d by emergency permit holders things that we need to do I think to try to stable this and include not treating these investments as one time investment if we're going to actually make a dent in this situation we need to make a steady focused plan to do so Thank you so the next question you kind of touched on this and I'm let's explore this a little bit more it's been said that just keeping teachers in the profession would go a long way towards eliminating the shortage you just laid out some very startling and important statistics about the teacher shortage what can we do to help districts develop and retain their teachers I think first and foremost nobody wants to go into a job that they're not prepared for or that they're doing for you especially they're not going to stay in a job where they don't feel like they can do it especially a high stakes job like teaching so preparation is absolutely important and we can do some things we're going to have to talk some more after all of this because I'd like to brief you on the things we're doing to get MTSS into the preparation screen for every teacher and every administrator coming into teaching and leading right now new standards, new assessments, a very significant shift in the way we prepare both teachers and leaders new focus on social emotional learning across those populations and students centered teaching and learning new focus on UDL, every single teacher who completes the California teaching performance assessment will have to use UDL to develop a lesson and then a series of lessons they have to be able to use assessment data that they collect from their one-on-one assessments they're checking for understanding their standardized assessments in their classes to determine who's this working for who's it not working for and how do I adapt differently to bring everybody forward brand new and aggressive focus I would say on inclusion that's part of the MTSS effort. I continually meet people talking about MTSS as if it's a special ed program and I want to argue the point it is not a special ed program it is one of the most important ways that we are redesigning the structure of schooling and I totally agree with you UDL is central to that understanding the outcomes and planning forward that's what every educator needs to do that said the 12,000 teachers we prepare in California represent about 1% of the existing workforce and so it's going to take us a little time to get the new population to critical mass in the workforce but we're on it and we're working on it and we really need to work together across our higher education institutions in our schools and county offices of education to see this as a partnership for change that's really quite critical I can't say enough and I can't even begin to say as much as has been said already about the importance of school culture and the focus we have to maintain and aggressively maintain on school leadership. We've overhauled the preparation for school leaders we've built a new performance assessment for them that privileges three things of all the analysis of data, the development of equity gap analysis and the thinking through and the reflection on what are the implications of an equity gap for my practice as a school leader. Secondly organizing communities of practice amongst teachers to work on real problems of practice that are occurring right here in this context and third working on instructional coaching. Those are three very important things that go to the job of principling among many others but we think we're really going to begin to shift the culture of the incoming principle workforce of which there were about 3,000 this year. Well 3,000 people completed preparation this year. Again this is a workforce that needs some stimulation to grow in order to get the leadership that we need in our schools but from the preparation end we've been paying attention to the research and to the direction of all of the reform that's underway in California and I think these are some of the ways in which we're going to create stable schools in which teachers want to work and the leaders want to work and the outliers that we studied today and heard from today have some very important things to show us about how you do this mechanically and culturally and systemically and that's a message for all of us. Thank you alright so I want to at this point shift just a little bit the conversation to the folks up here who represent organization, membership organizations specifically to Wes and to David so the positive outliers report emphasize the importance of establishing a shared district vision that brings stakeholders together around a common set of goals. Many of the positive outlier districts describe a high level of collaboration among teachers, school and district administrators what does this finding mean for your members? Basically what are the conditions that are needed to support this type of activity, this work? Yeah me first Absolutely. Okay I just don't want to get that red sign first thanks to LPI for sending me next to David not because of CTI, I sit by CTA all the time for the last seven years but I haven't felt this short since my senior prom thanks guys Yeah I think first off we have to talk about the narrative we have a narrative that things aren't working and that we can't get along I really in all honesty appreciate the LPI because they're breaking that narrative this report that Tom mentioned and the work that they're doing we're demonstrating that this notion that our system our administrators are teachers and our students are broken it's false and it's malicious it's hyper politicized that reason is no longer here so how do we change that narrative I think examples like that of promising practices at bright spots lifting up where people are working well together and so I think getting to your question about what associations do we can work collaboratively to help people understand how to work together in true collaboration it's something that you can try to test on an exam but I think until you practice it what does true collaboration look like CTA has been talking with ACSA for years there are times that I've chatted about doing workshops with both of our members on true and meaningful collaboration and what does it look like when we disagree it looks like my dinner table almost every night right what does listening really look like what does mutual consideration what does that look like and how can we be intentional about training something we do across the state and then as it relates to governance having governance structures that promote true collaboration so I think associations can do a much better job of being intentional about training our folks to work together to demonstrate that the only way it can work in fact is if we do it together that we're working together towards the best interest of students and then really change the narrative of demonstrating value add right value add for our students seeing them achieve because they will achieve as we communicate better as we work better together and so I think there's a lot of work to be done in that area and look forward to working with CTA and their new leadership to see if we can pull something like that off statewide LPI can study it then they can bring us back and have a stand up on a stage so you can really see the dynamics and share what we're doing David? I think collaboration is absolutely essential I agree with you in fact we have the labor management collaboration which I know some of our locals are involved which I think is critical and I also I do think just reflected on this report as well which I think is very helpful to put stability way at the forefront of our work and our lens by which we look at it because a lot of we have a thousand locals in CTA and a lot of them most of them I would say are not stable places and I think we need to call out that's not by in some ways looking at the outliers is absolutely important I learned a lot just being here and reading the report but I think there's also big systems in a third generation educator my grandmother started teaching L.A. in 1930s and we went in California from first to worst in funding my grandmother was teaching we had free UCs Cal states community colleges our K-12 system was the envy of the world and that changed and that didn't change by accident and I think we need to bring I appreciate the way this report brings up race to this analysis because it became that was very much part of what happened as well right there was a dis investment in public education I think we need to and now we're seeing how schools and communities have been destabilized so I think part of our work is union members first of all you reference me as a membership organization I think we have to redefine what it means to be a member of our organization having these kind of we have 325,000 who pay us dues being a member is having these kind of conversations right and I think what we're seeing is when we do have these kind of conversations we look not just like at the outliers but also the day to day for most people's work lives it allows us for example we've seen exciting changes in the way we work around even our contract demands or our contract demands are no longer in a real exciting way just around salary and healthcare but really about the schools our students deserve right we've seen beautiful strikes across this nation many in California even which again which sees our role not just stabilizing our workforce but also being an important role in stabilizing our communities our school communities but even the broader community so I think we need to keep looking at these outliers and keep also asking great questions about why are they outliers what is the system wide structures that are at play for us we're really we're all on board with the schools and communities the first initiative next year on the ballot which is going to allow us to have these conversations about the disinvestment that's happened over generations and put a racial lens on it and really have a real talk about the soul of our California and how we take care of all kids in all communities because none of our kids even outliers none of our kids are getting the education they deserve and we need to continue to fight for that. So and David thank you for that and you actually have answered partly the next question but feel free to chime in again in fact I'd like to if I can I'm going to break the rules a little bit here I don't want all of you I mean if you feel if there's something you want to say on this last question please chime in so along those same lines what has the state done and what remains to be done to help boost your members capacity to implement the kinds of practices that we've heard about today and you just reference some of that but if there's more chime in Wes and others please and I am going to chime in on this one as well so yeah so for CTA we have a number of initiatives that we're taking on including our instructional leadership core which we're really trying to train our own members because when we talk about collaboration for the most part education as educators it's not always collaborative in general we need you know we're one of the only for example professions that doesn't control our professional development at this point right and that again that's not by accident there's historical reasons for that and I think part of what we're doing is really preparing on members through our instructional leadership core where we've now trained hundreds of people have done thousands of training to be part of that collaboration I think statewide I really appreciate the way that now testing is on the verge of being de-emphasized I got to continue to push around that the way that's taken over a lot of our curriculum I also think we need to continue to figure out ways to make sure that younger students and students of color coming into profession and the state has like getting the RICA getting rid of the RICA a lot of these gatekeeper exams and procedures that have kept a lot of amazing jewels of communities out of education is another huge thing I think the state can be part of and CTA looks forward to helping be part of that as well. On the state we talk about access and opportunity gaps in my opinion we have a huge priority gap our priority ought to be our students and we should prioritize them even more and do so with real money right and you talked about the disparity you hear it all the time it's depressing the important and uplifting message is there are opportunities to make a real difference to do things in our career that are legacy activities that yes there's the schools and community the split role access supports that we're cosponsoring with CSBA about initiative it's about triple the money into the system we ought to all walk the governor's office after this meeting and say we demand you in the legislature do a two third vote bring what's best in schools and community what's best in full and fair funding and invest long term in the twenty billion of dollars in California students so we can end the institutional historic racism that puts our kids where they are before they even come to us and the research is clear on that that's what we have to disrupt if we want to change the system even about the teacher pipeline teacher pipeline excuse me I get pre-service training it's important it's pre-K where the teacher pipeline fails because our