm going to show you how a man could be miles away when he's victim was killed and still be a murderer. Now, come along. Forcing the Sheriff to accompany him, the Lone Ranger headed for Jake's ranch house. On the way, the Sheriff learned several things that convinced him he had misjudged his man. And when they arrived at the ranch... Oh, so... Oh, boy. Oh, boy. Oh, I won't. I never took you to be the Lone Ranger. You're convinced that I am? The sight of that horse would be enough. Good. And perhaps you believe the things I have to show you. Come. Where's your partner? I don't know. I don't know. I don't know. I don't know. I don't know. Come. Where's your part? He's here on the porch in the shadows. Taddo! Uh... Where are the cowhands? They're in Bunkow. They've not come here. Then we won't be disturbed. Inside, Sheriff. What's up? There are several things I want to show you. Jake was found dead in this room. Yeah, he was laying right over there. Miss the place here? That's right. Notice where he was found. Right in front of this cupboard against the wall. Yeah. When you were here before, did you notice a short length of cord on the floor just beneath the cupboard? I can't say that I... Yeah, come to think of it, I do. It was a piece of twine. Now, look inside this cupboard. Oh, what about it? See these nails? Uh... Yeah. There's three of them. One driven into the inside of the door itself, another at the rear of the cupboard, and a third at the side of the cupboard. Oh, go on if I can savvy what you're driving at. This nail in the door still has a ragged piece of twine sticking to it. Uh-huh. Here, now I'll take one of my guns and show you something. I'll put it on the end of the shelf, so this nail driven into the side is under the barrel. There. Now the barrel is held in position, pointing outwards. In other words, pointing directly at anyone opening the cupboard. Uh-huh. You see what was done? A piece of cord was fastened to the nail inside the door, drawn across his second nail at the rear, and from that attached to the hammer of a six gun. In that position, anyone opening the cupboard door would release the hammer. The cartridge would be exploded. With any luck at all, he'd be killed. My golly stranger, that's so. It wasn't difficult to see what had happened when once you noticed all these things. I missed him entirely. A piece of twine, the nails, the position of the body told the story. Wait. The gun was found on the floor. A .45 sheriff has a strong recoil. The recoil tumbled the gun from the shelf to the floor. And a fella could have fixed all this up, cleared out, and been miles away with an alibi when the killer naturally happened. Right. Which same means that no alibi at all. He hasn't. And that's why you told my deputy not to let him out. Stranger, I'm going back to town and tell Fish-Eye just how worthless that blamed alibi as he is.  But motive aplenty. Fish-Eye was ruined by Jake. It would be better to get clear proof. Sure, but I don't know how it could be done. Release Fish-Eye. Tell him you no longer believe him guilty because you have clear proof against another man. Aye, you loco. Do as I say and you'll catch a murderer. But, wait, I got it. Now I, Savvy. Yes? Let him go free to give him rope enough to hang himself. Is that it? Do as I've told you and the killer will be caught. Then, mister, he's just as good as caught right now. Sheriff Lansing obeyed the Lone Ranger's orders. It was late at night when he returned from Jake's ranch. But first thing in the morning Fish-Eye was released with the assurance that all the evidence pointed to another man. Nothing happened during the day. In the evening, Bud entered the cafe. Howdy, fellas. Howdy, Jeff. Hi. Oh, there, Matt. Hi. Hi, there, Bud. Fish-Eye. Hi, there, Fish-Eye. Hi, Bud. Hi, Bud. Howdy, Red. The sheriff sent me after you, fellas. He weren't foolin'. He said he wanted you fellas to come down to the house. He said you was to come if I had to drag your personal. I don't know. Maybe I ought to stand on my rights. Figure you'd jail me if I did, Bud. Most likely, come along, Red. Grab a hold of Fish-Eye's other arm there if he's got a notion to put up any argument. He'll come. Now, let me loose. Well, then, come peaceable. I'm coming. I'm coming. Blast it all. I never did see law to compare with such as this town, Scott. Can't get jailed when you want to or can't be left alone, either. It's enough to make a man get plum disgusted with law and order. The three men, Bud, Red and Fish-Eye, made their way to the sheriff's home. As they walked up the steps and crossed the porch, they used to test themselves from the shadows then. Here we are, fellas. We'll find out. We'll walk right in. What's the matter now? Keep going. Want some time to do that. Inside. Look here, what's the idea? Come here, boys. Come right in. Put this mask, fella, here. Someone just like him and me agreed on. Now, just help yourself to chair his boys and make yourself to hold them. But, Sheriff, what's this for? What do you want us for? Well, Fish-Eye, I thought maybe if we got together and talked things over, we'd get to the bottom of Jake's killing and find the fella and have done it. I never. Your own deputy give me an alibi. I recollect you. See, you hand me my debaki, will you? It's there in that cupboard, I reckon. Sure. This cupboard here. Uh-huh. No, doggone it. Excuse me, Fish-Eye. Must be getting absent-minded. Sit down. Here it is, right here. I never did think you had your wits about, Sheriff.  No, but I expect to have soon. Thought you told Fish-Eye you had evidence again the fella killed Jake. There's some. I'm just waiting for the rest. What's this mask fell and the red skin got to do with it? You'll learn that soon enough, bud. Sure. Don't get restless, Rhett. Huh? I don't want to trouble Fish-Eye again, but I just noticed this is the pipe I've been smoking all day. Yeah? I got a fresh one in the cupboard there. Get it for me, will you? Feeling sort of lazy, myself. Well, I... It's just over there. I'll get it, boss. You stay where you are. Rhett, did you hear what the sheriff said? But, uh... The pipe, Rhett. Well, I ain't no servant. Shucks, Rhett. He just asked you cause he's tired. Ain't nothing to get offended about. But I'll be glad to get... You won't. Rhett, get out of that chair. Look here. Do I have to drag you out? Uh... I'll get up. But I don't see why I should have to... Now walk to that cupboard. Walk. Chef, this fella ain't got no right to order me around. Strikes me, you're acting mighty touchy, Rhett. Wouldn't be nothing behind it, would there? Well, I just ain't feeling good, that's all. When you open that cupboard door, you may feel worse. Open it, you see? No. Hurry. No. No, you can't make me. I don't have to take the orders from nobody. You take my orders. Open that door or I draw.  All right. I'll open it. Duck-fellers! Hey, what's that red move that gun was in there?  