Vanessa's Community College here in Haverhill, Massachusetts, where we got a foot and a half of snow over the past few days, which was a little shocking. I'm also serving as the co-president of CCCOER with Lisa Young from Scottsdale Community College. Lisa couldn't make it to the webinar today, but so we're so glad you could make it to join us for the Open Ed and OE Global Recap and Reflections. In case you weren't able to attend the two national OER conferences this past fall in Phoenix and Milan, and we're just following them on Twitter, wishing you were there, we thought it would be nice to provide you with an overview of the conferences and to give you a chance to hear some of the highlights and ask questions. So... Oops. Here is our agenda. I'm going to introduce our speakers. Oops. Sorry about that. I am going to introduce our speakers, have a quick overview of CCCOER, get right into the presentations, and then have some time for questions and answers and make a few announcements at the end of the hour. So during the webinar, it's best to mute your audio. Please feel free to type questions or comments into the chat. Una and Liz will be monitoring the chat throughout the hour. So let's see. So it's my pleasure to introduce Marilyn Billings. Marilyn, would you like to unmute yourself, say hello in a little bit about what you do at UMass? Hi, everyone. Yes, I head up the Scholar Communication Office here at UMass Amherst. I've actually been working for several years now with Sue on a number of different open education projects. So very excited to be here to talk with you today. Thank you, Marilyn. Una. Oh, thank you. So we all know Una, but... All right. So I'm going to be the director of CCCOER at the Open Ed Consortium, but we'll be talking to you a little bit about some new naming that has just been announced shortly. So thanks, Sue. All right. Thank you, Una. And Brittany. Brittany Dudek from Colorado. Hi, everyone. I'm Brittany Dudek. I'm the library coordinator at Colorado Community Colleges Online. I head up our library and our OER efforts here at the system office, and I'll be giving you a super brief recap of the presentation I gave at Open Ed. All right. Thank you, Brittany. James Galapagroskog. Yeah, hey, everybody. James here from College of the Canyons in Southern California. I have the distinct pleasure of working with a really excellent team of folks here at the College of the Canyons to develop Open Textbooks and Z-Degrees. We are currently offering our students six pathways built around OER. And we've got a little publishing house here pumping out Open Textbooks. And to a large extent, our efforts are fueled by brilliant young people and student workers. So I'll be talking a little bit later about the great presence of students at both the conferences. Wow. Thank you, James. And Terry Green. Terry might not be on the call yet. So Jen Claudini from Portland Community College. Yeah, hello, everybody. My name is Jen Claudini. I'm a faculty librarian at Portland Community College. I'll be giving you the very brief recap of a presentation I gave at Open Ed this year about a professional development experience we developed for our faculty looking at opportunities to increase the cultural responsiveness of curricular materials and accessibility using open resources and practices. All right. Thank you, Jen. So as you can see, all of our speakers are both local and national leaders. And they all make amazing... Amazing contributors to the open education community. So a little bit about CCCOER. If you're new to CCCOER, the organization has been around for about 13 years now. Is that correct, Luna? I think so. Twelve. Twelve. Okay. And CCCOER is a community of practice dedicated to promoting the adoption and development of open educational resources to enhance teaching and learning. We were founded to support the community college mission of open access through creating awareness and development of openly licensed low-cost materials to make college more affordable and accessible for students by removing the financial barriers to them. So here's a map of our membership. We have 90 members now, which is amazing from 34 states. And we have actually... We have 15 statewide memberships, and we've welcomed lots of new members this year. All right. So I would like to hand it over now to Luna Daley, who will start off with a recap of both of the conferences, the OpenEd and the OpenEd Global. All right. Thank you, Sue. So it's been really just an amazing month. It's hard to believe, but we've had the two biggest conferences, OpenEd conferences, really within just the last month. Of course, we had OpenEd 2019, just around Halloween, and then kind of bookended with OE Global around Thanksgiving. So, and both conferences have just really been amazing in terms of the breadth of work that's being done, involvement with students, et cetera. So, Sue, if you could click to the next slide, that would be great. So, you know, you may know these numbers, but there were over 850 people at the OpenEd conference in Phoenix, over 400. So nearly half of them were newcomers, which shows that this is OpenEd is really no longer a movement. It's really an established practice now at many of our colleges and universities. I think for many of us seeing students not only be just a keynote at this conference, but there was multiple panels and presentations that were actually run by students by the student purgs was really impressive. And hearing their stories, I think, was, it was just very re-energizing for those of us who've been working on this for so long and to hear how Open Education has helped these students, but these students are amazing in and of themselves and the initiative that they've taken, but Open Education is providing them with so many new opportunities. So in addition to, of course, that amazing conference, there was something that, you know, I think there was the announcement by David Wiley on the very first day of the conference that to some extent played a big role in the conference and contributed to a lot of conversations during the conference and since then. And he has decided to step down as the organizer after 16 years and put and really invite the community to look at next steps and to come up with a plan for Open Ed 2020 and beyond. So there's been a number of people who've been leading this effort to get things going because it's really a very short period of time between now and the fall of 2020 when the next conference would be taking place. So there was emails that went out last week on most of the major Open Ed email listservs and if you didn't receive one, please let us know. We'd be happy to send that to you. It was a letter inviting folks to participate in the planning for Open Ed 2020. And I've put the tiny URLs here on the, sorry, on the slide. And if somebody could put those tiny URLs in the chat window, that would be really helpful. And so the first one is a call for interest and how you can help with that planning. And then the second URL is actually just the publishing of who has already volunteered. The deadline for sharing your interest is December 15th. So you've got a few more days, but please do contribute your interest level to that if you would like to see the conference continue. And there was a survey done during the conference and a slightly beyond that, which indicated there was a really strong desire by the community to have this continue. So, but it won't happen without all of our efforts. Next slide, please Sue. In addition at the Open Ed conference, the day before there was a number of projects that took advantage of having everyone come together and had these amazing pre-conference workshops and Libra Text and the open active pathways out of Arizona had a pre-conference workshop as well. CCCOER was able to participate. We launched a regional leadership in open education at Glendale Community College, where we shared lunch and snacks with the OER IZONA conference, which was taking place at the same place.  And I know Lumen also had a workshop day as well for people who were new to that. And I just wanted to give you a very brief overview of the regional leaders in open education, which is a new effort for CCCOER to really work with state and regional leaders around open education, informing them, keeping them up to speed on what is happening around the country. And so there were four work groups that were established. One is around policy and strategy. And that is really the one where we feel that statewide leaders are often reaching out for information from other statewide leaders on what's happening from a policy perspective. And we were very happy to have Nicole Allen from Spark come and speak to us about some of the work they've been doing in this space. And we'll continue to collaborate with them. The other three areas were the professionalism of the open educator, which is really a recognition that open education is not just a movement anymore. It's really becoming an established practice. Stewardship of open content and data was the third one. And finally, sustainability. And so we have some amazing folks who are leading this process. And if you haven't been involved and would like to get involved, please contact us. And our contact information is available at the end of these slides. We're welcoming everyone who would like to participate in this process with us. And we'll be working on this over the next year to see what direction we want to take this in. Sue, next slide, please. So the other amazing conference was the one in Milan. And that was the open education global. It is the international conference that occurs once a year and is sponsored by the open ed consortium. And there was over 250 attendees there. Half of those were newcomers as well. So a similar trend to open education, although obviously people from over 40 countries were attending. It was an extremely interactive conference. Lunch was standing up and standing up at the round top tables and engaging with all these amazing people from around the world. There was very few straight presentations. Most of them were around one hour action labs, world cafes, lightning rounds, et cetera. And there was a very big focus on social justice and what that might mean around the world, not specifically in the United States or the North American context. There was also a focus on educational technology. MOOCs are a much bigger deal around the world than they are in the U.S. these days. And so various aspects of ed tech. And the two really big announcements at that conference going forward is that the next conference will be in Taipei, Taiwan. It'll be the week before Thanksgiving for those of you who are U.S.