students who are misrepresented who look like their friends don't have the vocabulary and access to go to college to go to a pre-service training and to be a teacher who looks like their students so we have to start there funding isn't everything but it's just about everything and then the state ought to put money where their mouth is in prior types of things that are important like collaboration it shouldn't be a hobby we should be doing something about that and governance and you may want to hit on this we ought to be intentional about it in my experience you want to turn around a district to school have great relationships labor management have great governance relationship period everything else will come into play you don't have those I don't care how much you know about curriculum why is it that teachers have to have all this training principles everyone has to have training except for the school board members who set the policies for heaven's sake right everybody ought to be well trained and purposeful and there ought to be some resources to do that alright well you just took everything that I was going to say now I'm going to come up with something else no but let me I said I was going to chime in on this one because and I agree with everything that David and West have said well money may not be everything as you said but in a lot of ways it is to be able to do a lot of the things that we want to do and to expand on some of these promising practices or best practices whatever label you want to you want to put on them and as David alluded to if you look at where California is right now in per pupil funding we are at the very bottom or near the bottom on every major indicator and I think that that's possible and we can do better we have the resources to do better the superintendent of public instruction alluded to this when he came here this morning and spoke this is something that I know that all of us agree that we can and we need we need to do better so that we can provide the professional learning environments for our teachers and for our professional staff related to that I want to talk about something I just want to it connects to the money one of the things that we as an or CSBA does is that we as a organization every single year we are in the unfortunate position of having to oppose bills in the legislature for one particular reason often times and that's because they're unfunded mandates and if you're not familiar with that term I want you to get familiar with it because I will tell you on an annual basis our organization I'm sure West's and CTA's and other districts are able to stop unfunded bills to the tune of at least 600 to a billion 600 million to a billion dollars every single year those are the ones were able to stop the ones were not able to stop from being enacted guess what their thrust on districts and county and offices of education so what that means is now they have to do something they have to pull resources away from the types of things that we're saying are important to fund these other unfunded mandates and when you drop that on or layer that on the fact that we're already at an underfunded system you can see how this cycle that we're all trying to address just continues so my point in saying that is I think there needs to be we can walk over to the legislature to the governor's office and we can talk about money but I also think there needs to be a conversation about alignment with the priorities established in the state budget and the bills that ultimately get signed and what impact they have because right now we have a huge disconnect and everyone wants to talk about over putting we're going to do this for schools we're going to do that for schools and the money doesn't follow and districts continue to struggle we're trying to find resources to do these types of things that we want to do to recruit and retain our teachers provide professional learning environments for our teachers and provides us supports and services to our students so from my perspective I think that's a critical piece the last thing thank you for two minute warning is Wes talked about governance training we represent board members on the county and at the school district level we have been saying that since almost the beginning of time we actually do training for our members but think about this school districts and county offices of education in a lot of communities are the largest employers employ hundreds to thousands of individuals they have budgets anywhere from $1000 to over a billion dollars plus they are elected officials they come in they have to make decisions they have to make policy decisions they have to make budgetary decisions they have to create that they have to work with the superintendent staff to create that vision that we heard about today and that's referenced in the report but at no point do we think that it's important for them to understand and be trained like other officials whether it's on ethics or other things and I think we've reached a place now where from our perspective it's critically important that we need to support board members to be good governance leaders and learn how to do that and it's just not on the job training we as an organization do that and we'll continue to do that and expand our reach but we think it's something that needs to be done and so with that I will I know we have about maybe a minute left I'll open it up to the rest of the panel to comment on anything that you'd like the only thing I'll add is you know we did our best work when there were less resources on the table we learned what it was what it meant to be really collaborative and not co-labor together and originally we were co-laboring and when there's less food on the table less resources we had to come together and that's where Sanger started to do its best work when we realized that the shift in culture and organization was predicated on four simple questions do I know what's expected to be at work do I have the resources to do my job well is there someone at work that actually cares about my personal growth in the last seven days someone told me good job when it came down those four things and three initiatives we started to do the right work and I think as we think about it from the state level we've got to figure out how to translate policy that works can do that work I think the main piece that I want to thank the state for is they've given us some time right so the old accountability system right and we were things that happened to you right they've given us time they've also given us local control right and to me it's this loose tight piece that's pretty loose right I think what we're learning now is that there's some other things we need to tighten right a little bit in regards to that there are as example as you saw these outliers report there are best practices that there's good work happening across the state there always has been right and there's continuing to be there how do we fund more of that type of work and one of the things you'll see I know we've done some work in our models of continuous improvement we've done some of our first work in to the Vista and in particular what you see in those districts that are functioning really well and doing really well with kids is they're working collaboratively across the district with leadership teams of various stakeholders all at the table together in the design of the system right most of where we see where folks are not being as successful is where the stakeholders are not engaged and they're not part of that work right and in particular I would say in our system right now I appreciate the reference to teachers teachers are the ones who are making the difference for children every day in classroom that's where the work happens right to understand that we need to figure out how do we get them more involved in design instead of the responding to what it is that we're designing for them right and I think there's we need to be a little bit more intentional about that put more resources around that and I think if we continue to do that and learn from some of that good work out there so I really appreciate what David said to where it's now no longer an outlier it's the norm we're going to make a difference for kids in this state thank you Tom Mary final word it's a great time to be in education and in education policy I'm echoing somebody or everybody up here we have the elements we need in the state of California to be extremely successful we need time to really develop that capacity develop our capacity to put these systems in play in ways that are working we need to stay committed absolutely to the notion of continuous improvement where we're constantly looking at the results we're achieving and adjusting our course to achieve the goal that we set for ourselves it's a good time to be here right now during this work so please join me in thanking the panel as well as LPI for hosting this event today thank you okay thank you Bernard and panelists for that great discussion my name is Naomi Androsic and I'm a senior researcher and policy advisor with the Learning Policy Institutes before I move on to introduce our final speaker I just wanted to take a quick moment to thank everyone in the audience for your thoughtful engagement during that first panel that part of the event grew out of some survey responses we got at our last event back in February or California Way event where some folks asked us for extra time to engage with each other and with material I hope you feel like you've gotten some of that today and I also hope that you'll take some time to give us some great feedback through the surveys on your tables before you leave today so with that on to the fun part I get to introduce our final speaker Linda Darling Hammond our president and CEO she's well known around these parts so she doesn't need a long introduction suffice it to say that her experience and her insights have made her really valued voice as California has made this journey towards increased equity and deeper learning for all of our students with that please help me welcome Linda well I want to start by thanking Naomi who is largely responsible for all the details of this event so let's thank Naomi and all the other staff at LPI who really contributed to this I want to thank all of you who contribute to the education of our children through teaching and leading through research and policy through cheerleading and advocacy I want to thank the many authors of these studies who were out into these districts for multiple rounds of data collection and then I also want to thank all of you for listening so closely through the jackhammers and the sirens the train whistles the clanging bells we've had quite an accompaniment to this morning kind of like being at school through all the distractions and all the obstacles we carry on it takes a roomful of educators to kind of go with this flow so it's important to understand and the reason that LPI did this study it's really important to understand what works from research and evidence and not just ideologies education in the United States and California has been highly politicized over recent decades and a lot of times proposed reforms have been based on political and theological grounds rather than evidence about what works we've had curriculum wars of all kinds that come and go I remember when I first came to California I was told that the reading wars were going on then if you remember the reading police I was told that phonics was the new F word in California it's a phonics joke if you think about it you'll get it but there are some limits to politics as a way of guiding our work as one person said politics is the gentle art of getting votes from the poor and campaign funds from the rich by promising to protect each from the other and education on the other hand is the art of building collaboration among human beings to help each of them achieve their potential and that definition I think is important you note that I did not say that education is the art of ranking selecting and sorting students to distinguish those who are worthy of excellent opportunities from those who are not yet as you know many of the features of the education system we have inherited are designed to do just that unequal funding across districts and communities is part of that selecting sorting and ranking unequal access to fully qualified teachers is part of that selecting sorting and ranking tracking systems that create unequal access to high quality curriculum norm reference testing systems that are designed to rank so that students against each other rather on rather narrow dimensions rather than to measure the growth of students across multiple dimensions and that's the inheritance that we have in much of our education system and these positive outliers have found ways to push against the grain of the system we have inherited I want to note that we're highlighting these seven districts today but as you noted there are many more that we uncovered in the quantitative analysis in California and many small districts that we didn't even include in that count because we were trying to have statistical stability in the results but lots and lots of people are doing this work in very productive ways our job at the state level is to change the grain rather than people having to work against the grain we need to change the grain and so there are I would really note that one of the