In this video we will talk about Lilith, who is the second pillar of the temple's current, next to Lucifer, and they are both equally important in our ritual system. We have already discussed the origins of Lucifer and took a brief glimpse into his role in the Draconian tradition. Here we will do the same with Lilith. I'll go through her history and mythology, discuss some common misconceptions, and talk about her role in the temple. All this information is derived from our anthology, Lilith Dark Feminine Archetype, and if you'd like to read more about her, go ahead and check out the book itself. Let's start with the origins of the Lilith legend. The earliest mention of an entity with a name similar to that of Lilith is found in the Sumerian Kinglist from the 3rd century BCE, which states that the father of the famous Sumerian hero Gilgamesh was a Lilu demon, a kind of an incubus. Lilu is one of several types of spirits connected with sexual activities in Mesopotamian mythology. The others were Lilithu or Lily, and there was also a spirit called Ardad Lily, and another one known as Irdu Lily. Lilu was believed to wander through deserts and in open areas, and was especially dangerous to pregnant women and infants. Lilithu was his female counterpart, and Ardad Lily was a young girl, incapable of normal sexual activity, and aggressive toward young men. Irdu Lily was her male counterpart. Today these spirits are often questioned, and many scholars say that these spirits were originally storm and wind demons, and their associations with Medieval Saccubi and Incubi was caused by a wrong translation and misinterpretation of the role. Lilith, as we meet her later in the Jewish lore, doesn't appear in Mesopotamia at all. There is no entity with this name in any known source from those times, and the spirit that is usually identified with her is a female being inhabiting a tree described in the legends of Gilgamesh. Again, however, this spirit shows very little connection to Lilith as we meet her in the later sources. In other words, all fear is about Lilith originating in ancient Mesopotamia maybe completely wrong, and up to this day there is no source that would even confirm or reject them. In this picture we see the well-known terracotta relief from Babylonian times, commonly identified with Lilith. It's known as the Barney relief, deriving its name from the antique dealer Sydney Barney. It was first displayed in 1946, but it wasn't archaeologically excavated, so there's no information where it came from, or in which context it was discovered. Today we know it as the Queen of the Night depiction, and over the last few decades it has served as a source of numerous talismans, statues and posters attributed to Lilith. The relief shows a female entity with wings and owl feet, standing on two reclining lions and flanked by owls. While owls are connected with Lilith in many myths and folklore, lions don't really belong to her lore, and today the image is revered identified with Ishtar or Erashkigal. If this is true, again we are left with no clear origins of the Lilith character, and all occur depictions that a lot of us have in our temples are wrong and should be attributed to another deity. Another source believed to refer to Lilith, which is also highly questionable, is the Bible. In the book of Isaiah we find a passage which is thought to be the only possible reference to Lilith in the entire Bible. The wild beasts of the desert shall also meet with the wild beasts of the island, and the Satter shall cry out to his fellow, and Lilith also shall rest there, and find for herself a place of rest. The word Lilith, however, doesn't appear in this passage as a name, but in most versions of the Bible it is simply translated as Screech Owl, which was thought to be one of the unclean animals. As we see, this leaves us with no valuable reference that would give us an insight into the roots of the goddess. Other sources often quoted in literature discussing Lilith include Mendee and Gnosticism, Dead Sea Scrolls, and numerous emulates and depictions. Most of them are connected to the Hebrew lore, where the goddess most likely originated, as hermaphology and role is there the most prominent of all other accounts. Among the earliest sources of the Lilith myth, we find the Talmud, Midrashapkir, and medieval sources such as the Treaties of the Left emanation, and the Zohar. The Talmud contains the most famous story of Lilith, according to which she was the first wife of Adam, the one before Eve. In this legend, Lilith and Adam were created together, from the soil of the earth. They were equal in their creation, but could find no happiness or understanding together. When Adam wished to lie with her, she refused to lie beneath him, and since he was still trying to overpower her, she left him and fled the Garden of Eden. This happened in a rather dramatic way. She rose into the air with fury, screaming the secret name of God, and flew away to settle on the shore of the Red Sea, where she started to mate with demons and gave birth to hundreds of Demonic Spirits each day. Seeing this, God sent three angels to find her, and to either fetch her back or drown her in the water. Neither of this happened, though. Instead, they made an agreement, according to which Lilith promised to spare the life of newborn children of Adam, if they were protected with the emulates bearing the names of the three angels. She also gave consent to the death of 100 of her own children every day. In return, the angels left her alone, and she became the Queen and Mother of Old Demonic Spirits on the earth, from that moment until the present day. In the Hebrew lore, Lilith is the mother of all evil in the world. In the Kabbalah, she is the Queen of Sitra Ara, the other side, the kingdom of demons and all abominations in the world, the Clephoth. It is also believed that it was either Lilith or Samal, her demonic spouse, who came to Adam and Eve in the form of the serpent, tempting them to taste the fruit of the Tree of Knowledge. Then Samal as the serpent lay with Eve and conceived Cain, the first murderer, and sometimes it is felt that Eve was at that time possessed by Lilith, and thus she and her demonic spouse are the true parents of the first man in the line of the devil's descendants. Here she is no longer a minor demonic spirit, but the Queen of Hell, the mother of all demons, and what is curious, also the messenger and concept of God himself. According to Kabbalistic lore, God sends away the matronate, his wife, and takes the slave woman in her place. This slave woman is believed to be Lilith. This relationship with God is one of the most mysterious and ambiguous roles of Lilith in her entire mythology. Smith gets developed further in medieval folklore. It is here that we fully meet her as the Queen of all Sakyubai and Incubai, the taunt-sleeping people at night, cause erotic dreams, and steal the sperm to use it to conceive even more demonic spirits.  There are many findings from the early Middle Ages containing incantations and charms against her or Liliths, which also points at the fact that Lilith is not a single being, but a name for a group of spirits. This data is included, for example, in Aramaic incantation texts found on bows containing magical texts, inscribed on amulets, and carved in other items that were meant to protect the owner, his house and his family. It was believed that once Liliths, or Lilin, which is the masculine plural of Lilith, succeeded in attaching themselves to a man or woman, they acquired the right of cohabitation, and had to be given a formal letter of divorce to be expelled. Jealous of their lover's spouse, they attacked the children born of the normal human wedlock, plagued and strangled them, and also prevented the birth of children by causing miscarriages, barrenness, or complications doing childbirth. The medieval lore is full of superstition and prejudice against Lilith, and certainly doesn't show her in any good light. This view, however, begins to change in the following centuries. The best known renaissance source about the goddess is Liber Lilith. Well, we don't really know how old it is, but the only copy that has made its way into the Westman aesthetic tradition was printed in 1563. Liber Lilith is a text discovered by a German occultist, Karstiger, in 1919 in an antique shop in Berlin, which includes an elaborate treatise about Lilith and her powers, and seems to belong to the Gnostic tradition. The copy he obtained was possibly a part of John Dee's personal library at his house in Malthank. Revised and prepared for print by Donald Tyson, it was first published in 2006, and that's revealed to the world after being glossed for over four centuries. The text containing numerous references to Gnostic terms and concepts of late antiquity, early Middle Ages, is believed to be either a corrupt Gnostic work or an early Jewish occult text influenced by Gnostic ideas. What is interesting about it is that it's the only known source dedicated solely to Lilith, presenting the origin of her myth, and providing instructions on how to summon her and her concept-summel through rise of magic. Here we are faced with a completely different view of Lilith than ever before. Also, it doesn't refer to her as a female demon, minor spirit, or child-eating monster, as it is in the majority of Jewish sources. Instead, we see her for the first time as a goddess with multiplicity of faces, a complex archetype of the dark feminine. The rituals and incantations presented in the text are not meant to overpower or drive her away either. Instead, they summon her for the sake of knowledge and power that she can trust the Magician who approaches her with an open heart and a curious mind. This is a unique view of Lilith, not encountered in any other text of that time or later. It's also my favorite text about Lilith, which I always recommend to everyone who wants to walk with the goddess in a practical way. Today, Lilith is present not only in demonology, but also in feminist ideology, psychology, art, literature, movies, video