But I want us to, this is a weekend to celebrate. I want us to focus on that, to focus on what this country represents, what this country has been, can be, should be, and will be once more with your hard work. And I really want to focus on, in that sense, to the extent that Hong Kong was a great place. It's a truly great place, maybe the greatest of the 20th century. It's because it was a little America. It was because it adopted American values. It was because it was unyielding with regard to those values, at least until the last few years. These are American values, and yet the values that are America are not bounded by geography. They're certainly not bounded by nationality, or by race, or by ethnicity, or by anything like that. These are universal values. Universal values that have been articulated in this country, articulated first in this country, and really, to some extent, this country was the only one that explicitly articulated it. And for much of this country's history, it has tried, at least, to live up to them. They're quite making it, never living fully up to the ideals. But it has tried. So what are those ideals? What makes America America? What is it that we celebrate on the Fourth of July? It is, in my view, the signing of the most important political document in human history. Not just because it founded America, the greatest country in human history. But because it set in motion freedom, liberty across the world. It changed people's attitude towards their own lives and towards the role of the state everywhere in the world. The Declaration of Independence has been felt in every corner of this planet. Its impact is there. You might not often see it. It might be pushed to the margins during certain periods of time. But that spirit, the spirit of the Declaration, is what keeps this world going. That spirit of the Declaration is what keeps any kind of hope in the world today still alive. It's that spirit of the Declaration that animates any freedom fighters, liberty fighters, anywhere in the world who are truly fighting for individual liberty, individual freedom. The Declaration declares, and put aside quibbles about this word or that word. But it declares that all men are created equal. And the founders did not have the delusion that we're all equal in any kind of sense of outcome or even opportunity. We're all different. We're all going to have different outcomes. We're all going to face different opportunities. But we're fundamentally equal in our freedoms, in our nature, in the fact that we are human. And therefore in the rights that we possess. The Declaration declares that we are all human beings as equal beings. We all possess, we all possess inalienable rights. Inalienable meaning that nobody can take them away from us. Not a majority. Nobody. The right to life, liberty, and the pursuit of happiness. And these rights mean what? Well, these rights mean the freedoms to act, the freedom to do, the freedom to use your mind to identify and pursue the values that you deem necessary for your happiness. That's what rights mean. The freedom to use your mind to identify those values, in pursuit of those values, ultimately to enhance and better your life. The Declaration of Independence is inherently individualistic. It is about individuals possessing those rights. Individuals possessing those freedoms. Individuals choosing their values. Individuals pursuing their happiness. It is not about a group or collective or even a nation. It is about individuals. And it is about the pursuit of those rights. And what the identification of the rights of man and the setting up of a government that protects those rights. What that did is unleash the human spirit on this continent in ways that have never been seen in human history. It brought to the shores of this country millions and millions of immigrants, poor, hungry, often ignorant, but immigrants that wanted and came here for better life. Wanted and came here to do great things, to manifest their individual destiny, to create a life for themselves, to pursue their values, to discover those values. Many of them came here not knowing what they would do, not having any idea what kind of life they would live. They came here, there was no YouTube, there was no internet, there was no TV, there were no documentaries, there was no, nothing they didn't know what to expect. When they came here all they knew is a vague sense that they would be free. That in this country they could do what they wanted, that they could pursue their dreams, that they could find their future and live it and maybe hopefully achieve happiness, achieve prosperity, live a life well lived. That's what America was about.  Individuals who embraced challenges, who went out into the wilderness and built a country, who laid railroad tracks, built industries, created farms, businesses, cattle ranches, all over this continent and lived the life that they chose to live. So America first and foremost is a country of individuals acting in pursuit of their dreams. It is a country of individuals pursuing their happiness.  Iron Man wrote about Americans that they would never accept a dictator at least when she was writing this, she recognized the future might be different. She writes, a dictatorship cannot hold in America today. This was in the 60s. This country has yet cannot be ruled, but it can explode. It can blow up in a helpless rage and blind violence of a civil war. Sound familiar? It cannot be cowered into submission, passivity, benevolence, resignation. It cannot be pushed around. Defiance, not obedience is America's answer to overbearing authority. The nation that ran an underground railroad to help human beings escape from slavery or began drinking unprincipled in the face of prohibition will not say yes, sir, to the enforcers of ration coupons and cereal prices. Not yet. That was about 60, 50 years ago. I'm not sure they're not yet. Holds anymore given America's reaction, for example, to being locked down in a pandemic. The American spirit is the spirit of you won't hold me down. The American spirit is I will pursue my happiness.  When she talks about it, she says here, you know, it cannot be cowered into submission. The American spirit is anti-submission. It is free, passivity. Americans act, they make, they produce, they build, they move, they travel, they build values, they create values, they pursue values, they don't sit still waiting for stuff to drop in their lap. That is un-American. It cannot be counted as submission, passivity, malevolence, Americans. The American spirit is the spirit of benevolence, of positivity, of confidence in the future and confidence in your own ability. It is a spirit of trust in your fellow man, of a deal made in a handshake, a belief in morality and that there are people around you because of their own self-interest are not gonna lie, steal, cheat. You always assume the best. That is the American spirit. It cannot be cowered into submission. Passivity, malevolence, resignation, Americans are never resigned. They don't accept the given. They don't accept their fate or their destiny. They stand up and say no. They change course, they learn, they improve. I mean, take the issue of racism in this country. Yes, the country was founded in a horrible contradiction, an immoral contradiction even for the time. They knew better and yes, it would have resulted in a civil war to fight it out at the founding. But it resulted in a civil war anyway and indeed Americans fought that civil war. In order to attain the consistency that the Declaration of Independence demanded they fought a civil war. 600,000 Americans died because they realized the slavery was untenable. Slavery was unacceptable. Slavery could not exist in the same land as the pursuit of happiness, could not exist in the same land as the right to life, could not exist in the same land with a role of governmentist that protect rights, not to enslave individuals. So they fought a war to change that and yes, they didn't win the war completely. Racism creeped back into America, particularly into the South with Jim Crow laws and other laws that were throughout the country that discriminated badly. And again, there was a movement, the civil rights movement in the 1950s and 60s to overthrow that and they did. This country is a country of individuals alone who get better, who improve, who have as they guide the idea that other people are individuals equal to them in their rights. And that's the greatness of America. Has been