Grab him. Stop him. He's having for the window. Stay where you are. Ow! The next shot will be closer. Why are you... Come here. Keep your hands up. Don't make a false move. I'll put the cuffs on him. Right. There. I don't say that. What's this all about? We gave each one of you an opportunity to open that cupboard door. Only red was unwilling, because he knew a gun was set to fire when the door opened. He also, I'm stooped to one side when he turned the handle. He knew what to expect. And that was just the way Jake was killed. Well, I'll be switched. Then red killed Jake. When you were released for shy, you were told the sheriff had clear evidence against another man. Red didn't know. The sheriff really had evidence that would kill him. He couldn't take a chance, however. So he rigged up the identical murder trap to catch the sheriff and he'd use successfully on Jake. And I was thinking red was such a swell fella because he was so willing to give me an alibi. He wasn't thinking of your alibi, Fisheye. When he gave you one, he was also providing one for himself. Well, that's right. I never thought I'd look at it from that way. But what did red have it in for Jake for? Red, you willing to tell? You might as well. If you don't, there's a fella in town that'll do it for you. Because the dirty snake had me sent to jail on a deal where he was to blame. I told him I'd get even and I did. Hi, Masked Man, wait! Give me the gun, Sheriff. Was it that masked fella figured this out? Or you, Sheriff? It wasn't me, Fisheye. If it was, you might have hung. Who's this hombre you said to tell about me? You were sentenced to jail, Red, but broke loose. Follow Jake here where you wasn't known and I give you a job because you seem to be a handy fellow with your shooting irons. But the law was on your trail all the time. The government. A U.S. Marshal showed up in town this afternoon. When he described you, I know who it was right away. That Marshal a stranger here, Sheriff? Uh-huh. I gotta see him. Look here! You bastard! Now don't you go and spoil it for me, Sheriff.  I'll bet I can get him to give me a year in the calaboose at least. I don't care. You have just heard is a copyrighted feature of the Lone Ranger Incorporated.


Thank you to talk about a big idea that has to do with Meaning-making and many of you will think well, what is the difference between meaning making and learning? I'm gonna pull that apart a little bit before I do that though I want to invite you you all receive these beautiful Backpacks inside the backpack our beautiful notebooks and pieces of paper I know the one thing I noticed that was not in there was a writing instrument So I know many of you might not even have pens on you anymore because everybody carries digital things But if you could would you please pull out a notebook or a piece of paper? Anything that you should all have them because you were all given them right and I want you to write down at least Write down my email because if anything happens and you have a question that you didn't get a chance to ask You can go ahead and send it to me, but at the same time, I'd like to ask you think about your brain for a second Why would I ask you to hand write down? information Any ideas? Any thoughts there? I'm gonna give you a really big hint all learning depends on great Systems that work well especially cognitively your memory and your attention and writing down something is going to Facilitate that a bit right do you know what some of the oldest things that were ever written down? Do you know what they were? They were debts Because you lent me Three three euros and I wrote it down, but you come back and you say oh here's the euro I borrowed and I said no no no it was two it was three and he said no the only way we can have a common and shared Understanding is if we documented So do write things down okay write them down for your own good But for everybody else is good because I'm also gonna ask you at the very end If you feel so inclined and I would encourage you to do this reflection in all of the sessions you're in today Can you think if there's anything that I say that's new to you? Are there three things that were that you didn't hear before you didn't know before that were new are there at Least two that you're curious about and you want to know more about and if you want to know more about them Go ahead and write me an email and say you know you mentioned X I'd like to know how that applies to my context of teaching chemistry in Germany to university students If you give me that specific example I'm very happy to facilitate more resources and I'd also like you to think about one thing you are willing To entertain or think about changing You've come to this conference today for a lot of reasons Many of you to network many of you to learn new things But the whole idea here is to learn new things get curious and then be better be better professionals And so hopefully you take this reflection to all of the different conferences that you go to today Okay, so I just want to do four things.  Okay, this is going to be really cool then, okay, so we're going to talk about a new favorite word I hope we all have at the end of the day then I'm going to introduce another concept of radical Neuro constructivism to sort of bring this all together to talk about really practical ways that we can create or enhance Meaning making in our own classrooms. Okay, so that's the set agenda I'm going to use this working definition that comes from the encyclopedia of the sciences of learning That means that meaning making is what people do based on their own understanding people Interpret the world based on their own headspace where they've come from their past experiences and this includes things like identity and Emotions It's not just teach X and Y is learned. It's not just the tools that we learn It's how we interact with humans with other people, right? And we talk about identity issues if you're looking at the learning sciences We have things that we now say anybody know this term nature versus nurture We don't say that anymore Let's talk about nature via nurture Plus free will you get to choose some things that you do right? So you're born with a set of genes only a percentage of which are actually Potentiated by the environment you live in but then you also choose Your football team or the music you like or other things that are choice Who you decide to be friends with whether or not you take the step to introduce yourself to the person sitting behind you to say So what do you do and try to connect with each other?  So we know that your identity is very important Why because identity changes learning outcomes the way you see yourself Changes your learning outcomes. So when we go back to this idea of working and our working definition of meaning making I'd like to modify this a little bit. We have this kind of black box of learning, right? I teach and then they learn What's going on inside here, right a lot of this has to do with the ways we think of ourselves The memories we have all new learning passes through the filter of prior experience The interpretations we have of information. How many others I know we are constantly defining ourselves By knowing other people it's compare and contrast. What are the patterns of my life? What's novel about you? How are you different from me? How does that help me? Define who I am by knowing the other knowing more others helps us know ourselves better, right? And all the emotions that are charged with that this means that this black box of learning I'd like to call this meaning making. Okay, there's a lot more to this process So some of you might be here because you said oh, I want to find the perfect strategy or digital tool That's gonna help me reach my students, and I'm here to tell you it's not that simple There's a lot more going on in there that I hope you'll accept So I want to share the story that I have of the way we structured our course at Harvard Which was it's called the neuroscience of learning. It's an introduction to mind-brain health and education Sorry, and this course was actually It's in the Extension school But all the courses at Harvard there's 12 different colleges and universities that give degrees So ours comes out of the faculty of arts and sciences But different courses in the extension school the extension school is a division of continuing education So it was the night school if you look at their The shield it has a lamp for people burning the midnight oil and working and studying afterwards, right? So Harvard has had this school for many many years But what was interesting during COVID is it nothing caught any of us by surprise? Because we were already doing stuff online, and so some of the challenges of the of the extension school are that It has different levels of degrees that offer undergraduate graduate non-credit We offer to the whole world the age