games, and in the Western esoteric tradition, she's a part of complex occult philosophies and ritual systems. In the temple of ascending flame, Lilith is the female counterpart of Lucifer, and the second main pillar of the temple's current. Just to make it clear, this connection is not made up for the purpose of the temple's philosophy. There are actual sources dating to Renaissance times, which mention Lilith alongside Lucifer, not Samuel, and even more sources that identify Lucifer with Samuel, claiming that they are one and the same being. In this paradigm, Lucifer's Samuel is the gateway to the current of the dragon and the symbol of the Deified Soul, the patron god of the draconian self-initiatory path. He is the solar illuminating force that has been fueling the evolution of human consciousness since the birth of mankind. He is force, fire, and fury. He empowers and elevates the initiate through his fiery pillar of ascent. His primal solar energy empowers the subtle body of the initiate, feeling it with his timeless essence, the flame that powers out the human desire of transcendence, the vehicle of all evolution. His female counterpart in the draconian initiatory magic is Lilith. She is passion, desire, and seduction. She seduces souls and lures them from light into the night side, the averse side of the tree, awakens lust and hunger for knowledge and power that only grows with each step on the path, and ignites the spark of divinity, which progressively becomes the flame of ascent. It is the fire of transformation, the very essence of Godhood. Together they rule the whole Clepholic tree, Samuel Lucifer from his throne in Thamel, and Lilith appearing at each level of the tree, acting as a guide and initiator on the top of the night side, and seducing the initiate to release the serpent force. Like the fire snake that awakens consciousness and liberates it from bonds of ignorance, Lilith liberates the soul from illusions of the flesh, and awakens the desire of transcendence. The image of their union and encircling force is Leviathan, known in the Kabbalistic and Laura Staninevaire, the principle of continuity and timeless existence. He is the outer darkness of Gnostic scriptures, the primordial ocean of the world from ancient mythologies, the dragon of the void in the Drakoian tradition, and the primal source of all manifestation. This is a short presentation of Lilith. Of course there is a lot to be added, but I will leave this to your own research. Here you can see the list of recommended reading, which is used in the temple, and some of these books are also my personal favorites. Check them out, read as much as you can, and if you like how we view Lilith in the temple and would like to work with us, read about our affiliation procedures on our website. I hope this gives you a better picture of what you are dealing with, and I wish you all the best in your own study and practical work with these beautiful gods. Here is the contact information for the temple of sending flame. Feel free to email us if you have any questions about our work, membership, or this video.


Live from Times Square in New York City, it's theCUBE, covering IBM's Change the Game, winning with AI, brought to you by IBM. Hello everybody, welcome to theCUBE's special presentation. We're covering IBM's announcements today around AI. IBM, as theCUBE does, runs of sessions and programs in conjunction with Strata, which is now at the Javits, and we're here with Rob Thomas, who's the general manager of IBM Analytics. Long time, CUBE alum, Rob, great to see you. Dave, great to see you. So you guys got a lot going on today. We're here at the Weston Hotel. You've got an analyst event, you've got a partner meeting, you've got an event tonight. Change the game, winning with AI at Terminal 5. Check that out, ibm.com slash win with AI, go register there, but Rob, let's start with what you guys have going on. Give us the rundown. Yeah, it's a big week for us, and like many others, it's great when you have Strata, a lot of people in town. So we've structured a week where today we're gonna spend a lot of time with analysts and our business partners, talking about where we're going with data and AI. This evening we've got a broadcast that's called Winning with AI. What's unique about that broadcast is it's all clients. We've got clients on stage doing demonstrations, how they're using IBM technology to get to unique outcomes in their business. So I think it's gonna be a pretty unique event, which should be a lot of fun. So this place, it looks like a cool venue, Terminal 5 is just up the street on the west side highway, probably a mile from the Javits Center. So definitely check that out. All right, let's talk about, Rob, we've known each other for a long time. We've seen the early Hadoop days. You guys were very careful about diving in. You kind of let things settle and watched very carefully and then came in at the right time. But we saw the evolution of so-called big data go from a phase of really reducing investments, cheaper data warehousing. And what that did is allowed people to collect a lot more data and kind of get ready for this era that we're in now. But maybe you can kind of give us your perspective on the phases, the waves that we've seen of data and where we are today and where we're going. I kind of think of it as a maturity curve. So when I go talk to clients, I say, look, you need to be on a journey towards AI. But I think probably nobody disagrees that they need something there. The question is how do you get there? So you think about the steps. It's about a lot of people started with, we're going to reduce the cost of our operations. We're going to use data to take out cost. That was kind of the Hadoop thrust, I would say. Then they moved to, well, now we need to see more about our data. We need higher performance data, BI data warehousing. So everybody, I would say, is dabbled in those two areas. The next leap forward is self-service analytics. So how do you actually empower everybody in your organization to use and access data? And then the next step beyond that is, can I use AI to drive new business models, new levers of growth for my business? So I kind of ask clients, pin yourself on this journey. Most are kind of depends on the division or the part of the company. They're at different areas. But as I tell everybody, if you don't know where you are and you don't know where you want to go, you're just going to wind around. So I try to get them to pin down, where are you versus where do you want to go? Okay, so four phases, basically. The sort of cheap data store, the BI data warehouse modernization, self-service analytics, a big part of that is data science and data science collaboration. You guys are getting a lot of investments there. And then kind of new business models with AI automation running on top. Where are we today? Would you say we're kind of in between BI, DW modernization and self-service on our way to self-service analytics? Or what's your sense? I'd say most are right in the middle between BI data warehousing and self-service analytics. Self-service analytics is hard because it requires you sometimes to take a couple of steps back and look at your data. It's hard to provide self-service if you don't have a data catalog, if you don't have data security, if you haven't gone through kind of the processes around data governance. So sometimes you have to take one step back to go two steps forward. That's why I see a lot of people, I'd say stuck in the middle right now. And the examples that you're going to see tonight as part of the broadcast are clients that have figured out how to break through that wall. And I think that's pretty illustrative of what's possible. Yeah, so, okay. So you're saying they've got to maybe take a step back and get the infrastructure right with let's say a catalog and to give them some basic things that they have to do, some X's and O's, the Vince Lombardi play down here. And also skill sets, I would imagine, is a key part of that. So that's what they've got to do to get prepared. And then what's next? They start creating new business models, imagining is where the chief data officer comes in and it's an executive level. What are you seeing clients as part of digital transformation? What's the conversation like with customers? The biggest change, the great thing about the times we live in is technology's become so accessible. You can do things very quickly. We created a team last year called Data Science Elite. And we've hired what we think are some of the best data scientists in the world. Their only job is to go work with clients and help them get to a first success with Data Science. So we put a team in normally one month, two months, normally a team of two or three people, our investment. And we say, let's go build a model, let's get to an outcome. And you can do this incredibly quickly now. I think people, I tell clients, I see so many that say, we're going to spend six months evaluating and thinking about this, I was like, why would you spend six months thinking about this when you could actually do it in one month? So you just need to get over the edge and go try it. So we're going to learn more about the Data Science Elite team. We've got John Thomas coming on today who is a distinguished engineer at IBM and he's very much involved in that team. And I think we have a customer who's actually gone through that to talk about what their experience was with the Data Science Elite team. All right, you got some hard news coming up. You've actually made some news earlier with Hortonworks and Red Hat. I want to talk about that, but you've also got some hard news today. Take us through that. Yeah, let's talk about all three. First, Monday we announced kind of expanded relationship with both Hortonworks and Red Hat. This goes back to one of the core beliefs I've talked about. Every enterprise is modernizing their data and application of states. I don't know if there's any debate about that. We are big believers in Kubernetes and containers as the architecture to drive that modernization. The announcement on Monday was we're working closer with Red Hat to take all of our data services as part of cloud private for data, which are basically microservice for data and we're running those on OpenShift and we're starting to see great customer attraction with that. And where does Hortonworks come in? Hadoop has been kind of the outlier on moving to microservices, containers. We're working with Hortonworks to help them make that move as well. So it's really about the three of us getting together and helping clients with this modernization journey. So I just to remind people, so you remember ODPI folks and it was all this kerfuffle, but why do we even need this? Well, what's interesting to me about this triumvirate is, well, first of all, Red Hat and Hortonworks are hardcore open source. IBM's always been a big supporter of open source. You three got together and you're proving now the productivity for customers of this relationship. You guys don't talk about this, but Hortonworks had to when it's public call that the relationship with IBM drove many, many seven figure deals, which obviously means that customers are getting value out of this. So it's great to see that come to fruition and it wasn't just a Barney announcement a couple of years ago. So congratulations on that. Now, there's other news that you guys announced this morning. Talk about that. So two other things. One is we are announcing a relationship with Stack Overflow. 