Hello and welcome the quality of life Today our subject deals with education and joining us today are the principles from Sheboygan North and Sheboygan South Sheboygan North we have Jason Bould principle. Welcome Jason. Thank you for having me excellent and then from Sheboygan South We have Mike Trimberger. Thank you for having me.  This is I'll be concluding my third year's principal at North and I was an associate principal at North for three years prior to that I was fortunate. I think Jason and I it was The same summer we got hired so this is also my third year So we've kind of got to sharpen our teeth together in some cases and before that I was an elementary principal I shared an elementary in Sheboygan for three years. Okay, great when we talk about education and how it you know deals with quality of life How is that relation and how do they play one role play with the other? What influence does education have on one's quality of life start off with?  You know There's a lot of different pathways that students can choose career-wise going right into the workforce going into Two-year college four-year college things like that It doesn't matter as long as you're a lifetime learner and you're always trying to strive to get better It's going to make you better at whatever you do I think along with that we talked to our students about Education should in addition to a lifelong piece it should make Provide an opportunity to be successful and to be happy and Success and happiness must be measured by our individual students And prepare them to make a positive impact in their community Piggyback onto that. Why is education so important? You know, I think there's a lot of information out there that says that The level of education can be correlation to how much your salaries are going to be so You know in some cases for people the level of education can be how much you're going to make Satisfaction to jobs things like that But really as you look at it from a community standpoint the better educated Community we have the the more successful we're going to be the community the better we're going to be from our from our people and engineers to our CEOs to this to our Students that are going to work on production lines or work in other areas The more educated they are the better. They're going to be able to give to the shaboying community I would totally agree a more educated informed population Turns into a well-functioning Thriving community Now you're from the high school education, but you know you have dealings with you know people kids come in from elementary As well as it on to college Is there any certain type of education that is more influential on our quality of life? You know like high school education to life expect a life experience as to You know does it all fit together as part of a transit or is there one more influential in the other? I think it truly is High school Elementary are all pieces of a puzzle. There's no doubting the power and impact of the early stages of life Where it's not formal education, but it's experiential. It's learning traditions and culture and experiential learning is continued through all ages But coupled with formal education Those those are the many pieces of the puzzle that that provide a well-rounded again educated informed individual and I'm really getting excited with some of the things that we're doing in the district with Technology about how much we can personalize learning because you know elementary middle school those foundations are so important in high school as the brain matures they get Different biases different things like that and when we can start personalizing and saying this is the level This means lifelong learning to me or this means lifelong learning to me can be totally different And when we can individualize and break that down That's when we can really get to that next level of education and make sure that everybody's learning to their potential I think that really goes back to success and happiness as measured by that individual as Mike said is it's personalized so If we can provide opportunities for our students to be exposed to many things different courses different experiences They will find their niche. They will be happy They will be successful as they measure it and in turn be good community members Mm-hmm. I think what you mentioned there Jason there are key elements to you know one's measure of quality of life You know they're happy they feel good dig about their bounce their step when they get out of bed in the morning They're happy to go to work or whatever activity are going to do They're contributing to their community in their other areas which in turn helps other people you know increase their quality of life So I think those are all key factors, you know as well And I think it's a balance between all of them and the reason why I say that as I know some people who you know Really high salary Well money, you know or income is obviously helps to contribute But if you're miserable and other things are you really happy? Do you have a quality of life if you hate you know getting up and going to work or you know? I really don't want to do this I think that can take a toll on somebody as well Absolutely well the the quote that I love that put it each one of my emails is From Abe Lincoln whatever you are be a good one And I think that really when it fits very well in education because it doesn't matter if you're a Doesn't matter where you're at if if you are a lifelong learner and you enjoy what you do You'll be good at it and really that's what we want We all want to to get to a level that we can be happy with our professional life with our personal life with the things We're doing in the community, and that's that's a powerful statement I would agree with the educational process, you know the LSA We learn probably our brain will absorb as much in probably till we're about 10 years old or whatever Or whatever the figure is is there a certain age limit or age range that really is more influential or or Can be more directed than others, you know in there in the process we We had career connections a couple weeks ago, and we likened educating the young mind to a sponge Because students don't have those predispositions because they don't have that the information they get they absorb from all different areas But when you start educating the mature mind, it's more like trying to pour water into a bottle You know they they they have things they're interested in and you have to get those interests to make sure that you can fill that bottle with knowledge and When you see that and you can know that younger minds will take absorb anything they can older minds you need to be a little more Prescriptive and you need to know that you're hitting those interest things to really make sure you're engaging them That's when you can really start saying that any mind can learn even the oldest minds as long as you hit those pieces that they're looking for And again as you touched on the research is clear that the earlier stages of our lives are the most impactful for Skills and abilities, but as Mike said there's no doubting it ties into that personalized learning if we can hook any student whether 17 or 77 if they have interest it's engaging We can teach them My next question kind of ties into what you were alluding to Mike is you know as times have changed How has education requirements changed with it to keep up with life and more I'm going with this is I'm working on initiative that my IT position you know at the city and I'm calling it the speed of life You know used to say you know change at the speed of business or change at the speed of light or one thing That's constant has changed but when I've seen now through the technology and the rush of one's lifestyles You basically have to keep up with the speed of life as it's changing You know so with that in your sponge analysis. Is there some point you have to ring that sponge out so it can You know soak more or to that point, you know, I think the transition we're seeing in education right now is The whole mode in how we educate You know if you go back five years to 50 years The mode was the teacher was the person pouring the water on the sponge and then the students were the sponge absorbing it And what we're seeing more and more now is is with the information that's out there in the axis We have when the teacher can be the facilitator and the sponge can kind of find their water with different ways and using Technologies to use the World Wide Web To collaborate with their peers That's the way education I see changing mostly and it's not the teacher giving information It's the teacher guiding the students so they can find it for themselves Okay, I think the students are going along with the sponge here the students are the ones that will bring out the water And the students will be the ones saying how much water and the students will say no I've had enough water So that's you know that goes along with that piece is we are now more than ever I think asking students what do you need and providing multiple opportunities and allowing Students to make the choices so that goes along with that personalized and again Providing engaging opportunities because the more and more you throw at somebody and that's where you come into the burnout factor How much can you absorb?  With the educational system what types of distractions are you seeing you know There's lots of influences out there that may take students or kids Steer them down the wrong path. What's you know, what are some of the things that you're seeing now in the schools? I think the greatest impact or distraction that we're seeing is the change in our socio-economic Peace in our in our community what we see in our community is reflecting in our schools North High School for example is Realizing the highest percent of free and reduced lunch numbers that it's ever seen Ten years ago. We're a single digit single percentages of students receiving free and reduced lunches now We're over 40 percent and that has far-reaching impacts of what needs our students bring to our schools and Subsequently what our families can and cannot do for their student and our learning community So I mean that's the biggest impact right now and I would agree with Jason I think that's the biggest a close second if I had to come up with one it would be just the the political World that we're living in I think education has gotten to be Platforms for people to be elected reelected. I think there's some really there's some good things going on politically in education I think we're we're needing to be as transparent as we've ever been And I think education we're doing some really good things and you're gonna see You see in the next couple years the great stuff. We're doing but there's other There's other places and I'll use common core is a really good example There's a lot of political pressure saying common core is Obama core and all these other things, you know Common core does not tell us how to teach students. It doesn't tell us It tells us really what a third grader should know in math But because of the way the political climate is People want to say that's a bad thing and and I look at it is we want to teach We want to make sure our kids leave and they're ready, you know ready to go their lifelong learners Give us where you want us to take them and we can take them there because we have people in our buildings that are that are Ready to make sure our students are successful when they leave okay Our education, you know, it's a process. It's