Ok, so now the next question is what is chemical reaction engineering? Chemical reaction, Ok, we will abbreviate. Yeah, this is a wonderful question. Do you have any definition for this? What is chemical reaction engineering? That is what is chemical reaction engineering. Yeah Ok, I mean because you know some of these things we know, Ok, but we do not know how to explain, right? That is exactly like love, right? So similarly chemical reaction engineering is not so bad, but the definition itself is in the title, chemical reaction engineering, Ok. You are engineering the chemical reactions. That is what is the good definition. But again unless you do not know what you mean by engineering, you cannot explain further, Ok. And I do not know some of you would have seen, there are many books, new books coming in chemical reaction engineering, one of the books they I think by Schmidt, S H M I D T. What is the title of that book? You have seen that book? Yeah, excellent. That is engineering of chemical reactions. And really that is what is the true meaning. And I really appreciate the name itself, who suggested. Do you know who suggested that name? In fact that is one of the latest names in chemical engineering. By the way, unit operations who suggested the name? Yeah, it is Arthur D Little that you should know. I think you have to make note of that. This is Arthur D Little. After giving the definition, Little has become really big. Arthur D Little. But before him there was another person called G A Davies, Ok. This Arthur D Little can you guess which country? I do not know. But how do you know the name? In memory, you searched and then got it. He is from U S. Actually the idea came from Davies where this Davies was in U K, when was that, in 1860s, 70s. So he was a factory inspector. Actually he was the first person who gave a course in chemical engineering, Ok. That was I think 1897, 1895 at that time, 18, Ok. So at that time, when he was a factory inspector, you know, even at that time there was lot of pollution, particularly from sulphuric acid industries, chloralkali industries, lot of chlorine is just used to come. Last of sulphur dioxide just used to come. So that is why U K Government appointed him as a factory inspector, where he has to visit all these factories and then try to find out how to reduce the pollution. So when he went and visited various industries, he found something common among all these industries. Whatever industry he goes, there was fluid flow, right.  That means different forms of, you know, even condensation is a kind of heat exchange and normal heat exchangers. So all kinds of heat exchange equipment, right. And he also saw distillation columns. But without knowing all that names, they were doing the distillation they know. But I think, you know, that unit operations name was not there at that time. So he recorded all that, now instead of teaching, you know, before that, how they were teaching chemical engineering was by industry wise. That means chemical technology, pure chemical technology was at that time. You take one industry like lower alkali industry and then discuss in that, the various chemicals, what is the production method, what are the temperatures, what are the pressures, like our chemical technology, they used to discuss, okay, in applied chemistry departments. Chemical engineering departments also were not there at that time. I am talking about 1800s, 70s, 80s, 90s at that time. So then he said that there are many common operations and that common operations are, he listed them and he gave a course, I think 12 lectures. I want to get the original lectures but I am not able to get the original lectures. And he taught them saying that, okay, now instead of telling about particular industry, particular chemical, now let me talk about general operations, like about fluid flow. And you know, materials of construction was very seriously taken. When we were doing our B-tech, materials of construction, one or two courses we had. Ranganathan, you also had? Yeah. But now that has gone, I do not know whether you have taken materials of construction. And plant utilities, there was a course, some universities still follow, very old universities still follow that, plant utilities. And there was one or two courses on plant utilities, okay. So he gave that course and then U K, U S people came to know that, okay, in U, in U K, this kind of teaching is going on. Then Arthur D. Little found out that, let us give you a name for these Kamar operations and he said, unit operations, what a wonderful name, okay. So now under unit operations you have distillation, extraction, crystallization, I mean of course heat transfer, all these operations will come. Then beautifully, Meccaib and Smith used that title as it is, unit operations in chemical engineering, that is the title of the book, no? Yeah. Similarly in 1957, that was very late in fact, chemical engineering is almost established a little bit but still chemical reaction engineering was not established. Yeah, 57, there was a conference in Netherlands where the title of that conference was chemical reaction engineering. And they wanted to concentrate only on reactions. And you know, in unit operations all the focus is on separation or mass transfer, heat transfer, that kind of thing. There is no chemical change, only physical change. So that is why all unit operations deal with physical changes. Then they wanted to know but can you also have a separate course on reactions, till then reactions were not very seriously taken. They do not know how to find out for example kinetics. But approximately they know that this is the temperature, this is the pressure, this is why applied chemists, you know that exploratory research, I told you. Exploratory research is by trial and error. So through that they know, this reaction will have this kind of temperature, this kind of pressures, this kind of equipment we can use, all that they have fixed it. But it was not a science or it was not even engineering. I will also tell you what is the difference of the science and engineering, right? So at that time, the name of that person was J C, I think, Fluctor F L U G T E R. Not, I mean, we, in Europe that V is called as F, F, okay. Fluctor, I think, yeah, J C Fluctor V L U G T E R, yeah. He was the person who gave this name for chemical reaction engineering for that conference. And they wanted to discuss in that conference as Ghani said, you know, Abdul Jawa was telling that, you know, all the things, how do you design the reactors? What is the information required for reactors? So all that proceedings, that first conference proceedings is, okay, had been published in chemical engineering science 1958, 1958 edition. In 1958, you know, there are many issues, may be I think some 8 or 6 issues or so. I think I am not talking, I am talking only in English, no? There is a journal called Chemical Engineering Science. That started, I think, in 1953. That is the first volume, no? 51, 53 is second, third volume, yeah, okay. So 1951 it started, this chemical engineering science. So in 1958 volume, because per year we will put all the issues in one place and then we call that is volume, 1958 volume. Complete all the papers that have been published in that conference or discussed in that conference, they are there in this volume. And 1958 volume is available in our library also. Now online also is available. Simply go to science direct and then open chemical engineering science. Go to 1958. I think if I am right, may be June edition or July edition. I am not very sure but you can check it, okay. Yeah, so there he has given that name. What a wonderful name you are engineering the chemical reaction is. What do you mean by engineering chemical reaction? For this you should know the difference between what is science, what is engineering and what is, what is the next one? Technology. These are the words very frequently we use without knowing. I will tell you another nice thing. You know when you want to join for engineering, what is the examination you write, some entrance exam, may be JEE or may be every state has their own set, K set means Kerala set and you know I think M set and I think in here T set, 10 sets. So all sets only but different examinations are there. So what are the subjects you choose for that examination if you want to become engineer? Maths physics chemistry, right. So once you pass or once you get good rank in that then where do you go for engineering? You go to some engineering, right. And at the end what is the degree you get? Did you read your degree? Bachelor of Technology. Did you ever thought what is the connection? What is this here? We have written only entrance examination as maths physics chemistry. Then someone told that okay you join chemical engineering or mechanical engineering or civil engineering. Then at the end we are getting only Bachelor of Technology. Where is the connection I say? Do you know the connection? Even after M Tech do you know the connection? Forget about B Tech. You never thought about that no? Fundamental questions I say. You should question all this yourself that why I am here. So why I was born only to these parents, why not to Ambanis or someone else? Okay so then very happy you know always flying and beautiful houses. You do not have to do anything, okay. Take over your father's business and already you are rich. You do not have a way to keep your money. You can sleep on currency, eat currency, sleep currency. So all beautiful things, no? But anyway it is unfortunate, no? Okay good. Anyway we do not have choice but we are happy what we are. So that is the kind of basic questions you know. I do not know any one of you thought about that or if you thought just raise your hand it is very good. You thought about that what is the what time now or earlier? Before, okay. Yeah that is very good. That kind of thinking is required, right? Then what is the difference I mean anyone has been exposed to what is the connection or what is the definition of science, engineering and technology. Some teachers would have told you. People like me I think there are people who will not talk about many things, okay. And which is important. I know it is not that I have a beautiful quotation where I think they write that they are an excellent teacher. Not only teachers is a subject but he teaches an approach to it. If you want to get that approach to a particular subject you need many, many general things otherwise you never see the approach. I could have finished 50 percent of the syllabus by the last two weeks if I started straight away, okay, first order reaction, second order reaction, third order reaction. But no, I think you need this kind of background. You need this kind of seeds in your mind. That is mind clearing in fact. You know before putting some other data, if there is useless data you delete all the data, no? Cleaning. So all the wires you know should be cleaned, our hot disk. That is what the thing which I am trying to do now, I am trying to clean your hot disk. Except chemical engineering knowledge there should not be any other thing in the mind, okay. So that is why. You know one of the definitions given is application of science is engineering and application of engineering is technology. But if I ask you explain again you cannot explain, correct, no? Yeah, shall I write that? Application of science is again small, abbreviation, engineering. And application of engineering is technology, okay. In fact technology is the highest form. But unfortunately without knowing any engineering, without knowing any science you can become a technologist. However, yeah, we have been doing. I think human race started doing for long time, okay. They constructed beautiful forts, beautiful houses, beautiful temples, beautiful, all beautiful churches are mosque. I think wonderfully they have done without having a engineering degree, civil engineering degree, right. So they are the people who are technologists. How do they know feel? And we also know medicine. In villages and also of course everything was village only long time back. So in villages there will be a doctor. And he will know, somehow he developed that kind of knowledge. But there were no MBBS at that time. There was no MS, okay. But still they could. And I will also tell you how do you produce bricks, okay. Before going to bricks, how do you produce curd in your house? Okay, your mother knows, very well, right. What does she do? Yeah, but no, suddenly she will not take, no, first step is not taking curd and putting where? In the mouth or somewhere, yeah. Yeah, the first thing is to find out where is the milk. Take the milk and boil it. Why should you boil? First thing is a question, yeah. Where should you boil? Pastry session. Danya? Pastry session. What? Pastry session. What is pastry session? To kill micro-organisms. To kill some other micro-organisms which should not destroy the curd making micro-organisms. So that is the reason we boil. And then after boiling she knows, I think now always weasels, you know, in always now kitchens only weasels have come. First weasel, second weasel, third weasel, okay. Because of the pressure cookers and all that, yeah. All whizzling only. Cooking means now whizzling. So anyway, I think, you know, she knows when she has to stop that boiling, then what she will do? Immediately we add. Cold, cold, cold. Yeah, why you cannot add immediately?   