-based. There'll be a Chinese language tract because there will be a lot of folks coming in from Taiwan and other parts of China. So we're really excited about that. And the Open Education Consortium has decided to rebrand itself as OE Global. So the conference name and our organization will be using the same branding. So we're excited about that. And you can see some of the great folks here and some of the scenery from the event in Milan. All right, next one, please, Sue. I think I've used up my five minutes. The conference opened with a student panel, which was led by our conference coordinator, Paola Cortini. And the three students were from colleges and universities in Italy, Germany, and the U.S. And on the far left is Trudi Radke from College of the Canyons in California. We were really pleased that she could join us. And the students were really inspirational. They were talking about how they were organizing other students, how they were involving faculty in their own advocacy efforts and just really an impressive group of students. All right, next slide, please. And finally, I wanted to mention the OE Awards of Excellence. So the Open Ed Consortium, now OE Global, does these awards of excellence every year. And there were so over 17 individual, I'm sorry, project awards. And there was about five or six individual awards that were given at this conference. They're awarded throughout the year, but I think you see a few people here that you might recognize. So we had James Clapper Gross-Clag was receiving two awards actually. And we have the Open Geography Award that went to Adam Dastrop at Salt Lake City. We had Dave Dillon receiving one for his blueprint textbook, Data's from San Diego from Grossmont College. We had Terry Green up at Ecampus, Ontario, now at Fleming College for the Patch, I think it's the Patch Books faculty book. We had Oasis Geneseo receiving that. That was Billy Jones. And finally, we had the FET, the FET simulations out of Colorado, University of Colorado Boulder, also received Open Ed Awards of Excellence. Many more people did too. I thought you might actually know these folks though. So I wanted to share that. And I think, is that my last slide? Yes. So thank you, everyone. And we'll have a little discussion at the end if people want to talk a little bit more about those, about the conference and what happened at all of those. So thank you, Sue. Thank you, Una. And I think we were all looking for ways to increase our travel budgets for next year. Congratulations to all of the award winners. That's awesome. So now I'd like to turn it over to Jen Claudini. And she's going to share a recap of her presentation from the Open Ed Conference. Yes. Hello, everybody. I'm happy to give you the whirlwind here. My name is Jen Claudini. I am a faculty librarian at Portland Community College in Oregon. This is a large multi-campus urban community college with a diverse student body. I've been coordinating our more official institutional OER initiative for the past, I think it's five, maybe six years, five or six years. I coordinated a different OER initiative at a different community college before that. So here at PCC last year, I was able to develop a different professional development experience for faculty that I wanted to tell you about. The Equity and Open Education Faculty cohort. We'd had in our beginning years a pretty good success with getting folks' attention about the cost of textbooks and how open resources could mitigate some of those costs. But probably like a lot of you, I was having the experience where I didn't feel like folks were quite familiar enough with the opportunities that open provide instructors to transform their curriculum. There was a lot of focus on cost and not a lot of focus on using open resources to transform our teaching. So I wanted to think about ways to expand that. Okay, next slide. Additionally, we really have a focus on increasing and improving the cultural responsiveness of our teaching here at PCC. Not to say that we don't have a long way to go, probably like many of you. But I was really interested, our OER teams really interested in helping folks think about how they could use open resources to really bring in our student voices. We felt like the voices represented not only in commercial textbooks, but also in open textbooks were largely white. There was a lot of ableism represented there. And we wanted to think about ways that we could involve our students in the creation and curation of course materials so that those voices and perspectives could be represented. Next slide. We were able to fortunately apply for some one-time special projects funding and the equity and open education faculty cohort was born. This was a two-part professional development experience. Part one, we asked instructors to engage with open resources, basics, OER basics and copyright basics, culturally responsive teaching, universal design and open pedagogy. We called part one explore. The idea was that folks would look at some resources that we gathered and then have some conversations about it and about how those concepts might be applied to their teaching. I'll tell you that in order to design this experience, I felt like it was really important. I have a lot of experience in open resources. I'm super committed to social justice and increasing cultural responsiveness in teaching, but I did not feel like an expert. So I spoke with, there is a lot of expertise around our college and I involve folks from the Office of Diversity, Equity and Inclusion, other folks who had a lot of experience teaching social justice concepts. I engage them in the creation of the materials and I'm so fortunate to have a really fantastic and engaged disability services director who co-facilitated a week of content on universal design. So part one, we asked folks to consider these concepts and then part two, we call it implement. We asked folks to take some of the concepts that they learn and then look at a two week chunk of their curriculum and employ some of these ideas to transform a piece of their curriculum. Okay, next slide. So we had a total budget of $22,000. We were able to move 44 faculty through our part one explore. We provided a $200 stipend for folks who just wanted to complete that explore component. We had $300 stipends for those who opted to implement some of the components that they learned from the explore part into their curriculum. So some folks did only part one, some folks did part one and part two and we also had some development hours included in that budget. Next. Here's a quote from someone who completed both components. This really sank to the heart, I think of the success of this experience. The value in using OAR goes beyond cost savings. When I began this cohort, the cost saving was the only thing on my mind. I saw this alone as an effort toward equity for students. Now I understand there are many ways that using creative commons materials can help me work toward equity in the classroom. This is from Alexi McKee, a biology instructor. She struggled a little bit on her implement component for a marine biology class, but she talked to me later and said that she was so enthusiastic and encouraged even after putting in some hard work that she had transformed the curriculum for several of her biology classes and was looking into doing more. Alrighty, that's next slide is the last one. The whole curriculum that I developed for this professional development experience is licensed under a CC BY, Creative Commons BY. You're welcome to take it and implement it. It lives on a Google site. Here's the URL for that Google site. I have, we're working here in Oregon to try to get some state funding to offer it on the state level. But I'd really love to help anybody who's interested in taking this experience and adapting it or applying it in your own context. I think I'm done. Wow, thank you so much, Jen, for sharing that with us. That looks like a great model and I'm sure you're going to get a lot of interest in the site and the materials that you develop because they're always great and high quality. Thank you. So now I am going to turn it over to Marilyn Billings and she's going to talk about Massachusetts Open Education Achieving Access for All project. Great, thank you very much. Let me just first start by saying that I started our open education program back in 2011. And four years ago I was part of a team that started a whole regional open education conference program. And that's kind of how this started up was having a regional program to get some of the local people really jazzed about open