Good afternoon, everyone. This is Anthony from OTAN. Welcome to this afternoon's session, Buncie for the remote classroom. And if Katrina, if you're ready to go, let's begin. All right, hello. How are you guys? Thank you so much for coming today. I hope that I can give you some really usable tips and show you some really fun ways to use Buncie. I am a user. I'm not employed by Buncie. I've had that question asked before. And no, I am not. I just really like using it for my classes. So I teach at Maricosta College and I'm an ESL teacher. So I really focus on finding tools that my students can use that have great visuals and that have options for audio immersion and just being able to interact in new ways and use language. And Buncie really does that. I'm going to just show you right here just on our front page. If you see these little sound marks, if you click on these little sound marks, guess speaker Katrina Tamura, English ESL. Very impressive, right? So it'll read the slide for you. Even better, better yet, is if you click on the immersive reader, you click on that one and you have an even lovelier voice that reads to you. She's not working right now. Oh, here it is. Oh, it's not currently available right now. So for some reason it's not available, but it does work and it's an immersive reader. So I encourage you to use these more the immersive reader because it has a very nice and not robotic voice. So try that one. Now I want you to share just one challenge that you've had while you've been teaching online, teaching remotely. Is there anything that you've that you've had that's gone wrong? Manipulating many screens, okay? Not enough bandwidth. Oh my gosh. For homes and when students and parents have to share. Exactly. Yeah, students not being tech savvy. I tried out Padlet recently and that worked for you. Yeah, it's been a sink or swim experience. But thank God, thanks God for OTAN. Okay, great. ESOL students do not know how to access online usually and do everything on their phones. Well, Buncie is really good for phone users. So I think I'll be able to share some things that will help you with people with students who only use cell phones. Audio and internet connection. Yes. And yes, OTAN and Kristi Reyes has have been reaching out and helping many students and teachers. Background noise on Zoom, right? When when everybody's talking or when somebody comes in and starts somebody else who's not involved in the class, they start talking and where there's echoes. Okay. Taking time to create instructional video and slides. Yes. But it takes up a lot of time, right? Coming up with things that students can do on their cell phones, right? Oh, no access to printers, right? All right. So yeah, we have a lot of challenges and some tools that have worked really well. Do you have anything that you would suggest? Any suggestions for tools? Many great tools but much of have too much text or words for beginner ESL students. Okay. Any tools that have been just a complete failure? Kahoot. Kahoot's good. Okay. Quiz. Okay. Quizlet. Quizlet is really good. Quizlet is really nice and interactive, right? Okay. Sharing YouTube videos and projecting them on Zoom. That's really great. ESL video. Okay. ESLvideo.com. That's another great resource. Slide shows. Preparing PowerPoints. Okay. All right. So we have some hit or miss tools and platforms, right? And we've had a lot of challenges teaching remotely. But I think we've also had a lot of successes because we're all still teaching. Our students are still there. They're logging in. They're accessing our materials. So I just want to share with you this tool that can help you if you're, whether you're using phones, whether you're using Google Classroom, Canvas. If you like to use things like Quizlet or Padlet, we can use it all in Buncie. So how many of you have ever used Buncie before? Have you used it? No? Nobody's used it? Oh. Oh, sad. Uh-oh. Okay. I'm so at this. I guess I should be happy that you haven't used it before because I get to tell you about it. Okay. Not you? Okay. Well, okay. That's why we're here. Yes. Okay. So I'm going to just tell you what it's about. What is it? Okay. So Buncie is a creation and communication tool for students, educators, and administrators to create interactive content, allowing those of all ages to visualize concepts and communicate communicate creatively. So that is directly from buncie.com. And I use it to deliver force materials for news boards, for students to engage in creative responses to activities we've done in class. So let's take a look here. Today, we're going to discuss how Buncie boards are used. We're going to learn about getting a Buncie account. We're going to learn about sharing materials and course information using a Buncie board and slides in multiple ways, formats, and platforms. Okay. We're going to learn about Buncie classrooms. And we're going to experience building and sharing a basic Buncie board. And then you're going to try building a Buncie and share it with me. So I hope that if you've never tried this before, please stick with me, especially till the end, when you get to go ahead and get your feet wet and try this experience. So first of all, I wanted to let you know that Buncie is offering free accounts during the COVID-19 pandemic. Okay. So if you click on this link, this is actually a link to Buncie and to the page. And here's also the web address. You can get a free account for right now. And your school, actually, they have accounts free accounts for schools. As a matter of fact, I'm a huge Buncie user. I've been using it for a long time. I pay a monthly subscription, but my subscription is going to be free for 90 days during this time. So they are really reaching out and they're making it possible for everyone to try this. So please don't hesitate. If you've never tried it before, just do it and see if it's useful to you because it is free at this moment. And so there are multiple ways to use Buncie. You can deliver multimedia presentations with access to materials links. You can use stickers, animations, shapes, drawings, 360 images, photos, documents, audio, video, QR codes, hyperlinks, and embeds. You can use that all within your one Buncie board or within multiple slides. You can create a dynamic news board with real-time updates. So every time you go into your Buncie and you edit it and then you post it again or you share it again, it's going to update. And so students will get all new materials instantaneously as you add them. It's different than Google Classroom, but it can be used to add to the classroom and to create a more visually appealing Google Classroom as well. That was a question from one of our guests, is it similar to Google Classroom? So we can also assign multimedia reading response projects. We can, by multimedia, I mean students can record themselves reading and post the audio link within a board and they can, you can pose questions to them and they can write about them on the Buncie along with their audio. They can also insert a video of themselves talking about the, about the reading. You can manage student projects and promote engagement in a Buncie classroom. So Buncie has, Buncie also has a classrooms setup where you can create classes. You can send materials to students within the classroom and so you can send the assignment and then students can create their own boards and send them back to you all within Buncie. So it's very private. If you would like it to be private, you can just use Buncie Classroom and then those materials and and the projects that students are creating are not being posted out there on the internet unless they choose to do so. You can also create fun entry and exit tickets. And Buncie has this really great ideas lab and the link is right here, but if you go ahead and go to Buncie and look in the ideas lab, you can click through all of the, all of the ideas and see what would be appropriate for your classroom because teachers are sharing ideas all the time. So let me see. And the questions here it says, can Buncie Board be embedded in Google Classroom? Yes, it can. And how does Buncie differ from Google Classroom? Thank you. It's, I'm going to show you how it's different. Okay, so when we go, when I give you some examples, I'll let you tell me how it's different. Okay, let's take a look. So let's go to the next page here. There's multiple class formats in student groups that Buncie will work for. Teachers have several ways to create learning opportunities and students have a variety of ways to interact with and respond to class materials. It's individualized and it's adaptive. There's text to voice, immersive reader. There's options for images, colors, text sizes and fonts, audio and video inserts. We've all learned about blended learning, language learning, flipped learning, differentiated learning and now we're in the time of remote learning and this Buncie can be applied to all of those environments. Let's see. And let's see here. Somebody said, I like that Buncie can be private. Yes, it can be private. That's really nice, especially for our