They cannot take, you know, like asking, you know, putting, someone coming and putting us in a furnace at 100 degree centigrade. That is all, we are out, okay. Yeah.  So that is why she cools. It is not sudden cooling. She will not use brine with minus 5 degrees and then suddenly cools. She will wait patiently. And then every time she goes and touches the surface of that container. And when she touches, she knows what is the temperature, right temperature. At that time she puts a day's curd or a day's buttermilk where there are micro-organisms, okay. And then her duty is over. Now it is micro-organisms duty, right. Then after, after maybe 6 hours, 7 hours, 8 hours you will get beautiful curd. You know how to eat curd. But I think how much technology is there inside because without having any degree, she does not know what is biochemistry, you know, mothers, okay. Yeah, she does not know what is heat temperature. Still she boils, right. She boils at what temperature? She never measures the temperature, correct. She never measures the temperature. So she knows that when it is coming, you know, that the milk will come up with a lot of foam and all that. So once or twice she will say and then switch off. Then she waits. So like that, you know, generally she may try to stir a little bit in between but that is also not required for liquid, right.  So actually mother is an excellent technologist. Really, without knowing anything, she can cook food. And I told you, last time also mother's food is the food. Life long you can eat. But if you go to Tiffani, it is 2 days maximum, okay. Third day you will say that go to hell, we will go to some other house, okay, some other place. That is all. You see the appreciation for the mother. So that is the kind of technology what she developed, okay. Now technologist is one who knows how to make things by finding out some right conditions. May be temperature, may be pressure, I am talking about our, you know, chemical technologies. You know, we have chemical technology, for example, fertiliser technology, rubber technology, polymer technology, cement technology, right. All these things have been done even when there is no chemical engineering. How they are doing? By trial and error, may be 50 years, 60 years, 70 years they could have spent time to come to those points. And then after you stabilise for those conditions, then transfer of knowledge is very easy. You train him, you know, to maintain these conditions and next person will come, he will train other people. So like that it goes. That is what is the technology which we think is the lowest but that is not correct, right. Yeah, so that is one thing, even brick also. Brick, how do they make bricks? Because most of you are only born in cities, you may not know, I think you would have never seen also brick kiln, I think, how they make. But if you go to village sites or suburban of any cities, you will see lot of brick kilns. They take mud and they do not take whatever mud is available. They will take mud with some sand clay, with some percentage of solids, that is also very important. But they never measure. But they feel, the moment they take mud into hand, they will tell that whether it is a good brick or bad brick. It will become a good brick or bad brick, Ok.  Then they will make it as a paste. How do they make it as a paste with legs most of the time? That is the technology. Actually these are the mixers. Correct, no, like this, like this, like this, like this, you do all the time, Ok. So then they mix it and then they know the right consistency. They would not put more water, they also would not put less water. Less water also is difficult, more water also is right amount. Then they take the molds, big molds. Then they just paste it. Just pour it and then make level and then remove it. But again that leveling is not that all of us cannot do.  Otherwise you will not get again right brick, the strength will not be there. So then what you do, drying. The drying, natural drying, you know, solar drying, right. After solar drying, then if you use the brick, then again if rain comes, it will dissolve. So that is why they have to centre it. That centering is done in kill. Then you will have the strength, you know, the bond between all those particles, mud, all that, that becomes very, very strong. Ok. But where is engineering and where is technology here? I mean where is science here? And when mother does this I mean curd, what science she is using? What engineering she is using? Now I will ask a question. Mother does, what is the scale? Scale of her production of this one curd? Maximum 1 litre. Maximum 1 litre. Or if some guests come may be maximum 3 litres, 4 litres she can go. Now ask her to try 100 litres. Impossible. She will run away. That is where chemistry stops. I told you, then engineering starts. Ok. Yeah, I mean, not exactly chemistry there I am telling. That is where, because you know scale up, because now we are talking about large scale. Now we have 8000 students in the hostel, not even 8000, I think 7400 students. Now we want to make curd for 7400 students. How do you make it? As chemical engineer, what do you do? And you know that every student will eat may be 300 ml of curd. 300 ml is too much. Ok, 100 ml. 100 ml of curd. And I do not know, many North Indians may not use the curd but South Indians end point is only curd. After curd only they stop eating. Till then they keep on eating. Either curd or buttermilk. And recently I went to some tour, you know, to Leh and Ladakh and that area. So I think, in North India I think from Delhi onwards early morning they start with the curd. Ok, many people you know, they have aloo paratha. Aloo paratha, then we asked how do you eat? What is the other side dish for this? They say achar. I did not know what was achar. Achar was prickles. Yeah, I mean mouth watering, it is good. Very tasty. So this achar with curd, what a wonderful taste. It is a wonderful taste, I tell you. Very good taste, I liked it. But unfortunately this side we cannot make that kind of beautiful aloo paratha. Problem is, I can guarantee that health will be spoiled in 2-3 years. Ok, so if you eat, you will eat that. Yeah, because achar is very bad because there are tons and tons of sugar, salt. Salt is always bad for the thing. And then of course they also put lot of oil to make aloo paratha. And curd also is bad. I think actually curd is not required for human beings, I tell you. Ok, it is not required at all. I have separate theory, when I have separate time we will discuss about that particular thing. So anyway, so the curd is the large part. We know 100 ml per each one. And you know 8000, 7000 students. And approximately you can calculate. And now that much milk you have to boil. How do you boil? Now engineering comes. First of all you have to take a big vessels. Ok, you can also make a choice whether it is continuous boiling or it is batch boiling. Ok, food normally continuous food cooking, I think some 15-20 years back I thought we cannot have a continuous rice cooker. That means you feed at one point rice and other point you should have. You know that, yeah, this is grains and that is cooked food. Ok, but there was lot of, it is not that easy to do that. Why? Because I have to maintain very clear plug flow. That I will discuss later what is plug flow and all that. So that is why either continuous system or batch system, that is why most of the time in all cookings you go for batch. What a wonderful concept. Without knowing what is plug flow, they used batch cooking. In batch cooking every particle will stay exactly same time. Because you are not allowing no, you are allowing 10 minutes cooking means 10 minutes, all the particles are there. So uniformly cooked. If you allow them to go, flow there may be small particles which may come faster. There may be large particle, you know same rice you never get. Even the best basmati you take, I think nowadays I think basmati is coming almost 1 inch long I say. I think I do not know how do you put it inside. So that one when it is flowing, shape factor is very bad. The flow, fluid mechanics I think you will not have that kind of nice flow for this kind of particles. Ok, anyway so then either batch or continuous you have to choose and you cannot simply boil it because there is a large amount of milk in that vessel and when you boil which portion, which part of the vessel will get first heat, bottom and sides also if it is metal. Ok, so then when you are boiling this, then the top liquid will not get sufficient heat. Right, so then if you are, when you are continuously boiling, then milk will get spoiled which is very near to the surface. So it will become charred. So that is why you need stirring. Then only you will get uniform heat for the entire, for the all milk. So now that is an engineering principle. How do you supply heat for this vessel is an engineering principle. All these were not there when mother was doing it. She knows how beautifully it can go and she knows what kind of vessel she has to use. Ok, normally we never use for boiling of milk, any mud vessel mud vessels are there, pots. We never use, do you use? We use only metal, why? Heat transfer is good. See all these things they do not know but they still do it.  