range and the online online modality So I want to tell you 12 challenges that I had in creating my course During this whole COVID epic, but what yet we'd actually prepared for many years before One was that in my class I have to have undergraduate graduate and non-credit students all in the same classroom And I have to figure out how to differentiate for their needs. I also have on average last year I had 24 different nationalities, which is really really cool because you get lots of different perspectives It's not like here. We have 60 different nationalities But at least that exchange that dynamic exchange is absolutely fascinating for studying any topic that we have I also had students who are just graduating from high school and People in retirement our biggest increasing age group of attendance in our courses are retired people Because now they're getting the message use it or lose it keep your brain active and so they're attending lots of our classes Right, so we have a huge number of students one of my students last year was 77 And I've been teaching this course since 2012, but in 2016 they came to us and said Would you be willing to try to teach your course a hundred percent online? Because the students demand it We had students who lived right next door to the classroom and on the first day of class because they had the option About half of the students would show up, but by the fourth class. It was the teacher and two or three students People chose to be in their dorm rooms Because they wanted to be in their pajamas or have their coffee at the same time They were in the classroom or whatever it was, but there was a choice when we were able to do that We were able to expand offering to people around the world not required that they only be there Right, so then we had additional design challenges because of the way our courses structured One is transdisciplinarity one is translational thinking another is this multiple levels of analysis that we use We have an equal focus on teaching and learning and also we value very much student diversity So as far as looking at transdisciplinary thinking is concerned we use all of the learning sciences in our class so when we talk about Thinking of how people learn we look at things from neuroscience Cognitive psychology from education linguistics philosophy from AI all of these different things Contribute to how we approach the class and the way we do this is that we have Mind-brain health and education as these main cornerstones, but we teach the students to think about How do you learn best? But now think about this question How do you get motivated? How do you pay attention? How do you memorize things? How do you do that best? But now can you think about this from a transdisciplinary lens? Not just as how a neuroscientist would think about this or a psychologist or a teacher But how do we learn best of using these multiple lenses at the same time and Transdisciplinary thinking is a lot harder than you need disciplinary thinking if you just think about one dimension Okay, if I only taught the classes if it was Psychology we'd only get a certain amount of literature in there a certain amount of perspectives But when we do transdisciplinarity, we get lots of different viewpoints on how do you motivate people? What does it really mean to motivate? What does it really mean to get them to pay attention, right? So we use this different kind of a lens and when we do this It means we can also have different levels of analysis from the molecular to the individual to the classroom to also do international comparisons so The molecular level. Yes, we do look at synapses and neural networks But we also think about kids in classrooms the individual kid and then the dynamics of the classroom How is that kid a great kid by himself and a bully in the group? How does that happen, right? So trying to get that basic How does group dynamics change individual behavior and then we look at international comparative studies, so We also pick up on the idea that Udyphrith and Sarah Jane Blakemore had which was that we spent about 200 years Thinking about how people teach, but we've only spent like a fraction of the past maybe 25 years Thinking about how I'm sorry how people learn and we've only just began to think about the science of teaching How does the design and many of you are instructional designers here? How does the design the choice of tools the timing of what we do? Change how different people learn that's a very big idea And then Herbert has a very big a strict and a very open Diversity policy as far as gender ethnicity special needs in my class I have had in the past a blind deaf People with muscular dystrophy who needed other kinds of needs every year. We have several people with dyslexia at HD So we have to accommodate all of these different kinds of Needs in our classroom. So this adds on a lot of other things that we do that challenge meaning making But then our third the third final challenge is that we're teaching about the brain which changes all the time We know very little and so every time we learn something new we have to add that on and because it's an overview course I have 15 different topics. So every week we're switching topics, right and then finally My personal belief because I did graduate from the Graduate School of Education We have this we embrace this idea that things should be usable Knowledge knowledge for knowledge sake those of you who are philosophers is really cool, too I like knowledge for knowledge, but we want things to be practical We want people to be able to take the information from our class and use it So if we look at this idea of the brain is always changing Professor Lickman at Harvard tells us, you know, if we have trout Learning about the brain is is a mile. We've traveled three inches We know very little about the human brain and how it learns and every single year we add on more things Which is why we have we don't have a set textbook We have what we call bundles which are mini libraries and every year we hyperlink to updated articles in the field So we've got 92 going on now that have to do with memory attention Diversity language emotion so we update those and that's in the QR code that was on the first slide And it'll be on the last slide if you guys want to see those bundles But the key is to stay up to date in the field and also when we cover these 15 different topics in the class Each one of these has to be updated every single year So we're about to start the course again in January So we're gonna spend all of December making sure we have the best and most up to date and Representative information from all around the world about each of these different topics So this means that our premise here is that we want the information to be usable knowledge We know that the best way to test if somebody has really learned something is if they can use it in a new situation Transfer okay, so I see that nobody's writing down anything at this moment except for this lady and this lady over here Which means that you all knew all this information beforehand. Is that true? That's very good Okay, so I can leapfrog into a little bit. I'll go a little bit faster So this means that all of this Transferability depends on the meaning making how did that person interpret what was being taught to them? Okay, so learn via meaning making means that people have to construct the realities It takes time to do it Which is why a semester-long course is actually one of the best ways to do it Which is one of the arguments against a new trend right now which responds to one need Students do not like long semester-long courses anymore. We're doing micro certificates But we have found in our own personal study that the best way for them to actually learn anything is if their micro certificate is at least Six to eight weeks long if not a whole semester because otherwise they really