K through 12 friends who are in a bind where they cannot post their, their materials, their students work on the internet without, without some sort of security. So one idea is a personal narrative with audio. So this is an actual student who she wrote about that the assignment was to write about an object you had when you were young, an object from your, your childhood. So she created a board. She picked the background. She picked the font. She picked the colors. And then she also added audio. So in this, within this board, there's a little link. This is just the image of that board. So I could share it with you. But if you click the audio link, it would be Adina talking about her doll Carolina. And so she was able to create, write, and then practice her speaking. And then this was also posted to a class board. I'll show you that. Let's see. So this was posted to a class board where multiple students added their responses and then they could like and like and comment on Adina's work. And it's kind of, somebody asked me, is it like Flipgrid? Well, in that sense, yes, where you could actually like and respond and give feedback to your classmates on, and you could see all of their work posted on one page. Okay. You can also have an independent work and schedule board. Like if you wanted to post, okay, you wanted to post this, right? You create your board and then you add the links that a student would need to work independently. So this one, finish your Spark video and share it. So they would click this link and it would bring them to Spark video. And if they're working on a project there, they'll finish it and turn it in. Then two, okay, I'm done with that. I can read about Alcatraz and then go log into Google Docs and respond. All right, I'm done with that. I can take a listening quiz based on Alcatraz. And then I can play a game that reinforces the grammar points we were working on or the skills that we were targeting. And then here we go, Canvas. Log into Canvas and see what new assignments are available, right? So you can, this is kind of helping students to work independently, know what to do, and they have a schedule. And so that's one way you could use it. Another way is you could create a morning message board. This is really easy because it uses Buncie's audio. We don't need to go to a secondary source to create this. You just log into Buncie, you press record, and it records directly onto the board. So it cuts out several steps of uploads and all of that. So this is a horrible, horrible video of mine. But here's an example. Good morning, class. Today is April 24th, and today we're going to be learning about Buncie. We have a Zoom meeting at one o'clock, so make sure to check your email for the link, okay? Take care and I will see you soon. Bye-bye. Okay, so I just went to my phone, actually, and opened up my Buncie application, and I was able to record that directly from my phone into the Buncie app onto this board. So it's very easy and you can do it from anywhere. You don't have to be at your desktop, okay? And then this is the one I wanted to show you where there's a class project board, and you have multiple students sharing what they made, and each one has audio on there and has students writing, and then each student could read the other's paper or paragraph and then comment on it and give feedback. So this is a really fun thing to do. Okay, and here this one is for maybe if you have really low-level students and they're not writing paragraphs or they're not doing big responses, they can't make huge audio files, you could have them read something and then create a Buncie board using an image and then maybe one sentence. And this one, a seven-year-old created this one, and I'll show you how he read, and then he wrote one sentence and then he recorded himself reading so I could hear or we could deliver a sample of his reading to his teacher. In the United States, pandas live in zoos. Some pandas, some baby pandas are born. Okay, so let me answer some of your questions. Can you link Buncie to an LMS? Yes. Do students need an account to interact with materials on Buncie's? No. All you need is an account for yourself and you can send it to them. How does Buncie use student and teacher information? Are there any privacy concerns? I have had no, they don't use it in any way. You can actually create accounts for your students that just use, you know, MyClass1, MyClass2 as their names if you want and so you could actually assign them completely different names. It's entirely up to you how you set it up and where you share the information. And can students make portfolios on Buncie? Yes, this is an extremely good way to make portfolios. All they have to do is open up their phone, open up their Buncie app, select take a picture and they can take a picture of the work that they've done and they can click audio, link audio and they can make comments about that work or respond to group questions that way. Did each student have to log in to Buncie to do a board? No.  If they want to create a board, they have to log in to Buncie but for you to deliver a board, no, they don't need an account. And do students have to create an account with Buncie in order to participate? If they want to create a board, yes. If they want to receive a board, no. Let's see, thank you. Okay. How much are the fees for Buncie usually? I pay $10 a month. Is Buncie considered a learning management system? Sorry, new distance. Okay. So you can create a classroom, you can use it as a classroom but then you can also insert it into places like Google Classroom and Canvas. Okay. So I hope that answered your questions. Let me know if that was too fast or unclear. I'm happy to repeat myself. Okay. So let's go back to the reading sample response here. That's another way. Sharing and compatibility. This is what a lot of people are interested. It is web-based and it can be accessed on any device. It can be used on a Chromebook, a tablet, a desktop. You can use it on your Android phone. You can use it on your Apple devices and it can be shared online or downloaded for offline viewing. So you have lots of ways that you can use it. So let me go further into that. So you can use it with Teams. If anybody's been using Teams, you can use it with Wakelet. I hope I pronounced that right. Google Classroom and Flipgrid. And these are little informationals on how to use all of those. I'm not going to go through them right now, but I will, if you email me or I think this presentation will be posted for you to see with OTAN. So you can click through these or you can visit the Buncie site and look for Buncie Remote Learning. Buncie Remote Learning and it's just like a conversation board. And they have been putting together pamphlets and resources for students and teachers who are using these platforms. Now, I myself, I like to send Buncie's by email because it looks really cute. So one of the ways you can share is by email. I mean, this is created by sending the board from your Buncie account. So you send it to someone as an email and it arrives in their email as this cute little letter. And so to do that, you would have to share and then go to settings and you could share it as a code like an embed code or a link. It'll give you the link to copy. You can send it in your email. So if you click email, then you would select the students you want or student groups or you can add a different user, a different email. You can email it to anyone you want. And then this will pop up once you click email. And the board will be right here. And then you can put a message and then it'll be sent and look like this in someone's email box. You can share with students within Buncie. You can post it to social media sites and you can download it. You can download it as image files or as a PDF as well. Image files and PDFs do not carry the links with them. But just in case you wanted them just to have the information on your slides, you can do that. You can download it as a PDF or as image files. I see I have a question here. So to clarify, students need an account to create a Buncie but not to respond or add on to a teacher's board. No, they're not going to add on to a teacher's board. They can receive a teacher's board and interact with a teacher's board. But they cannot create themselves. They can't edit the board. Could Zoom recordings be sent to students in this way? Yes, if you posted the link and the password, if your password protecting your Zoom recordings, which I suggest doing. Okay, so let's go on. You can send this by text, email, or social media using your phone as well as your desktop. But to send it by on your phone, you would log into your Buncie account or share it with yourself. Send it to yourself in an email or something. Open it up and then share it. And you select which one you want. And then you're going to share what kind of sharing do you want to do. Do you want to send this as a message and email?  