50 million developers go to Stack Overflow month. It's an amazing environment for developers that are looking to do new things and we're sponsoring a community around AI. Back to your point before you said, is there a skills gap in enterprises? There absolutely is. I don't think that's a surprise. Data science, AI developers, not every company has the skills they need. So we're sponsoring a community to help drive the growth of skills in and around data science and AI. So it's things like Python, R, Scala. These are the languages of data science and it's a great relationship with us in Stack Overflow to build a community to get things going on skills. Great. Okay, and then there was one more. Last one's a product announcement. This is one of the most interesting product announcements we've had in quite a while. Imagine this, you write a SQL query and traditional approaches, I've got a server, I point at that server, I get the data, it's pretty limited. We're announcing technology where I write a query and it can find data anywhere in the world. I think of it as wide area SQL. So it can find data on a automotive device, a telematics device, an IoT device. It could be a mobile device. We think of it as SQL the whole world. You write a query, you can find the data anywhere it is and we take advantage of the processing power on the edge. The biggest problem with IoT is it's been the old mantra of go find the data, bring it all back to a centralized warehouse. That makes it impossible to do real time. We're enabling real time because we can write a query once, find data anywhere. This is technology we've had in preview for the last year. We've been working with a lot of clients to prove out use cases to do it. We're integrating it as the capability inside of IBM Cloud Private for data. So if you buy IBM Cloud Private for data, it's there. Interesting, so I mean you've been around as I have long enough to see some of the pendulum swings and there's clearly a pendulum swing back toward decentralization in the edge. But the key is from what you just described is you're sort of redefining the boundary. So I presume it's the edge, any cloud or on-premises where you can find that data, is that correct? Yeah, so it's multi-cloud. Every organization is going to be multi-cloud. Like 100%, that's going to happen. And that could be private, it could be multiple public cloud providers. But the key point is data on the edge is not just limited to what's in those clouds. It could be anywhere that you're collecting data. And we're enabling an architecture which performs incredibly well because you take advantage of processing power on the edge where you can get data anywhere that it sits. Okay, so then I'm setting up a cloud, I'll call it a cloud architecture that encompasses the edge where essentially there are no boundaries and you're bringing security. We talked about containers before. We've been talking about Kubernetes all week here. I bet. Had a big data show. Popular topic. And then of course cloud, it was interesting. I think many of the Hadoop distro vendors kind of missed cloud early on. And then now are sort of saying, oh wow, it's a hybrid world and we've got a part of you guys obviously made some moves, a couple billion dollar moves to do some acquisitions and get hardcore into cloud. So that becomes a critical component. You're not just limiting your scope to the IBM cloud. You're recognizing that it's a multi-cloud world. That's what customers want to do, your comments. It's multi-cloud and it's not just the IBM cloud. I think the most predominant cloud that's emerging is every client's private cloud. Every client I talk to is building out a containerized architecture. They need their own cloud and they need seamless connectivity to any public cloud that they may be using. This is why you see such a premium being put on things like data ingestion, data curation. It's not popular, it's not exciting. People don't want to talk about it. But one of the biggest inhibitors kind of to this AI point comes back to data curation, data ingestion because if you're dealing with multiple clouds, suddenly your data is in a bunch of different spots. Well, so you're basically, when we talked about this a lot on theCUBE, you're bringing the cloud model to the data wherever the data lives. Is that the right way to think about it? I think organizations have spoken, set aside what they say, look at their actions. Their actions say we don't want to move all of our data to any particular cloud. We'll move some of our data. We need to give them seamless connectivity so that they can leave their data what they want. We can bring cloud native architectures to their data. We can also help move their data to a cloud data of architecture if that's what they prefer. Well, it makes sense, right? Because you've got physics, latency, right? You've got economics. You're moving all the data into a public cloud is expensive and just doesn't make economic sense. And then you've got things like GDPR, which say, well, you have to keep the data, certain laws of the land, if you will, that say you've got to keep data in whatever it is in Germany or whatever country. So those sort of edicts kind of dictate how you approach managing workloads and what you put where, right? Right, okay. What's going on with Watson? Give us the update there. Yeah, I think there's, I get a lot of questions. People trying to peel back the onion of what exactly is it? So I want to make that super clear here. Watson is a few things. Start at the bottom. You need a runtime for models that you've built. And so we have a product called Watson Machine Learning runs anywhere you want. That is the runtime for how you execute models that you've built. Anytime you have a runtime, you need somewhere where you can build models. You need a development environment. That is called Watson Studio. So we had a product called Data Science Experience. We've evolved that into Watson Studio, connecting in some of those features. So we have Watson Studio, that's the development environment. Watson Machine Learning, that's the runtime. Now you move further up the stack. We have a set of APIs that bring in human features. Vision, natural language processing, audio analytics, those types of things. You can integrate those as part of a model that you build. And then on top of that, we've got things like Watson applications. We've got Watson for call centers, doing customer service and chatbots. And then we've got a lot of clients who've taken pieces of that stack and built their own AI solutions. They've taken some of the APIs. They've taken some of the design time, the studio, they've taken some of the Watson Machine Learning. So it is really a stack of capabilities. And where we're driving the greatest productivity, this is a lot of the examples you'll see tonight for clients is clients that have bought into this idea of, I need a development environment. I need a runtime where I can deploy models anywhere. We're getting a lot of momentum on that. And then that raises the question of, well, do I have explainability? Do I have trust and transparency? And that's another thing that we're working on. Okay, so this API oriented architecture, exposing all these services will make it very easy for people to consume. Right. Okay, so we've been talking all week at Cube NYC, is big data is an AI, is this old wine new bottle? I mean, it's clear, Rob, from the conversation here, there's a lot of substantive innovation and early adoption anyway of some of these innovations, but a lot of potential going forward. Last thoughts. But people have to realize is AI is not magic. It's still computer science. So it actually requires some hard work. You need to roll up your sleeves. You need to understand how I get from point A to point B. You need to develop an environment. You need to run time. I just, I want people to really think about this. It's not magic. I think for a while, people have gotten the impression that there's some magic button. There's not, but if you put in the time and it's not a lot of time, you'll see the examples tonight. Most of them have been done in one or two months. There's great business value and starting to leverage AI in your business. Awesome, all right, so if you're in the city or you're at strata, go to ibm.com slash win with AI, register for the event tonight. Rob, we'll see you there. Thanks so much for coming back. It's going to be fun. Thanks, Dave. Great to see you. All right, keep it right there. Everybody, we'll be back with our next guest right after this short break. You're watching theCUBE.