a journey and one of them is to say is to get an Educational toolbox, you know by learning you get your tools You know you become familiar with them The way life our lifestyles change especially in our community right now you hear there are jobs out there But they're all specialized jobs where you know, they need training or they need you don't special skills With the way times of change. Do you see the approach change as far as how we educate our students meaning? You know used to be may you graduate from high school You could get a job at coal or live well and retire from there, you know, then the Method change to okay go to high school go to college and then you get your Masters and bachelor's degrees and all that will you see those people out there those kids having a hard time finding a job as well It's because you're almost overqualified or you don't have the technical skills like would you go to a LTC or something? How do you see that? approach changing I don't know if it's it's an a change in your approach But I think it's a reemphasis on personalized learning again but also a Refocusing on the liberal arts comprehensive nature of a high school We want our students to be exposed to many experiences to find their niche so certainly have Experiences in tech ed playing with metals and have choir experiences and good solid Science experience and the list goes on but to find their niche and once they find their niche we can take them to the next level and prepare Again if we provide engaging opportunities across the board We're confident that our students will find that niche and then we can take them And you know I think the other thing we're trying to do is is break down some of the bricks and mortars of the school and get some Opportunities for students outside the building because we know that there's a lot of learning that can happen outside of the classroom and You know what one of the things we know and I think you're with this question is we know There's going to be a skills gap looming as the generation The baby boomers start retiring There's a lot of our employers that are saying we don't know how we're going to fill these spots And a lot of those spots are mid-skill and high-skill jobs We need to make sure our students are ready for them and you know some of the things that we're doing now It is partnering with local employers and saying you know We have students that have shown an interest in engineering and they've taken some engineering classes here in our building Can they do an internship with you to take some of the things they learned in the classroom implying in the workforce and That's Model is really starting to gain some momentum in our community and I'm really I've been very impressed with Shibuya County as a whole the way people have opened their doors and let some of our students Take what they're learning in high school and they're finding out that high school students can be very useful in their doors and on their floors doing some of these things and Truly the level of education we can have our kids apply those things in in a job-based work-based learning opportunity Just helps that learning skyrocket I think what we found is a common theme or a common foundation To whether we provide experiences outside the classroom inside the classroom is that we'll be providing students are giving them every Opportunity to be exposed to some soft skills that are transferable to whatever job because it is an ever-changing world So if our students can leave with certainly a love of learning find their niche, but also have Some skills such as teamwork problem-solving Importance of being on time Collaboration those things will always be with them and be transferable to whatever career aspiration Journey that takes them. I know I had a conversation here a while back with philosophy professor Dr. Lizzecki, and he was my favorite professor here and Sitting down I was talking to him. I think it finally clicked, you know of why I take why I took classes like philosophy or Introduction to filmmaking or these other things and you touched upon it I think you hit it right on the head Jason is where yes I went and I got my computer skills and math skills, you know And I've got my toolbox so to speak, but I think exposing yourselves To other things and maybe I'm not a philosophy, you know professor anything But at least it's those exposures that cause you to stop and think about something and reason your way through it And I think that's where Our society as a whole is kind of falling off It's either they're trying to make everything black and white and it's not I'm sorry, but life is not black and white There's a lot of gray in the middle And I think that's where our education needs to come through is how do we navigate the gray area? Because to me life is like okay You want to get from point A to point B? But it's filled with crocodiles in between and you had to get on the right steps And that's where the gray matter comes in or common sense is what I define it as so I think that's why the more Opportunities, you know, though, I know why you know, we had physical education in school You got to think about that the whole you know projects everything I think it all plays a whole role where it comes together at least that's my opinion on it So whether you agree or not sir you bring you bring back the sponge piece We want to fill those sponges with as much different types of fluids and let the sponge make the determination of which fluid They like the best which way what's their path? In the schools What would you say are the distractions to the students what negative things are you know you that you You know constantly have to combat, you know the whole Heroin presence, you know in in around and you know other negative like gangs or anything like that You see any of that in the schools and if you do what do you do to try and you know steer the clit kids clear that? You know one of the things that we've taken a big switch on this year is we call it the red-wing way and it's it's really working with behavior, but in a positive way and there's a There's a lot of things going on in our community. We know there's that presence of heroin We know that there's you know different gangs and things like that But what we're finding is you know if you're going to make school the safe place to learn There's some high expectations that we have for students that they don't and we're gonna focus on the positive And we're gonna correct the negative behaviors And truly it's changed a lot of the culture in our building. So, you know, I know we did a presentation Not too long ago. We worked with the police department and Make the right choice. I think to talk about making poor choices and using drugs and things like that And you know, the nice thing is is the heroin thing we haven't seen in our schools yet But I know our kids are dealing with it when they get home I know there's some of those things going on. It's just it's too prolific to not happening So even though some of these things maybe not coming into our hallways The effects of them are coming into our hallways and those are the things that that we try to have a supportive culture in Our building to make sure that our kids know that when they come to school It's a safe place and you know, and it comes back to education Because because you have these things happening at home education can be that key to unlock the doors So you don't kind of hit those some of those same Same cycles as maybe people in your family have Think it goes back again to the impact that our change in socio-economic In our community has had so again similar what Mike has said We're not seeing heroin in our schools, but we are seeing some other impacts that that decline in Income has had and Similar to what south is done with the Redwood wing north has north being north. It's it's same thing different package But we're focusing on what ownership looks like what ownership looks like in the classroom What it looks like outside the classroom?  What does it look like to be engaged outside the classroom and that's that's positively impacted our culture? That's great news that you're not seeing I mean yes, you're seeing the side effects I mean we'd be silly to say no if we didn't think it was but the side effects of there in our community One thing I'll mention is Dr. Howard Croft over at St. Nicholas Emergency room needs a medical director and he does a fantastic presentation working with if he worked with south and the City police as well as you know the sheriff's department on the whole heroin initiative. He's a fantastic presentation on You know the causes you know how do you detect it the side effects and results of it You know the side effects which you might be seeing the influence of in the schools as well, so Definitely Then what you had touched upon as well. I know The it almost comes down to our core values of what we believe in and teach and it's nice that the schools have a Environment where the kids can consider a safe haven and get them into these other programs like our Broadcasting initiative partnership to get him excited about it. We started out with 14 kids and now It's coming fall. We've got 60 alternates You know along the other thing and we want to do the same thing with the radio program and form a partnership so one of the core values, you know they got from my Ten year over at St. Nicholas is their core values our respect care Competence and joy and actually that comes from Springfield down at the mother house for faith-based medicine, you know, you got to respect each other Competence you got to be able to do and you know meet your needs Joy you want to have fun at what you do, you know And then there's care you got to care about what you do and care about others And it fits in well with the whole model of equality of life. I would think you know, so Thank you very much so for sharing that with us because that's you know who was the CEO over there Very influential person and I you know, I take those teachings right on to know my position here, you know and with those, you know, you talk about the other Opportunities and I had my introduction to filmmaking class. I'm going well. This is cool Later to find out in life here. I am with WSES and I'm in front of the camera as well as you know The station reports to me, so it's just weird. You never know how it's something's going to just fall into place so absolutely so What are some of the unique programs that you know at each of your schools? Are collaboratively working together that you have to help education and you know getting our kids steered off into the right direction? I think we're limited to 30 minutes here. So You know, there's no doubting the number of programs that are ongoing and Continue the end being initiated But I think one that I would talk about between north and south is really the manufacturing pathway looking at building relationships with our schools and manufacturers to provide again more experiences for our students and to provide Another level of experiences who have students that have gone through certain core courses or prerequisite courses But now we'll take those skills and apply them to real-life project-based learning and The manufacturing one is something that that Jason and I and our staff in both their buildings have been trying to build and We're very excited to get that Implemented the one at itself that I that we just got certified that I'm really excited about is our health care pathway kind of same piece That we're talking about with manufacturing, but