So like this now, curd making itself you know engineering automatically comes into when you are thinking on large scale. So now what is engineering then you have to learn what is heat transfer, how do you supply this heat, what are the equations required if you want to raise the temperature from room temperature to 100 degree centigrade or may be 80 degree centigrade for milk, how much heat is required, all that calculations will come. Those are all engineering principles. And now you stir it. What kind of stir is required and how do you stir this, you put people and then make them like this or you put a motor and motor is connected to the electricity all that you have to discuss. And when you want to design actual mechanical stirrer, you need again that information. That is why you have to go for again mechanical operations or fluid mechanics, wherever you are taught now this agitation and mixing and agitation. There is a chapter, no? Yeah. So all that. That is what is engineering. So now we know what is technology and what is engineering. That means engineering means I am not describing in terms of words but the moment you come to engineering, you have to now use really equations to calculate something, to find something, okay. And if you are really, okay, then science will come, same example I can tell. Now how much time it takes for curd to finally come? 6 to 7 hours. Now you want to make instantaneous curd. It is not 6 to 7, you do not have patients. In 10 minutes you should have curd. What do you do? What is responsible for curd making? Converting milk into by the way, is it chemical operation or physical operation? Very good. It is chemical. Why? Because the starting material and the final material both have different properties, okay. It is there, okay. So that is why we can, this one has a type of chemical reaction, okay. So what was the question I was asking? How quickly you can increase the rate of reaction? Earlier it was 8 hours. Now you want only 10 minutes. What do you do? Yeah, one is to find out catalyst. But catalyst for what? Where do you put this catalyst? Because we know that microorganisms are responsible for conversion. So do you put catalyst into the microorganism? Yes, you have to put. Really, it is yes you have to put. How do you put that? Change the genes of that microorganism. That is what is science. That now you are really talking about science. You know now no technology, engineering and if you want to go for science now you can go to that microorganisms, look at the microorganisms and then say that, okay, now you are taking 8 hours. Now I will change you to some super bug, okay, where you can convert the milk into curd in 10 seconds. That is what Hitler tried to do during second world war. He wanted to change people, okay. So he was telling that Aryans are the best people and all that, you know, at that time. So he actually separated the best German boys and best German girls. They have to get married and they have to produce children. Okay, so the best breed when he has chosen, now the children automatically will become very, very intelligent. That is what he tried but unfortunately that experiment was not succeeded. But that is what, that means he did not at that time deen sequencing all that, okay. So that is why one of the simplest one is, you know, when you get married and then when you have children what is that you are doing? This nature has chosen all the living beings only to propagate their own species. We are here not to do chemical engineering. Yeah, exactly really, okay. And not to do any job. Our job is only to produce children, right? No, that is what is the, realize the nature of this planet is that. We do not have to be ashamed of that. Otherwise that species will get extinct. That is why you take anything which has got life even trees. You know, one tree, why should it produce thousands of fruits and within one fruit again thousands of fruits, what is the reason? Nature wants to maximize every species in its own way to propagate. And if you see really nature, I mean I really like it. There are, you know, different shapes of fruits, right? And different construction of fruits.  Why should we have? Simply not to remove and then break to God. That only we know for coconut, okay. It is not actually true. Because unless, you know, it is changing its density by putting that extra thickness as pit. That thick, you know, the other one comes as pit. That one, how does it change the buoyancy? Because if you take inside shell that density is different. What will happen if you take coconut after removing all this pit and put in water? If it goes down, it cannot propagate its species. So that is why what it does is it, you know, nature has already constructed that extra pit there so that it floats and goes from place to place. And most of the time the coconuts, they come wherever there is large amount of water. Large amount of water. I think that is beautiful place for them is large amount of water. Okay. So then it goes and then wherever there is a place and then it stays there and then automatically it will get germinated and then another coconut will come. So everything, every fruit, you know like another thing, cotton. What a wonderful mechanism for that. Now cotton seed is there and then the cotton has beautiful fur coming there and you know again to buoyancy to make, you know, lighter so that it floats in air and then goes and falls somewhere and again it germinates there.  Like a stick, very long stick like, you know, drumsticks what we eat. And you see the drumstick at the end it is very sharp. And why you know that sharpness? The same sharpness also is there, these mangroves where near the seas and all that. So near seas what will happen is, you know, what is that so tied and low tied and high tied type, okay. So there is, you have slushiness in the at that place. So now this once it is ripe, this fruit will simply fall and the sharpness will just go and then that will just stick to the slushy mud and that will germinate there. See every tree has a wonderful story. So that is what is the nature's propagation. That is why you know, our job is only to propagate. In fact we are not listening to nature. That is why we have all the problems. If you listen to the nature I think the planet will be excellent, no sustainability because you are designed by nature only for sustainability.  Really really I tell you, we think that we are very intelligent and then we create all kinds of materials that create pollution. That changes the institution of the atmosphere, okay. So that is why I think given a chance I want to go to that 10 million years before how people were there, okay, without technology and all that. That is what is sustainable. Okay, anyway. Good. So now that is what is the science I was trying to do, I was trying to tell you, if you want to change the genes of this microorganism and then you make them a superbug where its duty is only to convert milk into curd. So like that you take any process, catalyst, by talent error you found out that you have some catalyst and that is working. But now science will tell you now what kind of surface you need for very good reaction, what kind of orientation of these molecules and how they have to go inside and then sit there and then get converted. In fact what is happening is the molecules will break into, you know we have the theory, the molecules will go and get adsorbed and after adsorption it breaks into different compounds, intermediates and those intermediates and again come together and for breaking you need some energy, that is what we say activation energy, right. So if you reduce the activation energy it will quickly break. So now when you are talking about science I told you know that Airtel, E-R-T-L, okay, I do not know how many of you have seen that. He has done that, what kind of surface and surface what is happening, what is surface phenomena required for catalyst and all that, so that your catalytic reaction must be somewhere it was minutes, now it should be in seconds, so that is what is science. Now I think at least you have an idea what is science, what is technology and what is technology, what is engineering and what is science. Science is the highest form where it does not care about the applications because when you are trying to change the genes you know genetic engineering started because of this. You have the bugs already available, nature created them, you take one of those the microorganisms and try to put some other genes there so that you will become very, very active. That is what what I think, theoretically we can also be changed. There are many science fiction movies where they do the experiments and then they want to try to make super human beings, super man and all that, then finally they become Frankensteins. Really I think Frankenstein experiment failed, they want to produce actually the most beautiful person on the intelligent everything, intelligent person but finally the experiment failed and then Frankenstein was created. Frankenstein was the devil, very acquired and all that. So that is what science is the highest form without talking any application. They want to know just okay, how do I change this bug genetically? He never bothers whether it will change the curd or it will change wastewater also is a biological wastewater treatment is also by microorganisms and now biological treatment takes place almost 2 weeks, 3 weeks, 4 weeks. You know that big points what you have how do you make them to immediately convert the waste into some product or some, you know neutralize all the waste so that you can easily discharge right? So that is where the genetic engineering, that is why science is one where you just have some ideas okay, how do I make this process very fast and at molecular level, at microorganism level then if you apply that to engineering then you have engineering discipline. Like now we are applying this catalyst and then trying to produce on large scale through catalytic reactions ammonia for example or some other reaction where catalyst are there or by changing the kinetics for example SO2 to SO3, SO2 to SO3 is also catalytic reaction, right? I can use some other molecules or I can use some other catalyst but when I am doing that in the science level I do not worry about which operation is really this, we never bother. So that is why highest form is science, application of that to engineering and now next highest form is in fact is technology but unfortunately technology can be done without this knowledge and if you do with this knowledge you get the wonderful technology excellent technology. One example is planes aeroplanes, aeroplanes you cannot do by trial and error you need theory, you need science there that is what is the wonderful technology because they are applying science and also they are applying engineering from science they come to engineering, from engineering to technology and they produce aeroplanes okay, I tell you maximum technology is only in aeroplanes and the next one is electronics, the theory between the theory between application and theory, the real theory the application is very very quick, the moment they develop a theory immediately they can make a product without any time lapse in between whereas in mechanical engineering, chemical engineering, civil engineering it takes minimum to 25 to 50 years if I develop a new theory in chemical engineering for example we are talking about micro reactions, micro reaction engineering even now I think it started almost 75 almost is 35, around 35 years but still we do not have ready made plans for that so theory is different for us particularly mechanical, chemical and electrical even for combustion for example, when I develop a new theory for combustion immediately I cannot apply that, it takes time, slowly trial and error whether it works or not, so much time but unless in communications electronics the moment you have theory immediately it is applied, satellite is sent that is in the two areas the gap between actual practice and theory is very very very less in fact medicine also does that, the moment someone finds out new equipment immediately that is used on the patients but chemical engineering, civil engineering, mechanical engineering, metallurgy you need at least 20 to 50 years time so this is what I just wanted to tell as I know you have the class F, I just close it, I think we will close it tomorrow morning we will continue


