All right. Good morning, everyone. Hi, Anthony Björk from OTAN. Our webinar today, Introduction to Digital Equity, Inclusion, and Literacy. I'm happy that you're here. Welcome. Good morning again. Here's our agenda for today. We're gonna do some introductions and an icebreaker in just a second to get us going. And then I want to jump into some background on these topics of digital equity, inclusion, and literacy. And we'll talk about some definitions of those terms and also dig into the terms themselves and think about resources that we might have available in each of these areas that we can share with our colleagues, back at our agencies in our local communities, and then also with our constituents, with our students and other people who we're serving. So I do have the resources available for you right now if you want to go ahead and access them. Okay. So this is the Google site that we're going to use today. And again, as I mentioned, it has the three resources that I wanted to share with you. So on the left, you should see a copy of my slides for today's presentation. In the middle, I have this document, this PDF file, which is what I'm calling my notes for today. And this has links to many different resources that we're going to look at today, in addition to other resources that you'll want to take a look at on these topics. So people always ask for the slides, but I think that actually you may want to share the notes with your colleagues as well, back at your agencies. I tried to really give you kind of an in-depth list of a number of different topics that I think are really good to look at to get a really good sense of what we're talking about here when we talk about equity, inclusion, and literacy. Okay. So I'm back on my slides. So again, and the Bit.ly is going to be available for a while. So, you know, even tomorrow, next week, next month, you can always come back to that Bit.ly and the resources will be there. Okay. So what I'd like to do next is I want us to do this icebreaker. And the question is, what are the basic assumptions behind this phrase? You may use this phrase yourself or have been maybe somebody has told you to just Google it. So I just want you to think about one basic assumption behind the phrase, just Google it. If we tell someone to just Google it, what do we assume that they will be able, you know, what do we assume about that person that they actually would be able to just Google something? Okay. So as these responses are coming in, let's see what people think are the basic assumptions behind the phrase, just Google it. Okay. Everyone has equal access to the internet, access to a computer or a smartphone. The assumption that everybody has access to Google, the assumption that you can look something up or research it, maybe the assumption is that, yeah, you have some research skills behind you, that the person knows what Google is. Yes. Okay. We can't. Well, okay. Access to the internet that you can find this information. Go to Google.com and know how to search for the word or the item or the concept. Right. To this. Yes. Assuming that we that a person has digital literacy, kind of a basic, you know, understanding of technology and how technology works. Yeah. How they, that they know how to search for things on Google. So it's not this that you have to, you know, you go to Google and you type something into the box. But what exactly are you typing into the box to find the thing that you want to find out to, that you can do this by yourself? That's a good idea. Maybe we assume that just anybody can do it on their own. They don't need any assistance or anything. Yeah. And also this one too, Google has been around for so long that instead of looking it up in a variety of different ways that going to Google is might be the most efficient way to do something. You know, also another assumption maybe somebody has mentioned it as well is that, you know, on YouTube, one of the largest, I believe one of the largest collections of videos on YouTube are these how to videos. And so if you don't know that there are like millions and millions and probably billions of how to videos on YouTube, and maybe that would just be the quickest place to go to, you know, that might be something else that a person doesn't know about. And I'm always amazed, you know, so let's say, for example, I'm trying to fix the light in my refrigerator. And I can also, if I know the model of my refrigerator, that might be the most efficient thing to type into Google, right? Because I might get a manual, I might get links to videos, I might get maybe the manufacturer itself has created some videos that are the most efficient things to look at. So it's really kind of this information literacy component as well, that we assume that people have some understanding. All right, so we're back on the PowerPoint. So again, the reason why I wanted us to kind of do this icebreaker is to think about, well, okay, let me let me make it very personal. So for me, for Anthony, I, you know, I don't really, I don't really run into many of the digital equity and inclusion and literacy issues that many other people in my estimation run into. I'm very fortunate. I'm, you know, I'm sitting in my home like probably everyone else. The internet is working here. I rarely have trouble connecting to the internet. I have, there are more devices in this house than people. I have my own laptop. I'm borrowing a laptop from my from OTAN. I also have my own cell phone. I have also an OTAN cell phone.  She has a phone as well. I think she has, there's a tablet somewhere around this house that we haven't even used for many, many months. So most of the time, I personally don't think about these issues. And unfortunately, I sometimes go through life with the assumption that people will be able, people are in my position as well. So really, my purpose, kind of my real intent behind today is for us to be able to kind of step back. And I know that all of us have been you know, what we've been going through these last few months has been very intense. It's been very personal as well. I think probably many and if not all of us have really felt overwhelmed at times behind, you know, with what we've been asked to do these past few months. And sometimes I think when we make it personal, we just think that, you know, when my, if I say to myself, you know, oh, my students can't get on or they don't have a computer at home or whatever, that we think that it's really, you know, I'm the only person, or maybe it's just me and my colleagues back in my agency, you know, we're the only people who are facing this problem. And I think sometimes we forget, we don't really think about the scale of this of these issues. And so really for today, that's really my intent is for us to be able to kind of step back from our own personal situation, and try to have a much better understanding of the scale of these issues, because these are very large issues. One of us on our own is not going to be able to solve these problems by ourselves. We're really going to have to think about how to work with others, how to collaborate with others to start, you know, solving these problems or at least addressing these problems for the benefit of our students, for our colleagues back at our agencies, for our communities, so on and so on. Okay, so I have this video. I'd like for us to watch this video. This is one view of the digital divide. What does the digital divide look like? It's about a four minute video so that I wanted to share this with us, share this today. So let me start the video here. Each morning, Tawanna Brown and her family park their van within range of free Wi-Fi, because it's the only way she can afford to get her four kids connected to their schools. Tonight is 17, tomorrow is 16. Tyrone is 13 and Tayton is 10. And this is your day. This is how you guys get connected. We just kind of sit around and also do their homework. Brown's daughter tonight has more than the usual amount of schoolwork to do. I'm the class president of my junior class. How does the class president do her job remotely? I try to help as many juniors as I can and do their work and get all the time. Wow, so you're not just worried about your own schoolwork, you have to worry about your class. Yep, today I use the network to read music. Until now, Brown worked for the South Bend School District. She has pay as you go internet at home, but with all the data her kids need, she cannot afford it. So they come here. The kids are getting online because of these buses. They already had Wi-Fi for the ride to school. But now districts are parking them in the open. We know that there's roughly around 10,000 buses that have our wireless routers. We keep hearing everyday stories of school districts like South Bend and others that have recognized they can serve their students in new and important ways by leveraging this across the country. The Internet is everything right now.  Nicole Turner-Lee studies the effect of having no internet. I've gone all over the country, right? And I've gone to places where people literally tell me without a phone, I can't get a job because my phone is my only entree way to be called for a day labor position or to apply for a job or to hear back from the employer. Schools are particularly unequal at the moment. Even some teachers don't have the internet access they need. I know of several cases where educators have to drive from their house to parking lots at a gas station or even Starbucks where they sit in their car for 8 hours while they provide instruction for the kids. But even in cities where broadband is theoretically available, the number of people who can't afford it is shocking. So in the United States, according to the census, we have 18 million households in the U.S. that do not have broadband subscriptions at home, even mobile service. 14 million of those 18 million are in urban areas. And in cities like Chicago, lack of internet access at home correlates with higher death rates from coronavirus. Just look at these maps from WBEZ Chicago. The neighborhoods with the highest COVID-19 death rates in March and early April also reported the lowest rate of paid internet subscriptions. It's not the only factor, but it's an important one. Without the internet, people have to go out to pay their bills, visit with a doctor, buy groceries, putting them at greater risk. Do you think there is overlap between not having broadband access and having greater vulnerability to something like coronavirus? I think the clear overlap is poverty. We know that in poorer neighborhoods, there are fewer individuals households who have access to that broadband in their homes. If you don't have broadband, you're not going to stay at home. The coronavirus has torn the bandage off yet another painful problem in America. These are not new phenomena. If anything, they've surfaced just how deep and ingrained these inequalities are in our society. Tawanna Brown says these buses have created a strange sort of rhythm to her family's life. So they also have like a free lunch that's usually coming with the buses. And so we take that up too. And if we're having a bad connection, there are several buses that we could go to because I have transportation. And so if we are having an issue, we'll just go to another one, which is right down the street. Hey, NBC News viewers, thanks for checking out our YouTube channel. Okay. Thank you, NBC. Thank you, Lester Holt. All right. So again, this is sort of one view of the digital divide. As one of the speakers mentioned, this is a phenomenon that we tend to find more in urban areas rather than rural. And yet it is a problem in rural areas as well. And it does look different than it does, then it looks in maybe larger cities or smaller towns. So the term digital divide, this is not a new term. This is actually a term that's been around now since the late 1990s. So it's something that people have been thinking about for a while. They've been wondering, you know, how do we solve this problem about the digital divide? I noticed that in April, so probably a couple months ago, our state superintendent Tony Thurman actually created a new task force called the closing the digital divide task force. And they've been meeting periodically, they've actually been having webinars on the CDE Facebook site. So you can take a look at some of those task force meetings. They're very interesting. They really give a very good perspective, I think, about the issues that are happening all across California. Big cities, small towns, rural areas, suburban areas, I mean, everybody is kind of weighing in on this digital divide task force. But the reason why I wanted to kind of bring up this term digital divide is that I think sometimes it's a little, it's too big. It doesn't really help us get into the specifics, you know, specific issues that we're facing in our communities, specific issues that our students are facing, our colleagues are facing.  