things to note about the work of these districts is how they've disproved some of the myths of older reforms for one thing and this has been brought out by a lot of the panelists they've demonstrated the continuity and steady work continuity in the leadership continuity in the teaching force continuity in the nature of the work that continuously improves not disruption and continual change is part of the secret sauce for success it is not the case that these are districts with superintendents every year and a half teachers who come in for a short period of time sinker swim and leave fire bad teachers as a major strategy for getting better there was a theory that was put forward a while ago that if you just fire the bottom 5% of your teachers each year your districts would get better and having studied a lot of countries around the world I used to point out that you cannot fire your way to Finland in fact Finland which ranks highly internationally does that by investing in the quality of teachers and leaders over time almost nobody believes the system because they are both respected and invested in so what we saw in these districts are investments in the pipelines into teaching and leadership and into teaching a second myth that is countered by this evidence is that they really invested in support for social emotional learning and positive behavior not zero tolerance not you know one figure out not punishing and pushing kids out of school we heard a lot about the work that was going on in terms of social emotional learning positive behavior supports and you know we have a lot of evidence that brings greater safety to schools we don't need guns for teachers we need social emotional learning conflict resolution and positive behavior supports through the support those on for community building a third myth that I think is countered by this evidence is no excuses idea of schooling that you know poverty doesn't matter just double down you know look straight ahead follow the line attention to student needs we heard about the sending kids home with backpacks full of food for the weekend as well as being sure that they are well cared for loved and supported with food and counseling and the supports that they need asking what they need rather than punishing them for not having a fourth area that I think we see differences that these districts really focused on unpacking and understanding the new standards rather than shoving them down people's throats or attaching them to sanctions and I don't know if you remember we don't always have a long institutional memory in education but some years ago when common court state standards were going across the country and they ended up being rejected in a number of states one of the states that ended up doing that was New York where I had been prior to California where common court came in with a very short timeframe very little professional development tied to high stakes testing which was used to deny students advancement to the next grade or diplomas to make decisions about teacher tenure and pay to make decisions about what schools would be closed and common core you know a curriculum reform that could bring higher order thinking skills to kids became associated with punishments for schools teachers and children because it was shoved down people's throats rather than an enabling force so I think these districts really showed how that schooling could take place a fifth area was that they really talked about expanding access to curriculum to rigorous curriculum not pulling out students who are behind and restricting the curriculum I don't know if you remember the olden days when we had an approach in California where kids who were scoring poorly would get pulled out of science and social studies music and art get denied recess forget about library time sit for two hours and drill for the test in reading and another two hours and drill for the test in math everything we know from the science of learning and development about what works for brain development and for productive behavior is violated by the way that we treated kids when they had low test scores so these districts really expanded access to rigorous curriculum rather than restricting access a sixth of course is that they we heard a lot about this really great stories of early intervention without labeling rather than testing for labeling and segregation of students but how do we figure out what kids need get it to them right at the moment they needed and then they can go on and be part of the community of learners and finally you know establishing trust and supports rather than shaming and blaming so I think we've seen a real important body of knowledge about how to make the right kinds of changes at the district level now how is California changing the grain so the districts don't have to go against the grain in order to do this well we've also heard that we're making some strides you know LCFF does bring more equitable funding and the possibilities of kids getting access to the resources that they need we're making investments in teacher quality which Mary ticked off every item of the money that's been put into trying to address teacher shortages beginning to invest in professional development we've got an emphasis now on multiple measures of learning and opportunity I think that the measuring of opportunity is as important as measuring the outcomes it's not just about the achievement gap it's about the opportunity gap we're beginning to surface what the aspects of the opportunity gap are in the dashboards and in the work that districts and schools are doing looking at whether kids have in addition to useful outcomes do they have access to rich curriculum to social emotional learning supports to positive school climate etc and we're seeing the results you know it's really interesting California's been really into the LCFF process for about five we're going on six years of really doing this work in 2007 we were 48th in the nation in eighth grade reading 47th in eighth grade math by 2017 we were almost at the national average in eighth grade reading one point below the national average on the national assessments and we had closed the distance the gap in math between us and the national average in half graduation rates went up to the highest we've had even after some readjustments for how we count graduation and exceed those in the nation as a whole San Diego is one of the districts that are measured by the national assessment of educational progress in the TUDA assessments and they had the steepest gains of any district in the country and are now near the top of urban districts in the country so there is progress being made but we have a lot more to do somebody referenced the fact that John Merrow did a film about California which he entitled from first to worst about the deep decline that we experienced when disinvestment was going on I think we are in a position to move now from worst to first and we've got to be really clear headed about what the steps are that are going to help us get there and one of those is that we have to continue the march to adequacy and funding in the state we are now actually because of LCFF and the prop 30 monies we are now 25th in the nation in terms of the amount of money being spent but when you put in our cost of living we're back down to 41st so you know cost of living is an issue here we've got to get to a place where we are as necessary we are the 5th largest economy in the world we have a lot of untapped resources for educational investment we need to educate rather than incarcerating we've been spending $60,000 a year on each young person who's incarcerated when we wouldn't spend $10,000 a year on them to ensure that they were literate and able to graduate from high school that has got to change the other thing that really was pronounced the degree to which these districts and the state as a whole needs to really take into account the wraparound supports that are necessary for kids to be healthy and to develop properly we are in a moment in American history where the nation is involved in aggressive neglect of its children the levels of poverty the increasing the ever increasing levels of homelessness the ever increasing levels of food insecurity and insecurity around healthcare not to mention the deportations and the family breakups that all the rest of the horrific anti-family activity that is going on and we're going to have to as a state really be sure that the wraparound supports are available and that our schools can be a hub of safety and support for children for their the needs that they have as human beings to learn and develop so that we can make progress there have been efforts made in this direction we've got a long way to go to organize those to orchestrate them to make them less than a few competitive grant programs here or there that you have to chase after New York State for example has a community schools formula grant for every high poverty community that allows the building of the wraparound supports for every one of those schools there are other states that are looking at systemic ways to meet the needs of children we have to also evolve our dashboard and our data for districts and schools and support how they can use it well for example in areas like school climate data where we can make a we can make a lot of progress by knowing how children are experiencing school every year not necessarily every other year and teaching people how to use those data to put those supports in place early childhood education of course is a huge investment on the horizon the governor has made that clear in the getting down to fact studies what they found was that kids in California make greater gains than kids in other states of the same income levels between K through 12 they're actually progressing at a steeper rate they come into kindergarten on average further behind so if we want to really make progress we've got to make those investments wisely thoughtfully and in a whole child manner in early childhood and then what we've talked a lot about today and this is going to be a major agenda for us is building that system of support for learning we should have a state in which every educator who wants to learn how to improve their practice around any dimension of the schooling process whether it's math education English language arts English learner development whether it's science and STEM and technology and engineering whether it's social emotional learning reducing suspensions improving school climate that there is readily available high quality sustained available professional learning opportunities that you can access as a whole school as a department as an individual to improve practice and teachers should not have to look under rocks you know for knowledge like is this the place where I'm going to find the answer so that's going to be a goal for us we've got to solve teacher shortages by making the investments you know in countries around the world again we are the fifth largest economy in the world if our teachers were coming up in Finland or Singapore or many other countries they would go through their preparation programs which are uniformly high quality free of charge with a stipend while they train they would go into readily available mentoring programs and then have readily available professional learning it is something that California not only should aspire to and envision but enact over the coming years that we've got you know in the form of the work that's going on at the CDE and CCE and CTC a lot of the elements of that so part of our job is really to do the stitching the investing the orchestrating that's going to be necessary so that we can learn from success and then pointing that professional learning at the things we know that actually are successful rather than random acts of innovation that are like popcorn reform that come and go so we heard about for example reading recovery. Reading recovery is one of the world wide interventions for reading that has hundreds of studies finding that 90 plus percent of the kids who have that experience that we heard about from Gridley learn to read successfully whether they are students who have been identified with special educational needs whether they are English learners or language learners of any kind whether they are just slower to get to the reading process that's one example of many but we do know a lot and we've seen in these districts things that work and we shouldn't pretend that any effort is likely to be as successful as any other effort we should build on the knowledge base build on the research base and use what we know both in California and I know this is heresy even beyond the borders of California to learn how to organize that system of support. So I just want to close by noting that we have been through a lot of reforms of various kinds over many decades but many years ago Horace Mann who was sort of in some ways the founder of public education in the common school made the point that where anything is growing one former is worth a thousand reformers and I think in this room are many of the formers of California's public education system and we need to support each other with knowledge and resources and commitment to take this state from worst to first thank you. I want to share this applause with all of you with my LPI colleagues and I think I am in the position of giving us a benediction and may the force go with you.


