So, it is very clear that the prospect of impeachment is driving Donald Trump nuts. And ever since it was announced that there would be an impeachment inquiry, he has been ranting and raving like a maniac on Twitter, even more so than usual, tweeting out presidential harassment this, presidential harassment that, and it's evident that he's unraveling. He's becoming more unhinged than he usually is. And it's like we need a new word to describe Donald Trump because unhinged really doesn't do it justice. But he's getting worse. And the reason why he's getting worse is because there's actually a considerable amount of momentum for impeachment. Public support for his impeachment is rising and it's rising fast. So just last week, public approval for impeachment was seeing it at around 36%. Fast forward to today and a new Harris X poll shows a 12-point jump in support for impeachment. A CNN SSRS poll shows a six-point jump. A morning console poll shows a seven-point jump. And overall, a net 13-point jump in support for impeachment according to aggregate polling data. So at this rate, he is set to outpace Nixon when it comes to public support for impeachment. As I remember, when we started talking about impeachment during the Nixon era, public approval for impeachment was only at 19%. But as time passed, eventually there was a solid majority that wanted to impeach President Nixon. But with Donald Trump, as we talk seriously about impeachment when we talk about the inquiry, well, public approval was still relatively low but higher than Nixon's. It was at 36%. But now just in the span of a week. It's already jumped a net 13 points. Support for Donald Trump's impeachment is rising faster than Nixon's. So make no mistake about it. This is not good news if you're Donald Trump. And it's obvious why he's panicking. Now before we saw the spike in support for impeachment, he was already, as I alluded to acting like a lunatic, he suggested that the whistleblower should be executed. But now that public support for impeachment has increased considerably, he is accused Adam Schiff of treason, literally. He then oddly said that he wanted to meet his whistleblower, which is not normal. He accused him of spying on the president, which is not true. And finally he quoted someone who was deranged enough to raise the specter of civil war over impeachment. This is a quote from Pastor Robert Jeffries, who said, quote, if the Democrats are successful in removing the president from office, which they never will be, it will cause a civil war-like fracture in this nation from which our country will never heal. Now the reason why Donald Trump quoted this lunatic is because he wants to scare you. Right now a lot of people, even on the left, don't support impeachment because this is, let's face it, a fear-based decision. They worry about the consequences and I am too, you know, maybe it could backfire. Because during the Clinton years, impeachment for Republicans did in fact backfire and made him more popular than ever once it failed in the Senate. But that same thing might not necessarily happen again. It could be another Nixon where public support for impeachment eventually increases and it permanently damages Donald Trump. We don't know what's going to happen. That's the point. So Donald Trump knows that there's a lot of uncertainty because a lot of people don't necessarily know how this will affect Republicans or Democrats. So he's trying to play on your fear. And I'm not someone who's going to argue that Donald Trump is, you know, politically savvy and he's playing 12 dimensional chess. He just knows. He can sense that people are afraid. He's trying to prey on your fears. Don't fall for it. Don't fall for it. Donald Trump, his impeachment is not going to catalyze a civil war and even if it did, which it won't, but even if it did, well, we had a civil war over the institution of slavery. And we eventually recovered. I think that we'd be able to recover and heal eventually if we impeached this dipshit. So here's the thing, as public support for impeachment continues to increase, if it does in fact follow this trajectory, expect more insanity from the White House. It's already gotten very interesting. If that's the right word I want to use, I'm not sure. Maybe scary, but it's going to give us. He is going to be even more unraveled. Remember, after he lost the house in 2018, the next day, he got into that tiff with Jim Acosta of CNN where he kind of stepped out from the podium in an attempt, I'm guessing to intimidate Jim Acosta. So the way that Donald Trump acts under pressure is he starts lashing out. He becomes unhinged more so than usual. He's already unhinged, right? But he becomes worse and worse. And you can expect him to get progressively worse if he sees that his administration could potentially be impeached. Even if you need a two-thirds majority in the Senate to impeach him, that still isn't a good look for Donald Trump. Even if it fails, it could damage him permanently. Now there's always the issue of what will happen. Let's say, hypothetically speaking, Democrats finish their impeachment inquiry and they realize that there is enough evidence to warrant impeachment and they vote to impeach him. Of course it would go to the Senate for a trial. But what would Mitch McConnell do? Well, he recently said he'd have no choice but to take up impeachment, which is huge. That's huge. So even if it fails in the Senate, this could still damage Donald Trump. In fact, it's already starting to damage Donald Trump, according to public opinion polls, but it's still early. That can change. All I'm saying is watch him. He's going to get worse. He's going to get crazier. But understand that impeachment might actually be successful at reining him in a little bit. He's going to get crazier. He's going to get worse before it gets better. But this could work. I don't know if it's going to work. It could fail. But it's already having a pretty substantial impact. So it's fascinating to see this play out.


Hi, I'm Zor. Welcome to a new Zor Education. I would like to continue talking about pyramids, and in this particular case I would apply our knowledge about pyramids to determining the volume of a very complicated figure. I was trying to draw it before starting the lecture with my very limited artistic abilities. Anyway, this figure is called cube octahedron, and I will explain what it is later on. So, what exactly this is all about? This is just one of the lectures on advanced mathematics for high school students. I presented it on Unizor.com website. I suggest actually to watch this lecture from the website, because it contains notes and exams actually for those who are signed in, etc. So, cube octahedron, what this beast is about. Alright, first of all, we have a cube A, B, C, D, A prime, B prime, C prime, D prime. And then what we do, from each vertex, we cut the corner of this cube. Now, the way how we do it is the following. We divide in half the side A, B and A, G and A, A prime. And connect these midpoints together, three points. I cut the plane through this, through these three points.  If these points are, let's say, P, Q and R, I cut this pyramid APQR from the cube. And I repeat exactly the same thing at every vertex, and there are eight of them of this cube. Whatever remains, and this is something which I was trying to present in this picture, is actually called cube octahedron. It's part of this which is related to the cube is basically, because we started with six faces of the cube, and octahedron because you have additional eight faces of this figure which are a result of the cutting.  So we have six faces remaining from the original cube, and eight additional faces which are the result of our section. The question is, what part of the volume of the cube, the initial cube, this cube octahedron actually retains? Well, obviously the easiest way is to calculate the volume of the pyramid. There are eight of them and they are absolutely equal to each other, and subtract it from the volume of the cube, which is very easy. What's tempting is to call the vertex itself of the pyramid. This, this, or this, call it an apex of the pyramid, and the triangle like PQR, a basis. However, it complicates the calculations. It's easier to basically consider this pyramid slightly differently. I will consider ARQ as a base and P as apex. Now, it's much easier because these are all right angles. So we know the AP would be the altitude, and the ARQ, which is the right triangle, would be the base. So it's very easy to calculate the area of this particular triangle and the volume of the pyramid. So let's do it. Let's consider our cube has the side, quote, the side lengths of A. Well, then obviously the volume of the cube equals A cube. Now, let's talk about the pyramid. Every pyramid out of these eight has this side equal to A divided by 2. And AR also and AP also, all of them are half the edge of the original cube. So let's just talk about this pyramid. So this is A, this is P, and we have this pyramid. So these are right angles. So this is A over 2, this is A over 2, and this is A over 2. Now this is the right triangle, and its area is equal to A over 2 times A over 2 times one-half. That's the area of the triangle. Now the altitude is also A over 2, right? So I have to multiply it by the A over 2 and by one-third because we're talking about pyramid, right? So one-third of the product of the area of the base and the altitude. So this is the volume of my pyramid. Equals to A cube divided by 48. Now, we have eight such pyramids. Now, since we have eight such pyramids, now the volume of eight pyramids is equal to A cube O over 48 times 8, which is A cube over 6. So the volume of our cube octahedron is equal to... Well, if A cube over 6 is the volume of all these pyramids, whatever remains is obviously 5A cube over 6. Because we have to subtract from A cube, we have to subtract A cube over 6, and that's what remains. So this is basically the answer. So the ratio is 5, 6. You can say that the cube octahedron takes 5, 6 of the volume of the cube. Now, incidentally, if we want to calculate the volume of this cube octahedron in terms of its own property, and its own property is its side, right? So let's call this side B. And this, and this, and this, and this. All of these sides are equal to B, right? Because they're all diagonals in this particular... Well, not diagonals, it's just... It's hypotenuse, if you wish, of the triangles with the side A over 2, right triangles. So, if my catatris is equal to A over 2, then hypotenuse B is equal to this, right? We're talking about Pythagorean theorem. A over 2 square plus A over 2 square is equal to B square, right? So