For one who has nurtured the fire of devotion within himself, you will not live here as a piece of earth, but you will live here as a limb or a part of Shiva. Sivanga means to become an Anga, a limb of Shiva. You are anyway limb of Shiva, but you are living without being conscious of that connection. So, a whole process which lasts for about forty-two days is set up so that you go through this whole process to come to that experience, establish this in your life, that you are actually a limb of Shiva. If we get connected to this dimension of life, health, well-being, prosperity, above all, living blissfully is a natural process. The Sivanga process has been a complete change for me, bringing out the strength in me. You have to do this thing called Siva Namaskar. Something physical is changing, something mental is manifesting, something emotional is stabilizing after I do them, and something on the energy level is all there with the Siva Namaskar every day. I didn't know that I can do this, I can climb the seventh hill. It's an amazing experience, tears started to flow and everything. It was really overwhelming this and it changed everything and it changed all of me. Thanks to Satguru for bringing such a thing for us. Once you learn to burn within yourself with an intensity that no physical substance can generate, then physicality cannot hold that person. That person is definitely heading in the right direction of ultimate liberation.


The national aero space plane will launch horizontally, fly directly into space, complete its mission, and land horizontally like the space shuttle. Advanced, air-breathing, ramjet-scramjet engines being developed by a national team led by NASA and the Air Force will allow NASP to fly at up to 25 times the speed of sound. The significant heat will be generated by the NASP's tremendous speeds, advanced engine, and engine seal designs are necessary. Unlike rocket engines that carry large, heavy oxygen tanks, the air-breathing engines under development for the NASP extract oxygen from the air. These engines will efficiently scoop and compress air to burn with the hydrogen fuel. Temperatures in the engine reach over 5,000 degrees Fahrenheit, with pressures exceeding 100 pounds per square inch. To operate at speeds up to 25 times the speed of a bullet, the NASP engine must meter the combustion flow going through the engine duct. Much like your car's fuel valves, the articulating nozzle panels in the NASP engine will tailor the flow for maximum performance. To prevent the hot, potentially explosive combustion gases from escaping past the panels, high-temperature seals are required around the panels perimeters. These seals must withstand extreme temperatures, seal highly distorted sidewalls, and resist abrasion over the life of the engine. Advanced seal concepts are being developed at NASA's Lewis Research Center. These seals are made of high-temperature ceramic materials able to operate at temperatures up to 2,300 degrees Fahrenheit. Above this, some form of active cooling must be employed to stay within the operational limits of the material. One leading concept under development is the ceramic wafer seal, which consists of multiple ceramic wafers mounted in a channel of the articulating engine panel. The seal accommodates and seals the large sidewall distortions through relative sliding of adjacent elements, much like the behavior of a deck of cards. Another approach is the ceramic rope seal, which is braided out of high temperature ceramic fibers that maintain flexibility at temperature. Both seals are preloaded against the adjacent walls by a series of spring-like bellows. The hot performance of the two seals were measured at NASA Lewis using the specially designed test fixture. Though one cannot see the seals in this picture, the seals are mounted behind the front wall of the hot test rig. Tests have shown that the ceramic wafer seal has very low leakage, even at temperatures exceeding 1400 degrees Fahrenheit. It seals both flat and distorted walls equally well. Tests of the braided ceramic rope seal identified key construction variables that can be optimized to meet the target flow goal. High-temperature seal technology developed under NASP is immediately beneficial to numerous aeronautical, space and industrial applications. High-temperature seals will be required on advanced high-temperature combustors and nozzles being designed for future commercial and military supersonic aircraft. NASP high-temperature seal technology can provide an extra margin of safety over the low-temperature O-ring seals of the shuttle's solid rocket motors and improve gap seals for the shuttle's main engines. The innovative seal work performed by NASA Lewis under the NASP program has earned four U.S. patents over the last two years. While R&D Magazine recognized the ceramic wafer seal as one of the most significant new technical products of 1990, NASP, the National Aerospace Plane, is serving as a national focus for advancing the state of the art in access to space and numerous supporting technologies.