we've worked with partners with the Wisconsin's School of Medicine and Aurora and purveyor and they've actually we've created a We call them pathways for students that are interested in any health care job. So We're seeing from the creation of this We had 50 some students sign up for classes to next year I think we have 175 students that are taking these classes because they know these are the high school classes I can get you set it up to go pre-med in college go to nursing And you know as we find things that we always say kind of jazz students up And what if they know that's what they want to do those are some things we're doing we have Manufacturing health care. We're looking at computer science Those are some of the really cool things that we're seeing in education because Employers are willing to say we will partner with the schools to help create some of these things because we know it's just good for our community Okay, I know that partnering I think is going to be definitely a way of the future because it almost works like a Recruiting area, you know, we hired Lacey fister from Boykin South through the broadcasting group In fact, she just did her first new show the other day, you know So that's a win-win because you know it gives us a chance to teach skills or you know and let her know We're looking at and get that experience where I know she wants to go into broadcasting So it's a win-win situation, you know, so it's kind of like training but extending their education into the real world And you know one of the cool thing I'm a shaboying and native, but I've been so impressed with shaboying County We have a a new company out there called inspire shaboying County That's a bunch of educators and employers that are getting together to help with building these Relationships and build the partnerships and and the amount of our employers and schools that are involved in that just growing on a You know every day type basis and it's just really cool to see how our community gives back to the schools And how we really can have this really good discussion between the k-12 schools the post-secondary schools and the Employers that will someday our students will land in okay We've got a couple minutes left. So if you were to speak in front of a group About education and quality of life. What would be the advice you would give? What would be the audience? Students, let's say a student graduation, you know Let's just say it for just you know for the sake of our time or whatever Let's say if you had a at a commencement ceremony I would talk about the Hope that I had that they left north Specifically north high school with again the soft skills such as teamwork collaboration problem-solving and the hope that I would have that they take those skills and Apply them to their next Thing in life whether it's work whether it's college whether it's the military and The ultimate hope that they would be happy successful productive members of their community Okay, I would go back to to my my quote. I said whatever you are be a good one and being a lifelong learner Picking the things that really interest you that give you passion Continually to learn about them and then be good at what you want to be and and if we can leave our students with that message That education is the key to help me find a job that I'm passionate about and also be good at what I am That's a that's a message. I'd like everybody to leave with Okay. Well, we're out of time, but I'd like to thank both of you for being on the show, you know to talk about this important subject On behalf of W. SES and quality of life. I'd like to thank Jason bull and Mike trim burger I'm Dave Augustine and if you'd like more information about the show or this program, please just visit our website at www.wscscheboygan.com Thanks for watching. We'll see you next time


When you have a long complex line of code, especially say when you have a function call with many arguments or say a list literal or dictionary literal with many items, it's often desirable in such cases to take that one big line and spread it onto multiple successive lines to make it more presentable. While Python syntax is not freeform, it does have a special rule to allow for this, and that is the rule of open delimiters. If in your line of Python code you leave a delimiter open, whether an open parenthesis or an open curly brace or an open square bracket, then until the matching closing delimiter is encountered, Python's usual rules about indentation and one statement per line, those are temporarily deferred. So here, for example, if we have this line x equals and then this long complicated call to foo with many arguments, well, we can take whatever in the parenthesis there and spread it onto the succeeding lines however we wish. Only when Python encounters the matching closing delimiter, the end parenthesis here, do the normal indentation rules resume. So here after the end parenthesis, we can finish off the line with asterisk 98, but on the next line, the usual rules resume. So the call to bar has to be aligned, how you see it here has to be aligned with the statement which precedes it, which starts with x equals. Now when I have a function called with many arguments or a list literal with many items or a dictionary with many items, I like to format it like so, where all the successive lines are indented one level underneath of the line where it starts. And then I place the closing delimiter level with the start of the original line. And I do it this way because it mirrors how I format my curly braces in curly brace languages like JavaScript. Of course, you don't have to imitate this precisely, but I do strongly recommend that you settle upon some formatting style and stick with it. Again, be clear that this special rule applies not just to parenthesis, but to all delimiters. So here for example is a square brace being left open. And then that logical line doesn't end until you encounter the line with the matching closing square bracket. As another stylistic affordance to get around the usual rules of indentation, Python also lets you use a backslash at the end of the line to indicate that that line actually continues on to the next line. So think of it simply as a marker that says this line is not over yet, it actually continues on to the next line. So here for example we have one logical line but it's actually been written across three separate lines and it reads just simply x equals foo plus bar times 3 times 98. Now there is one important gotcha and that's if a line ends with a backslash. That line cannot also have a comment. If you put a comment on the same line, that's a syntax error. In my opinion you should really never use the backslash, it's just more trouble than it's worth. The open delimiter rule should really serve all of your needs. For yet another stylistic allowance, if you have a code block consisting of just one statement, you can write that statement on the same line as the block header. So here for example you see an if and a function definition both of which have just one statement in their bodies so they're just all written on one line. It's also allowed using semicolons to write multiple statements on one line. The only limitation that these statements must be just either expression statements or assignment statements, they can't be statements like an if statement or function definition statement. So here we have on one line three statements, x equals 7, an invocation of foo and then an invocation of bar. And those of course are executed left to right. So it's really just the same as writing them on three successive lines. It's just a stylistic choice here to put them on one line. And in fact you could use a semicolon to put multiple statements in a one line block. So here this if block has two statements, first a call to foo and then a call to bar. Like the backslash for line continuation, I never use multi statement lines or one line blocks. I think they're just bad style. Yeah, they do let you write your code a bit more compactly, but it's really not worth it. You're just making your code harder to read at a glance. A pass statement is a statement consisting of just the reserved word pass. And as the name implies, the pass statement does nothing. It passes over execution. So it's just a placeholder statement effectively. And the pass statement exists mainly because when you're writing out your code, you're writing your functions in your classes, when you just start out typically you leave just a stub of a function or a stub of a class. You know, you write class and then the name of the class colon and then you don't actually put a body there because you haven't written it yet. And yet you want your code to actually still compile because you have other stuff you want to test or whatever. So you can't leave that body, that class header, without anything there because that would be a syntax error. So when stubbing out our functions in classes, we just write them with pass statements and then we can run that Python module without getting a syntax error even if the code is incomplete. Many of Python's operators, including the basic arithmetic operators, come in a compound assignment form. Basically, it's the combination of the operator with an assignment. So if you see x plus equals y, that means add x and y together and then store the result of that addition in x. The purpose of this is simply that that's something we want to do commonly enough. It's nice to have a more compact syntax. In fact, this is the preferred syntax in Python for incrementing or decrementing a variable.  And if you want to decrement it, you write x minus equals 1. And Guido considered this sufficiently convenient that he decided Python doesn't need an increment or decrement operator like you have in JavaScript and C and all those languages. So there's no minus, minus operator or plus, plus operator. The basic operator methods all have a corresponding reflected operator methods which all have the same name except there's r in front. So say the add method has a corresponding reflected add method which is called radd. Python invokes these reflected operator methods in a scenario where first the two operands are of different types and if the regular method, the non-reflected method is first invoked and then raises the not implemented exception. So here for example, if we have the code 3 plus w, assuming w is the instance of some class we've defined, well first Python will invoke the add method of the int object and w will get passed as the argument. But the add method in this case will raise the not implemented exception because the standard int method isn't defined to add together a standard int object, the number 3 here, with some instance of a class you've defined. So it will raise the not implemented exception and that triggers Python to then invoke the radd method, the reflected add method of the w object with 3 passed as argument. So assuming in this class you have defined an radd method you can then have a defined behavior for what happens when the plus operator is used with instances of this class as the right operand. Now assuming you want there to be a defined behavior with the plus operator and instances of this type then you would give that type both an add method and an radd method, and generally in most cases you will want them to basically do exactly the same thing, the only difference is that the radd method is invoked when the instance of the class is only the right operand. Normally we assume that a plus operation is commutative, that's how