You can appear here and you can share it that way. And then so you just select how you want to share it and then send. Of course, enter somebody's phone number first. But you can do that. You can also use this on Google Voice. Google Voice, this will be an easy way to share boards. Is there a limit on recording time on recordings? You can change the limit. I haven't found a limit yet. Can Buncie Boards be shared on Canvas page? Yes. And I'm going to show you how to do that. Okay, so sharing within Buncie Classroom, you can set up different classes. And then you can share with the different students that you have within your classroom. So you just select the boards you want. Click on Share. Share with students and add all of the sections you want to share with. You can also share using the code, right? The link or the embed code. Now, and students can share back with teachers. If those same students who you're sharing with within the Buncie Classroom have created a board, they can send it back to you in the same way. But their control panel will say share with teacher. So they click teacher and they can share it. So later on today, I'm going to ask you to create a board and share it with me. So when you share, select share with teacher. Okay, so let's go to sharing with Canvas, which I know a lot of you were asking about. It can be shared in Canvas. This is my home page, right? My home page banner. And you can, I saved this as an image file. I created on Buncie. I created a board and then I selected the Canvas size. So I wanted it to be a banner, right? So I clicked banner and then it created the correct amount of proportions. And then I downloaded it. You select download. And then you click on the thumbnail. When you click on the thumbnail, you're creating a picture file. If you don't want the picture file, if you want a PDF, you can select download as a PDF. Let's see. Somebody asked if students will need to pay right now. When you set up an account and you invite your students, they don't have to pay to join. And right now, Buncie is free. So let's go to the embed, embedding within Canvas. Okay, because I know some of you are interested in this. So to embed in a Canvas page, you include links to your, you can include links to your padlets, quizzes, audio files, video links, and whatever else you would like. And this puts everything in the same place for students, right? So you just create a page and then and then embed it. And you can embed with this little icon here. This is also a cool feature. If you can't see an image well, you can click on the image and it will enlarge. So if you can see up here on the controls, you have different options of how to how what to insert and link, you can embed by clicking this one and entering the embed code. I put a link, a secondary link here as well just in case like students who might be using a device and it doesn't look the same as it would on my computer screen, they might have to scroll down and look for it. So I just put the link just in case they get a little lost looking for the embed. Another way you can do this is to add it as an external link. This is my favorite way to add buncies to Canvas. Because when you add it this way, you can see how many people have viewed the board and you can also, you still have access to the control panel over here, the navigation bar. So students can use the navigation bar to interact with the bunsee and each page, of course they have dynamic features to each page and the student can interact on each page. It's the same with the embed, but with the embed you don't see the navigation bar and you don't see how many people have viewed it within Canvas. If you go to your account, you can always see that. Just to clarify, if I invite them they will not need to pay. That's right. Even after the trial, students do not pay in any way when you create a course and you invite them. So let's practice. Okay, so there's so much to this and I want to cover as much as possible, but I also want to show you exactly what it looks like inside of bunsee. Okay, so I'm going to show you adding features. So I'm going to edit the presentation we're on right now. So now we're in edit mode. Okay, and if you can see on the side here I have, I can navigate my pages when I'm in edit mode and I'm going to look for this page. Okay, so we're going to practice and I click on it.  I also, I don't like this font. So I'm going to double click, double click, and then I'm going to choose which font. I like my, let's see, my ribeye marrow. Okay, I like this one and I need it to be a little bigger. So I'm going to go down to my control bar and change the size. And uh-oh, do you see that? It's kind of cut off. If I click out of there, I'm missing some of my text, right? So I need to make this box bigger. Okay. Okay, so we added a little smiley face there. Okay, so now we can add, right? We're going to add something else. Let's see, what can we add? We can add text, shapes, drawing, a bungee 3D, an emoji, a message, a sticker. Let's go for an animation. Okay, so looking here for an animation, let's see what this guy does. This one. Okay, so I'm going to click it on here and I can see that it's moving around, right? Let's see, somebody's asking question. How do you add the bitmoji? So I'll add that for you. So here's an animation that's been added. Now I'm going to add a bitmoji. So I'm going to go up to my toolbar where I have my bitmojis. And let me see here. I think we're going to do the sanitize, right? So I'm going to save the image to my computer, right? I'm going to save it. And then I'm going to go in, I'm going to add an item over here. This is add items. And I'm going to upload, drag my file to the uploads. It's here, so now I can just upload it. Okay, it says sanitize, right? And if I wanted to add a link, for example, to my little bitmoji, I would double click it and then click on link. Do you see down here I have options to delete this item, to add a link, to add audio, to flip it, flip it, right? Turn it upside down, okay? I have different features like that. So I'm going to double click on it and add a link so I could add a link to my canvas, to the canvas site at my institution, or to my Google classroom page or something. Or to a Quizlet, anything like that, right? I can also add a QR code for my presentation. I don't have to spend time going to a website and messing with that and creating my QR code because it's already done for me, right? Yay, that is a huge feature, I think, for me personally. I don't know about you guys, but I love that. And I'm going to add, right? Let's see here. I could add videos from Khan Academy. I could add a sticker, a 360 image. I could also add, this is really neat too, if you wanted to create a little interactive questionnaire, you could say, like, who is the Vice President of United States, okay? And then we could say Mike Pence or Oprah Winfrey, okay? So I could add more right? And this is the correct answer, so I'm going to save it here. And so when I'm meeting with my students, if I preview this, it has to be in preview for you to see all the functionality. That's why I'm doing that. But I'm going to scroll over to that page down here so I can find where we were creating. Here's my sanitize, and oops, it's not working right now, darn it. But this is actually a fillable, let me edit there, oh bummer, I'm sorry guys, but you can, it will come out with little fillable answers and questions. It's just not doing it for me right now. So let me put it here and say, still not doing it, okay? Anyways, you can play with that feature later, okay? But you can get a fillable answer and questions, question and answer session going that way. I'm going to delete that, so I don't like it there. It didn't work for me. So how do I get rid of it? I'm going to click on it and then delete. It says, are you sure you want to delete this item? Yes, delete it, okay? Can BUNCY be used for a test? No, you could link it to a test. Do students need an account in order to use BUNCY? No, they don't need it to actually engage with a board that you share with them, but they do need to, they do need it to create a board. So let's try another feature. If I want to import a URL, you can import a YouTube video, a female, an image URL, you can do that there. You can record a video. It's not going to work for me right now. Okay, well, yay, hi. How are you? I'm doing well. This is, okay, so I'm going to stop and you can see what's really behind me, okay? And instead of my virtual background, oh no, I should have thought of that. Okay, but it's in here. So here's my video. I can also take a picture. I can, if I wanted to add an audio link to this one, so I'll add audio. You just double click on it, and then you say, hello, how are you doing? This is a little guy flying in the sky. Okay, and then you upload. Okay, and let me test it. Hello, how are you doing? This is a little guy flying in the sky. Okay, and then I'm going to add it. Okay, so now when I'm in presentation mode, in the preview mode, it will, you can click on this little flying object, and you can hear my voice. And somebody asked, explain the use of the QR. So if this were, for example, if I print this out as a PDF, somebody could scan that and actually get my presentation on their phone.  