Welcome. This is the Education Committee in the Vermont House of Representatives on Wednesday, May 19th, and we are looking at H106, which is on the notice calendar today back from the Senate, and Jim Damare is going to walk us through the changes using a side-by-side. So thank you, Jim Damare. Okay, good morning. For the record, Jim Damare, that's Consul. We are walking through the side-by-side of H106 as passed by the House versus as passed by the Senate. House is on the left side, Senate's on the right side. Difference is growing in yellow. So I won't focus on, like they put in re-assistance, you'll see here, I won't focus on those small changes, but so they've got changes to the findings. So you can see here that they've expanded your finding number one. So their version of it will read, every child should be provided with an equitable education as defined by the agency of education as access to the resources, opportunities, and educational rigor they need at the right moment in their education, wherever their race, gender, identity, sexual orientation, ethnicity, religion, language, disability, family background, or family income may be.  And then it says, our public schools must be designed and equipped to fully deliver on that promise. So kind of an expand version of what you have here on the left hand side. So that's the first difference to point out. Then two, it's the same as if they've added language at the end. So this is talking about low income students and the result of challenges from that. They're kept in your language, but then they say recognizing that students need fresh and additional foods to enable them to focus on education. And that many students come from school hungry, providing universal school meals offered no cost to students or their families advances their goals that community school programs seek to achieve. So they're tying in the food program language in this for all two community schools, basically. Three is similar. They have a different language language after families. So you have such a substance misuse lack of stable housing, inadequate medical and dental care, hunger, trauma, exposure to violence. So students can do their best. They have and build on the assets they bring to their schools and communities. Community schools combine challenging and culturally inclusive learning opportunities with the academic and social support every student needs to reach their potential. So some differences there. Four, they've added language to four. So this four is about the pillars. And they're basically adding in a fifth pillar. So four, as you have it, identifies the four pillars. And they do the same thing when they add on that research additional supports the necessity of safe, inclusive and equal learning environments to reinforce student success and wellbeing. These almost do not function independently, but are a part of a unified and interconnected approach. And you'll see that this safe, inclusive and equal learning environments is now an additional additional pillar to the definition of community school programs, which we'll come on to. Five is similar. They've got some differences here. So you've got language. So this is research about improving the variety of student outcomes. And so you're saying including attendance, academic achievement, including racial, reducing racial and economic achievement gaps. They've got similar language, but can we do all improvements in variety of student and family outcomes, including attendance, academic achievement, achievement, reducing systematic racial and economic injustice etc. So similar, but somewhat different. Six is the same. Seven is the same, except they add language to the end. So seven is talking about the pandemic and that community schools are one of 10 recommended strategies for recovery. And they wanted to say these schools at their core are about investing in children through quality teaching, challenging, engaging, and culturally responsive curricula, reference, support, safe, and for climate. So it ties the family and community and their clear focus on student achievement and wellbeing. They add a new eight, which says that community centers are important centers for building community connections and resilience when learning, learning a sense beyond the walls to the schools through active engagement with community partners as with place based on relationships expand and deepen community strengths and strengths are highlighted opportunities for building vitality services through short line. Nine is the same. This is looking at programs in various urban and rural areas. So that is the same. They've added 10, which connects to literacy now. So it says recognizing literacy proficiency is a foundational learning skill. Community schools can advance the state goal of improving literacy for all students in the state. Achieving the school will require a multi year and multi dimensional effort. According to you focus by the joint assembly, the menstruation school leaders in community schools are an important component of the effort. You can see some of the slide which is far from 114 purpose. So you've got that this law is not to support a demonstration grant program for the implementation of community school programs to provide students with equal access. They've got this app provides funding for the implementation of community school programs to provide students with same and then creates a task force to differences there. It's referencing the task force. It's also on the gateway from this grant language. So their version does not have a grant program. It permits the AOE to issue funding as it deems appropriate, but not necessarily through a grant application. And then the task force university school lunch has been added to their version, not in your version. And what the purpose should say and it's missing one thing is that the other thing this bill on their side does is put in the front of the school language. And that really should have been put in the purpose. But it's not there. Okay. So going on to the funding. So again, you've got a grant program, they've got a funding program. The definition of community school coordinator, I believe is the same. Community school programs, again, you've got four pillars that are the fifth. So they've got five pillars. And they've added a bunch of language into definitions here. So it goes through all of the spots we through the other language to be a sense of what they've added here. The first pillar, which is integrated student supports, they're adding languages and include what young people bring to them to the classroom and the ways that schools and communities work together that can can enhance embrace the knowledge and capacity of students and families can offer their schools. This could include educational strategies like universal design for learning, recognition and respect for cultural and linguistic diversity, and practices that focus on building and supporting relations to sort of practices. They've added, I can't recall. I'm sorry. Voices for months, children. All right. Okay. And then the expanded English learning time opportunities they want to have back during the school day as well. That's been added there. Active family community engagement. So let's just see because you've got a May and they've got a shell. So they've added whereas all students and their families feel a sense of belonging and engagement. And they say this shall include a broad student and community participation with a diversity of income, race, gender, newcomer, staff, language and ability represented in the design implementation and evaluation of activities that is embraced by the leaders and decision makers in schools and communities. You have come up with a language hub. So hub is a common jumping out point here. So you've got your hub providing adults with a facility to access educational opportunities they want, which may include going to services outside, providers, staff for English, et cetera. So actually, yeah, they've got, sorry. Your May is the same as their May because their May is down here on the next page. So it's not, they're not changing your May. So shall their adding language around broad student participation. So and then they say this also provides us with the facility to access educational opportunities they want, which shall include access evidence to literacy instruction that ties back to the finding the literacy and may include and that comes up to here and may include on your side. So that's the same. Representative Austin. Yes. Yes. Today in the list of qualities of the inclusiveness, do they have people with handicapping conditions? Are you looking at this? Maybe on page nine. I don't see it here on page back up.  It was just a list of different. Yeah. I sound below. We went through that. Wasn't there was looking higher. No, it's not. So I think you're referring to as a list that is here. And this language here. Right, right. So is there a handicapping condition in there? I think it's in this language. I think it should be. And the amendments to this will mean that the bill fails this year. Okay, so we'll leave out handicapped. We can go ahead and amend it, but then it will sit on the calendar. It will. It will mean that any further. We're out of time. If we amend it, then there are some amendments I would love to do. If we amend it, it will go over to the Senate. No, I don't want to hold up. It's just disappointing to me that it's not in there, but I won't amend it. I won't hold this bill up. Okay, go ahead, Jim. The next pillar is clever leadership and practices. They've added some language here. So this is about, of course, clever leadership and practices, and it's including a bunch of stuff here. And you've got on your left side and include a community school coordinator and a rep families in the community. It may include school districts and other leadership governance teams. They've got and include a community school coordinator and an integrated school and community leadership team that include youth and family reps and may include other leadership governance teams. I think that the means very different, but the words are definitely different. Larry, can you take over for a minute? Thank you. Go ahead, Jim. I see James is raised a hand. Okay. Oh, I didn't see that. Representative