So, good afternoon. My name is Davidine Amosa. I'm the National Director of Policy at IDRA. I've been at the job since April 7th, so I haven't been there long, but I come from Maldef. I was a former regional counsel for Maldef here in San Antonio. We're seeing the Southwest office, and I worked there for 11 years. And as some of you may know, if you don't know, Maldef and IDRA have worked very closely together on a lot of the policy issues, especially in education, where they've testified as experts in our cases, and so now I've got this opportunity to come over. I'm delighted to be here. Also here in the room with us in the back is Sophia by Anna, with IDRA. She's an education associate, a graduate of Harvard with her master's and doctorate degrees. And so she'll also be here in case I stumble, and certainly if we end up getting some Spanish speakers in the classroom in the room today. So I am going to start off just by talking about why should you care about policy. I'm happy that you're here. I knew that it was going to be a lower attended program here at this conference, since it's very geared towards parents. But I think sometimes people don't understand exactly what policy is. So policy comes in very different frameworks. It can be a rule promulgated by the Texas Commissioner of Education. It can be a rule that's established at the local school level. It can be a board regulation by the Board of Trustees. And so, you know, policy is just kind of like this outline of how it's going to direct the work that it's meant to guide. You know, federal policy, so we have a no child left behind app that, you know, led to a lot of the certifications of teachers. It led to, you know, with a highly qualified status, it led to accountability systems and disaggregated data. So that's basically, you know, the framework of what is policy. And then who makes policy? Like I said, it could be a local board of education. It could be, of course, the legislature at the federal level, it's Congress. There are some regulations that are done pursuant to law. So those are done by the agency's responsible for enforcing the laws. It might be, for example, in Texas, it's the Texas Education Agency, right? They don't have the authority to make laws, but within the laws that are passed, they're allowed to make regulations. And that's where we have a lot of regulations in their area of bilingual education, for example. And then, who helps shape policy? This, of course, comes from a variety of different interests. You know, I was just testifying for IDRA this past Monday on a bill that would improve monitoring for English language learning programs. And there were a number of players that were on the side of the bill that were in favor of the stronger, clearer accountability system that would hopefully help hold schools and school districts responsible for educating English language learners if this law passed. And it would make it, eventually, you know, you would hope to have a responsive school system that would improve the programs. So on one side, you had the civil rights groups who were very much in favor of this stronger, clearer accountability system. You had people like Lulac, Texas Code of the Texas NAACP. You also had business interests like the Texas Association of Business who always went stronger accountability systems as well. And then on the other side, you had people like the Texas School Coalition, which is an organization of some of the largest school districts in Texas. Like Northside Independent School District, for example, I think PSJA is a member of the Texas School Coalition, and they didn't want that accountability. They didn't want this law passed because they're afraid, well, you know, if TEA is looking over our shoulder even more, then we have more paperwork. We have more resources to direct, you know, towards responding to this accountability system. And so that's how you have different roles. You have the Texas Association of School Administrators, the Texas Association of School Boards. So you have associations and organizations. Then you have very private interests as well, such as business environmental groups as well that come in and try to shape, you know, Texas policy. And then how does policy impact practice? Of course, whatever happens, you know, whatever policies are passed, that's going to direct what happens, you know, whether it's in the classroom. Ultimately, the teacher's going to have a lot of control. You can't have policies that are going to be quite so intrusive that it's going to impact the day-to-day operations. On the one hand, that's what you could say, but on the other hand, when you have policies such as like we have in Texas with high-stakes testing, for example, right, that's driven a lot of the learning. And, you know, we went from a culture of learning to a culture of testing. And so, you know, teachers have, you know, diverted a lot of their attention and their work to preparing for the test.  And I think there should be a law passed about against allowing something like that in classes. But I don't know if that's an idea or a policy, by the way. Off the come. I gave my children a t-shirt that had the Death Star on it. And my wife thought to me, and she said, hey, this isn't your battle, you know. So, in any event, that's how policy, you know, impacts, can impact process or the practice. I'm only going to mention five areas today. We have 10 education policy issues for 2015. So, the five areas that I'm going to look at are fair funding. I'm going to look, I'm going to speak about special program funding. I'm going to speak about quality curriculum for all students, accountability, and higher education assets for success. There should be handouts in your packet that have, you know, a few more details about these different areas. I'm not going to go line by line on these different areas. I should say funding on one of them. There's a summary page. Yeah. So, that's one, that's an outliner, and then they might, there might be a thicker packet on one pagers on each of the different policy issues. And they're not. They are available on the website at highgra.org. School finance and fair funding. I'm not going to get into the weeds of this. So, don't run out of the room and say, no, no, he's going to talk about school finance.  So, two of the major issues in fair funding is equalized formulas and funding cuts, reinstating the funding cuts. So, equalized formulas just basically means, you know, ensuring that the framework for funding in Texas provides similar funding to most school districts in Texas. Taking into account student characteristics, you know, such as poverty, such as English language arts would require additional resources. But there's no reason why, for example, how high size ISD in San Antonio should get more money without taxing higher than in actually high school in San Antonio, which is only about eight miles away. But that's the way Texas law has been for a number of years. There have been a number of lawsuits filed to try and equalize that funding, to try and also provide adequate funding, and it's been met with mixed success over the years. And it's also got to be storing cuts to funding that were made to special programs. We all know about the importance of early childhood education, for example, and about how important it is, especially for economic disadvantage and English language learner students. But yet, Texas cut over $100 million from those programs, cut over $200 million from summer school programs, which also helps students, you know, catch up. So these programs that are meant to be directed towards the students most at being most challenged in our Texas public schools was actually cut back tremendously. So with that in mind, I'm just going to give you this real broad brush background of how Texas schools are funded. So primarily, Texas relies on property taxes to fund its public schools. If you're a homeowner, you're paying property taxes, you're maybe not too happy because you're putting $2,000, $3,000, $4,000, but that's Texas' own policy. Nobody requires the state of Texas to rely on property taxes to fund your public schools. Other states use sales taxes, other states use a mix of business taxes, and there are other business taxes that are used to help support, but primarily the main source of funding for Texas public schools is property taxes. And of course, when you have 1,024 school districts, that's how many we have in Texas, not including charter schools, just public school districts. We have 1,024, 1,018 of those tax their residents, some of them don't have the ability to tax such as South Texas ISD. It doesn't have boundaries necessarily that it can tax. But if you were to break up the districts in about groups of 102, and you lined them up from the poorest to the wealthiest, this is how different you see Texas schools, the property values are. So the poorest are 76,000 per pupil versus over a million dollars for the wealthiest. So if you think of this in terms of, OK, well, if I raise taxes on the people in the poorest districts of one penny, I'm basically only going to get kind of a little more complicated. But basically, let's just say that you're going to get like $7.60 for the $100 of valuation of a property that's at 100,000. So $7.60 for that one penny of tax. If I raise a penny and I'm in the wealthiest districts, now I'm getting $108 over there. So $108 versus $7.60 is a huge difference, right? So Texas has these equalization provisions that say, OK, well, school districts can tax and they have to tax to raise the local monies. And the states are going to try and squeeze them in closer to try and make up the difference between the poorest districts. And so they do that, you might have heard of the Robin Hood Plan, where they take money from the rich and give to the poor. Well, you know, they need to bring down that wealth level from some of the wealthiest districts in the state. Mostly you're only looking at the last two districts. So like Northside ISD here in San Antonio, they don't give any money to the state. There's a lot of people on Northside that are against the Robin Hood Plan and they don't even know that Northside actually benefits from the Robin Hood. They get money from the state. You know, their values are about 200 or something thousand per pupil. You know, the Edgewoods, the Hardingales, PSJA's, you know, those are among the poorest in the state, Brownsville. So they try to take some of the money away from the wealthiest and put them out in court. They also put some state money into it, trying to raise the poor districts up. So that when poor districts are taxing $1.10, $1.15, $1.17, they should be yielding similar results that the wealthy districts do. Unfortunately, in Texas, we don't do a very good job of cutting the pie even, right? So a pie is very easy to cut if you think about an eight relatively equal pieces, right?  But, you know, it's pretty easy. But once you start cutting one slice a little bigger and another slice a little bigger, then all of a sudden to try and cut the rest of the pie evenly is a lot more difficult. And so in Texas, even though they try to equalize the funding, you still have a gap of over $1,000 a student. And what that means is that if you were to look at it and, you know, you can take into account an average class from the size of about 22, you're looking at the difference for the wealthiest districts would have $167,000 versus, of course, $149,000. So if you're a school teacher, just imagine having access to $1,000 or an administrator, $1,000 more for every student in your classroom. But that's the built-in advantage that Texas policy has created for the wealthiest districts in our state. And when I say the wealthiest districts in the state, you know, you're basically talking about, you know, only about 100 to 125 districts. For the most part, a lot of the other districts are relatively in the same boat. But it's these super wealthy districts that have these built-in advantages for them. It's a funding, a special program for them. So economically disadvantaged and English learner students, typically, and I say typically, not always, typically they come to school with fewer resources in the home. They have access, perhaps their parents don't have as high educational levels, you know, in general. It can help students catch up. Some of you might be leaders of some of those programs. Increase is in special program funding because when you look at the data all across the state, you know, no matter where you look at graduation rates or testing results, these are the two student group populations that are being most challenged in the classroom and trying to bring those opportunities, those children, because they can succeed. But they need, you know, other opportunities such as smaller class sizes, such as access to high quality prepaid programs, such as training for the teachers, because not every teacher can teach, you know, to students of very poverty levels. But once again, you know, well, let me back up. So when you look at the state of Texas, the state of Texas recognizes, okay, well, low income students and English language learner students, even special education students, require additional funding, right? We're going to give additional funding. They started this back