You can go to a site, it'll give you the link. Okay, so that's how you use the QR. Where does the QR take the students? It takes it to this board, to the actual bungee I've been creating. And when setting up, do we select individual access or request bungee for schools? If you want your whole, if your whole school would like this, then maybe an administrator could set up the bungee for schools. I use an individual account, an individual teacher, because my institution does not, does not pay for this. When setting up do we, okay, all right, okay. Let's see. Anything else you would like to see me add? Just go ahead, send it to me really quick. Web image, you can search if I want about a frog. Okay, so it's going to look for an image of frogs. I'm going to choose Kermit. Okay, I'm going to put Kermit on there. Now, something that's really important that I have to stress here, because I learned this the hard way today. Again, if you want to see me add anything else, please put it in the chat or, but if you are, you can work on the same project on your phone and on your desktop, but it's important that you make sure you refresh any changes you make before you go and start editing on one of the, you know, if you're working on your phone, refresh so that that data is loaded into the cloud. If you make changes on your desktop, refresh and so that that data is, so everything is uploaded into the cloud. Today, I was panicking because a lot of my presentation was wiped out because I made one change and I hadn't refreshed. So that's really important. You can edit simultaneously, but make sure you're vigilant about refreshing and actually you could, I would suggest making a copy of your board if it's like something like this where you're going to be presenting in a few minutes and you don't have time to, you know, reinvent the wheel. So let's see. Let's look at the questions here. If students want to use vegetable garden bungee in order to move the stickers, the vegetables, do they need to edit? I've experimented when I attempt to drag the stickers to view the sticker shown. Okay, so maybe you have, I think I know it, I'm not quite sure, but yes, you could go into edit mode and have, so all of these right here are movable.  You know what, I'm going to say no. My gut is going to say no here. It's not like Google Docs or Google Slides where you could actually, multiple users are in the same account. So no, okay. Multiple users can't be logged in to the same bungee and working on it at the same time. You could do that, like I said, with the phone and with the same account, but then the changes are not going to be predictable. Okay, so I would suggest, I would not suggest trying to work with multiple people on one board at the same time. Okay, that seems to me like getting a little bit tricky. And how can you connect it to Google Classroom? You can share it as a link. You can, in, let me see. They have an entire pamphlet about this on, about using it for Google Classrooms on their website. Let me show you. I'm going to preview, preview this again. So this board is actually being saved to this, to this presentation as we speak. I'm going to show my pages so I can navigate through my presentation. This is a really cool feature too. Kind of like PowerPoint that has. So right here, I have the buncees, like little manuals. You have to click on the actual link. Manuals to working with Wakelet and Flipgrid. This one is Google Classroom, how to use with Google Classroom. So when I send this out to you, please look through these links, Microsoft Teams and using the immersive reader. I had some little technical things with it today, but generally I've never had that happen before, so it must be me. So let's take a look at any more questions up here. The QR code takes you to a non-working link on my phone. Okay, well, maybe because we weren't published yet. Let me see if I go to. Katrina? Yes, am I running out? No, no, no. This is Anthony. I just wanted to say, I actually got the QR code to work on my Android device. Okay. So Marisol mentioned that she has an iPhone. I don't know if there's something about the iPhone, but I got it to work on my. Okay, great. Okay, so on the Android it worked, but maybe somebody could trade on an iPhone. I've never had a problem with it. This is published right now. So you might try this one and see where it takes you. It should be the same one. So just try it again. Can I demonstrate the QR code? I'm not quite sure. Katrina? I'm not quite sure. Sorry. This is Akia. She was asking about the link to the Google classroom. So I actually put in the link to that document in her video. Thank you. I'm kind of running out of time. There's so many things to explore with Buncie, and I would really love to take you through more of them. But for right now, it's just time for me to kind of turn this over to you and give you a chance to practice with it. I want you to go to buncie.com, okay, and you're going to be using my account. So I've created an account for this session, OTAN participants, and I've created a username, OTAN1, okay, and I created a simple login for you.  You could also use, this is one of the things that were lost in the refresh, was that you can also have a username and a unique password. I find it with my students, my ESL students, it's so nice to just be able to give them a simple login. So they just need to find the fields and enter the information, right, that enter the code. So let me just take you really quick. I know I'm running out of time here, but this is, can you see my dashboard? This is my buncie dashboard right here, and you can see all of my boards that I've created and the ones that are shared with me, right. So if I go to shared with me, I can see all of my student boards and it goes on and on. And here's some boards where classroom presentations have been shared here. Okay, and let's see. There's, you can subscribe to boards, let's see. So I'm going to log out of my account basically, okay. I'm going to log out here, and I'm going to show you how to get in. So here is the buncie homepage, okay. And do you remember our username? It was OTAN1, okay. And you get that little next button and you click here and it was, oh, what was the simple login? It was Fox Penguin, okay. So now I'm in. Now you're into your classroom. It couldn't be easier, really. And now you're going to start. So you're going to create a buncie, create on 3.0, start from scratch, and you can start by adding a background, right, pick something. Or if you don't like one of these, you can search for something else, add your text, add information about yourself, and then you're going to share it, share it, add a title, like put your name, right. Here it goes, okay. So put your name and your, where you work, done. And then you're going to share it with the teacher. And the teacher is Katrina, tomorrow, share. So now that is going to go into my account. You can also get the code, link it up, share it to anywhere you want, post it to your social media. Here's the links for Google classroom. I think that's Google Classroom and Teams. I don't use Google Classroom, but I know many of you do. And then you could download it. You can download the thumbnail, download it as a PDF, it'll get saved to your computer. And you can open the PDF, share it, store it, save it, however you would like to do it. So let's see here. Let's go to questions. Last question. I just signed up for individual free access, but a lot of, a lot seems locked. Do you suggest paying the $10 monthly? I think you said. I do. I think it's worth it because I use it all the time. And you can also look into other options right now. Like I was talking about, they have the COVID-19 free accounts and the teacher accounts too, school accounts. So I hope that you all can try this out. Okay, so doing the log in maybe. You go to the Buncie front page. You're going to log in with 010-1. This is only going to be live for today and tomorrow.  I'm going to remove you from the classroom, okay? But try it, okay? This won't always work. And then, oh, okay, so I have lots of templates going here. These are all of you. Remember to add your name, okay? And then I'll be able to see it here, okay? And I can also create a board. So I'll send you the presentation. You'll see shared with me. I'm going to share the presentation with you. This presentation, you'll find it here and shared with me, okay? And then boards, I'm going to set up another board so you can add. You would just take the embed link or the link to your project and then insert it here. So play with this and then let me know what you think. And I'm sorry I don't have more time to show you more things. But just let me know what you think about this tool. How does it support your remote classroom? What projects could you assign? And again, please, please email me. Let me know if this was useful for you, okay? Thank you so much. Okay, so, yes, Katrina has her information there. If you want to go ahead and contact her if you have questions or for more information.