this would be my B, right? Now, if this is B, then in terms of B, this formula would look how? Well, let's just resolve it for A and substitute into B. So it's 2B over square root of 2 is equal to A. Now, 2B over square root of 2 is actually B square root of 2. So instead of A cube, I can substitute A instead of A B square root of 2. And I will have 5B square root of 2 cube. And the parenthesis should be here. And divide it by 6, which is equal to 5B cube. Now, square root of 2 to the power of 3 is square root of 2 to the power of 2 and 1. So it's 2 square root of 2 over 6, which is equal to 5 third B cube square root of 2. That's another representation of the volume of the cube octahedron in terms of its own characteristic. And its own characteristic is the length of its edge B. And that's the final formula. And that's basically all I wanted to talk about in this today's lecture. I do suggest you to try to do all these calculations yourself, because it's kind of useful thing. And it's a very interesting figure, this cube octahedron. It has 6 square faces and each of these, which are 8 of them, 8 triangular faces. So if you will count how many faces and edges and vertices this figure has, it would be what? We have faces. Faces is equal to 6 squares from the original cube plus 8 triangles. So it's 14. Now, edges. Okay. So we have... It's not easy to count them, right? Well, I think we have 4 edges here and 4 here, here and here. So these are all edges of the squares. But triangles will not bring up any new edges. So it looks like I have 6 squares, each of them has 4 edges, so it's 24. It looks like it's 24. I think that's what it is. Because triangles do not bring any new edges, because each edge of the triangle is actually edge of a corresponding square. And squares between themselves do not have any common edges. And now let's talk about vertices. Okay. So what's about vertices? Let's think about how to count vertices in a nice and convenient way. Well, how about this? I have 6 squares, each square has 4 vertices. However, each vertex is counted twice as part of this and part of that. So it looks like I have 12. So vertices seems to be 12. Now let's count them differently. If I'm counting only by triangles, triangle has 3 vertices, right? Now we have 8 triangles, 3 by 8 is 24. And again, every vertex in this case also counted twice in this triangle and in this triangle. So it's again 12. It looks like I've right. And let me just go back to the Euler's formula about relationship between F, E and V. F plus V minus E equals 2. This is Euler's formula, which we will still attend at some time in the future, but it still checks here. 14 plus 12, 26 minus 24 is equal to 2. So that's it for today. Thank you very much. I do suggest you to calculate whatever I just did on the board yourself. And good luck!


What's up everybody? Jason here for jaskiescasebrakes.com. This was the last filler guys giving away five spots in that baseball mixture And that'll be breaking necks. This is a 2022 tops pristine baseball one-pack break random teams number 17 So again 30 total spots everybody gets a random team in the break remember no veteran common ship We'll do the break and at the excuse me at the end will randomize the customer names top five names When a spot in the baseball mixer, which will be coming up next this one right here Here's a dice roller. Here's the customer names teams. Let's do the break first There's a two and a one three times one two Three Alan done Alan. Oh Aaron judges up to bat right now three times here one two Three I Got walked You know how?  So that way he doesn't get a hit You think the MLB would ever allow that. Oh, this is a replay of last night that I was going on right now 33 I thought that was live right now. All right, so there you go That's what I'm saying like would the MLB secretly tell these pictures You can't do that in these organizations like you better not or will they not interfere? So you have to be like some conspiracy to that Imagine every single time he's up to bat no matter if these people on base or not We're gonna walk him. I Don't know man. It seems a little fishy All right, here we go pristine and we got a joke hard or gold and then we got a Eddie Murray Little refractor there So there you go. There's nothing super crazy out of there. Now. Let's quickly do the randomizer now for the mixer spot giveaway. So again this would be Five top five get in guys roll four to two six times good luck one two three four five and Six in final time guys. Good luck Six times top five so 25 sad people Extra extra sad is gonna be number six Which is Anthony are unfortunately down a mark at 30 But five happy people That includes Michael all Rex is happy Timothy's happy Noel's happy and Michael's happy again So there you go top five are in So coming up next is the baseball mixer Jaspies case breaks


Is it better? Yes. Vietnam is home in many ways. Also very pleased to be here to talk about the well-developed report, 2013 on jobs and some of the implications of the thinking in that report. When so many people also around the room make it feel like being home, Ravi Campbell was one of our advisors. We had extensive discussions with Gary, Haroon Barat was one of our contributors, David Malone IDRC was one of our supporters, this was wider, so really feels like continuing a conversation that has been held in many different ways. But perhaps what I want to do is to take advantage of the fact that this is a more academic audience than the usual audience to which I've been presenting findings from the well-developed report to do a bit more on some conceptual issues that come about this report. You know, this report is very unusual for the World Bank to have a well-developed report on jobs. Over 36 years of existence of the series, this is the dean of the series in annual reports from big developmental organizations, only twice there was a report about jobs. Once was when the Uruguay round of the WTO was being concluded and there was a feeling that globalization was there, the issues of trade and labor needed to be addressed. This report, the second one on jobs came after the global crisis, which gave a sense of fragility or the importance of jobs, came after the Arab Spring, which perhaps was a wake-up call for many economists that jobs matter way more than just because of the earnings or the productivity, the entire social fabric hinges on them. Economists should have figured that out long before. Anyway, that's the way it happened. And so I want, these two events, the global crisis, the Arab Spring, pushed us to rethink jobs. Okay, if we think development through a job's lens, in which way will it be different? And I want to talk about the conceptual and methodological implications of doing that. We started by this simple realization, is that jobs, the word jobs has very different meanings for different people. It's not by chance that in the cover we put all these many words, because even in the words you see the nuances of what people think about when they think about jobs. Here you have people that work in different places, the young woman on the left is in a factory in Vietnam, these are people working in Poland, and perhaps when we think about jobs we tend to think about this young woman in a factory or these white-collar employees working in some back office processing. The reality is more complex. When you take the standard definitions of the ILO will use, the convention statisticians will use for what is being at work, you realize that overall in the world less than half of the people or roughly half of the people who are working are working for an employer. The employer employee is only for half of the people, much less so in developing countries, even less so in the poorest countries, and I'm just talking wage employment, I'm not talking formal wage employment. So when you look for instance at East Asia and the Pacific you see roughly thirds of people working as farmers, self-employed and wage employed. And so one of the first things that methodologically we thought is well we don't have a theory of jobs. We have very good labor economics, and labor economics is to a large extent organized about the notion of a labor market. Labor economics was developed in countries where most of the people at work were wage employees, and our way of thinking about jobs is very much shaped by that. So we think about labor supply and policies for labor supply, the skills, labor demand, and that's a business environment, and the matching of the two, and that's fine. And we want more wage employment, all that. But it still doesn't change the fact that for many of the people at work in developing countries wage employment is still a remote possibility. For many of the transitions out of poverty that we care about they don't happen by people moving from farmers to formal wage employment. They happen through other intermediate transitions, and we needed to understand that better because the policy implications could be very different. We also realize that even our thinking about the value of jobs is very much shaped by that. For instance, we tend to think that there is a problem about jobs when labor supply and demand don't match, and there is unemployment. The reality is that in many developing countries unemployment is a relatively irrelevant concept. And that's a point that I'm sure Gary will emphasize. Most of poor people in the work, and the work very hard, is just that their jobs are not productive enough to sustain their livelihoods. In many places you cannot have the luxury of being unemployed. It's not the case in middle income countries and other distortions can create huge unemployment especially among youth. But overall we tend to think that a problem of jobs is jobless, gross, unemployment, and it tends to be more complex than that. Another way in which we are tainted by the labor policy or labor market framework is when we think about other aspects of jobs like voice. We tend to think about voice as a problem of representation of workers and employers and collective bargaining. When you think about the ILO, the International Labor Organization as an organization, it's structured around this tripartite structure of employers, workers, and governments. But it turns out that for many people in developing countries at work the voice issues are not with an employer. Even the narrative of the Arab Spring is in a way tainted by this mental process because today Koshik was talking about how the mental frame for matters for institutions. The narrative we started with for the Arab Spring was one in which in Tunisia a young man sacrificed his life to protest the fact that he likes a job. The true story