education including the Massachusetts Department of Higher Ed. So they came to one of these programs and said, oh, you've got to apply for our particular grant that we have at that time called a PIF grant. And so it's a collaborative. What we had was a collaborative grant project that was funded by the Department of Higher Ed. And it was pitched by us and then run by four of the public higher ed institutions in Massachusetts. The team included two community colleges, one of the state universities, and then the UMass AMRs campus. And what was great about this particular team is that it really represented all three segments of public higher education in our state and the various regions across the state. And on the next slide, you'll just see a graphic depiction of the state of Massachusetts if you can forward that slide. There we go. And you'll see all the community colleges there in yellow, the state universities in red, and UMass campuses in the blue there. So we really cover a large experience within the state of Massachusetts in the U.S. So then if we go on to the next slide, I want to talk a little bit about what some of the goals were of this grant that we applied for and received. We wanted to really raise the total awareness of open educational resources throughout the entire higher education landscape to build capacity for doing this work in undergraduate higher ed. And we have a whole program here that's called the Massachusetts Transfer Block. And those courses are those that students in the community colleges can transfer into the state universities and the University of Massachusetts system. And so we wanted to focus on that particular area and also provide professional development opportunities by workshops and course creation. And in the process of doing all this, we were addressing the big three statewide priority objectives within our entire state, which includes access and affordability, retention, student retention and success and graduation rates. And I'm sure all of you know how that just goes across to all of higher education actually. So then if we go on to the next slide, so what did we want to do in order to figure out how to assess this landscape? And it was to create a survey. And so we took some of the survey elements based on the work that Sutashian and some of her colleagues had done in one of the Go Open projects and also looked at some of the other surveys that we knew of and created a survey that would help us in figuring out the knowledge capacity of the various institutions, what they were doing currently and then identify training needs. If we wanted to go ahead and do workshops and develop some of these materials for future use. So we sent this out to the chief academic officers of all of the 28 publics in the state in the fall of 2018. And it was completed by various OER people that was either librarians, instructional designers, and sometimes it was a faculty member or some administrator. So it really ran the gamut of those types of people. We received responses from 100% of the colleges and universities with a little bit of prodding, obviously, to get that kind of baseline that we really wanted to have for future work with open education throughout our entire state. So then a few advance, there we go. So when we took a look at that, the first objective really was to do these regional training workshops. There were five of them. They were considered to be professional development opportunities for faculty, librarians, instructional designers, other staff, administrators, things of that nature. So we had some really baseline programming that we did on finding open educational resources, what really are they, strategies for increasing their adoption, getting how to get started with them, and really had a wonderful session by one of our instructional designers in the state on accessibility, of course, materials, because we wanted to start right off with that from the get-go. Sessions on the use of open licenses, Creative Commons licenses in particular, and then followed that up with some Q&A and some general kinds of sessions based on some of the feedback that we received from that survey instrument. Then the latter part of that day, we focused on the faculty asking them to review an open textbook in their field. We had a particular rubric that we were following, and for those faculty who completed the survey, we attended the training and the review of the textbook. They got their $200 stipend, so that was pretty successful. The chance opportunities are that those particular faculty will be more apt to adopt an open education textbook into the future. So then our next objective was really to develop this course development day, and our focus was on those high-enrollment courses that were in that Massachusetts Transfer Block that I mentioned earlier, and knowing that these materials were available through open stacks, open textbook library, and some other places, what we had heard from the survey, and obviously we've all heard, is that faculty really need to have additional ancillary materials, whether it's PowerPoint slides, textbooks, et cetera, I mean test banks, et cetera, those kind of things. So that was the goal, was to get together the faculty for higher education spectrum, so that was interesting too, because they were people that had never worked together before. They picked a particular course that they wanted to work on, say it might be biology, or economics, or math, or something, and worked together in small teams. We hired a facilitator from OpenStacks who had some previous experience with this, and that led to the creation of a lot of materials that will be going up on OER Commons relatively near future, and for those faculty who completed all of this work, they received $1,000 stipend for that work. So, keep going with that. So then, let me just tell you now the finances. So what we received from the Massachusetts Department of Higher Education was $150,000 grant for the 28 public higher education institutions, the cost of the regional workshops, and all the work that went into that, including the various expenses involved, was about $16,000. The course development day with the facilitator and all the other pieces that came to it, along with the stipends for the faculty members, was over $53,000. And then, because we actually ended up having fewer faculty complete their work, that was one of the challenges that we're going to have to address in the future if we decide to do this again, was that we had some additional monies left over. So we decided that we would become members of the Open Textbook Network and ask them to provide us with some additional services going forward with faculty stipends and things like that. So that'll be happening over the next couple of years, actually. But the really excellent news was that our projected student savings, just based on the courses that we did work on, is $631,000 in the very first year. Raised a lot of awareness throughout the whole state on this, and I think we've really wetted the appetite of the folks that are here. This year, we'll start having Massachusetts Open Education Resources Advisory Group. That group has not started yet. And we have some other things that are going to be happening into the near future that you'll be hearing about in future webinars, I'm sure. And I also wanted to share what our resources page is here on our screen that maybe Sue can post into that chat window. So thank you all very much. Thank you very much, Marilyn. And I'll say that working with this statewide collaboration, the show is one of my best experiences working in OER so far. Having all three segments working together, it was really great. We really learned a lot about the needs of the different faculty at different universities, state colleges, and community colleges. All right. So now I would like to introduce Brittany Dudek, who's the library coordinator at Colorado Community Colleges Online. Brittany. Great. Hi, everyone again. So we have done a preliminary research project into the impact of zero textbook cost courses on our student performance metrics. We have over 84 zero textbook cost courses with two Z degrees, and we're working on another one. So if you want to move to the next slide, we wanted to know, given some of the unique parameters that CCC online operates under, is there any effect with zero textbook cost course materials? So CCC online operates with a centralized course design model using master courses, meaning that we design one English 121 course, for example, that is designed with assignments, discussions, pretty much everything kind of packaged together, and then we duplicate that out for however many sections we need. We also are a quality matters institution, and all students have access to materials on day one, even if our courses are not, we are a zero textbook cost. We are not a inclusive access institution, but we do use primarily, I think all, but two or three of our courses have digital integrations, and we use a variety of vendors to do that. So our model provides a really excellent sample of courses to test the effects of zero textbook cost courses on our student success rates. So you can go to the next. So what we did was we looked at all of our courses that were zero textbook cost, and then we identified which ones were taught for three consecutive semesters using traditional publisher materials and were taught for three consecutive semesters using zero textbook cost courses. So that might be a summer, fall, spring, a fall, spring, summer, a spring, summer, fall, whatever that looks like, but it was three consecutive semesters of both traditional and