Senator Anderson, I invite you to come forward and present your bill. This is on four members, SB 712. Senator, you have the floor. Excellent, I have some witnesses working their way up. Mr. Chair, members, existing law allows any driver to fully cover their car under two conditions. First, that it's legally parked. And second, law enforcement officers can physically lift the cover to observe the license and registration. SB 712 quite simply allows motorists to cover their license plates only under the same conditions, legally parked and accessible to law enforcement. With the advancements of technology, this legislative body has for decades sought to protect in an alienable right in our state constitution that is privacy. Quote, the right to be left alone is fundamental in compelling interest. It protects our homes, our families, our thoughts, our emotions, our expressions, our personalities, our freedom of communion, and our freedom to associate with people we choose. It prevents government and business interests from collecting and stockpiling unnecessary information about us from misusing information gathered for the purpose in order to serve other purposes or to embarrass us. Unquote. So said the ballot argument of Proposition 11 in 1972, approved by California voters and specifically designed to protect Californians from computerized mass surveillance. You'll hear opposition today that will turn it on its ear that an individual's privacy concerns should not outweigh public safety. What they won't tell you is that billions of sensitive data points on Californians that are collected and compiled into a mass of searchable database are done so that it doesn't absent any suspicion of a crime. And the only connection to public safety is the sale to law enforcement. In fact, I'm less concerned about law enforcement's own use of this technology on moving vehicles. But a private for-profit business, who can and does sell it to anyone? What could go wrong? The presence of this data in the wrong hands is a greater threat to public safety than it could ever benefit. I could have gone in two directions with this bill, a heavy handed regulatory scheme for the data collection industry with complicated cans and cans, civil and criminal penalties for violations, further mandates on law enforcement, or simple and straightforward self-help measure for Californians to defend their privacy when their car is legally parked. And just as with the full cover of their car, completely accessible to law enforcement officials. Today with me, I think it's very important that we protect ordinary Californians. This is a simple fix. If you're rich enough, you can put your car into a parking garage or a parking structure. But if you live in a community that doesn't have a lot of land and you are forced to park out in the streets, you have no way to defend your privacy. So with me today, I have Dave Moss, an investigative researcher for the Electronic Frontier Foundation in the bill sponsor, and Becca Kramer from the ACLU of California. Thank you. I'm interested and go ahead, sir. You have the floor. Thank you. Mr. Chair and members, my name is Dave Moss, and I represent the Electronic Frontier Foundation, a sponsor of SB 712. EFF is a non-profit organization that defends civil liberties as the world becomes a more digital place. I am a researcher who investigates police technology. My previous work has resulted in agencies fixing insecure surveillance cameras, a federal fraud investigation into child safety software, and increased disclosure of misuse of police databases. Since November, not a week has gone by when I haven't been asked the same questions. How do we protect our communities from being targeted? More chillingly, they sometimes ask, do we need to start building a new underground railroad? I immediately think about the massive amount of data being collected by automated license plate readers operated by private companies. Billions and billions of data points mapping out our travel patterns. Most companies rent this data to law enforcement, but they also sell it to the private sector. Lenders examine travel patterns before approving a loan. Insurance insurers look at travel patterns before quoting a rate. Collections agencies use it to hunt down debtors. A user could easily key in the address of a mosque, an immigration law clinic, an LGBT health center to reveal whole networks of vulnerable communities. The user could program the system to identify associates and get real time alerts about a driver's whereabouts. The California Constitution is supposed to protect us from these invasions of our privacy. In 1972, voters agreed that we have an inalienable right to pursue and obtain privacy. Your predecessors in the legislature explicitly stated this amendment would protect us from computerized mass surveillance by police and private companies. SB 712 allows Californians to cover our plates when our vehicles are lawfully parked. This is a balanced approach that would not affect how police use ALPR technology to monitor moving vehicles. Today you are voting on whether we can exercise our constitutional right to privacy against advanced surveillance systems logging our travel patterns. Thank you for this opportunity, and I respectfully ask for your aye vote. Thank you, other witnesses please, thank you. I'm Rebecca Kramer, ACLU of California, also in support. But to me, this bill is almost absurd that it needs to be brought. It seems logical that if we can cover our car in its entirety, that we could cover part of our car. And so I see this as more of a clarifying bill. The only difference, which is pointed out in the analysis, is that there's a clause saying that you can cover your full car to protect it from the elements. But surely our privacy is more, it's worth so much more in such greater value than just the cost of our cars. As my colleague Dave was mentioning, travel patterns are what is obtained through ALPR data, not just your license plate. As he pointed out, you can key in a certain location, whether it be a mosque, a planned parenthood, a certain religious community, anything, a 12 step program to find out who frequents there. And you can also then look at the data for those license plates to see where they're parked every night. And easily go back and see who, for example, might be an officer and both their home addresses or an abortion provider in their home address. So it's not just the license plate, but the data that is revealed by your travel patterns that are so incredibly sensitive. Also, this is an economic justice issue. As the author mentioned, if you are rich enough to have a garage where you can park your car, then you get afforded the privacy that folks who live in apartment complexes do not get. This is not just a hypothetical privacy. We know that these private companies will often encourage their folks to go and routinely patrol around apartment complexes to pick up license plate data. Our private data and travel patterns shouldn't be protected only when we have money or only when it's bad weather. This is an appropriate and scaled approach to ensure that our privacy is protected when we are lawfully parking our car and going about our daily lives. For this reason, we support. Thank you. Other witnesses in favor of the bill? Witnesses in favor? Okay, we'll have witnesses opposing the bill, please. Witnesses opposing, come forward, please. Okay, you guys. Mr. Chair and members, Matthew Saverling, on behalf of- No, you can come up here, go ahead. The witnesses, how many of them are coming up?  There you go, okay, go ahead. Chair and members, Jonathan Thumb with the California Police Chiefs Association. Just sprinted over from an executive board meeting across the street, but my executive leadership decided that it was more important for me to be here to testify in opposition to this bill, then sit through the rest of our exact board meeting. Our main problem with the bill is I catch my breath. This is going to help out those that want to avoid detection, kidnappers, car thieves. It's not going to be used as prevalently for those, for privacy reasons. It's going to help out people that want to avoid detection. I don't know of any citizen that's going to want to use one of these for any other reason. It's going to hinder our investigations. We find missing people with this information. We find stolen cars with this information. I know that there was an example, a comparison used between this technology and covering a car with a tarp or one of the car covers that's fundamentally different, that has a different purpose. The purpose of this is only to avoid detection and make those investigations more difficult. Makes finding missing persons more difficult, kidnapped victims more difficult, and stolen cars more difficult, and for that reason we are opposed. Thank you. Thank you. Witnesses, please. Mr. Chair and members, Matthew Saverling on behalf of the Association for Los Angeles Deputy Sheriffs on Los Angeles Police Protective League. And for different reasons than Mr. Feldman just outlined, also the California Public Parking Association, uses this incredibly useful tool to accelerate and improve