was different. This young man was a street vendor and he sacrificed his life to protest abuse by police and local authorities. That's a kind of problem of voice that we see in many developing countries. As Ravi, one of our advisors was Elabad, the head of the self-employed women's association. So we tried to think time and again to have the discipline to say labor economics is a wonderful tool, but it's one tool in our toolkit. How do we think about jobs in a way that is relevant for developing countries as a whole? The way we think also about jobs as economies and one of the reasons why we didn't have many world development reports on jobs is that growth is the thing. If we get growth, then jobs will follow in one way or another. And there is a lot of truth to that assessment. Here in these two figures you have countries, the little dots are countries. On the left hand side you have average wages in manufacturing in the vertical axis and income per capita in the horizontal axis. On the right hand side you have the proportion of the people at work who are covered by social security, formal social security. And you see that there is a good relationship. Interestingly it's not the same relationship. The shape is very clearly different. Interestingly also there's a lot of dispersion. So we're not trying to challenge the idea that growth is probably one of the most important things you can do for jobs. But what we saw is in which ways jobs and which jobs are there and are being created affects the pattern of growth. And what we did to put it in terms that work with an academic audience, they don't work with a broader policy audience. So you will not find this in the report itself. What we did is to think let's take jobs out of labor economics or out of labor economics exclusively into public economics. Let's think about the social value of a job. Before our report, before the World Development Report 2013, the previous report was on gender. And that report found that one of the biggest avenues for the transformation of the place of women in society was paid employment. The report before was about conflict. It found that one of the avenues for peace was the availability of jobs. So when you think about that, there is a social value or a spillover or an externality, if you put it in the jargon of modern public economics, that we may not be tapping if we only look at supply and demand and equalization. And so that pushed us to think that we should fully capture this multi-dimensional nature of jobs. The fact that they do many things at the same time. And to see if at any point in time in the development of a society, we are missing out on one of these big development payoffs. And therefore, what are the policies that need to be in place so that the players, the actors involved fully internalize the benefit these jobs have and take action accordingly. Now jobs do many things, but one way to caricature about jobs is to say that jobs are what we do, jobs are what we earn, and jobs are who we are. And these are the three pillars you see here. One is productivity, what we do. One is living standards, what we earn. One is social cohesion, who we are and how we interact in society, at the household level, at the community, at the political level. And we try to get expertise in each of these three areas. Again, Ravi was our main advisor on issues related to living standards. John Halty-Wonger on issues related to productivity. George Akerlof on issues related to social cohesion. And the idea was are there points in time in which some of these things are missing? And we did with these three columns because we could link data to each of three. On living standards, we have household surveys, the kind of household surveys we use for poverty analysis that can be used to look at jobs and living standards. On productivity, we have enterprise surveys, planned level surveys of different sorts. And on social cohesion, we have value surveys. So basically, there was an empirical foundation to work on each of these three. So let me just give you insights in each of the three areas on the payoffs that jobs can have that we may or may not be fully internalizing. And a good policymaker who acts in a kind of simple Pygovian environment will have to take into account. Let me start with living standards. First point made by this figure is most of the main source of earnings of houses in developing countries is labor. No matter how you put it in place, that's what you get. Of course, you have a few on the left that were transition economies at the time when transfers and pensions could matter. But in general, the more you move to the right, the more you move to developing countries. The main source of earnings at the household level is labor. And the main driver of transitions of the poverty is labor again. We looked at houses, places where you could have a panel and follow households over time to see what happens, what is different between two points in time when I look at a household that was poor in the first period and is not poor in the second period. The light blue is the labor income related effects. More people working in the household, people changing jobs, people earning more in the jobs. You have other events, marriage, separation of families, inheritance, lotteries and things like that. They do not count for much. Second thought I want to leave with you. So the implication of this thought is if you care about poverty, if in a way you say a job for a poor person for me matters more because of my social objective than a job for a non-poor person, then there is a value to the jobs in particular that are behind these transitions. Second point is, and this is an important methodological point, is that we were at a loss when it came to productivity. Because on the surface there is a wealth of studies by now on firm dynamics that more or less have replicated the kind of line of research that John Halty-Wonger and others have been pushing for in terms of job creation and job distraction and seems to be yielding very similar results to, in many ways, to the ones we find in industrial countries. But then we realized that the surveys on which we are doing this account for a tiny fraction of total employment in developing countries. We did a simple exercise. We took countries where we could identify from household surveys, we could reconstruct the size distribution of firms. People say, oh, I work for a small firm, I work on my own, I work with my cousin, I work in a company that is big. And you do that, you reconstruct the distribution of firms. And then you look at the distribution of firms from your planned level service. You do that for Germany, you do fine. You do it even for a country like Chile, which is an OECD country. And you completely miss a picture. So we reconstructed employment dynamics, trying to reweight what we knew about the true distribution of economic units by size using the information we had about observed transitions. And we came to the conclusion that even simple questions, like who creates more jobs, we don't know the answer. Everybody would say it's more than medium enterprises. No, it's not. Clearly, most jobs, even in middle income countries, are with micro enterprises. But we also came to the conclusion that there is something fundamentally different in the dynamics of economic units in developing countries. In industrial countries, you have small firms, which are mice, lots of them, but you have gazelles. The gazelles are the mice who grow and become something quick and big. Most employment creation in industrial countries come from these young firms, not necessarily small, young, essentially young. There are very few gazelles in developing countries. There are many mice. That's where you see a lot of employment. You see a lot of creation by these mice, a lot of distraction. It's just churning. It goes nowhere. Very few gazelles, many elephants, many big firms that do not go anywhere either, that don't have any. They are more productive, but they are not dynamic. So we see an entire agenda, which is to really reconstruct the dynamic of enterprises. Here you have the share of micro-enterprises in employment by country. And you see that in places like Ethiopia is 87%. Even in places like Chile, it's 39%. And we did some tentative work on social cohesion. And of course, there is more difficult because one can always say, well, you find correlations. You don't find causation. We find correlations that people who lack of a job tend to disengage from society. We find correlations that people who have a motivating job tend to engage more in society. I will not go into how we define and operationalize the social cohesion. But one could say this correlation, the causation. But we went for studies that really followed people over time. Here is engagement in the community by people depending on whether they were employed in two points in time, 2007. And you see that people who move from no job to job engage much more than people who move from job to no job. So we got all these ideas. And then we thought, OK, how do we put these all together? And I will try to put it all together in five minutes, which may be challenging. But please, please try to bear with me. And I will skip a very interesting survey we conducted with support from Norway and several countries trying to capture the social and private value of jobs. So how people see the value of a teacher or the value of a civil servant for themselves and for society. If the value was the same, all these dots, which are the value of different jobs, will be aligned. Clearly, they are not. Everybody would like to be a civil servant. Very few people think that civil servants are a great contributor to development. Everybody values teachers more for what they do for society than for what you earn as a teacher. But what we find is that a lot of the things we had been talking about in development were, in fact, about these other aspects of jobs on poverty reduction, on gender, on public finance and distortions from labor markets, on urbanization. Urbanization is people becoming more productive because they work together. So in each of the areas, you can always put names to the key authors in these different areas, Glazer, Melitz, whatever. And you can write the basic equations on many of these fields of development almost as a spillover from a job that can be quantified. And so we ask it ourselves. So can we, as a social planner, could do understanding in a country ways that there are these billovers? How much is a job in a city worse to society above what is worse to the person, and so on and so forth? And we find that it's possible, but it's probably impractical. There