addition is defined right, it doesn't matter if you write a plus b or b plus a. However with some types you might define you might decide that you want there to be some non commutative behavior so you might want 3 plus w to do something different than w plus 3. So that's why we have this reflected add method because sometimes you want there to be different behavior. If instead Python just assumed these operations should always be commutative then we wouldn't have the reflected operator methods, Python would just after not implemented is raised, it would just invoke the regular add method of the right operand. But Python decided otherwise, it decided that sometimes we'll want to have non commutative operations so that's why it has reflected operator methods. Recall that in JavaScript we can define a function by writing not just a function statement but also by writing a function expression. And we can actually do the same in Python is just that whereas we define functions as a statement with the def statement for a function as an expression we use a different reserved word lambda. Why lambda? Well, lambda is a symbol used in lambda calculus that denotes a function. So that's the thinking behind the name. The unfortunate thing about Python's lambda is that it's much more restricted than a full on def statement. When you write a lambda function the body of the function can only consist of a single expression statement. You can't have any other kind of statement and it can only be one. The real reason for the syntax is that if you want to include multiple statements or to have other kinds of statements like ifs and so forth in the body of the lambda function that would require using indentation to denote them and that just doesn't make any sense in the context of an expression. So if there's one real downside to Python's indentation-sensitive syntax I would say this is it. This is the one thing I miss when I program in Python rather than JavaScript. The ability to write any function as an expression. Of course, the work around of this is simple. Any time you want to have a function that needs more than just a single expression statement in the body you just write that as a regular function definition and then pass it by name where you need it. But what I think is surprisingly bothersome about having to do that is it means you have to give the function a name. You don't have to be a believer in wherever you can. Get away without having to give things names because the more names you have in your code the more likely you're going to give them bad names that aren't very meaningful and that actually make the code harder to read and harder to understand. In any case, looking at this example here first we have a regular function definition that's defining a function foo with the parameters x and y and it just adds those two parameters together and returns that result and then you have the same thing with the function object returned by the lambda expression here is really exactly the same as the function object that gets assigned in the def statement to the variable foo. Notice that the parameters in lambda are listed before the colon and they're not included in parentheses. To define a function with no parameters with lambda you just put the colon immediately after the reserved word lambda. So here again same idea we're defining a function with the def statement that takes no parameters and just prints high and then we're expressing precisely the same thing just expressed using lambda.


Jim, here we are. It's been quite a ride. We're just days away as we record this from the publication of an article. What did we call it? Reclaiming innovation. It's been a months-long journey for both of us. I guess this is a video compliment to that. I don't think any of us really quite know where it's going to go. I guess we could start just even by talking about how this article came about, which I guess would be putting it in your court, because I think it started with you. The article, as I remember, was going to kind of be about the work that's happening at Mary Washington right now around the initiative called Domain of One's Own. And that was something I was interested in, but you were talking about this question of innovation, and you were talking about this question of disruption and some of the problems with it. And obviously you've been blogging about it. And when I reached out to Teddy and she was kind of open to the idea, I immediately looped you in with the idea that we kind of revisit some of the work we did what's almost four years ago now with the Nevermind the Edgypunks, because I felt like there was a moment of revisiting some of this stuff. And the other thing is you did a lot of the work on the first article, so I was hoping you would carry me through the second one. Although I think we both know that that was part of the problem with writing this article in general. I think that's a dysfunction we share is that we count on the other person to carry the other. And it's kind of like that biblical parable, but the footprints in the stand, except there's just like two guys standing on the beach, looking at each other, waiting for the other one to pick them up. I was like, okay, I brought Brian in, he must be excited. He's going to do some of the work, or at least he'll do most of the work was as I was originally imagining it because I'm just a good looks at the organization. But it turns out that we both didn't do much for a long time. To be honest. Besides my own usual dysfunctions, I actually did find this article really challenging and kind of scary to write. I had to kind of confront some demons and some doubts that have been dogging me that have quite little to do with the writing process. I and I hope we kind of touch at some of this in the article, but it really feels like and you know, we may go back a bit that, you know, some of the I feel like a lot of the trend lines have been happening in education technology over the last few years haven't necessarily broken the way I wanted to. And I felt like, you know, I felt like I was trying to make arguments or that we were trying to make arguments that kind of feel to me like they're kind of cutting against some of the prevailing trends in the field or the stuff that tends to typically get buzz, especially when associated with a word like innovation. I don't know if that's how you see it, but that I felt, yeah, I felt a certain amount of additional pressure because I felt like there's a set of ideas and principles that I think are in your work, certainly in the team at UMW and a lot of the people we mutually admire. And yeah, I was feeling a certain amount of pressure to try to articulate those concepts. And I'm not sure we did, to be honest, but yeah, that's that's honestly what made the article hard for me, you know, to echo some of that stuff. The article is hard for me to write because I was focusing in my mind so much on the main of one's own and not about a broader picture. And that's what you brought in with that first part about innovation and disruption and kind of providing a far broader context, which enabled me to start thinking about the history of the internet, where higher ed fits in there. And also, the real problem I had writing this was, I can only write right now for a blog. I don't know what it's like to write for a publication. So, you know, once we, you know, Teddy came to us and said, look, you need to have something, you wouldn't made an agreement. I just started blogging and blogging. And I really you can see the parts that I published as part of this article, which I'm actually really proud of, were actually blog posts that were reworked. And I went back to a blog post I wrote for the canvas blog, which was about the cyber infrastructure and a lot of the stuff you tell it talked about. So it's interesting where it was a kind of formalization of a lot of the ideas I've had out there. But the process as painful as it was early on, because I really didn't know if we would come up with something really helped me kind of synthesize what I think is a kind of a larger argument right now about the field, which is kind of why I'm excited we even went through this painful process to begin with. So you were you were kind of when you talk about, you know, the relationship of blogging to an article, the one thing I find awesome about blogging is it's very good for ideas when you're trying to work them out, maybe you're not quite sure they're their sound ideas. So it's a wonderful way to put something out there. And if you're completely wrong, you can be reasonably confident somebody I'll push back against you, or maybe they'll just tell you or they'll embellish your idea in some way. I find it very difficult in terms of voice though. Because I think I write my blog for about five people. And I almost envision them in the room with me. And when you're writing for a magazine like Educa's review, you almost I feel pressure to actually communicate with a broad swath of people. And you can't take certain things for granted when you do that. Now that's I mean, that's an excellent point. And the people who, while I was writing that who reminded me about that were Chris Lott, Scott Leslie, kind of pushing back on some of my assumptions about the golden age of higher ed, and the early web and what that meant. So I agree with that. But it also was interesting how much Teddy, to be fair, was a third writer in this article because we did have two voices struggling with two different ideas. And the way in which she brought together a lot of what we were talking about. When I read the article after we've initially put our first draft in, which was rough to say the least, I was found it remarkable how much it kind of gelled. And now that third piece of it was really essential. So it was actually I found it a really, as much as it was an intimidating writing process up front, I found it really a kind of, how do I say, rewarding one. Because I don't know, I felt like, you know, some of those blog posts, which are half baked ideas, sometimes it's nice to see them more formalized. That makes any sense. Absolutely. Yeah, no, Teddy's always an awesome editor to work with. But she definitely earned her stripes on this one. We put her through hell, not just with the deadlines and stuff like that. But yeah, I mean, it was it was a challenging piece, more so than than usual, I think, to kind of get what where where we were thinking of these things in our own words and trying to communicate them in a kind of a more kind of clear and cogent form and a more unified form. So yeah, can't say enough about what Teddy did there. Yeah. And then on top of it, we have to do the multimedia stuff, right? It just never ends. It doesn't. Well, and this thing to note, too, is that you mentioned that the whole reason we did this article was to feature Domain of One's Own. And it's not actually mentioned anywhere in the which was I think was interesting. But I also once we started going through the article, I thought it was important because part of the early struggle I had with making it a piece about Domain of One's Own is, does it become a piece about a particular initiative and not about a broader vision of the field? Which I think what is what I liked a lot about that 2010 article, never mind the edgy punks, is it was kind of a kind of a litmus test of where we're at. And I think this article, and maybe that's why deep down subconsciously, I did reach out to you as soon as Teddy was into it, because maybe we did need to revisit some of that stuff.