in the ground in 1984 and they convened a committee of professionals and they said, okay, well, what sort of things do they need in the classroom? And that was, you know, what was their tabs or teams? One of those testing that was starting to take place in Texas. Much lower standards back then. I think they communicated like 20 credits to graduate back then. And so, you know, even under those lower standards, they came up with a wait. They said, okay, well, it would probably cost, after convening all these professionals, they said it's going to probably cost about 40% more of the average cost of a general ed student, not a special program student. It's going to cost 40% more to provide these opportunities in the classroom for these students. So the legislature said, wow, 40% more for English learners and economically disadvantaged. That's a lot. We're going to automatically, arbitrarily cut it down for economically disadvantaged 20% and for English language learners to 10%. Ever since 1984, and here we are 30 years later, it still remains at 10% and 20%. And today, we have star test students, the expectation that all students should be graduating from college, college and career ready. We have so many more mandates placed on our public schools and our public school students. You know, we have high stakes testing with graduation requirements. And yet, Texas still maintains those weights that were arbitrarily established in 1984. And even with the more recent case, as I would leave Maldiff Council in the Texas School of Finance case that took over three months to try, the big push in that case was the performance of English language learner and economically disadvantaged students. We have superintendents from Northside in San Antonio, from the Valley in San Juanito in McAllen, to Richardson ISD in the Dallas area, to Houston area, the superintendents from Pasadena and Houston ISD in other places. All the superintendents, all experts also who were coming in testifying about how these students can succeed they're just not, they're just not enough resources. And it's not like money's going to magically change everything, right? But it does make a huge difference in helping students reach their full potential. And so, we got a great ruling in that case back in 2013 and again in 2014. And the court said, look, you know these, it's a constitutional obligation for the state supreme, for the state legislature to provide an efficient public school system that means for all children. And what the judge ruled based on the evidence in the case was that economically disadvantaged English language learner students were being denied the opportunities they needed to acquire the essential knowledge and skills in the Texas public school system, right? But there was no movement. And IDRA presented testimony or they presented this analysis. So what does it mean if you were to provide 40% funding for economically disadvantaged students, 40% more funding for English language learner students? And among those same desiled districts, remember we broke them up into groups of 102? The poorest desiled would get $510. The wealthiest desiled would get $277. And the reason for the difference is that there's higher concentrations of economically disadvantaged English language learner students in the core districts than in the wealthiest districts, right? So not only does Texas provide unequal funding through its formulas, right? Well, how much is the average student going to get and how much are you going to get for every penny of tax? But they compound that problem by underfunding special programs. So it's almost like a double whammy for many of the core school districts. And you'll see large numbers all the way through the middle and even in the ninth desile. The ninth desile includes, I believe, Houston ISD, which, you know, has 80% economically disadvantaged over 30% English language learner students. And so those are, you know, some of the policy issues that IDRA has taken up with respect to funding. What time is this? 1.05? Okay, you'll give me a 10 or 15. So another area that IDRA pushes is quality. So it's not just about, you know, funding, but what are the expectations for students in the classroom? We would all agree that, you know, to prepare students for college and career is where we need to go. You know, and it's not just about getting a job, because there are the jobs people who say, oh, well, you know, let's just train them for a job. Well, yeah, because they just want line workers to fill, but there are people, those people aren't ever going to be able to move up to a supervisor position or something, you know, that would provide them a career track, right? So during the last session, last legislative session, there was a huge disagreement about Texas.  And they were going to have to take Algebra II. And there's people who debate, well, you know, there's Algebra II for everyone, not everybody's strong in math and so forth. Let's develop these different career tracks, you know. So if they want to go into career technology, they can do that. They want to go into arts, they can do that. And it sounds kind of good, because you're like, well, you know, there's interest, but one, you're asking kids who are in the ninth grade to make this decision about what career track they're going to get on. But two, it also, in our history, we know which students are going to be trapped into which curriculum tracks. You know, by and large, there's, you know, minority students, economically disadvantaged students are going to be trapped into the less rigorous tracks. And that's large, that's unfortunate, but it's largely true, you know, when you look at Texas as a whole. So IRA has pushed, you know, high-quality curriculum that prepares all students to enroll in complete college and supplemented by optional courses that would prepare them to enter into the workforce, you know, through a career.    You know, sometimes they don't have access to certified teachers. They don't have access to the same curriculum. So, IRA has been pushing for policies that would require, you know, certified teachers in those classes that would require the same curriculum for those students who are placed into alternative education programs. Is it for just school districts or charter schools? Charter schools also are required to, you know, that they have, you know, a five-track system now that students would be graduating from. We were telling you our policies were required to meet with every fifth-grade parent because now we're beginning to have the fifth graders sign with a longer period of graduation time. So, my understanding is that, correct, so now every parent, along with their child, students are having to sign a graduation time. So, it's not a little longer, even in my grade, our fifth-grade students, and our parents are so confused because they're saying, I hear now it's a law that those schools have to meet with the fifth graders to say this is a graduation plan or trap that your child will be on. Yeah, and I'm not too familiar with that. Yeah, that might be a school district policy. And, you know, it sounds fairly good on the one hand, you know, because, depending on how prescriptive it is, but, you know, if the plan is okay, well, how are we going to help our student? How is the student going to be prepared to go to college? You know, by the time they graduate from high school, you have them thinking about that, you know, it's the fifth grade where the plan is kind of like that. Yeah, and hopefully they won't be so stringent with that, you know, as these kids go up. I know my daughter last year wanted to take Algebra II and Geometry at the same time, and this school counselor told us, no, she can't do that. And I was like, you can't tell me that she can't do that. Show me a policy that says that she can't do that. That's good. You don't know your card. Yeah, I know. I know. It's like a slide of my card there.  But, you know, I don't want to get off track, you know, and just basically, you know, look at the central point, which is, you know, these policies that the state of Texas, you know, adopted a couple of years ago are now going to be impacting schools and school districts, and it's really incumbent upon parents and educational leaders to make sure that that track doesn't control those various tracks, don't control, you know, the ultimate outcome of preparing the students for college and career. And this is why it's very important. Some of the research and analysis that IDRA has shown is that, you know, Texas high school graduates and parents did not go to college and who enrolled in four-year institutions. The higher level of math that a student is taking is a strong predictor of whether or not that child is going to enroll in a four-year institution. It's not, you know, there's not a direct correlation, right? And it is not, you know, necessarily a causal relationship. But definitely there is some relationship between taking, you know, Algebra II or beyond Algebra II and where that student might end up, you know, after graduating from. The next issue that I want to address is the accountability. And this is extremely important because, you know, these accountability systems have been evolving, you know, since the 1990s and many people say that they started hearing Texas, you know, other people in other states say, no, that's not necessarily true.  On the other hand, you have a community or various communities who have been very concerned with social promotion.  And it's just because, you know, schools were just trying to get kids in and get kids out. It didn't matter what kind of skills they had.  So there's been accountability systems that in part have been used to make sure to basically keep a watch alive on what's going on in schools and school districts. Now that can also be abused in the teaching environment where, you know, teachers end up teaching to the test because they know that their school rating is going to depend on how their students, you know, test in these schools. And so IDRA has strongly advocated against testing every student in every school every year. They suggest that a randomized testing arrangement can be made so that, you know, you get an idea of how students are doing in a given district, you know, from year to year. But that it won't be the central, you know, it's going to be random so you don't know which students are going to be tested necessarily.  You want to make sure, you know, economically disadvantaged that the data is still going to be disaggregated, that it's still going to have, you know, sufficient numbers that are representative of schools, school district, and state sampling. But it wouldn't drive it so much, you know, because, you know, as I've said before, you know, the use of high-stakes testing and standardized testing has, you know, really undercut a lot of learning that can be had in Texas classrooms. So we also don't believe that high-stakes testing, so there's standardized testing, right? Like, let's say the star, it wasn't required to pass, to go into the sixth grade, or to go into the ninth grade, or to graduate, right? It's just a standardized test, like an ITBS test, right? That's, you know, a standardized test that would give you an idea of what students, you know, are learning in school, which student groups, you know, are struggling and learning certain things that are tested, but it's not necessarily geared towards, you know, it's not so over-intrusive that it has high-stakes attached to it. And if you disconnect that high-stakes testing from standardized testing, then, you know, you have a whole different policy, you have a whole different framework for it. But once you tie student promotions, great promotions, once you tie graduation to those tests, now all of a sudden they become central schools. And what they've done in Texas now for teachers is that they're tying teacher evaluations to student performance. How far has it been in eighth grade and fourth grade, even third and sixth grade? Yes, even arts teachers and, you know, everybody's teachers and principals are going to be evaluated in part based on student performance. Now in New Mexico, we also filed litigation when I was at Maldiv. They used 50% of a teacher's evaluation based on student test scores, which was incredible, because, I mean, even in Texas, like last time I looked, they also have a law student somewhere in Texas, some challenge in this, but it's about 15 to 20% of a teacher's evaluation is going to be based on student test scores. And this is once again, you know, how policy can drive that practice, you know, what happens in the classroom.  