the greatness of America. That we treat each other as individuals, so we deal with each other as individuals. And that we take our own lives as individuals seriously. You know, I've said this many times, but I think this captures kind of the change in the American spirit. I said this on shows in the past and I said this on stage when I was debating Andrew Sullivan recently. And Andrew Sullivan brought into the conversation the awful consequence of capitalism which he described as the drug problem that we have in America today. The opioid, so-called epidemic. And this was a consequence of capitalism. This is a consequence of restructuring of American business, shutting down factories, changes to the economy, private equity going of Mark Tucker Carlson talks about this. People lost their jobs and they turned to alcohol, they became depressed and they turned to drugs ultimately in order to alleviate their pain. Now first, none of that is caused by capitalism per se, but yeah, it's true, capitalism shuts down factories. Capitalism shifts the allocation of capital to different places, to its most productive uses. And sometimes those productive uses are gonna be elsewhere. And certainly if you regulate, not over-regulate, but the more you regulate, the more you destroy businesses locally, the more they're gonna shift elsewhere. But my attitude towards the opioid crisis, my attitude towards the whole line of reasoning from Andrew Sullivan, who I have a lot of respect for, I mean, he writes beautifully, if nothing else, is that that attitude is un-American. Somebody with the spirit of America. Somebody who has the spirit of being an American, of pursuing happiness, of taking their lives seriously, doesn't sit around waiting for a job, doesn't get depressed because his plant closed and turned to alcohol or drugs in order to eliminate the pain. That's not an American response. That's resignation, that's malevolence, that's passivity, that's submission, that's everything that's the opposite of America. An American response to losing a job is go get another one. And if there are no jobs locally, the American response to losing one's job is to get in a car and go find somewhere where there are jobs. An American response to getting one's job is not to stand with your hand out, expecting the government to hand you a check or to hand you food stamps. The American response to losing a job is to go out and seek one, find one, create one, build one, make one.   Go make a life for yourself. Create, build, that's what America's about, not sitting around moaning and complaining. And the fact is there's always been jobs even when the economy's been weak in this country. But now, now the attitude is, we just wait.  What's the response? Well, how much money is the government gonna give us? How big unemployment benefit's going to be? How many companies will the government actually bail out? Will they be small companies, big companies? Maybe everybody, everybody will be bailed out. Indeed, that's the attempt that Trump administration has made a concerted effort to bail out every single segment of the U.S. economy to hand everybody a check so that we eradicate every last attempt in this country to stay independent of government handouts. Look, I don't blame anybody for taking the money. I blame the politicians for offering it. Everybody, from corporations, large, medium, small to small businesses, to individuals, to self-employed people, to every segment, every sector, the government has got a program for you. Talk about anti-Americanism. Talk about an anti-American administration, anti-American Congress. And almost nobody talks about the morality of these bailouts. Yeah, times are bad, times are tough, times are harsh. Roll up your sleeves and get to work. Find solutions. Oh no, you can't do any solutions. We don't allow you to find solutions because you have to stay at home. You can't go outside. You certainly can't open your business. You can't hire your employees unless we give you a special program to hire your employees. They can't work though. You can't open your restaurant. You can't serve your customers. No, you have to sit at home being passive, submitting, being benevolent with a sense of complete and out of resignation. What we're experiencing today, particularly since coronavirus hit, really, I think since Trump got elected, is the realization that what the Fourth of July represents vis-a-vis America is to a large extent gone. That spirit of America is disappearing as we speak. The spirit of America, that spirit of a thinking, acting, positive, generous, benevolent, benevolent, inspiring, populist individuals, they're not there anymore. Rebellious, refusing to submit to authority. Not there anymore. I mean, they choose to fight over masks. They were fine sitting at home. But now they're gonna fight over masks. Instead of fighting for the freedom and their liberty, they're fighting over whether a virus exists or doesn't exist. Denouncing science and embracing emotion. Remember that America is a product of the age of enlightenment. It is a product of the age of reason. It is a product of the age of science. This is a country built in the foundations of reason. A country founded on the ideas that every individual has a mind and therefore can take care of himself as a mind that discovers his values. Everything bring before reason. That was what made America great. What made it possible for America to constantly learn, innovate, change, improve. But we have become a country of snowflakes, of the right and of the left, of emotionalists, little children yelling and screaming and running to their mommy who has now become the state, asking for handouts, asking for help, demanding solutions, squabbling over nonsense. This is not the land of individual rights, not the land of liberty, not the land of freedom, not the land of self-possessed individuals pursuing their own self-interest. Can't even, you know, richest country in the world, most scientifically advanced country in the world, best epidemiologists in the world, can't even keep a virus in check.  In that sense, I saw some, you know, surveys that of all the fourths of July, this might be the one where Americans feel the least proud in their own country. And that probably makes a lot of sense because what is there to be proud of right now? What is America doing right now to make us proud? Are we protecting individual rights?  Are we elevating reason above all else in determining our actions, in determining how we respond to crises? And we focus on the individual, you know, we're living in a time of tribalism, emotionalism and tribalism, collectivism, the opposite of individualism, the opposite of respect for individual rights and the opposite of respect for reason, science, enlightenment. The spirit of America is in decay and it's up to you to resurrect it. I don't think this country's lost. There's still enough embers out there of people who care, who people have at least a sense that something is wrong, a sense that something is left unspoken, a sense that there's still greatness in this country even if they don't understand where it comes from and what it means. And it's time to remind them. It's time to fight for those values. And I said the other day, I said that one should not look backwards to the founding fathers, that it's not enough. That we need a vision that looks forward. We need a vision to articulate what this country can become, what we can do, what we can achieve. A vision that embraces modernity in a sense of modern technology, modern life. A vision that acknowledges that all men and women are equal politically, equal in rights. A vision that takes into account all the achievements that this country has achieved politically, socially, and economically over the last 200 and something years and project them forward. To some extent, Iron Man makes us, you know, argues for similar sentiment in an article called, It's Earlier Than You Think. And I think it's, she says, it's earlier than you think, it's earlier than you think in terms of creating a revolution. She wrote this in 1964. That's 56 years ago. Now, it might be later than you think. Unless we act soon, it might be too late. America's gone down, down, down. A horrific spiral driven by the left, which the right could not respond to, which corrupted the right thoroughly in every aspect of the right, which has now led the right and the left to basically compete on who can destroy this country faster. I know I wrote in