don't have enough time to actually Embrace and change they can learn the knowledge and the skills, but they don't change their attitudes in such a short amount of time And finally that we have to actually understand each individual bridge between our information and each student That means personalizing a lot of the information and getting to know our students a lot better So our challenges are these 12 kind of big challenges This is what we face when we're trying to make meaning in our classes We have a diverse amount of subjects. We have a lot of different types of students in our class How do you reach everybody? How do you get them to make meaning out of what's going on? So this is a question for you guys What is the short answer? What is the oldest classroom strategy? That is also a tactic in war. Oh Very good. I hope that's not from personal experience But definitely divide and conquer if you are able to break down Your objectives your learning objectives into smaller parts Make sure that those are understood. That's great You divide and then you have to bring them back together again And our main problem in higher education is that we tend to be very good, especially in our syllabus, right? We're really good at breaking down the individual objectives But we almost never come back to the big picture at the end and That is one of the biggest problems with meaning making. How do you come back? How do you put all those smaller pieces back together again into that bigger idea of what your whole course was about? Okay, so combining that information at the end is something that we absolutely have to do okay So here I wanted to do my new favorite word, which I hope is your new favorite word Really nobody here has heard of a hole in It is the best word ever the best word you're gonna love this a hole in is something that is at once apart and a hole Okay, does that make sense so a leaf is a thing. It's a whole thing right, but it's Also, it could be part of a tree. Does that make sense a piece of lettuce could be a whole thing But it could also be in your salad Does that make sense kind of get the idea here? Okay, so a piece of a chair That's a whole thing all by itself but it could also be part of your living room set right or you could have a Color and a color is a whole thing by itself, but also could be part of a painting Right or a house could be part of a neighborhood you guys getting the idea a Part in a hole a hole on is something that is at once a part in a hole Is anybody seeing something like an aha moment right now like this lady who's got this like light bulb going on on top of her head Everything is a hole in okay So basically the idea here this little girl is Herself, you know all by herself. She's a thing, but she's also part of a family And she's part of a school and part of a soccer team. Okay, and your hand is part of your body Right, but it's all it's a hole by itself. So when we talk about things We need to remember that they can always be broken down into their smaller parts and they can also be made into bigger parts Does that make sense does that blow your mind? That's such a cool idea, right? So if we think about this This is one of the ways that we've used to learning thinking to remind ourselves everything can be a part in a hole All right, but reminding ourselves How do you break this down into its smaller parts for easier understanding by the students? But then how do I bring it back into the hole and put it into context of bigger problem solving? That would be the bigger goal. Okay of how do we make meaning? So the idea around Holonik thinking is that? Everything is a part and everything is a whole all right So if we use this and if I want to try to explain the brain to the students right you say okay Yeah, you have a cool brain you can talk about you know Hemispheres or we can talk about lobes and we can break it down even further Look at networks or how synapses are formed or how neurons exist But the chemical and then also the electrical exchanges it goes smaller and smaller and smaller But then we remind them that you can also go up bigger Right your brain is also inside of a kid. We're not just teaching brains on shoulders You're teaching a whole person that lives in a community of other people whose learning is changed by other people So we have to study learning within group contexts as well and also do international comparisons So we try to bring it full circle from the very smallest to the very biggest pieces. Okay, so with that in mind Oops am I pushing the wrong thing here we go Going back to this let's look at a framework if we have meaning-making there's at least Three parts to this whole at least three parts One is mentalizing one is a social emotional aspect and one is context Mentalizing means do I have any idea about how this person is thinking about what I am doing? Okay Social emotional learning empathy thinking of others has to do with something very different. Okay Mentalizing is thinking social emotional learning is the feeling. All right, so on this level and Utifrith is amazing in making this big distinction and she did this basically in studies with Autistic students. It's very different neural structures What's going on in your brain when you're thinking about what somebody else is thinking versus feeling what somebody else is feeling That's a very different kind set of neural networks, which is fascinating, right? So being able to manage that dynamic and understand what people are thinking Actually shows us very different things about how mentalizing occurs and it develops over time It's not something that oh all of a sudden as a teenager You know how other people are interpreting their world. It's something that we have to continually try to Understand by knowing more and more people I'm getting the sense of where you might be going with this how you are interpreting this information That's something very vital for all of us as teachers to do as far as social emotional learning is concerned Understanding how that person is feeling about the information that we're sharing is also very important It might not seem important. Oh, we're teaching people cognitively information. Well, but there's no separation There is no cognition without emotion so understanding How somebody is thinking about the and feeling about the information and also being able to self-regulate on our own Has a huge amount to do with whether or not people are going to learn in our class Mary Helenie Mordini Yang was a wonderful friend has also When she gave election my class last semester She made the point that social emotional learning are not two separate systems And in fact, there's this parallel Processing that's going on and where people are thinking and feeling and feeling about how they're thinking all the time It's this huge negotiation to create meaning How do I use the thinking and the feeling to understand what's going on around me? So we know if you look at how people are thinking or feeling about things how people are thinking about things and then you can get to Mentalizing and then you can compare and contrast that over time We know that these skills are things that we develop in our life But we only do that in contact with others So the big idea here about being able to integrate with others to network to talk to other people Well, how did you take away that information about Holon's that Tracy shared talking to each other? Refines your own thinking and understanding about the information. How do you make meaning of what is shared? Okay? Last idea is much bigger and harder and has to do with context It's very very hard to teach things in a vacuum. Well, I teach basic biology How come nobody understands this and I used X examples or whatever it doesn't always work my children Luckily grew up all around the world and when we were in Lima Peru and the in the German school in Lima Peru they got their textbooks for English from England and the kids there were trying to learn about the weather and They were learning about sleet and slush and rain and all kinds of snowy stuff Lima doesn't even get an inch of rain a year. The kids who live there had no context for the information So the big idea would be are the tools that you're choosing in your universities? Actually relevant to the context that other people are using This comes from Ron Fender's work that has to do with understanding how people's Self-understanding when I say who are you your identity? You're a different person in different types of your life, right?  