are all sorts of empirical studies, but it will be controversial. We'll take time. So what we did was just to say, OK, can we tell what the main challenges, the main potential and top benefits from jobs are in different kinds of countries? And we came with a typology of eight jobs challenges. Doesn't mean that each country has one job challenge. What we found, we did a classification with inputting in the reports that there will not be people discussing, oh, my country's A or rather B. But we found that basically every country has two or three big challenges. You have a gradient economy. You have urbanizing economies. You have aging societies. You have resource rich countries. And in each case, you see what is ways that you have a problem. Is it in the productivity pillar, in the living standards pillar, in the social cohesion pillar? And that brings the nature of the policy challenge to address. If you think, again, as in the environment, you say there is something I'm missing. I'm missing the productivity of cities in a place, and that's what I need to work for. Or I'm missing the fact that all people should remain productive in aging societies, and that's where my effort should go to. And we find two minutes. I will make it. And then we found that for each of the challenges, we had champions. We could identify countries that had done the right thing in terms of addressing those policies. Vietnam was one of our champions, by the way, as an agrarian country in the 1990s, what it did with its policies to redistribute land, take the state-owned enterprises out of the commercialization of agricultural products, put agricultural extension in place, was the right way to make jobs more productive, job agricultural jobs more productive. But for each of the challenges, we find a country that had done something remarkably good. For instance, Chile is our champion on resource-rich countries, on how to manage a bounty in a way that preserves incentives to work and produce and export and avoids the fluctuations that come with being a resource-rich country. And so we came to this idea that when it comes to policies for jobs in this framework, there are three layers. These are layer of fundamentals. That's what we always emphasize. They have to be in place, micro-economics stability, business environment, the rule of law, respectful rights, some human capital. But those are necessary conditions. They are not sufficient conditions. If you don't have that, you don't go anywhere. But if you have that, you may or may not go somewhere. Tunisia, again, had all that in place. So that was not the problem. Second layer, which we tend to emphasize when we look from labor economics, is labor policies. What we find is that the debate was much more heated than what the evidence could bring. We came with this idea that I will try to summarize in 20 seconds, because now I've reached my time, which is that it's not like more or less regulation is good or bad. We found that there is a range, we call the plateau, where you have some efficiency gains, some efficiency losses. You move a bit up the minimum wage.  It's very difficult to tell whether that makes a big difference. And then you have two big cliffs. You have the big cliff of, say, I'm working in South Asia now, Bangladesh, the lack of health and safety, collapse of Rana Plaza, that's a big cliff. And you have the big cliff of India, the industrial dispute site, the regulations that prevent firms from restructuring and adjustment their employment. Those are the cliffs. And so the message was stay on the cliff. But the big message was look at the top. Look at the priorities. Look at what Vietnam did in the 1990s, what Chile did with its copper, what Slovenia did by entering the European Union. The key policy for jobs may not be in the labor market. If you just use labor economics, we end up in this heated debate about whether the minimum wage should be 5% higher or 5% lower, that's probably a waste of time. Let's try to focus on the most important things. Finally, just to open up the appetite. And through, I finished 10 seconds. Each chapter finishes with a question where we use this framework to say, OK, so what is different if we apply this framework? And we try to go for questions like skills or jobs, which comes first, or growth strategies or job strategies. These are like four pages. They can be downloaded separately. They can be read as an economist article. If you are curious, please go to the website. Also, the entire database of the report can be downloaded from there. Thank you very much.


The government of St. Lucia is calling on all St. Lucians at home and abroad to come together in reflection and prayer, and in that regard has declared Monday, May 24, 2021, as a national day of prayer and fasting from 6 a.m. to 6 p.m. This day of national togetherness in spirit is expected to feature participation from all local faith-based organizations with church services, gospel performances, prayer, spoken word, and testimonies, and will be carried live via the national television network, partner stations, and through live streaming. Taking into account social distancing protocols, this virtual platform will encourage full national participation. Prime Minister the Honourable Alan Shasne explained that the decision for the national day of prayer and fasting was taken by the Cabinet of Ministers following discussions with church leaders, and after careful reflection on the past year, and recognizing that we are in unprecedented times. All are invited to spend the day in reflection and virtual fellowship, regardless of religious persuasion, and to take some time for positive reflection, for meditation, to spread hope and comfort and build solidarity.


Welcome to Higher Education Matters. We're so glad you could tune in. This is a program that's presented by the Vermont State Colleges System. I'm Jeb Spaulding. I'm the Chancellor. And we use this as an opportunity to talk to viewers about all kinds of matters, a lot relating to the Vermont State Colleges System, but also higher education issues in general. Issues like, how can I pay for college, or how should I think about getting into college, and what are the advantages of going to a two-year or four-year program? So I hope you'll find the issues that we cover of interest. I want to remind you that within the Vermont State Colleges System, we have a diversity of institutions that cover a lot of ground. So for example, we have Community College of Vermont, which has 12 locations around the state, and about a third of the courses that are delivered by Community College of Vermont are actually delivered online. So they're accessible in-person and online, if that's better for you. They have individual courses and a number of associate's degree programs. On the other end of the alphabet, we have Vermont Technical College, and they have two locations and a lot of locations around the state and online delivery, too. So the main campus that people think of with Vermont Technical College is in Randolph Center, but there's also a campus in Williston, and also, as I mentioned, programs that are delivered statewide, either shared space with Community College of Vermont or sometimes online. And then we have Northern Vermont University, which is coming up in July 1. It's a transition year. It's a unification of Johnson State College and Linden State College. Very exciting that unification. It's going to offer more opportunities for students, and they have a range of primarily bachelor's and master's degree program, but a range of associate's degrees as well. And finally, Castleton University, just outside of Rutland, just a fantastic campus, a really a place that has 27 NCAA sports and great faculty, and that's the makeup of the Vermont State College's system. And if you want to find out more about any one of the institutions within the system, or how they work together, just go to www.vsc.edu. Now, with today's program, I want to welcome Dale Miller. Dale, thank you for coming on. Dale is a 1982, I think, graduate of Vermont Technical College. Is that right? That's right. So we're going to talk a little bit about, you know, about yourself and why you ended up going to Vermont Technical College and where, how you went on from there. But Dale is the senior location executive for Global Foundries, which used to be called IBM to the average layman. I'm sure it's a little more complicated than that, but has a major facility in Essex. And I assume that senior location executive means that you're sort of the top dog here in Vermont for Global Foundries? Well, yeah, a lot of people ask me about that. And first of all, thank you for having me join you today. Really, what it means is I have the, I'm a senior leader for the campus externally in the state of Vermont. We have actually other senior leaders in the company that reside on our campus in different roles. But that's what the senior location executive role really means. And then I also have, I'm an executive role for manufacturing operations for the Semiconductor FAB that's on our facility. Okay, that's great. So listen, I also should mention that Dale not only is an alum of Vermont Technical College, but he is going to be inducted into the Vermont State College's Hall of Fame on Thursday, March 15th. And that's a very exciting event. It'll be your first time going, but it's a full house. It's held at the Capitol Plaza. And we have former Governor Jim Douglas is returning for the third year in a row as our master of ceremonies. Governor Phil Scott will be there. Students will be there. Bank executives will be there. All kinds of the union representatives will be there. So it's a wonderful overflowing evening and very inspirational when we find out, you know, some of the interesting people that come out of the Vermont State College. So, you know, Dale, I will talk more about you in this program. But also this year, we're inducting a fellow by the name of Mark Valade, who happens to be the CEO of Carhart. And he went to Lyndon State College. You know, we've inducted a Jim Cantori from the Weather Channel, who was also an alum of Lyndon. We've done John Casella. Last year, we had from Vermont Tech a fellow by the name of Jay Fayette, who is now I think his Chief Operating Officer for PC Construction, the largest construction company in the state. And it's just in this year, again, we're doing we have community activists and all kinds of people that come out of our colleges. And the Hall of Fame event is a way to kind of celebrate that and help people understand what we mean to the state of Vermont as essentially the extension of the K-12, pre-K-12 system into the post-secondary years. You know, I mentioned, I won't go back and re-mention the state colleges, and I know this is not meant to be just a sales pitch for the state colleges, but we confer more bachelor's and associate's degrees every year than all of the other colleges and universities combined. So if you added up, you know, whatever, Champlain, St. Michael's, UVM, Middlebury, Norwich, Goddard, Green Mountain College, all of them, more degrees, bachelor's and associate's degrees are conferred by the Vermont State College's system.  