that essay, It's Earlier Than You Think, the political quote, the political philosophy of America's founding fathers is so thoroughly buried under decades of statist misrepresentations on one side. That's the left. An empty lip service on the other, that's the right. That it has to be rediscovered, not ritualistically repeated. It has to be rescued from the shameful barnacles of platitudes now hiding it. It has to be expanded because it was only a magnificent beginning, not a completed job. It was only a political philosophy without a full philosophical and moral foundation, which the conservatives cannot provide. That's what I ran writing in 1964. This is after Goldwater was defeated thoroughly in that election. So what we need is to rediscover the ideas of the founders, flesh those ideas out, understand them, and then expand them. And we have what to expand it with. We have, I ran small, epistemological, and ultimately political philosophy to ground those great ideas of the founders in, or on. No longer does America have to stand on quicksand. It can now be built in a foundation of steel and concrete. America is dying. It's decaying. It is rotting from within. You can blame the Chinese. You can blame immigrants. Oh, I mean, illegal immigrants. You can blame the left. You can blame Marx. It doesn't matter. None of that is true. It's Americans who are killing America. America's committing suicide, as is the entire West. But seemingly America leading the way. And you will not find the saviors of this country on the right. You wanna find the saviors of this country among so-called conservatives. They have lost this country. They've betrayed this country. They've betrayed the founders. And they've gone missing. They've disappeared. They don't really exist anymore. You are gonna have to save it. You are gonna have to fight for it. You are gonna have to take Rand's philosophy and apply it. Use it, grow it to change this world. The West is committing suicide. America is committing suicide. And only Ein-Rand can protect it. Only Ein-Rand can save it. Ein-Rand and the founders. And only you, people who respect Ein-Rand and respect these ideas, can actually put them into action. So I think we're facing, have been facing for decades now, an existential crisis. I think this country today, with COVID, with demonstrations, with the rise of the crazy left and the rise of the crazy right, is truly it is the existential crossroads. And somebody better step forward. Some new movement better arise to fight for the Fourth of July. To fight for vision of man as heroic, as an achiever, as a doer, as a thinker, as a producer, as a creator, as a maker. Because that's not America anymore. Not America anymore. It's a couple of shows ago I asked those of you who are young and are motivated to start a revolution. I don't think, I'm not talking about an armed revolution because I don't think an armed revolution would go anywhere and has any chance of success. We're way too small. They're way too few of us. There's so much more that has to be done. I'm talking about an educational revolution, an ideological revolution, and a political revolution. And fundamentally, behind all of that, is a moral revolution, a revolution for individualism. Now, a lot of you have written to me, and we're gonna organize this soon. I don't know if it'll be next week or the week after that, but we will be organizing it. And so anybody who wants, I'll say this again, anybody who wants to be in on this first conversation about what can be done. And again, don't expect me to come to it with ideas. I don't have any. This is my idea. Just talking and asking you for ideas. And there are other actors. There's the Institute, the professionals, the intellectuals, there are all kinds of people acting in this way. But I'm thinking that some of you young people might have ideas that we don't have. How to launch a movement? A movement to change the world. Not an objectivist movement, but a movement inspired by Iron Man's ideas. A movement inspired by the Founding Fathers. A movement inspired by the Fourth of July. A movement inspired by the ideas of America, what it means to be in America, by the American spirit of liberty. Don't tread on me is a great slogan, but it's a negative. Don't tread on me so that I can go and pursue my happiness, so that I can use my mind to discover and pursue my values. That's what we need. And it does, it's not gonna be libertarian. I don't want a big tent libertarian BS. And I don't think anarcho-capitalists are invited. Don't waste your time. We want a movement of young people who are fed up. A movement of young people that need the buying in to the craziness on the left, no the craziness on the right. A movement of young people who expect that this country is about individualism even if they don't understand what individualism actually means and requires. And again, I'm gonna leave it up to you to figure out what that all means. So we're gonna do a Zoom call. I'll take on the Zoom call as many people who write to me, so you can write to me. Iran at uranbrookshow.com. Just put in the subject line, put Zoom. And I indicate that you're interested in being there and we will organize, you'll get an invitation to a Zoom meeting. We won't be recording it, we won't be, well maybe we'll record it, but we're not gonna put it, we're not gonna livestream it, we're not gonna make a public showing of this. This is a real strategy session. I'm happy to lead it, but I'm not gonna have the ideas. It's your ideas, your time. So prepare, think about what you wanna achieve, think about what you wanna, to discuss, to think about, to pursue. Let's make this not be a BS session, but a real thoughtful session about how we can change the politics of this country. What can be done to have a real impact? How can we launch a new movement? The email again is youron, that's my name, at youronbrookshow.com. Youron at youronbrookshow.com. And I don't know when we're gonna do the call, maybe next weekend, we will see. I will send you an invitation. Hopefully you'll be able to make it, can't can't. I'll record it for, maybe some of you will wanna hear it afterwards, but the idea is take it seriously, prepare for it, think about ideas, and particularly, and you gotta get young people here. I don't know, young people, 18 to 35. Because you have the most to lose. You have the most to lose, and you have the most energy. Most to lose and the most energy. And fresh thinking. You being involved in this movement, if you wanna, if we call it that, this movement, these ideas for the least amount of time. You're least fixed on a particular course. All right, definitely the most to lose, because you have the most to live under the authoritarians that are coming. All right, so before we get to the super chat question, tomorrow's the 4th of July. In many ways, it's my favorite holiday because my favorite people in history, maybe other than the, you know, Aristotle and some Greek sculptors and the Greeks. And but really, in a sense, certainly in politics, but generally, not just in politics, in their spirit, in their attitude, in their boldness. My favorite people are the founding fathers. They're just so exciting, they're so motivating, and they're so inspiring. They face the mightiest military power in human history to that point. And they launched a revolution in spite of that. And they won it, they had the audacity to win it. And then, they birthed the greatest nation in all of human history, a nation from which I have benefited enormously, as of all of you. Even if you don't live in America, you benefited from it. So tomorrow is a great day to remember them, to remember the principles they fought for, the principles they were willing to lay, their property, their life, and their honor for. And maybe a good day to commit yourself to those principles, the principles of liberty, of freedom, of individual rights, the principles of America and the America way of life. All right, that is my monologue for today. What we need today, what I call the new intellectual, would be any man or woman who is willing to think, meaning any man or woman who knows that man's life must be guided by reason, by the intellect, not by feelings, wishes, whims, or mystic revelations. Any man or woman who values his life and who does not want to give in to today's cult of despair, cynicism, and impotence, and does not intend to give up the world to the dark ages and to the role of the collectivist broads. Using the super chat, and I noticed yesterday when I appealed for support for the show, many of you stepped forward and actually supported the show for the first time. So I'll do it again. Maybe we'll get some more today. If you like what you're hearing, if you appreciate what I'm doing, then I appreciate your support. Those of you who don't yet support the show, please take this opportunity, go to uranbrookshow.com, slash support, or go to subscribestar.com, uranbrookshow, and make a kind of a monthly contribution to keep this going. I'm not showing the next.