parking enforcement as well. Also echoing Mr. Feldman's comments on behalf of my other law enforcement clients. This allows people to hide in plain sight, to basically throw a tarp over a stolen car and force police officers and deputy sheriffs to actually go and lift the tarp rather than potentially catch that information off a license plate from an ALPR. For those reasons we are opposed, regrettably. Thank you. Okay, thank you. Other witnesses, any other speakers opposing? I see none. Okay, questions from our committee members? Senator Anderson. With the opposition of the police chiefs and the obvious concern about public safety, it makes it very difficult for a lot of the, I think myself at least, to support the bill. And I'd like to ask you a question. Sure. Are there any other options? I'd be happy to respond to- Yeah, sure. Yeah, yeah, that's fine. Have a good discussion here. So I have Dave Moss, who's a researcher to go through this. But I want to make just two quick points, and if I may I defer my time to Dave. But the data that we're talking about is not collected by the sheriffs. It's collected by a private company. They've taken no oath. They have no allegiance to protecting that data as the police department or the sheriff's department does. And if you use that logic of thought, perhaps we all should be issued bar codes. Because if we all had bar codes, then they could scan where we go, what we do, and we could collect probably 100% of the criminals, but we live in a free society. And that free society comes with some cost. Dave, if you could respond, I'd appreciate it. I'm kind of like Senator, okay, I'll use an example. What about like there's like an amber alert or something like that and you're trying to find a kidnapper. And the kidnapper puts a cover on his license plate. So that's a public safety thing. So I would like to know how you would respond to the balancing of the public safety versus your privacy issues. So I've had many conversations of law enforcement agencies about license plate readers for a while. Now the biggest utility as I understand it from law enforcement are stationary license plate reader cameras that collect moving vehicles. So you would have say a license plate camera installed at every entrance and exit from a freeway passing through a city. In the event that there was an amber alert and somebody is trying to speed out of the city, they would be caught. They couldn't have a plate cover that would protect them without violating the law. I would also add that if we're talking about what criminals are doing and we create a Venn diagram, what are criminals doing now? They are stealing people's plates and putting it over their car. They are using tarps. They are parking in garages.  One of the things that the police chief said is that nobody is going to use this except people who want to avoid detection. If this passes, I am going to recommend to everybody who's going to a health clinic or a doctor's office, any kind of personal location related to medicine, cover their plate when they're in their doctor's parking lot. If you are going to go see your lawyer, put a cover over your license plate.  This stuff is stuff that can be sold to political opposition groups. It can be sold to anybody. One day maybe it'll breached and the Russians will have it. I'm just saying that it will not just be people who want to evade detection. It is anybody involved in any kind of significant activity involving organization, First Amendment rights, and their privacy. And if I may jump in, current law allows folks to cover their entire vehicle. And so this is simply allowing people who are privacy minded to cover just portions of their vehicle, but there's already existing law on this. Other questions from members? Okay, Senator, you may close. All right, Maril was pointing, I don't know if Senator- Senator Maril? Just a quick one to the opposition. Do you have any empirical data on what you have caught so far as you talk about the license plates and everything in the state of California? Any numbers, any empirical data on that? I'm sure that we could get some for you. We don't have any off hand right now. The bill was gutted and amended, so we haven't had time to really dive into it and develop that yet. But I know thousands of hits come out every single day. The information goes to DOJ that runs it off their database that checks it against stolen cars and plates that they're looking for, stolen plates. And we do use it every single day, absolutely. And sure there are other purposes besides someone concealing a plate from malicious purposes. I mean, those are the people that I really want to think look for this. That's our perspective and we stand by that. Through the chair, Senator Anderson. Mr. Moss has some data to share. So what I don't have is data. I've been, sorry, what I don't have is data. I've been trying to get data. All that there is out there are random positive anecdotal explanations of how ALPR is amazing and the most amazing technology ever. And then you actually start pulling the contracts for agencies in California and elsewhere who have contracted with these companies. You start seeing that there are non-disclosure agreements and non-dysparagement agreements. The terms of service actually prohibit law enforcement agencies about talking about license plate readers to the press without the company's explicit permission first. So I don't even know how to have a very informed debate about the data and the efficacy of it because law enforcement is often not allowed to speak openly and candidly and critically about it. Okay, Senator Gaines. I want to thank Senator Anderson for bringing this bill forward. And I am concerned about our Fourth Amendment rights in terms of privacy. I am sensitive to public safety and their issues. But it seems to me they're still an opportunity. So if you have a covered plate and you're public safety, you have an opportunity to uncover it. Read the plate and find out if that is a perpetrator or what. But the other side of it is that you have a right to privacy. And so I think given this day and age with technology, I'm very concerned about all the breaches that we're seeing every day in terms of our privacy. And so I support your legislation and I'll make a motion if that's necessary. Sir Gaines, you've made a motion. Any other comments from questions? Senator Weiner. Thank you, Mr. Chair. I think this is a really close call, honestly, and I think there are really pretty good arguments on both sides. I do have concerns about the proliferation of this photography and the geotagging. Even though there are controls on government, there are few, if any, on the private sector. And if anyone has alternative bills of how we limit private sector use of this information, I'm all ears. I think this bill is probably going to have a hard road, but I'll support it today. Thank you. Other questions? Okay, Senator Anderson, you may close, please. Thank you, Mr. Chair. Unlike public safety officers, these private companies take no oath. They have no allegiance, and they may sell this data to them ever they can sell it to. It could be an insurance company tracking your health. It could be your religious affiliation. So you're at your parish or your church or your mosque, and they're collecting this data. Look, I believe that a person should have a right to trade their privacy for convenience, but it shouldn't be taken away from you, and certainly not without you agreeing to it. So if you care about the Constitution as much as I do, I would ask that you vote for this. This simply allows ordinary citizens the ability to protect themselves. If we continue to allow fully covered cars, and I would agree with the public safety's argument if they said we want to eliminate all fully covered cars. But they're not saying that, they're just saying partially covered. And I think that if anybody was a criminal, they would fully cover their car, or perhaps park in a garage, or steal a car to commit to crime. So I don't feel that that is a strong enough argument to waive my Fourth Amendment rights to privacy. And I think that this bill reaches out to those middle class and lower class folks who don't necessarily live in high end homes that can't afford a garage and they're forced to park in the streets. I think that poor people have an equal right to a constitution as much as rich people do. And this bill levels that playing field, allowing everybody protections under the Fourth Amendment. So with that, I would ask for your aye vote to allow partially covered cars to exist. Thank you. Call the roll please. Senate Bill 712 by Senator Anderson, the motion is do pass. Senator Isabel? No. No, Cannella? Aye. Cannella, aye. Allen? Atkins? Bates? Gaines? Gaines, aye. McGuire? Mendoza? Morrell? Morrell, aye. Roth? Skinner? Wieckowski? Wiener? Wiener, aye. We have four in favor and one opposed. We'll leave the roll open for absent members, okay?