So tell us your story.  I am. So I wasn't born in Vermont, but I came here at the age of two. And what brought us to Vermont was my dad got hired by IBM. Oh, really? Okay. Campus that I now work on. So that's kind of cool. Okay. You know, clearly, it's an honor to be selected and inducted into the Hall of Fame and joining the others that came before me. So I really looking forward to next week. So thank you for that. And I should have said on that one, Dale, like, like, if there are viewers that are interested in buying a ticket in coming, the best thing you can do is call Harriet at<PHONE_NUMBER>. We may have a waiting list now. So I can't guarantee that you can get in. But if you're interested, call Harriet and there's at least a 50-50 chance you'll get on the waiting list and get in. So it's a great event. If you can come, that would be wonderful. Dale, back to you. No problem. One thing I'd like to share with the audience, you mentioned the degrees that the Vermont State Colleges put out on an annual basis. If I just look at our work and workforce at Global Foundries at the Essex Junction Facility, we have over 400 graduates from Vermont State Colleges. That's amazing. Of which 300 of those are from Vermont Technical College.  So a natural fit there. But just to show that we've taken advantage of the students across the state over the years. And you were mentioning that recently there was a job fair where you had a good turnout. Just this week, a good job fair with VTC. And my understanding is we have 25 applicants. We have openings in many disciplines.  We have different disciplines. Most of it tends to be engineering and technician based. We have production operators that we train internally. So some people come to us with degrees that may not fit our technical degrees, but then come in and get started in manufacturing and then grow from there. So there's that opportunity. We have supply chain disciplines, facilities and equipment engineering. So I notice when I when I drive by the main entrance in Essex Junction, it usually there's a sign that says we are hiring or something like that. Are you do you have a hard time filling the positions you'd like to fill or? It's clearly been a challenge for us. You know, we we've been predominantly hiring production operators for the semiconductor fab and our test facility and the mass cows. Those are our three manufacturing legs on the site campus. It's been a challenge. You know, unemployment in Vermont is low and and people have choices. So you got to make it worth their while and that they can see that they can have a career. So why we work with Vermont State colleges, you know, on the professional side, we are hiring there as well. We hire engineering disciplines predominantly supply chain, some finance. So yeah, we have openings across the board that we're currently trying to fill. Okay, you know, it's an interesting thing with the when I talked to employers, like for example, PC construction, they say I wish we could hire more of the students from Vermont Tech. It's one of the interesting things. Mainly, even with just an associate's degree at Vermont Tech, it's pretty, pretty likely you're going to end up with a good paying job. So and actually, that's my journey. So if I kind of characterize my journey with VTC to where I sit today, you know, I wasn't sure what I wanted to do in high school. I thought I wanted to be a pilot. I wanted to be maybe a athletic trainer. And, you know, my dad worked for IBM. So I knew the jobs that they were typically looking for there and technician positions were something that they were always looking to fill. I knew that they typically hired from VTC in those days. So I decided to give that a shot and say, you know, almost a guaranteed job. As a matter of fact, I'm pretty sure that VTC's placement rate still remains high to this day. I had like 98%. So they continue to place many of their students, most of their students. They actually hit 100% a year or so ago. 97 to 100%. It's pretty amazing. So It's impressive. And so just out of curiosity, did you, where did you go to high school? So I went to high school at Mount Mansfield. So I grew up in Richmond, Vermont. And was your father in engineering or technology at IBM or some other? He had multiple roles, mostly in management, production, quality positions. My mom actually worked there as well. She worked in manufacturing for years. And were they were they still working there when you started working? They were as a matter of fact. So that was kind of fun to work in the same business as your as your mom and dad. Although it's probably pretty big. You might not have run a new man on a daily basis. Yeah, you're right. No, it was, you know, back in those days, we had multiple offsite campuses too. So when I started, I was actually off the main site campus. So yeah, it was fun times. Okay, so, you know, Vermont Technical College is one of your feeders for your students. And, you know, what are the kind of, you know, Vermont Tech or otherwise, and you mentioned you have so many a variety of different jobs, but what are the kind of educational skills and attributes that you're looking for when when you're hiring new employees? So, you know, in that in the technician positions, you know, we love the two year student, we think that's the perfect fit because they can come in and start working on equipment with some training. We train all our techs as well. They get personalized training. But then what's nice is a lot of the techs continue their education after the two year degree and global foundries in this case and IBM previously also provided assistance, education assistance to continue your education. That's what I did as a student and many of my VTC fellow fellow peers that I work with today did the same. But even if you didn't continue education, there's still different career paths. And that's one of the nice things that the two year degree can do for you as you can try it out, see if it's something you like, adjust. So we really promote the two year degree for our technician positions. And then, you know, the engineering positions that they require bachelor of science equivalency for that. And we have very variety of different engineering disciplines that we we go after, you know, industrial engineering, equipment, process, chemical, a few. So this is a good time to take a little deviation to talk about affordability of a college degree for a second. And I want to focus on something you mentioned, which is you hire a lot of people with a two year degree, which they have it community college at Vermont Technical College and all of our colleges have that two year degree. But people worry about can I afford for my children to go get a college education. So at Vermont Technical College, they also have something called the Vermont Academy of Science and Technology. And what that is, it's a kind of it's what you do in your senior year of high school. So you combine your senior year of high school and your first year of college. And the there is no tuition charge for that. Basically, the state reimburses Vermont Tech at a sort of a discounted level. But so a student can in their, you know, finish their senior year of high school and have finished their first year of a degree program at Vermont Tech. So there's 50% reduction in the tuition costs for that associate degree program. So if they get their associate's degree, in one more year after high school, and they start at global foundries, and then they want to go and pursue a bachelor's degree. And maybe even further than that, there is some assistance from the employer, global foundries or anybody else. So I guess my message is to the to the viewers, look, I know college is expensive, but if you think ahead and plan ahead and get creative, there are ways where you could cut the costs substantially. And I really hope not too many families are making a decision in advance to say, gee, my children or I can't go to college because I can't afford it without looking at the opportunities that you could actually lower the cost. Yeah, that's a great point. And I think, you know, people should consider that option because it's a way to get yourself in the door, have a good paying job, and then explore further education and getting assistance to do it. And many companies do that today. You know, I'm sure, you know, obviously we can't do that for every employee comes in the door. So we have a prioritization process. And but people most times than not, if people are interested in continuing their education, we work with them to facilitate that. So it is an opportunity to balance the cost out of pocket and let your employer help you. Because that's a win win situation. Not only do you get to continue to learn and grow your education, but you get to utilize that in the place that you work, which benefits the company. Right, that's great. So I had a question about if it's okay to ask a question about global foundries. It's about global foundries, but also, you know, big employers everywhere today. And, you know, there's a perception and I think there's probably some truth to it.  