Hi, my name is Tracy Takahama Espinosa, and this is a video on self-regulated learners. As many of you know as great teachers, getting kids to have that self-control, behave well in class, and live up to kind of social expectations is a really huge part of education. As many of you also might be aware, self-regulation is really related to executive functions, and there's a whole lot of benefits in life, not just academically, to having good self-control, self-regulation. These range from things that go from mental health, as well as to physical health and longevity, to things that you wouldn't expect, like happy marriages and stuff like that. So being able to have that level of self-control is something that is part of our general curriculum, even though it's not a subject area, it is something that really is woven through all of the different subjects that we teach. So basically to have good self-regulation, good self-control, we really, as kids and adults, we sort of have to know what the target is, what are the standards, what is expected of us, and that means being able to judge our own behavior and relationship to others and what's going on in the rest of the world, right? It also means being able to be motivated and to do that, even once you know what's expected of you, why should I even do it? What are the payoffs and the benefits of being able to do that? And how do you actually monitor where you're at with that? And that means that you're able to react appropriately to what you've done in the past and think about what to do in the future. So predicting your future self, what will I do better the next time? And that's a rehearsed process that really is learned sort of over habituated behavior over and throughout your entire lifespan, especially in childhood. When you're faced with challenging situations, how do you now move beyond that? And then, well, maybe you're going to fail this time, and then, you know, how do I put my nose to the grindstone and just now be a bit more in control of the situation? What do I do better the next time? So that's another way to think about this. And finally, you know, having the willpower, understanding the target, understanding what you got to do, and then actually doing it are all different things, right? So how do we get to that point of being able to monitor our own behavior and be able to do this for our own benefit and for the benefit of others? So as teachers, I'm sure that we're all always very concerned about how do we instill these kind of skill sets in our students? And when this doesn't work out, we see kids who seem to be behaving, you know, inappropriately in our classroom. And who, in some cases, we might not be reading perfectly correctly, right? Their outward behavior might be telling us they're trying to be, you know, defiant against us, when really what they do is they have other issues going on that have to do with self-control. And so what we'd like to do in the workshop is talk through some of those ways to read kids' behaviors, sort of use this as a guideline of how we're going to be able to identify, then help kids monitor, and then self-regulate in their own process. So the overall goals is that kids need to know what's expected. So what is it that teachers can do to help them do that? They also need to want, they need to be motivated to have that kind of level of control or self-control, right? And they need to know what tools are available to help them monitor their own behavior. And they have to have the willpower. They have to be able to resist that temptation. We have to develop those kind of marshmallow kids who are able to put off that instant gratification of the moment to be able to self-regulate and look for the longer term goals that are going to pay off. And so the main goal of our workshop is to think about ways that teachers contribute to each of these different elements of self-regulation.  And if you have the opportunity to send in your questions beforehand, we'll use them as the foundation for the presentation. But think about the relationships between executive functions, which happen to be three basic executive functions, inhibitory control, that's really the self-regulation part, working memory and cognitive flexibility. If you have those basic executive functions, then you can get to these higher-level executive functions, like being able to reason and problem-solve and plan. These are all those things that are necessary for school success and life success, right? But if you don't have those fundamental core abilities under our belt in executive functions, inhibitory control, you know, self-regulation at the heart of it, then we're not able to get to those higher-order executive functions and really be successful in school and in life. And I want you to think about the relationship of executive functions then to perseverance, to this idea of grit, the ability to stick with something. What does that have to do with self-regulation? Is that just the end product of self-regulation or are they somehow related at another level? Then also think about the relationship of executive functions, perseverance, to resilience. What does it mean to have a resilient personality? You know, are you just resilient?  Or do you also have this level of emotional resiliency? Can you keep it together during times of COVID, for example, and just hang in there? Are you resilient to that level? But also spiritual resiliency, mental resiliency. We're going to look at all of these different levels of resilience and how they are related to self-regulation as well. Then we want to add this last piece here, which is more of a classic. Social-emotional learning really goes back to the heart of just core emotional intelligence, which hasn't changed much at its roots since the 70s, but this idea of becoming self-aware. Do I know what I'm feeling emotionally? Do I know why and can I control that? And then can I see that in other people and then help them manage that? So all of these pieces are woven together, and we're going to be using that as sort of the foundation to look at the different types of activities we can do in classes that would facilitate better self-regulation of students. So during the workshop, we're going to be developing all of these ideas. We're going to be digging deeper into each of those. But I would love to receive any questions from you beforehand. If you'd like to meet a focus on any area in the age group, for example. Please, let's talk about that as well. I would also hope to integrate not only what we can do for kids, helping kids have better self-regulation. But what does this mean at the level of adults of ourselves? What are things we can do for ourselves? And also the challenges that might exist within school cultures. For example, we know that having consequences to actions really has a great benefit in shaping habituated behavior, right? You know, if you know that if you stick gum to the chair, you'll have to stay after school and clean all the furniture. Well, that's a really clear signal. And many, many people think that just having clear cause and effect or direct relationships between behavior and punishments, for example, is a good way to go about doing things. That's one way to think about things. But there's also this other kind of invisible level that we want to explore together, which has to do with behavioral motivations. Why do people do what they do? And sometimes it's not so obvious. So these kind of hidden motivators of why some kids appear to be not so self-regulated or they don't do the things that we ask them to do. Is it really because they're missing self-regulation skills or is it really because they've made a choice in the wrong direction? So we'll be talking about those points as well. So looking forward to seeing you, please send in any questions you might have beforehand so that we can make sure that we put them at the top of the agenda when we're together. Thanks.