The next item of business is a debate on motion 2796, in the name of Alasdair Allan, on celebrating St Andrew's Day. I would ask all members who wish to speak in this debate to press their request to speak buttons now. I call on Alasdair Allan to speak to and move the motion. Thank you, Presiding Officer. May I first wish you and other members a happy St Andrew's Day tomorrow? Scotland has a strong national identity and this is reflected in the fact that St Andrew's Day is celebrated not just in Scotland but widely throughout the world. For many, St Andrew's Day is marked through a celebration of Scottish culture with traditional Scottish food, music and dance, but our national day also shows a celebration of Scotland's unique culture, creativity, diverse communities and international reputation, promoting civic pride, civic engagement and sustainable economic and social development, although that is less important than enjoying ourselves. Many countries have a designated date on which celebrations are held to mark their nationhood. Indeed, as St Andrew's Day is also the patron saint of countries such as Barbados, Cyprus, Greece, Romania, Russia, Ukraine and Bulgaria, we will not be the only ones celebrating. The importance attached to a national day as well as the degree to which it is celebrated varies greatly from country to country. However, our ambition is for St Andrew's Day to be recognised in the same manner as Australia's Day, St Patrick's Day in Ireland, Bastille Day in France and Independence Day in America, with a greater tradition of celebrating this important day across the nation and more widely. Indeed, we would do well to emulate the annual scale on which the Norwegians have the good sense to celebrate having a constitution. In particular, it is worth mentioning that Barbados tomorrow celebrates the 50th anniversary of their national independence day. It was nine years ago when the First SNP Government initiated the concept of Scotland's winter festivals to boost the national and international celebration of St Andrew's Day, indeed of Hogmanay and of Burns Night, and to showcase Scotland's unique culture and creativity and the very many reasons why Scotland should be seen as a year-round visitor attraction. Since its introduction, the winter festivals have gone from strength to strength, and the 2015-16 programme attracted audiences of over 300,000 people. In addition, 8 million people across the world were engaged in the celebration online. This year, the Cabinet Secretary for Culture, Tourism and External Affairs has announced a funding contribution of £390,000 to support 22 key cultural events as part of the 2016-17 programme. That includes a torchlight festival in Glasgow, an open-air Calais in St Andrew's, and a four-day festival of light at Irvine's harborside. This year, 10 events celebrating St Andrew's Day in Argyll and Bute, Dundee, Edinburgh, East Dunbartonshire, East Lothian, Fife, Glasgow and North Ayrshire have received a share of more than £122,000 in funding to support those activities. Last year, St Andrew's Day attracted 86,000 people with highlights, including those in Edinburgh, Oban and St Andrew's. St Andrew's Day will grow in stature. With that in mind, it is worth mentioning that our aim is that we will see the saltire projected on to Edinburgh Castle for St Andrew's Day 2017. However, for the celebration of St Andrew's Day to be truly embedded into our culture, we also need to encourage people to take ownership of their national day and to celebrate it in their own way, reflecting their own cultural and ethnic diversity. That could be, for example, by celebrating the occasion at home with friends or family, by developing events in the neighbourhood, by giving something back to the community in the spirit of St Andrew's Day or by welcoming and celebrating with Scotland's multicultural communities on or around the 30th of November. During today's debate, I hope that the Parliament will join me in welcoming the many successes of the St Andrew's Day celebration to date and that members will also explore the many opportunities that our national day can provide going forward. We are here today celebrating St Andrew's Day. Of course, the reason we are celebrating that is because St Andrew's is Scotland's patron saint but, as Alasdair Allan has pointed out already, he is also the patron saint of several other countries. Additionally, St Andrew is also the patron saint of fishermen, which I think that you will all agree is particularly appropriate for Scotland, given our long-established reputation as a seafaring nation and the high quality of our seafood. Amongst other things, St Andrew is also patron saint of fishmongers, gout, singers, sawthroats, spinsters, maidens, old maids and women wishing to become mothers. A symbol of our connection to St Andrew is that our national flags are famously adorned with the cross of St Andrew. It is prominently placed on both the Salta and the Union Jack. The flag was given its place by Oengus, who vowed that if granted victory, he would appoint St Andrew as the patron saint of Scotland. Then, when, on the morning of the battle, white clouds forming an X shape in the sky were said to have appeared, Oengus and his combined force, emboldened by his apparent divine intervention, took to the field and, despite being inferior in numbers, was in fact victorious. So the symbol went on to become the flag of Scotland. Though we do share that particular flag design with others, including but not limited to Tenerife, but their blue is traditionally a darker navy blue, there are two theories that I have found out about the Tenerife flag trying to explain the resemblance with the flag of Scotland, which I find very interesting. One is that during the battle of Santa Cruz, so revered were the Scottish sailors for their bravery and high standard of the sailing that the flag was adopted by their islands to be their own. Seeing that that was a battle we lost, I have reason to doubt whether it is true or not. The second is that because Scotland and Tenerife share St Andrew as a patron saint, they use his cross as well. I quite enjoyed the story of his arrival on the islands, which has it that St Andrew arrived on the island just as a new wine was being produced. Now, of course, it would have been rude not to partake in the local festivities, so St Andrew took part enthusiastically. Of course, like so many others have since, whilst he was abroad, trying to keep up with the locals and he's ended up a little worse for where.  The children no doubt thought that this was extremely funny, but I doubt that St Andrew was quite as amused. Nowadays, in honour of their prank on the eve of St Andrew's day, which is today, local children collect tins and cans of all shapes and sizes, tie them together and drag them through the streets in his honour. Quite commendable, but I can imagine that there is quite a racket being made in Tenerife today. As is noted in the motion that we are debating, St Andrew's day is that. This is a day that will be full of activities, including in my region of West Scotland. I want to highlight one example in the West Scotland region, which is that St Andrew's day is the starting point of Irvine's art and light winter show called Illumination, Harbour Festival of Light. The festivities are running from tomorrow until the 3 December, which includes free events tomorrow to mark St Andrew's day and a firework display. In that display, there will be lighting up the night skies above the harbour with a sorter. I believe that it is always also worth highlighting the work done by Historic Scotland again this year, as in previous years. Last weekend, it gave away tickets frequently so that people could enter historic sites all over Scotland in honour of St Andrew's day. That is to give people all over the country the chance to learn a bit more about Scotland's culture and fascinating history. I hope that everyone taking part in St Andrew's day celebrations enjoys that day. I also hope that they will take a moment to consider the day's background, its history, to appreciate the wider connections around the world that our national day has. Thank you. I now call on Lewis MacDonald. Thank you very much, Presiding Officer. Scots have honoured St Andrew for 1,300 years, but, as both Alan and Mr Corry have said, his legacy does not belong to Scotland alone. He was, in today's terms, a Palestinian Jew. He was a Wharton fisherman from the Sea of Galilee who answered Christ's call to be a fisher of men. As a disciple of Jesus, he preached widely in the eastern Roman world. He is credited with founding the Sea of Byzantium, later the imperial capital of Constantinople, today Europe's greatest Muslim city, Istanbul. He was put to death by the Roman governor of Patras in Greece, and later legend had it that he died on an X-shaped cross, and it is that shape that is a symbol today. A Palestinian, a Jew, a Christian, a martyr, a working man—those are powerful words in today's world, just as they were in the first century of the Christian era. All those things together make