Yes, my name is Julia Sambura, I'm the Executive Director of Johari Africa and what we envision is, Johari first is, it means Jewel in Swahili. So we want to bring light into the disability space. We want to close the gap of unavailability of quality assistive products and that's why we are here today at Tika Primary School for the Blind. I went to school here so I know the challenges that these kids are going through without white cans, hitting walls, hitting trees and getting into trenches. It's not good to have someone who's blind and visually impaired go through life without knowing that you can have your own independence. We are trying to gift them the freedom, the independence of navigation and independent mobility and the reason why we are here with this quality white cans is to ensure that we nurture the culture of using a white can. By the time they are growing up they know that when I'm getting out of the house this is my eye, these are part of me. So I need to work with this, I need to be independent and that way they will actually tap into their potential and the skillsets that they have, their talents, all that. So we are bringing the aspect of disability is not inability. But we want to improve the quality of lives of these younger persons with disabilities. That is our vision and we are starting now, this is our first event. We want to go to other schools, other spaces, we want to visit kids with different disabilities to just show them that the society is watching for them and has their back, that they can be anything they want to be in life. I am a lawyer myself and my word to the visually impaired kids is that without vision you go nowhere but the disability of the mind is the worst. So they can be blind physically but they have vision and that is what we are tapping into. I am a lawyer myself and my word to the visually impaired kids is that I am a lawyer myself and my word to the visually impaired kids is that without vision you go nowhere but the disability of the mind is the worst. So we are bringing the aspect of disability to just show them that the society is watching for them and has their back, that they can be anything they want to be in life. So we are bringing the aspect of disability to just show them that without vision you go nowhere but the disability of the mind is the worst. So we are bringing the aspect of disability to just show them that disability is not inability is the motto.  Teachers for good rum or dead car they make us kushaing on them kai and bring life to us. Please do assist or let us help. Please do assist or let us help. Disability is not inability is the motto. Disability is not inability is the motto.  You need a right balance. Disability is not ability is the motto. Disability is not inability is the motto. Disability is not ability is the motto.


How's it going guys? Noah from Kickin' The Bass TV and today I'm going to go over a few topics, the first topic being is my new sponsor Under Armour, you can see me out some shorts, some shorts, some pants and also this really sick hoodie, I'm going to be getting some more stuff like hats throughout the week and I'm really excited about that. Next topic is going to be is our new upcoming tournaments and my next term is going to be at the end of this month which is September 28th and it's going to be on Lake Nick and Jack, that's the FLW National Championship, it's going to be a really fun tournament. Also the next tournament after that is going to be on October 18th, that's going to be on the near this East Hall tournament, we actually fished that one last year, that was the tournament after a state tournament last year and we actually ended up winning that one. That was a really, really, really fun tournament so if you're interested please leave a comment below, mention me on Facebook, Instagram, Twitter, if you have any questions I'll get back to you. Also tournament after that October 31st and November 1st, that's our state tournament on UFALO, that's for BAS, the BAS High School State tournament that we qualified for, we actually qualified on Sinclair and that's pretty much all the tournaments for 2014 that we have for high school and then me and my dad are going to get in some linear tournaments, the Hamas tournaments, stuff like that but upcoming into 2015, the tournament that me and my partner qualified for which is actually the high school BAS Master Classic, that's the biggest tournament of the year, there's only 10 teams, only 10 boats and we're going to be fishing on Lake Kiwi, that's going to be one of the biggest tournaments that I'm going to be fishing especially for high school, that's going to be a big tournament and I definitely can't wait for that. So those are the updates and my new sponsor Under Armour, go check them out and I'll keep you guys updated on my other tournaments, thank you guys for watching.


This is how you file issues, you can come in here and file, take a photo and post it, you can just try it and it captures the information so what we are saying what can we do is take into the next one, it is like if you represent a different role, how do we get people to respond to our information consumable by Indian, somebody must do something, the first step towards that is present and extended it today, so we fork and essentially like what do you what are the issues of approach, so what we built today, you can see this is essentially all the issues that have been reported in the name, the details that have been down voted on social networks, so what we built, behind that detail, these issues, the application can capture the six transportation and so on, so our agency who wants to do something with it, some actions, it is actually just trying to be a common platform for you, it can be capturing the fact that there is not a thought that I understand, scandalous the number of thought holes, very excited by this and we want to take the whole thing open, the codebase, the iPhone codebase and we are going to contribute back, so anybody else who is interested in these guys, so the founding team we can call and announcement today, there is no social element to this at all, they will typically go and vote for it, so that is one thing that data is easier to do, so


Prime Minister the Honourable Alan Shastney on Friday 28th May 2021 announced that Cabinet on the advice of the Chief Medical Officer had approved amendments to the COVID-19 prevention and control regulations effective 31st May 2021 to 30th June 2021. Among the adjusted measures is the lifting of quarantine for returning nationals and visitors who present a negative PCR test and are fully vaccinated. However, random testing will be done at all arrival points. Notwithstanding the relaxation of measures, Hon. Shastney said St Lucia is still at a critical point in relation to the COVID-19 pandemic. And as such, Government anticipates the risks involved and will continue to strengthen the public health system. The Prime Minister also emphasised the need for St Lucia to get vaccinated against COVID-19. Vaccination he noted reduces the risk of severe illness and transmission. Nevertheless, everyone including fully vaccinated persons must continue to wear their masks, social distance and sanitise. It is even more important that everybody in our communities continues to adhere to the current set of protocols. But at the same time, we're hoping that many more solutions are going to be encouraged now that they're seeing the number of people who have been vaccinated globally. And even here in St Lucia, over 27,000 people have already been vaccinated. Over 18,000 people have already received their second dose to encourage many more solutions to become vaccinated. Having a large percentage of the population fully vaccinated Hon. Shastney added will enable the country to fully open its economy. St Lucia, many solutions have suffered because of COVID-19. And while the government has done everything we can to mitigate against the fallout, it was impossible to eliminate it. So today's announcement allows many of those small businesses that have been affected. The car rental businesses, small guest houses, Airbnb, bars and restaurants to reopen. But we need to do this safely because as quickly as we've opened up our economy, if in fact we see an increase in cases, as you know, it would cause the government to have to reverse some of our protocols again. So we're all in this together. We can do this. We must do this. And I'm asking you one more time. All of us, despite some of the hesitation that we have in order to move on and get back to some level of normalcy to give many solutions the opportunity to take care of themselves and their families, please get vaccinated. 46,771 inclusions have received the AstraZeneca vaccine. 28,118 individuals have received the first dose of the vaccine. And 18,653 individuals have received the second dose.


First in 10 tights from their own six-yard line. Give it to Henry. Looking for some refines at 10, 15, 20, 25, 30. 45, 40, 30. 25, 20, 15, 10, 5, and zone. Ladies and gentlemen, 94 yards cut down tight. He is the baddest man. Tucker, 2, 3.


Governor Sharif Oborewori has highlighted the importance of the East-West Road to the economic development of the oil-rich Niger Delta region. Oborewori speaking when the Senate Adho Committee investigating the non-completion of the East-West Road visited him at the Government House Asaba said the East-West Road remains in a bad state and uncompleted despite several attempts to complete the road. Oborewori said that the region which produces the highest wealth of the nation should be giving better treatment by ensuring that the road was completed as the road is very strategic to the people of the region adding that with what the region has contributed to the nation it is only proper that attention is paid to the South-South region. Our sub-correspondent Akumejero Friday reported that Governor Oborewori noted that at the National Economic Council meetings the governors from the South-South agreed collectively to work on the East-West Road. This nation and this is proper that attention is paid to this region. I will also thank the leadership of the National Assembly of Dominic Faith for appointing the focus of high-intensity capacity to pay this team. Once again I want to say again this visit, this visit has also made us happy because the Government Council meeting they also said world and no one else can be completed in the region and we most of all from the South-South we decided to choose the East-West Road. Governor Oborewori said that they went down to state on a fact-finding mission. Senator Nenge congratulated Governor, the governor for his landslide victory at the polls and for hitting the ground running adding that the committee would ascertain the level of work so far done on the road with a view to determining whether the work done was commensurate with what the federal government had spent on the road. Please do subscribe to our YouTube channel and don't forget to hit the notification button so you get notified about fresh news updates.