In all, every symptom boils down to a form of self-punishment. And therefore this, it seems so opposite to what would actually heal, but to actually let ourselves feel that desire to punish ourselves, to let ourself feel that the actual self-hatred, the self-loathing, the shame to bring up that, because emotions are magnetic and they kind of adhere and I have found they just keep those old beliefs in place. So it's so powerful to actually let them vibrate up and out and release and then I would find I'd just start to get this sense of a true freedom of choice. Once the emotion is up and out and I can see the beliefs and see the thoughts, then authentically I can choose to not listen till they rant and rant and rant, you know, and abide in the stillness and the truth. But if I tried to do that intellectually before I actually felt through these things, it would be metaphysical ghosting and it wouldn't work. So with your foot, the bottom line is that emotion that we were just talking about, that it's so hard initially to see everything as self-attack when we're talking about sickness. That's why I found the definition of autoimmune so ultimately illuminating and I realized all forms of symptoms are self-attack and to actually allow that up into awareness and see it for what it is. It's not anything real, but to expose it so fully that there's no part of the psyche that's trying to hide it anymore. If we trace it down a bit too we can say that there's a great little phrase in the course in the workbook, I am not a body and my mind cannot attack so I cannot be sick. It's like Jesus is giving divine logic in there. I am not a body and my mind cannot attack so I cannot be sick. So most people are familiar with the first part, I am not a body. I am free, I am still as God created me. It's just pulling the attention off of the foot, off of the body. That's really what I am not a body is about. It's like just pulling the attention away. The second part, and my mind cannot attack. What's he talking about there? My mind cannot attack. If my mind cannot attack, what if I got all these attack thoughts? If I got all these attack thoughts in there and he even tells me in lesson 23 I can escape the world I see by giving up attack thoughts. But he's saying in his divine logic, I am not a body and my mind cannot attack so I cannot be sick. He's giving the perfect formula for divine healing. The way it works is the belief in separation, the belief that you could actually rip your mind away from the Creator, that you could leave your source and go out and make up another self, that you could leave heaven, that you could leave Nirvana, is such a horrific, horrific thought that let's just call that the original attack thought, the belief you could leave your Creator. And that is so horrific that that is pushed completely out of awareness. I mean completely out of awareness. How are you doing today? Well, not so good. I've attacked God. How many people are aware of that? How are you feeling today? I'm a little tired. I've attacked God. There's just no connection between all those little irritations and annoyances that seem to be related to the body that I've attacked God. In fact, he goes through his workbook lessons and he goes through... He's not that far into the workbook lessons where he's going to start to make and establish a cause-effect relationship. Lesson number 13, a meaningless world in gender's fear. Okay. It's an interesting lesson to read. Here we are, just like Friday the 13th. What's Jesus God in number 13? What's he packed in number 13? A meaningless world in gender's fear. And then you read through the lesson and he drops his atomic bomb at the bottom of lesson 13. He does it first in his workbook there. A meaningless world in gender's fear. Because I think I am in competition with God. He says, you may not believe this. You may resist this, but he is making a direct cause-and-effect link between a sense of meaningless, a sense of illness, sickness, tragedy, anything that you perceive that's not supreme happiness in this world. A meaningless world in gender's fear because I think I am in competition with God. In lesson number 13, he's established a direct cause-and-effect link between whatever you're experiencing on the surface and the belief in competition with God. What do we mean by that? Well, I think I can make a self that's different than the one that God created. That's what, in competition with God, it's like the old saying, who's your daddy? Who's your daddy? That's the question that you've got to really ask. Who is my creator? Can I create myself any way I wish to be? Self-improvement? Can I make myself to be a body instead of spirit? Can I improve myself? Can I change the body image? Can I gain weight, lose weight, look pretty, look ugly? You know, do all these things which are part of self-invention, which is really the belief that, oh, I'm my own creator, because I can make myself any way that I want to be, or the big or, or am I as God created me. So, once we start to realize that these attack thoughts around the body, around chronic fatigue, around the foot, around any symptom that you seem to have, that there's attack thoughts in the mind, and that those attack thoughts are just diluting the one original attack thought, instead of keeping that one original attack thought and feeling that one. You know, we say, feel it, and then you can let it go. It's like human beings are not really into feeling the separation from God. The whole mind, the whole construct of the subconscious is designed to push that one way out of awareness. And that one, as long as you're not feeling happiness, you can say, gee, I haven't allowed myself to feel the original attack thought.  And you're going around with all this gas, and yet the big bubble underneath that's producing all the little bubbles, that's producing all those little attack thoughts that seem to involve symptoms and everything, that's what has to be uncovered. And how am I going to play a song here? Do you want to set it up while I tell this? Yeah, okay, I'll just set it up. One time it came to me from the Holy Spirit that to describe how the mind works was that somebody came to you and they had a cup of the most potent poison on earth, and they brought a little eye dropper and they took a bit of that potion. They said, now you have to take this. There's no way around it. You've got to swallow it. There's no doubt about that. You must take this, but unless you take it in any way that you want to take it, but you must take the poison, probably if you're really kind of invented and ingenious what you would do is you would say, alright, give it to me then. I'll take it. I choose to take it, but I want to mix it with something. The ocean. I'm going over to the ocean, and I'm going to just empty it and I'll mix it with the ocean, then I'll take a drink. That's what time and space are. It's an attempt to dilute. That would certainly seem to dilute the poison. A homeopathic dose. Right, a super homeopathic dose. Put the potion in the ocean and then take the gulp. But this is what time and space is about. It's attempting to take that one horrific attack thought, which is, oh my God, I separated from my creator and splintered it out, diluted so much that it comes out as chronic fatigue or a foot that won't heal or a symptom here, a symptom there. You see how it's splintered out in a diluted form, but it doesn't really face the big bubble underneath. And that's why we are doing all this mind training. We're revving up our willingness to feel the feeling of that underlying belief.