So the first term is digital equity. And I wanted to share this definition that comes to us from NDIA, the National Digital Inclusion Alliance. We'll talk about NDIA in a bit, a few slides down, but I wanted to borrow their digital equity definition as a starting point. So I'm just going to read what you see here on the screen. Digital equity is a condition in which all individuals and communities have the information technology capacity needed for full participation in our society, democracy, and economy. And for the purposes of today, I highlighted the phrase the information technology capacity needed. So again, digital equity is a big concept. But today, I want us to focus on the specific piece of it, the information technology capacity needed. And so the question, you know, for us to think about is, well, how do we create this capacity? You know, we, this capacity will enable many different individuals and communities to participate in our society, democracy, and economy via technology. But the, for me, at this point, the question, the kind of the basic question is, well, how do we create this capacity? So then the next definition from, again, from NDIA is about digital inclusion. So I'm going to read this definition. Digital inclusion refers to the activities necessary to ensure that all individuals and communities, including the most disadvantaged, have access to and use of information and communication technologies. And so again, I emphasized, for today's purposes, a couple of phrases, the activities necessary to have access to and use of. So again, a question for us to think about is, does every individual and community need the same activities? And in my mind, this is really the difference between equality and equity. So it's not that we just have a pot of money, for example, and we distribute it equally among a number of different parties. It's that we think about, you know, what does each community need to create this capacity? And each community is going to be different. Some of them will be the same, but not all of them. You know, and even among urban areas or even among rural areas, maybe the need is not the same. So again, we want to think about the activities necessary for our particular community. And you know, how is that going to help build up the capacity? So again, from NDIA, these are the five digital inclusion activities that they identify. So number one, affordable, robust broadband internet service, number two, internet-enabled devices, number three, access to digital literacy training, number four, quality technical support, and five applications and online content designed to enable and encourage self-sufficiency, participation, and collaboration. And so this morning we're going to focus mainly on one, two, and three. Broadband devices and digital literacy training are often referred to as the three-legged stool. And I think when people think about digital divide kind of broadly, they usually have one or two or three of these things in mind. Either my students can't don't have internet access at all or maybe their internet access is not robust. They don't have devices. Maybe everybody's working off of a phone or there's only one computer at home for five or six people. And then digital literacy, they don't have, they're not really, they don't really have the skills that they need to be active participants online and using the technology. So what I'd like for us to do is kind of take a look at some organizations that focus on one or two or three of these things, broadband devices and digital literacy training. And I would say that kind of moving forward after today, I think it would be really helpful for us to really kind of learn more about these organizations. California is a huge state and there are a number of organizations across the state that are working on these issues. But sometimes we don't know what, you know, which agencies these are, what exactly they're working on, what kind of opportunities they offer to the, offer to the field that we might want to take advantage of. And then also to this last point about consortium partnerships. So, you know, I'm not an expert by any means on these topics, but the more I get to learn about these organizations and really understand these topics more in depth, I really see a lot of ways that we in our agencies can really partner with other organizations in our communities to try to address these issues. And I think if anything COVID-19 has taught us that when it comes to the internet, there aren't really any boundaries. You know, there may be other organizations in California or even in other states across the country where we might want to think about partnering with some of these organizations. So as we go through these, these next slides, maybe you'll have some ideas about some organizations that you want to reach out to and get to know a little bit better. Okay, so let's start with kind of at the national level here. And I want to frame this slide in terms of this, this argument about commodity versus utility. So I think we would be having a very different webinar and discussion this morning if broadband internet were considered or were designated as a utility in the United States. It really is a, it's more, it seemed more as a commodity rather than a utility. At the federal level right now, when you look at the FCC, for example, the FCC, there's a five person commission. I believe the composition of that commission right now is three commissioners have been appointed by Republican presidents and two have been appointed by Democratic presidents. The National Telecommunications and Information Administration is an executive agency that advises the president. So, you know, I suppose you could look at these two agencies and some of the actions and decisions that they've made recently and come to the conclusion that perhaps we're basically leaving it up to the marketplace to decide how broadband is going to be distributed across the United States. You know, for example, some of the arguments about why broadband doesn't exist in certain parts of, in certain rural areas, for example, is that if a marketplace, a marketplace point of view is that it doesn't make economic sense for companies to set up broadband for so few customers. So, that's what the marketplace has decided, for example. Another marketplace argument, even in urban areas, is that, and we heard about it a little bit in the video, the one speaker said that she felt like the common denominator is poverty. And so, sometimes companies will look at certain neighborhoods or census tracts or what have you and decide that the amount of people who live in that particular area wouldn't be able to, either wouldn't be able to afford internet service or would not be willing to pay for internet service. So, again, in this, in their marketplace estimation, it doesn't always make sense for companies to go and expand broadband networks within urban areas, for example. So, again, you know, depending on the political orientation of the federal government, you know, you may see some federal action that's more activist in the future or maybe more marketplace oriented in the future. It really kind of is a political decision in many ways and oftentimes an economic decision as well. On the other hand, there are some organizations out there. Broadband now is one and the Institute for Local Self-Reliance is another. And they're really trying to see at a local, at a very local level, how communities are organizing broadband service in their own municipalities and their own localities. And when you start to look at some of these maps and what's happening at different state levels, you see a lot of innovation and kind of experimentation as to how to expand broadband networks in particular communities. And again, it's not really at the state level that we're talking about. It tends to be more at the local level. So, in California, you know, we may want to look not only within our own state, but perhaps at what other states are doing and communities within those states to see how they are bringing broadband service to their communities. Maybe they have some, maybe there are models out there that we might want to take a look at. So, within California, the effort to put broadband into place is really a multi-agency effort. And so it's helpful for us to be familiar with some of these agencies that are working on bringing broadband to California. So, the first is the PUC, the California Public Utilities Commission. Within the PUC, there is a division called the Communications Division. I'm going to open up, I'm going to click on the link and just show us that website quickly. Hopefully it will open. So, hopefully you can see my screen. This is the California Public Utilities Commission website, the Communications Division. So, they are the folks most broadly, and not broadly, they're the most intimately familiar with broadband in the state. I want to point out a few things here. So, I didn't know until I came to the PUC website when I scrolled down to this Universal Services Program section that this is a place where these are different funds that are available for agencies to submit grant applications to receive funding for projects that they can implement back in their communities. Let me just click on one of them, the California Advanced Services Fund. And you can scroll down a bit and learn more about that. But I didn't, I was very happy to see, and I'm not sure, I think it's, well anyway, what I was learning was as I was looking at the grantees that had applied for funding from the PUC on their projects back in their communities, I saw a number of, I actually saw Oakland Adult and Community Education, they received a grant, I think a couple of years ago, to either, I know that they've been long famous for their mobile bus that drives around Oakland, it's fitted with computers within the bus, and so the bus, they drive the bus around to school campuses, and it's basically a kind of computer lab that people can, you know, either parents or maybe students can jump on the bus and hop on the internet. So, I don't know whether Oakland Adult was building another bus or they were retrofitting the current bus, but anyway, they applied for a grant and they got grant funding to work on that digital project, that digital equity project. So again, one place that we can look at for potential funding for some projects that, you know, we might want to implement back at our agencies. There's also something called the California Broadband Council, so in California, at the state level, we have a California Department of Technology. Under the CDT, there is an office called the Broadband and Digital Literacy Office, and one of the things that that office runs is the Broadband Council, California Broadband Council. So, if you look at their website, the California Broadband Council, it's a pretty high-powered council. I don't know, I'm not too familiar with California state government, but let me save you the scroll here, but these are the members of the council. So, we have members of the Senate, we have the president of the PUC, director of department emergency services, Tony Thurman, our state superintendent is there, secretary of transportation is there. So, this is a pretty high-powered council that talks about broadband issues across the state, but I'd also like to direct your attention to the resources section of the council, and they've done a pretty good job of trying to curate a number