Where are you from right normally? I say oh, I'm from California But sometimes I say oh, yeah, I'm half Japanese. I am not Latina at all even though a spinosa. That's my husband's name I try to put that into context depending on who I'm talking to I'd assume different identities My relationships change that who I am within a family context all of these different things who you are in your social media All changes the way you perceive yourself and identity does matter We know that if people there's studies since the 70s Beautiful ones from the 90s and more recent ones that tell us that if a person an Asian woman thinks of herself as Asian when she goes into a math test She does much better Then if she thinks of herself as a female when she goes into the math test all of the different identities We have play into how well we are able to learn in different contexts, and we know that there's no such thing as a neutral educational context everything is charged with cultural input and We have to be much more sensitive to that if we want meaning to be made of the information that the students are taking in Somebody who's doing great work in this field right now is Zareta Hammond who has written about culturally relevant pedagogy She's not the first person by far to do this But she's somebody who's tried to link this to the brain with pretty good success in doing that I highly recommend her work so if we think about mentalizing plus Social-emotional understanding as meaning-making that's a really good place to start. So what would we recommend in the up until for the first couple hundred years that we had formal education Since about 1850 or so. We just thought if you knew a lot of stuff, you'd be a great teacher You know stuff teach it.  You're gonna be able to share now your phones know a lot So knowing stuff is not how you become a great university teacher or any teacher for that matter So about 1989 Shulman made our suggestion that you had to have pedagogical knowledge How do you teach and not only that pedagogical content knowledge? How do you teach? history To undergraduates in whatever context, right? So do you have pedagogical content knowledge? And only recently in about 2003-4 we began to see the value and importance of everybody understanding technology If you do not know your tools You can't save yourself time to now be more human if I can offload the grading of all my quizzes to to the program Then I can now spend more time explaining what you did wrong and giving you motivation about how you can do better The machine can tell you what's wrong, but the person can motivate you There are things that machines do better than us and there's things that we do much better than machines, but only about 2007 did we add this idea of having mind-brain education or learning sciences? teachers need to know more about the brain in the 2017 on an OED CD expert panel of which I was a part there was a recommendation teachers need to know more pedagogy and More about the brain because they just are working off mythical information when it comes to how people really learn So if we are able to do that and put that into context, then we're able to find the sweet spot of meaning-making Meaning-making is occurring at the intersection of being able to mix all of these things together, okay? So meaning-making is how people pull things together based on their prior experiences And we do this in education to make sense of the world and the world and how it works Not just in your class for your subject. It's a much bigger idea here and Imardina Yang spent a lot of time Telling us that when people are in your classroom, they're not just thinking about your topic They're thinking about what does this mean for me? How does this work in my life? What kind of problems is it's gonna allow me to solve and I think that we all hated COVID we can agree But COVID was the best thing ever to kick us into a new way of thinking about education Especially higher education, which has been the slowest, okay? The last big idea I want to share with you is radical neuro constructivism Radical means the process of teaching and learning is dynamic. It's iterative When I say something to you you change the way I think about it by the way you react Okay You also are changed by the information. This is why somebody who might have read a very powerful book when there were 14 If you read the diary of Anne Frank at 14, then you read the book again when you're 30 It's different and you read it again as a retired person. It's easy. The book is different. No, the book isn't different You are different because your world has changed a lot. Your memories have changed The way you will interpret the book has changed your meaning making has changed over time Neuro is because it's based on neuroscience. So there's thousands of theories about how the brain learns everybody understands Constructivism how people construct their own realities construct learning well the concept of neuro constructivism was introduced by von Glasserfeld Which was a really clever idea basically neuro radical constructivism Sorry radical constructivism is how the dynamics of your living change your understanding. That's very cool Seartos added to this Western and added to this idea, but this is also Neurologically based if we pull out that piece of your basic conceptual understanding of addition and then I tried to teach you Subtraction you can't do it because there is a hierarchy of understanding and those networks So as educators we have to take into consideration the teaching and learning thinking and feeling are all intricately involved that Moving I mean teaching is a moving target different kids are going to need different things in different moments And on different days what motivated this group what drives me crazy is when teachers say I just want to know the best way to motivate my group Well, what motivates one person isn't going to motivate the next and what motivated that same person yesterday may not motivate them today So we have to be able to go with the flow Just outside the market as you say in Spanish you have to be able to to change with the dynamics of that particular Encounter, okay, so this is a dynamic process and it's hard Teaching well is one of the hardest things we can do. This is why educators are the most important profession in society Basically, we think that people if we think about the teaching learning dynamic We have accepted that students will come to our class with baggage. They come with cultural norms They come with certain expectations of us They include media groups and all the rest of that their family influences. They come to our classrooms And that's the students experiences, but then we say okay, but I come with my baggage But I also have my curriculum and I know how to teach so this is how learning occurs The main thing we forget is that there's not just one learner in that classroom There are oftentimes dozens or hundreds in our classroom And we have to be able to understand how to use all of that information to create meaning for all of those students So radical means the teacher has his idea. I'm going to walk in the classroom This is how I'm going to teach things and his message resonates with students in one way But then the student will say something back to the teacher and that will change the way the other students will think about the information Right, so the idea is to accept that that's part of meaning making that dynamic exchange. All right So to conclude this that big idea is that there's a lot that goes on in teaching and learning But all of this really hinges on the individuals Perception of what's going on and how we've ledge leveraged that So if I were to say how did we react to all of these different challenges that we had In order to create or enhance meaning making we basically have to accept that that is Part and parcel of what learning is made up of it has a lot to do with the students different contexts And its ability to transfer is how I'm going to be able to prove that that happened and the only way I can do that Is by knowing my students And I know that blows our mind in university education where we're used to walking into a classroom and you see 400 people and you're trying to get all of them to learn How do I begin to know my students? The first thing I asked them is why are you here?  