All right, let's get started on lesson three. I suppose everyone has read through the online material. So at this point, you are ready to start the example. Hopefully, you have appreciated the importance of surface complexation and how common they occur and what are the applications as well as what governs the surface complexation on clays and different type of material. So in this video, we are going to go through this example 3.1, which essentially is about setting up a batch reactor for chromium, sorption or elite. And we know chromium is a very common contaminant it can occur in terms of the both natural occurrence, the processes in natural system that actually will generate chromium. It's also widely used in industry for different type of applications. So chromium can be a tremendous risk to both human and ecosystem health. So clay in natural system usually have the capacity to absorb chromium. So what we are going through here in this example, I'm giving you table 4, which is the initial conditions for the system. And essentially, we are really kind of looking at a batch reactor at 25 degrees C. And let's say you have a beaker, 250 milliliters, that's the volume. And essentially, we're adding, OK, so you have this amount of water.  And then you imagine in that beaker you have some amount of elite grains. And I put here elite volume fraction is 0.003, which is 0.3% of the total volume. You can actually calculate what it is because we have a 250 milliliter as a total volume. And you are also given this elite-specific surface area, which is 15.36 meters squared per gram. Now, elite is a very common clay material. Some other common clay material like smectite, chloride, there are various types of clay minerals. Clay tend to be very complex in terms of both chemical compositions and all kinds of different types of clay minerals. So we pick elite as a representative one, essentially. Now, so imagine you have all these. And then in the water, you are putting in a pH 8.0. And this chromium, what I'm putting here is this concentration is before the speciation. So it's really a total concentration chromium 6. And then you have sodium, chloride, potassium in the background. OK, so these are what's in the solution. And then in the second half of the table, I'm telling you that the surface, essentially, is a surface site, SiOH. And this surface site can go through four different surface reactions. One is complexity with each plus to become this SiOH2 plus. And then it's log K. It's apparent equilibrium constant that is listed in the right-hand side. Anyway, you have these four different reactions for the surface reaction part. But imagine you would also have all kinds of aqueous complexation reaction happening at the same time. You are not going to just have these surface reactions. So keep that in mind. So what I'm asking, we went through this table four. And what I'm asking here is that, first of all, at the pH of 8.0, I'm asking you to calculate the concentration of all the different surface complexes on the surface sites. And what is the pH value after the system, which is equilibrium? And these are all equilibrium reactions. So you will get the direct number after this running the simulation. And if you have pH, initial pH is 4.0, you do the same thing. And how much different do you see? So essentially, it's really trying to look at, by comparing question 1 and question 2, you're looking at how much different does pH make in terms of how much chromium absorb on the surface. OK, so let's go through this. There's two things that you actually will need to set up. I talked briefly in the online material text. One is the database. In order to set up the reactions, you will need the surface reaction. You will need to go through the database. And in the database, let's see we start from the beginning. And you know before that from previous lessons, you have all the different blocks. We have touched through primary specie block, secondary specie block, and then mineral reaction kinetics in the previous lessons. Here, let's go through the surface complexation. So is there just a block after listening all the minerals? There's a surface complexation block. So let's do control F to search for surface complexation. And it directly come to me with the beginning surface complexation session. So I already, what I do different is this lecture. Let me be different from previous one. I tend to start from beginning. And we go kind of one by one step here. I'm already putting in these reactions. Because that will save us a little bit of time. I don't want the video to be too long, because at some point it gets boring. OK, so in this. So what do you need to do in the beginning surface complexation part? You will be putting all the different reactions listed in table. See, you have four reactions. So you would need, OK, anyway, so you would need four different surface reactions included here. Now, the way I loaded is using the products, the zop species. So if you observe, for example, the first one here, it's SiOH2 plus. It's actually this one, SiOH2 plus. Whether you use this three line equal or you use this larger sign, it doesn't really matter. Because the code will read in essentially the text file. And as long as you have consistent representation in the input file and in the database, it can recognize it. It doesn't matter if you use this larger than, or if you use this triple equal sign. But the problem will come if you are not consistent between the input file and the database. So anyway, here in the input file, I write this way. So essentially you can see it's this species, similar to the equal to convexation. So you have this species and equals to 1.0 H plus plus 1.0 this SiOH species. Now, it's opposite way of writing as in this table. And this K apparent K is written in terms of the direction of this form. So when we do this form, it needs to be negative now. So it's minus 0.95. Again, we are looking at 25 degrees C. This as a whole format is very similar. It essentially is the same as what you see before for the equest convexation. So you can think about surface convexing is really almost like equest convexation, except that you are having a reaction with species on the surface. And so all these different reactions are written similarly. So this first item is for the first reaction. And then the second one, you have SiO minus on the surface. And this is equal to essentially minus 1 from this SiOH. So this is another reaction. Now again, in the table, you have minus 6.59. And it's because the rocking is in the opposite direction. So this need to be 6.59. And all these are the 500 0, as I mentioned. These are for equilibrium constant at different temperatures. And you can really ignore them. But you do need to have eight items to represent the eight temperature points. And similarly, you have SiO, sodium, and SiOH and each chromium, these species. So as long as you pay attention to the design of the log k values, be consistent with how these terms, interaction, and written is in the opposite way of that is listed in the table. You should be fine. All right, so this for the surface convexation block in the database. And then the second item in the database for surface