So there's bills that have been passed through the Senate or in the House, and I think one of them just passed in the House with some amendments to it. But they're basically going to look at a holistic set of factors. For those students who don't pass end-of-course exams, for example, they're going to look at other factors, such as, you know, attendance, grades, grades are actually going to matter no matter how much you graduate, or holistically and frankly, more smart by looking at, you know, various factors. A lot of resources. IDRA does a lobby for or against certain bills. We've testified on bills, and we've certainly testified on smarter, clearer, and stronger accountability systems. But we do want to make sure that accountability systems remain in place, that they're not abused. Are there some examples you can provide for us? As far as what are the alternatives that John are pushing for instead of the high-stakes test, because there does need to be an accountability system, and I agree that this needs not to be formed. But if you're an example that you can provide for us like IDRA, so we don't testify for things, but we have testified on the importance of standardized testing and the use of randomized tests. So that's a really good, strong example. We still are in support of disaggregation of student test scores, you know, based on race, language, and economic disadvantage and special education. Of course, we want to know how students are doing. And the reason why we want to know and why we want to make sure that schools are held accountable, because even under the accountability system we have, which we think is very coarse in many areas, it's very fractured, is because when you look at the performance of English learner students, this is on the 2012 exam, but there's very similar results on the 2013 exam as well. You see these huge achievement gaps. And certainly some people can say, well, you can't expect English language learner students who are identified as an English learner, whereas we like to say emerging bilingual students, you can't expect them to perform as well non-English language learner students on the reading and writing tests, but you also should expect to see more than one out of five achieve the minimum standard, that minimum standard has been lowered so much to allow more students to jump over that bar. You know, more than eight percent, one out of 12 English learner students in the state of Texas who are barely achieving that minimum standard, and then an algebra and biology. So across all the great subjects you see huge gaps in achievement. And the same thing is for economically disadvantaged students. This is actually an exhibit from the trial that was used last year from one of our experts who looked at, well, you know, how students are doing in 2013 because the state said, well, scores will improve, you know, from one year to the next. And you still saw, you know, incredible achievement of the percent. This is the percentage of students scoring unsatisfactory. So the greenish line is the economic and disadvantaged and that's the percentage you were scoring unsatisfactory on the English Star exam in the second year of administration.  If a student wants to go into a career, that's fine, but we think that all students should be prepared to make that decision when they graduate, whether or not they want to pursue a career or college right out of high school. I think to keep the doors open to public institutions in Texas because we do have different resources available in different districts. I showed you about the difference in funding. I showed you about, you know, some of the differences in special program funding, how that would impact students. And a lot of that helps shape how students are prepared. Yeah, you can have students, you know, I think Sophia went to mention she had went to Harvard and she had went to the Fox Tech Magnet here in San Antonio. That's a great success story. You know, I'm a child of Edward Independent School District here in San Antonio, Harvard. Started at school in the fifth grade. And so you can say, well, look, you know, they can produce success, but we are the exceptions to the general rule, right? And so when you think about, okay, well, we want all students to go to college, but are they going to be prepared to go to college? And then we know about the systemic inequality in Texas public policy and the history of Texas public education. So how do we open the doors? How do we keep those doors open so that when they graduate, they can't get into the right university that they want to or aspire to at least. And so one of the things is, and I'm going to go down to the third one, is the high school curriculum should prepare all students. So what people don't realize is that with these various tracks that they've set up in the Texas public schools, you know, the high school curriculum tracks, a lot of them don't require algebra, too. Well, if you graduate in the top 10% of your class, you're supposed to be able to go to the University of Texas, Texas A&M. But if you don't have Algebra II on your resume, you're not getting in. And that's a kind of good thing, right? Because, you know, these universities should want your students very well prepared. But then when a student is told, oh yeah, you know, go into this track. Oh, well, in your 11th grade year now, all of a sudden you want to go, you know, to the University of Texas at Austin. Certainly that would be a wise decision. I think there's a long-worn law school grad. But, you know, they should have that opportunity, and they're going to have that opportunity stripped from them if they don't end up getting on that track. So the Texas top 10% plan, which there's been, you know, some debate on it, I don't think the debate's very logical, because, you know, if they're saying, well, you know, there's the same curriculum requirements, the same graduation requirements for all students in Texas. And if you graduate from Texas, your diploma in a school in San Bonito should be worth just as much as the diploma from Highland Park in the Dallas area. And so what the top 10% plan does is say, yeah, we're going to value all diplomas equally. And you can have people, you know, from the suburban schools who cry about, well, my child didn't get into UT and they were in the top 13%, and our top 13% is way better than the top 3% at, you know, that inner city school. But that's also, you know, because of the inequities that we have in our Texas public school system. And so the Texas top 10% says, well, you know, so long as you meet these basic requirements, you're going to be able to go to just about any Texas public university that you graduate, which is very important. And so we've been, you know, providing a lot of research on, okay, well, who is getting into Texas, University of Texas at Austin, because that's always the hot topic because the top 10% students have been crowding out, you know, non-top 10%. You ask UC Berkeley how many students, how many of their admissions get in as a result of graduating from the top 10% in their classes? It's like 95% of their students, you know, the same thing goes with a lot of the Harvard's and the Yale's and some of the more prestigious universities. But now University of Texas, you know, they say, well, wait a second, we have too many top 10%ers going in, so we're going to cap it at 75% of the admissions going into UT, which is kind of good policy in one sense because you don't want just, you know, kids, maybe they were late starters, maybe they were late bloomers, and, you know, they've really pushed forward and they've challenged themselves with AP courses and so forth, and they weren't in the top 10%, but they're very strong students and committed. They should have an opportunity, too, but, you know, it's that policy of the 75% cap. Is that being driven because of those students or is it because of the suburban students in the Plano's, in the Alamo Heights who are graduating the top 15%, their kids, their parents going to UT and their parents' parents going to UT now all of a sudden that cycle has been, you know, broken because of the top 10% clash. But it's had tremendous success for a lot of rural schools as well in Texas who never sent students to Texas, but now they have almost like this automatic golden ticket as long as they are, you know, on the right rear track, which before all students would have been on the right rear track, but they all would have been required to graduate, you know, taking Algebra 2 unless you opted out and into the minimum high school program. And this is how, you know, our students are being prepared. So if we look at just the star, in fact, this is what TEA says, okay, sport, X amount on the star, at least two star subjects, then, you know, you'll be prepared, you know, for college. It's not really a college admissions exam, the star isn't certainly, but, you know, this is just what the TEA status is. And you will see, you know, what I think is most striking about this is that according to the state's own test and their own bar that they draw on there, 59% of the students in the state of Texas are not prepared to go to college. Does that mean your data to the university or the university is having to take remedial courses? It's in the bar, you know, plus or minus, you know, 10%. But you will see the huge gaps, 68% of Latinos, 74% of African-Americans are not prepared to go to college. And when you look at the SAT and ACT, which are the more standardized college admissions exams, right? Those are the ones that really matter to universities when you're applying to many of the four-year universities. You'll see the yellow bar is the percentage of students who are actually taking the tests. So in Texas, we actually have one out of three students who isn't even bothering taking the SAT or ACT. And of those students who do bother to take it, only one out of four is sparring at the outer or above criteria. For African-Americans, what's pretty incredible here, I think, is the African-Americans basically are taking it at the same rate as white students in the state of Texas. Basically, two out of three of those students, that's great. The African-Americans was actually above the white students. They were at 75% just a couple of years ago. But then when you look at how they were hitting that mark, one out of 12 students. And we all know it's not because they're black or brown, they're race, of course. But a lot of it has to do with preparation. Some of it has to do with expectations, both within the home and certainly at school. And so that concludes my presentation on where we're at. Why we push for these policies for equitable funding, for special program funding, for curriculum. I mean, it is really a comprehensive strategic manner of trying to impact Texas public policy that affects as many students, and especially the students who are often ignored in our Texas public schools. So I'll open it up to any questions that anybody has right now. Yeah. And there used to be and you know, I apologize I've gone from doing 80% litigation to doing 100% policy. Albert Cortez is actually our director of policy and he knows a lot more about the Texas policy than I do. But I know that there was the personal graduation requirements for students who were failing at one time which is kind of a good thing to get them back on track. But I'm not honestly, I'm not familiar at all with a fifth grade personal graduation plan required for all students. I'm not sure if anybody else experienced that. Matter of fact it must not be this, like