If I don't know why you're here and what you want It's very hard for me to adjust what I'm doing to make sure it fits into your context and becomes long-term knowledge You have to know them. You can't know them if you don't teach them, okay? So in summary, I tried to share a little bit about my course I gave you sort of this framework of thinking and feeling in order to create meaning making within context We talked about this very cool word of Holans, which I hope you'll use forever This idea of radical neuro constructivism and this bigger idea that you have to know yourself well enough To be able to integrate the information from others and you have to help them know each other So that's relationships and I would like to ask you and that piece of paper and all of those copious notes You were taking Could you look back and tell me? Is there anything that was new that I said today? Are there any things that are sticking with you like woof? I wish I knew I could dig into that a little bit more and Most importantly for yourself. Is there anything you would consider changing?  I think the next speaker is going to help us understand. There's a new concept That's called feed forward. What will I do better the next time? You know, I don't want you to think about what you've been doing think about the future This is where we're going with education today And I thank you very much if you would like more information or if you'd like to have this power points Presentation or other information you can just click the QR code and you have access to all the presentations. Thank you very much


Hey everyone, welcome back to Retro Tech. We've got a short repair video here for you on a Sony 1943 MD this is a medical grade CRT Trinitron professional and unfortunately these are of the older variety from the late 80s early 90s and One of the big problems is the plastic on the bezel It starts to get brittle over time and it tends to be worse on some models more than others And what happens is you get a splinter or a bunch of pieces of the plastic will easily crack and The case that we have here We have an entire corner next to the power button where a lot of the pieces have broken off and the plastic is just really brittle and I want to fix this up because the monitor otherwise works well And I want to get it over to my buddy Keith Rainey who worked on that awesome CRT pattern We've all been enjoying for the last month On the 240p test suite if you want more info on that I'll have a link to that video and a Link to the 240p test suite page in the description of the video back to the repair so what I'm going to do is I've been cleaning this area and I've also collected all the pieces of plastic on The monitor corner that broke off and then with those pieces of plastic I can reshape them kind of like a 3d puzzle back in the corner, and then I'll use a two-part epoxy and that's going to be this JB weld style epoxy. It's very strong. It's really the strongest of the types you I can get locally here in the hardware store and We'll mix this epoxy together and we'll start to rebuild our corner piece by piece and this will take some time to set up so we'll have to Monitor it and do it again piece by piece So that we can allow that epoxy to set a little bit and then once it sets We can go in and put another piece and kind of build it up like that And as we go we'll clean a little bit check the integrity of The actual spot that we've installed reinstalled the plastic now finally we're going to be able to Hopefully rebuild the entire corner and once we get to the part where the corners pretty much rebuilt and at least pieced back together it's going to be rather jagged and Extremely uneven so we can test fit and just make sure everything's going to work But the real important step we need to do next is to sand Down this plastic with just some regular Not two abrasive sandpaper But enough to get through the plastic layer because we'll have to go and Even this whole corner out so that we can replace our pull mounts on it and once we have Sanded this corner. It really makes a big difference and I think that this repair could help a lot of people That may have little cracks, especially in an area where maybe it's not as visible Like it is on this monitor because once we finish our repair I won't have to repaint because the pull mount on the front the pull handle Will cover up the area the integrity on it should be pretty good again because we've used such high Quality epoxy that's really strong It should hold this spot together I still would use caution around the corner and try not to knock it against anything because if it falls apart again It would be very hard to to fix You could go in and even sand down the rest of this bezel and try to repaint it if you wanted to That'll be quite a difficult job, but it's definitely doable Thankfully this repair won't require any repainting since it's just down here in this corner and again. It's fully finished fully functional Thanks again for watching everybody. That's going to do it for our quick repair video I hope you enjoyed it if so, please leave a like and let me know what your feedback is in the comment section I like hearing from you guys and Please if you haven't already subscribed to the channel because we'll have a lot more things coming like this this year and I'll see you all next time with some more retro content


Welcome back. It's time for our very first hot topic and we'll be taking a look at Nigeria's dead burden on citizens and we have as our guest Marzi Sam of Hoabunga OFR, founder and former CEO of Nimet Pharmaceutical, 2023 presidential aspirant, is an economist and he's joining us this morning to take a look at this burden that Nigerians are afraid to carry. Good morning Marzi and welcome to the program. Good morning Nigerians. It's a pleasure to be here. Thanks be to God. Well Marzi, before yesterday Nigerians have been talking about the borrowings of this government, the huge debts on the economy. But yesterday, Monday, the headline on the Guardian newspaper kind of helped us to break down these burdens to see just how much debt is hanging over the head of every Nigerian. And according to that report, 17,800 was what I was owing, you were owing with regard to the public debt under President Obasan Joe. But today under President Mohammad Ibohari, you are owing, I am owing, 368,421. Not forgetting the Nigerians in the villages and all across the country. First of all, do you think that we should be worried? Or are we just crying wolf, Marzi? Well, I think we are not crying wolf. We should be worried. Because sometimes Nigerians, especially our leaders and public servants, try to casualize with comparative statistics. We use them when they are convenient for us and then we debunk them when they are not convenient. We say this is not