convexation is giving the charge for each of these surface complexes. What is the charge of each of these species? So for example, SiOH is 0. SiOH 2 plus is 1.0 minus 1.0. And you have the other species. So your list is there. So essentially, two items in the database block. OK, and then in the input file block, let's look at this. Again, I already put everything in, but we'll walk through and you kind of need to know. So all these ones we talked about before these are kind of a competition, a long time, whatever it needs. And then the discretization is for essentially total volume. So we have 250 milliliter and putting centimeters as units. This is essentially, OK, we only input 250 for x zone as one cell. But essentially, the default is so y zones and z zones is 1. So it's like one grid block in each direction. So giving you a well-mixed one grid block essentially. If you want to specifically put in y zones, 1, 1, and then z zones, 1, 1, that's fine too. You can look up the discretization in the crunch menu. And then you do need to put in a light. The reason is that because in contrary, all the surface sites, you need to specify which mineral it is on. So here, this SiOH side is on elite. So you have to have elite there. So in the mineral, you would need to put elite as a mineral. For systems that you have, for example, you have mineral dissolution precipitation. And you also have surface convexity. You might have multiple minerals there. But and you might have multiple minerals that have surface convexity sites. And you can put more than these when you have more complex systems. So this is for surface convexation. And then we go to the condition. Now in the condition, OK, we set up the initial rise. This unit should be really more per liter. I think in the table, I put more per liter. Anyway, OK, so this is more per liter. Temperature 25. And then you have pH 8.0, chromium, sodium, chloride, potassium. They're all listed in the table 4 in the online material. Now I do have a few more species than a few more primary species than what I have in the table. And the reason, why do I need to do that? The reason is that we have elite. And let's go so as long as you have it. Let's go through what is the elite interminer dissolution reaction. We don't really put mineral dissolution reaction. But as long as you put elite, then you need all the building block in the aqueous phase, essentially. So let's search in the database, how does elite, what is the composition of elite in terms of different chemical species? So I do F for elite. All right, so you have elite. OK, look at here. So this elite, you would be managing, you would be writing elite as a solid phase dissolving out. OK, actually plus H plus 8 H plus. And then dissolving out to become 0.25 magnesium, 0.6 potassium, 2.3 aluminum, 3.5 silica, and water. And then the rest of these are the eight equilibrium constants in different temperature. And then you have the molecular weight or whatever. And in any case, you can see that in the elite block, elite is composed of these different cations. So although in the table, I only give you, let's see, chromium, sodium, chloride, and other species. Because elite, the mineral contains magnesium, silica, aluminum as additional species. So we do need to put in the input file for this species as part of the primary species. So that's what you actually would do. So these species are already given, essentially, in the table. And these species are additional because of the inclusion of elite as a mineral. And you need all the building blocks for elite. Otherwise, the code is not going to recognize it. So all these species are, for example, pH, chromium, sodium, chloride, according to the concentrations that are given to you in the table, and then SiO2, aluminum, magnesium. Let's assume that, for example, elite distribution will be very slow. Let's say you are doing this option experiment. Usually, you want to look at how much this chromium is up on the solid phase. Usually, you do it in a very short period of time. And elite distribution is relatively slow. So it wouldn't dissolve out much in the solution. So let's imagine your solution doesn't have much of this species. I could put zero, but usually I prefer to put this small number instead of zero. A lot of time, computers have some problem with zero. So let's not try to avoid zero, if you can. OK, so these are the primary species. And then you have the site name. This is the name of site that you put in the database. Now, as I mentioned, if you use this three line equal sign in here, then when you put in database, you also need to put three line equal sign. OK, so here, this is the site density, which is in units of more per meter square. It's 1.0 times 10 to minus 6, which is given in the table. And then you have this elite 0.003 with a specific surface area of 15.36 meter square per gram. So that's the condition block. So you're not only should put in all the species that are given to you in the table, but also the species that are part of the building block of the elite, the mineral that the surface site is on. And then, actually, this probably should be earlier. But anyway, the order doesn't really matter in the input file. But just look at the secondary species. I put these secondary species, but some of them may not be important. We can run it and go through it in the output file. So once you have this, let's look at this folder that we are going to run the simulation for this example 3.1. So I click on this, run, I get cr example 3.1.in. All right, so it went through, it just built all the output file. But the key ones that you will be looking at would be the cr example output file. Let's see what is it. OK, this one. Maybe this one. OK. So let's look through this example. Again, so at the early part of this, it will be walking through your input file and database. Look for everything, for example, number of components, number of secondary species, number of kinetic minerals, and go through all the k-value matrix, essentially. So these are all right. And if you want, sometime when you debug, for example, if something went wrong and you don't know what's wrong with it, it's worthwhile to look through the early part of this. For example, you might be not putting the right log k-values and leads to a problem when you do the calculation. OK, so again, this is all the condition input, condition initial. We could, OK, we didn't really put a charge balance here. But this is, right now, is a total charge of negative. So probably we should, if we want charge balance, it should be really the sodium species would need to be put charge balanced. OK, now here, let's look through. So this, essentially, is a table that is giving you all the concentration of different species, right? Log, morality, log activity, and everything. Let's look at log morality is the concentration you get. So the first several lines are for all the surface species, right? And then you have H plus, sodium, all the equate species here. So let's look at chromium. We are looking at chromium's options. So it would be interesting to see what are the dominant species. OK. So we were given, in the table, let me just check back. In the table, you are given a total concentration of chromium 9.6 times 10 to the power of 5 more per liter. All right. So here, when you look at this, it's H chromium O4 minus H2 chromium O4, and then chromium O4. These are in the order, OK, 10 to the minus 4, 10 to the minus 5, 10 to the minus 15. And then on the surface, we are supposed to have the surface species of this, right? But it's very, very small. It's 10 to the minus 10, essentially, very small numbers. So that means, what does that mean? You have this 10 to the minus 10, and then you also have chromium CRO4. 