then three consecutive semesters as zero textbook cost. So while I mentioned that we did have 84 courses, looking at those parameters of three consecutive semesters, only 12 courses were eligible for assessment. We did have 20 courses that technically met the parameters, but this is the shortened version of the presentation, so only 12 of them were actually available for this. We had four courses that were liberal arts and humanities, and eight courses were from the math and sciences. As I mentioned, we're a centralized design and master course model type of institution, so all of our courses for this project were developed using our normal team, and our normal team consists of an instructional designer, a department chair, the librarian myself, a subject matter expert who has a graduate degree with 18 hours in the field, as well as our associate dean of that area. So we had three sets of courses that we looked at for this project, and for the purposes of this brief presentation, I'm gonna go ahead and show you the overall set of courses, so the 12 courses, what their overall effect was on zero textbook cost. So we go to the next slide. So overall, looking at academic year 18, there was a 4.57% increase in pass rates for zero textbook cost courses. There was a 3.22% decrease in fail rates and a 1.36% decrease in withdrawal rates, so that was really exciting. There was also a slight increase in our enrollment in these courses, and this was that set of... There were five courses that we looked at for this section. And then on the next slide, there were five courses that were available that were actually taught for two full academic years, so academic year 18, which is summer of 17, fall of 17, and spring of 18, and academic year 19, which is summer 18, fall 18, and spring of 19. So that was six consecutive semesters of traditional publisher materials and zero textbook cost materials. So the next slide will show you the effects on that. The courses are... This was our first course set, so you can see that these aren't exactly the easiest courses. We had two anatomy and physiology courses, a pathophysiology course, an interpersonal communication course, and then intro to sociology. So for those courses, comparing academic year 16 and 17, which were the traditional publisher materials, and academic year 18 and 19, there was a 6.9% increase in our pass rates, a 6.26% decrease in our fail rates, and a 0.64% decrease in our withdrawal rates. And we looked at over 14,000 students for this. So we're really excited about this personally, even if there were no... There was no impact at all on our pass rates or our fail rates or withdrawal rates. I would be thrilled with that as well, because given that all of our students have access to material on day one, no impact on student success rates or completed rates would be okay with me, but I am beyond thrilled that there was such a great increase on our pass rates and such a great decrease on our withdrawals and fail rates. So the next steps are on the next slide. One more, sorry. So I'm waiting for our academic year 19 data for the second set of courses. I am looking for the fourth course set data, and then I'm also going to start looking at the qualitative data. I'm looking at our community of inquiry score for teaching and social presence, and then also looking at the qualitative student feedback. And I think that's it. Wow, Brittany, those numbers are really exciting. Looking forward to learning more about that. All right, so now I'm going to hand it over to James. And James, did you want me to... Did you want to share your screen? No, I'm going to go with no slides here. Short and sweet, how's that? So maybe, well actually, can you back up to the slide that Oona shared from OE Global that had all the students on stage? Sure. If that doesn't make people dizzy while you're going back. But I want to share with everybody what I think is a really exciting and very appropriate trend. Yeah, that was at number 10, I think. So yeah, an appropriate and exciting trend has developed at these major conferences over the past year or so. And that is of including students. I'm so gratified to hear all around the country from regional and local events that student panels have become a regular feature of holding events around OER. And that's terrific. It hasn't necessarily until this year really been the case with these larger conferences. I remember at the OE Global 2017 conference in Cape Town, a colleague from Ontario, Jenny Heyman during the closing session, really issued a challenge to all those attending saying where the heck are the students? We have to find a way to get more students here. And so I'm very pleased to say that this is happening. So let me start off with open ed at open ed. I think there was really, there were probably 20 to 25 different undergraduate students there. I was, I'm very fortunate that here in California with our friend, Barbara Olowski, and with the great support of the Michelson 20 Million Minds Foundation and our friend, Ryan Erickson-Coulos, we are able to work with a group of eight students, undergraduate students from our state university systems and our community colleges to develop a network of OER advocates. And we were able to support two of those students, one from San Jose State University and one representing College of the Canyons to participate in open ed. And that was really fun and great to see see the event through their eyes. But even more, the OpenStacks crew had a whole crew of student interns there. I can't, I don't recall the specific number that they had. I'm going to say six-ish, eight-ish OpenStacks student interns were there. The Maricopa District, the Maricopa Community College District, our host district had probably half a dozen, if not more students there. And they were featured in many sessions talking about the way in which students are involved in the work that they do at the Maricopa District, both in terms of outreach and advocacy and working alongside academics and faculty to select materials, search for materials. And as we do here at College of the Canyons include students in our workflow and they're really the engines of our open textbook production here at College of the Canyons. Also our good friends and allies from U.S. Pergs were highly present. Kailin Nagel and Katelyn Vitez of course advocating for students speaking on behalf of student interest and they had at least one student with them. So there was a really strong presence at OpenEd of students. And then at OE Global 19 in Milan you see here on the screen an image of the opening keynote our conference host Paula from the Polytechnic of Milan from the very beginning she envisioned the opening session featuring students. So she was able to identify and invite three students to participate. One on the right hand side or in the middle of the screen, Robert from Germany. He was speaking about an open pedagogy project that he's initiated at his university. Giuliana in the middle there is a computer science student from the Polytechnic of Milan who is speaking passionately about the power of open source software and then Trudy Radke from College of the Canyons was speaking powerfully about open education in general but specifically about the open textbook projects that we have here in the United States. In addition, they participated throughout the entire conference Trudy from Canyons helped to facilitate sessions with me and Una and that was a lot of fun to see her working and then colleagues from Nelson Mandela University in South Africa have a project they entitled Open Ed Influencers and they had one of their students open ed influencers with them and they're focused on student advocacy. So there are a lot of different models out there. Some of them are internship models. Some of them are student employment models. The project we have again in California with the support of this 20 million minds foundation we are paying students and honoring them for their labor. So there are a lot of different models. I encourage you to think about how you can like some other institutions go beyond the local and regional events and start connecting your students to these larger events. It's at a minimum it's an incredible opportunity professional growth opportunity for these young people but I think in this picture it's a way in which we can responsibly grow our influence and grow our community and think about really enacting our goal, our collective goal of making things open by default. So with that thanks so much and I'll close with the one of the thoughts spoken by Robert there on the stage he said that in the end trust your students. That was their overall trust in our students. So thanks very much for fiddling with the slides. We appreciate that. Thank you James. I think we can all agree that having the students present at the conferences and through advocacy is very powerful and really key to like you said to this movement keeping it going. So now I'd like to introduce Terry Green and Terry is going to talk about the open faculty patch books. And Terry was there with a future student. Very cute. Terry I'm not sure if Terry is with us today and a lot of us just flew home in the last day or so from Milan. I'm going to put the link to his project which is the open faculty patch books and it's a collection of faculty work on open pedagogy and pedagogy in general in open education and I wonder I've read some of it but I'm not very familiar with it and I don't know if anyone else online is familiar with this. As we know Terry is up and yeah thank you for showing that. He is at Fleming college in Ontario Canada. I think this work