of resources from different state departments. Here we see the PUC, we'll talk about the CETF in a second, but this might be a good place to look for, you know, for example, free internet offers, affordable internet and device offers. So, when we're looking for that information, this, the council is a good place to keep tabs of. There's also, I'm not sure the pronunciation, CENIC or CENIC. So, this agency is responsible for the California Research and Education Network, CALREN, which is basically the computer network that is wired to or networks. Most, the vast majority of K-20 institutions across California, so K-12 schools, community colleges, the CSU schools, the UC schools, also a number of private universities as well, and also the majority of public libraries across the state. CENIC is a really good place to look at also for information. They do, they're very, you know, it's a very technical kind of organization. However, they do publish a number of articles and research studies on networking issues across the state. I think one of the cruel ironies of COVID-19 is that all of these billions of dollars that have been spent to wire all of our schools and libraries are kind of going to waste at the moment because we have shut everything down. And so, right when we need the internet for students and our communities, so many of these locations where the internet is available are, have been shuttered for the moment. So, but CENIC is an organization that we should know about definitely. Okay, also another organization called the California Emerging Technology Fund. Actually, this fund came out of a couple of telecom mergers in the early 2000s, so money was was set aside from those mergers to fund the CETC, sorry, CETF. CETF manages programs and projects to improve what they call the five A's of the digital divide. So, access, affordability, applications, accessibility, and assistance to broadband. One of the things that the CETF manages is this internet for all website. So, if we open that website up. So, again, this is another resource that's very handy to look at for information about affordable internet in our communities, how we can get our hands on devices as well. So, they have a pretty good COVID-19 section here along with the toolkit. But this might be another place where we find some of that information about broadband service and internet devices that we can get in our students' hands. So, internet for all now. So, Sachiko says that her agency is distributing Chromebooks, internet hotspots to students. Also, they have the campus parking lot open for students and staff access to Wi-Fi. Some of the CARES Act money is used to train faculty on equity in online education and digital redlining, too. And then, in response to that, Jacqueline asked if the students know how to use the Chromebooks and if the students have district email addresses to access the internet. And Sachi replied back that many of the students have used Chromebooks while they have attended their classes face-to-face prior to COVID. They have tutorials, et cetera, but digital literacy is still a big challenge. So, actually, let me circle back to Sachi's question for a second because I want to kind of put it in a different context. So, and let me go back to the CETF side for a second. So, it's one thing to kind of curate this information together in one place, right? To say, oh, okay, well, you know, and I'm sure that all of us have maybe, or maybe some of us have seen some of these, you know, spreadsheets that have come out with like, okay, well, here's a list of the telecom carriers like Sprint and AT&T and T-Mobile and Verizon and, and, you know, they're offering this plan or that plan for the next couple of months and, you know, it's a greatly reduced plan. You know, that's the kind of information that we can get from the CETF, for example, okay, or from back at the council, the broadband council. So, it's one thing for us to be able to put that information together and share it with our students or others in our communities, right? But it's an entirely, another thing to say, you know, to sort of hand off the list to someone and say, okay, so here's the information. So, now you go and go get discounted internet service, right? So, my background is ESL. So, of course, I always think about ESL students and I think about all my ESL students whose first language is Spanish and Russian and Vietnamese and Chinese, and I think, okay, well, what is our student going to do with this list, right? Do they understand that, you know, they could call up one of these carriers to try to get the service, but, so, for example, like, would they be able to find a Spanish speaker or a Russian speaker or a Vietnamese speaker? So, we're kind of leading them sort of halfway there, right? We're giving them some information, but then it's like we're doing this handoff and then it's kind of like, okay, here you go. You got the information. So, I think to kind of come back to Sachi's question is that, is this idea of advocacy, right? It's this idea of, okay, so what exactly is it that we need to do to advocate for our students, whether it's, you know, remote testing, whether it's helping to find a low-cost internet plan, whether it's getting a Chromebook into their hands or some other kind of refurbished device. So, I guess Sachi, what I'm suggesting is that maybe we need to, we, and when I say we, I think, I'm meaning all of us need to really think about, well, what is it exactly that the, that the agency should be doing to advocate for our students? And I don't really, you know, I'm not going to say that I know what the answer is to that question, because I don't, I need to think about that some more. I do think that there is strength in numbers. You know, I think it's, if it's not just one school going back to an agency and saying, you know, on the remote testing issue, for example, but if it's a number of schools that are all saying, you know, these are the issues that our students are facing and, you know, how can we live up to this expectation when our students are not fully equipped to do what it is that we're asking them to do. So, I think definitely advocacy is something that we need to think about some more. You know, how exactly do we advocate for our students? What is it, you know, what's the messaging that needs to go out? Who are the people that we need to talk to? Yeah. So, I think it's a big issue. Sachi, let's kind of think about that some more. But I think that that's really what I'm suggesting, you know, is that it's, we can't just do it kind of halfway. You know, we have to think about, again, what is our capacity to kind of fill in some of these gaps? And these are huge gaps. So, what is it that we might be able to do? Marjorie, any other? Well, Sachi replies back. This is, I think it's crucial that we work on access. It is also crucial that we recognize the challenges that the underserved populations face and make sure students have equitable opportunities to succeed in remote assessment, etc. She also says that she's hoping that CDE recognizes the challenges that our students face and don't require costless remote testing as is. Okay. And I think I'm hoping that a lot of us in many different agencies recognize the challenges that we've all been facing for the last few months.  I mean, I think probably many of us were caught way off guard and had no plan to move to whatever you want to call it, online learning, remote learning, distance learning, what have you. But that's not to say that we can't take what we've been learning these past few months and moving forward. Think about how we address these issues that we now are, you know, that are kind of staring at staring us in the face. Okay, let's move on to the National Digital Inclusion Alliance. I would say my my personal opinion is that if you if you want to start with any of the organizations we're going to talk about today, that this might be the one you start with. NDIA has many, many, many resources on its website. And I want to highlight a few things in particular. They have a couple of these manuals or guidebooks on their website that I think are really very helpful. They're very they're really written in a very plain language. It's not very technical. And I think it's it's very accessible in terms of our understanding of what the issues are and how we might start working on some of these issues. So we'll go to the NDIA website in a second so I can show you where these are. But I just want to highlight a few of these items on the website. So there's a digital inclusion startup manual. This is the manual was written, you know, for an organization or agency that was kind of thinking about starting from scratch, like what are the digital inclusion issues that we need to think about. However, I was looking at the manual a couple of days ago again and really thinking wow, like maybe even though we have whatever setup we have back at our agency and I'm thinking about, you know, computers in our classrooms and our computer labs and our, you know, whatever else we're doing back at our agencies, like, it's really I thought, you know, being able to kind of look at it again with fresh eyes and think about, okay, well, maybe there's more that we can do, you know, in our computer labs or maybe there's more that we can set up in our classrooms or maybe there's more that we can do with some of our consortium partners in our communities. So I thought it was really, I think, you know, take a look at that manual kind of with a fresh set of eyes of what we've been experiencing the last few months and think about, okay, well, what maybe we weren't correct in our estimation of how we have things set up, you know, to have everybody participate.  It really gives some background. I think probably the first half of it or so kind of talks about this commodity versus utility issue and sort of the history of how that has evolved over the years to where we are now and then some ideas about how to learn more about discounted internet that we can make available to our communities. They have another guidebook called the Digital Inclusion Coalition Guidebook. It's a really very interesting discussion about some partnerships across the country. They focus on six communities across the country where agencies and organizations in those communities came together in partnership and coalition to begin to address digital inclusion issues in those particular communities. They also talked about five other coalitions. One of them is the, and I don't know whether how active the Get Connected Oakland Coalition is. It was the only coalition that was from the state of California that was included in this particular guidebook. But I think that it's a really good manual for understanding how we in our communities might begin to form these coalitions that will address digital inclusion issues. So it's not just us. It's not just me in my classroom. It's not just us at our adult school or at our public library, but it is us and other organizations in our community that are all working to the same purpose, to the same end. And really leveraging resources that we can bring to the table to address those issues in a much larger way. And then the NDIA also has what they call their affiliates map. So let's go to the website for a second so I can show you where some of these resources are. So again, NDIA, National Digital Inclusion Alliance. So when you take a look at the NDIA website, if you scroll down a little bit, they have this practitioner support section. So this is where you're going to find those guidebooks that I mentioned and you can download them and share them with others. Maybe it's something that you want to bring back to the folks at your agency, maybe have everyone take a look at that. And then they also have this affiliates section. And let me remember where that is. So NDIA is trying to get what they call affiliates to kind of register on their website and be included in their account of affiliates or organizations across the country that are working on digital inclusion issues in their communities. They do have this list down here towards the bottom of the page. And so you can take a look and see which agencies in California