Yeah, thank you very much. Yeah, my name is Phillips under. It's very nice the organization. I uploaded this file. I don't know five minutes ago and it's already there So this is really Nice and nobody noticed it. It looks like it has been prepared weeks ago, right? It just was finished five minutes ago So therefore it's really nice to have this Conference organized so so well. Actually, I'm not talking about crypto economics because at this point of time I think it's too it's okay to discuss all these topics, but it's also foundational research in Germany I would call it Grundlagenforschung and therefore we also need to think about what we can implement now Research in blockchain is in a in my mind in a very very early stage and the reason for this is also because Yeah, the topic in all is very new. I think everybody knows this, but also you have state funded Institutions such as Fraunhofer, Max Blank and others and these are because they are state funded They will not change on the short term So you can we can do all kinds of research and discuss things But you cannot change these structures, which are probably even even more slowly changing than financial organizations in like the larger banks and therefore I think It's very important to discuss these topics But we should have in mind that these incumbents if we call it that way Are state funded and with this they cannot change I would say not in the next five to ten years Yeah, I'm from the Frankfurt School of Finance and Management from the business faculties in Germany So from the business schools in Germany, there are four hundred. We are among the top five now So it's a quite good university, but I always have to mention this because people don't know it We founded the blockchain center approximately two years ago over Christmas two years ago and Since that I think we work quite nicely. We have been the first University in Germany doing this with with quite some breath and now also others for example The mid-biter people are doing a brilliant job. They are also joining this game So you see here also that that research and also universities are joining this field You see quite much happening in all kinds of disciplines law business computer science And so on you see also here on the right hand side that what we are doing is not just Banking and finance. We are also working on topics such as industry 4.0 And the Internet IoT Internet of Things topic So it's quite broad and actually when I have to present ourselves very very quickly I always say that we are like found over Maybe you know and you know Fraunhofer Fraunhofer is an institute which provides consulting services Which provides a platform which also provides seminars workshops and conferences and we are actually exactly like them But of course much much much much smaller, but also much more focused. Yeah, but it's from an image We are not just doing research. We are not just doing lecturing We are more applied research similarly like Fraunhofer Yeah, so how how will blockchain change the way research will be done in the future and what is future I would say it's at least plus five years from now. Maybe plus 10 years We always have to this define it because I like all the token Stuff and the crypto economics, but it's we need quite some years until we get there and until these things will actually be adopted So if you have a look at how research is being done now I think nearly everybody in the room knows this you have the government who is paying money you have researchers such as PhD students professors Research groups and so on they are getting money and in between you have a research associations or research organizations such as for example universities German research Society DFG Max Planck and all these huge organizations and typically They cost 30 to 45 percent of the money So the state spends spends a 50 million and the researchers in total gets a 30 million because the structure costs money And with this you could now say that these organizations in between they are factually intermediaries Similarly like banks stock exchanges Similarly like platforms such as uber you know all these stories, but actually research So organizations like them are nothing else than intermediaries. They take money they are rooting it to the to the researchers and of course they need a share to live and they Like it. Yeah, they justify the money which they need for operations, which is absolutely fine Because they are selecting a research. They need to filter many proposals. So they are doing a good work You know, that's I have to say this definitely But at the same time the structure of course costs really a lot of money and in percentage point I would estimate it to be 30 percent or 45 percent. Yeah, there are studies out there, but it's the same with charity found Institutions you have now Christmas coming. You have charity Organizations you send 100 euro they should come to Africa and the structure costs say 20 percent or 30 or 45 percent Because the structure needs to be operated and I think blockchain will take some years, but it will change this Definitely, so how would it work? You all know this you have a blockchain structure in the middle It's the key here is the register function the register function provides the possibility to store Assets this can be of course Bitcoin, but it can also be the euro it can be tokens it can be ICOs whatever and this structure is nothing else than the new intermediary and If you now apply the logic from banks and financial organizations to research organizations, then you would now see these research Organizations very importantly not being replaced, but they have to change their business model similarly to banks We will also have banks in the future, but they are not doing the transactions This will be done by blockchain technologies, but they will provide a gateway into the blockchain and I would assume now that Organizations like Fraunhofer, Max Blank and all these large research organizations They should provide some kind of gateway into blockchain infrastructure for example for doing Filtering screening of research proposals and so on as they are doing it now, but the administration part You know like taking money rooting it to the researchers are then being Yeah, should be done from an operations perspective by blockchain technology I learned about this project yesterday. It's called blockchain technology research institute You don't need to note it down at this point of time because it's very very very small It's created by two three researchers in Frankfurt and they they would like to do independent research But they don't have money and therefore they have created their website and here you see how you can participate You can for example here send money to them and this is what you get you get tokens I would assume Nina maybe you can clarify this later on that these are donation tokens And and then there is some quite interesting law applying because you don't have these classical rules applying I'm not a lawyer, but according to two people in in law the donation tokens are very Fascinating so this could be a donation token and you see here what that what you get for your money You get independent research So you get also some basic results and you of course you get access to the research results And you get good karma and the question is now is this enough is this enough Actually, no because there are no transactions coming in so the point is here that you see that is an early Experiment which could work in the future, but probably what these guys are offering you can see it here It might not be enough yet because maybe you need to sell it more clear for example with access to data or access to other things To make it more plastic such that you can grasp it in a more in a better way And then maybe it would work in a better way, but fair enough these guys are doing this now since One or two months so time is very very early But I like the idea of just saying so hey we are doing research if you wish please send us your money But apparently so far it's not working yet. So in the future I Could imagine that it works like as follows so you have researchers on the right-hand side you have Those companies or organizations providing money on the left-hand side. They provide money and they get Results and data for it. Yeah, so this way we are like in the best of all blockchain worlds Which are which is about monetization of data. So you have data out there This can be monetized typically we talk about IOT sensors But you could also monetize the data coming from a PhD student who is writing his Research about a specific topic and then he is providing exclusivity for money for example And the money is higher when exclusivity is more strong for example, and there is a company here in in Berlin called Weave I think it's opposite of The river not far from here and they are doing exactly the same architecture in the IOT space They are providing a blockchain layer for data tokenization and data monetization Then they provide an IOT layer for connecting the physical world and the blockchain world and above all they have to a Data marketplace where you can sell and buy your data And I would think so but nobody has done it in detail that research in the future could work in a similar way So you would have something like an ethereum backbone for financial Transactions then you have an weave network protocol in a similar way, which is organizing the way research is being done you know milestones funding Mechanisms and so on and above this in yellow similarly you would have specific technical devices providing data But you could also have PhD students professors or research organizations which are then Working on specific tasks according to the protocol, which is organizing research I'm not sure if if there's so much work in this area probably some early startups But organizing research through protocols would be very very very fascinating But it's I think quite quite strong in the future and therefore the question would then be will Yeah intermediary such as Max Planck and so on will they become obsolete? I would say no because you still need experts for filtering and Screening start research proposals. I think this is very important. I'm not sure if this can be really outsourced to the crowd And therefore I think it's it's going a similar way like the banking industry where there for example the banks also need To change but they but they will survive more or less Yeah, so what do we need to achieve this? I think at the end of the day, of course you need as I said Specific protocols for research but underlying this you need to have money on blockchain systems And at the end of the day trip to currencies are not enough You also need to have the euro on a blockchain system and the reason for it is very simple because if the government Government spends money this money is being spent in euro and not in Bitcoin. So you still you definitely need to the The euro there is no way to simply operate this with ICOs Crazy