is actually reflective of educators around the world but with a big focus on Ontario. Rajiv I know that you're from British Columbia but you may be a little bit more tied into this and I wondered if you're still online and maybe you'd like to share something about that. I don't know if Rajiv is still with us. He may have had to. While he's getting unmuted perhaps I will also this is James again I will also say that there is an open learner patch book that Terry is curating. So the idea is that these are living breathing documents that grow and expand over time as we in the community contribute to them, with no master narrative hence the image of the patch book. I hope I'm not butchering the intent too much. Right I mean there are quite diverse reflections from different educators around the world and I so and this was one of the award winning from the OE Global Conference so Terry's work and he put together these collections. But there are people featured from all over the world so I hope that this, yeah hope that that URL works and hope to have Terry join us another time. Thanks Sue. Alright thank you Una and James. So Una would you like to open it up to questions at this time? If anyone has any questions for any of the speakers I think we have a few minutes that we can do that before hours up. Absolutely yeah Sue you go ahead and we don't have any questions right now in the chat window but people can enter those or if you'd like to just unmute yourself if you'd like to talk about any aspect of these conferences or the future of OpenEd please do so. I don't see anyone unmuting so I will take that and move on to the next slide and wrap things up. So if you go to the CCC OER website and you click on get involved up at the top of the website Liz keeps a nice list of all the OER related regional conferences and events so you can take a look at that list from there you can register for the conferences submit a proposal you can also join our community email list if you haven't done so already which I would say is probably the most dynamic email group I have ever experienced if you have a question or problem that you're struggling with you'll receive lots of help support resources from our members and you don't need to be a member to join the community email list it's open to everyone the webinar archives are available on the website so within 48 hours we post a recording of the webinar and the slide so you can access those there and watch them at your own time and the OpenEdWi call for proposal starts in mid December so would you like to talk a little bit more about OpenEdWi I'm sure I'd be happy to do so thank you Sue so this is the annual big event for sharing around the world your project and hearing from other folks so the submission the website will open the week of December 16th so it will be open through mid February for submissions and then of course the event occurs March 2nd through 6th and there's many ways people use OpenEd one is simply to find out about all the amazing things that are happening around the world in OpenEd and Liz our support specialist will be sending out information focusing on North American events but that's not to take away from any of the amazing other events because sometimes the schedule is a little overwhelming so we tend to send out a short little blurb about things that might be of direct interest but this is also an opportunity for you to download some of the graphic things, the posters that are made available and use it on your campus to create awareness so many of our members do that they have activities students around advocacy they have activities with faculty and librarians are often very involved in this so we'll have more information on that in January but we wanted to let you know before the end of the year so you can start thinking about what you might want to share any kind of live events that you might want to share in terms of webinars and so forth and we'll have more guidelines in January that if you're new to this so thank you Sue all right and I just saw on the chat that Terry has joined us so if we want to give Terry a few minutes to talk about his project and I'll go back to your slide Terry and welcome here we go hi sorry sorry I'm so late I'm still confused about the time I think the transit yeah yeah so the open patch books there's two of them there's the open faculty one and the open learner one and it's basically a collection of thoughts on how to go about teaching and learning so each one's written by a different person and we put out a list of topics with the idea that if you were if we got a different person to write on each of these topics we would what would result it would be like a crowdsourced kind of textbook on how to teach in college and then the learner one is a textbook on how to go about learning and what was cool about it was that everybody came back with really situated stories true stories of how they go about like for the learner one stories about how they go about their reading how they go about their writing how they manage their group work how they manage bullying even some people still experience bullying in higher ed I didn't realize that so and then you put it all together and you have kind of a collection that covers things and so that was the idea and so I will from the idea I just went and kind of sought people out to contribute and I still do so it's an ongoing project that I'd love to have more more contributions from anywhere so that's sorry that's the quick and dirty idea of what it's all about and it was pretty awesome to get to go to Milan to present about it. Thank you for sharing that with us Terry and if you'd like to type the open learner catchbook into the chat that would be great. Absolutely. I look forward to exploring those and learning more about the project. It's amazing and Terry if people want to contribute they should just contact you directly using the contact information here. Yeah, yeah. So there is the URL for open faculty patchbook and the faculty one has a word site where we collected the stories but then also a press book where we kind of curated into a book format. I haven't done that yet with the learner one and should I put my email in there? Oh, it's right there. Yeah. All right. Thank you Terry. Thank you. Sorry I'm so late. Oh, that's okay. Is it recorded? Oh cool. I can watch later. All right. So we already talked about open ed week. All right. So our spring webinar series will be published and announced in January and on behalf of CCCOER I hope that everyone has a great end to the semester and a happy holiday season. Thank you so much for attending today's webinar. Thank you Sue.


ThinkTek Hawaii, civil engagement lives here. You know, this is ThinkTek, I'm Jay Feidell, it's the 11 o'clock block on a given Friday. You know, we have something like all together, like 60 or 70 talk shows in our lineup. And this show, Trump Week, is really, truly depressing. This is my co-host, Tim Apacheva. Hello, Dave. This is Claire, visiting us from Refinding Respect in the Chaos, which is totally appropriate. Because we're trying to find some respect, and it's very hard to find, because this chaos is mad, and it's deep, and it's scary. So I asked him before, how would you characterize this week for Trump Week, and then we can play off that. How would you characterize, Tim, how would you characterize this week for President Donald Trump? Well, remember, since he's taken office, or even before he took office, he was, you know, basically running to become President of the United States. He always had the bright, shiny object. And why does he always have the bright and shiny object is to divert attention from his real concerns or things he's trying to get through. I would classify him as a very worried president, particularly with the Mueller and the Michael Cohen recent news. I think he's very concerned. Yeah. You know what it sounds? All things considered, and we'll have a number of them to consider, is it sounds like things are catching up with him. They are. And his family. Not just him. You know, the next one that's going to be Don Jr., because he really lied, and they can have a lot of proof of it about that meeting in Trump Tower. So, you know, we're finding out about business things that he had going, even while he was running for president. And now, so he's trying to put out there that, oh, well, it's totally legal for me to do that. You know. Well, let's spring off that one. You know, the meeting and Trump Tower and the connection with the Russians. It hasn't been a good week for Trump on that. He's had two people, you know, come out, so to speak. One is, of course, Cohen, and then he's having a kind of experience with Manafort this week. Can you talk about it, Tim? Well, I think Adam Schiff, who's, you know, going to be, in January, going to be the chair of this oversight. And he has made a very firm commitment that he is going to look at these, basically these claims that Michael Cohen has made, and the fact that he's pled guilty now to lying to the FBI. And the bottom line is he is going to be looking at what Trump connection is to Russian money. That hasn't really been on the table a whole lot. But that connection, whether or not is there a business relationship that now includes laundering of money. We all know that real estate is probably one of the easiest way to launder, you know, bad money. The easiest way to do it. Are you telling me that you don't, that you believe Michael Cohen, the head of Donald Trump? Pretty much. Pretty much. You know, you said before the show that there was a running calculation of the number of lies that Trump has told us. Can you talk about that? Well, there is, and you mentioned it the last time we spoke, there is an individual who actually does this fact checking, other than the snopes, but does the fact checking and there is a running tally of how many bold-faced lies have been committed since he's taken office. And I believe it's over 6,000. And I think the last number I heard was 6,400 and change. This tends to make us believe Cohen instead of Trump. Oh, goodness. Well, it was 600 or no, 700 lies just in the month of October, just in one month. There was that many lies. Well, I think I hear you're saying the number in the frequencies seem to be increasing. It is increasing. And that's what all the news stations are saying, well, except Fox News, of course, they don't. Except Fox News. That's different, because that's kind of like... No. What about Manafort?  