my son she knows where she wants to go but not exactly what she has to do. It should be, I think that everything is going to be posted online and through the now cast website they'll have it there. Any other questions? Yeah, what the worst thing is for some school districts that are really strapped for funds is that they say, ok well we're going to have summer school but for language learners you might not have an ESL about a certified teacher. So we're going to try and help you catch up but we're not going to have a trained teacher help you catch up so good luck. If the doors even do open to all students who are failing because it's not always those resources because they've been cut back in the state and they're not made up in other parts really but schools and school districts those spots are here too to get to the past and so you might just keep out of here the past but they still need support but they're not going to get it. Yeah and hopefully with some of these policies that really look like they're going to gain some traction they're going to look at a more holistic package for these students who aren't taking the star again and again because the only winners in that retaking of the star are the testing companies I mean it's not helping students to you know have to retake the test Can you even understand why this high state testing only implies so it's like why have the star for third grade grade and then would you pass it to go into the fifth and second grade Well the third through eighth grade and the one year in high school is actually a federal policy I'm sure in Texas they would have it anyway but but if it's at the federal law they require grades three through eight every grade tested at least reading it in the app and I think all science and one or two grade levels so like if you get the star you're okay but I can't see that right? Yeah and it doesn't make sense you know but I won't tell you that you know the third grade for example they changed the law that most had more holistic factors and leaves it in the hands of the principal and the advisor and the parent to see whether and now that's supposed to be being adopted definitely for the high school grades and I know there was another bill for the fifth and eighth grades that maybe being worked on right now Any other questions? I know I'm standing between you and lunch so thank you all very much


zero accounting software 2023 income from bank feeds with bank rules one customer but two income accounts get ready to become an accountant hero with zero 2023 first a word from our sponsor well actually these are just items that we picked from the youtube shopping affiliate program but that's actually good for you because these aren't things that were just given to us from some large corporation which we don't even use in exchange for us selling them to you these are things that we actually researched purchase and use ourselves focus right scarlet solo third gen usb interface with software suite i've been using a focus right for years for my audio needs before which time i had a usb microphone which plugged directly into the computer but i think you'll find as i have found if you want to increase the quality of your microphone you will need an interface and the focus right is the go-to interface as far as i'm concerned i've been using this for years now it works well it's easy to use it seems quite durably built because i only do the screen recordings i only need the one solo interface however if you have multiple microphones you need to plug in or if you have other instruments you need to plug in you can look at a similar model that has more input ports if you would like a commercial free experience consider subscribing to our website at accounting instruction dot com or accounting instruction dot think of it dot com where we have many different courses you can purchase one at a time or have a subscription model given you access to all the courses courses which are well organized have other resources like excel files and pdf files to download and no commercials here we are in our custom zero home page going into the company file we set up in a prior presentation the bank feed file duplicating some tabs to put reports in like we do every time we're going to right click on that tab up top and then duplicate it and then right click on the tab up top again and duplicate it again back to the middle tab going to the accounting drop down opening up the balance sheet report tabbing to the right accounting drop down this time the income statement report we're going to change the dates on the income statement to 2022 because that's the year that our transactions are in from the bank feeds january to december of 2022 update let's go to the first tab we're going to go to the accounting drop down into our bank feeds which is under the bank accounts we've got our one account connected thus far we're going to go to the drop down for the manage of the accounts account transactions so we're now going to keep on adding some of the deposit side of things trying to construct our income statement from the deposits noting that we're kind of assuming at this time we're imagining we're doing like gig work or something so that it's fairly easy for us to wait till something clears the bank and record it as revenue when it does if i go into the cash coding over here uh the new thing we're going to do if i if i sort by the payee is we're going to say what if uh we've got different kinds of deposits coming from the same customer and this could be a similar kind of thing that you would have on the expense side of things what if for example you had different kind of expenses or different kinds of accounts for the same vendor on the expense side when money's going out it might be for like a half office depot or home depot or something where you might normally buy supplies but sometimes you might be buying uh equipment or something like that and you might say is there any way i can differentiate the information in the account to make that differentiation sometimes that might be by the dollar amount but here we're specifically looking at the added detail so for for example here you might have multiple types of income coming from amazon right you might have book sales you might have uh you might have amazon affiliate marketing you might be selling inventory on amazon so is there a way that i can distinguish you might have different locations from amazon where is it being sold in or something like that so we could look in here and try to say is there anything in this added detailed information that can help me distinguish between one type of income and the other so for example here even in the payee line they have amazon which is really the the customer you would think would simply be amazon but you have this differentiating factor with the income and the california now if that ties into two different sources of income you can use that as a differentiation factor now even this description sometimes the bank feed memo information comes in and possibly you might end up with a different number for example that might indicate different kinds of locations so you might be able to get into a little bit more detail on the memo description and see if there's a differentiating factor that might be indicating different locations or something like that which could help you to make more detailed bank rules and break out the different customer payments for different things to separate accounts let's go back to the reconcile tab okay so let's add the detail here so i'm going to go in i'm going to assume this one i want to make a specific rule differentiating this amazon dot com from that amazon dot california for example so let's go into here and say add a rule or let's add the detail first because i want to add an account as i go now when you when you're going to create an actual customer notice that you could just call it amazon right i could just call it amazon as the customer and have one customer for for multiple different rules and still be able to apply it to different accounts or you might want to have a separate customer so i'm going to add some of that differentiation factor here so that i can track it in different customer fields so if i sort it by customer it's going to be a different customer even though really it's it's the same kind of overall company of amazon so that's an option you can have i go down here it's going to be i'm not going to have an item description the account that it's going to go to i'm going to make up another account here and break it out and i'm going to call it let's pretend that this one is let me see what revenue accounts i'm on here it's my account number my account number is uh three four three five four three six zero let's say four three six zero so four three six zero on the account number it's going to be a revenue type of account so i'm going to say it'll be a revenue type and then i'm going to call it amazon crime so that's like similar to youtube or if you if you uploaded movies or something like that then that type of income so let's say i can differentiate i'm just making this up but let's say we're going to differentiate in that fashion and put this to amazon prime account so i'm going to say all right let's save that and then i can make a rule for that if i wanted to hitting the options button now that i have my account entered and create a bank rule let's create a bank rule and it's going to be any conditions match that's fine it's going to be if you have any uh i like any text field i love i love that they have that option of any text field which it isn't often there in other softwares like uh like a quickbooks because that allows you to use the rule to apply to all you know all the text fields you don't have to say well is this a description or is this the memo field or something like that when you're trying to put these more detailed rules in there and then i can say i wanted to contain uh i wanted to uh contain and we only really need to contain you could do exact here but i still just may make it contain and i just want to make sure that it contains the portion that is different the differentiating portions from the other rule now if we wanted a rule to pull in all amazon items all amazon related stuff to the same account then i would want to make a more generic rule possibly saying if it contains amazon just do this to it but if i want to differentiate them i can include that differentiating factor which is this bit and make sure that that's in there so it will only apply it to that differentiating factor now if there was more information that i needed to differentiate such as the description here again i could use in any text field to do that but then i can pick up the piece of the number that's a differentiating factor or i can have the two line items and say you want to make sure that it matches all of them all the rules in order to to get it but i this should be enough with just one for now so i'm going to remove that second one i'm going to call it amazon can i just copy it no i can't copy it let's copy it down here i'm going to call this amazon.com so i'm going to copy and paste that there and that's going to be my new contact so and again i made a different amazon.com not just amazon uh so that'll be differentiating from i think the other one was amazon.california or something uh ca and so down here i'm going to say the account is going to be the income account of amazon prime 100 going to it and then i'll just take it so the reference that looks good so if we save this and then i can uh record it so so now these two are both being pulled in because they're amazon.com so i can pull both of those in and check it out if i go to my balance sheet and update it the checking account should go up by those massive amounts in here but the other side is going to go to the income statement updating the income statement into the new income account amazon prime if i go into it we're racking in the the money almost eight dollars right there that's what i'm talking about we're we're so there it is amazon.com receive money for them all right