James. Yeah, thanks. I just wanted to toss in a comment on the site-based leadership team. It was in the original as introduced by the House Bill, and it's an important sort of component in making sure that you've got kind of broad engagement in planning the community schools program. And I just wanted to kind of reassure folks about that. I checked in with Jane Nichols, and the way it's worded doesn't raise any flags for them. So that was an addition I thought folks might want to hear a little bit more about because anyway, that's that. And then either added as a fifth pillar. So the fifth pillar is safe, inclusive and equal learning environments. They've taken out the demonstration grant definition, because again, this is not a grant program on their side, some applications required. They've expanded the definition of eligible applicant. You've got either a school district with an eligible school or SU with an eligible school. There's this recipient in the applicant because again, there's no application for grant. It's just recipient of the funding. And they've got same A and B. So as you then they've added C, which is two or more school districts, east with one more eligible schools, C to work collaboratively to revoke community school programs. And they've added D, which is two or more SUs during the same thing. So they allow combinations of districts and SUs to work together. All of the school is the same site-based leadership team. They've added this definition over here, which reads means an interdisciplinary, interdisciplinary, I can't pronounce it right. We can see it school-based leadership team that may include the school principal, the community school coordinator, teachers, and other school employees, students, families, community partners, nonprofit organizations, unions, and neighboring community residents that support, that supports collaborative planning implementation oversight of community school programs by the Osborne recipient. And then the funding authorization is different because they again, it's a funding not grant. And it just says the secretary is authorized to provide funding for a period of three years to an Osborne recipient to use as required under subsection D, which is the uses of the fund provision. So therefore, they take out your one to this being done under their sub D. But note that you had grants of up to 110,000 per eligible applicant. They've left that completely open. So they left the secretary of education to determine how much to fund each recipient. So they've given more discretion to the agency than you have on your side. Funding administration, they've got that the secretary are determined using the agency education's equity lens tool, which recipients should receive funding, and the amount of funding. And then that was subject to subject to which requires collaboration. So just go there for a minute before going back up. So in making that determination about who gets the money and how much they get, they have to work, the AOE has to work to advance the principles of Vermont's trauma informed system of care, and has to collaborate with the director of trauma prevention and resilience development in the Vermont child and family trauma working group. So that's what this reference to subject to subject to means. And then going back down to their left here on their side, in determining which eligible recipients should receive funding, the secretary should take into account relative need based on the extent to which community school program services are needed and the extent to which eligible recipients seeks to offer them. So they've got that approach which is much more kind of open-ended and has collaboration with the trauma prevention folks. Your side had a statutory mission to grant program on its own in determining the amounts. So kind of a different approach here in terms of breadth and collaboration, I would say. And then we go to just a small change here, eligible recipients, because it could be a combination of two or more SUs or two more school districts as well. And they put in that AOE should inform everyone, but for those eligible recipients most in need of this funding, they should also educate them what these programs do and their other benefits. Use of funding is not really different, but a lot of different language here because they've expanded quite a bit for what you have. So let's just go through their version of it for a moment because I think in substance it's similar. So their version says they're simply outfunding under this actually use of funding too. So they say if a needs and assets assessment has not been conducted within the prior three years that substantially conforms with the requirements of this subdivision, then in collaboration with the site-based leadership team, conduct the needs and asset-based assessment that includes. So in the first year, if you haven't done a needs and asset-based assessment within the last three years, then the first year of funding, you do that assessment, assessment in the last three years, then you can just go on to implement. And the needs and asset-based assessment has a bunch of requirements here, one, two, three, four, five, six. All of these are requirements are not on your side. And they came from your original bill, actually. They were brought over, NEA asked the slimes to be brought over from your H26 as you've seen this language before. And it says that the needs and asset assessment must include where available and where applicable, student demographic, academic achievement, and school climate data, distributed by major demographic groups, including race, ethnicity, language proficiency, students with IEPs, and students who are for family use, for lunch, staff, has to include access to needs for integrated student supports, access to a need for expanding and rich learning time and opportunities, school funding information, local, private education funding, information on the number of qualifications and stability of school staff, active family community engagement information, including these factors below. So, need based on surveys, measures of family community engagement, efforts to provide cultural and logistically relevant communication, access and need for family community engagement activities. So they've added all this stuff in from your original bill. So that details out what the needs and asset assessment must do. And then, oh, I see it. Representative Austin. Yep. Can the school use the funds to get to this point to do all this assessment and gather this information and maybe apply the second of the third year? Because I think this is really good information for schools to have and gather. And I'm just wondering if the funding as part of the grant could be used to gather this information, to get to the point where they could apply if they don't have this information. Yeah. So how this information done, the first year of funding is September of this year. So if they're identified by AWE as being like a need of this kind of funding, and if they want, then they would receive it. And then the first year they would do this needs and asset-based assessment. Great. Thank you. Yeah. Okay, we're on B here, but B is jumping off point for B was a long time ago. So let's go back up and just make sure we know where we are. So used to funding A, it was to be on the fund end of this actually used to funding two. We went through A, which is all the needs and asset-based assessment stuff. And then B is where we go. B is to hire a community school coordinator to in collaboration with the site based leadership team, develop and implement community school programs, or designate community school coordinator from existing personnel. And in collaboration with the site based leadership team, I've met work already being performed to develop and implement community school programs. And then C says, if the recipient has not fully implemented positive behavioral injury supports, provide professional development to staff on these supports and implement those supports. Where did that come from? That came from, I'm not sure who the advocate was with that. I can't remember. Because some use PBIS and some use another system. I've forgotten what it is. And then two says that our recipient funding may use the funding to in collaboration given with the site based leadership team, develop and implement and plan to improve literacy outcomes. So again, time back to literacy. And this is in May, not a show. And then three says, if a needs asset assessment has not been conducted within the prior three years, the first year of funding should be used to conduct that assessment. And then second or third year should be used to implement the plan. Evaluation language is the same, both sides. They've added this language about ability to operate community school. So any school district or school, regardless of whether it receives funding in this act, may function as a community school as defined. And then preparation funds is the same. And then they've added other language on locally produced foods. Have we been through this before? We did go through this as I remember and we had a group of people in here. Is that the committee's memory as well? That we did have an opportunity to review this language, setting up the various programs, the task force and the... Okay. We're going to actually summarize what this is, I think once you're in detail and we can go back through it again. Representative Austin. Yeah. Is this the same as 106? This is 106, yeah. Oh, okay. I'm confused. Sorry. I just thought 106 was the use of locally produced foods. S-100 was. Okay. It originally appeared in the S-100. It got stripped out of there. Yeah. So it's been various places, so I'm not surprised of anyone's confusion. It's been my own. Yeah, no, it is confusing. This was 106. I was just confused why I thought we were going to be discussing the locally produced foods. We will in here. Later. It's in this bill. Okay. Thank you. Sorry. It's been a little confusing. So it's right here on the right hand column in yellow. Again, we'll consider all of the very complex language, really, but what this does of the state before going through is that it provides a grant program, establishes a grant program to encourage school districts to buy locally produced foods. The first year of that grant program, school