We're all staffed. Tuesday, November 7, 2023 meeting of the Sheboygan County Board of Supervisors. Are we certified in compliance with the open meeting law? We are. It was posted on the 3rd of November at 11 a.m. Please join me in the Pledge of Allegiance. Next is roll call. Next would be the approval of the October 24th and October 31st journals. Supervisor Brower. Mr. Chairman, I will make a motion for approval. Thank you, Supervisor Brower. Supervisor Wagner. Thank you, Mr. Chairman. I'll second that motion. Thank you, Supervisor Wagner. Is there any discussion on those journals? Seeing none, please vote. Are there any presentations? Are there any public addresses? Are there any letters, communications, and announcements? Next is the County Administrator's Report. Good evening, everyone. My microphone works. Isn't that a great thing? Just a few things to go through this evening. I promise to keep my remarks brief. First, I wanted just to make a couple of remarks about the budget. Tonight feels a little bit anticlimactic, because we have finally made it to the finish line. As I mentioned last week, there are many, many months of work that go into the budget development and contributions from countless people, many of whom are here tonight. I just wanted to, again, state how proud and grateful I am for all of the teamwork and collaboration that went into the budget. And I know from hearing around the counties across the state, not every county enjoys a budget development process like ours. And so I hope that we don't take that for granted and share in that pride and collective accomplishment. So thank you for everyone for your work on the budget. Second thing I wanted to mention tonight, I'm going to go through one of the items in your agenda, Resolution Number 13, which is regarding the use of ARPA dollars, the eighth approval. So some of the items in here you'll see are for one-time projects, and some of them are ongoing. As I mentioned at the meeting last week, we are making a concerted effort to eliminate the use of ARPA dollars for any ongoing expenditures so that we can avoid having to find funding for those in the future. So there are a few exceptions here of projects that were already pre-approved. And those departments will need to cover those expenses once the ARPA dollars are no longer available. So with that, I'll just quickly step through the chart that's included in the resolution and provide a quick overview of each of the items. So the first item is for the county clerk, and that is new election equipment for 2023. These are for new voting machines. And you may be thinking, wow, 288,000, that's a lot of dollars for election equipment. But to put that in comparison, the last time we ordered election equipment for the beginning in 2018, the cost was over 500,000. So kudos to John Dawson for working with the vendor to get us a deal for the new election equipment. The next item is for Health and Human Services for the Open Door Drop-in Center. This is a service that we currently provide and Health and Human Services was not able to find the funding in their budget for 2024. So the request for the 175,000 is to continue that service in 2024. The next several items related to Rocky Noel are a continuation of items that had been previously approved for use of ARPA dollars in previous years. So this is continuing those same programs and it is just approving the funding specific to calendar year 2024. You'll see that these items are all for recruitment and retention for our staffing at Rocky Noel. And I'm proud to say that Kayla and her team have been doing a tremendous job there and have their census up, either at or above budget, and they are doing a great job. So kudos to Kayla and the team at Rocky Noel. The next grouping of items are requests that had come to us during the normal budget development process for capital outlay requests. Every year we set aside about $500,000 for capital outlay requests. This year we had more requests than we had funding available. So we are proposing to use ARPA dollars for these so that we don't delay or defer maintenance or procuring new capital outlay items. So these are all one-time expenditures. So I won't go through these in detail, but these are all for one-time projects or one-time purchases for the various departments that are listed. And then the last section that's included in the chart is for the additional levy requests. These were also brought forward during the normal budget development process. So these were departments that were requesting additional levy for the items that you see listed. However, these are all one-time items as well. So these will not be ongoing expenses and again weren't able to be supported during our normal budget development process with the levy that we had available. So we are proposing the use of ARPA dollars to help cover the costs of those so that we don't need to kick the can down the road and then find levy for them in the future. So that is a quick overview of the items included in resolution number 13 for use of the American Rescue Plan Act dollars. And that concludes my report tonight. I promised I would keep it brief. Next is a consideration of committee reports. Executive committee resolution number 14. Supervisor Gehring. Thank you, Mr. Chairman. I move for adoption. Thank you, Supervisor Gehring. Supervisor Brauer. Thank you, Mr. Chair. I'll second that motion. Thank you, Supervisor Brauer. Is there any discussion? Seeing no discussion, please vote. All right. Next is consideration of committee report. Finance committee resolution number 13. Supervisor Wagner. Thank you, Mr. Chairman. I'll move for passage of resolution number 13. Supervisor Tostrodi. Thank you, Mr. Chairman. I'll second the motion. Thank you, Supervisor Tostrodi. Now, is there any discussion? Resolution 13. Supervisor Spells, that one doesn't seem to be turning on. Now, could you go over by Supervisor Jorgensen? Here we go. I think, can you hear me now? Yeah, I think so. Anyways, I just feel the need to say something in regards to this. I just debated a lot about it in my, with myself. I've never been a fan of the ARPA funds, you know, but at the same time I do see that there are significant needs at Rocking Dole in particular, particularly with staffing. I just continue to have issues of the ARPA dollars for, you know, a number of reasons that I had stated previously. So I just feel like I need to explain my no vote. So anyways, thank you. And the microphones hopefully will be replaced at our next meeting. Is there any other discussion? Seeing none, please vote. Next is a committee report that we will receive for information. With that, I will turn the gavel over to the vice chair. Thank you, Mr. Chair. We'll begin tonight with resolution number 15 from the finance committee. Okay, pursuant to Sir Boykin County code of ordinance is section 5.06, parent A, parent six, and parent nine resolution number 15 will be considered for immediate action. Thank you, Mr. Vice Chair. I'll move for approval of resolution number 15. Is there a second? Supervisor Distruti. Thank you, Mr. Vice Chair. I'll second the motion. Is there any discussion on the motion for approval of the budget? Is there any discussion? Questions, comments? Hearing none, please vote. Thank you. Resolution number 16 from finance committee. And we'll also have contemplated action pursuant to Sir Boykin County code of ordinances section 5.06, parent A, and parent six, and parent nine resolution number 16 will be considered for immediate action. Supervisor Wagner. Thank you, Mr. Vice Chair. I'll move for a passage of resolution number 16. Thank you. Second. Supervisor Brower. Thank you, Mr. Vice Chair. I will second that motion. Is there any discussion? Oops, we did have so. Okay, sorry. Go ahead, Susan. I'm sorry. I just wanted to make one more comedy in regards to this one, in regards to the tax livy. I think most of it, you know, makes a whole lot of sense. You know, my one issue with it is in regards to the monarch library system. And I think it's good that we have a library system. And I think the majority of the things that they put out there are really positive. I just have concerns because they have a history of putting out very inappropriate materials. Part of graphic 14. So that's just an ongoing concern of mine. So. Thank you, Supervisor Spells. Are there any other comments or questions? Hearing none, please vote. Okay, resolutions to be introduced. Number 17 from Human Resources Committee. Thank you. That will be referred to the Finance Department. Resolution number 18. Thank you. That will be referred to the Executive Committee. Ordinances to be introduced. Ordinance number seven from Human Resources. That will be referred to Executive Committee. Ordinance number eight from Planning Resources, Egg and Extension. Thank you. That will also be referred to Exec. Ordinance number nine from Planning Resources, Egg and Extension. Also referred to Exec. And Ordinance number 10 from Planning Resources, Egg and Extension Committee. That will also be referred to Exec. That concludes our business. I'd entertain a motion for adjournment. Supervisor Distruti. And is there a second? Supervisor Gehring. Thank you, Mr. Vice Chair. I will second that motion. Thank you. Please vote, everyone. Thank you. We are adjourned. I like touching it, but I can't always see these. I wonder if the new system will spread itself a little bit.