And now there's a perception that, Hey, you know, you shouldn't be planning on longevity at any of these bigger, bigger employers, because they lay people off or this, there's just no loyalty like the way they're used to be. And maybe loyalty might not even be the right word deal. But you know what I'm saying? And what's your take on that as an executive at global foundries? I mean, is it a good place for people to think of as a career opportunity, like, you know, over a long period of time or or or not? Yeah. So my personal opinion, you've been there for a long time. Yeah, 35 years. So it goes quick. Clearly, you know, what we see in our industry and other industries is that the the new generation coming into the workforce tends to want to bounce around and try different things. That's the way it is. So as an employee, you have to recognize that and plan for that in your hiring practices and in your training practices, etc. But I personally think, you know, some of the larger companies have a benefit to offer in that there's multiple careers within those businesses. If I use myself as an example, I've had over 10 different positions in my career at IBM and global foundries. And the beauty of that is in each one of those, I've learned different things and expanded my knowledge base to allow myself to grow to where I am today. So within the large that's one of the benefits of a larger company is you can do different roles all within that company and and grow your career that way. But it is clearly not the norm. Right. But we would like to think that people will take advantage of that opportunity when they work for us. So that's a good point because you know you hear these things these sort of statistics that the average person is going to have like, you know, I don't know what it is, you know, eight different careers in their lifetime or eight different jobs in their lifetime. But you know, at a larger employer, you can actually have eight different careers within the same employer. Exactly. And one of the important things is knowing that is you want the experience for the employee to be a positive one. So if they choose to leave, then they might come back. And we've seen that in multiple cases where people have left to go explore something else. And then they've chosen to come back. And it was a good relationship when they left. And we love to bring them back if we if we have the openings. And that's happened multiple times for us. So that's a win-win as well. Right. And a question, Dale. Do you ever hire new employees that don't have any kind of degree associates or bachelors? Yes. So in our production roles, high school, you have to be a high school graduate or GED. And then we train you from there. So yeah, we fire quite a few of those. Okay. And what kind of skills are you looking for there? So the primary skill is, you know, basic math is helpful. Being able to read and speak English is important for us. English as a second language can sometimes be a challenge. So we have to work through that. But basically it's being able to be on your feet. It's a 12 hour shift position, our entry level positions. And you the schedule is different than the traditional five to Monday through Friday role. So you work a Monday, Tuesday, you have Wednesday, Thursday off, and then you have Friday, Saturday, Sunday as your next workday. So it's a three, two, two, three rotation. And then we also are a 24 by seven business. So we're always operating. So we have night teams as well. And it's the same 12 hour schedule. But the schedule is on four days off three days, four, three days off work. So it rotates 3443. So it's a little different than the day shift. But basically, if you if you graduate high school with a diploma, and you have a good work ethic, we would love to give you an opportunity and see if it's a match. Okay. And where I'm sort of leading with that is to say that, okay, you know, people think of colleges as offering diplomas, either associates, bachelor's, master's, PhDs, you know, and, and, and we do that. But increasingly, the state college system and, you know, UVM and others too, and, in particular, Vermont Tech and Community College of Vermont are looking for ways to provide meaningful certificates or credentials that indicate that, you know, you have some, some set of skills. And so we're looking say, okay, well, when we look at the future of higher education, you know, there's no question about the value of a college degree economically and health wise and, you know, all the things it does to provide value. But not everybody needs a college degree. So what kind of skills and training certifications do they need? And, you know, we're very active in trying to say, okay, for example, Community College of Vermont has a new certified bookkeeper program. It's a national certification. And, you know, if you were going to work for the state or, you know, GE or something like that, having that certification can really help. And my understanding is that that Global Foundries, you know, starting with IBM and then Global Foundries has had a relationship with Community College of Vermont. And I was wondering whether you could tell me a little bit about that. I thought it was some kind of a certified production technician or something like that, where they actually get some kind of certification. And I wanted to. Yeah, you're absolutely right, Jeb. So so we did work with CCV. They were a great partner in this. We had the classes held on our campus, so we provided the space because many of our current employees took advantage of it, in this case. And we when they graduate, so basically it's focused on production topics, quality topics and safety topics in those manufacturing production space. And they graduate with a certificate that says that they've been through this program. They acquire 12 college credits that they can put towards a future degree if they should so choose to do so. And and and back to our earlier discussion, you know, if they're a current employee, they would be able to take advantage of our Education Assistance Program to facilitate that further education. So it's a good way for them to start trying to see if the college coursework is something that they're interested in. The topic is interesting to them. And then Taylor, their next steps beyond that. So it's a great program that CCV has with regards to offering this to people that may not be sure about college.  Vermont Tech does the registered apprenticeship program for plumbing and electrical and a lot of those trades are pretty good paying jobs. So, you know, I guess I'm just sort of advertising a little bit that yes, we do degrees, but we also look for ways that where we can add value to Vermonters in ways that might be not a degree at the time, but getting credit so that when they do want to go into an associate's or bachelor's degree program, they've earned something that helps them to get there. And if people are interested, you know, it's really easy. You could go to the Vermont State College's system website, which is just vsc.edu and you'll see the pictures of, you know, Castleton Community College. You can go there and find out what they offer in degree programs, certificate programs and, you know, come for a visit sometime. So, just wanted to sort of get out there that, you know, yep, degrees, but also increasingly we're looking for ways to just help Vermonters add value so that they can get a good meaningful and hopefully well-paying job. Yeah, and Jeb, I would add to that, that I find that the Vermont State Colleges in general have been very willing to work with industry on these kinds of things. Another example is, you know, years ago we worked with VTC to do a similar thing centered around creating a bigger population of technicians. There was a shortage and not only were, was VTC having their normal program, but we had a program that was created so that we could train our own employees in that discipline and skill set such that we could increase our base of that skill. We're actually looking at doing something like that again with VTC and they are always open to that dialogue and approach to help business and also help the community have an opportunity there. Right, well, great. So listen, we don't have too much more time. So I was hoping we could just spend a couple of minutes talking about global foundries in Vermont and, you know, without getting into trade secrets and I get some pretty, you can't do that, I understand. But, you know, what's the difference for you working for global foundries instead of IBM? I mean, is there, is there any difference at all? Is it just a change in name? You know, for the most part, I mean, our mission is the same as it was when we were IBM as it is now. But one of the benefits we have as being part of global foundries is we're part of a semiconductor company. So global foundries has five major, soon to be six major locations around the world. So it's a global company. All of those locations are semiconductor fabs. So ours is one in here in Vermont. We have two in New York, one in East Fishgill, New York and one in Malta. Dresden, Germany is another location for us and then in Singapore. And then our newest fab is being built in China. So we are a global business. And, you know, the history of our site, so we just celebrated actually last year, our 60th year in the state of Vermont. And, you know, the years with IBM were very good. There was transitions of different things over those 60 years. But one of the key benefits for us is that we are now a part of a family that focuses on what we do. And that's been very helpful to us. Right, OK. Yeah, that's great. And it's interesting what you said because IBM great company, but, you know, you think of it back in the old days, those of us that don't pay attention to, you know, every little transition think of computers. But IBM became a and still is a very diverse company consulting and all kinds of things that it does. Whereas global foundries, you're in the semiconductor business, so. And hopefully you'll have a long stay here in Vermont as global. That's our goal, absolutely. Yeah. And the Vermont State Colleges wants to do everything we can to make sure that you have the workforce that you need. We hope we're turning them out at the at the at the college level, but also when they're working with global founders, we want to help there, too. So we're with you all the way. And I want to thank you for coming in, Dale.  You're a good example of what we turn out at the Vermont State Colleges. I mentioned that we've got the diverse institutions within the system. And I think people can often times find that they can get more by going to one of our Vermont State Colleges than going out of state. And it's amazing to me that roughly half of the students that are graduating from high school and going to college are going out of state. And many of them don't realize what we have to offer in the diversity. So just as an example, if you went to Northern Vermont University in Johnson, you can go spend a year at any one of hundreds of colleges and universities across the country or world at the same in-state tuition you pay at Johnson. So you don't have to go out of state to college to get a worldly experience. And we're trying to encourage people, hey, give us a first look. And that's part of what our Hall of Fame event is. One more time, if you want to come, I just call<PHONE_NUMBER>. Ask Harriet if you can get a ticket. And it comes to you, Dale, there. So, Dale, I want to thank you again. Keep up the good work. We're proud that you're an alumna from Mount Technical College. And we'll talk again. All right. Thanks a lot. Appreciate it. All right. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah. Yeah.