Andrew much more than just a national saint, although he is that too, not just in Scotland but also in Russia, Romania, Greece and other places with a Christian heritage, as we have heard. When we celebrate St Andrew's Day, we celebrate not just our own heritage, but also the international importance of his tradition and the diversity that is symbolised in his life. I spoke on Saturday at the annual St Andrew's Day rally, organised by Aberdeen Trade Union Council, a celebration of cultural diversity and of opposition to racism and fascism at home and abroad. The STUC held a parallel event on the same day in Glasgow. Those annual demonstrations make a visible link between Scotland's commemoration of a first century saint and the multicultural and interfaith perspectives that are so urgently needed in the 21st century. My audience included members of many trade unions and also supporters of We Are Aberdeen, a social network that is created to counter xenophobia and racism in the aftermath of the European Union referendum. There were families there who had taken refuge in the north-east from the war in Syria, whose story was told by a speaker from the Amal Committee, Amal being the Arabic for hope. There were members of the Aberdeen-Hebrew congregation, the most northerly synagogue in the east islands, North Americans and Palestinians, Nigerians and Poles, and Shirley-Millan of Aberdeen Solidarity with refugees, who talked about the next challenge of supporting people from islands in the southern oceans whose homes will sooner or later be inundated as a result of climate change. Those were appropriate subjects for a modern St Andrew's Day, promoting an awareness of the peoples and cultures of the wider world and the threats that they face alongside a celebration of our own religious and political traditions. The cross of St Andrew, as has been said, appears in many places. It is the national flag of Scotland in different forms. It is the national flag of Greece, the ensign of the Russian Navy, the provincial flag of Nova Scotia and part of the union flag of Great Britain, which features two in Australia and New Zealand and many other places that are home to people of Scottish origin around the world. Our other patron saint, Colomba or Colomchilia, is likewise not a saint for Scotland alone. Born in Daudia Colomchilia, otherwise Derry or London Derry, and dying in the Colomchilia or Iona, he symbolises in a way that Andrew does not, the sheer and gallic heritage of Scotland and Ireland. When we celebrate Andrew every November and Colomba every June, we are marking the links with generations that have gone before us. We are also acknowledging that our world is not limited by borders in or around this island or anywhere else. Like Andrew and Colomchilia, we should look to the salvation of all humanity wherever people happen to live. I thank the Scottish Government for bringing forward this motion and giving us the opportunity to reflect on the many benefits of St Andrew's Day as a national holiday for all Scots at home and a day of celebration for the wider Scots diaspora. Of course, that community is much wider than many would think. Somewhere in the region of 50 million people worldwide claim a Scottish connection. As the supporters of St Andrew's Day as a national holiday pointed out in 2007, there was huge potential for us to utilise our national day to promote Scotland as an outward-looking and inclusive nation, with a vibrant culture, as well as a destination for tourism and investment. Scots, as we know, have been avid explorers and have contributed over the past 400 years to the creation and development of many towns, cities and states across the world on every continent. Evidence of that is reflected in the names of many of the towns and cities across the world. Rather, Glen has a name second Victoria, Australia and, of course, Blantyre and Malawi, which is named after part of my constituency. Wherever Scots have settled, in addition to their business, acumen and engineering skills, they have brought elements of their music and culture, which remain embedded in those communities to this day. You are just as likely to find a McGregor at a Highland Games in Colorado or Christchurch as you would in Doon. Like many immigrants, Scots have found societies and clubs across the globe, initially to provide support for impoverished fellow Scots, but also to celebrate and maintain their culture and to share it with others. The first Scots charitable society was formed in Boston in 1657 and the St Andrews Society was formed in South Carolina on St Andrews Day in 1727. Scores more St Andrews societies were to be formed throughout the United States and Canada over the following century, and there are now hundreds of St Andrews and Scottish societies, clubs and associations throughout the world. New groups continue to be created and I would like to take this opportunity to extend congratulations and the goodwill of this Parliament to the recently formed Finnish Scottish Society in Helsinki and wish them well for their inaugural St Andrews Day event this coming weekend. The creation of St Andrews Day as a national public holiday is not only an opportunity for us to celebrate the positive aspects of our culture and society here and overseas, it also marks the start of two months of Scottish cultural celebration that straddles the festive season, including Hugmanay, the birthday of our national barth and also in January the excellent and diverse Celtic Connections Festival in Glasgow and we certainly do know how to throw a party. Those who formed proposed making St Andrews Day a bank holiday foresaw that it would encourage all people of Scotland, irrespective of their ethnic origins and beliefs, to participate in the celebration of our national identity and social inclusion, and I believe that it has and can continue to achieve that. In closing, I would like to wish colleagues across the chamber and to all citizens at home and abroad a very happy St Andrews Day to you and yours. I well remember two very important measures. The newly elected SNP Government in 2007 wanted to carry on from the previous administration. One was the newly introduced public holiday for St Andrews Day and the other, the constituency at the time, was a grade-separated junction for the A90 at Lawrence Kirk, and quite right too. After nearly a decade, the Government has been 50 per cent successful. No one, least of all me, could accuse this Government of not achieving at least half of their targets. However, the Transport Minister will be pleased to know if he was here, of course, that I will be returning to pursue this other half of this target in this chamber on Thursday. As members may be aware, the St Andrews Cross is not only the flag of Scotland that has been mentioned, but the flag of Nova Scotia and, indeed, other jurisdictions. It also stands for M for Mike in the international code of signals and the phonetic alphabet. It does, Christine, it does. As it happens, my oldest son is called Andrew, but even so I would never presume to say that I share a connection with both the Apostle Andrew and the Archangel Michael. However, perhaps in this chamber, we all share one common trait with them. As it says in the Bible, we are all perhaps fishers of men, or in this modern world, fishers of men and women.  Across this chamber, we don't always agree to do that and how to do that, but I believe we all share those same values. And as we come into the 17th year of the Scottish Parliament, with the Scottish Government that has more powers to improve the lives of Scotland's people, we only need a Government willing to use those powers for the greater good. Now, Presiding Officer, you never know on St Andrew's Day tomorrow we might all get a surprise and the Government might actually use the new powers it has to really improve people's lives. Thank you. Thank you, Mr Rumbles. Unless there are other contributions, I'm going to ask the Minister Alan. Yes, it's early, Mr Alan, but it's time to wind up the debate. We might end this debate early, I suspect. Mr Alan. 12 minutes. Do we? Mr Alan. Don't feel obliged to talk for 12 minutes, Mr Alan. If you wind up the debate, we'll take it from there. I'll be very grateful. Christine Grahame, a very helpful intervention. I'm sure I haven't heard any member mentioning Dennis Canavan, who brought forward his own member's bill, St Andrew's Day bank holiday bill, in 2007. He is a gentleman much missed in the Parliament, and he did much to emphasise the importance of St Andrew's Day. I'm putting that on the record before you have the opportunity, Minister, and I can't talk for any longer, so you'll have to make up the rest of the time yourself. Thank you. I am very grateful for the intervention, but thank you for that point. I have today written to Mr Canavan to indicate that I am very willing to meet him to hear about his ideas about how St Andrew's Day can more widely be celebrated. However, this has been a brief, certainly informative debate about St Andrew's Day. I will now bear in mind the name of St Andrew, if ever afflicted by