America, this is not UK. But then we use those comparisons. Now when it comes to debt to GDP ratio, if we compare the rest of the world at about 35% or so, we show really if we come to GDP to debt ratio. However, the worry is that if you look at GDP to income, debt to income ratio, or debt repayments to income ratio, you become worried. Because today the money Nigeria is making is some hardly enough to pay our debt that is due. Capital and interest repayment is almost equivalent to the entire money we are making from oil, from entire generated revenue and everything. So that is where the fear is because it is not that you have a large population, you have the capacity to produce more, but you are not producing. And when you come pay your debt, you might get to the point. One of the years, I can't remember which year, it was clear that we need to borrow money to pay our debt. We borrow additional borrowing to meet our debt obligation as they found you. So the payment is all the money we make as a nation today. We pay them as debt. So we now borrow at some point, we also borrow to pay recurring expenditure. So that is where the worry is. And I hear Nigerian ministers, minister of finance talk about our problem is revenue. Yes, our problem is revenue, sort out the revenue problem or cut your quotes according to your size. If you must borrow, then borrow on what you can be sure you generate income from immediately. But we are going to pay social welfare, borrow to give money to transfer to poor people. That is not reasonable borrowing. We are taking on necessary risks and not gauging the future of our country. Yeah, this also brings to question what the forces are the root of shaping Nigeria's debt profile could be. Sorry, I said this also brings to question what the forces are the root of these borrowings. The two forces are one, poor revenue collection and irresponsible expenditure. You cannot be spending money like this are going to retain as if money was not a problem. All you are saying is that I need to spend money on this thing. So what do I do? I don't have enough revenue. So what do I do? If I can borrow, print more money from central bank, if central bank is not producing enough, both from foreign banks, you know, this is not the way to do. We agree that this country needs a huge investment in infrastructure, even in social services. But we have advised that government should seek and check what it means it can do with its resources. Which to our opinion is in the area of improving security, improving healthcare and education, the social services. Then we invite the private sector to come and invest in capital development. That way you still achieve infrastructure growth without putting a debt burden. I give an example. We build a rail line. I remember I was a member of the short P when President Jonathan began to build the rail, the standard rail gauge between Kaduna and Abuja. Now that rail line was being built on 70 percent loan from China Export Bank. Nigeria's contribution was 30 percent. So at the end of the of the body, like we have finished it, we are in China. We are going to be paying them both loan and we are going to pay them also the capital repayments and interest. The train stations are not operating. The train line is not running. So everything to the rate of money from the rail line. And here we are paying going to pay the interest and pay the capital. I have suggested why not ask China come and view this road line with your own money. And then we give you 25, 30 years to recover your investment through trawling or through charging fares. At the end of 20, 30 years, the infrastructure becomes Nigeria's. Who cares? Who builds the rail line? What is important is that we get the service. Yes. But rather than do that, we go and take a loan. The loan we don't have, we have not properly dimension our financial and cash flow to be able to meet the loan requirements. So we are just, we're just taking one loan to pay another loan. That's where they see mismatch. Yeah, that is why it is very, yeah. That's why this very crucial question about the forces at the root of this borrowing, because the states are owing, then the federal government is owing. And then you look around, you do not see the benefits of this debt, these loans that are being collected. Inflation has risen. Nigerians are suffering. And what concerns do you have about incoming government? Because here we are, there is the fear about default in the repayment because we can't even service this debt as well. Meaning that the incoming government will not even have enough capital to implement development. But at the state and at the federal levels. Yes, I think it's a big burden we are going to give to the incoming government. And I do hope that they will not be as profligate as this government. This government is profligate. What I mean by profligation is that you are spending above your earning power or the consistent basis for the eight years. It doesn't make sense to me what I think the the incoming government ought to do is to reprioritize. Yeah, everything is going to be done, but we can't do everything at the same time. More so when we are not having enough revenue. So state governments, federal government, reprioritize. That is number one. And then do complete cost saving. I'm not hearing this government do any cost saving. I'm not hearing any rationalization of of parallel and multiplicity of MDAs that have been not recommended. Streamline government, you know, reduce expenditure overhead. Yes. This government, one good thing that this government has done in quote is because they don't know about money. So they found that they have funded more budgets than many people. Their budget performance is better than the past because money is not an issue. There's no restraint. But that is not the best way to run government. You prioritize and then you cut down cost and then seek the creating ways to raise revenue. Raising revenue doesn't mean you need to punish your people or increase taxation on duly. There are many creative ways you can raise revenue. First, increase the tax net. Expand it. Find simple ways to make everybody contribute.  Number two, it promotes enterprise development. It is when you have enterprises developing, those enterprises will pay taxes. The employees will pay taxes and therefore you get more money on revenue. You expand opportunity for investment in flow. Let investors, both domestic and foreign, come because when they come with their investment, investments will not create businesses and projects. Businesses and projects will create jobs. Jobs will create wealth and wealth will drive away poverty. So you are increasing your tax net through increasing productivity and investment. You're also helping Nigerians to be employed. So you're meeting this same issue. Instead of taking money and giving it to people that you're not sure who gets it and what purpose it's having, you let people get jobs. And that is making the place investment-friendly. The government should focus on in making their, whether they are states or federal, the environment-friendly. And to do digest three things. First, ensure there's more and more than safety. Two, have stable policy framework. Don't change your policy day and night. And thirdly, introduce incentives. By doing those three, you attract investors domestic and local and foreign. And you can create your economy, create more wealth, create more revenue. It can do more projects. Well, Ma, a while ago we had Chris, who is a member of the Chartered Institute of Abiturators in the UK, who joined us on Off the Press to look at the headlines. And one of the things he suggested is that the constitution be amended to enable states own enough, you know, to boost IGR. Do you share this thought of his? There is enough right now for even local government to regenerate IGR. It's just that we don't have creative or innovative leadership. We don't have a leadership that is driven to increase productivity and income generation. There is enough for local government. We don't need to amend any budget or any constitution. Yeah, constitution, we agree, we need to do more decentralization. We need to give more power to the federal units. That I agree. But I am saying that that is not what is holding us back. There is enough provision in the constitution for the, I live in my village. The road to my house is not graded. It's not clean. Every season I have to run, make it. Otherwise, the place is eaten up by Russia. I am there by time I come back. I do face on myself. One of you, the local government just came and graded that road.  