At Audiology Associates of Prestonsburg, you can live your life the way you want and find the freedom of better hearing. With 40 years of being in the hearing care industry, you'll experience patient care that is specific to you with exceptional follow-up care that ensures your hearing and balance needs are being met. Audiology Associates at 1428 Northlake Drive in Prestonsburg. The cause of death for 38-year-old Amber Spradlin was released Thursday, June 29th at a press conference held by her family. Spradlin was stabbed in the head, neck and face at least 11 times leading to her death on June 18th at the home of local dentist Michael McKinney. We want Amber's killers, her murderers, to get what they deserve. We want them we want them to get what they deserve but also if our 911 system has failed her then at least she's too it's too late for her but at least it might help another family and that's why this is so important you know I wouldn't wish this on anybody to have to go through. In December of 2022 the Fully County Fiscal Court made the decision to transfer 911 emergency dispatch responsibilities from Kentucky State Police to the city of Prestonsburg due to fiscal concerns. However since the transfer has been made many residents have reported delays in dispatch. One magistrate said he is still waiting for someone to respond to his 911 call after more than 100 days. Is a person's life more important than money I guarantee it's more important and I'll tell you what this family is suffering and how many other families are suffering I'm getting phone calls and they said look into this case look into that case I've even written one down here in your materials uh David and James Hoover from Hippo Kentucky David made a phone call and said you got to get somebody out here because I'm going to shoot my brother and three hours later when the Sheriff's Department finally got notified it was was it three or four hours when they finally got notified they went up there and when they got there James had already been shot and David looked at the officers and said well if you'd gotten here when I made the phone call three hours ago I wouldn't have to shoot my brother now that's a true story that's a true story how many more are out there. Ambr's family has set up a petition to return the 911 Emergency Center to Kentucky State Police and they are meeting with Rocky Adkins to request the governor consider an emergency executive order to return 911 dispatch to Kentucky State Police. The police are doing their job and nobody as far as I know nobody is trying to cover up anything um we're just they're being very careful with the investigation very careful uh so that way uh whenever when the arrest or arrest are made then the right person is charged and uh so you know I just I hope everybody understands that um you know that we are totally behind the state police and uh we we respect uh them for doing such a good job and uh and we feel we're lucky we really do that we're lucky to have the help that we've had. The investigation is ongoing and no arrests have been made we will bring you more details as they become available. Reporting for Mountain Top News I'm Brianna Robinson.


I'm back! I'm back in New Zealand. I arrived a couple days ago. I'm still getting over my jet lag. If you don't know, I was in the States for five weeks visiting friends and family and was very exhausting. But I have such good content to share with you. Great videos that I'm working on. But as I'm just trying to get settled in today, I just thought I'd do a quick video for you on five things that I noticed going back to the U.S. after being gone for three years. And these are just not, this is an exhaustive, but these are just some of my top five things that I could just rattle off the top of my head. That was like, oh, that's interesting. Just some reflections about what I've noticed going back to the U.S. Here we go. Number one, number one most thing that kind of stuck out going back to the U.S. is that there's literally job postings everywhere. So let's talk about that for a minute. What I mean is every gas station, every fast food, sometimes they weren't even able to open because they didn't have anybody to work, anything but the drive through and I mean just offering like bonuses and money way above minimum wage, which minimum wage isn't great. So that's that's fine. But like, so I mean everywhere, like if you just want, if you can get into the U.S. and work, there's a job for you. They are looking to hire everywhere and that's just like regular industry. Then I talk to friends that are like in the healthcare industry like nurses and they're just they're losing staff like crazy because they're getting signing bonus bonuses over here and things are just kind of a bit of an uproar. Like it's really sad. I mean COVID has really hit a lot of retail, like a lot of stores, whole malls shutting down a lot of shutdowns, which is, you know, of course sad to see. But it's just a little bit of everything's just kind of up in a new way of doing things. And so yeah. And so when you talk to people, I would love to know your thoughts. If you're an American living in the States, your thoughts on, you know, the great resignation, is that what's happening? A lot of people are saying, you know, all of the free money from the government, they don't need to work or they're, you know, not going back to do those type of jobs. I don't know if that's all it like to be honest, I think that people have options. I think that COVID has changed our perspectives in terms of like, you know, when you, when you, you know, you're in COVID and you're like stopping what you're doing and then all of a sudden you have new options and you're like, I'm not going back to that and I'm going to do this and that and we're living in the digital world. You know, people that are in college that are in high school that would normally do these jobs, they have all their options in terms of jobs and they could do it.  I think that it's, it's not a matter of them not working. I think that they're probably just doing something else, but we'd love to know your perspective. I have to think about this more, but this was definitely something that I noticed jobs just, they're just begging for people to hire people at all of these places. So very interesting. Number two, prices are high. Prices are really high.  You know, in parts of the U.S., they are paying, you know, close to that. So gas prices are high. I really thought food prices were high when I went to the grocery store that everything was expensive. Of course, we did a lot of out to eat and I thought that was not cheap either where it used to be quite cheap. I don't know if it's just that I have teenagers that they eat more, but like, I don't think so. And then like the tipping, I think like what I was spending plus the tip on top of it is not any different than I'm spending in New Zealand. So I thought that the prices were quite high, even retail, like everything's just kind of gone up, you know, and it's so interesting because when you're in the states or like, whether they're blaming the government or the economy and they're like, I'm like, but you guys don't realize that the recession is everywhere, right? It isn't just here. And then we're all experiencing this, you know, this type of economy right now. It's not just you guys and your government. So just say, you know, but like even traveling was expensive, like car rentals were very expensive, so many things. And so yeah, prices were really high. So it wasn't, it was a little bit, it was really hard when you're coming with the New Zealand dollar and they, you know, a lot more money for me to be paying these kind of prices. But yeah, so prices are high in America as well, just so you guys know. Number three, number three, I'm just going to say this. After not being in the US for three years, it was weird to go back to rules and really weird for my kids that have mainly grown up in New Zealand. So for example, there's just like when we went to Cedar Point, which is like a amusement park, like roller coasters.  And then also, you know, New Zealand isn't a suing culture or liability issues. And so it changes everything. And so when you walk back into that, it's really noticeable. Like one day we went to the pool and there's all these rules about where you could go and then you had to like pass a swim test.  Like I don't know how to swim. Like I'm jumping off cliffs and things here.  Anyway, he wasn't having it. He wasn't having it. He was like, I don't know how to swim. He's not taking a swim test. So, you know, and they just don't understand that or like, he was so cute. Some of my kids were like, why do we have to pay to go on the road, you know, with paying the tolls? Because we did a lot of traveling between Wisconsin and Michigan. So there's lots of tolls in Illinois and Ohio. And yeah, well, you know what I'm trying to explain to them that you have to pay for the roads to be maintained.  Like you have to pay for the, you know, so it's just different. It was really interesting to see my kids' perspectives that aren't used to certain things in the US. Number four, I have to do a shout out. I have to do a shout out to Midwesterners are so nice. Like there's one thing that we, my whole family commented on is that everywhere we went, we just thought everybody was really, really nice. You know, and sometimes it takes a while of stepping out of the culture and coming back in and just thought, wow, everybody is just so friendly. You know, just every kind of everywhere we went. And also the talk of politics wasn't too bad. Like I was like, okay, here we go. I mean, it's definitely there. But I thought that people were a little bit more levelheaded than they have been in the past. This has just been my experience.  But a lot of people were really, I think, reasonable and able to talk about things. And they're just, the divide is so great between the politics that the two parties that they're just, I think everybody just kind of had enough of it and are open to like, let's figure this out and let's stop being ridiculous. So a little bit of that. Some people were like, you know, but like, I just saw overall, it wasn't, it's in a controlled discussions. People weren't like getting passionate about something. I don't know, maybe everybody was just on their best behavior. I was there, not sure. And number five, I'm just going to say that everybody was quite hopeful. I think that people can travel again and do things and get back to normal life. I think COVID really took a toll. I felt that like there is was a little bit of an underlying unsettlingness, like a little discontentment and happiness. I don't know. And maybe that I'm reading it wrong or maybe that was just some of the people that I was around. But, you know, like they're excited for life. But yet, you know, I just think, I think that that was happening with, you know, people not taking certain jobs. I think people are just like, we're not just going to go back to the way things were for all of the things that they didn't like. But then, you know, they also don't know how to not do that. And, you know, so there was a little bit of discontentment that I noticed kind of underlying, like not overt. But also it's summer. So everybody's happy and everybody's traveling and doing things. So that's interesting. But if you've ever thought that or experienced that kind of below, I'd be like curious to know if other people have thought that because I don't see that in New Zealand. I don't see like this underlying kind of discontentment too much at all. I think that there's a little bit with everybody now after COVID and after all that we've kind of been through. We're just kind of coming out of it and mental health and kind of dealing with, you know, who am I? What do I really want to do? Is this where I want to be? You know, it just, it forces you to question things, which I think is really good. And it just kind of, it forces you to just kind of, okay, things are going to be a little bit different now. And I've talked to a lot of my clients and people that I've met with, you know, who are moving here. So I help people move here if you don't know. And they're all like feeling the same way. Like they've just made the decision and now we're going to come here. Now we're going to visit and, you know, help me out. And it's just like, it's cool. And you're seeing the excitement, enthusiasm for, and hope for something new and something better and something that, you know, maybe fits their life a little bit more. So that was cool to see that. So that's the video for today. Comment below with your experience on what you think is changing and different about the U.S. I would love to hear it. And also if you are thinking about moving to New Zealand, reach out to me. I do consulting services. I also have an amazing new training hub that you're not going to want to miss out on, which kind of gets you all trained up for having to get settled here, cultural training, just learning everything, the ins and outs about New Zealand that you're really not going to learn anywhere else. But so reach out below if you're interested in that. And I will see you guys next week.