gout, and I will thank Mr Corry for the recommendation. Mr Rumbles made a rather braver attempt to attribute to St Andrew saintly powers over issues as varied as road junctions and parliamentary sarcasm. However, I'm delighted that this year we are able to celebrate St Andrew's Day tomorrow in style. Mr MacDonald reminded us, importantly, of St Andrew the man, the fisherman and the disciple. In the spirit of that contribution, I'm delighted that this year we're launching a new initiative called Share for St Andrew. On 30 November, we are encouraging people to give 30 minutes of their time to share in the spirit of St Andrew. There are many ways to take part, for example, volunteering, donating clothes to charity, or welcoming somebody new to the community. In addition, if we are to fully harness the potential of St Andrew's Day celebrations, we must do all that we can to engage young people in that celebration. It's good to see the finals of national schools' debate and competitions—one in English and one in Gaelic—taking place in the Parliament on Monday and tomorrow, respectively. As well as enhancing St Andrew's Day celebrations, those will hopefully also help to shape future parliamentarians to serve in the chamber in the future. Will the member take an intervention? I will. I wonder if the minister might join me in celebrating one particular occasion that we had to celebrate on 30 November 1990. Members who are of my generation and perhaps a little bit younger than me may remember that it was the day that Margaret Thatcher left number 10 Downing Street. Minister. I will say no more about that subject other than to say that I was at university at the time. There are some examples that we can all look at. In terms of ways, we can help to ensure that the celebration of St Andrew's Day extends to the whole of Scotland and becomes something truly special and unique. Bruce Crawford. Something unique. I am sure that the minister is aware that St Andrew's Day is celebrated as the national day of independence in Barbados. At this time of year, it might be suitable for Scots to embrace Barbados as a warmer climate than we have here. I hesitate to say anything that sounds as if I am fishing for a finding mission to Barbados, but I am very happy to indicate that Scotland's warm wishes to Barbados on its national day. I would also like to help to engage Scotland's diverse communities in the country in the St Andrew's Day celebrations. We are providing Bemis Scotland with a funding contribution of £54,000 to deliver a multicultural celebration of the 2016 year of innovation, architecture and design and Scotland's winter festivals. This year's programme is developing well and includes 11 events developed by multicultural communities. The programme builds on 2015 activity, which attracted 12,000 people to 65 multicultural events across Scotland, eight of which specifically celebrate St Andrew's Day. The key to the success of the multicultural celebration around St Andrew's Day has been a warm invitation to take part in the celebration, the provision of inspiration and support, alongside an absolute willingness to accept that people will also want to celebrate the national day in their own way and in their own time. In time, if we keep innovation, inspiration, collaboration and crucially the engagement of the community at the heart of all our St Andrew's Day activities, we will see the celebration of St Andrew's Day grow to new heights, boosting our economy, enhancing our international profile and, most importantly, emphasising a unity through the celebration of the wide diversity of faiths, cultures and ethnic origins that is the reality of Scotland today. However, more than anything else, as we celebrate everything, the many things that are to celebrate about our national identity and culture, we should not be too due to say that St Andrew's Day is a day for Scotland to enjoy itself. I hope that members will join me in wishing the people of Scotland and those within affinity to Scotland a very happy St Andrew's Day when it comes, while St Andrew's Day is a day for Scotland. Thank you, minister. Normally, we would move on to the next item of business, which we view in motion, but given that we have finished a little bit early, I think that I will suspend business for five minutes and we will meet again at five o'clock. So, I will suspend business for five minutes.


Many American universities now cost up to a hundred thousand dollars a year to attend and some of them aren't even the top schools Is college even worth it anymore? You know I want my child just to get a six-figure job But now they will have to work one year just to pay one year of tuition. It's crazy We got to talk about it and are the New York Times just dropped this article It's going viral right now saying some colleges will sue and charge a hundred thousand dollars per year How did this happen and of course and or it's got the internet up in arms because everybody enter if you're consuming a Concern about grocery prices wait till you get the hundred thousand dollars per year tuition ridiculous. Yeah, I mean I want to is this Inflate tuition or college flation. I don't know. I'm trying to think of a new term for you Let me know but David some of these colleges that are about to maybe they don't cost a hundred K right now But they're on their way because they have increasing tuition is Boston University Brown University Dartmouth College Harvard University UPenn USC Tufts University Wellesley and Yale now some of these are Ivy League schools, which I guess in a way I can more so understand But I'm not gonna lie guys University of Southern California because brawny went because all the celebrity kids go to US crazy I'm not gonna lie listen no shade to Boston University either, but that's not an Ivy League So for Boston University, what are you trying to say about Boston University? You're trying to say it's not worth a hundred thousand a year a hundred thousand dollars a year and you're not even the best school in Boston crazy Listen guys make sure you like subscribe turning your notifications We're gonna talk about university greed whatever you want to call it check out smile. I saw smile I saws.com available for pre-order right now. This goes good on anything By the way, and with the ninety five thousand dollar thing includes tuition board and other Expenses for example and or some people they charge extra to use the gym, you know Additional programs etc. Obviously it depends on what programs you're signed up. So this is kind of like a maxed out tuition Obviously, it is not 90 K off out the door It is kind of like if you stack on everything top meal plan probably top fitness plan and those colleges were all in the Northeast it's Boston is expensive But also they got Amherst University of Chicago Northwest from Georgetown Vassar Haverford Reed College They're pushing 75 K what are the pros in the cons because a lot of people are like at a hundred K per year How could it possibly be worth it?   Please let me write this way sir the network who you're going to college with especially in your undergrad Andrew Oftentimes not everybody, but they're your buddies for life. Yeah. Yeah, and not just that I mean, it's the network that you get from the alumni network is also very important there because obviously a lot of very Well off or powerful or significant or elite people went to those colleges in the past and now it's easier to contact them Access to research in school funding. Yeah, they do have big endowments big research budgets, etc Obviously if you're in STEM fields, it depends on their individual college ranking though for that industry more involved activities Alumni involvement and more individual focus. Yeah, I mean usually if you're gonna pay that much you do probably have more You don't have to wait as long to talk to a counselor or yeah extra help. It's true And we went to the University of Washington trying to get your classes and staying up till 4 a.m. Was crazy. Oh When you had to wait So the way I don't know how it is at other colleges, but I know at these big public universities We have to wake up at a certain time to sign up for classes And it's like getting you're like rushing to buy something that's gonna sell out online like Black Friday online sales Yeah, exactly.  I like woke up 10 minutes late Unlikely to happen if you're paying $90,000 for school, right, right, right cons of expensive colleges If you don't make the most of it, you're in gigantic debt that you'll be paying off forever.   