All of you living on this street should do this. There's no service. There's no water. There's no electricity. They can put a power, reticulate it and begin to ask people to pay for it. They are doing nothing. The local government are collecting money, share to staff, share their own to political office holders. They go back and wait for the next money to come. Nothing is going on in the local government. At the state level, whether there is rain, there is sunshine, whether there is farming or there is plenty, the moment that comes, say Governor takes his security vote frontline. It doesn't matter whether the salaries are paid or not. And he takes all the money that he needs to take and the money that goes around him to date and he just moved on and be watching us in amusement. Whereas there are too many things states can do today, today, without changing the constitution to be self-sufficient. There is no competition among states to attract investment. They are allowing their even state indigenous to go elsewhere and invest. What will happen if a number of states, even states, other states, all the Southeast states decide to turn their states into investment heavens? The first one that will benefit are the aspirant people living outside the Southeast. They are willing to come home. They come home and come home and the roads are not done. There is no pilliness. The roads are dirty. The environment is dirty. Nobody cares for you. And so when they are moving, they move on with 12 or 30 vehicles in their protection. They don't care about the ordinary citizens. How do they want investment? So it is not constitution only. Constitution will help, but if they continue to behave this way, constitution will not make any difference. Constitutional amendment. Yes, yes. Chris also did allude to the fact that we already have arable land, we have enough crops that this government, the state governors could invest in to boost the economies of their various states, even as they clamored for that constitutional amendment of a sort. We are in a democracy mazzi. These pictures you've painted are quite gory and sad, but they are the reality. That's what we see playing out across most of the states in the country, if not all, except for maybe Lagos and then one or two others. They disconnect between the leaders and the led in spite of all the loans that they've collected. How do we reverse this trend? How do we see a change in this narrative? Because in a few days from now, 13, 14 days, a new government will come in at the federal level and even in some states. How do we begin to see a change? And what can Nigerians do on their own to hold governors accountable? Let me remind you of a time when we had Dr. Angazio Conja Uwela, who publicized allocations to states so that citizens can begin to engage their governors as to how allocations were spent. You're right, Menor. We have responsibility on both sides. In my book, Nigeria Need for the Evolution of a New Nation, I wrote in a chapter the leadership, the fellowship that deserves the leadership, the fellowship that deserves the leadership. If the fellowship is docile, unconcerned, you know, then the leadership will also be docile and unconcerned, but even if the fellowship is demanding for accountability, somehow the first leadership to be more accountable. So it goes that way. But what we believe is that we are looking for leaders who do not need or do pressure to be accountable. We're looking for leaders who have conscience, who fear God, who know that leadership is an opportunity to be of service to serve God and man, and that you're accountable to God, your creator, and also to man, but not to God, even than to man. So that's what we're looking for leaders with conscience. If we can get them, then things will happen better for us. We're looking for leaders who are empathetic, who have the feeling for the suffering of the masses, who share their body, not pretending to show show or shedding prokolite care, who are passed through where they are to and can identify with their issues. That's the kind of leaders we're looking for. And we're hoping that 2023 has offered us an opportunity to enthrone those leadership at both national and subnational level. And I'm hoping that at the national level, we'll have a model of a president who will model how a country can be wrong. And the moment that modeling is properly done, then it is easier for people to look at him, like the state governors to go and leave because they say people behave as their leaders. So we want first and foremost to have these leaders who are concessions, who have shown competence in their past activities, who have shown character that they are good to be trusted, who have shown that they have competence and also that they have vision. Because if you have character, competence, and capability and you have no vision, you just be a good, you've got to be a good follower. If you ask to do a job, you do it well. But to be a leader, you must be visionary. You must point the direction, you must determine the end point. So I'm just really wishing that our leaders as they come on in the next couple of weeks, we'll first start with agreeing on a vision for their states, for the national. In four years, where do we want our country to be? Where do we want our states to be? One, GDP contribution to the economy. Two, per capita income. What will be the per capita income per each individual? Three, what will be our educational ranking in the state or nationally? What will be our healthcare ranking in terms of infant mortality, maternal mortality, life expectance? You know, we'll set those goals because if those goals that will drive us, not just responding to things, when we set these goals, we can determine what kind of resources do we need to achieve these goals. I suggest that we do the planning. First year, second year, third year. They will ask us, we have the resources, we say no, I don't have all of them. So how do we achieve the resources? We'll begin to plan for internal generation. We'll begin to plan if we need to borrow. We'll begin to plan for private public partnership. We'll begin to plan for franchising, for giving up, asking people to come and take certain responsibilities and reach on behalf of government. And government can even pay them a small charge, instead of if we put it in the budget, instead of government trying to do it and doing it in the most inefficient manner. And then when we do this, you can do face payment. Even in the private sector, you don't have to pay everything at once. So by so doing, you reduce the debt burden. Borrowing money to pay 100% for everything or pay part of it is something we might do as a mass resource. Thank you so much, Mazisam O'Hua-Bunga. Such an honor to have you as our guest this morning on the breakfast. Thank you so much for your insight and depth on this matter. Mazisam O'Hua-Bunga, OFR, founder and former CEO of Nimet Pharmaceutical, 2023 presidential aspirin and an economist has been our guest this morning as we consider Nigeria's debt burden on the citizens. Just stay with us. We'll be about to take a look at our second hot topic, which has to do with technology and agriculture.