The elements of Euclid consist of 13 books, we'd call them chapters, and hundreds of propositions. We'll go through all of them. Eventually. But for now, we'll focus on a few of the important ones. Now, in the 5th century, Proclus wrote a commentary on Euclid's elements, and he classified the propositions in the elements as one of two types. He either called them problems, which we might view as techniques for doing a certain geometric task, and theorems, which are more abstract results. So let's take a look at the first three propositions in Euclid's elements. The very first proposition of the elements is to construct an equilateral triangle. And here's Euclid's solution. Given our line segment AB, we'll draw a circle with center A and radius AB. Likewise, we'll draw a circle with center B and radius AB. The intersected C and ABC forms an equilateral triangle. So this is a construction. What makes it a proposition is two things. First of all, Euclid proves that you could do every single one of these steps. Let's take that apart. So we have our line segment. Draw a circle with center A and radius AB. Well, that's the third axiom. About any point, and with any given length, a circle may be drawn with the point as center and the length as radius. So these circles exist. What about the size of the triangle? Well, the very first axiom tells us that we can join any two points with a straight line. And that means this triangle ABC exists. So lastly, we need to show that we have an equilateral triangle. So AC is equal to AB since both are radii of the same circle. BC equals AB since both are radii of the same circle. And our common notion says that things that are equal to the same thing are equal to each other. So AC is equal to BC. Now, because this proposition resulted in the construction of an equilateral triangle, this is a problem in Proclus' categorizations. However, because of the way that Euclid proved it, it can be restated as a theorem. In this particular case, given any length, an equilateral triangle exists with sides equal to the given length. And this is generally true. Every proposition in Euclid that corresponds to a geometric construction can be reframed as a proposition that claims the existence of a certain type of geometric figure. Let's look at Euclid's second proposition. And this goes to a standard technique in Euclidean geometry, which is to use a compass to move a length. But can we really do that? And this actually requires a proposition to construct a line at a given point equal to another given line. And here's Euclid's construction. Suppose we want to construct at A a line equal to BC. So first, we'll construct an equilateral triangle, ABD. And we know we can do that because of the first proposition. Next, we'll construct a circle with center B and radius BC. And again, we know we can do that because of our axioms. We'll extend DB to G. And we can do that because this video is on YouTube. Wait, no, actually that's one of our axioms. Our second axiom says that we can extend a straight line in a straight line. We'll construct a circle with center D and radius DG. That's our third axiom. We'll extend DA to L. Again, that's extending a straight line in a straight line, our second axiom. And Euclid claims that AL is the required line. And the proof goes as follows. DL is equal to DG because they're both radii of the same circle. DB is equal to DA because they are two sides of an equilateral triangle. And AL is equal to BG. And this comes from our common notion. DL is equal to DG and DB is equal to DA. So when we remove equals from equals, the results are equal. Once again, BG is equal to BC because they're radii of the same circle. And things equal to the same thing are equal to each other. And so AL has the length BC. And again, even though this is a problem, we can restate this as a theorem. A line segment can be moved to begin at another point. The third proposition of the elements is to cut off a line of a given length from a given line. So as a problem, given line AB, cut off a line equal to C. So first, we'll make AD equal to C. We can do that because of proposition 2. Construct a circle with center A and radius AD. That's axiom 3. And the claim is that EB is the required line. And that's because AD is equal to AE because they're both radii of the same circle. AD is equal to C. Things equal to the same thing are equal to each other. So AE is equal to C. And so EB is the line AB with the line C removed.


Hello, I'm Sheila Pease, Professor of Social Gerontology at the Open University. Gerontology is a study of human ageing and I've been doing research with Loughborough University's Design School about transitions in kitchen living and I've come today to meet with 83-year-old Joan Herring who's going to tell me about some changes she's had made to her kitchen. Reaching, bending, sound and vision are all issues for people in and around the kitchen. Well Joan, tell us what you've had done here. Let's start in the utility room and then I can work backwards and show you what I've done out here. Joan has done a number of things to help her. She had the door taken away from her utility room to create space, the cupboards lowered and non-slip flooring put in. Easy to use taps were put in the kitchen and higher work surfaces for someone like her who is tall. However, there are still issues with windows above the sink that are difficult to reach and clean, a switch that controls the ventilator above the cooker being far too high, as well as ceiling lights where bulbs are difficult to reach. There are good and bad points to work around. Understanding more about how people interact with their environment as they age is the basis of this project. The transitions in kitchen living study deliberately works with people currently in their 60s, 70s, 80s and 90s living in a variety of housing. Research that we've been doing about the future technology within the kitchen has shown us that at the moment older people have an attitude that's interested in things that shut down in the kitchen, the electricity, the gas, other sources of energy, rather more so than the fridge that might tell them when things are going off. We are an aging population and later life living is something that affects us all.


ừstock war Ol commencement box wa-, yande box wa, lløror di r, yande box They intended to use the same buildings to add to the box with the speaker. And to make it worse with the speaker, they destroyed two buildings costing between 7 and 9 million dollars for no reason at all. But I'm happy to tell you, the dialysis ward and the Philadelphia ward are going to be completed this year.


I'm Dr. Marie Grace Ponce. I'm the Pediatric ER Division Director, the Medical Director of the Pediatric ER. The Cahofnian Pediatric Emergency Department provides a standard of care that is expected in most of children's hospital emergency department. Basically almost all the pediatric services are available here. So in effect, there's really not a lot of patients that we need to transfer out because we do have the ability to take care of them here. Right now we see anybody from birth to 18 years old. Eventually we're looking at expanding towards 21. Our physicians have been doing this for many, many years and they have the training and the experience to take care of pediatrics. Most of our physicians are able to speak other languages such as Spanish. We do provide an interpretation service by the phone or sometimes we have the ability to use a computer for those who need sign language. One of the most important things that we as a team provide is empathy. Most of our staff are parents ourselves and we know what these parents are going through. Our staff is empathetic towards them. They're very understanding, very supportive. We do have the availability to use our child care specialists who will come in and help lessen the anxiety of the patients and provide emotional support or distracting them by providing them with toys and other things that lessen their anxiety.