have registered as an affiliate of NDIA. And maybe there are agencies in California that you might consider reaching out to, whether or not they're in their community or whether or not they're in your community. Again, COVID-19 has sort of broken down some of those barriers where we don't necessarily feel sort of geographically tied to the best resources they may be in other parts of California or across the country. So you might want to take a look at what some of these agencies are up to in terms of the inclusion issues that they are working on. And maybe reach out to them for some conversation, ideas about what they're doing, any resources that they might be able to share as well. So NDIA also, I'm not affiliated with NDIA in any way, but I will make a pitch that you can join the website, their organization for free, and get on their mailing list and learn more about what they're working on. They send out newsletters, follow them on social media. But like I say, I think this is a great organization to really start with if you're looking to learn more about some of those issues. Okay. So I also noticed this is this issue or this idea of loaning out devices and hotspots. Shout out to our friends at North Orange Community, sorry, North Orange Continuing Education down in Orange County. I think a few weeks ago, they had a student laptop loan program day where they invited students to apply for a device that could be loaned out, devices and hotspots. I also didn't know until I really started digging into it that our many public library systems in California also loan out hotspots for a number of weeks at a time. You can actually use devices, also you can borrow devices in the public library as well. But this might be something that we think about in the future is we are sitting on a lot of technology back at our agencies, as I mentioned currently right now, it's just sitting there. And so maybe it could be put to use, put to better use. And so this is an idea for us to think about what we'd be able to do any kind of a loan for our students. For those, you know, for the students who really are kind of in the most desperate situation, they have no internet access, they have no devices or not enough devices at home. Is this something that we might be able to set up back at our agencies? Okay, Marjorie, let me pause there. Any questions or anything? Stina's asking, can you get laptops from a public library? So you should definitely check in with your public library system. In the notes I put reference to the LA public library system and the Sacramento public library system. LA, I don't remember off the top of my head, but I do believe that they at least the hotspots could be loaned out, or maybe it was both. I don't remember. Anyway, I do remember with the Sacramento public library and I did put in a link to actually their loan agreement. So if we're looking for kind of the language about, you know, kind of the mechanics of how we would do this, take a look at what the public library system has there. I know that they can, they loan up hotspots for four weeks at a time. I don't think they had a laptop loan app program though. So you'd have to kind of look maybe in your community what they're up to. This would also, so speaking of advocacy, this might be an opportunity to, if your public library system is not doing something like this, to go to them and say, oh, by the way, you know, I see that other public library systems across the state are doing this. And is there the possibility of putting this kind of a program into place that our public library system, for example, if we at the back of the adult school aren't able to do it. You know, this is where this is where we think we need to kind of think outside the box here a little bit, right? This is where these opportunities for partnership come up for coalition building come up. How can we all sort of work together to the same ends? So the answer to Christina's question is take a look and see what your public library system is on. Denise is asking, what are the timelines for getting grants or resources? We will need things by August if we aren't going back face to face. Right. So it really is incumbent on all of us to take a look at those deadlines. So when I showed you, for example, the PUC site and you start digging into those funding opportunities, they all have their own funding deadlines. So there's not like one universal, you know, June 30th or anything like that. You have to take a look at the deadline for the particular funding opportunity and then also take a look at the timeline, right? So even though you may be awarded something, you know, on a June 30th, for example, there's no guarantee that things are going to get done by, you know, August 1st, for example. So it's totally dependent upon the application itself. I will say Jacqueline though to your question. Again, let's think about the long term, right? So right in front of us is the summer session if we're running one and then the fall session, right? Okay. So maybe we can't get something into place right in on September 1st or August 15th or whenever we're going back, right? But this is a long term issue. These are long term issues that we're facing, right? So maybe it's better. Well, sorry, I shouldn't say that. Another way to look at it is, okay, rather than trying to rush something into place, let's really think about what the needs, what are the specific needs in our community, right? That's why I was saying, you know, back on this NDA, N-D-I-A, let me go back to the startup manual. So this manual in particular, I thought was super helpful. You know, you kind of look at what your situation is with kind of a fresh set of eyes, right? You, you know, I think that kind of pre-COVID, we had some assumptions about our students and, you know, devices at home, internet access. Oh, everybody has a phone.  And so I think that COVID-19 has probably made us question some of those assumptions about our communities and our students and what exactly they have access to and what exactly they don't have access to. So I would say, again, let's not rush it. You know, let's be very kind of thorough in our planning and our, and again, you know, can we get, if we want to get a couple of other agencies in on the activity, we're going to need, you know, that's going to take some time to coordinate among different agencies. So I'll just say that maybe another way to think about it is, let's think about the long term. What are the long term fixes that we can start to put into place that are going to address some of these issues? And I know that maybe that's not the answer you want to hear, but that's the answer that comes to my mind at the moment. Again, we're borrowing the definition, we're actually, we're borrowing the definition from NDIA, which comes to us by way of the ALA, the American Library Association, when it Digital Literacy. And this definition actually has been around for a number of years now, I think maybe about a decade or so. And I think probably many of us are familiar with it, but digital literacy is the ability to use information and communication technologies to find, evaluate, create and communicate information requiring both cognitive and technical skills. So again, like I say, you know, this these last two months, I think really give us an opportunity to really kind of think again about our understanding of what it means to be digitally literate. We may think that we understood what that term meant, but now that we have asked everybody to be digitally literate over these last couple of months and we see the limitations in people's skills and abilities and such, I think it's a good time to kind of look again at that definition.  And as I'm going through them, I want you to kind of think about them in your, for yourself as kind of a measure of your own digital literacy. Okay, so number one, a digitally literate person possesses the variety of skills, technical and cognitive, required to find, understand, evaluate, create and communicate digital information and a wide variety of formats. And again, I emphasize this phrase, the variety of skills, right? So it's not that I know how to do one or two things, but that it's that I know how to do a number of different things to be able to do, you know, to find, to understand, evaluate, create and communicate digital information. The second item, a digitally literate person is able to use diverse technologies appropriately and effectively to retrieve information, interpret results and judge the quality of that information. And I highlighted these diverse technologies. But really, when we talk about information, we are, many people say that we are at the beginning of an information revolution. And so information literacy really is a special kind of literacy with its own set of skills, right? And so do we have the skills and technologies to be able to work with information? Number three, a digitally literate person understands the relationship between technology, lifelong learning, personal privacy and stewardship of information. And so it's not just that you know, or you have a good understanding of technology, lifelong learning, personal privacy and stewardship, but you understand the relationship between these items as well, how these items interact, you know, yes, so you understand the relationship between these items. Number four, a digitally literate person uses these skills. So the previous skills that we just talked about, so uses these skills and the appropriate technology to communicate and collaborate with peers, colleagues, family and on occasion, the general public. So really, the focus here is on the communicating and the collaborating, but being able to have the use these skills and technology to do those things, right? So sort of go beyond your own uses of technology to now, you know, reach out into the world. Okay. And lastly, again, uses these skills. So again, all the skills that we've talked about to actively participate in civic society and contribute to a vibrant and formed and engaged community. Okay. So again, all of these skills and technical, you know, tech, technical know how to be able to communicate with others, collaborate with others, participate in civil society and even contribute, you know, if you want to do those things. Okay. So I wanted to just kind of put, come up with a slide that kind of put all of those things in the one place and, you know, kind of think about, you know, as we've just gone through this list here, you know, kind of think about how that applies to yourself, right? And my last item here, by the way, don't ever make this kind of a slide. It's not as effective as you think. Please do not jam up slides with a lot of information. Okay. So another way to think about it is really to think about digital literacies plural. So it's not just digital literacy, but it's actually a number of different literacies that we're asking people to have in this new information age, right? So I think when you look at this chart more closely, I think we tend to find that a lot of our understanding of digital literacy kind of falls maybe in this upper, you know, quarter of the grid, right? But if we're wanting to really expand our abilities, our digital abilities, we really need to think about literacies, again plural, and, you know, kind of break them down into more specific skills and abilities that we might want to further develop, okay? So again, I think this is an opportunity for us to think about, okay, well, what exactly is digital literacy? You know, and if we say that somebody is digitally literate, what is our understanding of that person's abilities? One of the organizations that OTAN follows is ISTI, the International Society for Technology in Education. ISTI has come up with a number of standards for technology use, and they break them out by standards for students, standards for teachers, standards for education leaders, and then also standards for coaches, technology coaches. And so, you know, if we're thinking about not only standards, but really how do we get to the, you know, kind of realizing those standards, ISTI is very good in really giving us some food for thought in terms of, well, what does it mean, you