Manafort, you know, made a plea deal and it was found to be lying, Mulla found that it was lying, substantially lying, in moving ahead to comport with the plea deal. Now what's happening there? It sounds like intrigue upon intrigue upon intrigue. Well, Trump is just trying to make us think maybe he says, well, I haven't said anything about this, you know, that plea deal and all of that stuff and what you call it for him, but pardon for him. But he says, it's not off the table. And that's what I thought was really kind of an important telling thing. But that doesn't really... If we think about it, he can do all the federal stuff, pardon me, but he can't do anything about the state stuff. And there's plenty of state stuff already against Manafort. Manafort's going to jail, period end. So you would think he would want to cooperate in the right way. I've been sort of worried this whole time that Manafort and Cohen could be saying things that aren't true, sort of leading Mueller around and the investigators around by giving them false information. And that's something that is possible now that we hear Manafort's giving them bad information. Well, more disconcerting is the fact that they think that Manafort was actually now reporting to individuals in the administration of what sort of inquiry he's been subject to and kind of playing the hand out as a double agent. Double agent. Yeah. He's good at that. He's had plenty of experience, right? Yeah. Well, that's really... Doing that very thing. So, yeah, it's an intrigue. It's part of the reality show. But on Cohen, what I find interesting is that if you believe him, he says that Trump was in business doing a Trump tower deal in Russia and actually dealing with Russian agents, agents of the government in that deal. And that Trump knew about it. He was involved directly. Where Trump's statements in the campaign denied any deals going on in Russia. Those are diametrically opposed. I have no business in Russia. Yeah. Very specifically said, I have no business in Russia. I suppose that candidates lie from time to time. We know that. But my understanding is that this lie was such that it was an obstruction. This lie was criminal, even though he wasn't president yet, because he was making a lie of that nature while he was on campaign, and that he took the presidency on the basis of a lie. So this is getting pretty serious. Well, I think his tax returns, if the new House of Representatives has the authority to actually get his tax returns, a lot more will be known. Yeah. And who knows if Robert Mueller already has his tax returns? We don't know because his report's not out yet. We know that Robert Mueller has the answers to his questions, and there's a whole timing thing there about just exactly how many lies are in those answers. Right. Representative Swalwell was on this morning, and I was watching what he was saying. And he's also on the Intelligence Committee. And he's talking about their first order of business is to subpoena all of the records that were not allowed. The Republicans wouldn't allow them. Democrats kept wanting to do it. They're going to bring back people that they didn't get to question because the Republicans would not let them. So now that SHIP and those guys are in power and in control, that's the first thing they're going to do and get all of those documents to Mueller because they never even got there. The Republicans just sat on them and brushed them under the carpet. And I think you can expect more tweets and more statements about trying to diminish the credibility of anyone that's looking into this, be it any FBI, be it anyone in the House of Representatives. You'll see a lot more attacks on those individuals. The President changed power in the House. Again, he's worried that they are going to bring things to the table that he won't easily be able to explain. So all of that in terms of his credibility, in terms of the quickening, if you will, of these problems for him, he goes to Argentina. Don't cry for me, Argentina. I don't know. I think he's crying. Cry for the United States. Not Argentina. But there he is in Argentina with the G20 crowd, powerful Putin is there, obviously. We saw that on TV. Xi Jinping is there. And a lot of other important countries are there, countries that Trump has had bad relations with and alienated and all that. Trudeau called him out on the spot when they were on camera even. Trudeau started calling him out about the GM closures and how that's going to affect them in Canada too. Sure. I didn't know this. I learned that this morning when I was listening to him. Is that they gave them $10 billion in 2009, went to GM from Canada. I knew that we had given them a bailout from America and they had paid it back, but I had no idea that they had not borrowed. They were given $10 billion and they've never given it back. This has a lot to do with tariffs. So anyway, I think he goes down there and he cries out. That's what he said. You've got to take the tariffs off. And he's called him out. Still on. Still on. He's threatening another $260 billion. No, I know. And he called him out right on camera about it. It was great. You can see the look on Trump's face. So he goes down there amidst this flurry of issues around his credibility. A quickening of all the problems he has with the public, with the government, and so forth. And he's now, he's encircled by the G20, as you call it, the other G19. Right? He looks like a clown. He does. His credibility must be zero. I mean, to the extent that they stroke him, it's going to be clear that's not sincere. Can he bring any bacon at all home from the G20 meeting in Buenos Aires? I don't think he will. He could, but I don't think he will.  Everybody turns away from him. Well, wouldn't you? Oh, yes.  I think what could happen is, again, some of these super deals that were made behind doors like he's done with North Korea, and all these great, great deals, because he's a great dealmaker, right? And then you find out that the new cycle passes, and nothing was ever to come of it. Just like North Korea. Just like North Korea. And so you may see an announcement of a great deal between this country and the United States. Right. I wouldn't put much credence to that. Well, they signed that deal, right? That is what they called the Northern Americas. It's Mexico and Canada. It's not NAFTA. No, it's not NAFTA. They renamed it. Oh, they renamed it. Yeah, they renamed it. And I can't remember what it is now. It's just the U.S. and Mexico, yeah. No, it's Canada. Canada is on there, too. And all three of them were lined up, and that's when Trudeau called him out about it. Yeah. Well, I guess, you know, he was going to meet with Putin that he wasn't going to meet with Putin, and then he was going to meet with Putin, and then he wasn't going to meet with Putin.  And so this is kind of a protest. But your query, whether it's that or it's the fact that he's being found in bed with Putin, and maybe he's got to keep his distance. What do you think? Well, you know, part of me goes back to when he was in Helsinki. He was believing that Russian had nothing to do with it because, you know, he interpreted the intelligence agency reports one way. And then, you know, he had to switch, and then he switched back again. And he switched. That was four times he switched whether or not Russia was involved with that, you know, back at the time today. And I'm wondering if it's the same thing or he really is concerned about the Ukrainian incident and or he needs to put some distance between he and Putin. Yeah. I don't think he cares. I don't know which one it is. I don't think he cares at all. If he's doing it just because of what happened in the Ukraine, it's only because he's being told he has to do something. He can't just let them get away with it and do nothing. So this is his big thing that he's going to do. What does that do? Nothing. Nothing. Nothing. Nothing. Nothing. Nothing. Nothing. But to the country, it looks like he stood up to you. Well, you have to remember. Remember when the Iranian incident where the Navy men were captured for a brief period of time? Oh, wait. And boy, did remember Trump basically lambasted President Obama about that was weak and you allowed this to happen and you did nothing about it. Okay. So now let's fast forward because that was January 2016. Now let's fast forward to today. And the worst is I'm just not going to meet with Putin. That's the best. That's the best he's got. Exactly. No sanctions. No nothing. Exactly. The Congress is more interested in taking action than he is. Yeah. Kind of leadership is that. Okay. And the Khashoggi thing, right? So we have the prince, what's his name, from Saudi Arabia is there. And really close, what, giving high five to Putin and all that. Oh, my gosh. The two are heroes. The two villains become heroes, right? The two murderers become heroes together and we're supposed to think that, hey, that's good friendship. What's going on? They didn't speak each other's language. They seem to have a 10 to 10 conversation. It sounds like a script out of the murder of the Orient Express or something. I think it's some kind of weird play that's taking place right in front of the cameras and you just go, what is this all about? I wonder if Trump is going to have a meeting with the prince Salman. I mean, it doesn't matter. You're right. Whether he has a meeting or not, the fact is he's giving him a pass, isn't it? And that's also an undermining of his credibility on a moral level. Oh, my gosh. And remember, that's not just his credibility on moral level. It's our shining city on the hill that's now being tarnished rapidly. Yeah.   