Belinda Daniels, Naseegasun, Sturgeonland, Cochinia, Magasaskatun, Nwigan. My position with Nihilwok language experience, bringing Kree home, I'm a bit of everything. I like the term, Okisken Mahama Ageo, Egoa, Onigania. The program that we run through Raitsaskatun is entitled, Bringing Nihilwok Home. So this was kind of born out of the idea of learning language in a natural setting, which would be our homes around the kitchen table, around food, with family members, with intergenerational family members.  And so I thought, well, I don't actually really see this going on anywhere. So me and Cheryl put our heads together and said, Hey, let's do something in regards to bringing languages to the community. And then I also have another colleague, Andrea Custer. She was doing something very similar to learning Kree with her family. And so it kind of like just unfolded, like, what's the word, coincidentally. And so that's what our program is about. Learning Kree around the kitchen table, food, terminology for things like, I'm hungry. Are you hungry? What is this? This is good. I want some more that kind of terminology. Food, such as like soup and bannock and pop and juice and milk and salad and pizza, all those kinds of vocabulary where we're learning that together. So it was quite fun and our bellies were quite full after that. One of the reasons why I think it was so successful is that these guys are repeat attendees. They have heard of the New York language summer experience. They have taken the mini language classes and not all of them. And then they heard of bringing the way went home. And I think part of that process why the group like jives or the group clicks is that, you know, we take our time. We introduce ourselves. We state our positions, our positionality in our community, in our home. We allow people to speak about themselves. And people love to talk about themselves, right? We also come together and we share Nihil epistemology, pedagogy where we talk about Nihil beliefs and practices and protocol. And protocol is really important when it comes to language learning. And so the people get to see myself and my guest teachers interact with each other. So like the offering of tobacco in the beginning of class, saying prayer and smudging. I think it creates a sense of like truth and this idea of just a calming about it. Like we really affirmally believe that the language spirit, the language itself is alive. And so when you show respect for the language and operate out of a place of goodness, camps, workshops, classes like that always tend to work out well. And the people are eager to learn. And the teachers are, you know, happy to share the language. I'm happy to share what little I know in regards to the language and how I think as a second language learner and the people coming are second language learners. So there's always like that bridge of information that I can transfer. And the food and the terminology and the coming together of people sharing a common interest or a common goal. That's what makes it like a worthwhile experience. Why this design bringing Neheue went home. Again, this concept is like not a new concept. It comes out of Leanne Hinton's work. She's a huge language revitalizer in the United States. So I must, as you can see, I'm a scholar. All the teachers that I work with are all scholars. They're all master teachers. And my colleague Andrea Custer, she's also very scholarly when it comes to language and land based practices. And so we have the similar interest of passing on language to our children at home. I met Leanne Hinton myself this past summer. And she shared a little bit about what she did in the United States in regards to bringing languages home and then teaching the language to her family members. It's really hard. It's a really hard task. And she affirms this. But at the same time, we all have this intrinsic motivation to wanting to pass on the language to the next generation. So this is why the design. The design comes out of this core belief that if we're not speaking the language at home, where language is more, more, it's more intimate at home. The vocabulary, the relationship building is very different from the school, the school setting or the university setting. Same with even the camp setting. It just goes like a layer deep with your children. And this idea of wanting to teach and pass on language to your children comes out of a place of like love and pride and being proud of who you are and where you come from. Well, obviously we come from here, but we want our children to know that this is our land and this is where we're born from. Our language vocabulary comes from this place. The fundamental aspects for like the overarching goal of all of our programs is that for Nihiawak people to restore, reclaim our language and to, and it's linked to identity, it means nationhood. So that's the overall, the overall goal is who we are as Nihiawak people. It's self-determination, it's sovereignty, it's nationhood. That's the big goal. Some of the smaller outcomes, I guess, or the objectives would be to help others in teaching the language, to mentor others, the importance of language methodologies to become a good teacher, the theory behind second language development. All of those practices are important. And to continue those methodologies, like to be a really good like, I don't know, like mechanic or nurse, you always have to keep on top of new tools or new medicine that's out there and always constantly researching. And that's what we do as language practitioners, language warriors. We're always practicing and making sure we're the best at what we do. Yeah, so that would be another, some of the more fundamental core concepts of who we are. We used a variety of language methods here at Reach Ask a Tune for bringing Nihiawak home. So we had three methods actually. The first method was the Accelerated Second Language Acquisitioning Technique, which was developed by Dr. Gray Morning, and it's based on images, pictures, skill sets. And it's teaching that pictures take us back to memory. It's teaching no translation. It's teaching cognition. It's repetitive and you can learn a lot in a short frame of time with these pictures. So that's what that's about. And so there's different skill sets. And so that particular skill set that I was working on was obviously all only about food. And so Dr. Gray Morning did some observation and some research and looked at how do children learn the language. We repeat, we point to things, we don't translate. And so that's what that's based on. And the other method, the two other methods, one was the direct method. Again, no translation. And it's just talking about what it is that you're doing just directly and you just picking up as a natural learner. Oh, they're talking about this plate or they're talking about this dish, right? And then the third method was task-based learning. And so this is when we pass around things and talk about things and talk about like the eating and bringing me the salt or the pepper, like those kinds of things. Yeah, so we used a variety of like, we use those three methods and we, you know, like just mix them up. Yeah, and always just kept the language moving. Yeah. As far as the intergenerational piece, again, bringing languages home, it was about bringing families into this program and to continue the learning at home with your parents, with your grandparents, with your siblings. Obviously, I had my daughter and my grandson in the class. And so I kind of always had like that in mind. If we ever want to, you know, have successful transmission, successful transfer of language, that will happen with the third generation. Just as when you know when you're getting success, when my grandson can speak Korean to me. Yeah, obviously my daughter too, but that's always in the back of my mind. How do we get intergenerational transfer of language happening? And this is one way. When I think of Indigenous education, those are colonial terms, colonial words. For me, when I think about it from my own perspective of life-long learning, I would probably refer to it as Mumtaneita Nehewin. How do I think as a Nehio would be education? And then how do I transfer what I'm thinking in a Nehio way? And so obviously that starts off with like land, language, which creates the identity. For me that is what Nehio education is. And I wanted to share this quote here in regards to this idea of land, because land is a big deal when it comes to education from a Nehio perspective, from any Indigenous perspective. So I'm going to quote somebody here. As an Indigenous scholar, Mayor writes, When does not simply learn about the land, we learn best from the land. And so the core idea or the impetus of this program was going back home to land. And then finding the connection, the links between language, the lexicon, and the connection to the environment. For me that's true education and then practicing all those other things in between, such as leadership, ceremony, mentoring, small group settings, which is totally opposite of mainstream education. And again it was women who led societies, who led communities, because they knew best, because they had their children raise their children, know their children like no one else could, and could tell what they could achieve that and what they were successful at. And women would gather and talk about this idea of leadership and who should be doing what. Which again is opposite of what we have in mainstream society, which is very male, very patriarchal and very, what did I say, hierarchal. Yes. I actually really didn't think about this idea of lifelong learning until I was actually in this process of gaining higher knowledge. And it's kind of worked in a dual type of process. So I'm a PhD candidate going to the University of Saskatchewan in an interdisciplinary department, right? And so I am fortunate enough to realize that obtaining a higher education has actually pushed me into learning or encouraged or what's the word I'm looking for, actually made me look inward and towards my own people. In regards to how did we do the things that we do? Why do we think the things that we think? So it's made me go deeper into this idea of doing, knowing, thinking and being. And so with language learning, when you're in the context and you're picking up the words and you're using your cognition and you're learning new vocabulary, for me those are really good examples of lifelong learning snippets that I'm gaining. Same with like this idea of like ceremony. When you're learning language, ceremony is really important because it teaches you so much about like patience and compassion and the willingness to just like let things go and let just things happen in a natural process without pushing, which was really hard for me initially. But now I just let things come and go and I write when I can write. I can speak when I can speak. I'll practice when I can practice. And I've let go of timelines. And again those are examples of like being prepared, bringing on time and this is included with lifelong learning. In my language learning journey, one of my uncles asked me this pivotal question like what is it? Are you willing to give up in order to gain something this significant? And so this is where I thought, well what can I give up? Well I gave up half of my employment, the wage, my salary to focus on language and to focus on this idea of Neheo Isi Chigewin. So I could get a better understanding but I still don't know like nothing because it's lifelong learning and you're always learning a little bit just a little bit at a time. Yeah, that's how it's been working for me. Well I hope it still exists and I hope that other language learners have taken on this project. I hope that the new emerging language speakers become teachers. And I hope it's like spread across not only Saskatoon but across Treaty 6 territory through our Neheuwok communities. And I see lots of action happening in regards to second language acquisition. Lots of people are taking up the practice of learning their Indigenous languages. And so I hope we're just naturally doing it in our homes in 10 years. The resources that are needed in regards to the visioning of this particular program is that we operate out of shoestring budgets. We operate out of people's time. Volunteer, like I said earlier, I left my employment half time focused on language and focused on bringing more language opportunities to the community. So what is needed is capital funds, money, access to monies, more partnerships like the one we have with Reed Saskatoon, more open-mindedness in our community of Saskatoon and the province. There's a real sense of interest in people, whether they're Neheuw or not, in wanting to learn Cree. And why not? We're in Cree territory.