know, if a student has the ability to communicate with others, you know, in a digital environment? So what exactly, you know, what are some of the things that they would be able to do that would give us a pretty good feel for a person's digital literacy when it comes to communicating with others or collaborating with others? We've done, for example, OTAN has done a number of trainings over the last few months about Google products, right? And one of the great things about Google products is the ability to collaborate with others, right? So this might be, you know, using Google forms with, in a group of students or building a Google slides deck with other students might be one manifestation of a student's ability to communicate with others in a digital format, for example. So ISTI is a great place to look for those standards and also the activities that come with getting us to the realization of those standards. Anthony, back to the map real quick. Sure. We have one question. What do the colors represent? Okay, so I took a really cool screenshot of something on their, on the ISTI standards page, but basically, this map was meant to show the adoption of ISTI standards state by state, and when, basically, what set of standards did each state adopt? Because these standards, as ISTI has rolled out the standards over the years, they've had like earlier versions of the standards and then later versions of the standards. So I believe that the greenish colors refer to an earlier adoption of, or an adoption of an earlier version of the standards and the blue, the dark bluish color is a later adoption of the same, or kind of a revised set of the standards. But basically, ISTI is trying to show us that across the country, the states have adopted ISTI standards to varying degrees. But I wanted to point out these webinars in particular that maybe would be good ones to review, to address some of the immediate issues that you're facing with your students in terms of access and, you know, communicating with your students and connecting with them, staying connected with them. Very early on, we did an increasing equity workshop that was from our friends over at CalPro. So take a look at that one. We've also done one about cell phone usage, Google Voice, Remind. We also did a webinar a couple of weeks ago about Rachel devices. And so Rachel devices are basically, they're kind of oversized USB drives. And so what you can do is you can preload a whole range of content onto a Rachel device. And then a Rachel device has kind of a range that, so if people are sitting around or working around a Rachel device, they connect directly to the Rachel device. They don't need to, they don't need internet access. They connect directly to the device, and then they can work with the content that's on the Rachel device without having to connect to the internet. So that webinar might be of interest to you as well. We kind of pitch it for like rural areas and corrections facilities, but really anybody can use a Rachel device. I know I've heard back at some agencies where, you know, at an off-site satellite location, they have little to no internet access perhaps. Maybe they're working like in a church basement or community center of some sort. And so maybe a Rachel device would be a great way to bring that content to the satellite location and not have to worry about whether or not there's internet available at the site. So these are the webinars in particular to take a look at. So again, thinking about our robust distance learning program back at our school, back at our agencies, you know, over the last few months we've seen a number of these articles come out, you know, how do we help our students who have limited internet or no internet, how do we, you know, connect with them? How do we still teach them? How do we still get them the resources that we need? I have this article linked in my tools handout. I also have from this website ditch the textbook, or ditch that textbook, sorry. Matt Miller who's behind that has come up with a whole page of resources. And I'm really, I was really impressed with some of his ideas about how to, again, keep our students with limited to no internet access, few devices or not the, you know, quote unquote, not the right devices at home. How do we connect with them? How do we stay, have them keep learning even when everybody, when everyone is sheltering in place? So these are, this is really another good website to take a look at. And both of those are linked to in my tools handout. Also thinking about digital skills for the workplace, right? So it's not just, you know, for education for our subject areas, but also thinking about digital skills for the workplace as well, right? So again, this is a long term issue. How do we get our students and our community members trained to work in the workplace with this kind of new, this new emphasis on everyone having the digital skills and abilities that they need to be able to work in a variety of workplace settings. So two organizations that are really working strongly on this, one is called the National Skills Coalition. And then a newer one is called Digital Us. Digital Us is actually a coalition of organizations from across the country. Actually NDIA is one of the coalition members of Digital Us. But again, trying to think about digital skills for the workplace in a very broad sense, right? And all of the different work that different agencies are working on in their particular workplace areas. So this is an organization to kind of keep tabs on. Okay, I just want to talk about technical support for a minute here. So I'll just say that, you know, again, we have to think about being able to provide this technical support, right? To support, to further support the three-legged stool. I'll just give you the example of OTAN office hours. So before COVID-19, OTAN didn't offer an office hours. But we realized that if we were going to start training everybody on all these tools, that we might also need to provide some more support, right? So we started with an OTAN office hours offering. And I think some of you probably have come to those office hours. I wanted to share a couple of articles with you to think about using our students to help with tech support. You can go ahead and take a look at those articles. And also, again, thinking more broadly, right? What about tech support provided by or in partnership with some of our partners who are out there as well? Okay, a few more resources, even if we, even if we live in urban or suburban areas, I think it's worthwhile just follow these folks on social media, National Rural Education Association, which also has state affiliates across the country. And then within the state, the California Rural Ed Network, I think it gives us a good sense of what are the issues that our colleagues out in more rural areas facing in terms of access issues, internet broadband issues and things like that. Okay. And then I want to do maybe some other day a whole webinar about repurposing e-waste. This is a fascinating rabbit hole that I have drifted down on more than one occasion. You know, one idea that came to me was, well, why not? What if we had back at our adult ed agencies created or built up some certificate programs, CTE programs that would give our students the skills building to, you know, on refurbishing electronic items, you know, repurposing them, getting them out into the communities? What if we could offer that as a certificate program? I'm just going to put that out there. I think what I've been learning is that there are many barriers to creating this kind of a program, and maybe in the future we'll do a separate discussion about that. But anyway, these are the organizations I think take a look at what these folks are up to as well. Okay. I'm at 11.30. Oh my gosh, I thought I was going to be done much earlier. But again, after today or right now and maybe in the future, think about three things you learned today. Hopefully you learned three things and more. Two things that you can share, you know, share with your students, share with your colleagues. And then one thing that you will go out and try right now, you know, to help start to help close this digital divide. Again, my resources are available at the bit.ly.bit.ly slash and then it's case sensitive, capital OTAN, lowercase digital equity. We'll also get the resources up on the OTAN website on the previous webinars page that I showed you a few minutes ago. And I think with that, please always reach out to us, any questions that you have. Right now the easiest way to connect with us, support at OTAN.us. But you can also call. We will, I don't know if we pick up your call right away, but we will get to your call. But support at OTAN.us is the best way to connect with us.


you. You can find out more information about.  Good afternoon and welcome to the 1 p.m. Update. I'm your host Steve Rhodes and right now we got the Dow up 14 points basically sideways market trading out 27 168th. It's not a sideways market necessarily for the N. D X 108 10th percent trading out at 78 98 at 63 points to the S. and P. five hundred. We'll take a look at the S. many as we speak right now. Probably would be helpful if I actually showed you my charts out there. So my apology for that. Let's get that rolling here. There we go. And here we go. So take a look at the S. many right now. We'll use that as the representation for the S. and P. five hundred. We can see that it formed one of those roads momentum indicator tops a handful of trading sessions ago. What price has not done is not broken out its final level of support. That level of support being twenty nine sixty nine fifty was tagged on Friday. It has held thus far that's a key area to watch continued bounce today today tomorrow would have you I should run into resistance at about the three thousand and five level that's on your E. S. many the Nasdaq I mentioned the Nasdaq the N. Q. is moving higher it too has a topping pattern out there. There's your three drive to a top pattern. In this case here look for about seventy thirty no seventy nine thirty word seventy nine eleven to be seventy nine thirty nine to be exact to be the key level of resistance that's what's referred to a Stevie's green line out there. So that's why I would expect a counter trend rally to move up to before it finds some resistance out there in the case of the Dow. The Dow equity futures contract doesn't show the topping signal it's actually the Dow cash in to see here we go let me put the Dow cash in to see over here for you. You'll see that this formed a Tommy DeMark sequential cell signal actually confirmed that pattern about three or four days ago when price closed blow twenty seven three thirty two any bounce inside the Dow. I should run into resistance about twenty seven two sixty two so folks it's time to be careful out there it's the summertime blues so to speak this is typically the time period where we see the markets pulled back to what extent we don't necessarily know but the pullback should last through the fall. Have a great Monday and stay tuned there's a great hour coming up posted by that's me Steve Rhodes. Take care.