trip to currencies and Bitcoin. So what I present to you now is coming I like actually from the financial world, but it's perfectly applicable also to the research area. So what you see here is Ethereum I have to clearly mentioned that Ethereum is just one word here. It could also be EOS. It could be an banking consortium or whatever But Ethereum is well known and therefore I have put Ethereum here So why do you need either because you need to pay for asset transfer? I think everybody knows this So once you want like to to transfer a specific amount of money You need to pay approximately one US dollar cent to get this transactions being done Alternatively you can pay for business processes. These are Called smart contracts. I think most of the people here in the room are knowing this and smart contracts are looking like follows So this is a very very basic smart contract for doing an Money transfer and I think research and the way research is being Yeah, put in a protocol in the future perhaps would also be organized in such smart contracts But I think this is a very very strong effort, which is very difficult project because you have to Yeah, reconcile many many many standards in the world to to arrive at one joint software code Which is then able to be a protocol for research But if this works you can then have ESE 20 tokens and with ESE 20 tokens You can create second-order crypto currencies on top of Ethereum Everybody knows this it's called ICO and if this works then people are now starting and I think this is getting really exciting They are starting to put traditional currencies on top of Ethereum. So you have the the project stars is which is now We are three four months old and they are putting the euro in an ESE 20 format And with this they have tokenized the euro, which means they are taking at this point of time 12 million traditional euro put it on an escrow account It's basically safeguarded by auditors and and the bank and in the volume of 12 million They are creating 12 million tokens of crypto euro and with this you now have the euro on Ethereum You stabilize the prices at exchanges at exactly 1.00 and then you have one crypto euro being equal to one Traditional euro and I think this is exactly what you need because this is the payment infrastructure You will also have to have in the research world. I don't believe in Coins and tokens for research funding, but you need to have to euro and therefore I think This goes into exactly the rate the same Direction people are also working on putting stocks and all kinds of financial Instruments on top of Ethereum and most interesting in the future. This has not been done yet But people are trying it you could also put research projects on top of Ethereum You put the milestones in a smart contract and you not just put one Research project on top of Ethereum, but you put say 50 or 500 Research projects on Ethereum and then you could ask people to invest or fund these research project Using the crypto euro on top of Ethereum. So this is the underlying Euro layer or Transactional layer you need to have otherwise blockchain based on or research based on blockchain will not work And the fascinating thing then is that you can exchange everything with everything a US person could invest US dollar into a German research project a South Korean state funding Organization could co-invest in the German University. So you have all kinds of people providing money and all kinds of research Projects consuming money and they would then all operate on the Ethereum platform So this would then allow some kind of seamless funding same with financial markets of all kinds of projects on one platform On a worldwide level. I think this is very important. There are no intermediaries. So no Fraunhofer and Max Planck institutes as we know them, but they would change their role being gateways and of course you would also have more easier reporting and so on and Similarly to the financial sector you would then have funds which are collecting stocks and providing for example a fund Which can be investing in say the all German companies and similarly you could now and that's getting really exciting You could now create funds for research and these funds are Sending money to all research projects in the area of say climate change And then all projects classified that way on a worldwide level would receive a specific amount of money by this kind of Fund fund which is sitting on top of the single research projects But this is probably even 15 years from now on. Yeah, and to close this short speech I would quickly highlight this initiative which we have started We we see that many many many tokens are being created. That's basically the vision behind this You it's not just ICOs. You also have the crypto euro. You have US dollars with Frank and everything being sitting on the blockchain in the future And as I said, it does not need to be Ethereum could also be EOS and Or an banking consortium You have thousands of stocks in the future on blockchain basis and also probably hundreds of thousands of research projects So there will be millions of coins as the CEO of Binance has said it there will be millions of coins And at the same time these token markets are lacking market standards And for this reason we are currently creating an association and I'm saying I'm I'm presenting this example because I think After some first weeks we have gained some positive feedback because we are setting it up like by definition as a non-profit Association and this makes it very easy for people to contribute Yeah So it's it's not an issue that people would like to contribute and pay say an annual fee of 50 euro or 100 euro But by really focusing on a non-profit character of an association People also feel that this is similarly to the open source approach making it broad very quickly And because with all what you see here on the slide you could have also formed a company But we decided to make a non-profit association out of it Yeah, and because there will be millions of tokens you need to have a unique identifier already now you have Bitcoin With multiple Appriviations some call it BTC others call it XTC and so you already already have confusion there on coin market cap The symbol is not unique. So you have a couple of coins which are using the same symbol. Yeah, this should not happen So we are providing or the association will provide an an it in number Which is providing a unique token identification number and it will also provide a classification framework There are many classification frameworks out there But so far there are not many people out there who have already classified 800 assets as we have done with the association. So we went through coin market crap kept from time Position one to position 800 and classified these 800 assets according to the classification and all this data will then be provided More or less for free in a database such that people can use it as soon as possible Why am I showing you this because it it seems to work and a structure like this could also work For pushing the topic of research in blockchain. I'm not jumping over this. I'm also jumping over this So what did we do here in in detail? We are saying that like others the classification scheme for tokens has four dimensions one is the economic purpose. So is it What is the reason of the token? Why does it exist then the second one is the technological center What's behind from a technological perspective? Then the third one is the legal claim. So in case you would have a research project focusing on simple donations Then you would not have a legal claim here and the fourth point is an industry classifications as we know it from existing stock markets So the economic purpose is split it as usual in three domains You have payment tokens which can be the Bitcoin which is an unpacked payment token or the crypto euro Which would be a packed payment token, then you have all the utility tokens That's basically the ICOs of the past 18 months And you also have an investment token. We did not call it security token because security token implies a local route in a specific legislation And therefore because so far we are focusing on the economic purpose We stayed away from the word security token and therefore called it Investment token there are not many out there, but you see already now that the number of tokens in this class category The categories called EP03 Is rising the technical setup at this point of time differentiates between native Infrastructures this would be Ethereum and Bitcoin and second order infrastructures, which would be ICO smart contracts placed on top of first-order structures Legal claim is fascinating because of course you have many projects out there where there is no claim This could be donation tokens, but also pure protocol tokens Then you also have some relative rights out there This would be the crypto euro where you have a right for the collateral Which is stored on the escrow account and in the future there might also be absolute rights tokens Yeah, this would be one Analyzes how Bitcoin is now classified including the the TCF classes as we call them And it shows now according to first statistics that the economic purpose is mostly utility tokens That's basically 18 months of ICOs being now through the system And now you already see that five percent are investment tokens even though they are not classified as security tokens mostly Yeah, so you see that some tokens are clearly investment tokens, but they worked Legally around the requirements such that they are utility tokens from a legal perspective You always need to differentiate the economic purpose and the legal situation and from a technological setup perspective You see here that like one third. That's yellow one third of all tokens are first-order crypto currencies That's Bitcoin, Ethereum and other networks and 57 percent are ESC 20 tokens So you see also here that Yeah Ethereum is the platform for ICOs. There is no other significant platform out there. Yeah with this I would like to close I hope I didn't extend the time too much And we do the questions later on, right? Okay, so note them down, please and Yeah, thanks very much. Thank you, Dr. Phillip