back on over now the other one if we have received money from amazon for something else i can go back over here and put it into a different category so let's pick this one up now and so this one is from amazon but it's slightly different so if i want to make it a different category i could say let's add the details and say that this one is going to be from now i could use the same uh name up top but maybe i want to differentiate it so i'm going to say it's from a different amazon so that i have a different customer that will be set up or you could use the same customer if you so choose but i can differentiate the account down here and i can set up a differentiating rule based on the information that's pulling through so i'm going to add another account and say let's say this is going to be uh i have four three six five account let's say new let's say four three seven zero four three seven zero and this is going to be a revenue type of account and uh hold on revenue and it's going to be for let's say these are uh book sales book sales we're selling books on amazon our book you can go in and check it out we're making this isn't really for books i'm just kind of making this up but there it is we're going to say okay boom and then let's make a rule for it so i'm going to go up top now that i have my account added options drop down and i'm going to say we want to make a bank rule and we will make a rule so it's going to be it uh any text field i like and then if it contains and i'm just going to make sure to have that differentiating fan factor which is the amazon amazon service as opposed to the other amazon and there it is and then i'm going to just delete the second bit because i don't need it and i'm going to say contact i'm going to make a new contact which is going to be amazon services slightly different than amazon.com for the last one so we can sort our two items in different contacts or customers and then a hundred percent of it is going to be going to that new account we set up which is book sales all right and then let's save it and the rule should be applied differentiating the rule and if i scroll down there it is so i'm going to add that one and so now if i go to my checking account it's going to be an increase to the checking account but i want to go to my income statement that's really where we differentiated things on the income statement and now we've got our book sales so we have the two rules being applied out even though they're basically being coming from the same place all right let's go back to the tab to the left let's just add some other income items so here's like an audible income so this would be like uh you could make it so i'm going to say let's add the details on that one and we'll make a rule for it i'll make another account for it so maybe i just want to call it audible but i'll leave that for now because i'll adjust it on the rule anyways and i'm going to make another account for it so this is going to be an income account which i'll call uh four three eight zero four three eight zero on the number four three eight zero and i'm just going to call it that audible income so i had to sneeze there for a second i'll just call it audible audible uh book audio book audible books sales something like that all right and then i'm going to say all right uh hold on that's the account that should be down here audible book sales and this should be revenue revenue and that looks good all right let's save it and let's go up and make a rule drop down drop down create a rule there are rules here and i'm just going to make a standard rule uh text any text field if it contains and i don't need the payments bit maybe just audible that's all i need if it has that then do it get rid of the second thing i'm going to copy audible down here that's going to be my new customer contact adding it and then we're going to say the account is going to be the audible account huh right there and there it is and then so that looks good let's go and save it and then if i go to my income statement just to check it out or hold on i didn't add it yet you got to add it and then income statement update we can see uh book sales pulling through all right let's go back to the first tab let's just add some more of these here so let's just go through these and just add them so audible i'll just add that and amazon Verizon let's just go ahead and add the Verizon and i'll just kind of clean this up a bit and add them as we go uh google here's a google one let's say that's youtube so it is youtube we'll just say let's youtube okay so we'll add that and we're going to say i'll just call it uh youtube so i'll copy youtube and then down here i'll make another account and say it's revenue i'm going to say four three nine zero so i'm going to say all right new one new account four three nine zero and i'm going to say the account type is a revenue account and it's going to be for youtube and then save it and that's all we need to make the rules i'm going to hit the drop down up top keeps doing that drop down create a bank rule it's going to be contained one i'm going to say any text field if it has google in it i don't need or just say youtube it just has youtube in it that's all i need then do it i'm going to delete this bit youtube's my new now again i could put the the vendor as google here uh or or youtube right it kind of depends or the customer the contact i'm just going to call it youtube which probably isn't the most proper should have called it google but whatever youtube is the account we set up and then it's going to go boom all right let's add it and let's add it and then uh let's check these off so amazon i can check that one off audible i'll check that one off uh let's add interest that's from the bank so i'll add that one so let's add the details here we're just going to say that's an interest payment so okay so let's just add the account it should be an interest account an expense type of account so revenue expense uh this is interest income this is a income account right because it's an interest payment received all right interest income we don't have any interest income here so i'm going to say income it's going to let's put it up in revenue you might put it in other income like at the bottom of the income statement because it's not like part of your normal operations so maybe we put it in other uh so i'll put it down next to the 75 so let's make it 7550 say add and 7550 and this is going to be uh uh in uh other other income and i'm going to call it interest interest income and then save it okay and let's see if i'm going to add the rule for it adding a rule bank rule and i'm anything i'm going to say this is going to be a any text field if it contains interest payment that should be good all right any it's going to be let's call it from uh who's it coming from i can say the bank i guess bank generic customer and then the account is going to be the interest income account that we just set up okay and i'll put this i've been doing reference on that okay and then the rule if it says interest payment all right that'll be the the rule you could call it bank interest or something you could you don't have to name the rule the same as coming through the bank memo but we'll keep it there so i'll save it and let's go down and say interest is there serious do i want to add that i don't know let's go verizon let's go ahead and add the verizon next and we've got the soak out gas and do i want to add that i guess i could add that amazon let's add the amazons uh and then this is another amazon i could add that let's leave that for now in case i want to test anything else audible interest payment okay so then if i go back to my uh balance sheet and update this uh my my checking account is still uh in the negative as a liability but my income over here on the income side of things we've now got our our prime account audible book sales sales uh the web sales and that interest account is down here it's down under uh interest income because we put it into other income down below it seems like the youtube one didn't pull in for some reason let me add the youtube one again i'm going to say youtube and we'll say the account should be youtube right did not add a you youtube account i did and then if i made a rule up top if we make the rule bank rule i'm going to say this as long as it contains youtube maybe i'll keep the google youtube as long as it contains maybe i maybe i've made a rule that wasn't contained i should check my rules uh but any case let's go in here and say uh any text field if it contains that and then i'll delete the second bit and then it's going to be the contact is youtube which we already set up and then i'm going to say it's going to be an account of youtube and then that's good and then i'll call i'll keep the whole i'll call it google youtube this time which i think is a different name all right let's save that see if it applies out the rule so there's the rule being applied okay so now i can add that series let's go ahead and add that and then next and we got google here we'll add that all right so if i go back to the balance sheet update it uh still have a negative cash income statement update it we can now see the google uh pulling through the youtube pulling through all right so now if i go to the first tab if i want to check those rules i can go to the accounting drop down bank banking let's see if i have two google rules which i probably do if i look at my bank rules and i want to update them i can go into my rules here so these are my spend money rules here's my receive money rules so we've got stripe we've got amazon and then we've got these two google rules so something's wrong with this first one so if i go in and edit it let me just see what i did that didn't work i i i said equals see that equals and then i deleted the text if i put contains it would have been so now i've got two rules so i'm going to go back and see if i can remove that second rule so this is a a a google rule so i think it's this one hopefully it'll delete the wrong one i'm going to take take that off and delete it and so are you sure you want to delete it i'm going to say yep so the rule has been deleted all right so now if i go back into my account and i go to my bank accounts here we could see that we've added we've cleaned up a lot of information and pulled them in i'm going back to my bank feeds and we've applied many of the rules we've been building our account transactions in the same way we did with the expense side building them as we pull it in then the bank rules should make it more automated for future presentations we've been reconciling at the same time we make the rules we've also if i go to my contacts drop down i could see that i've been adding uh contacts uh in this case i'd say customers uh as we've been making those rules as well and then we've been building out our income statement breaking the general rule of not adding income accounts by customer because we happen to be doing like gig work which is kind of the exception to the rule oftentimes all right and then remember that income account interest account was down here all right let's look at our trial balance right click duplicate take a look at the trustee trial balance scene where we stand as of this point in time accounting drop down reports trial balance is what we're looking for the trustee t to the b not tuberculosis not tuberculosis trial balance and you've got the balance sheet accounts on top of the income statement accounts the balance sheet stops that retained earnings sales and then our income accounts our revenue accounts or sales accounts and then we've got our expense accounts down below we're in balance debits and credits it's the same thing it's basically saying assets equal liabilities plus equity uh that we could see here and here and the income statement fits into the balance sheet because it is summarized in you know the current earnings and the equity six nine four nine five four which is also on the income statement bottom line six nine four nine four fifty four the income statement breaking out the detail of our performance report