Good evening and a warm welcome, another warm welcome to those of you who have joined us for the second lecture, the sequel to Professor Toulaj Atabaki's lectures as part of the Suas annual Comron Jam lectures in Iranian history. Those of you who were present at the talk yesterday evening witnessed a insightful and gripping account of the earlier years of the development of Iran's oil industry in terms of the formation, the discovery, the formation and developments of labor relations. The so-called developmental years and this second part focuses on the years of contradiction. So if you thought the topic last night was warm, you can expect some heat over the confrontation years, which takes us to the post-Second World War period and more recent years, something which I'm sure we can more readily identify with in terms of events. We have the room till nine o'clock, but I'm going to give Toulaj as much time as possible, which means the shortest welcome, and I'm going to retire to one of the seats to benefit from the visual display that is an integral part of his presentation, and then I'll join back here to have hopefully decent time for questions and answers because you would remember that we deferred these two tonight. So without further ado, let me ask you to welcome Professor Toulaj Atabaki to his second and final lecture. Well, as the Saloma Adyab, very good evening, and I'm again, I'm delighted to be here and very grateful to invitation of Professor Hakimi and my dear friends and as well as very awarded hospitality of Ms. Husking. I'm very grateful to the some of you who sent me since yesterday evening, messages and email, very kind of you. Thank you. I'm happy that you enjoyed it, and I hope you enjoyed it, but although I'm a bit worried about this evening because yesterday evening was a distant past and it's very comfortable to talk about distant past when you come to the immediate past is a bit difficult because some of you were there and you have different narratives of what's happened. So it's a bit difficult, but take what I say is my reading, might be different from your reading, but you know with some degree of tolerance, we can stand each other. Again, I mean as I said yesterday is the way I approach the 70 years history of old is from social history perspective, approach is different from political, so the prioritization is different from my point of view and the accent I put on different preities different from political historians. So let's start with what happened. Right way when we Iran was invaded by allied forces, the Second World War in Iran. We covered the first period was the discovery of all 1908 and we covered it till the outbreak of the Second World War in Iran, not in Europe. And then now we start to the second part. For the workers in Iranian oil industry, the 1940s was a decade that began with the landing of allied forces in the old province of in August 1941, making Iran a bridge of victory to support the Soviet front and the 1940s witnessed the rebirth of labor and political activism, which finally culminated with the rise of nationalism, sealing the face, the fate of the Anglo-Iranian oil company after more than 40 years of power in Iran through nationalization of oil in 1951. With the outbreak of the Second World War, Iran adapted an official policy of neutrality and the Soviet for two years. This policy was respected for two years by both British and the Soviets. However, when the German began fighting on an eastern front, both these major parts changed their stance towards Iran. The changes in their policy was primarily an attempt to bolster the Soviet Union's defense efforts, which were on the verge of collapse. In comparison to other routes available for shipping supplies to the Soviet Union from San Francisco to Murmansk to Argankesk, the Persian Gulf Caucasus route was by far the most practical and convenient. Subsequently, on the pretext of inducing Raza Shah for having pro-German sympathies, the British and Soviet troops invaded Iran on 25 August 1941. During the first years of the war, the Anglo-Iranian oil company lost 46% of the number of ships carrying oil through Africa by the Cape of the Good Hope to Western Europe. The old and convenient route of Suez Canal and Mediterranean Sea to Western Europe was closed by British Admiralty in August 1939, just before British declared war. The losses of oil tankers as well as the long African Sea route diminished the amount of production and export of Iranian oil. Such decline not only affected the Iranian government income from the oil revenue, but also made the Anglo-Iranian oil company to shrink their employees by 44% from 51,000 plus in August 1939 to 29,000 in August 1941, causing a massive redundancy in the province. The immediate economic outcome of the Allied occupation in Iran was high inflation. By 1945, the index of cost of living reached as high as 10 times that of the year preceding the outbreak of the war. Economic hardship caused considerable employment problems for the oil company. The wages paid by the British and particularly the United States armies in their affiliated services led many workers in the oil industry to quit the job and join these sectors for better pay. To stop the flow of workers, the Anglo-Iranian oil company did not have any option but to increase the minimum wages and it's quite incredible. They increased the minimum wages 100%. However, and moreover, to avoid additional increase in wages, the oil company signed a pact with the British and U.S. armies not to raise minimum wages in Huzestan. What was happening during the war as far as the employment and recruitment of the laborers concern was that during the war, the Anglo-Iranian oil company labor recruitment regulations were altered. In the post-World War I, due to pressure of the Iranian government, the oil company had to advertise the available position in the local as well as national papers. During the Second World War, the oil company decided to implement different practices. Every week on Saturday, Sunday, and Monday, Monday morning, the company would select the workforce required from amongst the crowd of laborers gathered in front of the Anglo-Iranian oil company's labor office in Abadan, in Tehran, in Isfahan. Following the medical test, the recruited laborers were employed for an arbitrary probationary period at minimum wage level. During this period, which could last for months, the laborer had no access to health care or other welfare benefits, including food rationing, education, housing, if it was at all available. According to a report compiled by the International Labor Organization, ILO, in addition to workers directly employed by the Anglo-Iranian oil company, there were other workers whom the oil company assigned certain work on casual or seasonal basis. The casual workers were not considered part of the oil company's regular labor force and its number were never included in the oil company's official statistics. The casual workers were contract workers who worked on refinery sites responsible for the tank cleaning, painting, handling sulfur, road construction and maintenance work. In 1945, in addition to roughly 29,000 plus wage earners employed directly by the oil company in Abadan oil refinery, there were 7,000 contract workers increasing the total work force by some 23%. That was only in a refinery, 6,000 contract workers. For the oil field, during the same period, the figure was higher than this. There was almost 9,000 contract workers. In addition to 51,000, we had for the oil field, who were in a payroll of the company. The contract workers, a significant number of whom were Uzistani Arab from Arab ethnic background, never enjoyed the relative security of workers directly employed by the oil company. The contractor, the middleman, the contractor, paid the workers less than the legal minimum wage and bypassed the statutory regulation concerning the payment of the weekly rest days. The rate of overtime, holly David's pay and so on and so on. In addition to being paid less than minimum wages, contract workers were not allowed to benefit from the service provided by the oil company, such as purchasing subsidies good in the company stores. An outcome of such practices was that income of the contract workers were not able to manage the family life. Women laborers, I mean, beside the contract workers, women laborers were employed in a small number in medical services, in laundry and sanitation, and women workers were not in the industrial size. They received the minimum wage, still no sign of Friday pay or disability compensation, which the other workers enjoyed in this industry. So this is a discrimination, gender discrimination in Beijing. Living condition during the war was there were famine, inflation, and ever increasing cost of living made the living condition of the labouring poor intolerable during the war. The consumption of domestically produced food stock by the Allied forces, if not the primary cause, was a contributory cause to this famine. I'll give you just an example. Between 1941 to 1946, the supply of livestock throughout the country was dramatically curtailed. At one point, up to 1,000 sheep and goats were slaughtered daily in Ahvaaz field butchery, alone. Or in the north of the country, that was only for the British armies and U.S. armies there. And in the north, that was the situation was bad. In the north of the country, in 1942, the export of the Rajs to Soviet Union and the Soviet Red Army caused major grievances among the poor in Gilan and Mazandran. As a result, the country's major urban centre became the scene of daily protests, sometimes turning into violence. The most serious incident, if I may name, was Tehran in 1942, when 20 dead and 70 injured was the result. From the old province of Khuzestan, there were also reports of popular unrest in Ahvaaz, in Masjid-e-Suleiman and in Abadan, in protest of high cost of living. In British archive, there is a report by a manager of the oil company. And he says that the life in Abadan district, Bahman, she is too graceful to waste word paper and ink on describing it. According to the oil company general manager, the oil company housing policy was that no houses should be provided for an unskilled labour, which in Abadan compromised 36% of the total workforce. He admitted that the housing condition in the town of Abadan was deprobable. He refers to the case where he saw himself 60 people, men, women and children living in a room 11 by 5 metres. With mud floor, leaking roof, one door only and no sanitary management or water. That was Abadan during the war, according to the British sources. Another source is prison. Manucheh-e-Farmanyan, then the minister of finance, recalls his visit to Abadan in 1945, attesting that the workers live in a shanty town called Kaghazabad, Pippertown, without running water or electricity. In a report submitted to the Iranian government by Anglo-Iranian oil company in 1946, the company conceded that although the number of the employees in the oil industry increased sharply during the war, no measure were adapted to build decent shelter for the workers, they admit. In Abadan, with a population of 120,000 in 1946, almost 85% of them were employees of the oil company. There were only 5,600 houses for the oil workers. That was including the old employees, I should say. That was including the Braem and Bouvardes bungalows. The majority of salaried registered workers were wage contracted, and still they lived living in the tents and hoods in virtually uninhabitable districts. During the Second World War, in addition to the threat of famine and food shortages, Iranian were also faced to the perils of disease and epidemics as well. In 1942, taifas reached the Iranian northern province when the Polish soldiers and civilians evacuated arriving from the Soviet Union, and soon spread throughout the country, reaching Huzestan. The oil industry persisting to hospital in Abadan, with 350 beds, and Masjid Sholayman with 86, encountered the new disease along with the long-standing and more enduring ones such as Tacoma, Malaria, Triplosis and Plague. That was always there. The company Dental Service, now I'm coming every corner of the health. The company Dental Service was not competent either. Many of workers, employees, this is according to a report, says many of our labor have to go without their teeth because of lack of attention, since there are two or three dentists for about 40,000 labor and stuff, excluding families. All these reports, what was the daily life during the war in Abadan, then you come to conclusions saying that after 30 years since the discovery of oil in 1908, the absence of any single platform to arbitrate on behalf of labor, licensed the oil company to deal with the issue related to workers living and working condition on individual rather than collective basis. This also held for the issue pertaining to labor recruitment, wage, education, health care, housing and welfare. The company enjoyed the liberty of discharging workers without notice and without any right to appeal against unfair dismissals. Despite many indication that the birth of a new labor movement was on horizon, during this period the oil company's labor policy showed little to no indication of