districts can use their own definition of what locally produced means. And if they, I believe it's if they hit 15%, or maybe 20%, but they have a certain percentage of locally produced foods in their own definition, they get a grant of 15 cents per lunch. Served. Then after the first year, if they want to continue, then they would have to use the state definition of locally produced foods. And if they hit 15% based on the state definition, they get 15 cents per meal. If they hit 20%, they get 20 cents per meal. If they hit 25%, they get 25 cents per meal. So that's what this is doing. So we're not going through all the languages briefly. Dee here creates the grant authority for this program. And then you go over to a new section we're adding, which is locally produced foods section, which is 1264A, establishes a goal by 2023, having at least 20% of foods purchased by us to use in SDs being locally produced. Has a reporting requirement based on local definitions. Then it says, beginning with the 2021-20 school year, you can apply for a grant using your own definition, and you have to meet certain conditions. So you have to have developed a purchasing plan for locally produced foods, have an individual as a food coordinator for that program, give a process of tracking, and comply with the reporting requirements that we just went through above. If you've done that, then you get your grant. If you have, let's just see where it is. Yeah, 15 cents per lunch. If you meet the threshold, you get 15 cents per lunch, and the threshold is, where is it? Oh, no threshold, sorry. If you meet those four conditions, without any percentage, you get 15 cents per school lunch. Then after that, you're used in the state definition, and again, it goes through where the state definition is. It's cross-reference to the ag provision, excluding fluid milk, because fluid milk would be often 20% already you buy locally a fluid milk, so they want to just automatically qualify you for you doing it right. That's been excluded from the definition. And then if they hit the various percentages, they get, again, 15 cents, if you hit 15%, 20 cents, if you hit 20%, and 25 cents, if you hit 25%, locally produced foods. I'm going to go through all of this. The agency has a right to audit. There's obviously reporting required to you back. What's going on? And that's it. So that's the whole section there, and high-level summary. Staffing, Section 8 creates a staffing position of the agency to specialize in the administration of school food programs, and there's a preparation of $100,000 for the general fund and fiscal 22 for that. And then I think we've been through the task force in the University School of Lunch. This would create that task force with the goal of how, by 26, 27 school year, you get to University School of Lunch, and therefore get to University School meals. Membership of the Secretaries of these Three Agencies, Education, Human Services, and AG. And so I want to see all of the specific duties. We'll note that the tricky one is two here. It's how you collect data when the student sets up for parents to try, and the current day required for free and reduced lunch, because it's universal, so they have to have a different day collection process for that. So collaboration with a bunch of these and the other folks who are going back, of course, next year. And that's really it. So the effective day is on passage. Let me just take this down for a moment. Thank you. Jesse, I know that the AG committee sent a letter to me that I now can't seem to find. Would you contact, and I think it came from the Ledge Council, the Ledge Assistant in AG, would you be willing to just contact her and see if she could send that again and send it to you? I actually have that here from Linda. I'm happy to share it if you'd like. Oh, great. Thank you very much. This is what you're thinking of? Yes, what's this say here? OK, so they support all the language in S100. What this doesn't have is the universal breakfast. That's in S100. But that did not make it over into H106. The universal breakfast is covered by the federal government through next year, and we'll have an opportunity to look at S100. Next year. If there's not an emergency on that. But I thought we should at least note that the AG committee has taken a look at this language. OK, so Representative James. Yeah, I just wanted to remind myself the funding for the local incentives grant program. Is that in this bill or is that already? That's in the budget, right? $500,000, I believe. $500,000, yeah. Great, thank you. OK, I just wanted to, we've got a few folks in the room. I just wanted to first check with Rosie Krueger. Are you going to be able to support this process with the staffing, provide enough support for you in this endeavor? Yeah, we have the additional position that's included. We can implement this grant program as it's written in the bill. And we can certainly take a look next year in January and see if there are tweaks that we need to do to it. But at least gets this going. Any other questions for Rosie Krueger? Who handles all things nutrition and the agency? Yeah, I'm sorry. I should have said for the record Rosie Krueger from my Agency of Education, State Director of Child Nutrition Programs. No, we appreciate your work very much. We have a few other folks in the room. Wanted to check in with the Teacher's Association. You actually brought a lot of this original language to us and wanted to see how it looks now, now that it's fully closed. Yeah, wonderful. Good morning, folks, for the record. Colin Robinson, Vermont NEA. First of all, thanks for the great work on 106 and the fact that we're here now is a testament to the work that you did. The Senate did, I think, some additional tuning to address some of the targeting that came up. You might remember there was a floor amendment around making sure that the right schools were able to access this. And I think some of the language that the Senate brought into this addresses that and also ensures that there's some strong collaboration at the local level. So we continue to support it and are excited about the prospect of moving this forward to support students. The one other little thing I'll note is some of the language that you saw in the Senate version that is new around trauma. Senator Lyons, of course, is the chair of the Senate Health and Welfare Committee. She's deeply connected into conversations about adverse childhood experiences and trauma. And she brought that into the Senate conversation. And so that's why some of those things emerged in their adjustments to the bill, I believe. She and I participated in a work group on adverse childhood experiences and trauma a couple of years ago. It's an appropriate addition. Absolutely. And wanted to reach out to the principals, Jay Nichols. Good morning, everybody. Jay Nichols for the record, executive director of the Vermont Principals Association. We were able to work actually worked a lot with Vermont NEA and obviously the Rep James when the bill was over here. And we're able to work some with Senator Campion and Vermont NEA to make a few language changes that we felt needed to happen to make sure that the bill actually complied with Vermont law. And I think the way it is right now, it's very strong. I also concur that the language that was added in by Senator Lyons is appropriate and very useful. And I was glad to see that addition. So I think it's a very strong bill. We are in support of it. And the school boards. Good morning, everyone. Sousa Glowski, Vermont School Boards Association. I don't have really much to add to what Jay just said other than, you know, he noted that we did have some concerns about the language in the Senate. And those concerns were addressed in the Senate proposal of amendment. Thank you. Thank you. And do we have the superintendent? Jeff Francis is not with us right now, but he did tell us to tell you that he can concur with the school boards and principals. Okay. So this is on the notice calendar. We don't have possession. So I would like to take a straw poll on whether the support and or if there's any other further discussion on this bill. Representative Coopley. Yes. Thank you, Madam Chair. Jim, if or Brianne, maybe you can help me a little bit with the funding mechanism. We have now gone from a grant program to the agency of education. Supporting this financially for the three year period and thereafter. Am I correct in that assumption? Almost. So yes, we move from a grant program to the agency basically determining who should get the money based on need and desire and how much to get. Again, working in collaboration with the trauma folks. It's funding for three years, but not beyond. So after three years, the grant fund, sorry, grant funds, the funding ends. And then if the school is going to carry on their program, I assume that the school budget or maybe there'll be another state program, I'm not sure, but. Okay. Thank you. And our bill, as you remember, was developed. It passed before ARPA. So remember we did a similar thing with the literacy bill. We moved it from a grant program to two. It made it less clumsy once we knew they had the ARPA funds. Representative James. But the funding source is still the ARPA money. Yes. Not off the top of the Ed fund. Right. That is only for the trial period of three years. After that it goes to the Ed fund. Actually, the Ed fund is going to be paying for it now anyway, because they've disallowed the grant program in the Senate. If I'm not mistaken. It's extra three funds funding this program for three years. That's right. Yeah. After that it goes to the Ed fund. It goes to local budgets and therefore the Ed fund. Yeah. And is there, I mean, at that point, how many, let's say that another ten or so school districts or SUs decide they'd like to join this program or apply for the program? Is there, is there any stopgaps there in terms of funding? So after three years, there's no further funding so they can't get further state funding unless you do something more. I think again. Thank you. Go ahead. Thank you. I was just going to say that this would be a local decision so the school budgets could decide and that the townspeople would vote to approve or not approve the budget. Representative James. I just wanted to respond a little bit to Representative