2 minus is 10 to the minus 4 in order of 10 to the minus 4. And then these are 10 to the minus 5, 10 to the minus 15. So what does that mean? Do you think chromium's are on the solid phase or not? Now it'd be, if you think about it, comparing the different species on the solid phase, that you are supposed to have this surface species, you have very low concentration of 10 minus 10. And chromium is chromium O4, your 2 minus. So then, if you compare it, you know this is essentially, actually, most of chromium is still in the aqueous phase. It's not absorbing much at all at this pH. This pH is 8.0. So it's not really reacting much, because this option reaction doesn't at this high pH values. All right, so you can pull out these numbers and answer the question. Get a table. Answer the question, OK, what's our concentrations of difference of a complexase on this and the pH value. And the second question is, our pH is 4.0. So let's change the condition here. If I change this condition to 4.0, let me just change the pH to 4. What happens? All right, so I change it to 4.0. And let's rerun it. So what happens, OK, I might have mentioned this before. When you run this, you can delete all the odd profiles if you want, but you can also just leave it there. Or you can build another folder if you want to keep all the odd profiles. But if you run it in the same folder, the new simulation would overwrite the old file. So you will get the new file with pH at 4. So let's just try this. I need to save this so it will actually reflect. All right, so let's run it again. OK, because I changed the concentration. OK, this is a solution that is relatively, I guess it doesn't take. If it still needs to take more per kilogram, it doesn't really matter when you have a relatively dilute solution like we have here. So we have more per kilogram. Let's rerun it. It doesn't recognize more per liter. Let's do it again. It's done. Hopefully it's giving me. I'm just trying to update it, like go to our folder and then reopen. Make sure all these files are the new updated file. You can look at the time, too, with the estimation. It needs to be the latest time. Anyway, so the output file should be OK, this one. Looks like it's still organizing. It's still not green yet. OK, it's actually ready. OK, so it's forward. Everything else is the same. You can just go down and look at the last block that lists all the conditions. So now it's pH 4.0. So we can look at the same, for example, different species for chromium. Chromium, OK, so HClO4 is too pretty high, minus 4. And then this is H2. It's minus 9. Now chromium ClO4 is 10 to minus. So now the equispecial dominant one is HClO4 now, because you have much more hydrogen now. It's a much acidic condition. Now here you also observe that SiOH, this surface species, before it was in order of 10 to the minus 10. Now it's 10 to minus 4.8, essentially. So increased by about 5 orders of magnitude, which means you observe much more chromium on solid than what you had before. So pH have a huge impact on how much you can absorb on solid phase. Essentially, let's see if I try pH equal to 3.0. What happens? Let's try it again. Let's close this. And it changes to 3.0. It's updating. Going back, let's look at the output file. OK, it's here. Now here with pH 3, you increased more on the solid phase. So essentially, you would have absorbed species this much. So it's in order of 10 to minus 4.5. So between pH 4 and 3, they all already have a lot of different hydrogen in the system. So it doesn't change much when you change from pH 8 to 4. Now the reason here is why. Chromium 6 with pH 8.0, the dominant species, it's a negative charge species. So it tends to absorb when the system, when the surface side, have a lot of positive sides. Now at high pH condition, the aqueous solution is really have a lot of OH minus inside H plus. So the illi surface tend to be negative. And because it's negative, it wouldn't attract much of the negative chromium on the solid surface. Now when you increase acidity or decrease pH to 3 or to 4, you have a lot of H plus in the system. And these H plus will go through these reactions with the surface side to form SiOH2 plus. So you would have a lot of positive charges on the surface. Now in that case, chromium will be attracted to the positive charges surface. So that's why under low pH condition, you can absorb much more chromium than in the situation of high pH. So not imagine, OK, this is for chromium and it's a negative charge species. What if you have, for example, cadmium or zinc or other species that these cations that are positively charged, they tend to go, they tend to be attracted by negative charges surfaces. So think about what condition, under what condition you tend to have more surface complexation for these cations. The answer would be opposite to what you have here. So it's, for example, these heavy metal cations, you tend to see more absorption under high pH conditions. All right, I think we can end now. I believe I talk every talk about everything I need to discuss. And just as a reminder, if you are not clear about what you are going to do and you want a bit more detailed information from the manual or everything, I listed in the online materials that for surface complexation, just examples on the menu, crunch flow menu, page 63, 64, and 69, they are going through different blocks in crunch. And we uploaded a set of exercises with input file and documents that explain what each exercise do. So these are good resources, again, good example files for you if you need something to look up. So in that exercise folder, let me just put it up so you can see it. I added, where is it? OK, in crunch flow related, I added a crunch flow example exercise. So in that folder, we have folders for different exercises. And in that for the exercise four is for a surface complexation example, if you would like to look up. All right, let's stop here. And I hope you have fun working on this and the rest of the homework. Let's skip this. For question one homework, which is an extension of example 3.1, you have total chromium, this is essentially the same. But essentially, I added one more surface species, which is aluminum. And with that, you will need to set up in your database with this species, the site density will be in the input file, and also all the reactions that are associated with database. You need these reactions also need to put in the beginning surface complexation block to define it. And then you can run the submission. Otherwise, so remember, you need to update database. You need to update the input file in order to run the whole suite of thing. All right, I will stop here and have fun.