changing accordingly. So this brings me to now the birth of labor activism. It was on this platform, on this background that we see that labor activism comes. The workers and living condition as such explained the social roots of the movement concluded with the call of nationalization of oil. In 1946, we had a very, very large strikes in Abadan. I wrote the details of this strike in a chapter of my book. It's called Chronicles of a Klamathus Strike foretold. I borrowed this from Gabriel Garcia Marker's work. That strike could be avoided, but nobody did anything to avoid this strike. In the early hours of summer day, 14 July 1946, a strike broke out amongst the workers in Abadan oil refinery, which within hours spread throughout the province of Huzestan, engulfing the oil industry as a whole. During the 60 hours, it was held to general strike mobilize some 70,000 Iranian and Indian manual and clerical workers, and broke by a considerable margin the record of any labor walkout conveyed in Iranian history. Some 47 dead, 47 dead, and 170 injured. It was reported as the bloodiest labor protest in the Middle East labor history. July 1946, Abadan. The 60 hours general strike in 1946 aligned all Iranian and Indian employees of the oil company, workers as well as clerics behind the call for the tangible demand of wage increase, Friday pay, better housing, and improved medical service. The oil company partial compliance with these demands became a source of social capital for the Iranian labor movement and Iranian society at large, which had been less accustomed to the process and means whereby pressure and change might be exerted from below. Despite having endured 725 years of authoritarian modernization, when the agency of labor movement in tandem with the plurality of subaltern voices was systematically prevented from initiating reform and change, the latter found themselves empowered through the introduction of just one of the workers' demand to width demand of Friday pay. It was this new sense of empowerment and the capacity to effect change that would come to the fore and find itself embodied in the movement of nationalization of oil industry. The five years following the July strike of 1946 coincided with the movement for nationalization of Iranian oil industry, which finally was celebrated in March 1951. The political development in Iran in this period and its impact on the country's labor movement could be divided into two periods. The first period began with the fall of autonomous government of Azerbaijan in December 1946 and through the failed attempt on the life of Shah in February 1949, which turned to become the royalist coup d'etat against opposition and ended with the campaign for the 16th parliament in late 1949. The second period began with the campaign for the 16th parliament in October 1949 and through the ratification of nationalization of the Iranian oil on 20th March 1951 by both Iranian parliament. Oil was nationalized. The nationalization of the oil industry was not solely, this is my reading, the nationalization of Iranian oil was not solely the result of tenacious performance of some political elite as has been largely noted in the historiography of nationalization of Iranian oil, but also and equally the outcome of enduring pressure from below, chiefly by oil workers. Six months after the nationalization of the oil, when the oil bill was ratified by the both parliament on October 4, 1951, all European and majority of Indian labor's employees of Anglo-Iranian oil company left Abadan and Masjid Suleiman. Very interesting. We did something about the Indian workers yesterday, the community of Indian in Abadan, in Masjid Suleiman, who is not very interesting that some Indian employees of the Anglo-Iranian oil company petitioned to the Iranian parliament, to the Iranian parliament with a request to stay here after nationalization. And it says that you don't want to leave. The parliament responded favorably to this appeal. Although the exact number of Indian workers who remained in Iran is unknown, there must be few. And even today senior Abadanis can recall the presence of Indian workers' community in everyday life in the city of Abadan and other in cities in Housestan. The reason Abadan Indian community is still there was there before the outbreak of the war, I should say. After the outbreak of the Iran-Iraq war, this Indian community moved to Tehran and now they're leaving Tehran. Let's not talk about the post-nationalization. What was really the political milieu after the nationalization? The world coming out of the Second World War was characterized as the world of Cold War. New political realignments, economic and social reconstruction, chiefly through the agency of developmental state. United Nations called the post-war period and explicitly the 1960 as a decade of global and massive economic and political reforms. In a language term, the underdeveloped countries became member of developing wolf and posed to leap over a decade of economic stagnation and poverty. In Iran following the 1940s on to British colonial urban middle class, vibrant social protests and labor militancy, the Iranian oil was nationalized. However, the jubilance of the nationalization didn't last long and in the 1950s the country experienced one of the most arduous period of economic decline and political repression. Both the coup d'etat of 1953 and the nationalization of the management in oil industry in 1954 were the major architect of this repression and stagnation. A year after the coup in 1954, the Iranian oil participants, a consortium of oil companies were founded, they called it IOP, with the task of extracting, refining, exporting the Iranian oil. However, in practice the nationalization of the management in the Iranian oil industry became one of the major tasks of the concessions. British petroleum with 40% remained still the major player in Iranian oil industry, followed by Royal Dutch, 14%, Gulf oil, Stanford oil of New York, Texaco each for 8%. And they continued their activity not only in Huzestan but all over Iran, even in oil. Home does not have only oil but has got oil too. One of the immediate outcome of the August 1953 coup was the wide-ranging repression overriding every corner of political sphere in Iran. The return of the autocratic rule put a coercive end to the 12 years of practicing participatory politics. The years 1953 to 1960 were a barren period when the labour movement hit rock bottom. Compared to the wide national scale labour movement in the 1940s, in the post-1953 coups we see a fragmented provincial labour activities in some major labour intensive complexes and industry. By the end of 1950s only you can see something happening. For example, I can give a reference to the brick workers in southern Tehran. They had two strikes in 57 and 59. Vatan textile factory of Isfahan in 59. And the labour activism reached Abu Dhan and oil industry too. Only end of the 1950s. 57 and 59 we had two strikes there in this Huzestan. What is really significant with the labour activism of this period was that there was no cooperation between the labour movement and other guilds or political movement in this period. You don't see any more. Each of these movements followed their own path independent from and indifferent to other or others. The political movement's aim was, if I talk only the politics, the political movement's aim was to protest against the government which had seized power in the aftermath of the coup d'etat and against the repression which had practiced. The rule was to open a window of opportunity just wide enough to let a ray of light, allowing supportive anti-government movement to breathe easier and carry out their activities freely. This was political movement. But the labour movement was different story. The labour movement in contrast was indifferent to the turbulent political situation and remained focused on issues connected to ensuring the workers had enough money and bread. That's it. There were many factors here. I can give you one. For example, on the top, the reorganization of workforce in the Iranian oil industry, one of the major measures adapted by Iranian oil consortium. The consortium claiming that the Iranian oil industry is suffering from labour surplus labour. And the consortium persuaded a policy of labour redundancy of outsourcing labour. That was practiced late 1950s, early 60s. The drastic fall in the Iranian order even though by 55% at the end of the 50s paved the way for a rampant economic crisis. Causing social grievances among industry workers as well as labouring poor. Moreover, 30% fall of the Iranian oil price in early 1960 brought the country to the age of total economic collapse. The Iranian government's commitment on negotiation with the consortium oil company to increase or at least sustain the country's oil revenue continued. In late 1950s, the reliance of the government to loan in order to meet the country's deficit triggered a rapid increase in the rate of inflation and the index of cost of living. In 1961, the Ministry of Labour conducted a survey of price in Tehran for workers' market, for workers' basket commodities. The result became hideous. Revealing that a worker with a wife and two children had to take home a minimum of $2.2.30. I'm saying dollars for you, not realls because you can just imagine how was it. So what they needed, a worker with two children and a wife and two children needed $2.30 a day in order to feed and clothe his family at minimum standard of decency and health. This compared to the minimum wage of only 66 cents. Basket was talking about $2.36 and the wage was 366 cents only. So this was only in Tehran, in Housestan that was much worse than this. The salaries remained as it was five, six years prior to this. So everybody knew that something should be happened. The country badly needed change. Don't forget that the post-Second World War was the pinnacle of the anti-colonial and national liberation movement worldwide with substantial ingredients of anti-imperialism and anti-Americanism. These movements embedded in the ever-increasing tension of globally refashioned known as the Cold War. The need for implication of authoritarian reform, though chiefly being confined within the boundaries of economy and social development, dated back to the United States Democrat Harry Truman 4 points, launched in 1949. A concern that could be traced even before the Democrat resuming part in the United States in 1961 and pursuing economic and liberal reform in Iran. The Democrats were concerned about the retardation of what they proposed earlier. The Kennedy administration called to their allies in the Global South in the following terms, crystal and clear. Either you opt for the top-down reform or the bottom-up revolution wrap up your rules. In August 1961, the Shah held a rally in Doshan Tappe. That was a few months after that we had another rally by Jeppe Mele. Doshan Tappe is of Tehran. He announced the introduction of series of widespread economic reform which he intended to implement. Following some two years of scrutinizing old possible reform path, finally on 26 January 1963, an outline of authoritarian development was announced by the Shah and put to the referendum. The core of the reform was a series of far-reaching economic plans later known as the Right Revolution. Alongside the economic growth which occurred together with notable economic and social change, there was no trace of political development. The exclusive and coercive political practice was prevailing as before. While in the social sphere, change in urban and rural relationship becoming more conspicuous, the political space was still suffering from the post-1953 coup's repression. A strong female presence in all professionals including an increase in the number of female workers, widespread literacy program increased higher education opportunities, improved healthcare and communication network among others were the direct outcome of the practice of such developmental state. The population mobility which was the outcome of this reform led to increase, led to increase right of citizen whom the Shah was, whom the Shah using his somehow leftist terminology calling free liberated