Suspense, here again to introduce Columbia's program, Suspense. Heading our Starring Hollywood cast this evening is Mr. Paul Lucas. And with him are Ms. Heather Angel and Mr. Bramwell Fletcher. Story by John Dixon Carr dealing with strange, very strange happenings in a London curio shop. And called Mr. Markham, antique dealer, is tonight's tale of suspense. If you've been with us on these Tuesday nights, you will know that suspense is compounded of mystery and suspicion and dangerous adventure.  And so with the performances of Heather Angel, Bramwell Fletcher, Paul Lucas as Mr. Markham, antique dealer, we again hope to keep you in. Suspense. This is the story of a man who commits murder and gets away with it. Does the idea shock you? Do you believe that justice must always be done? But let's be honest with ourselves. You and I needn't be cynics to know that justice is very seldom done. Innocence flinches. Guilt is childlike and bland. Innocence is imposed upon. Guilt can encompass all things, even a successful murder. And I know this because I was the murderer, you say? Oh no. Inquired Scotland Yard. I was the victim. In Barn Street, not far from Piccadilly, there used to be an establishment, which in a less fashionable part of town would have been called a shop. Under windows in letters and as discreet as a visiting card were the words Charles Markham, antique dealer. Such a delightful fellow, Markham. Such a character. Thirty years ago, yes, as long as that, this antique shop was a dingy place. Despite deep carpets and crystal chandeliers, it rustled with the ticking of a hundred clocks. It was shadowed by damson armor and the loom of tall tapestries. And late one summer night, when the shutters were long closed on those windows, a four-wheeler drew up before the door and the gaslight street. That's all, Caby. You needn't wait. Very good, miss. Good night. Good night. Must be here. He must be. I won't go back to that place.  Look here, old man. You needn't... Oh, I beg your pardon. And I beg yours. I'm not the person you were expecting, am I? No, madam. As a matter of fact, I was expecting a police officer. A police officer? Oh, dearly an old friend who often drops in for a talk and a drink.  Yes. My name is Markham. Can I be of any service to you? I want to come in. I want to buy a present for somebody. Really, madam? This is hardly the time. Yes, I know it's late, but... It's nearly one o'clock, madam. Surely tomorrow morning will be... That'll be too late. This is a special occasion. It's a birthday present. That's it. A birthday present. I've got to deliver it before breakfast. And Sir George Lytle says this is the only place in London to buy antiques. Sir George flatters me. Won't you let me come in? Just for five minutes. Well, under the circumstances, madam, I think it might be managed. Now, one moment while I put some lights on. No. Please. That one little light will be enough. But you won't be able to see anything. That doesn't matter. I'll trust your judgment. Just as you like. This way, madam. That noise! You mean the clocks, madam? There are more than a hundred clocks in this room. I'm very fond of them. Don't they get on your nerves? Ticking away together like a nightmare? Striking the hours together? They don't strike together, madam. When the hour approaches, you will hear a musical dim that lasts for some time. Might I interest you perhaps in a clock? No.  Now, all the same, this grandfather clock might amuse you. What about it? Observe the signature. Johannes Goodcarver, Lundini, Facet AD, 1752. You could see better, madam, if you raise that veil. I'll keep my veil down. Thanks. Just as you please. But look at the clock. I open the glass face like this. Then I push the second hand forward like this and... What was that voice? Already the clock, madam. Nothing more. The clock spoke? Clever, isn't it? The device of old John Carter. Anticipating Mr. Edison's grandfather formed by more than a hundred years. Oh, but you don't like clocks. No. May I ask whether the present is for a lady or a gentleman? It's for a man. Oh, has he some knowledge of antiques? Yeah. I mean... Furnisher, perhaps. Orcelin, bronzes, tapestries, weapons. He might be very much interested in weapons. Then I imagine his name is Mr. Ronald Gilbert. Now, will you tell me, Miss Ray, why you really came here tonight? So you know who I am. Naturally. You are Miss Judith Ray. And why did you come here? I wanted to see what sort of a man you actually were. Oh, and have you found out? No, but... But I won't go back to prison. I won't. Yes, you will. But since this to be a business conference, Miss Ray, and I imagine it is... Yes. Well, then suppose we go into my office here at the back of the shop. Will you proceed me? Thank you. Oh, you must excuse the dust covers I've put on the chairs here. I'm leaving for a holiday tomorrow, and the shop will be closed. Then I return next week. Miss Ray, I shall expect the amount requested. In cash, of course. But I can't raise two thousand pounds. You ought to know that. Well, your fiancée could raise the money, I imagine. Ron? Do you think I'd have Ron know where I've been? Or what I've been? It's better than having his father learn it, surely. I'll sit down, Miss Ray. I'd rather stand, thank you. Now, that's a very foolish gesture. But the ladies will do it. They think it gives them dignity and shows the disdain of the poor blackmailer. You see, I make no bones about it. I am a blackmailer. You seem rather proud of yourself. Why not? I am the one person in England, perhaps in the world, who has made it a large-scale business. Congratulations. And what is all life but blackmail? The child says, if you don't give me that, I'll scream.  Your sex, Miss Ray, are blackmailers from the cradle. You know, Charles Markham, I wonder... Yes? I wonder if anybody's ever hurt you very much. Hurt me? What do you mean? When you talk about the world and people in general, your face goes white under the eyes. You pick up that letter opener from the desk. Not a letter opener, please, Miss Ray. A Medici dagger. 16th century work. It isn't the money that really interests you. I don't understand.  You just want to torture people that you think you've been tortured, isn't that so? This is a very sharp dagger, Miss Ray. If I throw it down on the desk, it sticks. Isn't it so, Charles Markham? My motives, Miss Ray, aren't in question. I wonder... Whereas your motives are, now let me see. Ten years ago, in 1903, a certain girl called Letty Wilson, you real name, I believe, fell in love with a rather contemptible underworld character named Arthur Acre. Please! No humiliation was too great for her. She worked for him, lied for him, stole for him. I was only 18, I didn't know what I was doing. Now this girl, for a very shabby theft, was sentenced to three years hard labor at Holloway Prison. Five months later, she escapes from prison and disappears. All these years afterwards, she appears in the West End as Miss Judy Ray, a fashionable milliner. Haven't I made up for it? Haven't I? No. For one mistake. After ten years. It's the way of the world, my dear. I didn't create it. And I'm forgetting the best part of the comedy. This paragon of virtue next falls in love with Mr. Ronald Gilbert, son of Major General Sir Edmund Gilbert. Such a respectable family. Stop it, please! Then shall we say two thousand pounds? I suppose I did raise the money. I don't know how, but... I suppose I did raise it. Well? What guarantee would I have that you wouldn't ask for still more money? I probably shall ask for more money, Miss Ray. But that's my privilege as a Black Mirror. And... And I'm never going to be free of you. Is that it? Well, frankly, that's it. Ah, unless I kill you, of course. What if I did kill you? People have threatened it before, but they haven't meant it. Maybe I mean it. Well, we can easily test you out.   Like this. Be careful, Charles Markham. As a student of human nature, I'm curious. How much will you risk to keep this secret?  Yes. I think I have. What was that?  I said, what was that? That, my dear, was the front doorbell. Probably my friend, Inspector Ross, from Bigmore Street Police Station. Come in, old man. Come on in. Make yourself comfortable. I'll be with you in a moment. You wanted me to attack you, didn't you? No, I was merely curious.  Useless? Why? Because I shouldn't die. Don't talk rot. Oh, it's quite true. A man in my position must take certain precautions. If you killed me, I should be back to haunt you within half an hour. And I don't happen to be joking. Come in. Good Lord, Judith. Mr. Ronald Gilbert, as I live. What are you doing here? He hasn't got anything against you, has he? Speak up, Mr. Gilbert. Have I? The fact is, Judith, I... Look at him, Miss Ray. See how he changes color and twists his moustache and altogether resembles a boy caught in his mother's gem cupboard. Perfect picture of a gentleman being a gentleman. Look here, Markham. I'm not very clever. You can always make a fool of me when you start talking, so let's stop talking. I've brought the money. What money?  So you went to Ron, too. You told him about it. Naturally. If possible, always sell you wares in two markets. How much money? Never mind, Judith. I hoped I could do this without your knowing. How much money? Three thousand. It's all I could raise. Has he... has he told you who I am and what I've been?  I happen to be in love with you. I... never mind. Let's get out of here. Ron, it's no good. You'll only come back for more money. I know that, but what else can we do? Nothing, I'm afraid. Well, what's that knife doing there stuck in the desk? Nothing dangerous, I assure you. No? Merely a curio. I pick it up like this, I flip it down like this and pick it up again. Miss Ray was very much interested in the dagger. Now, may I have that envelope with the money, please? There you are. Take it. Thank you. As I explained to Miss Ray, I'm leaving tomorrow for a holiday, hence the general disarray and the dust covers on the chairs. But before my departure, I'm glad we could settle this affair, as you would say, like gentlemen. Before we clear out of here, Markham, there's just one favor I'd like to ask. Well, of course, old man, ask away. This is your job, I suppose. You can't help being what you are. But never again, as long as you live... never even say the word, gentlemen. Be careful, Ron. Look at his face. Tell me, Mr. Gilbert, how much money is in this envelope? You heard what I said. 3,000 pounds. Then take it back, my friend. I fanged, we can't strike a bargain after all. What do you mean? Just what I say. Here is your money. You will now oblige me, both you and Miss Ray, by leaving my shop. What are you going to do? Tomorrow morning, perhaps even tonight, I'm going to get in touch with the police and I shall tell them where they can find Letty Wilson, alias Judy Thuray. You can't do that, Markham. Oh, yes, he can. You've hit him where it hurts. 3,000 pounds, my friend, is not enough compensation for the way you talk. There is a way through the shop. Shall I escort you to the front door? No. Oh.  You're not going to tell the police, Markham. I promise you that. And how are you going to stop me? Yes, wrong. Put that gun away. It's a funny thing, Judith.  But now I've got a use for it. Oh, yes, I've got a use for it. Maybe the best thing would be to go into the street now and call a policeman. You will never get into the street, Markham. Are you following me into the shop? Yes. So, both of you, it appears, came here on the forced pretenses. You said you wanted to pay me some money. I'm still here, but you've lost your chance to get it. And you're our dear Judith said she wanted to buy a present for you. I showed her this grandfather clock here, this talking clock. Don't go a step beyond that clock, Markham. I warn you. Nonsense, old man. You wouldn't dare shoot. Wouldn't I? No. And I'll call your block. One step. Two steps. John! I know you're a whole silly tribe, my friend. You wouldn't risk it. No, you wouldn't. What's happening to me? Don't try and grab another clock, Markham. It won't save you. You wouldn't risk your life. You wouldn't risk your family position. You wouldn't do it. I had to do it, Judith. Don't you see, I had to do it. Did you? Is he...? Oh, yes. Yes, he's done for. I tell you, I had to do it. Shh. Keep your voice down. Why?  