Right. Yeah. I heard Lindsey Graham even had come out and said, I'm not signing anything. I'm not voting for anything unless this stuff starts to go wrong. I want to see what the CIA report was about Khashoggi and I'm not voting on anything until I do. And that's it. But then Lindsey Graham, I don't believe in him anymore. I used to. But he has changed radically since Trump took office. He'll never recover from... I don't think he will. Yeah. No, he won't, from that outburst at the hearing. I don't think he will recover. But what I get though is the Republicans in Congress, the Republicans in Congress are trying to make distance between themselves and Trump. It's beginning, the thing we have so long awaited. And Trump takes that as baggage to Argentina. Yeah. Well, I hate to say this because it's going to sound macabre and not very nice, but there is a little bit of a silver lining in this cloud about the murder of Khashoggi. And that is, finally, attention is starting to be focused on the carnage and the death of all the people in Yemen. The millions of people, the children of infants of 85,000 plus, finally people are starting to say, what are we doing in Yemen? And how are we connected in this proxy war with Saudi Arabia? And how much are we contributing in our weaponry and these weapon deals to, basically, to Saudi Arabia that is bludgeoning basically a helpless country? Because it's a proxy war with Iran. I have to think that his base is not going to buy this, that after a time, if the Republicans in Congress try to separate themselves, then maybe his base will understand also. Thoughts about that?  I hate to say this. I think there's a high percentage of his base, his loyal base, that doesn't even know where Yemen exists. I agree with that. I totally agree. And if you think, in history-wise, we go back and we look at Nixon. When Nixon was impeached, half of his base was still completely behind him. There was a lot of people that were still really loyal to Nixon even. So I mean, we know that people do it. They just kind of turn that blind eye. You shoot somebody on Main Street, right? Isn't that what he said on 5th Avenue or whatever? Well, I'm sure there's still people that voted for Nixon back in the day that still said, what did he do wrong? He didn't do anything wrong. Yeah. I hate to say it, but this is a real comment on human nature and turning rationalizing to the point where, how can you rationalize? But it's a really sad comment on human nature and the loyalty that one puts forth blindly, obediently. Yeah. Well, I told you I was going to get depressed. Let's take one minute and kind of recover or try to recover from our depression and we'll come back and we'll hit some more of these really interesting issues that happened this week. This week, yeah. Hopefully, we'll be right back. Hey, Aloha. My name is Andrew Lening. I'm the host of Security Matters Hawaii, airing every Wednesday here on ThinkTech Hawaii, live from the studios. I'll bring you guests. I'll bring you information about the things in security that matter to keeping you safe, your co-workers safe, your family safe, to keep our community safe. We want to teach you about those things in our industry that may be a little outside of your experience. Please join me because security matters. Aloha. Aloha. My name is Mark Shklav. I am the host of ThinkTech Hawaii's Law Across the Sea. Law Across the Sea is on ThinkTech Hawaii every other Monday at 11 a.m. Please join me where my guests talk about law topics and ideas and music and Hawaii, Anna, all across the sea from Hawaii and back again. Aloha. Okay. Actually, I'm not feeling any better because we talked about GM a little earlier, but all that's connected to tariffs and tariffs are connected to Xi Jinping. And Trump is supposed to have a meeting with Xi Jinping today, tomorrow. Gee whiz. Is that meeting going to result in anything? Is Xi Jinping going to be buying wooden nickels here or what? What do you think is going to happen? Do regard for the fact that Trump softens him up by threatening another $260 billion worth of tariffs directed at China. Yeah. Well, I think we're at the 10% and there's the threat of going to the 25%. And China is hurting on their manufacturing. Our consumers are starting to think twice before they purchase with the additional 10% and possibly 25% add-on to these products. I think China is very concerned about their own economy and I think they're motivated yet remember they're very conscientious about not losing face. And Donald Trump never gives an opportunity for anyone to save face. So he creates these corners that people that are forced to deal with and who knows how that's going to go. But I do know that the farmers are suffering and all the subsidies in the world aren't going to help them because they've lost their market share. Once you've been replaced out of the market, you just can't snap your fingers and say, hey, I'm back again, you guys, buy for me. So it takes time to put in marketplaces so that your customers can rely on you and know that you can get them that product. So the marketplace has been disturbed for all these farmers. And we just got out of the business of removing subsidies for farmers. Remember how long that took? Yeah. Well, here we are right back in it again. And the question is, have they even received their money? I really don't know the answer to that. But here's the playing field for these discussions here at the G20 summit. I think that however crude Trump is, and it's a carefully selected word, Xi Jinping is much more elegant and strategic and smart. And so I don't think he's going to be giving away anything easy. And I agree with you, Tim, that China's under pressure and Trump has put him under pressure. And the American consumer in large part is still on Trump's side. His base is still on his side over this. But the bottom line is, what is Xi Jinping going to do?  Because ultimately, don't you agree, Trump is going to have to give an inch, doesn't he? He usually gives a mile. Usually his great deals aren't that great. Right, that's true. But he does his all this breastfeeding thing. He makes a big stink about something. And that's a big noise. And then a little while later, he capitulates, but you don't hear about it. Don't hear about the capitulation. Yeah, you don't ever hear about that part. You know I really do believe that when you talk about his base, well, his base may be loyal, but if they're one of the 14,700 plant workers in Ohio, Michigan, parts of Canada, I don't know how loyalty that goes. And remember, for every GM job lost, there is at least four or five related industry jobs that are tied to that one job. So we're not talking 14,000. We're talking about 14,000 times four or five. And if that is his base, to what degree do they say, I don't have a paycheck anymore, but I'm still loyal? Yeah, I think the car industry in this country has been irreparably damaged. Not only the industry itself, but as you point out, the supply chain, whether it comes from this country or, for that matter, from China, subject to tariffs and all. And you can't put Humpty back together again. For Canada's GM plant, Trudeau was talking about it's a whole entire town that is built around this GM plant. So it's not just a couple of the extraneous businesses that are going to go down. It's an entire town that's going to go down. You might have another town that's related to break manufacturing, pads or the components of brakes. That whole town depends on that, but that town depends on the GM town. Right. So it's a whole national and international network that he's disturbed for no good reason with no good effect. And in fact, the effect is bad and the effect is going to be continuing. But what about his response? What about his response? What was that? Somebody else's call. We're going to stop the subsidies for GM. Well, I got bad news for you. GM never got direct subsidies. All the manufacturers got a tax credit. The individuals that got an EV, they got their 7,500, again, the reality in the world according to Trump? Not so much. Not so much. No, reality. He doesn't really have the facts. And whenever they come out, you know that they're not right. So I just automatically don't trust anything he says. Yeah. So, okay. So we've talked about, we've talked about lies. We talked about horrendous economic and political mistakes and gaffes and what have you. We talked about, gee whiz, some of the things, this has been a really rich week, hasn't it? But we need to talk about the insults, we're talking about the insults now. Because just as you have, what, 6,000 lies, you have nearly as many insults.  