That's more for USC NYU though Let's be honest See you rich and you connected and you smart I know a lot of people from USC and some of them aren't going off to do good things and some of them Partied a quality of actual education classes is not necessarily better depending on your field of study or focus Yeah, and again like true usually the public schools are bigger So you got like I was in a classroom with like 500 600 other people Obviously, it doesn't feel very personal in that but that was like an elective. I didn't really care about it So obviously it all depends on really what your own driving power is and what your focus is Yeah, I mean, I don't think anybody given the same price Everybody should go to the best cop college for their given field of study though Right, right like if ever all things equal generally, it's better. So David. Obviously, we're gonna get in the comment section But is college still worth it to this day? Like now I'm not obviously for a hundred case some people literally just should not do it They can't afford it obviously some of them are top schools, but if it's not the top school Why pay that much for sure for sure. I think the equation is changing I think it depends on how much money your family has how much are you realistically going to take advantage of your situation both on a professional Personal development and social development level like argue the type of person where you're just watching anime and playing video games in your room Or whatever shows, you know, I mean doesn't got to be anime, but like then you're just isolated, right? You're not taking advantage of everything that's available to you anyway Let's get in the comment section somebody said man The whole cost of all colleges is super bloated nowadays due to so much Administration costs and other people are saying that they know that students are just picking based on facilities and amenities nowadays Rather than education so it makes the schools pump more money into the facilities to attract more students But then that raises the tuition. Oh, that's really interesting. I didn't know I didn't know if that's true or not Let us know in the comments down below all you recent college grads Like what like is it worth it to go and pay a lot for school or especially for your situation? Right somebody said a country that allows organizations to prey upon its youth is doomed Obviously, this was from the crowd Andrew of dooma is basically saying that higher education in America Even though it's supposed to be best in the world is now all for profit. Yeah, it's kind of crazy I mean recently I believe the Biden administration just forgave a bunch of loans They gave forgave a lot. So if the universities are thinking, oh, well, you know Once in a while the president's just gonna wipe all those loans out and paying back for you Then why not charge these kids a lot for sure somebody said after getting my bachelor's an MBA I don't think I'd do the same if I was in high school. I'd rather go to trade school Some people said yeah, man, how come everybody's skipping off being a plumber garage door fixer a contractor They make bank and you don't go into debt to study for those things Yeah, I think a lot of people are talking about it right now. I mean You you live a different lifestyle when you're in those like high-paid blue collar professions too though And I feel like there's a lot of identarian things going on Oh, I don't identify as a blue collar person even though algorithmically There's some logic. No, like what if people just want to be cool and then all they think is like, oh the best school It's the coolest school. It's a cool school costs a lot. I want to go there. Right, right, right People are talking about how higher education in general is a scam somebody just said yeah It's not a scam But if you basically don't know what you're doing and you blindly apply for overpriced universities It absolutely is a scam. Yeah, I agree. Listen, it is not really a scam if you make the most out of it That's what I tell every college kid that I meet because like Some people they really don't maximize their college. It's true If you just step into college and you do the bare minimum It may not be worth it. It's true. It really may not be you might have been better off like even joining I don't want to say the military just because you don't want to get embroiled in a foreign conflict But like something like that. No, I mean, yeah I mean but like working in the industry at a low level for a couple years rising up that way then that's like real life Experience it also really depends on your goals. Like if your goal is to just make money for your family You don't need to go to college. You do not need to go to college to start making money for your family And then rise up and make a lot of money. You really don't right But you need at least a master's degree in common sense to do that. Yes You got to be sharp to do that, but you don't not do not need a degree, right? Somebody just said ridiculous and this of course even none of this even guarantees that graduates will get a high paying job And somebody say well, no it does if they go to Ivy League school They'll have so many opportunities to go into whatever field they choose I mean those things are like they're both true and not true, right? I mean like it depends on what you major in in the university. What's your GPA? How motivated do you seem in the interviews? You know what I mean? Like if you go work at nonprofit Obviously, it's never highly paid unless you like do some scam stuff. Somebody said what's up with the USA? Somebody said it's a dying empire. It's just greed and uneducated people have taken over politically and economically There is a loss of morals in our country. Somebody said Joe to go to junior college I would recommend this if you are in a state or a school district that offers running start Which allows you to get community college credits towards your bachelor of arts your BA in your in high school Maybe take advantage of that Right, there's a lot of like Outside way outside of the box thinking that you can apply to this situation to avoid the hundred K per year colleges Somebody said man, this is why people don't want to have kids anymore Oh, everybody's just trying to flex on everybody about what school they can get their kids into and what they can afford And this person ultimately said listen I went to a mediocre college and I'm doing better than some of the Asians I know who went to Ivy League schools because ultimately it's your work ethic that gets you far in the high-paying jobs And your ability to just get stuff done. Yeah, it is your go-getter attitude. It's your way of presenting yourself It's your networking. It's your work ethic I think all those if you actually are strong on all of those metrics like you have Motivation you know how to present yourself you know how to network and you know how to go get after things You're not scared of getting rejected and you're not scared to be a rejected Then you are literally already better off than like probably 95% of college students I do think that obviously having a name brand college attached to you. It helps it of course and having the name brand attached to it it it just enhances everything But really what's gonna make or break you is yourself Absolutely guys listen, I always say in life. We're all like different types of like robot vacuums You know what differentiates Andrew the most expensive robot vacuums They're able to map the floor and go through barriers where the other robot vacuums that are like the cheaper $80 ones They can't you know, they just hit the chair leg and they bram bram bram freeze freeze can't go any further Technically the $800 robot vacuums should be able to just be like figure it out You know and go forward in life and have forward motion. Listen the college You go to does not determine your price tier of Roomba that you are as a human Ultimately, I'll say this I think that the world is changing and I do think it's trending away from formal education Because the world is changing so fast that some of the information you learn in school is becoming like outmoded Do you know what I mean? Cuz Andrew, I know some kids that are just like trading crypto and got rich off Solana They just went to like a whatever college and they're about to retire like next year Like that in 2024 then I wouldn't recommend everybody go chase crypto either and retire early, but you know cuz those Maybe is not like a real job in a sense But at the end of the day if that is your goal is like you just want to make money Then there are a million ways to make money for your family and support yourself in America And that's a great America's actually an amazing country to make money without formal education Right, it's actually an incredible place to do that. You can stock trade you can trade crypto You can literally do real estate. You don't need a college degree for that You can do a bunch of stuff. You can even start coding. You don't need a college degree You just need a coding degree or some coding background. You know what I mean? So anyways, yes name brand colleges in short name brand colleges still matter But they don't matter as much as they used to more focus on what you're able to deliver and just like put into the world Yeah, and what you want to focus on guys anyways, so in a way is college worth it It just depends on your motivations and what you want out of life and what you can do honestly But anyways guys let us know in the comments down below if you have any insight if you just graduated from college and have Some other opinions on this until next time we out peace