I wonder if anybody in the street heard it. You mean the police? Yes, John. What in heaven's name are we going to do? Steady, steady. We'll find a way out. Maybe he's not dead, Ron. Go and look at him. He's dead, all right. Please, Ron. Go and look at him. Well... Shot through the heart. The bullet went clean through him and smashed the face of the grandfather clock. That's all I can see in this dim light. This isn't happening to us. It can't be happening. I've got to think, but it's hard to think. You see, Judith, I'm not in a rage any longer. I'm just numb and a little bit scared. You're not going to give yourself up. And have this whole thing made public not likely. Wait a minute. There may be a way out. What way? He said he was going for a holiday. Remember? Well, I suppose he did. That gives us time. It means his absence won't be noticed. The shop will be closed. Nobody will come here for days. And certainly nobody will come here tonight. And... What's that? The police officer. I forgot the police officer. What police officer? A friend of Markin's. Inspector somebody or other from Wigmore Street. He's inspected here tonight. Then and then we're finished. No, Ronnie. We're not finished. He can't see anything out there. The shutters are down and the door is covered. Could you... Could you pick Markin up and carry him? Yes, yes, I could. Why? There must be a back way out of the shop. Probably in the office. Hurry, Ron. I don't like to touch him. Hurry, Ron. Please. He's as heavy as a sack of meal. He seems to be looking straight at me. I know. Everything here seems to have eyes and move a little in the shadow. Can you see the expression in Markin's eyes just before you... No, no, I didn't. He seemed to be looking behind us or beyond us. I don't know how to describe it. And he said something too that scared me. He said he couldn't die. He's... He said... Close the door, quick. This police officer, Judith. He can't get into the shop, Kenny. Of course he can. The front door isn't locked. That's true. What's wrong with me, Judith? I came in there that way myself. And there's no time to lock the front door now. I only hope this through the back way. I thought I'd seen a back door and... There it is. Just a minute. I've... I've killed a man. That means I'm a murderer. A fraction of a second. One tick of a clock in there. And you change from an ordinary happy person into... into what I... Well, Judith, well... I'm sorry, Ron. The door's locked. Isn't there a key? No. Maybe in his pocket's on a key ring. There isn't time, Ron. I think I... I heard the front door open. Our visitors coming in. I've got it. The dust covers. What? Those white cloths. The cover that's fit over the chairs. Look at them. What on earth are you talking about? We used to play a game when we were kids. Somebody sits in a big chair. You know, you fit the dust cover over him. And nobody can tell he's sitting there. Don't you see, Judith? That's how we can hide Markham's body. It might work if there's time. There's got to be time.  The wing chair. All right. Maybe there's a chance. I'll fit him into it. Arms along the chair arms. Feet pushed back.  Don't let it touch his chest. The blood will show through. There. That's got it. You can't see anything now, can you? No, but, Ron... Well? What did you do with a gun? The gun? The gun you shot Markham with. Oh, Judith, I put it down on the floor when I picked up his body. Out in the other room? Yes, yes, I'm afraid so. And it's too late now, Judith. The police are here. What are we going to say? I don't know. Trust your wits and try and brazen it out. Yes? Come in. Good evening, Miss Ray. And good evening, Mr. Gilbert. Charles Markham. You're Charles Markham. Correct, Miss Ray. Why should that surprise you? Why do you look as though you were seeing a ghost? Because we are seeing a ghost. If you're Charles Markham, whose body is... Judith, be careful. Body, Miss Ray. Did you say body? Miss Ray is upset. She doesn't know what she's talking about. If you killed me, I should be back to haunt you within half an hour. That's what he said. I tell you, Miss Ray isn't herself. She had bad news today. A relative of hers died. I've been trying to make her feel better. Indeed. Do you think it would make her feel better to bring her here? I don't understand. My dear sir, you are very welcome. But the situation is surely a little odd. I come in here and find you two looking as guilty as a pair of murderers in my private office in the middle of the night. There's nothing odd about that. I wanted to buy Judith something. It's one o'clock in the morning. Yes. Why not? Well, may I ask how you managed to get in? The front door was open. We just walked in. If you wish to buy something, why not stay in the showroom? Why come to my office? Well, hang it all. You don't think we wanted to steal anything, do you? Well, that thought did occur to me. You see, there was nobody else here. There's nobody here, Mr. Markham. Not a living soul. Then you didn't meet my any chance, my brother. Your...your brother? Yes, my brother Robert. You couldn't have mistaken him if you had seen him. He looks so much like me that few people can tell us apart. So that's it. Poor Robert often deputizes for me. He's learned to act like me, think like me and talk like me. But he doesn't like the work very much. Of course you know what my work really is. Is...is this part of the game? Are you...are you trying to play cat and mouse? Robert is an idealist. He thinks poor fellow that my profession is beneath contempt. But he acts the part and acts it well because I pay him. And I find it useful to have a double who will run risks for me. What have you done with his body? We...we haven't done anything with him.  You don't see him here, do you? No, but I see his handiwork. Meaning what? I've warned him many times about throwing a knife down on a polished desktop. Those scratches on the desk are fresh scratches. Of course, if you give me your word of honor that he's not here. Of course, he's not here. Well, in that case, all we can do is sit down and make ourselves comfortable.  What's wrong, Miss Ray? Why don't you sit down? Because I...I prefer to stand, thank you. Then perhaps you won't mind if I sit in the wing chair? It's a very comfortable one. My brother always... Don't...don't sit down there for the long... Oh! So that's it. Yes. That's it. It is rather a thick chair. I press against the dust cover and blood comes through. I lift the bottom of the dust cover and... What's the use of going on with this? I killed him. You admit that? Yes, I admit it. But Judith had nothing to do with this. I swear she hadn't. My telephone you notice is against the wall. I shall have to turn my back to you when I ring. Ring? Where? Bigmore Street Police Station. Oh, no. Give him a chance. Please give him a chance. Hello? Hello, operator. I want Region 0586. I won't. It's no good, Judith. I killed a man. I meant a Kevin. That's all there is to it. A very sensible attitude, my friend. And if the lady has any idea of flying yet with that knife, just notice what I've got here. A 32 revolver. One chamber fired. Picked up of the floor in that room where... Hello? For the last time, Mr. Markham. Won't you give him a chance? Be quiet, Miss Ray. May I speak to Inspector Ross, please? Inspector. Got it in one, Inspector. Charles Markham here. I understand you are going to drop in and see me tonight. Oh, I know. Oh, why not? Anything wrong? Well, that's perfectly all right, Inspector. Because actually I rang up to make sure you wouldn't come here tonight. You see, I've got a lot of work to do. And I'm leaving for Eastbourne early tomorrow morning. Let's make it some other time, shall we? Oh, glad to. Hello, Inspector. It's as quiet as a grave. I've never known a more peaceful night. Goodbye. Why did you do that? Now, please, don't excite yourself, Miss Ray. Didn't you hear what I told the Inspector? Yes, but... is this some more trickery? Trickery? How can it be? I don't know. That's what I'm asking you.  You're not doing this without a reason? Naturally not.  I might not want my business dealings revealed in court. What are you driving at? And has it also occurred to you that a man's double who looks exactly like him and shares all his secrets may become a danger rather than an asset? He knows too much. He wants too much, and so... I think I understand.  Not glad, my dear. You've shocked my brother with feelings, but definitely relieved. Look here, you can't get away with this. Get away with it, sir. Aren't you forgetting that you are the murderer? Then what are you going to do? Now, it is very simple. We three, in an unholy partnership, will dispose of Robert's body. But would you rather head? He's got us wrong. There's no other way. But how can we dispose of the body? This seems worse than killing him. It's filthy, cold-blooded, practical necessity. And as for disposing of the body, nothing is easier. We shall simply gather them. And so, as I said before, this is the story of a man who commits murder and gets away with it. Now, Ronald Gilbert looks back across the years and is still firmly convinced of his own guilt. But, of course, Gilbert never shot anybody. I was the man who committed the murder. Don't you remember? The bullet that killed my brother is supposed to have passed through his body and smashed the face of the grandfather-cluck. But that's an impossibility. The face of a grandfather-cluck is much higher than the heart of a man. You see, two shots were fired at the very same instant. Gilbert missed and smashed the clock face. I fired from the door of the office and did not miss. That was why my brother looked past those two. I went out by the back door, locked it, and reappeared at the front afterwards. It was not Robert Markham who died. I am Robert Markham. It was Charles who died that night. And I killed him to stop forever the wholesale blackmail that was poisoning the lives and blasting the hearts of a thousand half-craced people. His records are destroyed. His correspondence I burned. He is dead and gone. I have assumed his name and identity ever since. I committed a murder. And yet, if you sat on a jury, dare you say that you would condemn me? Come now. Would you? And so closes Mr. Markham, antique dealer, starring Paul Lucas with Heather Angel and Bramwell Fletcher, tonight's tale of suspense.  The producer of these broadcasts, William Spear, with Ted Bliss, the director, Lut Bluskin and Lucian Morrowick, conductor and composer, John Dixon Carr, the author, collaborated on tonight's suspense. This is the Columbia Broadcasting System.