What about that? Not a good strategy, sorry. No. Never insult a judge. Ever. Ever. Because they're human beings? Yeah. You don't talk back to a cop and you don't talk back to a judge. Those are the rules, right? I give credit to Roberts for talking back to him. Yeah, I assume. It's a conversation. He's not just lying down on it. And who is the other one? Oh, yeah, the Fed. Christine McStink on the Fed. I have to read this. I'm sorry, because this is a really incredible statement.  To the, regards to the Fed, of course, they're increasing interest rates.  Then he goes, they're making a mistake because I have a gut and my gut tells me more sometimes than anybody else's brain can ever tell me. Remember back in the day, I've got a good brain? I have a brain. I have a brain. I remember that. I got a good brain. I have a brain. Really? I'm sorry. But this was his response to the Fed acting as an independent agency, trying to head off any inflation because inflation has been deemed as designated as the greatest sin for an economy is inflation. So this is his response to his lack of understanding about what the Fed's all about. We're talking about major ignorance here and proud of it. I don't know how long this can last. With the House turned, maybe there can be an impeachment, simply in the patience of incompetence, criminal incompetence, but let's talk about morality for a moment. Let's talk about the immigrants at the border.  And they lobbed them not near the wall where the people that were climbing over were, but the people that were back in, there was just supposed to be a protest that was going on. And that's the main reason why those people had gathered. And then some, just a few small group of them decided to go try to climb the wall. Now this is where I, everything that Trump says is my own theory, but everything that Trump says is exactly the opposite. Every time he points a finger at somebody else, it means he's doing it. So when he pointed a finger at the Democrats and said, they've sent these bad people into this immigration, you know, into this caravan so that they can come and attack, well, wouldn't it make sense? Okay. So if you do the progression, you know, the projection thing, he's sent people down into that group and maybe they were the ones who instigated this whole climb the wall thing and they're, you know, there to cause trouble is what he said the Democrats have done, sent these people to cause trouble. So does that mean he has sent, and so if you look at the group, you go, wow, maybe so. And then how did they get a thousand miles in a week when they said it was going to take a month? All of a sudden they had trucks to drive them here. I'd like to know where those trucks came from. I'd really love to see a reporter go down there and find out where the transportation came from because it's just pretty weird that they all just showed up. You know, there's a dichotomy here of images, okay, the one image is not too dissimilar than children being separated from their parents and incarcerated, you know, because their parents were trying to apply for asylum. That was, the optics on that was bad enough.  The optics on that is bad, but the dichotomy is there are many people in this country, not just his loyal followers, but independents and Democrats that say, we do need to prevent a rush on our borders. We have to maintain the sovereignty of our borders and we do not want to look like the laughing stock of the world that we can't even do such a simple thing. So you have this dichotomy because there's many people that think this was a good thing for him to do for the military and the administration to enforce. So how do you reconcile this dichotomy? I don't know what the answer is to that, but it is on both sides of the equation. It's taken as a serious, you know, credible thing. This immigration policy has really been immoral. It is very immoral. Even if not immoral. I saw one of those. You know, unless we forget, there's still hundreds, maybe thousands of small children, small two, three, four, five-year-old children who are separated from their parents. And we forgot about that. But the government, that is his government, has been unable to, they have no data. They can't put them together. They're unable to do it. It's their own fault. It's our fault. It's immoral, whatever. And I think people saw the folly of that. And even for many, many Republicans, they said, this is a bridge too far. This has to stop, regardless of what a judge ordered. I think people's ethics and morals kicked in and said, we can't abide by this. And that's why they're trying to rectify this as they are. But they can't. But they can't. Damage is done. And Mike is, keep it off the screen. Grant, just put it under the rug and don't talk about it. Yeah. So on that one part, I think it was too far. Again, as I said, I think there's a lot of people that say, I'm glad that you're stopping this caravan at the border because, you know, we have to do that. Well, and, granted, we do need to do that. But there is a humane way to do it, right? I heard a doctor talking about the difference for adults and for children with the tear gas.  So it damages them more. Plus, because they're young, young lungs, they are more damaged by the tear gas. So these children that were gassed are going to have real issues. Well, this is real trauma for them to bury for the rest of their lives. This is trauma.  It is trauma. Absolutely. And they will have a psychological effect that will, you know.  And a physical effect too. And these things rolling from one point to another, but my God, it's a lot of points. And I'd like to ask you one last question before we close. And that is, is it going to continue to roll next week? What are we going to have next week? These issues, it seems to me these issues have a kind of afterlife. Each one of them. And so what you have is the possibility that everything we've talked about will continue or worsen. And then there'll be new issues. New distractions where Trump wants to distract us from dwelling on the issues that are really so horrendous out of this week. Thoughts? Well, I know we're looking on December 7th, the next deadline for financials. You know, to get another funding in the government. So yeah, December 7th. So he's threatening another shutdown. If he doesn't get $50 billion for the wall that he wants, which is why I think he's maybe behind some of the stuff with the whole caravan, because he wants his wall. And this is the very thing that will help him get it. And so that's what another reason why I think he's behind all of this. Do you think the Republicans will give him a shutdown? Well, they know very well in advance that will not bode well for them. And so I don't think they're really too happy about trying to support that. This is bad, again, bad optics, bad image. And they remember the last time this happened. I think to answer your question on the early part was this is being run like a reality show.  I don't know what reality show is, but it's being run like a reality show. And remember who the chief host was of his reality show. And I think he's just taking a page out of that because I'm onto the next calamity.  Right. All right. Well, can the country afford this? Can we recover from this? Now, last time I said I wouldn't bet on it, right? Yeah. But I really have been thinking about that because I'm really a proud American. And so I'll put my money down. All right. Welcome to the betting club of America. I believe in America. I think we can make it. I really want to believe that we can make it. We have the gears in place. We have the gears in place. Right. And thank God to our founding fathers that they were wise enough to realize that someone like this someday may come about. And the fact that the Democrats have taken the house is part of that major gear work. And I am still confident and I am still optimistic. We will get through this. From your lips to God, Jesus. Amen. Thank you, Cynthia. Thank you, Tim. Thank you, Jay. Trump Week. Trump Week. Okay. Aloha. Aloha.


Prince Albert II of Monaco was the guest of honor at the 2016 IAEA Scientific Forum, which highlighted the contribution of nuclear techniques to the sustainable development goals. Monaco has made a strong commitment to identify Pacific and greater by the use of nuclear applications at the service of sustainable development. During his visit to the IAEA, the Prince found time to visit the laboratories in Saibesdorf. The scientists here focus on the use of nuclear techniques in the fields of food and agriculture, health and environmental protection. Monaco has cooperated with the agency on marine protection issues since 1961 and hosts the IAEA's environmental laboratories. We have a scientific center in Monaco and so there's a great relationship between these two organizations and they've collaborated on different programs more specifically on coral reef studies and how different contaminants and different pollutants can, of course, be harmful. The current rising level of acidity in our oceans could severely impact the food chain and the global fishing industry. IAEA experts in Monaco are studying this problem. The recent establishment of the ocean acidification center in the IAEA's environmental labs in Monaco, it just shows that the preoccupation with that other great threat to our oceans is being taken into consideration and is now starting finally to appear on the international agenda and I think the agency was very proactive in this. Strong partnerships are crucial to aid development around the world. Nothing can be done alone. Coming together of different entities and different stakeholders that we can try to find solutions to address these problems effectively. From Vienna, Austria, this is Alexander Anapanich reporting for the IAEA.