Coupoli. So the structure of the funding hasn't changed from the bill that we passed out. So you're tapping into S or three funds for a three year. It basically remains a three year demonstration project. What's changed is that instead of schools or districts applying for a competitive grant program, the AOE is going to reach out to schools that they think are best qualified and say, hey, would you like to do this? And if they're interested, then they'll participate in the three year demonstration grant program. At the end of that three year program, it ends. There is no obligation in this bill for the Ed fund to pick up that cost at all. And the only cost that would carry on to the districts would be if districts decide to retain their community school coordinator. Because that's the only cost of the program is hiring a community school coordinator who's embedded at the district level or as we've seen even across several districts. And as we know from our research and everything that we've learned about community schools, they can tap into once they're up and running. They qualify for other federal funding streams. They qualify or aim to seek from community funding. And most of them survive on braided funding sources that it takes a few years to kind of get up and move in. So at the end of three years, there's no, there's no obligation at all for this to become an Ed fund cost. I would imagine that at that point, the programs would have proved themselves and local voters will have a chance to decide whether they'd like to retain their community school coordinator and keep moving with it. And if other schools would like to give this a shot, they can look at, you know, eight, 10, 12 schools that have been doing this across the state using this one time money and decide whether they'd like to give it a go. I think that basically is my concern. It is one time money. And certainly, I think all of you appreciate my concern about how we continue to load up the education fund in our state. And it's becoming a real problem. And I think we need to be cognizant of the fact that these programs as we continue to develop, I'm not, I think it's a great idea, but I just can't support adding to the education fund. I just can't do it in all good conscience. Thank you. And you do recognize that this bill does not affect the Ed fund. I just clarify that. I think it will affect the Ed fund in future years. I am almost certain it will, at some point, in particular, taking away from the grant, taking the grant funding away. Representative Toof. Thanks, Chair Webb. I also just want to voice some of my concerns are similar to Representative Coopley's. Just in the future, I'm looking at this going on the Ed fund. I think we're jumping the gun on this. This is something that I think we're kind of putting the cart before the horse. I think with our 426 coming out, we're looking at what schools are going to look like, what kind of investments we're going to put into it. I think this is something that we could go down the line, we could look into. But I do think that this could be a burden on the Ed fund three, four, five, maybe even 10 years from now. So that's where I was caught up when it originally left. I do like the school lunch portion of this bill. I'm a big supporter of that. I've voiced that before in this committee. So I just wanted to give my couple of thoughts about my concerns with this bill and why I can't support it. And I know that Representative James and I have talked in length about how much I do support this idea. I just don't think we're there yet. And I appreciate all the hard work from everyone in this committee on this. And I thank everyone for coming in. But I just right now in 2021, I'm just not ready for it. Thank you. Representative Austin. Yep. I will support this bill, but I really share Representative Cookely and Representative Tooth's concern about the pressure on the Ed fund. I mean, healthcare is rising 11%. We have the pension coming up. We have huge funding issues. And I mean, I was just reading yesterday that the incredible impact they're finding now about preschool on successful lives and academic achievement. Just data is coming out more and more about the power of the preschool programs. And I'm hoping that we can move some of the preschool programs into the public schools in order to advance academic achievement. Because I really think that's what is going to help, you know, less fortunate children. You know, diverse communities of children, the best thing that can happen for them is to them to graduate 12th grade with the skills and knowledge and values that are going to make them contributing members to society. And all these ideas are great. It's not like, you know, universal school lunch and this aren't wonderful ideas. It's just, you know, I think we really have to start prioritizing what is really going to help kids be successful once they leave the 12th grade. So I'm very concerned about these programs that we're adding and not looking at what the priorities are and the costs that we're beginning to incur for our incurring. So that's just, I will support this bill. 100% of Brown. Thank you, Chair Webb. I just want to say how excited I am that this committee has spent so much time working on this bill this year. And I think one of the really important elements for me and one of the reasons that I so strongly support the work that we've done is the testimony that we heard from the national experts around just how timely this community school's model is as we look towards COVID recovery. And I also think, you know, one of the great, one of the best elements of this kind of program is the flexibility that it allows for communities in terms of assessing their needs and really taking a tailored approach that's specifically going to address the needs that they see within their schools and their communities. So I think it's a great step forward as we as we move into the pandemic recovery phase. And I certainly hope that we can move this across the finish line. Representative Williams. Yes, thank you. I will be supporting this bill because when you set the good and the bad on the scale, the good outweighs. As you know, my biggest concern is what everyone else is concerned about is the Ed fund. We have to take care of that. It's going to come back to beta someday, but the good right now is going to take priority for today. Representative James. Thanks, Chair Webb. You know, I just wanted to go back to the to the research year because you know, the reason I think it's so important to move this bill this year is because we have this very unique opportunity to tap into federal stimulus funds for this. To get these programs, you know, up and running and get them to the point where they can be self-sufficient, you know, that takes a couple of years. So we have the chance to fund this program right now without going to the Ed fund. And if you know, I didn't have my research ready for today. But in studying this bill, you know, I went back to all of the academic studies that have been done showing that community schools pay returns on investment anywhere from three to $15 for every buck you you invest. Once these schools are up and running, they start bringing resources flowing into those schools. And you know, I did want to also mention to people is that, you know, it's certainly not a slam dunk. But the Biden administration is very supportive of full service community schools. And they are talking about hundreds of millions of dollars coming down the pike for community schools. And I think that speaks to, you know, a future source of federal funding. If we've got a community schools model up and running here, that we've managed to establish as a demonstration project, you know, we'll have some schools that are doing it will have a lot of lessons learned about how we can make these schools successful. And we will be well positioned, I think, to tap into those some of those federal funds if they start coming down the pike. So this is one of those examples of looking ahead and trying to position ourselves for the future of education. Representative Coopley. Thank you, Madam Chair. Again, I will caution on one time monies in spending one time funds. And I would also say that we can't look and hope and if funding is going to be available two years, three years, four years, or even longer from the federal government. I think we're going to find some some issues of inflation that will create the federal government to just stop funding a lot of things as well. And I look at that from a from an economic standpoint. And I think we need to be certainly aware of federal funding can stop any day, if in fact it even comes to us. I know that we're talking about infrastructure funding. That bill in the in the in the Senate in the House in Washington is under a lot of scrutiny. And I would be very, very cautious about looking to looking into the future in terms of spending. Thank you. Okay, we're going to close in just a minute here about what I want to say is how many times have we heard schools community say the school is the heart of our community. Well, I say then make it so how the community wraps around the students in those schools is probably going to have a far bigger effect on those students, particularly children in trauma than the explicit difference in the math program. The community is going to have the biggest effect. And I think that this is a way of at least getting a start to see if indeed this model will work and providing that opportunity for our students and our schools, I think is terrific. And with that, I would like to take can we in support of the Senate amendment would like to just do a check here. And I'm just going to go around the room and do a little count here. So we'll start with Representative Austin. I can either give me a thumbs up or say yes. Okay. Yes. Representative Brown. Representative James. Yes. Representative Harrison. Yes. Yes. Representative Hooper. Yes. Representative Brady. Yes. Representative Conlon. Yes. Representative Toof. No. Representative Coupoli. No. Representative Webb. Yes. Did I miss somebody? You miss me? Representative Williams. Yes. Okay. Thank you. Good work, Kathleen. You will be the reporter. And we'll talk as soon as we head to the floor just on timing on this. Thank you, everybody.