man, free liberated women, Azad Mardan and Azad Zanon. In forced top-down reform together with increased social forces from below resulted in demands from citizen for their rights. The political activists of this period could not ignore this development. What is really important is this period that was a prior to the white revolution has been somehow overlooked was we had this third five years development plan, 1962 to 1967 that was initiated by a young economist coming from Harvard and they were in fact I mean proposed their project prior to the Shahs but Shah tried in somehow to downgrade their initiative. The third five years plan managed to secure a growth of gross national product of 8.8%. Within these average annual growth share of industrial and mining sector was 7.12%. In this period the migration of labor from ruler to urban area resulted in an increase in a labor force in urban industries. Hundreds of thousands of villagers marched towards the cities. Between the years 1956 to 1966 this ten years the total number of job created reach newly job created reach to 950,000 of these 950,000 new job. 60,000 600,000 plus were industrial and mining. Those employed in this sector were predominantly from the labor force from the ruler areas. Between 1962 and 67 from the total active labor force of the country the share of the agriculture sector shrank by 6.1%. While the number of the employees in the industrial sector grew by 4.2% to more than 2 million workforce. In real term the purchasing power of the workers in certain large industry improved by 40%. Noticeably an indication of uneven development in waging policy endorsed by the government. Surely Iranian order venue had a major contribution towards the utility of the third five years development plan. With an estimated increase of 13.6% the oil was the major input into the country's economic reconstruction. The fiscal influence of the order venue had two fold effect on the Iranian economy. First it provided a source of income for the government to supplement its budgetary expenditure. And second the order venue were challenged through the plan organization or budgetary plan organization for investment in various development projects. I had a long interview with Alina Alihani for my old project because he moved to Abadan when he finished his degree from the United States. And then he told me stories about that that how they all contributed to this development in this area. Now the share of all the contribution of all how was changed everyday life in Hossistan in this period. Such an escalation not only dabbled the value added to the oil revenue but also increased the oil share in the country's gross national product from 11.6% in 1962 to 14.5% in 1967. This is roughly the number of employees in the oil industry from 51, 55 to 1978. Very interesting to note something here that all these things happening there is not done by oil concessions. Because in the beginning they decided that the concessions is nothing to do with the housing, with the welfare, with the everyday life of the workers. Only concessions focused on managing the producing and refining oil. That's it. So all these things happening and I cover it in a few moments is done by the Iranian national oil companies employees. In 1960 and 70 the housing policy of the oil company contributed significantly to the workers welfare and standard of living. The workers enjoyed free rent housing, free rent housing without when the consumption of water and electricity was also free. From 1961 to 1966 in a new district of Abadan the oil company built above 14,000 new houses. Just imagine compared to 5,000. The whole history of the Anglo-Iranian oil company, Anglo-Persian oil company. This is the North Bovarde in the oil workers quarter in 1970. This is oil workers. This is the North Bovarde again another view in the 1970. And this is after eight years when we come to the revolution before the revolution. This is the Bovarde workers district. Some points about the health. In 1955 the health care center was opened in Abadan and later in Masjid-e-Soleiman and Aghajari and Avaz. As a result of the measures introduced by this by the center the industrial accident industrial accident decreased from 5,200 in 1956 to 860 in 1960 and to only 130 in 1970. This is the better working conditions. The health care service of the company included medicine free, health care free for all oil workers and their families. Overall it is safe to say that the oil industry provided next to army the best health care system to its employee through the myriad of hospitals and clinics which by the late 1970s included eight hospitals, 52 clinics, 10 health centers and eight industrial health care centers in Hosehstein. Along the economic development in 1960 the life of the workers changed drastically. The monthly income of the workers included the basic wage, overtime, overtime payment, location dependency, housing subsidies, travel and charge allowance and new year bonus was added. Enjoying high income was not only the privilege for the oil workers. They also profited from the cheap and highly qualified products offered by the shops, the cooperative shops of oil industry. By 1972 there were 62 cooperative shops all over Iran for the oil workers. And some point about the leisure. The oil company's reproductive role was not only limited to education, housing and health care. It extended into oil workers leisure time as well. Let me to share some very interesting picture. I love this. The workers sport in Abadan. Swimming pool for children of the workers. Abadan's early morning sport for workers. Cycling club for the workers. Cinematage. Those of you are familiar with Abadan. Very famous cinematage. You know, you've got so many things about the cinematage in novels and poetry of Abadan. Radio Naftimele. They had a special radio. Radio Naftimele. And media. They had a periodics published in Abadan locals. And let me to say something about the activism. Did we have labor activism in this period? Sure. I mean, David cannot live with activism. Of course. But different type of activism. Let's go through this activism together. Some scholars in their narration of labor activism in the 1960s and early 1970s hold this period as the dark years of the labor movement. Late Fred Halliday was one of them. But this is not right. This is not correct. One of my PhD students, Maral Jeffroody, in a brilliant article, revisiting the long nights of the Iranian workers, challenges this reading by underlying that the labor activism in this period never died, but moved from the revolutionary to non-conflict transformative form. In contrast to the 1940s, the labor protests of the 1960s and early 70s took a different form from those that political activists remembered or that recently heard about. We had a labor union, but this was an official government union. In 1959, the Supreme Council of the Labor approved the bill for the registration of workers union after debating about the general principles of the bill for many, many years. These unions were formed with the approval of the security service SAVAC and the Ministry of Justice. And their leaders, very interesting, the leaders of the unionists, the unionists were trained in a syndicate-based courses which were organized by the United States government in Iran. Workers invoicing their demands used the capabilities of these unions for pursuing their demands. I'll give you an example. In March 1969, more than 4,000 workers of Abadan refinery, 69, more than 4,000 workers of Abadan refinery and its related industry stage a strike to protest the decision of classifying job at the oil company. The strike lasted for 20 years. Eventually came to an end with the demand of the workers being accepted and even payment for the salaries that had been lost during the strike period was paid. There were reports, very interesting. There were reports indicating that the workers during this strike and protest held the photo of Shah and the placards with the codes from the Shahs about the Azad, Mardan, Azad, Zanan. And calling that we are the generation of the white revolution, we want our rights to be acknowledged. Different type. There is also a narrative, very interesting. This is an interview, I mean we did, I mean with workers. There is also a narrative that at their meeting the workers sheltered. They had a meeting to discuss about the strike. But they sheltered the door of the meeting room with the posters with the Shah to protect themselves from the onslaught of the police and security service. So if the attackers could come to the room they have to tear up, tear down the picture of Shah. So nobody dared to do that. So they had a peaceful meeting there. So these are the measures the workers adapted in 1960s for better life, better wage. And this brings me to 1978 to end of my talk. Reaching the revolution. And my reading of what happened. The rapid, significant but uneven socioeconomic growth together with a severe underdeveloped political system was the situation Iran witnessed during two decades of 1960. And 1970s. To my reading this was the roots of the crisis which happened in the mid 1970s. Uneven distribution of wealth, social services and opportunities which were the result of rapid and again uneven growth could not end up other than, social and political gaps. In a report, just give you one example. In a report prepared by the international labour organization ILO in 1972 Iran was next to one of the countries which had the most uneven distribution of income. In 1972 the average income of the workers in a large industry as an example was 1,200 Riyals. Within a few years, few months even, this reached to 1,500 Riyals. And then 20% on top increase and sometimes when we come to 1975, 100% increase, 200% increase. That was all industry, machine industry, the steel industry, the large industry. So the workers in the large industry benefit from the high salaries, wages. On the other hand, the average of workers in a non-large industries remained very, very low. 600. So the larger scale of rural migration was another problem. Resulted in an excessive uncontrolled growth of the squatter settlements. That was another indicative of this appropriation, appropriate spread of population. In 15 years the population of Iran increased from 23 million in 1960 to 34 million in 1974. Cities experienced a double increase of population from 8 million to 16 million. Whereas the rural area witnessed a lower increase of 15 millions. This maximum growth occurred in 15 million to 18 millions. This maximum growth occurred in Tehran with an increase from 2.5 million people to 4.5 million in a single decade, 1966 to 1976. Due to the high rate of migration, Tehran could not be an ideal destination for migrants and neither could meet the demands of its citizens properly. Reaching its climates in mid-1970s, a squatter settlement contained all the urban inhabitants within the limit of urban economy, but no involved in it. The exact number of squatter settlers was not published, never published during these years. But based on the combination of facts and estimates, they should be between 500,000 to 1 million people. In the provinces, the increase of squatters were quite significant. In 1976, 11% of the whole population of Isfahan, 10% of Kermanshah, and between 5 to 6% of Abadan. This is really alarming. The voice of the squatters now could be heard louder, louder than the voice of industrial workers. The voice of the squatters now could be heard louder, louder than the voice of industrial workers. Labour in poor became more active. While this step of revolution could be heard even at the court, the workers of the oil industry were reluctant to join the revolution. And finally, when they were forced to join the popular unrest, their demands were chiefly political. Let me read together their demands when they joined the revolution. The abolition of martial law, the unconditional liberation of old political prisoners, and the return of exiled prisoners, dissolving the existing formal union and founding free and independent union. No reference to wage, no reference to housing, no reference to leisure. This is how the revolution reached the oil industry in 1979.